UNIT PLAN

UNIT BACKGROUND
Unit Title:

Oedipus Rex: Is Fate Always In Your

Hands?

Grade
Level:

11

Subject/Topi Oedipus Rex by Sophocles

c:
Greek Theater, Oedipus Rex, fate, ignorance, choice, consequence,
Key Words:
masks, abridged
5 weeks (class Term:
3
Unit
Jagger Kugler
Time
meets 3 times
Designer:
Frame:
a week for 80
minutes)

BRIEF SUMMARY

Provide a brief narrative of the overarching purpose of the unit

To fully immerse students in the world of Ancient Greek Theater, this unit focuses
on Oedipus Rex by Sophocles, an essential work of Greek tragedy. As artists, our
fate is held in balance every single day by the knowledge we have and the choices
we make. What makes Oedipus Rex such a perfect example of this is the choices
Oedipus makes with the knowledge given to him throughout the play in order to
prevent his terrible fate. Choice and consequence shadow Oedipus through his
whirlwind into exile, highlighting the power of the human choice.
ESSENTIAL QUESTIONS
1.How does the knowledge of ones fate change the intentions of a
person?
2.
How much ignorance is truly bliss?
3.What does arrogance and refusal to listen say about ones character?
Their status? Their trust?
4.Why has Oedipus Rex withstood the test of time thematically? Does the
moral of the play still hold true today? Why?
5.Where does theatre come from? What were the common practices and
performance elements, and how did they shape the origins of theatre?

STAGE 1: DESIRED RESULTS

State or BAA
Standard
Content Standard #1a:
Students construct
imaginative scripts and
collaborate with actors to
refine scripts so that story
and meaning are conveyed
to an audience

Objective/ Evidence
Students will be able to construct and perform scenes
of events said to have happened in a particular work.
They will maintain the language of the play, and use
exposition and details from the text to further develop
powerful, fulfilled scenes

Content Standard #2e:

Students create consistent
characters from classical,
contemporary, realistic, and
non realistic dramatic texts
in informal and formal
theatre, film, television, or
electronic media
productions
Content Standard #4c:
Students effectively
communicate directorial
choices to a small
ensemble for improvised or
scripted scenes
Content Standard
#5a: Students identify
and research cultural,
historical, and symbolic
clues in dramatic texts, and
evaluate the validity and
practicality of the
information to assist in
making artistic choices for
informal and formal
productions

Students will create consistent characters from an

abridged version of a classical piece. At the end of the
unit, students will perform the classical piece in a
formal setting.

Content Standard
#7c:
Students analyze and
critique the whole and the
parts of dramatic
performances, taking into
account the context, and
constructively suggest
alternative artistic choices

When performing scenes of events said to have

happened in a particular work, or rehearsing sections of
that particular work, students will be able to analyse
and critique their peers. They will be able to construct
and suggest alternative artistic, directorial, and
character choices.

Students will communicate directorial choices to fellow

classmates while constructing improvised scenes of
events said to have happened in a particular work and
choreographing ritualistic celebrations.
As a class, we will introduce the dramatic text by
reading it aloud to discuss, research, and analyse
symbolic clues within. When finished we will evaluate
and decide which information is necessary to highlight
in our production.

What enduring understandings are desired?

*These are the deep level understandings for the unit. Think, What do
I want my students to remember in 40 years?
Students will understand:
Oedipus Rex is a prime example of Greek tragedy, an importance
piece that focuses on fate, ignorance, choices and consequences
The character of Oedipus Rex is complex in his inner struggles with
knowledge he seeks and represses, until he finally meets his terrible fate
Though centuries old, Oedipus Rex is still relevant, entertaining,
and its themes can still relate to a modern society
As artists, our fate is held in balance every single day by knowledge
we have and the choices we make

