Lesson Plan

Name: Bethany Casselman

Date: 3/07/16
Subject/Grade: AP 10th Grade
Lesson Title: Introduction To Greece and Greek Theater
Objective(s): Students will be able to know the basics of Greek
theater and the play Oedipus Rex by defining key terms from the
text.
State Standards Covered:
(9-10.RL.4)
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
Evidence of Mastery (Measurable)

To master this lesson students will be able to take text specific

vocabulary and determine its meaning through multiple
methods of discovery.

To measure if the students have mastered this lesson I will be

collecting their closure tickets with the words correctly defined
by the means required.

Sub-objectives, SWBAT:
How: By utilizing the six different ways to find a words
meaning, students will be able to better understand the
complex language of the text.
How: To define students must be able to master; meaning,
contrast, dictionary, root words, explanation and pairing.

 Why: Students will now be able to easier understand elements

of Greek Theater and Oedipus Rex, and be able to rely on their
own resources to determine a words meaning in future texts.
Key Vocabulary: Venerable, Boon, Obdurate, Votaries, Succor,
Tarrying, Presage, Woes, Targe, Rout, Quail, Augury, Adjure,
Taciturnity, Rue, Calumny, Mountebank, Taunt, Inquisition,
Reconcile, Probity, Troth, Discord, Abhor, Truculent
Materials/Resources:
PowerPoint, Oedipus Packets, Theme Tracking Sheet, Week Supplies
PowerPoint
Opening (Anticipatory Set):
Think back to when you have gone to a play, a concert or even a
religious pageant (nativity scene).
With your elbow partner discuss what kinds of things you saw,
smelled, heard and did there. Was the audience getting involved?
Was there assigned seating? Was there a chorus present? What is a
Chorus?
Auditory signal of Hands Up Eyes On me to bring students back to
focus.
Go over some student answers by calling on students randomly
using Ask-Pause-Call.
Today we are going to begin our unit on Oedipus Rex by getting a
better understanding of Greek theater and the play itself, through
vocabulary instruction.

Lesson Plan (Continued)

Instructional Input:
Power Point on Greek Theater and Oedipus will be presented.
Students take notes on anything they think is important to
remember about Greek theater or the play.

Model:
As a class we will practice working as a Greek chorus to
balance the room. The teacher will stand at the front of the room
and give commands and accompanying motions. It will be the job of
the class to work together to balance out the room by doing and
saying the exact opposite of the teacher. If the students cannot
comply, then they are out. (Similar to Simon Says)

Guided (Supervised) Practice:

Students will then be introduced to the Finding Word Meaning
worksheet. As a class go over the six strategies for finding word
meaning. Ie: Meaning, Contrast, Dictionary, Root Word, Explanation
and Pairing. Read the ways to use the strategies, and the given
examples.

Model:
Read through and model an example of each of the six
strategies for finding words meanings.

Guided (Supervised) Practice:

Students will then follow along as teacher reads pages 13 to 18
of the play.
Students are to underline any confusing or unsure words as
they follow along in the text. Later, Students will return to the six
definition strategies to define some confusing words they underlined
in the text.
Model:
Teacher reads pages 13 to 18 and stops at the end of each page
to have students write an about statement or a one sentence
summary of what is happening in the play so far on that page.

Guided (Supervised) Practice:

The Theme Tracking worksheet will be introduced and students
will complete section one by copying the five main themes from the
board and creating one of their own. They will then choose one of
the six themes to track for the duration of the play by circling it on
the top of the page.
The sheet will then be stored in the students binder to be used
throughout the week.

Check For Understanding:

In their table groups have students choose two words from the
packet that they underlined during reading. Using any of the six
strategies students should define the words. Have them choose one
spokesperson from their group who will share one of their meanings
and how they found it, with the class.

Extended (Independent) Practice:

By tomorrow read pages 19 to 23
Lesson Closure:
Students will reflect using Ticket Out The Door: At the end of class
students will return to the sheet where they defined two of their
own words. From the packet they will then choose one word from
the word-meaning sheet that has already been given. Using one of
the six strategies, students are to define the term on the sheet with
their other two words and turn it in as they leave.
Students will be engaged because they are answering their own
questions and clarifying confusing content.

Theme Tracking
Name:

Theme: A theme is a universal statement about life and/or society. Because it is

universal, the same theme may be found in multiple works. A theme differs from a
topic because a theme must be written as a single declarative sentence (topic
+judgment). For example, becoming a man is a thematic topic, but Suffering and
hardship turn a boy into a man is a theme statement. Most novels have a number
of different themes. Start looking for theme by considering the learning experience
of the main character in your novel. What has he or she learned? What lesson or
message do you think the author is trying to convey to the reader?

Play Title:

Author:

Section 1: List several thematic topics that the novel raises. (Copy from the
PowerPoint) Then circle one that you will track as you finish the book.

1)

2)

3)

4)

5)

6) (List one theme you have noticed on your own)

Section 2: Explain/show HOW the following elements in your novel support the
theme you have identified:

PLOT EVENTSHow does the action or sequence of events in the novel address
the thematic topic you have identified?

CHARACTER DEVELOPMENT How do the words and actions of the character(s)

address the thematic topic you have identified?

SETTING AND MOODHow does the time, place, and the mood of the novel relate
to the thematic topic you have identified?

SYMBOLISM AND IMAGERYHow do the symbols and/or images in the novel

address the thematic topic you have identified?

Section 3: What conclusions can you now reach about the thematic topic you
identified in step 1? What does the play have to say about this topic?

Section 4: How does this theme relate to you? Explain using details from your
life/experiences. If you believe that this theme does not relate to you, you must
justify this by comparing your life/experiences to those described in the novel.

Section 5: What other works (novels, plays, poems, songs, movies, music videos,
etc.) share this theme? Come up with at least 2 and then explain/justify the
connection using details from the new works that you have picked.