Oedipus the King: A Unit Plan

• This unit plan focuses on Sophocles' "Oedipus the King".

Rationale

• “Oedipus the King” is a standard Greek tragedy, widely read even 2,500 years after its premiere.
• Ninth-grade students are introduced to elements of Greek tragedy, the complex character Oedipus, and timeless themes.
• Students will develop skills to analyze character, conflict and decode complex texts in the play.

Essential Questions

• What were Sophocles' main accomplishments and contributions to theatre?
• What are the key characteristics and structure of Greek tragedies?
• What makes this play so timeless?
• How does Sophocles develop Oedipus throughout the play?

Enduring Understandings

• Sophocles, an ancient Greek playwright (also priest, general), innovated theater.
• Sophocles added a third actor, expanded the chorus, and used painted sets.
• "Oedipus the King" exemplifies Greek tragedy, influencing psychology, such as Freud's Oedipal complex, and literature like "Hamlet."
• Oedipus is a complex, flawed, and relatable character evoking a range of emotions.
• Oedipus' character is revealed through biographical details, dialogue, interactions, and the words of other characters.
• The play explores universal themes:
• Fate vs. free will: Oedipus cannot escape his destiny and is punished for disobeying the gods.
• The motif of literal versus metaphorical blindness is seen in Tiresias, the blind prophet.

Common Core Standards

• RL.9-10.1: Cite textual evidence for analysis and inferences.
• RL.9-10.2: Determine theme/central idea, analyze its development, and provide objective summary.
• RL.9-10.3: Analyze complex character development, interactions, and plot/theme progression.
• RI.9-10.5: Analyze the development/refinement of an author's ideas/claims.
• W.9-10.2b: Develop topics with relevant facts, definitions, details, quotes, and examples.
• W.9-10.2e: Maintain formal style and objective tone.
• W.9-10.2f: Provide concluding statements supporting presented information.
• W.9-10.3d: Use precise language and sensory details.
• SL.9-10.1: Engage in collaborative discussions effectively.
• SL.9-10.6: Adapt speech to suit contexts and tasks, demonstrating formal English command.
• L.9-10.1: Demonstrate command of standard English grammar and usage.
• L.9-10.2: Demonstrate command of standard English conventions

Informational Texts

• The “life and times” of Sophocles supplements the primary text and offers context about the playwright.
• Supplemental texts also add context about Greek civilization, beliefs, and Greek tragedy characteristics.
• A nonfiction article about the Oedipal Complex is also used.

Lesson 5-6 (2 days)

• The aim explores how dramatic irony and the motif of blindness versus sight develop Oedipus' character.
• Vocabulary includes: degradation, sanction, perjuror, culprit, brazen, elicit, scapegoat, dismay, affliction, pestilence, ominous.
• Read the Strophe & Antistrophe and begin Episode 1.
• Author's craft: dramatic irony.
• Questions for reading include Oedipus' promises to those with information, penalties for the murderer, Oedipus' duty, Tiresias' role, and Oedipus' tone with Tiresias.
• Questions to explore include the inferences about Oedipus' feelings after Tiresias' prophecy and the differences in tone between Oedipus and Tiresias.

Lesson 13

• The lesson promotes an expanded understanding of Sophocles' play through peer analysis of structure, characters, and authorial intent.
• Students will list main characters and attributes and analyze structure, author's craft, and intentions in differentiated groups.
• Students prepare for exams by reviewing quotes and engaging in collaborative discussions.

Group 1: Belief in the Gods

• Examine attitudes toward gods in the Choral Odes, compare views with Oedipus and Jocasta, and analyze Sophocles' portrayal of citizens.
• Identify the quote reflecting ancient Greek beliefs.

Group 2: Then & Now--Why is this Play Popular?

• Consider Sophocles' purpose for presenting the story to ancient Greeks, including the questions it raised and the lessons from the protagonist.
• Discusses why students across the country still widely read the play and what makes it relevant today

Group 3: Author's Craft

• Students will find examples of dialogue, dramatic irony, motif, metaphor, conflicts, and mood and explain their contribution to a theme.

Lesson 14 (2 days)

• Aims to compare the film version of Oedipus with the play and discuss how it enhances understanding.
• Students will watch scenes from the1968 film.
• Christopher Plummer stars as Oedipus, Orson Welles as Tiresias, and Donald Sutherland as the lead member of the Chorus.

Watched Scenes from Film

• Oedipus meeting with Tiresias: 22:30-31:33
• Oedipus talks privately with Jocasta: 45:00-51:00
• The Messenger delivers an update: 1:00:00-1:07:00
• Oedipus questions the Shepherd: 1:09:30-1:14:00
• Blind Oedipus in the final scene: 1:20:00 - 1:35:00
• Students will analyze the setting, compare character appearances, and assess the impact of non-verbal cues.
• In Day 2, students will compare the film to a live performance and consider the advantages and disadvantages of each.

