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The Roots of Modern Theatre: It all started with the Greeks! Unit Guide Lisa Joye IHS Literature and the Arts 1

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Page 1: blogs.4j.lane.edublogs.4j.lane.edu/joye_l/files/2018/09/Students-Oedipus-packet.docx · Web viewThe Roots of Modern Theatre: It all started with the Greeks! Unit GuideLisa JoyeIHS

The Roots of Modern Theatre:It all started with the Greeks!

Name:

Unit GuideLisa Joye

IHS Literature and the Arts2018

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Table of Contents

Resources and Materials for Oedipus Rex, also known by its Greek title, Oedipus Tyrannus or Oedipus the King

Why are we reading Oedipus? (3-4)Important words to know with this unit (5)The Difference between Tragedy and Comedy (6)Jig Saw Article (no page #)Jig-Saw note-taking activity (7-9)Oedipus: A Recipe for Tragedy (10-12)Modern Greek Tragedy assignment directions

(13-14)Recipe Card (rough draft, hand written) (15-17)Recipe Card (final draft, typed) (no page #)How to write a script (18)Recipe Card rubric (19)Modern Greek Tragedy performance rubric (20)Oedipus guiding reading questions (21-23)Major Themes in Oedipus Rex (24)Final group discussion questions (25-26)Rubric for Assessing Group Members (27-28)Analytical Essay (29)Analytical Essay Rubric (30-31)Letter Two (32-33)Self-Reflection and Parent Feedback (34-35)

Grading10 points for Jig-Saw individual notes20 points for Jig-Saw group notes (5 points per article)20 points for Oedipus: A Recipe for Tragedy10 points for Recipe Card (rough draft)45 points for Recipe Card (final draft)24 points for Modern Greek Tragedy performance42 points for Oedipus Guided Reading questions (2 points per question)10 points for Assessment of Group Participation in Greek Tragedy51 pts for Oedipus Analytical Essay

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10 points for Letter Two10 points for Self-Reflection and Parent Feedback

Why are we studying Oedipus Rexby Sophocles?

It is an Ancient Text!

Oedipus Rex, also known by its Greek title, Oedipus Tyrannus or Oedipus the King is a 2,500 year old Athenian tragedy by Sophocles that was first performed around 429 BC.

Sophocles wrote 120 plays during the course of his life, but only seven have survived in a complete form. For almost 50 years, Sophocles was the most celebrated playwright in the dramatic competitions of the city-state of Athens that took place during the religious festivals of the Lenaea and the Dionysia. He competed in 30 competitions, won 18, and was never judged lower than second place.

Sophocles was famous, like Stephen king or JK Rowling famous!

The most famous tragedies of Sophocles feature Oedipus and also Antigone: they are generally known as the Theban plays. Sophocles influenced the development of drama. Sophocles’ major innovation was his introduction of a third actor into the dramatic performance.

It had previously been permissible for two actors to “double” (i.e., assume other roles during a play), but the addition of a third actor onstage enabled the dramatist both to increase the number of his characters and widen the variety of their interactions. The scope of the dramatic conflict was thereby extended, plots could be more fluid, and situations could be more complex.

Ever heard of the Oedipus complex? Freud loved the story of Oedipus and you should too!

Oedipus Rex is regarded by many scholars as the masterpiece of ancient Greek tragedy. This play marks the summit of classical Greek drama’s formal achievement, known for its tight construction, mounting tension, and perfect use of the dramatic devices of recognition and discovery.

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Sophocles’ language responds flexibly to the dramatic needs of the moment; it can be ponderously weighty or swift-moving, emotionally intense or easygoing, highly decorative or perfectly plain and simple. His mastery of form and diction was highly respected by his contemporaries. Aristotle regarded this play as a masterpiece of construction, and few later critics have dissented.

Why are we reading this play again?

To recognize the Greeks concern with fate, self-determination and the role of gods and oracles in everyday life

Gain an insight into Greek tragedy and such concepts such as fate, hubris, and (dramatic) irony

To learn about the origin and development of drama in Athens in the 6th and 5th centuries BC

To analyze and critically assess the specific role of characters within the play and role of the chorus

To gain an understanding into the different genres of drama (including comedy, tragedy and Satyr plays) and discover some of the social concerns of the ancient Greeks by knowing the themes of some of their plays

To empathize with a tragic hero and discuss the value of Catharsis

Examine the motif of the crossroads

"When we meet real tragedy in life, we can react in two ways - either by losing hope and falling into self-destructive habits, or by using the challenge to find our inner strength.” (Dalai Lama)

Oedipus unfolds as a murder mystery, a political thriller, and a psychological whodunit. As the play opens, the citizens of Thebes beg their king, Oedipus, to lift the plague that threatens to destroy the city. The oracle instructs Oedipus to find the murderer of Laius, the

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king who ruled Thebes before Oedipus. The discovery and punishment of the murderer will end the plague. Oedipus must track down, expose, and punish the assassin. At once, Oedipus sets about to solve the murder.

