DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
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Tragedy, Morality, and the Individual: Oedipus Rex and Antigone
A Unit Plan for English II/World Literature
By Caitlin Donovan
Note: This is a three week unit designed for a standard/honors 10th grade English class in a 90-day
semester with 90 minute class periods.
Stage 1—Desired Results
Established Goals: Common Core State Standards, English/Language Arts Grades 9-10
NOTE: EDIT THIS LIST TO FIT YOUR PARTICULAR UNIT
Common Core Reading Standards for Literature, Grades 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.
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.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
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.
Common Core Reading Standards for Informational Text, Grades 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.
2. Determine a central idea of a text and analyze 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.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made, how they are introduced and developed, and the connections that are drawn between them.
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
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.
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how
they address related themes and concepts.
10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Common Core Writing Standards, Grades 9-10
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
9.Draw evidence from literary or informational texts to support analysis, reflection, and research
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
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Common Core Speaking and Listening Standards, Grades 9-10
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Common Core Language Standards, Grades 9-10
1. Demonstrate command of the conventions of standard English grammar and usage when writing/speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10
reading and content, choosing flexibly from a range of strategies.
Key Understandings of this Unit:
Students will understand that . . .
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Through literature, readers learn about the
particulars of culture, place, and time as well as
about what it means to be human
Mature readers seek and develop personal
connections with the literature they encounter.
Fluent readers recognize the aesthetic aspects of a
work of literature (including genre, theme, and
other literary devices) and appreciate how these
elements contribute to the work’s meaning.
Morality and legality can be conflicting concepts
Civil disobedience has been used to encourage
change by breaking established laws
People often forsake the law when it conflicts with
their personal set of ethics or religious beliefs
Students will know . . .
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The definition of terms important to Greek
Tragedy, including: chorus, ode, theater, episode,
anagnorisis, catharsis, deus ex machina, peripeteia,
stichomythia, dramatic irony, pathos, tragedy,
tragic hero, hamartia, hubris
Pieces of an ancient Greek stage
Essential character and plot information involving
Antigone and Oedipus Rex
The definition of civil disobedience and other
situations in which civil disobedience has been
used as a method of protest
Essential Questions of this Unit:
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How are the challenges students face similar to and
different from Antigone’s?
How are laws and morality constituted across
different times and locations?
How does the concept of tragedy apply in a current
setting? How has the definition shifted?
What is the higher law- personal ethics, religious
traditions, or the rules of the land?
When is it acceptable, if ever, to break the law?
What does it mean to be a good family member?
Does meaning shift depending on if you are a
mother, father, sister, brother, or uncle?
How does a good leader interact with laws?
Where does authority come from? How does the
source of authority determine punishment and praise?
Students will be able to . . .
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Write an editorial on a topic of personal importance
Write in different styles for different situations and
time limits
Differentiate between the Greek theater and more
common contemporary theaters
Explain the use of masks in Greek theater and in
other situations throughout life
Explain the difference between morality and legality
Compare and contrast Greek Tragedy to the
contemporary idea of tragedy
Apply Antigone’s struggle to current events
DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
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Elements of a successful editorial
The significance of Civil Disobedience and Letter
from Birmingham Jail
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Appropriately use specific literary terminology
Define tragedy and explain how and why the
definition has shifted to be used more liberally
Stage 2—Assessment Evidence
Performance Tasks:
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Other Evidence:
Reader’s Theater Performances of Oedipus
Adapted Antigone/Oedipus Rex Screenplay
Civil Disobedience Poster
Editorial about personally significant current event
Timed Response questions
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Guided reading notes
Vocabulary Quiz/Test
Reflective Writing- Tragic Flaw
Film notes- Oedipus Rex movie
Labeling/comparison of ancient Greek theater
Stage 3—Learning Plan
Learning Activities:
Day 1
(30)Greek Theater- Labeling and Picture Comparison
Teacher guides students through labeling a Greek Theater
Students independently compare images of a Greek stage and aShakespearean/European stage
(30) The Purpose of Masks- Brainstorming
Teacher shows images of different masks
Students write a short description of the masks (annotation practice) and hypothesize why the
mask is used, supporting their claim with specific physical details from the mask
(30) Vocabulary Walk-Around
Teacher has vocabulary definitions and pictures placed around the room, monitors
Students find each vocabulary word and picture in the room and complete their vocabulary chart
Day 2
(30) What makes a Tragedy?
Teacher uses direct instruction to show students elements of a tragedy
Students take notes, popcorn their peers for input and ideas
(20) Vocabulary Review- Hubris, Hamartia, Anagnorisis, Catharsis
Teacher calls on students for definition of words, provides other examples
Students explain to their peers, take notes, provide examples
(40) Sophocles Biography
Teacher orally reviews annotation, its significance and use as a test taking strategy, monitor
Students read essay, annotate, and answer questions at the bottom of the handout
Day 3
(20) The Story of Oedipus- Read aloud
Teacher calls on students to read aloud
Students read the summary and respond to the question: “Why did Miss D ruin the story?”