Lesson 17

• The lesson is about reviewing key concepts and discussing effective test-taking strategies.
• Students will analyze unit test questions, answers, and strategies, including reading directions, using process of elimination, and reviewing answers.
• Students will also discuss the importance of studying and planning, using study guides, making flashcards, and finding a quiet place.
• Bringing supplies and attending tutoring are crucial.

Lesson 21

• The aim is to analyze writing samples to improve introductions and conclusions.
• Students examine classmates' essays to identify strengths and develop writing tips, focusing on the thesis, expansion, and the purpose of introductory and concluding sentences.

Essay Task

• Compose an essay that defends your evaluation of a statement using Sophocles' "Oedipus the King" as your support.
• The essay components include a strong thesis, two quotes, an example of author's craft, and a conclusion.
• The format should be typed, double-spaced, with 1-inch margins, and include your name and class period.

Objective Test on Sophocles, Greek Theatre, and the Gods

• The test covers Oedipus the King, Sophocles, Greek Theatre, and the Gods, plus a vocabulary test.
• Multiple choice questions included:
• When "Oedipus the King" was written.
• Sophocles' influence on Greek Theatre.
• The ancient Greeks' reasons for going to the theatre.
• The Greek god known as the king of the gods (Zeus).
• The god responsible for knowledge and prophecy (Apollo).

Royal Family Questions for True or False Response

• Jocasta is Oedipus’ mother
• Oedipus is Jocasta’s husband
• The former king of Thebes is Oedipus’ father
• Creon is Oedipus’ uncle
• Antigone is Oedipus’ sister
• Oedipus is Antigone’s father

Locations and Key Events Questions

• Where Oedipus was born, raised, and traveled to speak with the Oracle.
• The Oracle at Delphi proclaimed Oedipus's fate was to:
• What happened at Phocis (where the three roads meet)?
• Where Oedipus was taken to meet his death as a baby?
• What two people saved baby Oedipus’ life?

Questions About Thebes and About Oedipus

• Why is the city of Thebes faced with a plague when the story begins?
• During the rising action, who tries to make Oedipus see the truth while who tries to shield Oedipus from the truth.
• What is the turning point (climax) of the story?

Analyzing the Characters Questions

• When Oedipus interacts with Tiresias and with the Shepherd from Thebes, what side of the protagonist do readers notice?
• What do Creon, Tieresias, and the two shepherds have in common?
• Which of Oedipus’ characteristics is most consistent throughout the play?
• Which of the following is the best way to characterize Jocasta’s feelings towards the gods & prophecy?
• Tiresias claims he is protected by Apollo. What does this give him throughout his conversation with Oedipus?
• What do the following characteristics have in common: rage, stubbornness, and excessive pride?
• What do Laius and Oedipus have in common?

Author’s Craft & Plot Structure Questions

• When this play is performed, the purpose of the Chorus is to:
• Sophocles describes Oedipus’ bleeding as “a spurt of black ensanguined rain.” This description contains which of the following literary devices?
• Oedipus blinds himself and blood pours from his eyes. This act symbolizes a cleansing or purging of sins. In Greek tragedy, this is known as:
• Throughout the story, the audience and readers know that Oedipus is married to his mother and has killed his biological father, but Oedipus does not know this. What literary device is the writer using?
• Blindness vs. Sight is an example of:
• The moment when Jocasta runs into the palace and hangs herself is a part of the story’s:
• We find out that Thebes is suffering from a plague and that Oedipus has a horrible destiny:
• Which of the following is an example of a conflict that Oedipus has with himself?
• What makes this play a tragedy?

Author’s Intentions Questions

• What did Sophocles want readers/audiences to question/consider?
• Why did Sophocles choose to structure his story around someone as powerful as a king rather than a common man?
• What makes this work of literature still relevant so many centuries later?
• Questions 41-50 pertain to a passage analyzing the qualities of great leaders.

Leadership Qualities

• Temper and pride are harmful for great leaders.
• Leaders are able to communicate and sublimate their ego for the good of their organization.
• The reactive leader is offended by others while the proactive leader is able to avoid excessive pride

Vocabulary Test

• Vocabulary definitions and usage are assessed through true/false, matching, synonym, and antonym questions.
• Words include: revere, lamentation, brazen, abhor, dwindle, oracle, buoyancy, ominous, adamant, wretch, havoc, fathom, perjuror, resolute, abide, treachery, elicit, culprit, brawl, sham, beseech, malevolence, prowess, treason, scruple, degradation, excessive, rebuke, sullenly, infamy, unscathed, dormant, sovereign, pestilence reign, pariah, and perjuror. Examine the words for part of speech: noun, verb, or adjective.