"There is a thin line that separates laughter and pain, comedy and tragedy, humor and hurt.” (Erma

Bombeck)

Important words to know with this unit

hubrisexcessive pride or self-confidence

synonyms: arrogance, conceit, haughtiness, hauteur, pride, self-importance, egotism, pomposity, superciliousness, superiority; more(in Greek tragedy) excessive pride toward or defiance of the gods, leading to nemesis

tragedya play in which the protagonist, usually a man of importance and outstanding personal qualities, falls to disaster through the combination of a personal failing and circumstances with which he cannot deal. He is destined for suffering and defeat because of one (or a combination of) three main factors: hubris, fate, and/or the will of the gods.

irony a contrast between appearances and reality

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verbal irony: a writer says one thing, but means something entirely different.

situational irony: occurs when something happens that is entirely different from what is expected.

dramatic irony: occurs when the reader knows information that the characters do not.

catharsis The purging of emotions or relieving of emotional tensions, especially through art.

The Difference between Tragedy and Comedy

What is a Tragedy?A tragedy is a genre of drama in literature that is mainly characterized by its sad and depressing ending. The play deals with a series of sorrowful events happen to or are caused by its hero or heroine. Tragedy is also characterized by the emotion it creates in the audience; a sentiment mixed with sorry and empathy. Although, tragedy is associated with plays, by extension, it also relates to poetry and fiction as well. According to historians, the origins of tragedy occurred in Ancient Greece about 2500 years ago. It has been noted since in all literary eras and great playwrights of tragedy in the western literature include Shakespeare, Lope de Vega, Racine, and Schiller. In terms of the plot of a tragedy, it is usually a series of serious actions that evoke feelings of fear and pity. The main character

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or the protagonist of a tragedy is called a tragic hero whereas the setting of a tragedy is usually a battlefield, a dark and mysterious palace, or any other disastrous place.

What is a Comedy?A comedy, in contrast to a tragedy, is a genre of drama in literature that is characterized by its happy and vivacious ending. Besides making the audience happy, a comedy rather importantly intends to evoke humor and amusement in the audience by means of extensive laughter. This kind of plays and dramas make up the comic theatre of which the western origins date back to the Ancient Greece. A comedy can again be classed into a number of sub-genres such as satire, burlesque, comedy of manners, and farce. The plot of a comedy normally deals with an ordinary problem faced by the common people. Further, a comedy is normally set in an ordinary place and the protagonist of a comedy is called a comic hero.

Introduction to Greek TheatreNote-Taking Worksheet for Jigsaw Activity

Literature and the Arts

Directions: 1) For homework, use the space provided (and extra sheets if you need it) to take notes on your assigned article on Greek Theatre. Make sure your notes are clear, concise, and complete, as you will use them to help teach your peers about the most important details of your topic.

2) When you return to class you will fill out the remaining spaces with notes as you listen to your other group members teach you about the other topics in your packet. At the conclusion of this jigsaw activity, this entire worksheet should be completely filled in with the most important information from 5 articles.

Article #1: The Festival of Dionysus and the first playsTopic Important Facts and Details

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Article #2: The Origins of Theatre as We Know It Today Topic Important Facts and Details

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Article #3: Types of Drama and the Competitive Aspect of Greek Playwriting

Topic Important Facts and Details

Article #4: Background on Sophocles and Tragedy as a GenreTopic Important Facts and Details

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Article #5: Back Story to Oedipus the King (and a few riddles)Topic Important Facts and Details

Oedipus: A Recipe of TragedyStudent Name: _____________________________________________Section____________________Title of Play: Oedipus Rex

Sophocles’ recipe for the Elements of Tragedy:

Each answer should be a paragraph long. Be detailed in your descriptions! Be specific and make sure your plot points follow a logical order and are easy to follow.

Cast of Characters: Who are they? How old? What rank or status? Major or minor character?

