Caroline M. Baas
Oedipus the King, English 11 (A), 2007-08 Academic Year
Unearthing Greek Tragedy & Relating it to Today:
Catharsis, Dramatic Irony, Tragic Heroes and Tough Luck(?) in Sophocles’ Oedipus the King/Oedipus Rex
11th Grade English (A)
East Kentwood High School
Unit Overview & Rationale
This two-week, ten lesson unit is designed for 11th Grade English (A), which emphasizes teaching students: to use writing as a recursive process, to develop critical literacy strategies and connect literary themes to personal experience, to construct meaning beyond the literal level, and to read and respond to literature from a variety of different genres. This unit satisfies many of these standards, and makes a perfect introduction to this course because it teaches many skills that students will use in examining the course’s subsequent texts. Students will begin by gaining knowledge and understanding of Greek theater and culture in general, which will highlight the importance of Greek theater in the arts today and its importance to their understanding of other literature (and life)! Students will then transition into a close reading and examination of Sophocles’ play, during which they will continue to see characteristics of Greek theater and culture, and will become familiar with catharsis, dramatic irony, tragic heroes, and more of Sophocles’ revolutionary dramatic strategies. Reading and discussing the text will take many different forms, which will include full-class and small-group discussion, written journal responses, role-playing, and the utilization of secondary texts. Students will be required to complete an end-of-unit project, discussed in more detail below.
As a result of this unit, students will gain critical reading and analysis strategy and skill, will become familiar with literary devices used in many other texts they will be exposed to (e.g., Shakespeare), will be able to relate to and gain an appreciation for early drama/literature.
This unit will expressly meet the following East Kentwood High School and State of Michigan English Language Arts Standards/Benchmarks:
1.1 Understand and practice writing as a recursive process: composed drafts of writing assignments
2.1 Develop critical reading, listening, and viewing strategies
2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences; confirming and correcting; making comparisons, connections, and generalizations; and drawing conclusions)
3.1 Develop the skills of close and contextual literary reading: examining connections between literary themes and personal experience
3.2 Read and Respond to classic and contemporary fiction and literary non-fiction from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, and hypertext fiction)
Conceptual Unit Goals & Unit Big Questions
Big Questions for Unit:
Ø Who was Sophocles?
Ø Why is Greek theater still important to us today, even if these plays were written thousands of years ago?
Ø What was Greek culture like (belief systems, traditions, etc.) and do aspects of Greek culture show through in Oedipus the King?
Ø Can anything in Oedipus the King relate to our lives or the lives of others today?
Ø How can we use literary devices Sophocles uses in Oedipus the King to better understand the play and how can we apply strategies we learned in finding these literary devices to future texts?
Conceptual Unit Goals:
Ø Students will gain knowledge of Sophocles, Greek culture, Greek theater, and understand why it is still important today and to their lives.
Ø Students will become familiar with literary devices used in Oedipus the King (catharsis, tragic hero figure, and dramatic irony), why they are used, and how literary device identification strategies can be used in future literary analysis.
Ø Students will practice analysis of above literary devices, as well as close character and textual analysis.
Ø Students will have fun and enjoy reading a potentially challenging text.
Ø Students will use writing, speaking, acting, and other roles of expression to communicate about the text and display their understanding.
Ø Students will end up with an overall, cohesive understanding of the play and unit concepts.
Primary Texts
Oedipus the King by Sophocles, Translated by Paul Roche (New York: Penguin Books, 1996).
Oedipus the King by Sophocles, Enriched Classic, Translated by Bernard M.W. Knox (New
York: Pocket Books, 1987).
Secondary Texts
Cliff’s Notes on Sophocles’ Oedipus Trilogy by Chares and Regina Higgins (New York: Hungry
Minds, Inc., 2000).
Oedipus the King movie (Written/Translated by Michael Luke & Paul Roche, Directed by Philip
Saville, 1967).
Unit Routines
Ø Journaling
Ø Say Something
Ø In-class reading and analysis
Ø Role-playing
Ø Quizzes (not pop)
Formative and Summative Assessment
Students will be assessed throughout the unit based on their participation and contribution to the unit. This not only includes verbal participation, but responses during journaling and other activities. Students will be assessed summatively based on their overall understanding of the play and literary devices near and at the close of the unit, and based on the products of their final unit project.
