Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 3
ELA
Unit 3
10th Grade
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Analyze Creon's use of rhetorical appeals.
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 67 – 75 — lines 179–376
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Creon's purpose in delivering his speech? Which rhetorical appeal does he use best to advance his purpose? Do you think this is a good decision as a ruler?
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What does Creon compare the state to throughout his speech? What is the effect of this comparison?
What are Creon's principles and how do they contrast with Antigone's? How does he use his principles to explain his decree?
How does Creon portray Polynices? What emotional effect do you think it would have on Creon's audience?
How does Creon's interaction with the sentry develop his characterization?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
rhetorical appeals
the three primary modes of argument that make it persuasive
ethos
a speaker/writer's appeal to their own character and credibility
pathos
a speaker/writer's appeal to emotions to persuade an audience
logos
speaker/writer's appeal to logic, used to convince an audience with reason
Reading and/or task to be completed at home in preparation for the next lesson.
Read the choral ode on pp. 76–78, lines 376–424 and answer the following questions:
While reading, answer the following questions.
The choral ode lists all the different things mankind has been able to achieve from lines 376–401. What are the many different achievements mankind has had?
What is the one thing that mankind is not able to control or overcome?
What does man have to do to make his city "rise high" (line 412)?
What type of person does the city cast out?
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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).
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.9-10.6 — 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.9-10.2 — 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.9-10.1 — 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
Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."
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
RL.9-10.3RL.9-10.4RL.9-10.5
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
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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