Unit Overview- Antigone

Expected Learning
Unit Objectives:
  1. Evaluate relationships between and among characters, plot, setting, theme, conflict and their influence on a piece of literature and relevance to society today.
  2. Understand the relationship between character action and motive.
  3. Analyze and interpret text to formulate a hypothesis.
  4. Develop and apply writing fundamentals across writing genres.
  5. Understand the principles and dynamics of Greek Drama and their relevance to literature and society.
Standards, Benchmarks and Indicators Covered:
Reading: 1.1,1.3, 3.1, 3.2, 3.3, 3.10, 3.12
Writing: 1.1, 1.2, 1.6, 1.9, 2.2. 2,3
Writing Conventions: 1.1, 1.2, 1.3, 1.4, 1.5,
Listening and Speaking: 1.1, 1.3, 1.5
Timing: 5 Weeks (4 weeks novel study, 1 week final project + presentations)
Materials/Resources Required:
Antigone by Sophocles – Prentice Hall
Damon and Pythias – Prentice Hall
Chapter Study Guide Questions
Journal Prompts
PowerPoint Presentations- Greek Drama, Greek Theatre + Closed Worksheets
Tragic Hero Handouts
Free Will Essay
Letter Assignment
Mask Assignment
Moral Issue Debate
Logical Fallacy Handout
Ethos, Pathos, Logos Handout
Chapter Quizzes
Unit Test
Quote Interpretation
Dialogue Assignment
Project Assignment
“Ode to a Grecian Urn” – Keats
LIC Dates
Laptop + Projector
Research Assignment
Big Idea/Concept:
“What does it take to survive in an unjust world?”
Understandings:
Students will understand that:
  1. Character motives affects character actions.
  2. Ethos, pathos and logos are persuasive devices that affect communication and results
  3. The role of a tragic hero in Greek Tragedy/Drama is paramount to the theme
  4. Free will is a controlling force in one’s fate
  5. Literature provides insights into the values and beliefs of various societies and time periods.
/ Essential Questions:
1. Can one person stand up against injustice?
2. Is your destiny controlled by free will or fate?
3. Which is more important, family or following the law?
4.Are there times when it is right to go against the law to do what is morally right?
Students will know….
1.The elements and structure of Greek Drama
2.The principles of ethos, pathos and logos and their use in communication
3.The elements of a tragic hero
4.The elements of effective expository and persuasive writing
5. / Students will be able to….
1. Analyze the affect of history, culture, morals and values on the concept of justice.
2. Think critically and apply their thinking in a well- constructed thesis that explores various aspects of the play.
3. Relate reading to prior knowledge and experiences to make connections.
4. Analyze and defend an interpretation of the text.
5. Prepare and develop dramatic monologues.
6. Recognize persuasive devices and analyze their rhetorical effectiveness.
7.
Assessment Evidence- Unit

Unit Performance Task or Event

1. Upon completion of the play “Antigone”, students will explore the concept of free will and fate through the development and exploration of a personal point of view about the concept of free will and its’ connection to the concept of survival. Students will write an expository essay addressing the question; “Who suffers the most?” using textual evidence to support their claim.
Students will engage in the writing process including peer evaluations and self -reflection upon completion.
2. Summative test covering the key themes, characters, consequences and underlying meanings.
3. Final group project developing a modern day parody of Antigone.
Differentiation: (whole unit)
ELL: Modify vocabulary, provide chapter summaries, unfamiliar text will be paraphrased, learning contracts, use of visuals, audio tape
Advanced: Learning contracts, higher order thinking projects
Below Grade Level: Simplify language, provide notes with key material highlighted, graphic organizers, chapter summaries, learning contract, audio tape, tape record class
Lesson 1 – Overview
Week 1– Introduction of Greek Drama, Greek Theatre, Aristotle’s Elements of a Tragic Hero, Play Introduction, Seat the Essential Question, Provide Frame of Reference and Relevance
Final Project Assignment (Antigone Parody, Modern Day)
Objectives:
  1. Understand the structure of Greek Drama.
  2. Analyze and interpret text.
  3. Understand the relationship between character motive and actions.
Standards Covered:
Reading:
Writing:
Literary Analysis:
Listening Speaking:
Understandings:
Students will understand…
  1. The structure of Greek Drama
  2. The elements of a Tragic Hero
  3. The background of Antigone
  4. The characters in Antigone
  5. The story of Oedipus
/ Essential Questions:
  1. Can one person stand up against injustice?
  2. Is your destiny controlled by fate or will?
  3. Which is more important, family or following the law?
  4. Are there times when it is right to go against the law to do what is morally right?