Tools and Materials Needed
Ø Excerpts from Cliff’s Notes on Sophocles’ Oedipus Trilogy
Ø Handouts: Greek theater information, Greek cultural and tradition information (handout explaining Oedipus legend that playgoers will already know), map of area in which play takes place/was written, Sophocles information, Character Descriptions/Character map/tree, time line/chronology, literary device handouts (dramatic irony, tragic heroes, catharsis, fate), Say Something handout, role-playing hand out
Ø Translation of play for each student
Ø PowerPoint
Resources and References
Various Handouts: Tracey Kooy, English Teacher, East Kentwood High School
Excerpts: Cliff’s Notes on Sophocles’ Oedipus Trilogy
Final Project
Multi-model alternate ending creations!
Lesson 1: Introduction to Greek Culture and Theater
Lesson Objectives
In this lesson, students will:
Ø Relate present day culture’s influence on entertainment to Greek culture’s influence on Greek drama
Ø Learn about Greek culture and theater in general, through examples, maps and other useful handouts for background information
Ø Write a reflective journal
Lesson Materials
Ø Culture in Entertainment Chart handout
Ø Greek Theater and Its Development handout
Ø Oedipus Myth handout (see separate file, photocopy)
Ø Examples of American culture in entertainment (movies, books, music):
§ Simpsons Harry Potter Spoof from Youtube.com (6:41 optional-can do shorter)
http://www.youtube.com/watch?v=8BmJ58qL8Aw
§ Sandlot clip from Youtube.com (2:46)
http://www.youtube.com/watch?v=hXvUh1B_eBs
§ Shrek 1 clip from Youtube.com (2:10)
http://www.youtube.com/watch?v=6e38eTmOIZE
§ Material Girl video by Madonna from Youtube.com (4:13)
http://www.youtube.com/watch?v=8K4dQ2kCiSo
§ Jars of Clay music video from Youtube.com (3:23)
http://www.youtube.com/watch?v=0kKcf9BS3KA
Ø Ancient Greece handout (information and maps)
Ø Journals
Ø Homework instructions handout
Housekeeping – 5 minutes
Activity 1 – Introduction to Culture in Entertainment – 33 minutes
Ø Start by showing a clip from Youtube.com: Simpsons Harry Potter Spoof and discuss its cultural implications. (8 minutes)
Ø Hand out Culture in Entertainment Chart handout and explain that we will watch clips and try to figure out what part of our culture (values, beliefs, customs, etc.) has shown through.
Ø Show examples of American culture in entertainment and discuss what purposes these examples serve for Americans (demonstrate beliefs, values, customs, religions, attempts to evoke catharsis, etc.).
Ø Have students fill in Culture in Entertainment charts as we go.
Activity 2 – Introduction to Greek Culture and Theater – 32 minutes
Ø Transition: Just like in American culture, Greek culture showed through in Greek entertainment!
Ø In order to understand Greek culture and theater, background on Greece is important! Hand out Ancient Greece Handout (information and maps), read, and discuss (10 minutes)
Ø Hand out Greek Theater and Its Development handout and ask for volunteers to read (7 minutes)
Ø Just as we saw that much of our entertainment is based on stories that unify us (fairy tales, Harry Potter) one of the stories that Greek drama was based on was the Oedipus Myth, which is the basis for the play we will be reading, called Oedipus the King.
Ø Hand out Oedipus Myth handout and ask for volunteers to read selections/have students read selections in groups. (10 minutes)
Activity 3 – Journal – time permitting
Ø Why did Greek dramatists choose to use familiar Greek myths in their plays? What purpose might this have served for the audience and the playwright? We have talked a little bit about this, but expound on what we already talked about.
Homework – Artist Histories!
Ø Choose one of your favorite movies/plays/songs and then choose one actor/actress in the movie or one singer performing in the song. Answer the following questions:
1. What kind of childhood did the artist have? (Examples: family, job, activities, when started acting, etc.)
2. What are some of the artist’s inspirations that led them to where they are today?
3. What are some patterns or themes in the artist’s career (Examples: similar movies/roles/songs, etc.)
4. Just find some interesting info. and write it down on the back of this paper or another sheet of paper. You’ll be sharing this information with the rest of the class tomorrow!
**You may elect to do the same assignment based on a director of a movie instead of an actor if you wish! Questions? Ask me!
