Antigone Unit

Day 1 | Day 2 | Day 3| Day 4| Day 5 | Day 6 | Day 7 |

Enduring Understanding

Essentional Questions:

  1. What are the purposes of rhetorical language in an effective speech?
  2. How does reason and emotion, respectively, appeal to audience differently?
  3. How effective are speeches by Antigone,Creon and Haemon?
  4. Why can't all conflicts be resolved?
  5. How do we fulfill both individual and social responsibilities?
  6. How do tragedies happen sometimes due to no one's faults?
  7. How does a person's tragic flaw cause his/her down fall?
  8. Why is feminism a gender-biased term?

Assessment Evidence

A.Performance Task: Compose an AP Essay

1. Unlike the novelist, the writer of a play does not use his own voice and only rarely uses a narrator's voice to guide the audience's responses to character and action. Select a play you have read and write an essay in which you explain the techniques the playwright uses to guide his audience's responses to the central characters and the action. You might consider the effect on the audience of things like setting, the use of comparable and contrasting characters, and the characters' responses to each other. Support your argument with specific references to the play. Do not give a plot summary.

2. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.

B. Other Evidence-

Day 1 Prologue, Antigone

Aim: In what ways are Antigone and Ismene different?

Objective: Students will be able to describe the differences between the two sisters' character.

Agenda

1. Do Now: Journal Writing #1 Describe the importance of the burial of the dead in your culture OR use the list below-

Please highlight all of the following traditions you feel are practiced in any capacity in our society today (or within your family). 

1. Bury or burn the body to keep the soul from wandering the earth.  Believed ghosts brought disease/disaster.
2. Dead is washed and dressed in fine clothing.
3. The mouth and eyes of the dead are shut to prevent the psyche (phantom and soul) from leaving the body.
4. Mourners wore black and cut their hair.
5. Procession behind the body in the streets.
6. Wine was poured on gravesite and a sacrifice of food and drink were made for the dead.
7. Flowers placed on the gravesite.
8. Funeral feast prepared for mourners.
9. Buried the dead outside the city walls in a necropolis (“city of the dead”).
10. Coin was placed in the dead’s mouth to pay the ferryman for a ride across the River Styx into the underworld.

Word Origin Notes: 

  Cemetery means literally “sleeping chamber”
  Tomb – from Greek work tymbos = “burial ground”

Mini Lesson( A-M-T)

1. Introduce the Setting

The drama begins at dawn, after a night in which there has been a war in Thebes between armies led by the two sons of Oedipus. Keep in mind that the Greek theater was in the open air, and that the first performances of the day would begin at daybreak. Thu s, imagine that the time of day of the setting would be identical to the performance time.
As you read the first scene, consider the gravity of the city's condition and how aware Antigone seems of it.Throughout the play, Antigone and Creon will talk much about friends and enemies. Think about what each means by these terms. In general, Antigone and Creon tend to use the same words but mean different things by them. For example, consider Antigone's reference to being a "traitor" . This is a political term; does Antigone mean a traitor to the city, or to something else? Why does Antigone assume that Creon's order is directed against her and Ismene?

2. In small groups, discuss the follwoing questions -

  1. What are the main functions of a prologue in a literary work?
  2. What is the issue that Antigone and Ismene are debating?
  3. Why does the play open with a mention of the tragedy of Oedipus?
  4. Do Antigone's convictions about burying Polyneices mean that she
    disliked her other brother, Eteocles?
  5. What are the main differences between Antigone and Ismene, in terms of
    personality? Draw a portrait of Antigone and Ismene individually with words.
  6. How might Antigone's defiance be related to her former job - leading
    Oedipus around the world in his exile?
  7. Why does Antigone say, "If that is what you think, I should not want you, even if you asked to come."? (p. 192)
  8. Do you think Ismene feels the same way Antigone does about Polyneices, despite her reluctance to do anything?
  9. Ismene says, "Impossible things should not be tried at all?" (p. 193) Is what Antigone plans to do really impossible?
  10. Antigone says that the worst death is "death without honor." What might this be a reference to (especially within her own family)? What does this reveal about her value?
  11. What gives her strength to go against Creon?
  12. What is your opinion on Antigone and her decision of burying her brother, Polyneices? What is your feeling towards Ismene's decision?

