Curriculum / ELA / 10th Grade / Unit 3: "I was born to join in love, not hate—that is my nature": Civil Disobedience in Antigone / Lesson 4
ELA
Unit 3
10th Grade
Lesson 4 of 23
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Analyze the first choral ode and make connections to the podcast episode "Death Interrupted."
Book: Antigone by Sophocles; Translated by Robert Fagles pp. 76 – 78 — lines 376–424
Podcast: “Death Interrupted” by Radiolab
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What connections do you see between the choral ode and the podcast episode "Death Interrupted"? What idea do both texts develop? Why do you think this idea continues to remain relevant thousands of years after Sophocles wrote Antigone?
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How does Sophocles portray mankind in this choral ode? What idea is developed through mankind's inability to overcome death?
What advice does the chorus give for mankind to succeed in lines 409–412? How does this advice connect back to the central conflict of the play?
The chorus says that the city will cast out "that man who weds himself to inhumanity/ thanks to reckless daring" (lines 414–415). Who do you think is acting the most inhumane and reckless so far in the play?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
reckless
adj.
without thinking or caring about the consequences of an action (line 415)
Suggestions for teachers to help them teach this lesson
The podcast episode "Death Interrupted" describes Blair Bigham's experience with his father's pancreatic cancer diagnosis. Be mindful of how this content may affect students, especially those who have lost someone close to them to cancer or another illness.
The podcast episode includes the f-word at timestamps 08:40 and at 12:49. Although the word is said quickly in both instances, consider warning students ahead of time or fast forwarding the podcast a second or two past the timestamps to avoid students hearing it.
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Antigone by Sophocles; Translated by Robert Fagles — pp. 78–90, lines 425–655
While reading, answer the following questions.
Briefly summarize the sentry's description of what he saw from lines 451–489.
What reasoning does Antigone give to Creon for why she broke his law?
How does Creon react to Antigone's argument?
According to Antigone, who do the citizens of Thebes agree with? Why do they not say anything?
What does Ismene say when Creon accuses her of participating in Polynices' burial? How does Antigone react to her, and what does this reveal?
How does Creon decide to punish Antigone at the end of the scene?
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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.
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.
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.9-10.6 — 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.9-10.6 — 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.
RL.9-10.7 — Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
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 Antigone's argument for reasoning, rhetorical appeals, and logical fallacies.
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
RI.9-10.2RI.9-10.3RL.9-10.2RL.9-10.4
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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