Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 10
ELA
Unit 3
10th Grade
Lesson 10 of 23
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Analyze the theme of fate in a choral ode.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 91 – 92 — lines 656–704
Video: “Free Will” by Sam Harris
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What theme about fate does this choral ode develop? Refer to textual evidence when explaining how Sophocles develops a theme. In thinking about Sam Harris's talk, how does the theme of fate remain relevant today?
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What figurative language do you see from lines 656–678? What idea does this figurative language develop?
According to the chorus, who has the power? Whose position, Antigone's or Creon's, does this support and how so?
What warning does the chorus give from lines 690–700? How is this warning significant to the play's conflict?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
simile
the comparison of two unlike things using “like” or “as” in order to provide the reader with a deeper understanding of one of those things.
metaphor
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things. Unlike similes, metaphors do not use "like" or "as."
personification
a literary device where non-human beings or things are given human characteristics/qualities.
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 93 – 101 — lines 705–899
While reading, answer the following questions.
What expectations does Creon have of his son? Consider lines 715–722.
What does Haemon try to convince his father to do? How does Creon react?
In line 842 Haemon says, "Then she [Antigone] will die…but her death will kill another." What does this foreshadow?
What does Creon decide to do with Ismene?
How does Creon plan to kill Antigone?
What does the chorus say about love?
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RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.5 — Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6 — Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.6 — Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Evaluate Creon's leadership by synthesizing an informational text with Antigone.
Build background knowledge about Greek theater and tragedy.
Standards
RI.9-10.2SL.9-10.1
Analyze how Sophocles uses characterization to introduce the major conflict of the play.
RL.9-10.3
Analyze Creon's use of rhetorical appeals.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."
RI.9-10.2RI.9-10.3RL.9-10.2RL.9-10.4
Evaluate Antigone's argument for reasoning, rhetorical appeals, and logical fallacies.
RI.9-10.8RL.9-10.3RL.9-10.4
Analyze Dr. Martin Luther King Jr.'s reasoning for breaking unjust laws and make connections back to Antigone.
RI.9-10.2RI.9-10.5RI.9-10.9RL.9-10.6
Evaluate the credibility of sources about a global figure who practiced civil disobedience.
W.9-10.7W.9-10.8
Write about the challenges and achievements of a global figure who practiced civil disobedience.
W.9-10.2W.9-10.4W.9-10.5W.9-10.7W.9-10.8
Present about a global figure's civil disobedience and engage in a small group discussion.
SL.9-10.1.aSL.9-10.1.cSL.9-10.1.dSL.9-10.4SL.9-10.6
RI.9-10.2RL.9-10.2RL.9-10.4
RI.9-10.2RL.9-10.3RL.9-10.4
Analyze how Emma Watson persuades her audience using delivery techniques, as well as rhetorical appeals and devices.
RI.9-10.6W.9-10.1
Analyze Antigone as a tragic hero.
RL.9-10.3RL.9-10.4SL.9-10.1
Analyze Creon as a tragic hero.
Analyze the director's purpose in creating Antigone in Ferguson and make connections between the events of the play and Michael Brown's death in 2014.
RL.9-10.6RL.9-10.7
Analyze the role of the chorus in Antigone in Ferguson.
Analyze the role of catharsis in Antigone in Ferguson and brainstorm an adaptation of Antigone.
RL.9-10.2RL.9-10.3
Engage in a Socratic seminar about Antigone by supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Analyze Rita Pierson's Ted Talk "Every kid needs a champion" and brainstorm a topic for the performance task speech.
RI.9-10.2RI.9-10.6W.9-10.1.aW.9-10.5
Conduct credible research to appeal to ethos and logos in a speech.
Draft a persuasive speech using rhetorical appeals and devices.
L.9-10.3W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.e
Provide peer feedback on written speech and delivery.
SL.9-10.4SL.9-10.6W.9-10.1W.9-10.10W.9-10.4W.9-10.5
Deliver a speech to persuade an audience.
SL.9-10.3SL.9-10.4SL.9-10.6
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