3. Transfer Knowledge:

Do you consider Antigone a feminist in today's society? Why or why not?

HW #36 1. Select a poem fromthe list to read and respond: Are feministic attitudes revealed in their poems? How?

Emily Dickinson:
•"I'm Nobody" •"My Life Had Stood -- a Loaded Gun" •"Tell All the Truth But Tell it Slant" •"'Twas Like a Maelstrom ..."
Elizabeth Barrett Browning:
•"Aurora Leigh" •Love Sonnets
Christina Rossetti:
•"Goblin Market" •Love Sonnets

2. Read Scene 1

3. AP Voc

Day 2: Scene 1, Antogone

Objective: Students will understand the use of rhetorical devices such as logos, ethos and pathos through Creon's speech.

Aim: What kind of leader is Creon based on his speech to the crowd and his dialogue with the Sentry? If you were among the audience, after hearing the speech, how would you feel?

Agenda

Do Now: 1.Describe your understanding of a good leader; the characteristcs of a good speech made by a leade of any sort.

Mini Lesson (A-M-T)

1. Teaching Point:What kind kind of rhetorical devices such as logos, ethoa and pathos did Creaon use in his speech? It is very important that you do not project Creon's later conduct back into his first speech. Read this speech carefully, consider his values and beliefs, and ask yourself whether there is anything wrong with his principles, whether in Greek terms or your own. Later, compare Creon's subsequent actions with the principles he articulates here.
Throughout this scene, pay close attention to the assumptions Creon makes about gender.
When Creon talks about the gods and the law , is he talking about the same types of gods as Antigone does?

2. Student Activity:

  1. The class reads the first long speech by Creon, and make a list of words or phrases that indicate his philosophy of leadership.
  2. In small groups, discuss-

Group 1

Group 2

Group 3

Group 4 Group 5

Group 6

Group 7

3. Transfer knowledge : What kind of leader is Creon based on his speech to the crowd and his dialogue with the Sentry? If you were among the audience, after hearing the speech, how would you feel?

HW#37 1. Read scene 2
2. Voc. 121-123
3.Study the definition and effect of logo, etho and patho and analyze how they are used in Creon's speech as appeared in scene 1.

Day 3 (Scene 2, Antigone)

Objective : Students will understand the rhetorical devices used Antigone's speech , through which she defends her action.

Aim:

  1. How did Antigone defend her action?
  2. What was Creon's response to such reaction?
  3. How do Antigone's arguments and Creon's reaction reflect their beliefs?

Agenda

Do Now: Journal Writing- Describe a situation in which you feel fulfilling both your social responsibilities and individual ones is in conflict or impossible. How would you solve such a dilemma ? Explain the reason behind such a decision.

Mini Lesson-

Teaching Point-

Student Activities-

A. Discuss the followng questions in your small groups:

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

B. Knowledge transfer: How can we use the rhetorical devices such as logos. ethos and pathos in our own speech?

HW#38

1. Read the article "Terrains of Difference: Reading Shelley and Dickinson on Autumn" by Joanne Feit Diehl and write down-

2. Answer your small group questions
3.Read Scene 3
4. Voc. 124-126

Day 4 (Scene 3)

Objective: Students will be able to understand the rhetorical deviced Haemon uses in his sppech to persuade his father Creon.

Aim:

  1. How does Haimon persuade Creon to change his decision about Antigone?
  2. What does his failure in persuasion prove?How is Creon becoming more like Oedipus in this scene?
  3. What kind of father and leader is Creon?

Agenda,

1.Do Now: Journal Writing-

Think of an issue for which you are really concerned. Pick an audience. What would you say to convince them?

1. Teaching Point( Acquisition)-

Skills: deductive and inductive reasoning in a persuasive speech

Deduction

Deduction: In the process of deduction, you begin with some statements, called 'premises', that are assumed to be true, you then determine what else would have to be true if the premises are true. For example, you can begin by assuming that God exists, and is good, and then determine what would logically follow from such an assumption. You can begin by assuming that if you think, then you must exist, and work from there. In mathematics, you can also start will a premise and begin to prove other equations or other premises. With deduction you can provide absolute proof of your conclusions, given that your premises are correct. The premises themselves, however, remain unproven and unprovable, they must be accepted on face value, or by faith, or for the purpose of exploration.1

Examples of deductive logic:

All men are mortal. Joe is a man. Therefore Joe is mortal. If the first two statements are true, then the conclusion must be true.2

Bachelor's are unmarried men. Bill is unmarried. Therefore, Bill is a bachelor.3

To get a Bachelor's degree at Utah Sate University, a student must have 120 credits. Sally has more than 130 credits. Therefore, Sally has a bachelor's degree.

