Lesson Plan Author (remember to use APID): Andrea Cobo

Lesson Title: Elements of Tragedy

Grade: 12th Grade
Number of class periods: 2
Materials / resources: Handout, pencil, PowerPoint

Lesson Objective: Students will be able to …

 Students will be able to identify examples of these specific elements of tragedy
 Students will be able to create their own examples from modern texts that represent these
elements

Common Core State Standard(s):

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.

Context: (Briefly note how this lesson connects to the previous lesson?)
This lesson connects to the previous day when I showed them a college lecture about Oedipus
Rex. They will track these elements as we begin to read the play and they will be taking a quiz
on this material.

Lesson Procedure:
(3 minutes) I had students answer the warm up question to write down what they already know
about Greek Tragedy.
(2 minutes) Have students discuss with their peers what they wrote down and then share out as a
whole class.
(6 minutes) Build off of that knowledge and introduce a six minute video that goes over the
strengths of Greek Tragedy. Touches on the terms briefly and explains why Greek Tragedy is so
popular.
(5 minutes) Have students do a Think-Pair-Share:
What are some characteristics of Greek Tragedy?
What was most successful about these plays?
(6 minutes) Watch a video going over Aristotle’s elements of tragedy and his main plot points
(10 minutes) Introduce terms and give examples in modern day texts
(Rest of time)
Have students come up with their own examples (put some of these examples on the quiz)
(__ minutes) -- Lesson-based Formative Assessment
 (5 minutes) Warm-Up: I tried to gage what students already knew about Greek Tragedy
 (5 minutes) I hade students discuss what they learned from the videos
 (Rest of hour) Students had to write down their own examples and then we shared out as
a whole class


Modifications / accommodations:
 For an ESL student: I would give them a sheet that had the power point slides and put
images next to each component. I have found that my ESL students learn better when
they have visual images represented next to new terms.
 I would try to find some texts that they would be familiar with