Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 18

"I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone

Lesson 18

ELA

Unit 3

10th Grade

Lesson 18 of 18

The unit's Socratic Seminar and Performance Task are the primary assessments in this unit. The following additional assessments also accompany Unit 3. For more guidance, see the Summative Assessments Teacher Tool.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes multiple choice and an optional on-demand essay.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Lesson 17

Lesson Map

Gain background knowledge on Antigone and its themes by engaging in a Four Corners discussion and exploring a Text Set about Greek theater, Greek tragedy, and the legend of Oedipus.

“An Introduction to Greek Theatre”
“An Introduction to Greek Tragedy”
“The Legend of Oedipus”

Standards

RI.9-10.2SL.9-10.1

Analyze how Sophocles uses characterization to introduce the major conflict of the play.

Antigone pp. 59–66 — lines 1–179

Standards

RL.9-10.3

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Analyze Creon's use of rhetorical appeals.

Antigone pp. 67–75 — lines 179–376

Standards

RL.9-10.3RL.9-10.4RL.9-10.5

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Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."

Antigone pp. 76–78 — lines 376–424
“Death Interrupted”

Standards

RI.9-10.2RI.9-10.3RL.9-10.2RL.9-10.4

Analyze Antigone and Creon's arguments and the reasoning they use to support them.

Antigone pp. 78–90 — lines 425–655

Standards

RL.9-10.2RL.9-10.3RL.9-10.4

progress
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Analyze Dr. Martin Luther King Jr.'s reasoning for breaking unjust laws and make connections back to Antigone.

“Excerpt of 'Letter from a Birmingham Jail'”

Standards

RI.9-10.2RI.9-10.5RI.9-10.9RL.9-10.6

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Write a persuasive letter.

Day 1 - Brainstorming

Plan a persuasive letter by researching credible sources and taking organized notes.

Evaluating Information: Applying the CRAAP Test (G9–12)
Research Note-Taking Handout (G10, U3, L7)
Research Note-Taking Handout (G10, U3, L7)

Standards

W.9-10.7W.9-10.8

Day 2 - Outlining

Outline a persuasive letter.

Self/Peer Feedback Form (G10, U3, L7)
Persuasive Letter Outline (G10, U3, L7)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5

Day 3 - Drafting

Draft a persuasive letter using language and tone appropriate to the audience and purpose.

Self/Peer Feedback Form (G10, U3, L7)
Persuasive Letter Outline (G10, U3, L7)

Standards

L.9-10.3W.9-10.1.bW.9-10.1.dW.9-10.4

Day 4 - Revising/Language Lesson

Revise a persuasive letter using parallel structure.

Self/Peer Feedback Form (G10, U3, L7)
Anaphora and Antithesis Examples Handout (G10, U3, L7)
Anaphora and Antithesis Revision Practice Handout (G10, U3, L7)

Standards

L.9-10.1.aW.9-10.1W.9-10.4W.9-10.5

Analyze the theme of fate in a choral ode.

Antigone pp. 91–92 — lines 656–704
“Free Will”

Standards

RI.9-10.2RI.9-10.6RL.9-10.2RL.9-10.4

progress
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Evaluate Creon's leadership by synthesizing an informational text with Antigone.

Antigone pp. 93–101 — lines 705–899
“How to Lead in a Crisis”

Standards

RI.9-10.2RL.9-10.3RL.9-10.4RL.9-10.6

progress
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Analyze how Emma Watson persuades her audience using rhetorical appeals and devices.

“Emma Watson at the HeForShe Campaign 2014”

Standards

RI.9-10.6

Analyze Antigone as a tragic hero.

Antigone pp. 102–107 — lines 900–1034

Standards

RL.9-10.3RL.9-10.4SL.9-10.1

Analyze Creon as a tragic hero.

Antigone — pp. 110–117, lines 1090–1238; pp. 119–128, lines 1272–1470

Standards

RL.9-10.3RL.9-10.4SL.9-10.1

Socratic Seminar

Engage in a Socratic Seminar about Antigone by supporting arguments with strong textual evidence.

Antigone

Standards

SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4

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.

“Antigone in Ferguson” — 00:00–19:46

Standards

RL.9-10.6RL.9-10.7

Analyze the purposes and impacts of the performance choices in Theater of War Productions's adaptation of Antigone.

“Antigone in Ferguson”

Standards

RL.9-10.6RL.9-10.7

Analyze the role of catharsis in Antigone in Ferguson.

“Antigone in Ferguson” — 47:48–end

Standards

RL.9-10.2RL.9-10.3

Write a persuasive speech.

Day 1 - Brainstorming

Brainstorm a topic for a persuasive speech and conduct research about a self-generated question connected to the topic.

Speech Topic Brainstorm (G10, U3, L17)

Standards

W.9-10.4W.9-10.5W.9-10.7

Day 2 - Planning

Outline a persuasive speech.

Speech Topic Brainstorm (G10, U3, L17)
Persuasive Speech Evidence and Outline Handout (G10, U3, L17)
Persuasive Speech Excerpt and Reverse Outline Activity (G10, U3, L17)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5

Day 3 - Drafting

Draft a persuasive speech with an engaging introduction.

Self/Peer Feedback Form (G10, U3, L17)
Emoji Speech Hooks Activity Handout (G10, U3, L17)
Persuasive Speech Evidence and Outline Handout (G10, U3, L17)

Standards

W.9-10.1.aW.9-10.4

Day 4 - Revising

Revise a persuasive speech using language and tone appropriate to the audience and purpose.

Self/Peer Feedback Form (G10, U3, L17)

Standards

L.9-10.1.aL.9-10.3W.9-10.1.dW.9-10.4W.9-10.5

Day 5 - Peer Review

Provide feedback on a peer's writing and then use peer feedback to improve one's own writing.

Self/Peer Feedback Form (G10, U3, L17)
Guide to Effective Feedback Handout (G9–12)

Standards

L.9-10.1.aSL.9-10.3W.9-10.1W.9-10.4W.9-10.5

Day 6 - Delivery

Plan for an impactful speech delivery.

Speech Delivery Techniques Handout (G10, U3, L17)

Standards

SL.9-10.4SL.9-10.6

2 days

If additional assessment is needed, use the Warm Read and/or Vocabulary Assessments to gauge student understanding of unit content and skills.

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