(70) Oedipus (1957) First Half (47:05)/Viewing Guide
Teacher pause film and check for understanding
Students watch film, answer questions, complete guided notes handout
Day 4
(60) Oedipus (1957) Second Half (End)/Viewing Guide
Teacher pause film and check for understanding
Students watch film, answer questions, complete guided notes handout
(30) Assign Three Minute Skits, Students work on skits
Teacher assigns group members and sections, explains summary assignment, monitors
Students choose roles, make masks, practice staging and lines
Day 5
(15) Final practice of performances
Teacher monitors, answers questions
Students choose roles, make masks, practice staging and lines
DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
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(45) Perform/Rate Reader’s Theater Skits
Teacher watch skits, grade for participation and accuracy
Students watch skits, provide feedback to groups, vote for best skit
(10) Assign Screenplay Project
Teacher goes over assignment, answers questions
Students follow along with teacher, ask questions, begin to choose groups
(20) Overflow time- review of vocabulary, Greek theater, Oedipus Rex if time remains
Day 6
(10) Final questions on Oedipus Rex
Teacher fields questions
Students ask/answer questions
(10) Brainstorming for Timed Writing Quiz
Teacher models brainstorming, answers questions
Students brainstorm, check brainstorming with a partner
(60) Timed Writing Quiz
Teacher monitors, answers questions
Students write
(10) Pass out Antigone
Day 7
(20) Antigone/Oedipus Family Tree
Teacher explains assignment, answers questions, provides correct answers when necessary
Students complete handout with a partner
(50) Antigone read aloud
Teacher writes name pronunciation on the board, chooses readers for different segments
Students read aloud, follow along, take notes
(20) Comparisons to Oedipus Rex
Teacher poses questions, writes on the Venn-diagram on the board, asks probing questions
Students compare themes in Antigone and Oedipus, answer questions, write on the board
Day 8
(55) Antigone read aloud
Teacher writes name pronunciation on the board, chooses readers for different segments
Students read aloud, follow along, take notes
(35) Quiz- Antigone and Greek theater terms
Teacher monitors, answers questions
Students complete quiz, asks questions
Day 9
(30) Antigone: The definition of tragedy- does it hold for Antigone? Current definition of tragedy?
Teacher refreshes the definition of tragedy, poses questions
Students choose sides of the room, agree or disagree, in answering questions
(45) What is your tragic flaw?
Teacher explains assignments, monitors room
Students write personal essay
(15) Creon and Legality/Ethics
Teacher partners students based on location, provides an example for Creon being just/unfair
Students write a thesis sentence with specific support to prove Creon is just or unfair
Day 10
(20) Birmingham Segregation Laws/Images
Teacher reads laws aloud, fields reactions from students, asks students what they would do
Students listen to the laws, follow along, respond to the laws with their partners
(70) Letter from Birmingham Jail
Teacher helps students pick partners, explains the history of the letter, prefaces it with information
Students read and complete the handout with a partner
Day 11
(20) Letter from Birmingham Jail wrap-up
Teacher answers questions
DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
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Students share answers with another pair, ask teacher questions
(30) Moral Monday Editorial
Teacher explains context for Moral Monday, describes location/purpose of editorial
Students read the editorial on their own and answer questions
(40) Personal Editorial Research- Time in computer lab
Teacher monitors computer usage
Students search for editorials or opinion pieces on a topics that are relevant to them (find three)
Day 12
(50) Civil Disobedience
Teacher plays Mark Ruffalo’s reading of Civil Disobedience, reads other significant sections again
Students explain the significance of the piece, complete graphic organizer
(40)Personal Editorial Writing
Teacher explains assignment and models example introductions
Students
Day 13
(60) Civil Disobedience (lab time)
Teacher finishes explanation, asks for questions, explains directions
Students use lab time to research other instances of civil disobedience, create posters
(30) Personal Editorial Peer Revision
Teacher explains rules for peer revision
Students provide critique to and receive feedback from two peers, completing appropriate form
Day 14
(40) Editorial Final Draft Writing/Due!
Teacher monitors room, answers questions
Students write final drafts of editorials
(50) Socratic Seminar- Antigone and Civil Disobedience
Teacher facilitates discussion
Students pose and answer questions provided by peers about the links between Antigone and other
non-fiction sources read in the unit or other classes
Day 15
(60) Present Student Videos/Screenplays
Teacher grades presentations
Students present their work, turn in Screenplay project
(30) Excelleration- Progress check
Teacher provide additional handouts, guide students to complete work
Students work on any late/make-up/absent work, assist their peers; if everything is completed,
students may work on assignments for other classes or read an independent novel
Bibliography:
Civil Disobedience by Henry David Thoreau
Civil Disobedience Read by Mark Ruffalo (http://www.youtube.com/watch?v=9z0o_MAU0ao)
Letter from Birmingham Jail by Rev. Dr. Martin Luther King Jr.
Oedipus Rex (1957) Directed by Tyrone Guthrie, Translation from Yeats
Oedipus the King, PBS Reader’s Theater Adaptation
Three Theban Plays by Sophocles, Penguin Classic Edition
Unit Calendar:
Wk
Monday
Tuesday
Wednesday
Thursday
Friday
DONOVAN: TRAGEDY, MORALITY, AND THE INDIVIDUAL
Wk
1
Monday
Tuesday
Wednesday
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Thursday
Friday
Theater Terms
Vocabulary
Tragedy Elements
Vocab. Review
Sopho. Biography
Intro. to Oedipus
Oedipus Film
Oedipus Film
Three Minute Skits
Perform Skits
Screenplay Proj.
Overflow Time
2
Oedipus wrap-up
Essay Writing
Assign Antigone
Family Tree
Antigone Reading
Comparison
Antigone Reading
Quiz
Def. of Tragedy
Personal Writing
Legality and Ethics
Segregation Laws
Letter from Birm.
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Letter from Birm.
Moral Monday
Editorial Research
Civil Disobedience
Pers. Ed. Writing
Civil Disobedience
Pers. Ed. Peer
Revision
Pers. Ed. Final
Draft
Socratic Seminar
Present
Screenplays
Excelleration