Grade level(s): 10

Subject(s): English, History, Fine Arts

Learner Outcomes: The learner will expand his/her understanding and application of the definition of a tragic hero.

Duration of Lesson: One class period of approximately 40-50 minutes.

Materials: Computer with projector and projection screen, PowerPoint downloaded to disc, overhead projector, and overhead transparency.

Technology Tool/Courseware: Computer with projector and projection screen, PowerPoint downloaded to disc, overhead projector.

Teacher Notes: Class should have completed the reading of Antigone before attempting this lesson. Teacher should set up for PowerPoint presentation before class starts. Overhead projector should also be available for use in the classroom.

Procedures:

• Review the PowerPoint of Aristotle's definition of a tragedy and tragic hero.
• Utilizing an overhead projector, display the provided chart citing Aristotle's elements of a tragic hero.  Students should collaborate as a class to complete each empty space on the overhead while the teacher fills in the answers.
• Students will then be given the following essay assignment (attachment may be printed and converted to an overhead transparency):
• Suppose you are a critic and you want to convince people that the true tragic hero of Antigone is (a) Antigone, (b) Creon, or (c) both.  Because Aristotle's theories are the ones that most people today still accept, you will have to base your interpretation on Aristotle's view of tragedy and the tragic hero.  Present your own views and support your opinion with details from the play (a quote or summary of action in a scene).  Be sure to cite any information from the play by listing the scene and specific lines being referred to, even if you only summarize and not quote directly.
• Students should utilize the overhead chart and Antigone text to complete a draft of the essay.  Final essay should be submitted tomorrow.  Final product should be typed using Microsoft Word or word processor.

Enrichment Activities: Students could research critics reviews of Antigone or Creon as the tragic hero of the play.  Students could then utilize those reviews to help support their opinion in their essay.

Evaluation/Assessment: Teacher will assess students' understanding and ability to apply understanding by evaluating students essays using the provided rubric.

State and National Goals:
wvde content standards
10.12 read literary works by national and international authors to include but not limited to novels, drama, short story and poetry for cultural literacy, appreciation and application
10.13  identify and research the influences of historical, cultural and biographical (author) factors in shaping styles and voice of literary works (e.g., group research via Internet or CD-ROM, guest speakers)
10.19 use graphic organizers such as webbing/charting to show important ideas and relationships of ideas (e.g., read three poems by an author to identify commonalties)
10.39  use writing strategies to address specific writing purposes (e.g., narrative, descriptive, informative and persuasive) in paragraphs or compositions
10.40  use writing strategies to write for audiences including peers, teachers, and employers (e.g., formal versus informal/informational versus conversational)
10.41  use prewriting strategies to generate topics and plan approaches to writing tasks (e.g., brainstorming, mapping, outlining)
10.42 use drafting strategies for all specific writing tasks (e.g., rough draft all paragraphs, essays, book reports)
10.43 use a writing prompt to develop a composition that contains a beginning, middle, and end
10.44 develop a composition that addresses the assigned topic with a clearly worded thesis statement which is supported by relevant details
10.45 develop a composition that is focused and coherent and has a clear, logical progression of ideas (e.g., spatial order in a descriptive essay/chronological order in a process essay)
10.46 use and identify different transitional devices (e.g., introductory and internal transitional phrases/conjunctions)
10.47 develop a composition that demonstrates variation in sentence structure
10.48 develop a composition where word choice is vivid, precise, and economical
10.49  develop a composition in which errors in standard written English usage and mechanics (e.g., punctuation, spelling, capitalization) do not occur
10.59 recognize content and organizational strategies that identify supporting sentences and paragraphs (e.g., example/illustration, personal anecdote, extended definition, analogy)
10.60 recognize content and organizational strategies that identify transitional devices (e.g., repetition of key words and sentences/sentence links, in particular contrast, cause-effect, addition, time, and person/place/thing relationships)
10.61 recognize content and organizational strategies to identify topic sentences and thesis statements (e.g., placement, figurative or literal, singular or multiple focus, implied versus stated)
NETS for Students
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Students use technology tools to process data and report results.

Job Clusters (7-12 grades only) - Arts

References: Antigone, The Humanities Handbook, Aristotle-Britannica

Author(s): Sue Carman, James Russell, Marcia Stengel

School Name: Jefferson High School, Shenandoah Junction, WV