The most common way people give up their power is by thinking they don’t have any.

Alice Walker

Gildo Rey Pen Pals

Fifth PeriodHeather Matt Justin

Maritza Cierra Jessica

Cameron Mikaela Chuckie

Kymoni Angela Kassidy

Julian Colton Allie, Abby

Zephy Adam Raven

Cheyenne Josie Reagan

Nene Ravdeep Samantha

Troy Danny Matthew

JennyRose Sarah Zainub

Regina Madison Lexi

Sixth PeriodReo* Emma Matthew

Saveal Andrew Sam

Yahir Chris Trey

Julia Raelene, Maddy

Myra, Jessica

Ray* Emma M Diana

Darrel Connor Jade, Michael

Andy Chelsea Rachael

Auvionna Madi Cami

Yuna Alexis, Ashley Areli, Alli

Julissa Tyler Josh

Ricky* Ali Connor

Hi Honey, I’m home

•Only four words can be spoken: Hi Honey, I’m home.

•Actors will receive cards with those words and a brief scenario. Each will make an entrance saying only the four words and using appropriate gestures and movements to convey the situation.

•Actors should be aware of their face. Facials should reflect the emotion of the scenario on the card and wear it during the entrance.

•Keep your scenarios a secret from other students. •You will watch each enactment and try to guess what the scenario is by observing the actor’s movements and listening to his/her voice.

March 20th

Today’s objectivesApply concepts of justice to a new text

Infer motives of characters and predict events of plot

Choose reading strategies for difficult text

1.Back on that Springboard grind: get your books, sit with table groups

2.Page 276-278

3.Complete the charts for your table’s three characters

Table 1st Character 2nd Character 3rd Character

1 Creon Antigone Ismene

2 Antigone Ismene Haemon

3 Ismene Haemon Chorus

4 Haemon Chorus Guard

5 Chorus Guard Oediups

6 Guard Oedipus Creon

7 Antigone Oedipus Chorus

ZeusPoseidonHeraclesAchilles

OdysseusThe Titans

AtlantisPegasus

SaturnHermione

Percy Jackson

March 21st ▪ Four groups –one person from each table

▪ One category –Tragedy, Greek Theater, Sophocles, Antigone & Family

▪ One musical production that presents information from pages 279-281 to the rest of the class.

▪ Songs may have familiar melody, but must have original lyrics.

▪ Songs should have at least two verses and chorus needs to repeat three times.

▪ Think about how you are going to perform this for your peers (a’capella, instruments, download instrumental), consider all roles

▪ Pick a song every one knows well▪ Start with original lyric s and modify them as fits your needs.▪ Performance start Monday.

Today’s objectivesPlan and deliver a presentation that contextualizes a dramaClarify and identify characters and their relationshipsExamine performance elements of Greek tragedy

March 25th

▪ Musical Performances

▪ Jeopardy Review

▪ Jeopardy for fun?

▪ Start reading play tomorrow –parts preview

Today’s objectivesPlan and deliver a presentation that contextualizes a dramaClarify and identify characters and their relationshipsExamine performance elements of Greek tragedy

March 25th

AntigoneAnn-tig-o-knee

AllieRegan

Boy JoshZanub

IsmeneIss-May-Nay

CierraJosie

Guard TylerKassidy

CreonCree-on

DannyMatthew D

Messenger SamanthaColton

EurydiceYour-a-duss

JosieAngela

Attendants RavdeepLexi

HaemonHey-mon

TommyMatthew P

Chorus AbbyJessica

TeiresiasTie-ree-see-us

SarahMadison

Chorus Leader

JustinMikaela

Today’s objectivesIdentify and apply elements of Greek Theater

Analyze characterRecognize themes within a text

•If you get to a word

you don’t know, just

do your best and keep

going.

•Parts have been

assigned, but can be

switched if both

parties agree.

•First name is lead

reader. Second name

is understudy.

•As you read, mark the

text for examples of

justice/injustice.

