Content Area Unit Plan
Title: Oedipus Rex by Sophocles
Grade: 10th Grade College Prep & Honors
The theme for the sophomores in English 2 is community and civic engagement.
Oedipus Rex is a play in which themes of social and private governmental affairs in
explored. Students can relate to this text because in our society we have a tendency of
reacting to government affairs not always understanding the logistics behind them.
Oedipus chooses to be very open with his community about what happens in it and the
roles the government plays in its future. Students will be able to compare and contrast
this with our modern day society and draw connections that will help them understand its
significance.
Objectives & Common Core Standards:
Objective – Students will be able to compare and contrast multiple interpretations of a work of
drama, and evaluate how each version interprets the original text.
CCSS.ELA-Literary.RL.9-10.1- Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literary.RL.9-10.7- Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
Objective - Students will be able to delineate the structure that the author uses in Oedipus Rex
and explain how this structure relates to the overall meaning of the play.
CCSS.ELA.Literary.RL.9-10.8- Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of evidence.
Objective - Write arguments in support of a claim related to a work of Greek Drama using valid
reasoning, and sufficient evidence.
CCSS.ELA-Literary.W.9-10.5- Develop strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
CCSS.ELA-Literary.RL.9-10.1- Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literary.L.9-10.1- Demonstrate command of English conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literary.W.9-10.1- Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient information.
Objective - Explain how major characters develop within and across Oedipus Rex and determine
the relationships within these developments.
CCSS.ELA-Literary.W.9-10.10- Write routinely over extended time frames (time research,
reflection, and revision) and shorter time frame (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
CCSS.ELA-Literary.SL.9-10.1- Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
CCSS.ELA-Literary.SL.9-10.3- Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric.
Objective - Compare and contrast how two or more mediums treat similar topics, and explain
how these topics relate to the text.
CCSS.ELA-Literary.SL.9-10.1- Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
CCSS.ELA-Literary.L.9-10.1- Demonstrate command of English conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-Literary.RL.9-10.7- Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
Objective - Examine the text through a set of concise text-dependent questions that compel
students to reread and investigate specific portions of the text under consideration for evidence
based answers.
CCSS.ELA-Literary.RL.9-10.1- Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literary.W.9-10.10- Write routinely over extended time frames (time research,
reflection, and revision) and shorter time frame (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Guiding Questions:
•
What controls our lives, fate or free will?
•
Is it possible to erase the past?
•
Is telling the truth always necessary?
•
How do you know if someone has truly atoned for their mistakes?
•
Should people be held accountable for the actions of others?
•
When dark secrets are revealed, how does society deal with them?
•
When leaders act incorrectly, what should be done?
•
How do you know when something is true? How is truth identified?
•
Does lineage define an individual?
•
Does blood constitute a family?
SPED & ELL Modifications
Extended time frame for assessments, class assignments, and homework
Translated version of text
Para-Professional/Educator – small focus groups when reading, annotating, etc.
Word Wall – for major characters and vocabulary words
Word to Word Dictionary – direct translation to English
Graphic Organizers
Texts/Resources:
Bloom, H. (1988). Sophocles' Oedipus Rex. New York: Chelsea House
Ebrahim, Z. (2014, March 1). I am the son of a terrorist. Here's how I chose peace.
Retrieved December 11, 2014, from
http://www.ted.com/talks/zak_ebrahim_i_am_the_son_of_a_terrorist_here_s_how_i_cho
se_peace
"Sophocles Oedipus Rex 1957." YouTube. YouTube, n.d. Web. 10 Dec. 2014.
http://www.youtube.com/watch?v=ZZUCgq8LfhY
Sophocles' Oedipus Rex [Motion picture on DVD]. (1957). DVD package design: MMII
Image Entertainment, Inc.
Brantley, B. (200, October 6). Private Horror Made Public. The New York Times.
Retrieved October 1, 2014, from
http://www.nytimes.com/learning/teachers/featured_articles/20001006friday.html b
Formative & Summative Assessments
Journals
Unit Test
In Class Essay
Gallery Walk Activity
Peer Editing Session
Description: Students will receive a copy of the rubric before they start writing. Each
section of the rubric must be discussed and students should be given the opportunity to
ask questions or voice concerns. After students have written their essays, they will sit in
groups of no more than three and use the rubric to assess one another’s work. Each
student should have their essay looked at by two peers, who will write their score (1-4)
on their essay. If scores are not the same for the essay, the editors then have a discussion
on why they gave their score using the rubric as their point of reference. Both editors
must come to a consensus on the final score and explain their reasoning to the writer.
Writers must then reflect in a 1 paragraph response on whether they agree or disagree
with their score and why.
L.I.T Question Activity
Lesson: Analyzing Media Advertisements & Authors
Purpose
Students will answer questions about advertisements in magazines to
learn how to assess the choices authors make, why they make those
decisions and who it affects the audience.
