Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 12
ELA
Unit 3
10th Grade
Lesson 12 of 23
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Analyze how Emma Watson persuades her audience using delivery techniques, as well as rhetorical appeals and devices.
Video: “Emma Watson's UN Speech on Gender Equality” by United Nations
Transcript: “Emma Watson's UN Speech on Gender Equality”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Imagine you are giving a speech to a teacher about why students should not be assigned homework.
Draft the opening of your speech. Use at least one rhetorical appeal and one rhetorical device to persuade your audience. If time permits, practice delivering the opening of your speech to a partner using effective delivery techniques.
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What is Emma Watson's purpose for her speech? Which audience does she target to advance her purpose?
How does Watson use rhetorical appeals and devices to persuade her audience? What effect do these appeals and devices have on her audience?
Which delivery techniques from Watson's speech did you find most impactful? What made them effective?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
tone
an author/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and/or literary devices.
emphasis
when a speaker uses volume and inflection to bold certain words in order to let listeners know what's most important.
galvanize
v.
to cause someone to suddenly take action
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 102 – 107 — lines 900–1034
While reading, answer the following questions.
The chorus says that Antigone goes to the "halls of Death alive and breathing" (line 914). Later, Antigone says, "I have no home on earth and none below, not with the living, not with the breathless dead" (line 942). What makes Creon's death sentence particularly gruesome?
Consider lines 995–1004. According to Antigone, would she have broken the law for her children or her husband? Why did she choose to break the law for her brother?
What does Antigone ask the people of Thebes to do at the end of the scene? Why do you think she asks them to do this?
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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.
W.9-10.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.9-10.6 — 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.9-10.2 — 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.
RI.9-10.3 — Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
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).
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.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.10 — 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
Analyze Antigone as a tragic hero.
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
Analyze the theme of fate in a choral ode.
RI.9-10.2RL.9-10.2RL.9-10.4
Evaluate Creon's leadership by synthesizing an informational text with Antigone.
RI.9-10.2RL.9-10.3RL.9-10.4
RI.9-10.6W.9-10.1
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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