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What Does it Mean to have Power?

Kristin Cotnoir, Uniondale High School
Friday, November 06, 2015
Unit: Oedipus / Antigone

English 10R
English
Grades: 10

Learning Targets:
Students will be able to discuss the effects of power.
Students will be able to decide if it's worth having all the power.
Students will be able to debate the laws of morality.
Students will be able to identify the theme of power/loyalty in the play.
Common Core Standards:
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College- and Career-Readiness Standards and K-12 English Language Arts - 2010 Common Core
State Standards: Reading (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
Key Ideas and Details (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
(Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
2 Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas. (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text. (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
Craft and Structure (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
4 Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone. (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
6 Assess how point of view or purpose shapes the content and style of a text. (Grades:
K,1,2,3,4,5,6,7,8,9,10,11,12)
College- and Career-Readiness Standards and K-12 English Language Arts - 2010 Common Core
State Standards: Speaking and Listening (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
Comprehension and Collaboration (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others' ideas and expressing their own clearly and persuasively. (Grades:
K,1,2,3,4,5,6,7,8,9,10,11,12)
3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. (Grades:
K,1,2,3,4,5,6,7,8,9,10,11,12)
Presentation of Knowledge and Ideas (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
4 Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience. (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)
6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of

formal English when indicated or appropriate. (Grades: K,1,2,3,4,5,6,7,8,9,10,11,12)

Launch: Direct Instruction, Modeling, Guided Practice:

Aim and Do Now:
Aim: Students will discuss what it means to have power.
Do Now: Which is more important? Loyalty to the state or loyalty to the family? Why?
PowerPoint/ brief notes on power and the unwritten law
Discussion: agree or disagree to certain statements about power/loyalty
Reading the play with discussion in between and after.
Explore: Learning Tasks:
1. Students will copy down the aim and answer the Do Now question as stated
above.
2. We will discuss answers as a class (5 mins)
3. I will present a short PowerPoint on power and the unwritten law. Students will
write notes. (10 mins)
4. Agree or disagree slide will ask the students to read the statement and debate as
a class whether they agree or disagree with it. (10 mins)
5. I will ask for volunteers to read for parts of the play and we will read as a class.
Discussion during and after (15 mins)
6. Class will come together for final discussion and recap. "What does this mean to
you?" slide- response for homework if time doesn't permit

Summarize:
Students will be learning about the idea of power and loyalty as it is one of the main
themes of the play, Antigone. I will use a PowerPoint so students can jot down notes
about the idea of power and the unwritten law. Students will then participate in a possible
debate about whether they agree or disagree with the statements on the slide. We will
continue reading the play and then come together towards the end to discuss the photo of
George Washington's quote.
Homework:
If time doesn't permit, students will give a short response on what the quote in the photo
means to them.

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Lesson History
Created on: 11/5/2015 7:51 PM EST by Kristin Cotnoir
Last updated on: 11/5/2015 8:08 PM EST