| Lesson Plan | ||||
| Topic: | Greek religion and motifs in Oedipus the King | DAY TWO | ||
| Objective: | In regards to pages 263
- 275:
1. Students will be able to explain the significance of religion in relation to Oedipus the King. 2. Students will be able to identify and explain the motifs of sight/blindness, the nautical, and the hunter. 3. Students will be able to identify and explain dramatic irony and peripeteia. *Competency Goal 1.02 Students will respond to literature reflectively through class discussion by showing an awareness of ones own culture as well as the cultures of others and by explaining how culture affects personal responses. *Competency Goal 4.03 Learners will analyze the ideas of others by identifying the ways in which writers choose and incorporate significant, supporting, relevant details. *Competency Goal 5.01 Learners will read and analyze Oedipus the King by making comparisons and connections between historical and contemporary issues, by understanding the importance of cultural and historical impact on literary texts, and by analyzing literary devices such as dramatic irony. |
|||
| Activities | Description of activity | Time | Materials | |
| Anticipatory Set/ Objective |
Journey for the truth: writing activity. Where do you go for help? Think about a time when you've needed help. Whom did you go to and why? Once students finish writing, explain that we are going on a journey for truth with Oedipus and each day we will decide how much closer we are. Today we will examine the role of religion, dramatic irony and the major motifs within Oedipus the King. Outline: |
5 min | board markers, outline on board | |
| Instructional Input | Introduction to religion: - constant presence of gods - polytheistic, each god had a specialty - Greek people looked to the gods for guidance - Q: When you have trouble with math, to whom do you go to for help? - Apollo - Olympian those gods who gathered on Mt. Olympus - God of light, health, and poetry - His arrows caused disease or death - Artemis - Olympian - Goddess of the hunt and moon - guardian of the earth - Apollos twin sister |
10 min | board markers | |
| - Athena - Zeus favorite daughter - Goddess of wisdom - Olympian - made offerings and gifts to gods - ashes from incense and offerings - festivals for Dionysus god of wine and fertility |
||||
| Guided Practice / Checking for Understanding | Where do we see religion within Oedipus the King? Why do they turn to the gods? As students identify instances of religion, list them on the board. Discuss the significance of these examples. Also reflect on the importance of the gods' words as truth and mention the conflict between human power vs. divine power that will come up later in the play. | 15 min | board markers | |
| Instructional Input |
1. Discuss peripeteia (a sudden change of events, reversal of circumstances). Think about what could happen that would turn our whole world upside down. As we think about peripeteia in terms of our own world, we should also think about it as a literary element that Sophocles' uses. Look on page 266, line 61 - 62. Point out how this shows peripeteia. Just as Sophocles uses Peripeteia to show how quickly things are changing and the overall ramifications of Cadmus' curse, we can see how things can change in just an instant. 2. Recall the definition for motif. Point out that four major motifs seen within Oedipus the King include: sight/blindness, light/dark, nautical, and hunter. Q: Have you noticed any of these motifs so far? |
5 min | board markers | |
| Guided Practice/Modeling | Go through pages 263 - 275. Have students read key passages and discuss dramatic irony and the motifs as they occur. Be sure to allow students to find the motifs. Model the form for taking notes on motifs (below). Discuss the significance to plot and theme for each example. | 19 min | board markers | |
| Individual Practice/ Artful Ending | Review
homework: Read 275 284: Follow the motifs that we discussed today as
well as any others that you see throughout the text using the following
form: Motif: Pg #, Line # Quote - Once you have completed following each motif, write two to three sentences about the significance of each motif. |
1 min | example on board, homework on board |
