University of Houston Lesson Plan Template

[To be completed by Student Teacher]

First and Last Name

Melissa Wilde

Lesson Overview
Lesson Title

Taking Greek to the Streets: Modernizing Greek Tragedy for Today

Lesson
Description

On this day the students will learn about archetypal characters and investigate modern-day
counterparts; following this the students will break into their scene performance groups and
begin to translate the original text into modern, everyday language.

Unit Title

This day is in the middle of a unit focusing on Greek Tragedy and, more specifically, Antigone.

Real world
application
s/
Content

Students will enhance their real world skills including working in groups and paraphrasing
complex text to be comprehensible to their peers.

Technolog
y
Standard
Objectives

N/A in high school

Area
Standards
Alignment

Grade Level
Estimated
Time
Needed
for
this Lesson

5a: analyze isolated scenes and their contributions to the success of the plot as a whole in a
variety of works of fiction
2c: relate the figurative language of a literary work to its historical and cultural setting.
26: develop skills for working productively with others in teams/groups

Students will be able to analyze isolated scenes and their contributions to the success of the
plot as a whole in a variety of works of fiction
Students will be able to relate the figurative language of a literary work to its historical and
cultural setting.
Students will be able to develop skills for working productively with others in teams/groups
10th grade, co-teaching model with majority of students having IEP.
One 50-minute class period

Resources/Materials/Tools
Terms/Vocabulary
Technology
resources
(hardware,
software,
websites,
TechnologyEnhanced
Lesson
Supports), and
rationale for
why each is
vital for
NonTechnology
resources and
rationale for
why each is
vital for
Lesson Procedures
Stage of Lesson

Archetype

ELMO Document Camera, Projector: these are to model for the class to see how the sheets
are filled out. Then it can be left up on the screen as a constant model.

In-class set of dictionaries/thesauruses to assist with the translating of the Greek text.
Worksheets for archetype breakdown and line translation

Step-by-Step Lesson Sequence

Lesson Management

Resource
Manageme
nt

Describe how each

stage of the lesson
will be managed,
including role of
teacher and learners
(who is doing what at
each point), location
(e.g., classroom,
computer lab,
outside), and any
special
considerations, such
as for differentiated
instruction.

Focus/
Anticipatory
Set
(motivational hook)

Content Input
(could include
content outline,
presentation
format,
questioning,
modeling,
examples)

Guided Practice
(identify
students who
failed to master
lesson
objectives)

Cite specifically
what resources
for this activity
(nontechnology and
technology)
will be used,
and describe in
detail how they
will be used.
Note who will
be using the
tool and in
what ways.
Note any
safety
considerations
needed.

At the beginning of class, students will pick Students will know I will have
up the Antigone Family Tree and character that if there is a
already run off
breakdown sheet and take a seat. I will
paper under the
copies of the
begin the class by reviewing the story of
Take One sign,
Antigone
Oedipus, and asking students basic facts
there is an
family tree for
about the story to jog their memories.
expectation that
the students.
Basic facts are as follows:
they pick it up and We often have
- What was the tragedy of Oedipus?
take it to their desk. to prompt
What happened to him in the end? The desks have
students to
- Did he know this was going to
been moved into
remind them
happen? How did he know?
groups in
when an
- Who is Antigone in relation to
anticipation of the activity does
Oedipus?
scene groups
not require
After reviewing this story, we will talk
working together. the use of
briefly about the family tree in relation to
their cell
what they have learned.
phone and
I will take a quick thumbs up thumbs
must be put
down assessment to gauge how well the
away.
kids understand the background info
I will introduce the concept of archetypes, There will be a
and explain how frequently we see
powerpoint slide
characters in the media and real life that
with the example
fulfill these stereotypical patterns of human archetype and
behavior. I will explain how these originated images.
in greek theatre, but are continually used
today. Example, The wise old mentor
figure Mr. Miyagi, Morgan Freeman in
most movies, Kung Fu Panda, Jiminy Cricket
Students can discuss why these archetypes
last over time.
Translation between greek archetpyes and Archetypes Sheet
modern day:
(see attached)
Students will receive a sheet with different
types of Greek archetypes, and have to
come up with as many modern day
examples as they can that represent the
same archetype.

Independe
nt Practice
(vertical
expansions of
lessons; reteaching and
enrichment)

Bring back to students, take examples,

explain that they have just proved that
they can translate between greek and
modern day, and that now were going to
try it with lines.
Model how to translate lines in two ways:
General Idea translation (when the whole
sentence sounds old fashioned), versus
translating words individually to be more
updated (when in general the sentence is
how we would speak save for a few words).

Document Camera
to show the
annotations as I
translate using
the two methods. I
will aslo need a
dictionary or
thesaurus to
demonstrate the
second method.

Students will
begin to work
on their scene
translations in
group on a
sheete that
has the scene
printed on,
triple spaced
so they have
room to
translate each
line.

Then students will translate lines from a

selected scene in groups, with each student
taking on the lines from a character.
Closure

Talk about what weve done, mention how

we will continue on to act out the scenes in
this translated version the next class.

Plans for Differentiated Instruction/Accommodations

Special
Education
Students
English
Language
Learners

Gifted and
Talented
Students
Other

Provide a digital copy of the translation document so students can type underneath each
line, if the scene is beyond a page long. Some students may need some lines read aloud
to better understand how to translate them.
ESL students should be allowed to translate the lines into their native language before
attempting to find the most modern and comprehensible English translation, if necessary
to ensure comprehension.
If students are completing their translations much more quickly than the rest of the class,
there are two options for extension:
1) Find a different part of the text to translate
2) Try and translate the same scene in a different dialect (how would this be said if the
person was from Canada? From Australia? England? What If this were a rap? Or had to
rhyme? Challenge them to maintain meaning but change the delivery)