Oedipus Rex By Sophocles

Transcription

1 Oedipus Rex By Sophocles Literature & Composition I Ms. Eaton How does art reflect and impact a culture s values? What are individuals responsibilities to their societies? How does an author use motif to develop theme? Name: Block:

2 Table of contents Group Greek Tragedy Project Oral Presentation Rubric Critical Terms Greek Tragedy Presentation Notes 9 Four Corners Reading Role Assignments.. 16 Motif Tracking Closing Reading Parados...18 Prologue Questions. 19 Scene 1 Questions. 20 Dramatic Irony...21 Ode 1 Annotation...22 Scene 2 Questions Group Annotation Scene 3 Questions...27 Scene 4 Questions...28 Exodos Questions Motif Essay Assignment Essay Assessment Rubric Unit Objectives Analyze the political, social, religious, artistic, technological, and intellectual factors that impacted Greek drama. Make claims about how motif contributes to theme development. Select appropriate evidence of motifs to support claims about theme. Analyze motif to show how it supports claims. Organize evidence and analysis to logically build support of claim. 1

3 Greek Tragedy WebQuest & Group Presentation We are beginning our study of Greek Tragedy! Before we begin reading Oedipus Rex, we are going to do some research and present our findings to the class on a variety of subjects. Your Group # & Title: Your Group Members: End Product: Your group will create an oral presentation using Google Slides and present your findings to the class. Your slides will need to address your group s essential and supporting questions and be delivered in a clear and organized manner. Your goal should be to teach your classmates! Step 1: Visit the project website: Click your group s name in the top right corner! Spend time browsing the websites to become familiar with your topic. Step 2: Work with your group to decide who will be responsible for what information and assign homework tasks. Write down what you will do overnight! Your Homework: Step 3: Using Google Slides, create a presentation that is informative and easy to read. Please use visuals when appropriate. You will have one class block to complete this task. If you have not finished the work, you will need to decide how to get it done outside of class. What needs to be completed before the presentation? Step 4 : Decide who will present what information to the class. Each group member must speak and will be graded individually on his/her oral presentation skills. Step 5: Practice your presentation! Review the oral presentation rubric for grading expectations. 2

4 Oral Presentation Rubric Criteria Exemplary Proficient Developing Beginning Clearly introduces the topic and the scope of the presentation. Organization (Group) Powerfully captures the attention of the audience in the beginning of the presentation and maintains their focus throughout. Presents ideas and information with logical sequencing and seamless transitions between multiple presenters. Content (Group) Verbal Presentation (Individual) Non-Verbal Presentation (Individual) Shows strong evidence of diverse research. Presented material comes from a variety of sources and shows evidence of thorough reading/researching. Content is accurate and thoroughly explained. All reasonable audience questions are addressed Speaks clearly and distinctly all of the time, with no vocal pauses or rapid speech Employs vocabulary that is appropriate to an academic presentation. Consistently employs gestures and assumes a stance that reflects a formal presentation. Does not lean on or sit on furniture, stands on both feet, and addresses the audience directly Consistently maintains eye contact with the audience Slides & Notes (Individual) Uses slides and notes to facilitate the presentation without reading directly from either. Slides are easy to read and enhance the quality of the presentation. 3

5 Unit Critical Terms WORD: Greek Tragedy Roots and/or origins: What makes this word critical to this course? Greek Tragedy is a genre of drama (or plays). Oedipus Rex is a famous Greek Tragedy. We will be studying the common qualities of this genre. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: WORD: Tragic Hero Roots and/or origins: What makes this word critical to this course? Oedipus is a tragic hero and is often referred to as the archetypal tragic hero. He is the character after which other characters are built. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: 4

6 WORD: Situational Irony Roots and/or origins: What makes this word critical to this course? When people refer to things as ironic, they are most often referring to situational irony. In this unit, we will discuss the difference between this and dramatic irony. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: WORD: Dramatic Irony Roots and/or origins: What makes this word critical to this course? Dramatic Irony is one of the most important concepts of this unit (and this course at large). We will study how it is used and how it affects the audience. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: 5

7 WORD: Foreshadowing Roots and/or origins: What makes this word critical to this course? Unlike dramatic irony, foreshadowing is a hint to the reader. We will study the difference between the two. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: WORD: Hubris Roots and/or origins: What makes this word critical to this course? Hubris is one of the defining qualities of a tragic hero. Oedipus suffers from hubris, as do many heroic characters. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: 6

8 WORD: Tone Roots and/or origins: What makes this word critical to this course? Tone is one of the most complicated concepts in the study of literature. We will use Oedipus Rex as a way to explore how tone works. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: WORD: Motif Roots and/or origins: What makes this word critical to this course? Motif is a word we will use over and over throughout this course. You will become a master of discussing how motif develops in a piece of literature. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: 7