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Write a detailed description of Oedipus, the tragic hero and explain his high status:

Write a detailed description of Oedipus’ desire for the greater good:

Describe Oedipus’ tragic flaw. Describe two places in the plot where his flaw surfaces in the play:

Write a detailed summary of the first half of the play including Oedipus’ reversal of fortune (what happens that stops Oedipus from doing good?), and include specific events that happen to bring suffering and anguish to Oedipus (include at least three).

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Before the end of the play Oedipus has a moment of self-awareness. Describe this moment. What does Oedipus realize? How did Oedipus lose everything he gained because of his tragic flaw?

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In the end Sophocles gave the audience hope for a better future. What is the hope that the audience is left with?

Describe the setting of the play: does it all take place in one place?

Modern Greek Tragedy Writing Assignment

Chopped is a popular television show in which contestant chefs compete against each other to see who can cook the most delicious meal with a limited number of ingredients. The participants compete in several rounds to see who is declared the ultimate chef. The chefs are provided with basic ingredients (such as milk, flour, eggs, etc.) and are sometimes supplied with a bag of ingredients from a mystery

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box. The ingredients from the mystery box, such as unusual types of fish and exotic fruit and vegetables, are often included to challenge the chefs and test their creativity to come up with a masterful meal.

In the spirit of competition, you will “cook up” a MODERN Greek tragedy of epic proportions and compete to take home the ultimate prize. I will provide you with the basic ingredients (see below) and then you will choose (2) of the “Mystery Box” ingredients to add into your play. Once all of your ingredients are chosen, you will create a recipe for tragedy. All of the requirements for your recipe are included below.

After you turn in your recipe card, I will choose the top (5) recipes to be “cooked” in small groups by members of the class. The (5) groups will compete against each other (just like the Greeks did!) for the ultimate prize!

The Basic IngredientsYou MUST include all of the following “ingredients” in your play:

1) Begin by choosing your tragic hero. Please select carefully: for a Greek tragedy you need a hero that is royal, highborn, or generally more important than the common person. Common people may be easy to find, but they are not the stuff of real Greek tragedy. Your hero should have a strong, attractive character that appeals to the audience.

2) Your hero must possess a desire for a greater good, such as the rescue or unification of his city, or convincing everyone at her high school to become vegans. Your hero must be willing to put her/himself at great risk with his own choices to achieve this goal.

3) Add a fatal character flaw. Hubris is a popular choice with many chefs, but feel free to experiment. Jealousy, self-doubt, an inability to see the truth, or trusting the wrong people are also popular fatal flaws. Stir the flaw in well: you must make sure it will result in your tragic hero’s downfall.

4) Next, make sure that your hero has a reversal of fortune by adding a large catastrophic event. Something has to happen to your hero that ruins his/her chances of ever achieving the goal for the greater good she/he started off with.

5) Sprinkle in plenty of suffering and anguish. 6) When your hero is just about ready to forfeit, mix in a moment of self-awareness. Your hero should suddenly recognize her/his tragic flaw. Time this moment of self-awareness carefully: it should come just a few moments too late to actually do anything to fix it. Ugh, tragedy!

7) To top off your tragedy, the tragic hero must, by the play's end, lose everything she/he has gained. The tragic flaw has caused a complete downfall of your hero by the end. Banish, maim or kill your tragic hero. This will be the icing on the cake.

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8) For you final embellishment, make sure that your audience still feels that there is hope for the future. This may seem impossible, but make sure it is clear that it is the tragic flaw that caused this tragedy, and those without that flaw could end better.

9) Remember to keep in mind your total cooking time. In order for your tragedy to set properly and not be over done, the play's timespan should be one full day; the setting must remain in one place. Most importantly, the action needs to follow one inevitable course.

Mystery Box IngredientsChoose (2) of these ingredients to sprinkle into your script:

*A disability that provides strength of another kind *Inclusion of a fight*An evil twin *Trip to see a fortune teller*Natural disaster of some kind *Character faces a physical crossroad*Object that one character carries at all times *Hero discovers an unknown identity*Confusion caused by language differences *a romance gone wrong

Final Requirements o Must have a detailed Recipe Cardo Create a title for your tragedyo Must be typed (I will share the template on a Google doc)o Must include AT LEAST (6) characters (major and minor)o Must be fun, creative, and TRAGIC

Recipe CardStudent Name: _____________________________________________Section__________________Title of Play: ______________________________________________________________________

Each answer should be a paragraph long. Be detailed in your descriptions! Be specific and make sure your plot points follow a logical order and are easy to follow.

