Grade/Subject: 6/7/8 Theater Arts Date:

Name: Greek choral Ode

1. Texas Essential Knowledge and Skills (TEKS): (C2)
The student relates theatre to history, society, and culture

2. Deconstructing/Unpacking the TEKS: (C2

MS1.4A: Demonstrate the role of theatre as a reflection of history, society and culture through participation in dramatic activities
MS2.4B: demonstrate knowledge of theatre as a reflection of life in particular times, places and cultures
MS3.4B: explore theatre heritage such as historical and cultural influences as it is preserved in dramatic text, traditions and conventions.
MS1.3C: Collaborate to plan brief dramatizations.

3. SMART
Objective(s): (C3)
Essential Question:
After being given an example of a Greek choral ode, the student will identify during class,
within small peer groups, the roles each will portray and produce and perform an example of a
Greek chorus using a representation from Oedipus Rex illustrating the first steps of theatre.
What are the elements of early Greek theatre and how do they influence theatre today?

4. Central Focus Central focus is to build the knowledge of the student about the beginning of theater. Students will understand the
(C4) first stages of theatrical performances and how theater had its start. This lesson will serve as building block for future
creations of theatrical performances because the knowledge of early theatre reflects on what the student does now.

Learning Targets
“I can identify the heritage of early Greek theatre and apply it to a performance. “I can demonstrate a recreation of a
historical performance.
5. Academic Language
(C5) Language Function,
The student will listen to the teacher concerning terms and vocabulary, read excerpt from play Oedipus
Rex, writ an ode base on text, and create a performance of ode to class
Academic language
represents the language
of the discipline that
students need to learn and Vocabulary
use to engage in the Myth, Dionysus, ode, chorus
content area in
meaningful ways.
Discourse
There are 4 language
demands to consider as I will have my students discuss elements of Ancient Greek odes and present a spoken
you require students to demonstration of an ode after writing a presentation modeled on an excerpt from Oedipus Rex
read, write, speak, listen, that have to read.
demonstrate and perform.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Use of outlines and language rules to create and perform odes

6. Targeted Language
Supports (C5)
The resources,
representations, and
strategies you will
provide to help students
understand, use, and
practice the concepts and
Language Function (How will you help them demonstrate the DO verb?)
I will establish what an ode is and I will meet individually with students as they work to see if
they need any assistance. Each peer group will be given an example of an ode.
Vocabulary Strategies - (GO TO Page)
1 Repetitive exposure to words
language they need to 2. Learn vocabulary by both written text and oral speech
learn within the
discipline
Discourse strategies
Site the researcher’s Talk: small group discussion
name as you refer to the Use Prior knowledge of choral odes as baseline
strategy.

Syntax - (GO TO Page)

1.TLW explain what a choral ode is

2. TLW demonstrate knowledge by performing a small group choral ode

Making Content Comprehensible (R9)

Review of key concepts, list key points on board, class discussion of choral ode

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Have students create and perform an ode to determine if they understand some of
Assessment(s) must be Greek theatrical heritage.
aligned to the TEKS,
and objectives.
Summative: This project will be added to the knowledge the students will be evaluated on for
understanding at the end of the unit

Assessment of your language demands:

Formative: Oral reports to see that they understand the vocabulary

Summative: final projects at end of unit

Student Assets (C7) Specific background information students bring to learning environment. Cultural background
information students bring to learning environment. Common backgrounds and experiences
that students bring from the community where the live.
Knowledge of rapping
8. Hook (C7)

Hook: Play rap song. Example of chanting in odes

Closure (C7) Closure Activity

Exit ticket so that students demonstrate what they learned from lesson 3/2/1 format
9. Body of Lesson/
Teaching Strategies and I DO – Model writing choral ode using thinking aloud to show process
Learning Task(s)
(C9)

Be sure to include:
How will students learn WE DO – The students will partner with other students and go over outline of ode with
and use academic class and teacher
language?

Three higher order

thinking questions. YOU DO – write ode, practice with groups and perform

Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:

Work in pairs for understanding given, partially filled ode to work with
o Gifted / advanced learners: write more developed ode more effective feedback

Technology: - projector to project choral ode to read and to illustrate writing of an ode

Marzano Strategy - (GO TO page)

Use Marzano’s strategy of setting objectives and providing feedback. I will provide feedback
when students perform their odes and as I walk around the classroom while they work to check
progress

Higher Order Thinking Questions (GO TO page)

What do Greek odes have in common with today’s theatre?
What roles do Greek odes have in the development of theater?
Why are the Greeks considered the first to do theater?

Grouping / Partnering Technique: (Hattie)

Allow students to organize in small groups to plan odes

Potential misconceptions and your plan to address it:

Students may confuse working as a cohesive unit in the ode. I will make sure to emphasize the
working within a group.

10. Resources and Copies of Oedipus Rex excerpt

materials needed (C9) Projector
Reference diagram of ode detail. Copy of ode to perform.
(E7) (How might you differentiate materials and resources for learners with various needs?)

Copy of partially filled ode

 SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom Bell Ringer
Management Strategies Walking through students to keep them on task
(CBM5) Individual questions to group to explore students thought processes.
What procedures will you Hand signals to stop talking and listen to instruction.
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. peer buddy
2. draw answers on worksheets if needed.
3. oral answers given
Modification(s)- (A change in what is being taught or what is expected from the student):
1.shorter odes in length

Strategies for ELLs (strategies that support language acquisition)

1. work in pairs
(E11)

2. Draw answers on worksheets if needed.