Stage 1: Desired Results

Established Goals: The Tragedy of Romeo and Juliet; Oedipus the King

Standards:

RL 1: Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.

RL 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 a text.

RL 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.

RL 4: Determine the figurative or connotative meaning(s) of words and phrases as they are used in a text; analyze the impact of words with multiple meanings, as well as symbols or metaphors that extend throughout a text and shape its meaning.

RL 9: Analyze how an author draws on and transforms source material in a specific work.

W 1: Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W 9: Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research.

Stage 1: Meaning/ Understandings

Oedipus the King

Romeo and Juliet

Students will…

- know that writers of tragedy use a variety of literary devices to develop and enhance their works. (know, use, apply various literary devices. See below.)

- be able to analyze how the use of the ‘tragedy’ format impacts character choices, plot, conflict.

- know how Greek tragedy differs from Shakespearean tragedy

- be able to identify setting, plot, characters, and know how these transform over the course of the text

- be able to identify circumstances from the play that support the idea that literature reflects specific cultural values of time period of the play

- be able to relate events and characteristics of Oedipus to a Greek tragedy, Aristotelian tragedy, tragedy of fate/ tragedy of character (fate, free will)

- be able to identify and analyze use in the play, Greek theater words: catharsis, hamartia, etc.

- understand and analyze ideas of sight/ blindness, truth, etc. (motif)

- compare/ contrast, identify dramatic foil which is shown through Creon and Oedipus

Students will…

- be able to analyze character motives and actions; character development

- learn, apply, identify, and analyze the use of drama and literary terms (see below)

- be able to understand key passages from the play

- understand, identify, and analyze language patterns/ motif (prologue, pilgrim scene, balcony scene, friar’s speech II.iii, etc.)

- choose strong textual evidence that supports main ideas or themes of the play (love, anger, coming of age, tragedy, characterization, pressures of society etc.)

- understand the story, identify passages that support essential questions or major themes

-  be able to identify circumstances from the play that support the idea that literature reflects specific cultural values of the time period of the play

Essential Questions (s):

Oedipus the King

Romeo and Juliet

How does the structure of Oedipus meet Aristotle’s ideals of drama, as explained in The Poetics?

What is the role and function of the Chorus in the play? What is a tragic hero and is Oedipus the ideal tragic hero? What is the role of secondary characters on Oedipus and the ploy of the play?

What is the role of irony (dramatic, situational, and verbal) on the play?

How do morality and a code of ethics factor into decision making?

How do suffering, misery, and wisdom connect to one another?

When and why would questioning government/

authority (gods, fate) be desirable?

How can individuals define justice? When and how should individuals take action to correct injustices?

How can an individual distinguish between certainty as a path to defend personal beliefs and flexibility as a way to hear other perspectives and/or compromise?

Do our differences define us?

How do we learn about the world through adult guidance?

How do we balance being true to ourselves as well as responsibility to others’ expectations? How do the choices characters make shape their identities?

How does literature contribute to an understanding of self and others?

Why read Shakespeare? How does he speak to a 21st century audience? What makes this play still popular today?

What are the themes of Romeo and Juliet? How are these themes present in our lives today? What are universal issues facing teenagers throughout time?

Do you believe in fate, or can people make their own destiny?

How are Romeo and Juliet lives affected by outside events, family situations, or cultural, political, and social trends? Do you experience similar events/situations/trends that cause conflict in/affect your life?

How do little decisions have big consequences?

How are the ideas of love (all different types) anger, societal pressures, etc. present in the play?

Key Literary Terms

Oedipus the King

Romeo and Juliet

Catharsis

Hamartia

Tragedy (tragedy of character, tragedy of fate)

Tragic flaw

Tragic hero

Hubris

God’s law, state law

Simile

Metaphor

Fate, free will

Role of the chorus

Irony (dramatic, situational)

Motif: Sight/ blindness, understanding, etc.

Dramatic foil

Tragedy (tragedy of character, tragedy of fate)

Tragic flaw

Tragic hero

Simile

Metaphor

Irony (dramatic, situational)

Monologue

Soliloquy

aside

Sonnet

Iambic pentameter

Rhyme scheme

Meter

Oxymoron

Pun

Homophone, etc.

Foreshadowing

Dramatic foil

Motif: light/ dark and opposites that vary throughout the play

Resources (Acquisition)

Oedipus the King

Romeo and Juliet

- Oedipus the King (complete and unabridged) by Sophocles, Translated by Bernard Knox

- Non-fiction article “Fumes at the Oracle” by William Broad from The New York Times

 - sections from Poetics by Aristotle

- Oedipus the King, 1957 film.

- varied literary criticism passages

- The Tragedy of Romeo and Juliet by William Shakespeare in the Prentice Hall Literature anthology.

- Gnomeo and Juliet, a cartoon film

- various film adaptations of the play: Baz Luhrmann, Zeffirelli, etc.

- West Side Story

- various Shakespearean sonnets

- varied literary criticism passages

Stage 2: Learning Plan

Oedipus the King

1. Introduce Greek theater

2. go over key literary terms (definitions and examples)

3. Instruct on characteristics of the chorus

4. Instruct on fate and free will.

5. Read sections

- activate prior knowledge from previously read sections

- reading comprehension questions for sections

- interpretation and analysis for text sections focusing on Oedipus as a character/ king/ person; fate and free will, tragedy of fate and character, etc.

- Open Response prompts or textual evidence

- annotate important sections for page units.

6. go over family tree and quick plot summary of Oedipus at Colonus to preview for Antigone 

7. discuss/ respond to how the play reflects the essential questions

Romeo and Juliet

1. Introduce Shakespearian theater

2. Go over key differences between OTK tragedy (Greek) and RJ tragedy (Shakespearian)

3. Give, go over literary terms

4. Read, understand, prologue

     Analyze format- sonnet

     Analyze main ideas and essential questions through motifs of    prologue

4. read each act; close read and analyze passage that reflect essential questions, literary terms, motif’s, themes, focusing on annotation of text, formative writing skills, discussion, reading aloud, etc.

5. throughout the reading of the play, students will show understanding of key terms, key events, characters, theme, and how these develop.

6. discuss/ respond to how the play reflects the essential questions.

Stage 3- Evidence

Oedipus the King

Romeo and Juliet

Formatives that show close reading of text, reading comprehension and analysis and responding (writing) to the play:

1. Reading comprehension assessments during reading

2. Various literary analysis writing activities (textual evidence, open responses)

3. Various literary analysis assessments (annotations, seminars, discussions)

Summatives:

1. writing

2. reading comprehension, interpretation, analysis with a section they haven’t read yet or compare to a new text.

Formatives that show close reading of text, reading comprehension and analysis and responding (writing) to the play:

1. Reading comprehension for scenes and acts

2. Analysis of characterization, conflict, language, poetry and scene formatting purpose.

3. Open response prompts; QPA5 prompts

4. close reading of important passages

5. analysis of text/ language through annotation, analysis writing, varied class discussion

Summatives:

1. long composition questions/ summative essay

2. reading comprehension, analysis of text similar to Romeo and Juliet, or a passage new to them