What key knowledge and skills will students acquire as a result of

this unit?
*These are the building blocks to get to the enduring understandings.
These are the simpler things that students must know about and be able to
do in order to develop a deep understanding of the content.
Students will know...
Students will be able to...
- Theater wasnt just created out of a
- Create a Greek God of their own, fully
whim, but was a tool to properly pray to
the Greek Gods that evolved into a
celebration of creativity
-Essential character and plot information
involving Oedipus Rex
- The purpose of masks used in Greek
tragedy
- The definition of terms important to
Greek Tragedy and to Oedipus Rex,
including: chorus, episode, catharsis,
dramatic irony, tragedy, tragic hero,
orchestra, morality, fate, ignorance,
arrogance, dithyrambs

characterized
- In small groups, come up with a way to
celebrate their own version of the Festival
Dionysia
- interpret the story of Oedipus Rex into a
modern time
- Create improv scenes from Oedipus that
the audience only heard about in the
telling of the story
- Rehearse and perform the abridged
version of Oedipus Rex for an audience
- Thematically analyse a work of Greek
literature
- write their own desired or dreading
prophecies
- Compare Oedipus to their own morality
and choice of fate.

COMMON MISCONCEPTIONS: What common misconceptions do

students often have?
Misconception
Clarification
1.
The
symbolic and poetic
1. Greek Theater is just like
language
of
the Greek plays allows
Shakespeare, boring and
the characters to speak from within
difficult to understand
themselves. In order for a character
2. Greek Theater isnt
to fully reveal his motive, feelings,
performed anymore. It died out
or purpose, there must be a chance
with Ancient Greece.
for monologue. Greek plays,
3. Oedipus Rex is the only

Greek play

tragedies especially, focus their

themes of human morality, there is
usually a great amount of action,
violence, infidelity, and punishment
2. There are performances of
some of the more famous Greek
plays, some were adapted into a
modern setting, like film.
3. Oedipus Rex is the second
installment of Sophocles trilogy of
tragedies, with Antigone and
Madea. Many Greek playwrights
survived the test of time including
Aeschylus, Euripides

STAGE 2: Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks:
Create a Greek God of their own, complete with name, their
purpose, and three ways in which they pray
Create a Dionysian-esque ritual introduction to celebrate Dionysia
in their own way
Improvise scenes that the audience does not see/know about using
the characters of Oedipus Rex.
Rehearse and perform an abridged version of the Stephen Berg
translation of Oedipus Rex
Other evidence: (e.g., tests, quizzes, prompts, work samples,
observations)
Oedipus Reading Quiz
Modern Adaptation Pitch
Mask Making Project
Memorization Quiz
Student Self Assessment and Reflection
Rehearsal log
Origin of theater, Dionysus reflection
Personal prophecy

STAGE 3: Plan Learning Experiences

What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings? Consider the

WHERE elements from the students perspective

(Where is the work headed; Hook; Explore the subject in depth; Rethink, rehearse, revise;
Evaluate)

Session

1
Introduct
ion to
Dionysia
and
Greek
Theater

2
Introduct
ion to the
Greek
Chorus

Hook
Discuss Ancient
Greece- Any
information about
Ancient Greece and
the beginning of
Theatre? Introduce
Ancient Greek
Theater and the
God of Theater,
Dionysus.
(Dionysus, Greek
Theater Handout
Handout)

SubText ScenesMill and seethe into

groups of an even
number (4 or 6).
Discuss in groups
situations where
people may not be
saying exactly what
they mean in
conversation,
where the sub
conscious is
obviously telling
you something
different. Create a
2 or 3 person scene
exemplifying that,
where 2 or 3 are
the characters and
the rest are their
sub-conscious.
After every line
said by the
characters, their
sub conscious will
say what they

Close/Homewor
k
Creating Dionysus- In
Discussion
groups of 3 or 4, create
Circle: What
your own Greek God of
was Discovered
Theater. Fully flesh out
today? Has any
every characteristic,
of the traditions
different rituals and
that were
sacrifices that must be
present in
made to appease the God.
Ancient Greek
Each group of students will Theater still
present their God and
exist today? Do
perform the beginnings of
people still pray
their own festival. As a
to Dionysus?
class we will come
together and pick a
Homework: Self
favorite quality from each
Reflection of
and create a class wide
Dionysus Lesson
accepted vision of our own
Dionysus.
Chorus Lines- Using the
Discussion
first song in Oedipus, each Circle: What
of the 4 groups will receive does the chorus
a section of the song.
accomplish in a
Create a melody and a
Greek play?
dance to the respective
Would it be as
sections. In your
effective if one
performance, make sure
person played
the objective of the stanza
the part of the
is clear. Will be given 25
chorus? Why
minutes to create. Each
does the chorus
group will perform their
know more than
section of the stanza. Once the characters?
completed, the class will
combine each section,
*Give out the
creating a full chorus song. Oedipus
Script*
Body of Lesson

