This project introduces Greek theater through three lessons that teach students how to make inferences. For many students, seventh grade is the first time that they use a social studies textbook. Often, even proficient readers struggle to make sense of the large amounts of material. Vocabulary is more difficult, sections of text are longer, and students have difficulty making connections with what they are reading. Learning to make inferences, or reading between the lines, is a technique that can improve comprehension and aid the retention of new material.
Lesson One
The first lesson, “Looking at Masks to Learn to Infer,” asks students to look carefully at a series of masks, try them on, describe them, and infer their use. Most students are familiar with masks from Halloween or horror movies. They may not know that masks were an integral part of ancient Greek drama; actors wore them during the entire performance. Frequently students are hesitant to practice making inferences for fear of making a mistake. Introducing the strategy with an activity that clearly has no right or wrong answers puts students at ease, and makes them more receptive in succeeding lessons. Students need to be reminded that an inference is like an educated guess or prediction. Even an inference that is wide of the mark is useful, because any engagement with the text improves understanding and retention. In the first lesson students need only observe, describe, and make inferences. There is no reading. By the end of the lesson students should be able to infer several uses for masks.
Lesson Two
The second lesson, “Greek Theater,” includes readings along with worksheets on which students can record inferences. “Greek Theater” is a general introduction to the topic. Building on the previous lesson students read a text and record inferences. Before doing so, it is beneficial for the teacher to do a “think aloud” to remind students of what an inference is, and demonstrate the strategy. The worksheet for lesson two has the first section completed so that students will know what their entries might look like. It is important to check for understanding before allowing students to work independently. Having students work in small groups and then checking in with the teacher is one way to monitor understanding.
Lesson Three
Lesson three, “Tragedy,” includes readings along with worksheets on which students can record inferences. This lesson briefly discusses some of the common characteristics of Greek tragedy. It can be used as an in-class lesson to reinforce the reading strategy, as an in-class assessment, or for independent practice.
Sequence
These lessons should be taught in the second half of a unit on Greece, after students are familiar with the history, mythology, and government of Athens.
Differentiating Instruction
Follow Up Activity
To put Greek drama in perspective students really should read a tragedy. Sophocles’ Antigone is a good one because students can relate to the teenaged heroine. Antigone’s struggle, to do what is right at great peril to herself, resonates deeply with middle-school students concerned with justice and fairness. There are many excellent translations of Antigone. One of the best is in Sophocles Theban Plays by Peter Meineck and Paul Woodruff. The writing is fresh, modern, and easy to understand.
Greek plays are short, they have only one act and last about an hour. If you are pressed for time an alternative is to read an abridged version. Albert Cullum’s Greek Tears and Roman Laughter: Ten Tragedies and Five Comedies for Schools includes Antigone as well as plays by Aeschylus and Euripides.
Lesson One: Learning to Infer by Looking at Masks
Lesson Two: Greek Theater
Lesson Three: Tragedy
Introduction
In 5th century Athens, where Greek drama developed, plays were performed with two or three male actors. These actors had to play all of the characters, including those of women. To switch roles quickly and be easily recognizable to the audience, actors wore platform shoes, elaborate costumes, and masks. Although no 5th century masks have survived, we know what they looked like from vase paintings. They were large, over life-size, and had grossly exaggerated facial features.
The idea of performing with a mask on may seem unusual to middle-school students. When prompted though, they may be familiar with Broadway musicals such as The Phantom of the Opera, The Lion King or Beauty and the Beast, where some of the actors are masked. Some might also be familiar with film and television characters who are masked such as Darth Vader (Star Wars and its sequels), Jason (Friday the 13th and its sequels), Batman, or the Lone Ranger.
Ideally, students should wear several masks: wearing them for a few minutes while trying to converse with others gives students a sense of the difficulties faced by ancient and modern performers. If that is not possible, Masks of the World presents more than a dozen images of masks that can be used to facilitate discussion. Students should not be distracted by names or dates. It is much more important (and enjoyable) for them to look carefully at each mask and infer its use.
Procedure
1. Display masks around the room or on a central table before students enter. Try to include masks that are unusual or unfamiliar to students. Give students time to try on each mask. Students should then write a brief description of each mask. Finally, they should try to infer the purpose of each mask from its size, shape, and color, and write it down on the worksheet.