Overview &
Purpose
Primary: Mass ELA Reading Standards for Informational Text,
Common Core
Standards Adressed Grades 9-10 band: RI-6 "Determine an author's point of view or
purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose."
Reinforces: Mass ELA Reading Standard for Literature, Grades 9-10
band: RL-5: "Analyze how an author's choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension or surprise.
SWBAT – Assess different forms of advertisements in modern media
in order to understand the significance of the choices an author’s
makes and their purpose.
Objectives
SWBAT – Discuss as a class their opinions about why the author of
their ad made their product the way they did.
Materials
•
•
•
•
•
Pens & Paper
Do Now Power Point
Clorox Wipes Bottle
Ads from a Magazine
Analyzing Ad Handout
Activities
•
Do Now – Put students into pairs. Have them look at a Clorox Wipes Bottle for a
minute. Then have them respond to 5 questions basic questions about the item. Students
should then share answers with their partners, then as an entire class. (5 minutes)
•
Advertisement Handout & Activity – Each student will receive an ad from a current
magazine to answer questions about on the Advertisement Handout. Have students then
discuss in pairs their responses and end the activity with a class discussion. (20
minutes)
•
Wrap-Up – Ask students what they were able to take away from the lesson. (5
minutes)
Lesson: Analyzing Media Advertisements & Authors
Purpose
Students will peer score and revise one another’s argumentative
essays using a 4 point MCAS open response rubric and then reflect on
grade received.
Overview &
Purpose
Common Core
Standards Adressed
Primary
CCSS.ELA-Literary.W.9-10.1- Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient information.
Reinforces
CCSS.ELA-Literary.W.9-10.5- Develop strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
SWBAT – Assess peer argumentative essay using a 4 point MCAS
Open Response Rubric
Objectives
SWBAT – Reflect on score received for essay, decide whether they
agree or not, and defend their reasoning using the rubric as a point of
reference
Materials
•
•
•
•
•
Pens & Paper
4 point MCAS Open Response Rubric
Oedipus Blame Essay
Highlighters (Pink & Yellow)
Reflection Worksheet
Activities
•
Do Now – Put students into groups of 3’s. Ask students to write about how they
determine whether a piece of writing is good or completed. After writing have students
discuss with their partners their responses and then as a whole class. (5 minutes)
•
Peer Score and Discussion Activity – Hand out highlighters and the 4 point MCAS Open
Response Rubric. Students should then read and voice any questions or concerns about
their understanding of the rubric. Pass back the Oedipus Blame essay and ask them to
rotate it clockwise with their partners until it is returned to the writer. As they are
scoring students must highlight with their yellow marker all of the areas that followed
the guidelines of the score they received and with the pink areas that need to be revised.
Once they have been scored twice, if the score matches up then the student has received
their final score. However if the scores don’t match up, then the editors must then
discuss and come to a conclusive score. (40 minutes)
•
Wrap-Up – Hand out reflection worksheet to students and have them write about the
final score they received. They must explain whether they agree with the score or not
and their reasoning using the rubric as a reference. (5-7 minutes)
Mini Lessons
Literal Question Mini Lesson – Students will review literal questioning and the
components of creating these questions. Using a short except, they will then demonstrate
understanding by creating their own questions to share and edit with their groups.
Inferential Question Mini Lesson – Students will review inferential questioning and how
to support inferences made when reading a text. Using a current events article, they will
create these questions and answer them using textual evidence.
Thematic Question Mini Lesson – Students will review theme and the components of
creating a thematic question. Watching “The Story of the Three Brothers” then reading
the text, students will create thematic questions using their theme stems are a starting
point.
Characterization Mini Lesson – Students will define characterization and review the
different types of characters, providing an example of each from either Oedipus Rex or
another text they’ve read in or out of class.
Annotation Mini Lesson – Students will discuss the importance of annotating a text;
choose a 3 highlighter system to determine what they are specifically identifying, and use
an excerpt from an article to use as a sample and reference when annotating Oedipus Rex.