Homework:
Read through
Oedipus Rex
once, write a
synopsis and any
questions you
may have after
reading.

really mean.
*Before reading
Oedipus, roles will
be given out to
each student. Some
will share the parts
of the Priest and
the Chorus, lines
will be assigned for
those
corresponding
roles.*

3-5
Reading
Oedipus
Rex

6-7
Making
Masks for
Oedipus

Begin and Continue

Reading- After a major
event in the action of the
play, stop to discuss what
has happened, what does
this mean for Oedipus and
Thebes. Note any symbolic
evidence within section,
gear them towards themes
of fate, ignorance, and
choice.. Review and define
any words that are
**Students will also polysyllabic and difficult to
receive an abridged understand. Breaks in the
version of the script reading should be spread
for performance
out to give students a
purposes**
sense of the flow of the
play. Continuously check in
Synopsis Share
with students to clarify,
Ask students to
review their knowledge of
read aloud their
the action, recurring
synopsises and
themes, and who each
questions about
character is related to.
Oedipus Rex. After
evaluating the level
of knowledge of the
class, hand out and
read a short
summary of
Oedipus Rex, in
order to assist
students in fully
understanding the
play.

Summarizewhat was read

for the
day.students who
weren't readers
of main parts
lead this
discussion.
Leave students
wondering what
they would do in
Oedipus'
situation.

Masking LifeDiscuss in groups

where in your life
would you wear a
mask to hide true
feelings. Would this
aide
communication
with others? What
if the mask you
wore was on your
face for the rest of

Discussion
Circle- When
making your
mask, what was
discovered
today? About
yourself, about
the character,
about the mask
itself? When
would masks be
appropriate in

Mask Making- Each

student will receive a
blank mask to be
decorated, destroyed etc.
Students will be give art
materials (markers,
colored pencils, crayons,
glitter etc.) to create the
mask of their character.
The focus of the mask will
be the characters
objective, conflicts, general

Homework:
*At the end of
session 5, if still
not finished
reading, assign
the rest for
homework.
Underline
symbols and
essential events
that validate
fate, ignorance,
and/or choice.*
Begin to
memorize lines
from the
abridged version
of the script. (A
quiz will be
given at the end
of blocking)

your life? Create

scenes of conflict in
which you can only
wear one mask,
have one facial
expression. Discuss
the challenges and
opportunities it
presents actors.

mood of the character. It

will become a mask that
eventually will be worn for
the performance. Once
completed (mask shouldnt
have blank space on it)
students will be given the
chance to try the mask on,
and move around the
space, as the mask itself,
letting the mask embody
the person. If time allows,
each student will present
their mask to the class,
what is decorated, how it
makes you feel when
wearing it, how it will
enhance your performance

other theater
pieces? Are
masks helping or
hurting the
support of
showing true
feelings? Why?

*The people of the chorus

should have similar themes
to masks, can be
individually creative but
generally uniformed.
Modern TalesStudents will
discuss how classic
stories live longer
than the people
who tell them. in
groups will create
tableaux series of
modern tellings of
classic stories
8
Modern (Romeo and Juliet,
Interpret Hamlet etc.). Each
ations/
tableaux should
Table talk connote major plot
elements,
foreshadowing, and
resolution to initial
conflict.

9
Destiny
Discoveri

Sub-conscious
States- Students
will mill and seethe

Retelling OedipusAs a class, we will discuss

ways in which to retell
Oedipus in a more modern
setting. In groups,
Students will brainstorm
setting, character
adjustments, plot
adjustments, and thematic
adjustments while
maintaining the integrity of
the play and the themes of
changing your fate,
knowledge over arrogance,
and consequences
resulting from choice.
Each group will present
their ideas and, and as a
class we will analyse their
ideas.