Students will know….
  1. The elements of Greek Drama/Theatre.
  2. Aristotle’s principles of a Tragic Hero
/ Students will be able to….
  1. Relate reading to prior experiences and make relevant connections.

Lesson 1 – Assessment Evidence
Performance Task
Free write – Students will respond to the question “If you had to chose between family and the law, which would you chose and why?”
Family Tree – Characters / Constructed Response Items
Additional Evidence:
Journal Prompts
Cloze Response Worksheet on Greek Drama/Theatre / Selected Response Items
Lesson 1: Learning Plan
Instructional Strategies and Learning Activities:
Begin by discussing the importance and relevance of studying Sophocles. What can we learn in the 21st Century? To seat the relevance, have students brainstorm what modern day marvels stem from the Greek’s. Make a list on the whiteboard. Discuss how the Greeks developed language, the Olympics, wine making, philosophy, Democracy. Sophocles was at the forefront of these days of enlightenment. Show the PowerPoint presentations on Greek Drama/Tragedy and Greek Theatre. Pass out the cloze worksheets. Have the students take notes using the cloze worksheets. Discuss the dynamics. Make parallels to modern day. Greek Tragedy was used to remind citizens of their own morality as well as the importance of the Gods. Discuss Catharsis. Aristotle revolutionized Greek Drama. Introduce the principles of a Tragic Hero with the PowerPoint on Tragic Hero. Present and discuss the components of a Tragic Hero. Open discussion to modern day Tragic Hero’s. Who stands out as the most memorable? Why? What elements make them memorable? What recent literature had a tragic hero? How do you know this?
Introduce the story of Oedipus. Put the riddle of the Sphinx on the board. See who can answer it. Discuss the importance of the riddle. Tell the story of Oedipus. Most students are intrigued by this story and are really captivated. Set up the dilemma and the presence of hubris. Map out the sequel to Oedipus, Antigone. Don’t you wonder what happened to Oedipus’ family? Antigone is the story of his family. Using the whiteboard, map out the family tree. Have the student’s make his or her own family tree of the characters (it will help them keep track of the characters, their actions and their motives later on in the play). Seat the dynamics of the play to provide a frame of reference. Remind them how the play is structured, the importance of the chorus and the language.
To put students in the mindset, have them write a 1 page response to the following; “If you had to chose between family and the law, which would you chose and why?”. Have them be prepared to share out their responses with the class. This will help to seat the primary essential question.
Differentiation: (whole unit)
ELL: Modify vocabulary, provide chapter summaries, unfamiliar text will be paraphrased, learning contracts, use of visuals, audio tape
Advanced: Learning contracts, higher order thinking projects
Below Grade Level: Simplify language, provide notes with key material highlighted, graphic organizers, chapter summaries, learning contract, audio tape, tape record class
Lesson 2 – Overview
Week 2 – Prologue, Parados, Handouts: Vocabulary, Study Guide Questions, Character Wheels, Assign reading roles
Objectives:
  1. Evaluate relationships between and among characters, plot, setting, theme, conflict and their influence on a piece of literature and relevance to society today.
  2. Analyze the meaning of abstract concepts and the effects of particular word or phrase choices on meaning.
  3. Analyze and interpret to formulate a hypothesis.
  4. Develop and apply writing fundamentals across genres.
  5. Apply research strategies to obtain a deeper understanding of culture and its affect on literature.
Standards Covered:
Reading:
Writing:
Literary Analysis:
Listening and Speaking:
Understandings:
Students will understand…
  1. Literature provides insights into the values and beliefs of various societies and time periods.
  2. Character motives affect actions.
  3. Free will is a controlling force in one’s fate.
/ Essential Questions:
  1. Can one person stand up against injustice?
  2. Is your destiny controlled by fate or will?
  3. Which is more important, family or following the law?
  4. Are there times when it is right to go against the law to do what is morally right?