Small Group Activities
Journal 1 Pair Discussion
Journal 2 Small Group Discussion
Journal 3 Half Class Discussion
Journal 4 Whole Class Discussion
Journal 5 Small & Whole Class Discussion
Gallery Walk Activity
Revising, Editing, & Peer Review
Riddle of the Sphinx Activity
Ted Talk Video & Discussion
Individual Activities
Reading & Annotating of Scenes
In Class Essay
Background information notes
Literal, Inferential, and Thematic Mini Lesson & Activity
Unit Test
Argumentative Thesis Statement & Topic Sentence Activity
“What Would You Do” Activity
Riddle of the Sphinx Activity
EdTech Integrated Activities
Ted Talk – Zak Ebrahim
Written vs. Visual Activity
Play
Critical Thinking Strategies:
Create Inferences
Discuss Inferences in a pair, small group, or whole class setting
Support inferences using textual evidence
Interpret various perspectives on topic
Determine conclusive thoughts
Reading Processes:
Identify purpose of reading
Create a plan – annotation of the text; specific details
Create predictions on the text/topic
Close Read – identifying specifics in the text to support predictions
Questioning – writing L.I.T questions and discussing
Summarizing text – demonstrating comprehension
Assessing significance of text
Writing Processes:
Prewriting
Drafting
Revising
Editing
Publication
Revision
Reflection
Interdisciplinary Strategies
History
•
Students will take notes on background information on Greek culture, religion,
and government
•
Students will compare and contrast Greek government to modern American
government
•
Students will compare and contrast American society’s response to government
issues in comparison to Greek society in Oedipus Rex
Science
•
Students will discuss what constitutes a family and how lineage/genealogy can
affect an individual positively and negatively
Monday
Day 1
Tuesday
Day 2
Wednesday
Day 3
Thursday
Day 4
Friday
Day 5
Unit Packet
Handout
Lesson Objective
Lesson Objective
Lesson
Objective
Lesson Objective
Riddle of the
Sphinx Activity
Inferential
Question Mini
Lesson
Background
Info & Review
of Unit
Objectives
Literal
Question Mini
Lesson
“What Would
You Do If…”
Activity
Day 6
Lesson
Objective
Ted Talk – Zak
Ebahim
Creating your
destiny
Activity
Day 11
Lesson
Objective
Journal 5 &
Small Group to
Whole Class
Discussion
Reading &
Annotation
(scene 5)
Day 16
Journal 1 & Pair
Discussion
Discussion on
Accountability
Annotation Mini
Lesson
Review Comp.
Questions for
Scene 1
Reading &
Annotation
(Scene 1-Ode 1)
Journal 2 &
Small Group
Discussion
Reading &
Annotation
(scene 2)
Comprehension
Questions
Day 7
Day 8
Day 9
Day 10
Lesson Objective
Lesson Objective
Lesson
Objective
Lesson Objective
Journal 3 & Half
Class Discussion
Fate vs. Free Will
Discussion
Reading &
Annotation
(scene 3)
Mini Writing
Lesson
Day 12
Day 13
Lesson Objective
Lesson Objective
Gallery Walk
Lesson &
Activity
Characterization
Mini Lesson
Character Chart
Activity
Wrap Up
Discussion
Day 17
Day 18
Journal 4 &
Whole Class
Discussion
Reading &
Annotation
(scene 4)
Day 14
Lesson
Objective
L.I.T Question
Review &
Group Activity
Literal and
Inferential
Question Review
Thematic
Question Mini
Lesson
Day 15
Lesson Objective
Unit Test Study
Guide Session
Hand in Unit
Packets
Day 19
Day 20
Lesson
Objective
Unit Test
Lesson Objective
Lesson Objective
Argumentative
Thesis Statement
& Topic
Sentence Lesson
Textual Evidence
& Explanation
Lesson & Activity
Lesson
Objective
In Class Essay
Lesson Objective
Revising,
Editing, Peer
Review Lesson
& Activity
Day 21
Play
Written vs.
Visual
Sources
Milner, J., & Milner, L. (1999). Bridging English (5th ed., pp. 4-7, 303-309, 399-406). Upper
Saddle River, N.J.: Merrill.
Milners book helped me realize how important alternative assessments are. Instead of having
students hand in the work and give them a grade, I kept focus on peer evaluation and discussion.
Gere, A. (1992). Language and reflection: An integrated approach to teaching English. New
York: Macmillan;.
Gere’s book helped me keep in mind the necessity of using different instructional methods. It’s
important to have consistency in the classroom but to also make sure instruction changes and
provides a range of activities and lessons to keep student engagement levels high.
Airasian, P., & Russell, M. (2008). Classroom assessment: Concepts and applications (6th ed.).
Boston: McGraw-Hill Higher Education.
Russell’s book truly emphasized the importance of grading and fairly which I kept in mind when
creating assessments and assuring that what the rubrics I created were as fair and clear as I could
make them.
A nation at risk: The imperative for educational reform : A report to the Nation and the Secretary
of Education, United States Department of Education. (1983). Washington, D.C.: National
Commission on Excellence in Education :.
When creating this unit plan I kept in mind the importance of heightening student expectation
instead of lowering it. It’s important to have high expectations for student because it shows to
them how much an educator believes they can achieve.
Moffett, J. (1968). Teaching the universe of discourse. Boston: Houghton Mifflin.
I wanted to implement the “universe of discourse” in my classroom practice where students
would be writing, reading, discussing, listening as much as possible with their peers to attain
higher critical thinking.