Beacon Lesson Plan Library
Dateline: 442 B.C. Antigone
Santa Rosa District Schools
Students work in groups to write, produce, and video tape a newscast based on the events in the play [Antigone]. The students will describe the main events, analyze the main characters, problems, conflicts and resolutions within the play.
The student analyzes the validity and reliability of primary source information and uses the information appropriately.
The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
The student understands the charachteristics of major types of drama.
Analyzes the effectiveness of complex elements of plot such as setting, major events, problems, conflicts and resolutions
- Equipment: video camera (If a personal one is not available, check with the school media specialist for camera check-out.)
- Blank video tape
- Writing utensils
- Text of the play, [Antigone] by Sophocles (While this can be found in many places, I used the script found in my literature textbook [Language of Literature] 10th grade edition by McDougal, Littel.)
- Copies of the assessment rubric and evaluation checklist for each student
-[Antigone] weblinks for background information
1. The teacher leads a class discussion on literary elements presented in the play such as plot, setting, major events, problems, conflicts and resolutions, as well as discussing the characteristics of Greek tragedy.
2.The teacher must be knowledgeable in the use of a video camera, or find a student that is knowledgeable in the use of one.
3. The teacher must make sure all students have a copy of the play ANTIGONE.
4. The assessment rubric must be created.
5. The teacher must make copies of the assessment rubric for each group, as well as enough to assess each student.
6. The teacher divides the class into groups of four.
Background material on [Antigone] can be found in the weblink section of this lesson plan.
Students read [Antigone] aloud in class and discuss literary elements presented in the play such as plot, setting, major events, problems, conflicts and resolutions, as well as discussing the characteristics of Greek tragedy.
Each student will receive an assessment rubric and evaluation checklist.
Students examine the assessment rubric and evaluation checklist used for this project.
Before the class, the teacher divides the class into groups of four.
BEGIN THE STUDENT PRESENTATION ACTIVITY FOR THIS UNIT
Days one and two
1. Students work in teacher assigned groups of no more than four. Each group will choose one conflict and resolution within the play.
2. Each student takes a role in the newscast (ie anchor (2), meteorologist, or sportscaster).
3. The group discusses how the chosen conflict will be presented within the newscast.
4. The students write the appropriate scripts for their role relating them to their chosen conflicts.
5. The students end their newscasts with the resolution to the conflict.
6. After the presentations are scripted, the students rehearse the performances of their newscasts.
7. A capable student will video tape the groups as they perform their newscasts for the class.
8. Following the video taped group presentations, this may take a part of another class, the teacher gives each student his/her evaluation for feedback.
9. The students watch their video presentations and review their evaluations for feedback.
1. The teacher makes formative assessment by giving a participation checkmark while students are working in groups .
2. While viewing the newscast, the teacher will complete an assessment document (rubric and checklist are found in the attachment section), critiquing the project on quality of information; how well the student analyzed the complex elements of the plot, the characters, the setting, the main events, the conflicts and the resolutions; and how well the student uses speaking strategies effectively.
Note: Although teacher comments will be made regarding the group performance, each student will only be graded individually. The teacher will mark each group member's evaluation checklist during the presentation.
3. Following the video taped group presentations, the teacher gives each student his/her evaluation for feedback.
4. The students watch their video presentations and review their evaluations.
The Classical Origins of Western Culture
The Core Studies 1 Study Guide
by Roger Dunkle
Brooklyn College Core Curriculum Series
Copyright © 1986 by Brooklyn College, The City University of New York All rights reserved. Published 1986.
Web supplement for Dateline: 442 B.C. AntigoneAntigone
Web supplement for Dateline: 442 B.C. AntigoneStudy Guide for Sophocles' Antigine
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