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Pre-AP English II Curriculum 2009-2010 10.1.2 (1st 9 Weeks – 2nd 4 ½ weeks) Thematic Collection: Mythology/Antigone Unit Essential Questions: What human characteristics lead to failure? Success? How is Greek mythology evident in our culture today? What allusions are there to these stories? Is civil disobedience just? Do we as humans and as citizens have a moral obligation to be disobedient when laws go against our moral conscience? Hobbs Standards A ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ NM Standards & Benchmarks 8/12/2010-English II 10.1.1 Suggested Activities Hamilton, Edith. Mythology: Timeless Tales of Gods and Heroes. New York: Warner Books, 1969. Print. Reading/Literature Students will be able to: 1. differentiate between classical and earlier, primitive myths 2. recognize the chief Olympian gods and goddesses and their functions 3. connect the importance of Greek gods and goddesses to today’s culture 4. understand the Greek concept of “sin begetting sin” using the House of Atreus and the House of Thebes as examples 5. explain the belief in the infallibility of oracles and the futility of defying fate 6. recognize the use of mythological allusions in poetry, fiction, nonfiction books, newspapers, and everyday conversations 7. examine the structure of a Greek drama and understand odes and episodes 8. understand the background of the story of Antigone 9. analyze the role of free will and fate in the hero’s downfall 10. analyze the use of Aristotle’s three unities 11. analyze the role of dramatic irony in the play 12. listen to and participate in an oral reading of the Greek drama Resources Textbook and Supplemental Materials. Additional resources may be found at hobbsschools.net IX-A.1 IX-F.1 Prestwick House Inc. Mythology: Timeless Tales of Gods and Heroes. Individual Learning Packet/Teaching Unit. 1999. Print. I-D.2 1. IX-B.4 “Introduction to Classical Mythology,” pp. 1323 Introduction to Classical Mythology 1. Read orally pp. 13-23 modeling the Think Aloud strategy http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/thinkaloud.h tm IX-A.1 2. IX-D.1 IX-E.2 IX-F.1 2. IX-B.4 IX-E.3 IX-B.1 III-D.1 “The Gods, The Creation, and the Earliest Heroes,” pp. 24-36 http://www.teachers.ash.org.au/lmillar/greekmyths/si temap.html Answer questions 1-6 from Prestwick Teaching Unit: Mythology “The Gods, The Creation, and the Earliest Heroes 1. Assign pp. 24-36, stopping at “The Lesser Gods of Olympus” 2. Grade questions 1-3 from Prestwick Teaching Unit Mythology, pp. 3-4 3. Review with students the Greek and Roman gods and goddesses from PowerPoint 4. Discuss Greek and Roman gods and goddess as mythological allusions as 1 5. 6. 7. 3. “ The House of Atreus,” pp. 247-265 5. “The House of Thebes,” pp. 266-280 Timeless Voices, Timeless Themes: Platinum. New Jersey: Prentice Hall, 2000. 668-699. Print. Neelan, Mary. Antigone Curriculum Unit. Villa Maria: The Center for Learning. 1990. Print. Zolpar, Tom. Antigone Teaching Unit. Clayton: Prestwick House Inc. 2008. Print. seen in much of literature, history, and everyday life. Play Jeopardy to recognize the function of the major gods and goddesses and their Greek and Roman names Quiz over Greek and Roman gods and goddesses. Internet Assignment “The House of Atreus” 1. Introduce “The House of Atreaus” as the basis for Aeschylus’s Orestieian Trilogy 2. Read “The House of Atreaus,” and discuss it as the basis for the Greek drama of Aeschylus 3. Use questions 1-6, Student’s Copy of Prestwick House Teaching Unit, p. 27 to guide reading 4. Facilitate quiz over “The House of Atreus” to monitor comprehension. “The House of Thebes” 1. Discuss with students “The House of Thebes” as the basis for Sophocles’ trilogy. 2. Discuss Aeschylus and Sophocles as the great fifth century tragedian. 3. Use questions 1-4, Student’s Copy of Prestwick House Teaching Unit, p. 28, to discuss reading. 4. Bridge the gap between “The House of Thebes,” and Antigone through Prestwick AP Teaching Unit, p. 8 Antigone’s Backstory: 5. Examine the geology chart from The Center for Learning’s Lesson 2 “Preparing to Read the Play,” and complete the geology chart of Oedipus, while teacher fills in the important information. 6. Antigone, Sophocles, pp. 668-699 Antigone 1. Present the “Background of Greek 8/12/2010-English II 10.1.1 2 Theater,” pp. 1-7 Center for Learning Discuss Antigone Lecture p. 3-7 from Prestwick AP Teaching Unit to fill out outline. 3. Guide for Reading, pp. 668-669, 684 • Build Vocabulary and Grammar Skills • Background for Understanding • Literary Focus • Reading Strategy • Literature and Your Life 4. Read using assigned parts. 5. Quizzes to asses comprehension and skills 6. Introduce students to AP Multiple Choice type questions using the Practice Multiple-Choice Questions pp 16-36. 7. Use Center for Learning Lessons throughout the reading to aid in comprehension 8. Guide for Responding, pp. 682-683, 698-699 to guide discussion, use Reteach, p. 682 if students are struggling. 