CLIL
COURSE MATERIALS
THE
HISTORICAL ASSOCIATIONS FOUND IN ANCIENT GREEK THEATRE,
ELIZABETHAN
THEATRE AND MODERN GREEK POETRY
Demetra Dertili
October
2013
Content: The historical associations found in Ancient
Greek Theatre, Elizabethan theatre and Modern Greek Poetry.
Communication: Students will communicate in both English and
Greek, especially regarding drama terminology and translations.
Cognition: Discerning associations between historical
periods and genres.
Culture: Focusing on cultural aspects that influenced
each period.
Lesson Plan, Unit 1
Level: B2+
Timing: 5 sessions
AIM OF LESSON
To
introduce the basic structure and elements of Ancient Greek Theatre. To give a
brief description of Euripides’ life before introducing students to his
tragicomedy “Helen”.
THINKING AND LEARNING SKILLS
Students should
be able to:
- identify the origins and
structure of Ancient Greek Theatre in both Greek and English.
- be familiar with Ancient Greek
Theatre terms.
- Appreciate the ideas of Ancient
Greek dramatists and playwrights, and in particular Euripides.
- draw conclusions about the
Ancient Greek culture of the 6th and 5th century
B.C.
ACTIVITIES
- revise prior knowledge from
their Ancient Greek Drama lessons.
- work on two powerpoint presentations
that elaborate on visual structures, content and language key points. The
first presentation gives information and visual aid on Ancient Greek
Theatre development and the second presentation provides a short biography
of Euripides. My colleague and teacher of Ancient Greek Drama is present
during these presentations. She comments in Greek to stress the importance
of certain aspects and events.
- answer questions with reference
to the presentations.
- express in detail the notions
and attributes of tragedy.
- take notes of terms and
meanings in both languages.
- identify terms and definitions
of the history and structure of Ancient Greek Theatre and Euripides’ life in
English through online quiz flashcards.
RESOURCES
- two powerpoint presentations.
- a video-clip. One with respect
to the changes taking place in Ancient Greek Theatre from being a ritual
to becoming a theatre. Students take notes and comment on the events.
- visuals of the structure of the
Ancient Greek Theatre.
- online flashcards of terms and
definitions in the form of a quiz.
LANGUAGE LEARNING
Using the three forms of the
past: the Simple Past, used to, and the Past Perfect in order to relate past
events in a historical context.
CULTURE
Ancient
Greek Theatre and Culture of 6th and 5th century B.C.
ASSESSMENT
Students
should be able to produce terms and definitions in both target language and
source language. They should be able to remember the historical linearity of
events and express their thoughts on them. Vocabulary review and a writing activity
worksheet with respect to the Ancient Greek Theatre.
Lesson Plan, Unit 2
Level: B2+
Timing: 5 sessions
AIM OF LESSON
To
introduce the basic structure and elements of Elizabethan Theatre. To give a
detailed description of Shakespeare’s life and time. To delineate the
differences and similarities of the Ancient Greek and the Elizabethan Theatre. To
determine the influence of the classics on Shakespeare.
THINKING AND LEARNING SKILLS
Students should
be able to:
- understand the main aspects of
the Elizabethan era in comparison to those of the Dark Ages.
- learn about the popular form of
entertainment of the 1ate 16th and early 17th century
Elizabethan England.
- recognise the history and the structural
framework of the early Shakespearian Theatre called the Globe Theatre and
the Modern Globe Theatre reconstructed in 1997.
- become familiar with Elizabethan
Theatre terminology.
- comment on the forceful closing
down of all theatres by the puritans during the civil war.
- identify the influence of the Classics
on Shakespeare by comparing both theatres and outlining similarities and
differences. Understand the different cultural forces that define art but
also shape society. Evaluate historical events and associations.
ACTIVITIES
- introduce major historical
aspects of the Elizabethan era during the reign of Queen Elizabeth I
(1558-1603) that promoted the Elizabethan Theatre through a powerpoint
presentation.
- read and listen to the life of
William Shakespeare and the story of the original Globe's construction and
demolition.
- identify and learn Elizabethan
language terms by matching them to their contemporary counterpart. A chart
is provided with terms in both the Elizabethan and Modern English
Language.
- compare the Ancient Greek
Theatre to the Globe Theatre. Take notes of the similarities, differences.
Discuss the influence of the Classics on Shakespeare.
- answer questions that attest to
the students’ understanding of the presentation.
- play the Shakespeare definition
match puzzle online at http://www.myvocabulary.com
RESOURCES
- a powerpoint presentation.
- two video-clips. The first one displaying
a performance of a play by Shakespeare that focuses on audience behaviour
interacting with actors on stage. The second clip on the development of the Shakespearian
Theatre up the construction of the modern Globe Theatre.
LANGUAGE LEARNING
- Focus on vocabulary: to interpret Elizabethan terms
in Modern English.
CULTURE
The culture
of the era of Elizabethan England also considered as the Golden Age in English
history.
ASSESSMENT
Students are
expected to incorporate both modern and Elizabethan terms. They should be able
to synthesize and communicate historical information. Vocabulary review and
test.
Lesson Plan, Unit 3
Level: B2+
Timing: 3 sessions
AIM OF LESSON
To identify
the influence of the classics on modern Greek poets and in particular George
Seferis.
THINKING AND LEARNING SKILLS
Students should
be able to:
- extract the influence of
Euripides’s Helen on George
Seferis’ poem Helen.
- identify the monstrosity and
futility of war in a historical context.
- evaluate translations from
source language to target language.
ACTIVITIES
- read
two extracts from Euripides tragicomedy Helen and the poem Helen
by G. Seferis.
- determine the lines where the
anti-war stance is obvious in both poems.
- comment on translations and underline
the verbs in source language and target language. Evaluate the suitability
of the corresponding tenses used in Greek and translations.
RESOURCES
- Third Grade Coursebook on
“Damatic Poetry: Euripides’ Helen”.
- Handout
of Seferis’ poem with translation and Euripides’ translation of lines 780-781 and 1270-1285.
- Worksheet/exercises.
LANGUAGE LEARNING
Defining
the suitability of either exact tense transition or free translation from Greek
to English of Seferis’ poem Helen.
CULTURE
Ancient
and Modern Greek culture.
ASSESSMENT
Students are
expected to elaborate on the intertextuality of ancient Greek drama and modern
Greek poetry.
FINAL PROJECT
Sketching of a theatre whose structure is 50% Ancient
Greek and 50% Elizabethan Theatre. All parts are named in each case.
