Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 13
ELA
Unit 3
10th Grade
Lesson 13 of 23
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Analyze Antigone as a tragic hero.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 102 – 107 — lines 900–1034
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Complete Antigone's column in the Tragic Hero Graphic Organizer for all rows that apply to her character. Where possible, use quoted evidence from the text as you apply each stage to her character (evidence can be today's reading as well as earlier readings). Briefly explain your evidence. If a stage does not apply to her character, explain why.
After completing Antigone's column of the chart, discuss the following questions with a small group using the Collaborative Conversations protocol:
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How would you describe Antigone's tone as she says goodbye to the Theban citizens? Who does she compare herself to? How does the chorus react to this comparison?
According to Antigone, what force is to blame for her downfall? Where does the chorus put the blame, and why is this significant?
Has Antigone recognized her mistake? How do you know? Do you think she made a mistake in transgressing Creon's law by burying Polynices?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
revile
v.
to criticize in an abusive or angrily insulting manner
Suggestions for teachers to help them teach this lesson
The homework reading includes descriptions of suicide. Be mindful of how this content might impact students.
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Antigone by Sophocles; Translated by Robert Fagles — pp. 110–117, lines 1090–1238 and pp. 119–128, lines 1272–1470
While reading, answer the following questions.
What does Tiresias say the birds at his altar were doing to each other?
What happened when Tiresias tried to ignite the altar with his animal sacrifices? Why did this happen?
According to Tiresias, what character traits are stupid and criminal?
Consider lines 1144–1150 and line 1170. What does Creon believe Tiresias is motivated by?
Consider lines 1181–1209. What will happen to Creon if he does not fix his mistake? What does he decide to do?
What news does the messenger bring about Antigone and Haemon?
What happened to Eurydice, Creon's wife?
How does Creon react to what happened to Haemon and Eurydice?
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RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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).
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.
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.
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.9-10.2 — 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.9-10.6 — 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.9-10.6 — 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
Analyze Creon 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
Analyze how Emma Watson persuades her audience using delivery techniques, as well as rhetorical appeals and devices.
RI.9-10.6W.9-10.1
RL.9-10.3RL.9-10.4SL.9-10.1
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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