Students will know….
  1. The role of a tragic hero in Greek Tragedy/Drama is paramount to the theme.
  2. The elements of a tragic hero.
  3. The structure of Greek Drama.
  4. The elements of effective expository and persuasive writing.
/ Students will be able to….
  1. Apply interpretative reading strategies to explore the concept of free will in the play.
  2. Evaluate, hypothesize and predict actions and consequences.
  3. Analyze the affect of history, culture, morals and values on the concept of justice
  4. Relate reading to prior knowledge and experiences to make connections.
  5. Analyze and defend an interpretation of the text.

Lesson 2 – Assessment Evidence
Performance Task
Oral Reading Performance
Research Report – Ancient Greece (Group) / Constructed Response Items
Additional Evidence:
Mask Project
Study Guide Questions / Selected Response Items
Who would you risk your life for? Letter
Lesson 2: Learning Plan
Instructional Strategies and Learning Activities:
Assign reading roles. Students receive participation points for reading. Keep a sign up chart by period. Students sign up for roles each day. Hand out materials and review them. Discuss importance of keeping up with material.
Hand out Group Research Project on Ancient Greece. Students can select groups and sign up for their topic. Give students 10 minutes to select their group and sign up for topic.
Provide background: The Greeks believed that the spirit of a dead person could enter Hades only after the body of a dead person had been purified and buried. Until proper burial rites were performed, the person hovered at the gates of Hades, neither alive nor completely dead. As the play opens, we are met with an immediate dilemma; Antigone is about fourteen and is talking with her sister Ismene. They are immediately contrasted in the first lines of the play. How are they contrasted? What impressions do you get of Antigone? Of Ismene? What loaded words does Antigone use to persuade Ismene? Are they effective? What does this tell you about Ismene? Why don’t you think she cooperates with Antigone? What do you learn about fate, free will and authority in the beginning of the play? Why is Ismene against a proper burial of her own brother when she, too, knows the consequences? Do you think this is strange? What would you do? What can you infer about Antigone’s loyalties? About Ismene’s? In one sentence, express Ismene’s argument against aiding Antigone as she explains it? Which of Antigone’s last lines are meant to produce the most emotional effect? What makes you think so? What are Antigone’s motives? Are they pure? What are Ismene’s motives? How is the concept of free will illustrated by Antigone’s actions? What does Ismene beg Antigone to do? Which sister do you identify with most? Why? What can you infer about Creon? Why do you suppose Polyneices didn’t receive a proper burial? How does the Parodos differ in tone from the Prologue?
Lesson 3 – Overview
Week 3 – Scene 1, Ode 1, Scene 2, Ode 2,
Assign Reading Roles, Hand out Study Guide Questions, Vocabulary,
Objectives:
  1. Evaluate relationships between and among characters, plot, setting, theme, conflict and their influence on a piece of literature and relevance to society today.
  2. Analyze the meaning of abstract concepts and the effects of particular word or phrase choices on meaning.
  3. Analyze and interpret to formulate a hypothesis.
  4. Develop and apply writing fundamentals across genres.
  5. Apply research strategies to obtain a deeper understanding of culture and its affect on literature.
Standards Covered:
Reading:
Writing:
Literature:
Listening Speaking:
Understandings:
Students will understand…
  1. Literature provides insights into the values and beliefs of various societies and time periods.
  2. Character motives affect actions.
  3. Free will is a controlling force in one’s fate.
/ Essential Questions:
  1. Can one person stand up against injustice?
  2. Is your destiny controlled by fate or will?
  3. Which is more important, family or following the law?
  4. Are there times when it is right to go against the law to do what is morally right?