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Your recipe for the Elements of Tragedy:

Cast of Characters: (must include 6) Who are they? How old? What rank or status? Major or minor character?

Describe the (2) mystery box ingredients that you will weaver into your plot:

Detailed description of your tragic hero and an explanation of their high status:

Write a detailed description of your hero’s desire for the greater good:

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Describe your hero’s tragic flaw: (it must surface two times in the plot below)

Write a detailed summary of the first half of the play including your hero’s reversal of fortune (what happens that stops your hero from doing good?), and include specific events that happen to bring suffering and anguish to your hero (include at least three). Don’t forget to sprinkle in the tragic flaw!

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Before the end of the play your hero must have a moment of self-awareness. Describe this moment. What does your hero realize? How does your hero lose everything he/she gained because of their tragic flaw?

In the end give your audience hope for a better future. What is the hope that the audience is left with?

Describe the setting of your play: it must remain in one place.

How To Write A ScriptSetting: Provide a brief description of the setting (including place and time) as your play begins.

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Character 1: Use the character’s name and a colon to show who is speaking.

Character 2: Skip a line and give next character’s name to show the next person to speak.

Character 1: (put any actions, movements, or other stage directions in parentheses before the speaking begins)

End of Scene 1 (indicate when a scene ends clearly; use a chorus or some other device to show how time passes between scenes.)

Example:

Setting: the IHS hallway at South High School in Eugene; September 2017

Max: Hey! Are you going to 4th period today or are you skipping out to go grab lunch?

Sophia: (looking down at the ground) I don’t know. I should probably go to class. My parents would kill me if they found out I left school.

Max: (grabbing her backpack and running down the hall) Well, you can’t go to class if you don’t have your stuff with you! Come on!

Sophia: (running after him) Hey! But Lit is my favorite class! I don’t want to miss it—we’re finishing Oedipus today!

(Sophia runs after Max and they both disappear around the corner.) End of scene 1.

Modern Greek TragedyRecipe Card Rubric

Name____________________________________________________Section__________________19

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This play has demonstrated competence in the following outcomes:

Poor Average Excellent

recipe card is typed and has a title 1 2 3

a hero that is royal or highborn 1 2 3

a hero that desires a greater good 1 2 3

a fatal character flaw is present 1 2 3

your hero has a reversal of fortune 1 2 3

plenty of suffering and anguish 1 2 3

mixed in a moment of self-awareness 1 2 3

lost everything gained through tragic flaw 1 2 3

still feels that there is hope for the future 1 2 3

the setting remains in one place 1 2 3

2 mystery box ingredients used 1 2 3

free of grammar/spelling errors 1 2 3

writing is creative and original 1 2 3

recipe card is complete 1 2 3

turned in on due date 1 2 3

Grade________________/45

Comments:

Modern Greek Tragedy / Performance Rubric

Name____________________________________________Section____________________________

The play performance has demonstrated competence in the following outcomes:

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Needs Practice Successful Outstanding

Holds attention of audience 1 2 3

Direct eye contact, seldom looks at notes 1 2 3

Movements / gestures help the audience visualize 1 23

Student appears relaxed and self-confident 1 23

Appropriate emotions conveyed to the audience 1 23

Student uses a clear voice and enunciates 1 23

All audience members can hear presentation 1 23

Student has a purposeful, well intentioned costume 1 23

Grade________________/24

Comments:

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Oedipus RexGuided Reading Questions

Discussion Questions: please write DETAILED answers in complete sentences. Your responses, ideas and analysis will let your instructor the depth of you understanding with this complex play.

1. Why have the priest and other citizens of Thebes come to seek Oedipus’s help

at the start of the play?

2. Who is Creon? What news does he bring Oedipus from Delphi?

3. According to Creon, what happened to the former king, Laius?

4. What does Oedipus decide to do about the former king’s death?

5. What is the purpose of the Chorus at this point in the play? What important information do we learn from them?

6. Who is Teiresias? Why does Oedipus send for him?

7. Who does Teiresias say killed Laius? What is Oedipus’s reaction to this news?

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8. “Listen—since you have taunted me with blindness!/ You have your sight, and yet you cannot see/Where, nor with whom, you live, nor in what/horror.” Analyze the motif of blindness in the play so far.

9. Why doesn’t Creon want to be king?

10. What does Oedipus accuse Creon of? What is Creon’s punishment?

11. According to Jocasta, how did the Oracle tell Laius he was going to die? How did Laius try to prevent his death?

12. As Jocasta is telling Oedipus about the Oracle’s prediction, what does Oedipus realize about his own past?

13. What is the one detail that would prove to Oedipus that he was not the one

who killed Laius?