9 WORD: Theme Roots and/or origins: What makes this word critical to this course? Like motif, you will become a master of discussing how themes develop in literature. In this unit, we will discuss how motif contributes to theme. A drawing to help you remember the word: Part of speech and dictionary definition: Use the word in your own sentence: 8

10 Greek Tragedy Presentation Notes Directions : As you take notes, you should make sure that you define any key terms. Monday s quiz WILL cover this material. Please ask questions during the presentation! Religion Essential Question: How does religion affect the way Sophocles tells Oedipus Rex? How were gods worshiped in Ancient Greece? Who is Dionysus? How did the Greeks worship Dionysus? How was Dionysus related to theater and drama? What separates Dionysus from the other gods? What makes him unique? Other notes: 9

11 Politics Essential Question: How do politics affect the way Sophocles tells Oedipus Rex? What were the political tenets of Greece's Classical Age? How did Athenian democracy work? When did the Classical Age occur? Other notes: 10

12 Society Essential Question: How does Athenian society affect the way Sophocles tells Oedipus Rex? What is the difference between the Rural Dionysia and the City Dionysia? What were the different elements of the Dionysian Festivals? What was the purpose of the festival? Who attended the different festivals? What impact did the festivals have on trade of products and ideas? Other notes: 11

13 Art Essential Question: How do Athenian dramatic traditions affect the way Sophocles tells Oedipus Rex? What is the history of Greek tragedy? What came before it? How did it evolve? Who was Aeschylus? Who was Sophocles? Who was Euripides? What did these men have in common? What made them unique? Why would this type of drama be so prevalent in Athenian society at this time? Other notes: 12

14 Technology Essential Question: How does technology affect the way Sophocles tells Oedipus Rex? What did the theater look like? How big was it? How did the architecture improve the viewing experience? What props were used at the theater? What were they called and how did they work? Why were masks worn by the actors? What were they made of and how did they improve the viewing experience? Other notes: 13

15 Intellect Essential Question: How does religion affect the way Sophocles tells Oedipus Rex? Who were the major thinkers of this era? ( 510 BCE BCE) What were the dominant philosophies of the era? What is catharsis? Why would it be important to this community? According to Aristotle, what are the qualities of the tragic hero? According to Aristotle, what are the attributes of a classic tragedy? Other notes: 14

16 4 Corners You may choose to Agree, Strongly Agree, disagree or Strongly Disagree with the following statements. Then you must Explain WHY you feel the way you do. During the activity you will be asked to defend your claims. 1) Fate plays a role in our successes and our failures. 2) IT is important to always strive for the truth. 3) Good leaders should follow the advice of those that they trust. 4) Other people know me better than I know myself. 5) Self-Confidence is a positive character trait. 15

17 Class Reading Assignments: Student Actor Chorus Chorus Chorus Chorus Chorus Chorus Prologue Oedipus Priest Creon Scene 1 Oedipus Choragos Teiresias Scene 2 Creon Choragos Oedipus IocastE Scene 3 Iocaste Messenger Oedipus Choragos Scene 4 Oedipus Choragos Messenger Shepherd Exodos Second Messenger Choragos Oedipus Creon Antigone Ismene 16

18 Motif Tracking While We Read Directions : Instead of annotating as you read, you will flag instances of various motifs throughout the text. As a class, we will assign a color to each of the motifs and then it will be your job to take note of them in your book every time the motifs appear. You should create a key in the front of your book to help you remember which color matches which motif. Motifs Related Terms Assigned Color Sight Blue Light Green Family Pink Justice Orange 17

19 Closely Reading Oedipus Rex Directions: Actively read the passage below, excerpted from the Oedipus Rex Parados, Strophe 3 (page 12). Put it in your own words to figure out what it means. What is the chorus saying is the problem (or problems?) What do they ask for? Who are they asking? Now, how does it mean? What do you notice? What literary devices can you find? What is the effect of each? There are no swords in this attack by fire, No shields, but we are ringed with cries. Send the besieger plunging from our homes Into the vast sea-room of the Atlantic Or into the waves that foam eastward of Thrace For the day ravages what the night spares Destroy our enemy, lord of the thunder! Let him be riven by lightening from heaven! 18

20 Prologue: Reading Comprehension Directions : Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. 1. How does Oedipus view himself? Based on the things he says about himself, what type of leader does he say he is? 2. What is Oedipus attitude toward the suppliants (citizens begging for help)? 3. What are the conditions like in Thebes at the beginning of the play? Look to the Priest description for help. 4. According to Creon, what does the Oracle say must be done in order to cure Thebes of the plague? 5. What prevented the citizens of Thebes from investigating Laios death? 19

