Hi Guys! Sorry I’m not here today, be on your best behavior for the sub! Take out your Hw (CYU pg. 307) Take out your Book of the Month and Begin Reading Begin class with this slide on the screen. They should spend the first 10 minutes of class reading. Let them know when they may put their books away. While they read, please collect their homework.

Activity 4.9 Instruct them to take out their textbooks and open to pg. 302 PG. 302

Activity 4.9 Today you will continue working on indirect characterization in the opening scene of Antigone. Directions are on the next slides. You have a limited amount of time, so make sure you are getting this done (it will be collected at the end of class) It’s up to the sub whether or not you get to work with your partner (the person sitting next to you, you may NOT find a different partner), so be on your best behavior Review the guidelines with them. I would let them work with their partner, but that’s totally up to you. However, they may not move around. If their partner is not there, they may work with the people sitting in front of or behind them.

Character analysis in Antigone With a highlighter, mark examples of indirect characterization for Antigone. Next to each example, write what method of indirect characterization is being used and come up with an adjective to describe her (what do we learn about her personality?) They started this last class, so give them about 5 minutes to finish.

Character analysis in Antigone In a second color, go back and mark examples of indirect characterization for Ismene. Next to each example, write what method of indirect characterization is being used and come up with an adjective to describe her (what do we learn about her personality?) Give them about 10 minutes to work on this. If you find they’re finishing super early, by all means move on to the next activity.

Characterizing Antigone & Ismene You will complete a venn diagram comparing and contrasting the two sisters Then, create an illustration (yes, you have to draw) that depicts one of the sisters. You may NOT choose the same sister as your partner. Include at least 3 symbols to represent her Explain your illustration in writing and use textual evidence to support your ideas Pass out the handout and have them begin working on it. Let them know that it will be due at the end of class. They should each complete the handout on their own, though if they want to help each that’s fine (at your discretion of course). For #2, they may not choose the same sister as their partner, so one needs to do Antigone and one needs to do Ismene.

Turn in: Textbook pg. 303-307 (staple) Characterization handout They need to turn these assignments in before they leave. If they do not turn them in, they will be considered late. (Unless things took way longer than I anticipated and they only got like 10 minutes to work on the characterization handout- you can use your discretion, just let me know. But I need the textbook pages no matter what.)

Activity 4.10 At this point, I have no idea how you’re doing on time. If they take all class on the characterization activity, that’s fine. If they don’t and you need more for them to do so they don’t get crazy, here you go. PG. 308

Learning Targets, today you will: Analyze the organization of ideas, meaning of images, and details in a text Demonstrate understanding of an ode by paraphrasing succinctly Please read today’s learning targets with them

The Greek Chorus Silently read the two paragraphs that provide background information about the Chorus. Don’t forget to take a look at the literary terms box that reminds you what an ode is. Complete #1: Compare and contrast the purpose of a Chorus in Greek theater with the purpose of a Chorus in other contexts, such as in a song, a musical, or a Shakespearean play. Create a Venn diagram or H-chart for your comparison. Instruct them to read the background information on the Greek Chorus, this should only take about a minute or so. Them have them work on #1. I would say maybe around 8-10 minutes? I wouldn’t give them longer than 15 (and I feel like that might be a stretch).

Setting a purpose for reading In the First Ode, the chorus comments on events that happened before the play opens and that set the events of the play in motion. As you read the First Ode with your group, have one person act as the Chorus Leader while the rest of the group reads the Chorus lines. After you have read the text through once, go back highlight/underline examples of imagery (there should be a lot) I would have them read the text in their small groups. Small groups are two sets of partners (one in front, one behind- they know this), remind them to turn their desks around to face the people behind them. After the first read, they should read through it again on their own (you can have them turn back around or not, up to you) and annotate the text looking for imagery.

Second Read Questions PG. 310 Have them work on the second read questions on pg. 308. There are detailed directions to help them answer each question on the following slides. Make sure they work through every bullet point. PG. 310

Question 2 Contrast the imagery used by the Chorus and the Chorus Leader in Strophe 1. How do these images show the different tones, or attitudes that the speakers have?

Reread Strophe 1 aloud, paying attention to words and images. What sensory details do you find in the Chorus’s section? (mark them!) Do they convey a positive or negative feeling? What sensory details do you find in the Chorus Leader’s section? (mark them!) How would you describe the attitude of the Chorus and the attitude of the Chorus Leader toward the story? They need to answer each bullet point. They can work individually or in partners.

Question 3 In lines 164- 165, what does the Chorus mean by saying “he…doomed them all to a very different fate? Include details from preceding lines in your answer.

What does he do to the warries from Argos? What country does the army that attacks Thebes come from, and who is leading it? What kind of influence do you think a god can have on the outcome of a battle? What kind of god is Ares? What does he do to the warries from Argos? They need to answer each bullet point. They can work individually or in partners.

Working from the text With a partner, select either the Chorus’s or the Chorus Leader’s dialogue for Strophe 1, Antistrophe 1, Strophe 2, or Antistrophe 2 and write a paraphrase of the section.