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Monday, 1-30-06 Day 3, Antigone Unit Student copy
Bellwork:
• Journal writing on a blank sheet of paper to hand in (10 minutes):
1)
What do you think
will happen next in the play, Antigone, and why?
2) What character do you identify most with in Antigone,
and why?
•
Hand in bellwork to Mrs. Sheppard.
TOWNSEND’S
BEHAVIOR
CONTRACT
Please take notes on this
Behavior Contract.
I
understand that I must...
•
Always have a backup copy of any piece of formal writing handed in to my
teacher, especially those entries that are potential portfolio or SWAMP Project
pieces. Some English teachers will process literally thousands of student
pieces per year. (At times, a few of those pieces may be inadvertently clipped
to another student’s paper.
• Be
in my seat when the bell rings, or I shall be counted tardy.
•
Not blurt out, laugh out, etc. when the teacher is in lecture mode. If I have a
burning comment or question, I shall simply jot it down and wait until the
appropriate time to voice it to avoid being disruptive.
•
Bring pen, pencil, paper and book that we are using to class each day.
•
Keep my journal current and in the room at all times.
•
Not whisper, talk, or pass objects around the room during High Intensity
Reading practice or when the teacher is talking.
•
Not talk during intercom morning and afternoon announcements.
•
Not do anything illegal (including forbidden district and school activities).
•
Not talk when the teacher goes to the door to answer the urgent call of another
adult.
•
Stay off the floor (including going to the pencil sharpener) unless I get
permission from the teacher.
•
Raise my hand to ask questions, answer questions, and make comments to teacher
and fellow students when the class is seated in the formal arrangement. The
teacher will verbally recognize me by calling my name or pointing specifically
to me.
• Not talk back to the teacher.
ALSO,
I HAVE A FEW ADDITIONS:
I
also understand that I must:
• Work
cooperatively and helpfully only with my assigned group members on homework. My
group area will be located well away from other groups.
•
Divide class homework between group members if others in my group decide to do
so. I may also choose to work independently on class homework.
•
I understand that I will be filling out a Group Rubric on every group member at
the end of this Unit. This evaluation may reflect on my grade if my group
members feel that I did not contribute equally to the benefit of all group
members.
•
(I will) Not combine or form new groups, or change assigned group members
without the teacher’s permission. I understand that cooperative group work is a
privilege and not a right.
•
(I will) Treat every person in this classroom with dignity and respect.
I
understand that I will not receive any warnings other than this contract for
stated infractions. (Look it up.)
Rewards
for no infractions listed at the end of the quarter:
I
shall be able to reduce the number of books I read by one for the grade, which
I am attempting. I shall receive (10) extra credit points added into my raw
points at the end of the quarter.
Penalties
for infractions
After
school conference/agreement, detention, ALC, or suspension...depending on the
nature and severity of the offense.
Note:
the teacher will be available for comments and private and personal concerns
between each class and immediately after school.
Please hand in your notes you just took about this Behavior
Contract. Thank you.
Hand out Antigone Binder Rubric.
Antigone reading
in class.
p. 682-684
• Binder Decoration:
Students
may now use class time to decorate
their
Antigone Binders.
• SSRW
(Sustained Silent Reading
and Writing)
Students who
have their Antigone Binder already decorated may work ahead on their homework.
HOMEWORK: (due Tuesday)
•
VOCABULARY vengeance, vile,
compulsive, passionate, transcend, embers, ancient.
•
THREE QUESTIONS:
You
will make these questions up about today’s reading and bring these in tomorrow
folded to put in a box.
• READING: Book: 682 through 684 in course textbook.
STUDY GUIDE QUESTIONS:
1. Why do you think that King
Creon will not listen to his son or take his advice?
2. Do you think that there
are people today in power that act this way? (Do not listen to other people who
are trying to give them advice)...
Who are these people, in your
opinion?
What reason or reasons do you
think these people give to themselves or others for their not listening to or
ignoring others?
3. The chorus on page 682 in the text seems to think that there is a curse upon
Antigone’s family. Is this true? What started this curse?
4. Are there people today in the world that believe that
certain people or families are “cursed” or marked for misfortune?
Do you believe many people still have this belief?
Tuesday, 1-31-06 Day 4, Antigone Unit Student copy
Bellwork:
• Journal writing on a blank sheet of paper to hand in (10 minutes):
3)
What do you think
will happen next in the play, Antigone, and why?
4) What
three questions would you like answered about the play, Antigone?
•
Hand in bellwork and completed homework to Mrs. Sheppard.
We collect questions and read them, answering them in class if possible.
Antigone
exercise
We will be using three of the class questions we went over today. I read questions and students write answers and hand them in.
(15 m.)
• Binder Decoration:
Students
may now use class time to decorate
their
Antigone Binders.
• SSRW
(Sustained Silent Reading
and Writing)
Students who
have their Antigone Binder already decorated may work ahead on their homework.
HOMEWORK:
•
VOCABULARY deference, attentive,
subordinate, dutiful, contempt, obedience, malicious, anarchy (same word,
different form).
• READING: Book: 684 through 686 in course textbook.