14. Why is Queen Jocasta happy to hear about King Polybus’s death?

15. How did King Polybus die? How was he supposed to die?

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16. Why is Queen Jocasta upset about the messenger’s story? What has she figured out that Oedipus still doesn’t understand?

17. What news does the messenger bring of Queen Jocasta?

18. Why does Oedipus punish himself rather than kill himself?

19. Analyze the significance of Oedipus’s self-inflicted punishment. What is symbolic of the way he chose to mutilate himself?

20. What (3) requests does Oedipus make of Creon? Who is Oedipus most

concerned about now?

21. What is the moral of this story? What did Sophocles want his audience to

think about fate and free will?

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Major Themes in Oedipus RexLight and darknessDarkness and light are tightly wound up with the theme of sight and blindness in Sophocles' play. Oedipus - and all the other characters, save for Teiresias - is 'in the dark' about his own origins and the murder of Laius. Teiresias, of course, is literally 'in the dark' with his own blindness - and yet manages to have sight over everything that is to follow. After Oedipus finds out what has happened, he bemoans the way everything has indeed "come to light".

Sight and blindnessTeiresias holds the key to the link between sight and blindness - for even though he is blind, he can still see and predict the future (if not the present). At the end of the play, moreover, Oedipus blinds himself, because what he has metaphorically seen (i.e. realized) leaves him unable to face his family or his parents in the afterlife). As with the previous theme, sight/blindness operate both literally and metaphorically within the play. Indeed, literal sight is juxtaposed with 'insight' or 'foresight'.

Origins and childrenOedipus embarks upon a search for his own origins, and - though he does not realize it - for his real parents. As the child of his own wife, and thus father and brother to his children, Sophocles explores various interrelationships between where things began and who fathered who. Similarly, the play itself works backwards towards a revelatory start: the story has, in effect, already happened - and Oedipus is forced to discover his own history.

The One and the Many (also Doubles/Twos)Throughout the play, a central inconsistency dominates - namely the herdsman and Jocasta both believe Laius to have been killed by several people at the crossroads. The story, however, reveals that Oedipus himself alone killed Laius. How can Laius have been supposedly killed by one person – and also by many people? Oedipus is searching for Laius’ murderer: he is the detective seeking the criminal. Yet in the end, these two roles merge into one person – Oedipus himself. The Oedipus we are left with at the end of the play is similarly both father and brother. Sophocles’ play, in fact, abounds with twos and doubles: there are two herdsmen, two daughters and two sons, two opposed pairs of king and queen (Laius and Jocasta, and Polybus and Merope), and two cities (Thebes and Corinth). In so many of these cases, Oedipus’ realization is that he is either between – or, more confusingly, some combination of – two things. Thus the conflict between “the one and the many” is central to Sophocles’ play. “What is this news of double meaning?” Jocasta asks. Throughout Oedipus, then, it remains a pertinent question.

Plague and healthThebes at the start of the play is suffering from terrible blight which renders the fields and the women barren. The oracle tells Oedipus at the start of the play that the source of this plague is Laius' murderer (Oedipus himself). Health then, only comes with the end of the play and Oedipus' blindness. Again, 'plague' is both literal and metaphorical. There is a genuine plague, but also, to quote Hamlet, there might be "something rotten" in the moral state of Thebes.

Prophecy, oracles, and predestinationThe origins of this play in the Oedipus myth (see 'Oedipus and Myth') create an compelling question about foreknowledge and expectation. The audience who knew the myth would know from the start far more than Oedipus himself - hence a strong example of dramatic irony. Moreover, one of the themes the play considers as a corollary is whether or not you can escape your fate. In trying to murder her son, Jocasta finds him reborn as her husband. Running from Corinth, from his parents, Oedipus murders his father on the way. It seems that running away from one's fate ultimately ensures that one is only running towards it.

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Final Group Discussion on Oedipus Rex

Look closely at the topics below. Some of the questions will ask you to reread lines of text from your plays. Please make sure to do so. Then as a group, discuss the answers to the questions.

Humans and Gods

1. Read the chorus Strophe and Antistrophe lines after Oedipus and Creon leave (exeunt) pgs 6 and 7, looking for the description of the blight that forsakes the city of Thebes. How does the chorus describe the pain of the citizens, and the destruction that is unfolding before them? What sentences, phrases or lines from the play offer the most vivid imagery of the tragedy unfolding?