Students will know….
  1. The role of a tragic hero in Greek Tragedy/Drama is paramount to the theme.
  2. The elements of a tragic hero.
  3. The structure of Greek Drama.
  4. The elements of effective expository and persuasive writing.
/ Students will be able to….
  1. Apply interpretative reading strategies to explore the concept of free will in the play.
  2. Evaluate, hypothesize and predict actions and consequences.
  3. Analyze the affect of history, culture, morals and values on the concept of justice
  4. Relate reading to prior knowledge and experiences to make connections.
  5. Analyze and defend an interpretation of the text

Lesson 3 – Assessment Evidence
Performance Task
Research Report
Oral Reading / Constructed Response Items
Additional Evidence:
Study Guide Questions / Selected Response Items
What is Authority?
Lesson 3: Learning Plan
Instructional Strategies and Learning Activities:
Group Research Presentations – 1-2 Days (Pending class size)
Scene 1, Ode 1 Background – The original audience for Antigone might have read between the lines in Creon’s first speech to the Chorus. They might have seen some political commentary. Athens was a Democracy, but there were memories of its previous rulers, who worked hard to preserve their family identities and their families’ welfare Even in the democracy, aristocratic families were known to promote their own interest. It would have been important for the audience to hear Creon distancing himself from Polyneices, a rebellious family member, and decrying nepotism.
In Creon’s first words to the chorus, what were the storms that threatened to destroy the ships of state? What reasons does Creon give for not allowing Polyneices to be buried? How does the end of Creon’s speech differ from the beginning lines? Why is it different? What does this show about Creon as the ruler? How does the Choragos feel about Creon’s command? How do you know this? How does the arrival of the Sentry affect the scene? What news is the Sentry reluctant to deliver? How does the Sentry’s announcement that there is evidence that Creon’s command has been disobeyed affect the action of the plot? What do you predict will happen? Why do you think the Chorus supports Creon? What are Creon’s motivations? What decisions does Creon make that might have antagonistic consequences?
Scene 2, Ode 2 Background – Creon’s comments about his nieces underscores Ismene’s role as a foil to Antigone. Ismene’s main purpose in the play is to emphasize, through her own weakness, Antigone’s strength. The curse that afflicts the royal family is a thread that runs throughout the play. In Ode 2, the Chorus identifies Antigone’s suffering as a consequence of the sin and downfall of Oedipus.
What does Creon’s reaction suggest about his relationship with Antigone? Who appears to have more pride, Creon or Antigone? Why? Why has Antigone violated Creon’s decree? How do you feel about Creon’s accusation of Ismene? Is it fair? Why? What is Creon’s main point and what is Antigone’s? Why can’t they see each other’s point? Creon and the Choragos present contrasting images of Ismene. What are they? What do they reveal? Now, Ismene wants to join Antigone in her death sentence. From what you know of her, what is her motivation? Is family more important than the law? Under what circumstances? From what you know of Antigone, why do you think she rejects Ismene and excludes her from the death sentence? Why does she support one family member and not the other? Why does the Sentry want/need to prove Creon wrong? What do lines 75-80 reveal about Greek society, Greek values? Creon? Antigone? What is the role of Authority? Free will? Family values? Why does Creon discredit Antigone?
Lesson 4 - Overview
Week 4 – Scene 3, Ode 3, Scene 4, Ode 4,
Ethos, Pathos, Logos, Persuasion/Rhetoric, Assign Reading Roles