P5

March 25th

AntigoneAnn-tig-o-knee

RaeleneAli

Boy SamAndrew

IsmeneIss-May-Nay

JessicaAlexis

Guard TreyJade

CreonCree-on

AlonsoChris

Messenger MichaelAdam

EurydiceYour-a-duss

MyraRachael

Attendants Madison TChelsea

HaemonHey-mon

Matthew

Connor W

Chorus CamiAlli

TeiresiasTie-ree-see-us

AreliMadison F

Chorus Leader

Emma MDiana

Today’s objectivesIdentify and apply elements of Greek Theater

Analyze characterRecognize themes within a text

•If you get to a word

you don’t know, just

do your best and keep

going.

•Parts have been

assigned, but can be

switched if both

parties agree.

•First name is lead

reader. Second name

is understudy.

•As you read, mark the

text for examples of

justice/injustice.

P6

.I know that.

,Now, dear Ismene, my own blood sister,

?What is it?

-Look-what’s Creon doing with our two brothers?

March 25th

Today’s objectivesRegister for next year’s classesReview Greek theater elements

Build vocabulary

Fold a paper into 8 squares

1. Ares p2912. Zeus p2913. Eros p3104. Dionysus p3145. Tantalus p3116. Persephone p3127. Phineus p3158. Thebes p287

1. Sweet treasure p2872. Kings Decree p2883. Hedge p2944. Obdurate p3005. Contravene p2936. Denigrate p3177. Hades p301 & Acheron p3108. Strophe, Antistrophe, Epode

p290 & 312

WORDDefinition

Symbol or Picture

Intro http://www.youtube.com/watch?v=HTIHbqo_wRwGreek Chorus (Oedipus)http://www.youtube.com/watch?v=BD8rmXwG9ZQZero to Herohttp://www.youtube.com/watch?v=RRq7lLawQB4National Theater (3:00)http://www.youtube.com/watch?v=aSRLK7SogvEModern Interp of Chorushttp://www.youtube.com/watch?v=gtcZ7WIsKXs

March 31st

Today’s objectivesAnalyze and evaluate major characters

developmentCreate masks, an element of ancient

Greek theater

1. Finish reading Antigone

2. Creon’s Changing Character

pages 327-329 on vellum paper

3. Antigone in-class write tomorrow

4. Antigone exam (MC, T/F, matching, etc)

Wednesday

5. Outside reading journal exchange

& conference prep Thursday BRING

YOUR BOOK

6. Outside reading conferences Friday

April 3, 2014• Sit with your book group.

• Exchange double entry journals –don’t respond yet.

•We’ll go over roles for tomorrow. Each of you will have a different task.

• You will move again to a groups with others who have the same task. THIS is when you’ll respond to the journals.

•Mini Socratic seminars on your book tomorrow.

Discussion Leader: Your job is to develop a list of questions you think your group should discuss about the assigned section of the book. Use your knowledge of levels of questions to create thought-provoking questions that encourage your group to consider many ideas. Help your group explore important ideas and share their reactions. You will be in charge of leading the group’s discussion. Diction Detective: Your job is to be carefully examine the diction (word choice) in the novel. Search for words, phrases, and passages that are especially descriptive, powerful, funny, thought-provoking, surprising, or even confusing. List the words or phrases and explain why you selected them. Then, write your thoughts about why the author might have selected these words or phrases. What is the author trying to say? How does the diction help the author achieve his or her purpose? What tone do the words indicate? Bridge Builder: Your job is to build bridges between the events of the book and other people, places, or events in school, the community, or your own life. Look for connections between the text, yourself, other texts, and the world. Also, make connections between what has happened before and what might happen as the narrative continues. Look for the characters’ internal and external conflicts and the way that these conflicts influence their actions. Reporter: Your job is to identify and report on the key points of the reading. Make a list or write a summary that describes how the writer develops the setting, plot, and characters in a section of the book. Consider how characters interact, major events that occur, and shifts in the setting or the mood that seem significant. Share your report at the start of the conference to help your group focus on key ideas presented in the reading. Like that of a newspaper reporter, your report must be concise, yet thorough.  Artist: Your job is to create an illustration related to the reading. It can be a sketch, cartoon, diagram, flow chart, or other depiction. You can choose to illustrate a scene, an idea, a symbol, or a character. Show your illustration to the group without any explanation. Ask each group member to respond, either by making a comment or asking a question. After everyone has responded, you may explain your illustration and answer any questions that have not been answered.