Lesson Plan
Topic:	Tragedy and Tying it all together	Date:	DAY ELEVEN
Objective:	1.  Students will work in groups to demonstrate understanding, ability to identify, and ability to assign significance for specific topics including: motifs (sight/blindness, nautical, hunter, light/dark), the elements of tragedy (peripeteia, catharsis, epiphany, calamity), dramatic irony, the three appeals (pathos, ethos, and logos), dramatic structure, and the tragic hero.   *Competency Goal 5.01 - Students will analyze Oedipus the King by building on prior knowledge of the characteristics of drama, thus exploring how those characteristics apply to literature of world cultures. *Competency Goal 5.01 - Students will analyze Oedipus the King by examining literary devices and explain their effect on the work of world literature.
Activities	Description of activity	Time	Materials
Focus Activity	Ask two or three students to share one of their test questions.  Call on other students to provide answers.	5 min
Objective	Over the next few days, we will be working together to bring all of the information we have studied over the last few weeks together.  Today, we will get into groups and prepare to do group presentations on Tuesday and Wednesday.  We will be helping each other study.	1 min	outline on board
Instructional Input	Q: How do you study?  Discuss different ways to study.  Point out that one of the most effective ways to study is to look over notes and begin tying them together.  For example, looking at how we studied religion in Oedipus the King, we can review our notes on Greek religion, find some examples of how Sophocles uses religion in the play, and then look at how Sophocles uses religion to address or emphasize the theme.	10-15 min
Modeling/ Checking for Understanding	Now, I am going to assign groups and topics.  Each group is responsible for organizing notes on its topic and presenting the notes to the class.  Remember that the test is Friday and we are all working together to prepare.  Each group needs to do three things: work together to create a list of important examples for each aspect of the topic, discuss and decide on a significance for the topic in relation to the theme (so, how does this element or this topic help portray the theme), and create a visual to help share this information with your classmates.  I will be available to answer any questions and I will walk around making sure everyone is on task.  If, for example, one of the topics was eccyclema, my group would find all the examples of eccyclema.  Q: What are some examples we could include?  Then, my group would discuss the significance of eccyclema.  We would then write the specific examples and significance on the paper big enough so the whole class would be able to read it when we share our findings tomorrow.	< 5 min	board markers
Guided Practice	Group work: Teacher will walk around, answer questions, and make notes on whether or not groups stay on topic.	30 min	markers, paper
Independent Practice	Homework: Continue to work on your topic.  Write two discussion questions about your topic that you can ask your peers when you present.  Be sure to write the answer as well.	2 min	homework on board