STUDY GUIDE QUESTIONS:
1.
Why does Haimon seem to
agree with his father on page 685? Do you really think he means what he says?
(“No marriage means more to me than your continuing wisdom”...)
2.
Why does Creon believe
he must punish Antigone for her deed?
3.
Do you think that Haimon
does a good job of trying to convince his father to change his mind about
Antigone’s punishment? Why or why not? Could he done better?
Wednesday, 2-1-06 Day 5, Antigone Unit Student copy
Bellwork:
• Journal writing on a blank sheet of paper to hand in (10 minutes):
5)
What do you think
will happen next in the play, Antigone, and why?
2)
Do you think that this experience will change Ismene in any way? How do you
think that she be different because of all the things that have happened so far
to her and to her sister, Antigone?
•
Hand in bellwork and completed homework and questions to Mrs. Sheppard.
LIBRARY DAY
We will type all remaining
work (poetry, memoir) in the
library today for 1/2 hour.
Students who
have their typing work done may work ahead on their homework or
read in SSR
time.
Remaining time in class:
groups choose project.
Student Group Project
Students pick up the Project Choice handout,
the
Collaborative Skills
Rubric handout
and the
Antigone Group rubric
handout.
(3 handouts)
Groups have a choice of
many different group projects.
Signup sheet first come,
first served. You can sign up today or tomorrow for your project.
CHOICES:
Dramatic Project
Cooking Project
Dance and Costume
Music
History
Sophocles and the
Playwrights of Ancient Greece
Elements of a Tragedy
Gods and Godesses of
Ancient Greece
History of Greece
Personal or Group Choice
Project
TODAY: Students
choose a Group Project to be due in two weeks (by Friday, 2-17). Groups sign up on sheet of paper.
Individuals may also sign
up for an Individual Extra Credit project.
Only one group per subject,
only one individual per subject.
REMINDER:
Binders will be decorated and will be judged Friday using a rubric.
Also: Antigone Vocabulary Exercise
is Friday.
Groups meet
to choose a group project.
We will go to the library tomorrow to get books and/or
start computer work.
HOMEWORK:
•
VOCABULARY slacken, justice,
proposes, trample, perverse, raving.
• READING: Book: 686 through 690 in course textbook.
STUDY GUIDE QUESTIONS:
4.
What does Haimon mean
when he says, “It is no City if it takes orders from one voice”? (page 687 in
textbook, page 50 in Braun book.
2.
Why doesn’t Creon consider that he might be wrong and his son might be right?
Thursday, 2-2-06 Day 6, Antigone Unit Student copy
Bellwork:
• Journal writing on a blank sheet of paper to hand in (10 minutes):
6)
Did you expect
King Creon to change his mind when his son talked to him? Why or why not?
2)
What will Ismene do now?
•
Hand in bellwork and completed homework to Mrs. Sheppard.
REMINDER: Antigone Vocabulary
Exercise and Binder Judging Day is tomorrow.
Review vocabulary.
We read out loud from Antigone today.
690-694 in class book.
15 m. to 1/2 hr.
LIBRARY DAY
We will start our group
projects in the library today for 1/2 hour. Students may work online or
research using other library resources.
HOMEWORK:
•
VOCABULARY slacken, justice,
proposes, trample, perverse, raving.
• READING: Book: 690 through 694 in course textbook.
STUDY
GUIDE QUESTIONS:
1. Do you think that Antigone felt that she had made a
big mistake? Why or why not?
2. Why did Creon say that his hands will be “clean” after
taking Antigone to the vault or tomb?
3. Why does Tiresius come to see Creon?
4. Why does Creon treat Tiresias with a lack of respect?
5. Creon finally allows Tiresias’ words to affect him.
Why does he finally change his mind and decide to honor the laws of the gods?
Monday, 2-5-06 Day 7, Antigone Unit Student copy
Bellwork:
• Journal writing on a blank sheet of paper to hand in (10 minutes):
7)
What do you think
will happen next in this play?
8)
What do you think
the common people of the city would like to happen?
•
Hand in bellwork and completed homework to Mrs. Sheppard.
We read from
Antigone
for 20 min. to 1/2 hour.
LIBRARY DAY
We will continue our group
projects in the library today during the second half of the period (for 20
minutes to 1/2 hour). Students may work online, check out books, or research
using other library resources.
HOMEWORK:
•
VOCABULARY what words from this
reading do you think should be added to the vocabulary list?
Please
bring 5 with you to class tomorrow, and include definitions.
• READING: Book: 694 through 698 in course textbook.
STUDY GUIDE QUESTIONS:
(do together in your groups
if there is time:)
1.
Why does the Choragos
talk about the gods on page 694?
2.
Why does Creon say “The
pains that men will take to come to pain”?
3.
Why do you think that
Antigone took the action that she did?
4.
Why did Haimon do what
he did?
5.
Why did the Queen do
what she did?
6.
According to the author
and the audience of the time, why do you think that these events happened to
Antigone, Haimon, the Queen, and Creon?
We will
discuss these questions AND your questions you handed in next week in class.
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