2. Read the chorus Strophe and Antistrophe lines after Oedipus and Teiresias leave (exeunt) pgs 14-15, looking for the relationship that these lines of text show to exist between humans and their gods at this moment in the play. How would you describe this relationship? What sentence, phrase or line from the play best shows the relationship that you see in these lines?

3. Read the chorus Strophe and Antistrophe lines after Oedipus leaves (exeunt) pgs 34-35. Examine the diction choices that the Chorus makes. List the words and lines that compel the audience to feel empathy, pride, shame, horror, and/or compassion for Oedipus.

4. There are several ways to interpret the role of the chorus in this play. At times, the chorus seems to calm the main characters at times of extreme distress. At other times, the chorus seems to represent the gods. And sometimes the chorus seems to represent the inner conscious of the characters and the citizens. Analyze the role of the chorus as you see it. What dramatic flair did the chorus add to the Athenian tragedy? Why might modern theatre have dropped the element of a chorus from their plays?

the Athenian Audience and the Politics of Today

5. What is Creon’s role in this play? Is he some type of hero? Does he symbolize a larger idea that Oedipus must come to understand? Do Creon’s reactions to problems highlight how kings should act? In what way might these ideas be relevant to you and I, today in the US?

Oedipus as an examination of Self

6. If denial is the act of not knowing information about ourselves that is, frankly, obvious, then what sentence or phrase from the play most epitomizes Oedipus’s denial to you? In other words, in what moment do you think he shows the greatest sense of not knowing what seems obvious to you, the reader?

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Why? Explain how the above quote from the play shows Oedipus’s denial.

7. If Dramatic Irony is when the Audience knows what the characters do not, creating a mismatch in emotion between the characters and the audience, then at what other point in the play do you feel the strongest sense of mismatch between what you, the audience, feels, and what Oedipus, the character feels? Please include the quote from the play and how he seems to feel as well as how you, the audience feels.

8. If Catharsis is an outpouring of emotion as knowing sets in, then what quote from the ending seem to show Oedipus most in this experience of Catharsis? Why? Explain the above response:

9. Review the 10 belief statements that we discussed in the beginning of the unit.

Your fate has already been determined by a higher power. Children should be loyal to their parents no matter what the cost. You have complete control over your own life because you have free will over your own actions. If knowing the truth leads to pain, then it’s better not knowing it. You cannot be blamed for something you did in ignorance. The past will always come back to haunt. It is better to keep a dark secret to yourself than to expose the ugly truth. Sometimes living with the guilt and knowledge of what you’ve done wrong is worth than death. All types of pride are wrong. The history and actions of your family determine your fate and success in life.

Please write: what have you learned from our study of Oedipus Rex?

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Peer Assessment Collaboration Rubric

4 3 2 1Participation

Group member participated fully and was always on task in class.

Group member participated most of the time and was on task most of the time.

Group member participated but wasted timeregularly and/ or was rarely on task.

Group member did not participate,wasted time, or worked on unrelated material.

Leadership Group member assumed leadership in an appropriate way when necessary by helping the group stay on track, encouraging group participation, posing solutions to problems, and having a positive attitude.

Group member sometimes assumed leadership in an appropriate way.

Group member usually allowed others to assume leadership or often dominated the group.

Group member did not assume leadership or assumed it in a non-productive manner.

Listening Group member listened carefully to others’ ideas.

Group member usually listened to others’ ideas.

Group member sometimes did not listen to others’ ideas.

Group member did not listen to others and often interrupted them.

Feedback Group member offered detailed, constructive feedback when appropriate.

Group member offered constructive feedback when appropriate.

Group member occasionally offered constructive feedback, but sometimes the comments were inappropriate or not useful.

Group member did not offer constructive or useful feedback.

Cooperation Group member treated others respectfully and shared the work load fairly.

Group member usually treated others respectfully and shared the work load fairly.

Group member sometimes treated others disrespectfully and/or did not share the work load fairly.

Group member often treated others disrespectfully and/or did not share the work load fairly.

Time Management

Group member completed assigned tasks on time.

Group member usually completed assigned tasks on

Group member often did not complete assigned tasks on

Group member did not complete most of the assigned tasks on

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time and did not hold up progress because of incomplete work.

time, and often held up completion of the play.

time and often forced the group to make last-minute changes.

Name__________________________________________________________________________Section________________________

Greek Tragedy________________________________________________________________________________________________

Write the number of the description that fits each group members’ participation in the box under the collaboration skill. Include your own name in the list.