21 Scene 1: Reading Comprehension Directions : Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. 1. Find an example of dramatic irony in Oedipus speech that begins scene 1. Explain how the example fits the definition of dramatic irony. 2. What does Oedipus propose as a punishment for the murder? 3. Who is Teiresias? What is his reaction to Oedipus request for help? 4. Of what does Oedipus accuse Teiresias? 5. What does Teiresias reveal to Oedipus? Does Oedipus believe him? 6. What does Teiresias predict will happen to Oedipus? 20

22 Irony in Oedipus Rex Now that you know what everyone in an ancient Greek audience would have known, you can see the irony Sophocles intended. You can understand the delight they must have taken Oedipus s lines: 1. What type of irony is this? 2. Why is it ironic? I say I take the son s part, just as though I were his son, to press the fight for him And see it won! (14). 3. Go back and answer question 1 in the Scene I questions. Use an example from the text that is different from the one above. 4. Finally, see what you can find if you examine one of the motifs we are tracking. Review the passages with your group, and explain briefly below how Sophocles us of this motif seems to contribute to the irony in the play. 21

23 Ode 1 Annotation Directions: Read and annotate the first Ode. You will participate in a Socratic Seminar about this portion of the text, so read it carefully. After reading through it a few times, write 2 discussion questions that you plan to ask during the class discussion. The Delphic stone of prophecies Remembers ancient regicide And a still bloody hand. That killer s hour of flight has come. He must be stronger than riderless Coursers of untiring wind, For the son of Zeus is armed with his father s thunder Leaps in lightning after him; And the Furies follow him, the sad Furies. Holy Parnassos peak of snow Flashes and blinds the secret man, That all shall hunt him down; Though he may roam the forest shade Like a bull gone wild from pasture To rage through glooms of stone. Doom comes down on him; flight will not avail him; For the world s heart calls him desolate, And the immortal Furies follow, for ever follow. But now a wilder thing is heard From the old man skilled at hearing Fate in the wingbeat of a bird Bewildered as a blown bird, my soul hovers and cannot find Foodhold in this debate, or any reason or rest of mind. But no man ever brought none can bring Proof of strife between Thebes royal house, 22

24 Labdakos line, and the son of Polybos; And never until now has any man brought word Of Laios dark death staining Oedipus the King. Divine Zeus and Apollo hold Perfect intelligence alone of all tales ever told; And well though this diviner works, he works in his own night; No man can judge that rough unknown or trust in second sight, For wisdom changes hands among the wise. Shall I believe my great lord criminal At raging word that a blind old man let fall? I saw him, when the carrion woman faced him of old, Prove his heroic mind! These evil words are lies. Two Discussion questions: 1) 2) Socratic Seminar Notes: What question was on your card? Your response: 23

25 Scene 2: Reading Comprehension Directions : Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. 1. How does Choragos explain Oedipus behavior and accusations? 2. Does Creon regret calling for Teiresias? How do you know? 3. Why doesn t Creon want to be king? Do you think his arguments are justified? 4. What does Iocaste think about soothsayers and predictions? 5. What is Oedipus story about Corinth? What happened there? 6. Why are Oedipus and Iocaste upset at the end of Scene II? 24

26 Group Annotation Directions: You will work with a group of 4 people to complete this assignment. Please annotate the ode and then summarize each stanza. Let me be reverent in the ways of right, Lowly the paths I journey on; Let all my words and actions keep The laws of the pure universe From highest Heaven handed down. For Heaven is their bright nurse, Those generations of the realms of light; Ah, never of mortal kind were they begot, Nor are they slaves of memory, lost in sleep: Their Father is greater than Time, and ages not. Summarize this stanza. How would you describe the tone? The tyrant is a child of Pride Who drinks from his great sickening cup Recklessness and vanity, Until from his high crest headlong He plummets to the dust of hope. That strong man is not strong. But let no fair ambition be denied; May God protect the wrestler for the State In government, in comely policy, Who will fear God, and on His ordinance wait. Summarize this stanza. How would you describe the tone? 25

27 Haughtiness and the high hand of disdain Tempt and outrage God s holy law; And any mortal who dares hold No immortal Power in awe Will be caught up in a net of pain: The price for which his levity is sold. Let each man take due earnings, then, And keep his hands from holy things, And from blasphemy stand apart Else the crackling blast of heaven Blows on his head, and on his desperate heart; Through fools will honor impious men, In their cities no tragic poet sings. Summarize this stanza. How would you describe the tone? Shall we lose faith in Delphi s obscurities, We who have heard the world s core Discredited, and the sacred wood Of Zeus at Elis praised no more? The deeds and the strange prophecies Must make a pattern yet to be understood. Zeus, if indeed you are lord of all, Throned in light over night and day, Mirror this in your endless mind: Our masters call the oracle Words on the wind, and the Delphic vision blind! Their hearts no longer know Apollo, And reverence for the gods has died away. Summarize this stanza. How would you describe the tone? 26