Lesson 2: Introduction to Sophocles’ Strategies & Dramatic Structure
Lesson Objectives
In this lesson, students will:
Ø Learn about Sophocles as a person and playwright
Ø Be introduced to/review dramatic structure, and the concept of catharsis in order to aid them in reading and understanding the play
Ø Complete an homework assignment in order to apply dramatic structure to current entertainment
Lesson Materials
Ø Who Was Sophocles? PowerPoint
Ø Dramatic Structure PowerPoint and handout of PowerPoint
Ø Pathos & Catharsis PowerPoint
Housekeeping – 5 minutes
Activity 1 – Review of Yesterday’s Lesson – 5 minutes
Activity 2 – Share Homework – 10-15 minutes
Ø Have students share the results of their homework with the entire class (taking turns) or in small groups.
Ø Transition: Artists (actors, actresses, singers, directors, etc.) each have a history and have reasons for why they decide to take certain jobs, etc. Just like this, Sophocles, who wrote Oedipus the King (the play we will be reading) also had a history.
Activity 3 – Sophocles’ Life & Career – 15 minutes
Ø Outline Sophocles’ life and career on PowerPoint
Ø Have students take notes during lecture
Activity 4 – Preparing to Read: Dramatic Structure – 10 minutes
Ø Give students Dramatic Structure handout
Ø Outline basics of Dramatic Structure on PowerPoint
Ø Use “Dramatic Structure” photocopy (from Tracey) as supplement and have students add dramatic structure for Greek theater to their handouts
Activity 5 – Preparing to Read: Pathos & Catharsis – 15-20 minutes
Ø Show Pathos & Catharsis PowerPoint – students need to take notes, adding to notes on Sophocles
Activity 6 – Journal on Catharsis – 5-10 minutes (can be given as homework if no time)
Ø Prompt is on last page of PowerPoint: Do you think the use of violence, etc. in the media is cathartic and helps us get over such violence in real life, or do you think violence etc. in the media ENCOURAGES violence? WHY??? Think of controversies over video games and TV ratings.
Homework – PLEASE BRING ALL HANDOUTS/MATERIALS YOU HAVE GOTTEN THUS FAR TO CLASS TOMORROW!
Lesson 3: Starting Oedipus the King
Lesson Objectives
In this lesson, students will:
Ø Review Oedipus Myth and connect it to Oedipus the King
Ø Be introduced to the characters and role of the chorus in Oedipus the King
Ø Read a section of Oedipus the King
Ø Analyze this section in discussion format while reading/after reading
Lesson Materials
Ø Oedipus the King books/photocopied plays
Ø 30 cards numbered (1-5, 6x)
Ø Oedipus Myth Review handouts (approx. 6 copies of each version)
Ø Oedipus the King Introduction from Cliff’s Notes (single sheet to read aloud)
Ø Character List handout
Ø Role of Chorus handout
Ø Green and orange “help” cards (students raise these when confused, etc. during reading – lamination recommended)
Housekeeping – 5 minutes
Activity 1 – Review of Oedipus Myth in Groups – 15-20 minutes
Ø Put class into groups by handing out approximately 30 cards numbered 1-5 (6x) randomly. Assign areas of the room for each number and ask students to meet with others who share the same number (with 30 students, this will create approximately 5 groups of 6).
Ø Give each group a Oedipus Myth Review handout
Ø Give each group 5 minutes to answer their question and then have a spokesperson from each group read the group’s paper/answers to the rest of the class.
Ø Together, each group’s answers will serve as a review of the Oedipus Myth.
***Information for each group must be handed out chronologically, so that Group #1 has information pertaining to the beginning of the myth.
***Groups need to use their memories to answer questions, but when groups share, other groups will be able to help. If you do not know the answer, don’t worry too much. You will be graded on participation only.
Activity 2 – Start Reading Oedipus the King! – 30-35 minutes
Ø Hand out Character List and discuss
Ø Hand out and discuss Role of Chorus sheet
Ø Hand out green and orange “help” cards and explain
Ø Before starting to read, share the following introduction aloud from Cliff’s Notes: “Oedipus the King unfolds as a murder mystery, a political thriller, and a psychological whodunit. Throughout this mythic story of patricide (killing one’s father) and incest, Sophocles emphasizes the irony of a man determined to track down, expose, and punish an assassin, who turns out to be himself”(13). (See handout)
Ø Read until Tiresias enters the play (pages 215-225 in Signet Classic)
Activity 3 – Close Examination of Specific Passages/Definitions – 15-20 minutes
Ø Look at and discuss particularly difficult passages and language
Ø Use www.dictionary.com on projector to look up unfamiliar words
Homework – There will be a short quiz on the reading tomorrow. Please review/study!
Lesson 4: (Dramatic) Irony
Lesson Objectives