4—Student is functioning at a high level and does not need to improve; 3—Student is working well within the group but has a few areas which could be improved; 2—Student is making an attempt to work well but needs to improve in some areas; 1—Student does not seem to be trying to work well with the group and needs to improve a

great deal.

Group Member Participation Leadership Listening Feedback Cooperation Time Management

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Oedipus Analytical EssayLisa Joye

The purpose of this assignment is for each student to structure a formal, academic essay. This involves writing a thesis that analyzes (makes an argument). This is NOT a book report or a summary of the play Oedipus Rex. Students should understand the given writing prompt, craft an argumentative thesis, and then DEFEND it with examples from the text and with thoughtful analysis.

A typed rough draft of your 5 paragraph essay will due by__________________________. You must bring a printed version to class. Please save your rough draft on a Google doc so that we may make edits in class.

No late rough drafts will be accepted. You must complete the rough draft to submit a final draft for credit.

Writing Prompt

Does the downfall of Oedipus result from a tragic flaw? If not, explain the cause for the downfall in detail, creating an alternate argument. If so, identify the tragic flaw and discuss how this impediment leads to Oedipus’ downfall. (Be SPECIFIC and craft an argument).

Here are some questions to get you thinking about how you might answer this prompt:

What is a tragic flaw and how does Oedipus keep exhibiting the same mistakes?

How does Oedipus’ tragic flaw get in the way of sound decision-making?

How does Oedipus’ tragic flaw prevent him from seeing the truth? What events could have been prevented if Oedipus did not possess a

tragic flaw?

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What is tragic about Oedipus having this flaw?

Please refer to the following guide for how to write an analytical essay:http://prezi.com/zi_toss-bkxj/?utm_campaign=share&utm_medium=copy

Name:_____________________________________________________________________________Essay______________________

IHS Analytical Essay Rubric

Format of the Essay:

_____/9 Formatting and Grammar (3 pts each)

______ Formatting: double spaced, one-inch margins, MLA formatted (12 pt font, times new roman) with your name, my name, class or assignment, date, running header with your last name and automatically-generated page number on the upper right. The first line of each paragraph is indented and internal citations are in MLA format. There is a title that is in MLA format. Remember that quote cannot stand alone.

______ Grammar: clear and complete sentences, writing is in present tense, specific subjects instead of “you”, capitalized first letter in proper nouns including characters’ names, and capitalized first letter of first word in each sentence.

______ Formality/Academic Register: This essay uses formal academic languagethroughout. This includes avoiding the informal “I” and “you”, using formal word choices like “mysterious atmosphere”, and referring to the author by last name throughout most of the essay (use first and last when you first introduce the author in the introduction, otherwise, use last name only).

Elements of Each Paragraph

_____/6 Introduction (2 points each)

______ Attention Grabber: a sentence or two that draws interest toward the topic of the essay

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______ Establish General Topic: Four to five sentences that simply and clearly establish the title of the work, the author’s first and last name, some background information on the plot of the work and the general focus of the essay.

______ Thesis Statement: A clear and complete statement of the main argument of the essay. This will be the last sentence of the introduction, and it should provide a specific focus for the rest of the essay. It should also answer the given prompt.

_____/25 Body Paragraphs: (3 pts each)

______ Topic sentence for each body paragraph that introduces a reason why the thesis is true.

______ OBSERVATION: One to two sentences that give thorough, accurate and specific support for the topic sentence of each body paragraph.

______ EVIDENCE: First specific reference to the text, which is either a brief quote with citation or a paraphrased section of text with citation.

______ ANALYSIS: Two to three sentences that give thorough, accurate and specific support for the argument you are trying to support with your quote or paraphrase.

______ OBSERVATION: One to two sentences that give thorough, accurate and specific support for your argument.

______ EVIDENCE: Second specific reference to the text, which is either a brief quote with citation or a paraphrased section of text with citation.

_______ ANAYLSIS: Two to three sentences that give thorough, accurate and specific support for the argument you are trying to support with your quote or paraphrase.

_______ Concluding Sentence that reminds the audience of how the paragraph proved the topic sentence true.

_____/6 Conclusion (2 pts each)______ Main points summarized.______ Restatement of Thesis._______ Ending sentence that concludes the essay with why the ideas in the thesis matter.

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_____/9 Overall logic, understanding and analysis (2 pts each)

This essay…______ Is an academic argument rather than a summary, throughout, but is also

provable by using evidence from the text at hand.