9. Have students write a newspaper article OR a letter using the Idea Bank, p. 683 10. Optional Teacher Project 2. 8/12/2010-English II 10.1.1 7. Unit Test: Mythology/Antigone Unit Test: Mythology/Antigone 8. Writing Workshop: Writing a Persuasive Essay Writing Workshop: Writing a Persuasive Essay 3 B ____ 1. ____ 2. ____ 3. ____ Elements of Literature, 4th Course. Austin: Holt, Rinehart and Winston, 2007 Writing/Listening/Speaking Students will be able to: 4. ____ 5. ____ 6. practice writing through the use of various selection Quickwrites construct focused paragraphs with topic sentences leading toward a logical conclusion. use an array of technology and media to complete production tasks write an analytical response to literature by examining the literary elements of a short story. select major ideas and develop them with relevant reasons, supporting examples, and details. produce a persuasive essay dealing with the major themes examined in the Greek drama Antigone organize a debate into constructive arguments, refutations, and rebuttals. 1. 2. IV-B.1 Writing: Writing a Persuasive Essay, pp. 342-349 3. IV-D.3 VIII-C.1 Analytical Scale and Rubric – One-Stop Planner Collection 4, Writing Workshop: Writing a Persuasive Essay; Assessment; Holt Assessment: Writing, Listening, & Speaking, Writing: Writing a Persuasive Essay (Analytical Scale and Rubric) 4. IV-B.2 Speaking: Participating in a Debate, pp. 350-353 III-B.2 IV-D.1 Analytical Scale and Rubric – One-Stop Planner Collection 4, Listening and Speaking Workshop: Participating in a Debate, Assessment, Holt Assessment: Writing, Listening, & Speaking 5. 6. 8/12/2010-English II 10.1.1 Quickwrites Complete written assignments for various selections using short answer and paragraph format Internet Assignment: Examine the Greek gods and goddesses. Record the Greek and Roman names, the relationship to other deities, appearance, and symbols. Use multimedia to enhance final production. Idea Bank: Have students write either a newspaper article with a headline that would have appeared in polyneices was buried OR write a letter imagining that they are Ismene, writing a letter to Antigone before her arrest by the sentry. What would you tell her about her plans to bury Polyneices? How would you present the delicate situation? Writing Workshop: pp. 342-349 using http://www.cibacs.org/teacherpages/jbro nkar/PDFs/Antigone%20Oedipus%20Pr ompts.pdf as the persuasive writing prompt. • Prewriting • Writing • Evaluating and Revising • Proofreading and Publishing Participating in a Debate, pp. 350-353 4 C ____ ____ ____ ____ D ____ ____ ____ ____ Vocabulary Students will be able to 1. increase retention and expansion of new words through etymology-based vocabulary 2. apply knowledge of word families and word suffixes to determine meaning 3. activate prior knowledge in context clues to understand the meaning of new words 4. manipulate general and specialized dictionaries, thesauri and glossaries (print and electronic) to determine the definition and pronunciation of unfamiliar words. I-A.1 I-A.2 I-B.1 8/12/2010-English II 10.1.1 Frieze, Evelyn, and Collins, Katleen. Vocabulary So to Speak. Dubuque: WM. C. Brown Book Company, 1966. Print. I-A.3 “A Handbook of Literary Terms,” Elements of Literature, 4th Course. Austin: Holt, Rinehart and Winston, 2007. pp. 1107-1119. Grammar and Language Students will be able to 1. refine grammar, usage, and composition skills in a variety of formats. 2. recall and apply the functions and characteristics of coordinating conjunctions to use them correctly and appropriately in their writing. 3. analyze incomplete sentences to determine the appropriate pronoun case, to complete the clause, and to punctuate it appropriately 4. combine sentences using participial phrases for more mature sentence structure Osborn, Elizabeth. Latin and Greek Roots: A study of word families. Clayton: Prestwick House, 2005. 6783.Print. IV-F.1 “Language Handbook,” Elements of Literature, 4th Course. Austin: Holt, Rinehart and Winston, 2007. pp. 1137-1180. II-A.1 One-Stop Planner, Collection 1, p. 2 Language Handbook Activities II-C.1 Killgallon, Don, Sentence Composing for High School. Portsmouth: Boynton/Cook Publishers, Inc. 1998. Print. 1. Review root words with students from pp. 32-33, 38-39, 44-45 and, 50-51 for each of the four weeks 2. Use exercises from each unit to reinforce learning of root words 3. Have students use the words in their writing and speaking 4. Build Vocabulary, p. 683 Using the Latin Prefix trans5. Build Vocabulary, p. 699 Using the Greek Root -chor6. Use Vocabulary So to Speak “Mythology’s Cornucopia of Words to discuss how allusions mushroom in everyday life, not just in literature. 1. Build Grammar Skills, Antigone, p. 683 Coordinating Conjunctions. 2. Build Grammar Skills, Antigone, p. 689 Pronoun Case in Incomplete Clauses 3. Participial Phrases from Sentence Composing for High School by Don Killgallon, pp. 12-23 4. Use Language Handbook Worksheets to reinforce grammar skills II-B.2 5