English II—November 5, 2015 Daily warm-up: What are the purposes of the masks in Greek theater? Homework: – Study for Lesson 13 Vocabulary Quiz – Reading.

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English II—November 5, 2015 Daily warm-up: What are the purposes of the masks in Greek theater? Homework: – Study for Lesson 13 Vocabulary Quiz – Reading Plus due Sunday at 11:59

English II Lesson 13 Vocabulary Beguile- v.- charm or enchant (someone), sometimes in a deceptive way. Demure- adj.- (of a woman or her behavior) reserved, modest, and shy. Equanimity- n.- mental calmness, composure, and evenness of temper, especially in a difficult situation. Fortitude-n.- courage in pain or adversity. Hidebound- adj.- unwilling or unable to change because of tradition or convention.

English II Lesson 13 Vocabulary Laud- v.- praise (a person or their achievements) highly, especially in a public context. Obscurity- n.- the state of being unknown, inconspicuous, or unimportant. Resilient- adj.- (of a substance or object) able to recoil or spring back into shape after bending, stretching, or being compressed. Sagacious- adj.- having or showing keen mental discernment and good judgment; shrewd. Tumult- n.- a loud, confused noise, especially one caused by a large mass of people.

Masks in Greek Theater The use of masks in ancient Greek theater draw their origin from religious rituals. The members of the chorus wore masks, usually similar to each other but completely different from the leading actors. Because the number of actors varied from one to three, they had to put on different masks, in order to play more roles. The actors were all men. The mask was therefore necessary to let them play the female roles. Usually the masks were made of linen, wood, or leather. A marble or stone face was used as a mold for the mask. Human or animal hair was also used. The eyes were fully drawn but in the place of the pupil of the eye was a small hole so that the actor could see.

Today’s Assignment— Background on Antigone Read the information about the characters on p. 248 to complete the characterization chart. Writing Prompt – Select one of the characters from the chart and consider his or her point of view. Based on the information in the scenarios, write an introduction to your character. Be sure to: Include background information from the character’s scenario. Provide an explanation that describes the character. Predict how the character’s motivations might conflict with those of other characters. Pick one of the main characters from Antigone, and create a mask that reflects one of the emotions from the chart you completed. Be creative.

A Tragic Family CharacterThree Adjectives to Describe How you Feel Why do you feel this way?What will you do?Why do you think this is a just response? CreonSad Angry Vengeful Sad and angry that my nephews are dead, and vengeful that my decree was disobeyed. Take out my anger on the person who disobeyed me. I am the king, so my subjects should obey my rules. Antigone Ismene Haemon The Chorus The Guard

A Tragic Family CharacterThree Adjectives to Describe How you Feel Why do you feel this way?What will you do?Why do you think this is a just response? CreonSad Angry Vengeful Sad and angry that my nephews are dead, and vengeful that my decree was disobeyed. Take out my anger on the person who disobeyed me. I am the king, so my subjects should obey my rules. AntigoneAngry Self-righteous Indignant I am angry because my brother is being disrespected. Disobey the law.I care about my family. IsmeneAfraid Compassionate Worried I am worried about my sister, and understand why she broke the law. Support my sister. My family is more important to me than the law. HaemonDistressed Loving Careful I am upset that my fiancée is in trouble. Support my fiancée, but I have to be careful not to make my dad upset. I love both my fiancée and my dad. The ChorusCautious Distressed We have to be careful not to upset the king. Stay neutral.We have to be good citizens. The GuardScared Angry I didn’t do my job correctly.Be honest.If I don’t tell the truth, I will get in more trouble.