Induction

Induction: In the process of induction, you begin with some data, and then determine what general conclusion(s) can logically be derived from those data. In other words, you determine what theory or theories could explain the data. For example, you note that the probability of becoming schizophrenic is greatly increased if at least one parent is schizophrenic, and from that you conclude that schizophrenia may be inherited. That is certainly a reasonable hypothesis given the data. However, induction does not prove that the theory is correct. There are often alternative theories that are also supported by the data. For example, the behavior of the schizophrenic parent may cause the child to be schizophrenic, not the genes. What is important in induction is that the theory does indeed offer a logical explanation of the data. To conclude that the parents have no effect on the schizophrenia of the children is not supportable given the data, and would not be a logical conclusion.1

Examples of inductive logic:

This cat is black. That cat is black A third cat is black. Therefore all cats are are black.2

This marble from the bag is black. That marble from the bag is black. A third marble from the bag is black. Therefore all the marbles in the bag black.2

Deduction and induction by themselves are inadequate to make a compelling argument. While deduction gives absolute proof, it never makes contact with the real world, there is no place for observation or experimentation, no way to test the validity of the premises. And, while induction is driven by observation, it never approaches actual proof of a theory. Therefore an effective paper will include both types of logic

2. Small group discussion ( meaning making)-

Homework Assignment #39:

  1. Choose a specific point of view to respond to this scene. Your responses in your p.o.v writing should demonstrate your understanding of Creon's philosophy of leadership as well as father-son relationship, and his view on women. Please also include Haimon's position in Antigone's issue and his change of attitude towards his father, Creon, from love and respect, to disrespect and hatred.
  2. Answer your small group questions
  3. .Read Scene 4 &5
  4. AP Voc. 127-130

Day 5 (Scene 4 &5)

Objective:

  1. Students will learn the skill of refutation in an argument.
  2. Students will be able to take a stance and support his/her position with reasons.
  3. Students will understand the change in Antigone's attitude.

Aim:
1.How did Antigone's moods change in this scene?
2.What is the Chorus's stand on the issue of Antigine's endeavor?
3. How does Tiresias try to persuade Creon to set Antigone free? Why does not Creon follow his advice? What does his fefusal to listen reveal?(Scene 5)

Agenda-

Do Now: Journal Writing- Respond to the lines by Antigone and explain what they reveal ,"Look upon me, friends, and pity me/ ...Good-by to the sun that shines for me no longer;/Now sleepy Death/Summons me down to Acheron, that cold shore:/There is no bridesong there, nor any music."

1. Teaching Point: (Acquisition)

Allusion- Note the chorus' reference to Antigone's "bridal vault" . What do they mean by referring to a wedding chamber? This will be an important image in the last part of the play. Antigone becomes a "Bride of Death" (or "Bride of Hades"). To understand the importance of this metaphor, you might benefit from reading the Hymn to Demeter, which tells the story of Demeter and Persephone. Strangely, the maternal imagery continues with Antigone as well, as she tries to compare herself with Niobe . After reading about Niobe, consider what Antigone does and does not share with that mythical figure..How would you characterize the chorus' exchange with Antigone here? Consider Antigone's speech. Is this speech consistent with what she has argued before? Is Antigone's faith in the gods wavering here?

2. Meaning Making- In your mall group, discuss-

Scenen IV

Group 1:

  1. Does Antigone have any regrets in Scene IV? Make a list of expressions that indicate her feelings when death is imminent.
  2. Antigone mentions the curse on her father . Why is it appropriate for her to allude to it at this point in the play? Do you agree with her? Is it true that her family is cursed?

Group 2:

  1. Why do you think the Chorus seems to be siding with Creon in its dialogue with Antigone but then the chorus takes Antigone's side when in dilogue with Creon? What role does Chorus play in Greek tragedy based on this observation?
  2. Antigone prays that Creon's punishment "equal my own." (p. 228) Based on what happened in Scene III, how do you think this will come true?