_______ Is logically consistent and flows from one idea to the next.

________Is clearly based on an understanding of the novel itself. It should not be based on what secondary sources like Wikipedia or Sparknotes say about the work.

Total Score _________/51

Letter TwoIHS Global Literature and the Arts Homework Due Date:______________________________________________________________________

What is our relationship to our past? To choices we have already made, and cannot undo? In literature and art, the motif (repeating form) of the crossroads often evokes a sense of having made a pivotal, past – decision that can not be undone, whether because of sacred forces present at the crossroads, or because the past quite simply cannot be unlived.

In the Greek Tragedy Oedipus the King, our tragic hero did not know that he was sealing his fate when he killed a man “in a place where the three roads meet.” Only later did he realize whom he had killed and how that decision had made his horrible fate come true.

We aren’t all tragic heroes, and not all fates are horrible (thank goodness), but most of us have made decisions that have changed our lives, whether we knew it at the time or not.

I would like for you to use the motif of the crossroads to explore a decision that you made in your past and that changed your life.

Directions: You will write a series of letters throughout our literature course. The audience will change, each prompt will be different, but the intention will always be consistent. These letters will be a record of your thoughts, feelings, perspective and growth throughout your sophomore year. Each letter is a safe place to let your unique voice be heard. Your letter must be hand written.

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Please label your letter as such:

Your NameDate (Month, Day, Year)

Dear Future Self,

Please include five paragraphs in your letter.

In paragraph one, explain what was the decision that you made in your past that changed your life? What happened?

In the second paragraph explain, did you have awareness that the decision that you made mattered at the time? Did you know enough to predict how the decision would affect your future?

In the third paragraph explain whether or not you had a sense of agency, or of power, over the choice that you made. If you did not have the power, who did? Did you feel powerless, but in hindsight realize you truly did have all the control? Or did the opposite occur. Did you think you the decision was yours alone to make, but in reality other forces were guiding your choices?

For the fourth paragraph, explain why the decision matters to you now. Did you learn something about yourself or another? Did you gain anything, for example a new insight or freedom, or a new adventure from this decision? Did you lose anything as a result of this decision? Why is this decision important for you to reflect on?

In the concluding paragraph, give your future-self advice about what to do the next time there is a difficult decision to make. For example, the next time you are faced with a “cross road”, how should you approach deciding which path to take. What mistakes should you avoid, who should ask for advice, and how will you know if you have made the right decision?

End your letter with some sort of salutation...(yours truly, sincerely, be well, with great respect, etc.) and then sign your name.

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Literature and the ArtsOedipus Unit

Final Grade Sheet Self Reflection / Parent Feedback

Name_______________________________________________________________________________Date___________________________________Section_______________________________________

Final Scores

______/10 points for Jig-Saw individual notes______/20 points for Jig-Saw group notes (5 points per article)______/20 for Oedipus: A Recipe for Tragedy______/10 points for Recipe Card (rough draft)______/45 points for Recipe Card (final draft)______/24 points for Modern Greek Tragedy performance______/42 points for Oedipus Guided Reading questions (2 points per question)______/10 points for Assessment of Group Participation in the Greek Tragedy______/51 points for Oedipus Analytical Essay______/10 points for Letter Two______/10 points for Self-Reflection and Parent Feedback

______/251 Final Score

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Student Self Reflection: (5 points)List 3 activities that you enjoyed from this unit and explain why you enjoyed each one.1.

2.

3.

Which activity was the most challenging for you in a positive way? What was the

positive result of this challenge?

Which activity did you put the most effort into? How did you feel about the end

result?

Which activity was the most challenging for you in a negative way? What was negative about this challenge?

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What are some new things that you learned about yourself in this unit? (think about time management, organization, speaking in front of your peers, reading out loud, writing skills, meeting deadlines, trying something new, learning about Greek Literature and the Greek Theatre, your comfort level with competition etc.)

Parent / Guardian Feedback: (5 points)

1. Looking over your child’s Oedipus Unit packet and self-reflection feedback. What has surprised you about your child’s journey in Unit One of Sophomore Literature?

2. Looking over the activities that your child completed, what about your child’s work has impressed you the most?

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3. If you were to give your child any advice about how to be successful in this Literature course, what would you say?

4. Did your child share their learning about this unit with you? If so, what was their feedback? If not, then take the time to ask your child how they enjoyed the Oedipus Rex unit and write their response here:

Parent / Guardian Signature________________________________________________________________Date_________

Parent / Guardian printed name__________________________________________________________

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