28 Directions: Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. Scene 3: 1. What news brings the messenger to Thebes? 2. Why are the Thebans so happy about the news? 3. Why doesn t Oedipus feel relieved? 4. Why does Iocaste start to hesitate about the investigation? What does she say to try and stop it? 5. Why does Oedipus think she is hesitating? 6. Cite an example of dramatic irony from Oedipus last speech and explain it. 27

29 Directions: Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. Scene 4: 1. How does Oedipus know that he can trust the shepherd? 2. Why does the shepherd tell the messenger to stop talking? What does the shepherd know that the messenger does not? 3. Why did the shepherd give the baby away? 4. What is Oedipus reaction to the news? 28

30 Directions: Answer all questions in full and complete sentences. You need to include a direct quotation in at least TWO of your responses per section. Exodos: 1. How does Iocaste die? 2. What did Oedipus do following Iocaste s death? What figurative language is used to describe his actions? 3. How does Oedipus explain his decision to harm himself? 4. What is ironic about Creon s rise to the throne? 5. What does Oedipus think will happen to his daughters? 6. What is Choragos final advice? What does it mean? 29

31 Motif Essay It s time to synthesize your ideas about a motif of your choosing. The steps below are designed to help you create a successful and argumentative 5 paragraph essay. Write a focused essay that includes an introduction, 3 body paragraphs and a conclusion that answers: In Oedipus Rex, how does the development of a motif create a theme? Your paper should: Include three quotations, all on one motif. Choose one of the 4 that we have tracked in class. Properly embed quotations in your original writing Write in the present tense Write in the third person Type in Times New Roman or Cambria 12 point font, double spaced, have standard margins Create an original title Include your name, block, the date and assignment title in the upper left hand corner Your rough draft is due on: Your final draft is due on: 30

32 Analytical Writing Rubric C on tent Clari ty Claim Evidence Analysis Structure Style Exemplary Proficient Developing Beginning Expresses an idea driven, specific, supportable claim in a clear and concise manner. It is interesting and sophisticated Topic sentences substantiate claim and unify content Employs sufficient and well chosen evidence that is relevant to the argument Provides enough context to understand evidence while avoiding plot summary Analyzes how and why specific evidence supports the claim, using all relevant literary terms correctly Develops and analyzes content with sophistication and originality, taking risks with ideas Develops a logical and coherent structure that flows smoothly Organizes ideas that build upon one another in an effective fashion Provides a strong reflective sense of closure Demonstrates an insightful awareness of audience and purpose Uses sophisticated vocabulary without distracting from the purpose Demonstrates meaningful variety in sentence structures Consistently embeds quotations within the syntax Expresses an idea driven, specific, supportable claim in a clear and concise manner Topic sentences relate to claim and unify content Employs sufficient evidence that is relevant to the argument Provides context for evidence while mostly avoiding plot summary Analyzes how and why evidence supports the claim, using some relevant literary terms Develops and analyzes content, taking limited risks with ideas Develops a logical and coherent structure Provides a sense of closure Demonstrates an awareness of audience and purpose Uses appropriate vocabulary Demonstrates variety in sentence structures Embeds quotations using punctuation Expresses a vague, trite, or somewhat supportable claim Topic sentences somewhat relate to claim Provides some evidence that may or may not be relevant to the argument Provides little or no context for evidence and/or excessive plot summary Explains plot rather than analyzing and/or makes claims that are not clearly supported by evidence Identifies content with little analysis Develops a structure that is confusing Provides a limited sense of closure Demonstrates a limited awareness of audience and purpose Uses generally appropriate vocabulary Demonstrates some variety in sentence structures Attempts to embed quotations Expresses no claim or an unsupportable claim No topic sentences Provides excessive, little, or no evidence relevant to argument Provides no context for evidence Does not include analysis Reaches faulty conclusion Neglects to develop a structure Provides no closure Demonstrates no awareness of audience and purpose Uses weak or inappropriate vocabulary Lacks variety or demonstrates problems in sentence structure Neglects to embed to quotations Convention s Contains no spelling or usage errors Uses present tense and third person Cites text correctly Contains few spelling or usage errors Uses present tense and third person most of the time Cites text correctly most of the time Contains errors that generally do not distract from meaning Uses past or present progressive tense and/or first or second person Contains multiple citation errors Contains errors that significantly interfere with meaning Does not cite text Writes in first/second person language 31