Group 3:

  1. . Why wouldn't Antigone show her true feelings before Creon?
  2. Consider Antigone's speech. Is this speech consistent with what she has argued before? Is Antigone's faith in the gods wavering here?

Scene V

Group 4

  1. Creon appears to revere Tiresias as the scene opens. How does this changeas the scene develops?
  2. Tiresias says, "A good man yields when he knows his course is wrong and repairs his evil. The only crime is pride." (p. 232) Do you agree? Does Creon agree?

Group 5

  1. How could the quote mentioned in Question #2 also apply to Oedipus in Oedipus Rex?
  2. How is the way Creon attacks Tiresias similar to the way that Oedipus did in Scene I of Oedipus Rex?

Group 6

  1. Creon says of Tiresias, "The generation of prophets has always loved gold." Tiresias responds by saying, "The generation of kings has always loved brass." (p. 233) What does Tiresias's response mean? How does it especially apply to Creon?
  2. Why do you think Creon finally changes his mind? Knowing what you know about Greek tragedy, do you think he will be in time to prevent anything horrible from happening?

Group 7:

  1. Comment on Creon's last lines of scene 5,"The laws of the gods are mighty, and a man must/ To the last day of his life!"
  2. As a member of Chorus, what advice would you give Creon at this point? What is Creon'e fatal flaw? Where will it lead him to?

3. Knowledge transfer:

Homework Assignments#40

  1. Read the excerpt of "Tragic Hero" by Charlotte Boyett-Compo, and write adilectical entry to respond to it. Answer the question: What kind of hero is a tragic hero according to Compo?
  2. Answer your small group questions.
  3. Read Exodus
  4. AP Voc.131-134
  5. Prepare for your fist draft of the speech on an issue. First draft is due on Monday 11/15.

Day 6 (Exodus)

Objective: Students will be able to use deductive reasoning to conclude that one's character determines one's fate not visa versa.

Aim: How were the events which occur in Exodos foreshadowed earlier in the play?

Agenda

1. Do Now: In your journal, respond to "...Fate faises up,/ And Fate casts down the happy and unhappy alike:/No man can foretell his Fate". Do you agree? Use a work of literature to illustrate your opinions.

2. Mini lesson-

  1. Group 1: What imagery used in Exodos is reminiscent of themes from Oedipus Rex? Cite examples.
  2. Group 2: Respond to this quote: "Fate has brought all my pride to a thought of dust." (Creon, p. 245)
  3. Group 3: How are the last four lines of Antigone ,

similar to the last four lines of Oedipus Rex,

4. Group 4: Is Creon a tragic figure? Do you feel sympathy for him at the end as someone who initially tried to do good yet was overwhelmed by circumstance, or do you believe that he is a bullying, misogynistic control-freak who gets what he deserves? Try to compe up with arguments for both sides

5. Group 5: Could the play have been called Creon, instead? Why or why not?

6. Group 6: .If Oedipus were still alive after many years in exile, what would he say to Creon?

Assignment #41:

  1. Revise the speech. Use all the three rhetorical devices in your speech. The final draft is due on 11/16 on Tuesday.
  2. Answer your small group questions.
  3. AP Voc.135-137.

Day 7 Summative Assessment

Objective: Students will demonstrate the rhetorical skills they have learned through the play Antigone

Aim: What makes a speech convincing?

Agenda

1. Do Now: Review notes on Creon and Antigone's speeches and the rhetorical strategies Sophocles uses in writing the speech.

2. Teaching Point( Acquisition):

2. (Meaning making)In small groups of four, share examples of logs, ethos and pathos from the speech you have written. Select the best examples to present to the class.

3. Knowledge transfer: For what purposes can we see ourselves use these rhetorical techniques and reasoning methods?

Homework#42

1.Performance Task: Compose an AP Essay on ONE of the assignments below-

a. Unlike the novelist, the writer of a play does not use his own voice and only rarely uses a narrator's voice to guide the audience's responses to character and action. Select a play you have read and write an essay in which you explain the techniques the playwright uses to guide his audience's responses to the central characters and the action. You might consider the effect on the audience of things like setting, the use of comparable and contrasting characters, and the characters' responses to each other. Support your argument with specific references to the play. Do not give a plot summary.

b. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.

2. AP Voc.138-140.