Grade Level(s)- 10

Subject(s): English, Social Studies, Fine Arts

Learner Outcomes: The learner will expand his/her understanding of the concepts presented about the ancient Greek drama Antigone.

Duration of Lesson: Minimum of one 40-50 minute lesson.

Materials:

• overhead projector
• overhead transparency
• photocopies of transparency

Technology Tool/Courseware: Overhead projector

Teacher Notes: Teacher is simply presenting the project ideas, the rubric, and possible examples in this lesson.  Teacher may want to allot additional days for in-class research and question/answer sessions.

Procedures:
Day 1

• Upon completion of the text Antigone, teacher will present project options for students to complete using the overhead transparency.  Projects are broken into two levels, for advanced versus less advanced students.
• Teacher should review the rubric for each project to ensure student understanding of all elements needed to successfully complete the project.

Modifications: For students with special needs, teacher may need to extend the project completion date or modify project length depending on IEP modifications.

Enrichment Activities: Students may choose to complete a second project individually or with a group of students.

Evaluation: The student project should demonstrate the students ability to apply knowledge of a text, formulate an appropriate form of presentation, and the ability to organize thoughts to complete all aspects of the project.  Teacher may evaluate the projects utilizing the provided rubrics.

Assessment: Student project should demonstrate application, analysis, and synthesis of Antigone

State and National Goals:
wvde content standards
10.13  identify and research the influences of historical, cultural and biographical (author) factors in shaping styles and voice of literary works
10.31 make decisions by comparing facts
10.32 infer ideas from literature and exposition
10.40  use writing strategies to write for audiences including peers, teachers, and employers (e.g., formal versus informal/informational versus conversational)
10.42  use drafting strategies for all specific writing tasks (e.g., rough draft all paragraphs, essays, book reports)
10.78  apply word processing skills to produce a multi-page document (e.g., copy and move text, adjust margins, select justifications, use tools, change fonts, and paginate) 

NETS for Students
1.Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.

2.Social, ethical, and human issues
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3.Technology productivity tools
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.

4.Technology communications tools
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5.Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students evaluate and select new information resources and technological innovations based on the appropriateness for
specific tasks.

6.Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

Job Clusters (7-12 grades only)- Fine Arts

References: Prentice-Hall, Holt, Rhinehart & Winston

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

School Name: Jefferson High School, Shenandoah Junction, WV

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