2. Ask students to name some masks that people wear as part of their jobs. Explain that in our society people have very strong associations with masks. Some masks make people uneasy; others are associated with fun. For example:
3. Lead a discussion of masks with the following prompt: Why do people wear masks?
Common answers may include the following:
Less common answers might be: religious celebrations, to neutralize or make everyone the same.
Closure
Explain that in ancient Greek plays there were only two or three male actors, and that those actors had to play all of the roles, including those of women. Masks were an integral part of the theater. Without them it would have been difficult, if not impossible, to identify the individual roles. Masks do not just hide character, they also reveal it. They do not cover up one person’s persona; they reveal two – the persona of the wearer and the persona of the mask.
Introduction
Theater was an integral part of religious and public life in 5th century Athens. It was financed by a combination of public and private funds, and all citizens were expected to participate. Shops closed for days, owners were paid for lost business, prisoners were let out of jail, and poor people were given spending money. A discussion of large public celebrations helps students make connections with the topic. It is difficult for students to grasp the significance of theater festivals in ancient Greece because there are no comparable events today. With prompting, students usually can name huge celebrations in the Boston area, but those usually involve sports championships. A few students may be familiar with the Hadj, the religious pilgrimage to Mecca that many Muslims make, but that is usually a once in a lifetime experience.
Procedure
Discuss the previous lesson on making inferences through careful observation. Explain that students can use the same strategy when they read a text. Inferences are based on prior knowledge. They depend on a close reading to question, make predictions, reconstruct, and connect with what is already known. Inferences help reading comprehension because each time a reader makes an inference s/he is building on what s/he already knows.
The most effective way to teach students to infer is to do a “think aloud,” and model how a proficient reader interacts with the text. Distribute the student reading and worksheet. Read the first few sentences out loud and comment on what you are thinking. Make an inference. This demonstrates how and what a reader can infer from the text. Use the overhead when you make an inference. Write the text on the worksheet in the left column, write questions in the center and inferences on the right. The first two are already completed as a model.
The second paragraph can be done together as a class. The next two should be done in small groups so students can practice what they have learned. Encourage students to help each other. Be sure to check in with groups, to determine that everyone understands what they are doing. It is essential that they do it correctly before practicing the strategy on their own! Aim for a gradual release to the student: I (teacher) do it, we do it together, you do it with peer support, you do it alone.
Closure
During the last five minutes of the lesson bring students together. Ask them what they learned. Ask each student to explain one inference they drew from the reading.
Introduction
In this lesson the student reading, “Tragedy,” briefly discusses some of the common characteristics of Greek tragedy. It can be used as an in-class lesson to reinforce the reading strategy, as an in-class assessment, or for independent practice at home.
Procedure (same as Lesson Two)
Discuss the previous lesson on making inferences through careful observation. Explain that students can use the same strategy when they read a text. Inferences are based on prior knowledge. They depend on a close reading to question, make predictions, reconstruct, and connect with what is already known. Inferences help reading comprehension because each time a reader makes an inference s/he is building on what s/he already knows.
The most effective way to teach students to infer is to do a ‘think aloud,” and model how a proficient reader interacts with the text. Distribute the student reading and worksheet. Read the first few sentences out loud and comment on what you are thinking. Make an inference. This demonstrates how and what a reader can infer from the text. Use the overhead when you make an inference. Write the text on the worksheet in the left column, write questions in the center and inferences on the right.
The second paragraph can be done together as a class. The next two should be done in small groups so students can practice what they have learned. Encourage students to help each other. Be sure to check in with groups, to determine that everyone understands what they are doing. It is essential that they do it correctly before practicing the strategy on their own! Aim for a gradual release to the student: I (teacher) do it, we do it together, you do it with peer support, you do it alone.
Closure (same as Lesson Two)
During the last five minutes of the lesson bring students together. Ask them what they learned. Ask each student to explain one inference they drew from the reading.
Lesson One: Learning to Infer by Looking at Masks
Lesson Two: Greek Theater
Lesson Three: Tragedy
Note: all documents have been formatted to print on standard 8.5″ x 11″ paper.
Check the student inference worksheets.
Students are assessed on their ability to . . .
History and Social Science
The Roots of Western Civilization: Ancient Greece, C. 800-300 BC/BCE
7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today.
7.34 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks.
E. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama)
F. the Parthenon, the Acropolis
Suggestions for Further Reading
ExL has gathered a variety of classroom resources available for your use –
including study guides, videos, and book recommendations.