Tag Archive for oedipus

iPad Research and Notecards!

Standards

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activator

8 Mile…

Learning Target

Scholars will continue their research into a success story using the iPads.

Work Session

Again, you are writing an answer of at least four sentences to each question!

6. What do YOU think is the reason for your person’s success?

7. What does your person consider the biggest reason they are successful? (Look for interviews your person has done to answer this question.)

8. What are some things you and your friends can do that caused your person to be successful?

9. What are some other things you should do if you want to be successful in life?

10. What advice would you give someone if they asked you how to become successful like ________________(your person)?

After you finish these, you need to turn in your answers from today and yesterday so I can give you credit for them!! Tomorrow you will get them back in the computer lab to make them into notecards (or note-strips-of-paper) and you will make your PowerPoint so you can present!!

Closing Session

Socrative TOTD – 2 things you learned about your person!!

Assessment

Research questions will be assessed, TOTD will be checked.

Differentiation

Technology use, flexible grouping, student choice.

Oedipus Part II, Second Half!

Standards

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Activator

More figurative language…

Learning Target

Scholars will finish Oedipus and then compose a letter of speech about the play.

Work Session

Welcome back to class, everyone! I hope your week has started off well 🙂

Today we’re going to finish reading Oedipus the King, the same way we’ve been reading it so far. Afterwards, I’d like you guys to do a short writing assignment before we review our figurative language. Here’s the deal, and… guess what! You have a choice!!

Option A: Pretend you are Oedipus. Before you blind yourself, write a letter to the people of Thebes explaining what has happened. Do you feel guilty? Should you have listened to the prophet? What advice do you have for the people you used to rule? How are you going to punish yourself for what you’ve done and why? Give me 2-4 paragraphs, and don’t forget to put it in letter format!

Option B: We talked several times about the tragic flaw (hamartia) in Oedipus, which, in this case, was hubris. Hubris is an extreme pride and way of thinking that you’re better than everyone else or exempt from the same restraints as everyone else. How would the story of Oedipus differed if he had not had this tragic flaw? Write a summary in 2-4 paragraphs where you explain how Oedipus the King would have turned out if he had not had this tragic flaw.

Closing Session

A man is pushing his car along the road when he comes to a hotel. He shouts, “I’m bankrupt!” Why?

Assessment

Letters will be graded for RL.9-10.2: Analysis

Differentiation

Length can be varied, student choice in the letter/speech assignment.

Figurative Language Has Invaded Your Playlist!!!

Standards

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Activator

Figurative language song!

Learning Target

Scholars will search their own playlists to find examples of figurative language, and write these examples down on giant posters to hang in the hallway.

Work Session

Welcome to Thursday!!

Guys, I have a secret to tell you.

Something has invaded your phones. Like a virus, only… scarier.

FIGURATIVE LANGUAGE (aaaaiiiieeeee!!!!)

(thanks for the dramatic shrieks!)

Today in class we’re going to be making some big posters with examples of figurative language on them. But I’m not one of those lame-o teachers who thinks that examples like “I have a mountain of laundry at home” are cool examples (that’s a lie), I’m one of those awesome teachers that lets you find examples from popular music.

On your phones.

So, here’s what we’re going to do! I’ll give you the list of the literary devices we’ve been studying on the board, and I’ll hang posters around the class with the literary devices written on them. Your job is to play with your phone, find lyrics that fit the literary devices, and then go write those lyrics up on the giant poster.

Da Rules:
-SCHOOL APPROPRIATE!! Don’t put up any lyrics with bad words.
-Have me check your examples before you put them on the poster 🙂

Your lyrics can be from any song and any genre so long as there are no curse words. Double check with me if you’re not sure if a word is a curse word.

You have all day to work on this – enjoy!!

Closing Session

There was a green house. Inside the green house there was a white house. Inside the white house there was a red house. Inside the red house there were lots of babies. What is it?

Assessment

Posters will be informally assessed, students should turn in their lists, students will be checked off as they go as formative assessment.

Differentiation

Student interest, technology use, students may work with partners if needed.

Oedipus, Part II, the first half!

Standards

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.5 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.

Activator

Oedipus Rex Rap

Learning Target

Scholars will read the first half of part II of Oedipus Rex, then finish their poem poster from yesterday.

Work Session

You guys ready for some more OEDIPUS?! We’re going to continue reading the play to day, starting part II and getting about halfway through it. Let’s review what has happened so far, first…

-What are the horrible things Teiresias claims Oedipus has done?
-How did Oedipus react to these accusations?
-How did Jocasta react to these accusations? How does Jocasta feel about prophets in general?

After we have reviewed what’s going on so far, let’s get into the play and hear the horrible truth as Oedipus discovers it!

Ok, after we finish the play, I want to take a minute to talk about the tragic flaw. Oedpus’s tragic flaw is hubris, or extreme pride. Here are some other tragic flaws:

-Jealousy or envy
-Greed or avarice
-Anger or wrath
-Laziness or sloth
-Gluttony or overindulgence

Choose one of those tragic flaws and write a summary of how the story of Oedipus would have been different if Oedipus’s flaw had been different. For example, you might choose wrath, and say that if Oedipus’s flaw was wrath, he would have killed Teiresias and Creon in anger. If he had killed them, he may never have figured out he was married to his mother!

Write about two to three paragraphs on this, and that’s all for today everyone!! Oooh, I do have a good riddle though…

Closing Session

Brothers and sisters I have none but this man’s father is my father’s son.
Who is the man?

Assessment

Paragraphs will be assessed for understanding of theme and citation of evidence (RL.9-10.1 and RL.9-10.3).

We will TOTD using Socrative if possible.

Differentiation

Students may choose a tragic flaw of interest to them to write about, and length of the writing assignment can be modified if needed.

Oedipus Villanelles

Standards

RL.9-10.10 – Common Core State Standards

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br/><br/>By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

L.9-10.5 – Common Core State Standards

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RL.9-10.2 – Common Core State Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

 

Activator

Oedipus Rex,
Resources:

 

 

 

Learning Target

Scholars will read the second half of part I of Oedipus Rex, then examine the villanelle poetic form.
 

Work Session

Welcome to FRIDAY! Today we’re kicking it off by reading the second half of part I of Oedipus. You guys liking the play so far?

As you recall from yesterday, we’re reading with individuals reading their parts, and the rest of us reading the chorus together…or, you might say, chorally. Remember to follow along in the book as we read, because it can get kind of confusing with an entire class reading together.

I just love the drama in this play, don’t you?

Anyway, after we finish reading this section, we’re going to look at some poetry – specifically, the villanelle. I love this format! And next week you guys are going to write your own 😀 Let’s read some about Oedipus, shall we? Let’s look at the figurative language used here, too!
Resources:

 

 

 

Closing Session

Riddle time! Lighter than what I am made of,
More of me is hidden than is seen,
I am the bane of the mariner,
A tooth within the sea.
What am I?
 

Assessment

Informal assessment of reading aloud.
 

Differentiation

Students will read chorally or individually depending on their reading level.