What Would Have

Happened- There are
many scenes in Oedipus

Free writeEach student will

select a
monologue from
Oedipus Rex and
adapt it to
casual, modern
language. Make
sure to keep the
same objectives
of the monologue
HomeworkWrite a pitch for
a modern
retelling of an
Oedipus film.
Include setting,
actors playing
which parts,
director, and
studio
producing.
Discuss with
partners what
the destiny of

es in
Oedipus
Rex

10-13
Blocking
Oedipus
Rex

into groups of 6. In
groups, they will
discuss what
destiny means to
them. Do we have a
choice in our own
destinies? Discuss
moments in their
lives where you had
to make a choice.
Did it turn out well?
Was it fate that
brought you to that
moment?. Create
one destiny story
into a one minute
scene. In the scene,
create a greek
chorus moment,
where chorus
would fully explain
the consequences
of the choices being
made.

Rex the audience only

hears about or is told what
happened. These scenes
play important parts in
Oedipus destiny. Create
two versions of these
scenes, one which
describes exactly what
happened that pulled
Oedipus closer to his fate.
The other must include a
change of action or
decision by one of the
characters to protect
Oedipus and change his
fate.

Scenes to create:
Laious learning
of the prophecy of
Oedipus
Jocasta and
Laious ultimately
deciding to cast
Oedipus away from
Thebes and his
Discussion: What is
family
Oedipus destiny?
Jocasta and the
Was there anyway
Shepard deciding
to stop it? Did
where to send
anyone try to stop
Oedipus instead of
it? What happens
killing him
when destiny is
The meeting of
known? Does it
Oedipus and Laious
change people?
at the cross roads
(Session 10 only)
Blocking Oedipus RexStage Direction
Each session should allow
for at least 10 pages to be
Review- Review
blocked at a time. Students
the stage blocking
will be blocked by
terminology
instructor with the aide,
correspondence of
Full Body and
Voice Warm-up- to students not on stage at
the time. Most of the class
prepare for
rehearsal, includes is on stage for the entirety
of the show. Review
controlled breath,
blocking at the end of
stretching, body
every directorial beat.
check in,
conditioning, and
partner to partner

Thebes (the city)

is in this story.
Write from the
past, the
present, and
come up with a
future for
Thebes.
Discussion
Circle: What
was discovered
today? Can fate
be changed?
Who has the
control, destiny
or the person?
Homework:
Complete
Oedipus Rex
open book quiz

Review and
PrepareDiscuss with
class what new
discoveries were
made in
characters
throughout
blocking
process. Field
any questions or
concerns
students may
have. Prepare
class for next

eye contact

session by
reminding them
what pages will
be blocked

(Sessions 7-10)
Review blocking
from previous
session with a walk
through, mark up

15-16
Memoriz
atioQuiz/
Blocking
Review

16-17
Full Run
Rehearsa
ls

Homework1. Record in your

rehearsal log.
This includes
what the
objective was,
what was
accomplished,
what personal
discoveries were
made, what is
the objective of
next rehearsal,
how this process
is allowing
growth in craft.

Memorization
quiz- Students will
be in pairs and
given random set of
2-4 pages from the
abridged script to
recite without a
script. As each pair
is being quizzed,
the rest of the
students will be
practicing and
focusing on
memorization

Blocking ReviewStudents will run through

blocking by marking their
placements. This is not a
full run through, just
blueprinting the action,
movement of the play.

Full run of the

entire abridged
play, fully
memorized , with
masks, and full
blocking

Full run of the entire

abridged play, fully
memorized , with masks,
and full blocking

2. Prepare for
memorization
quiz (should be
reminded at the
end of every
class)
Web of FateIndividually
create a web of a
characters fate.
Put the result of
the fate in the
middle of the
web and find
evidence to
branch out the
web.
Homework:
Continue to
memorize and
review blocking
Notes:
Give feedback to
what you saw in
both full runs.
Allow students to
write down and

Students will
perform their
version of Oedipus
Rex for a grade to
their peers, fellow
teachers, and the
instructor
18
Performa
nce/ Self
reflection

Students will perform their

version of Oedipus Rex for
a grade to their peers,
fellow teachers, and the
instructor

possibly rehears
problem areas if
needed.
Self ReflectionStudents will
write a self
reflection as the
last installment
of their
rehearsal log.
The assessment
will include
goals set while
completing
Oedipus,
moments of
growth, thematic
justification, and
a review of the
play that was
just performed.
The rehearsal
log will be due
by the next
session.