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Lesson 3

We will continue to read and explore Antigone through new characters, speeches, and dialogue. We will also begin to look at character arguments, claims, and perspectives.

Lesson Goals

  • Can I discuss and write about the explicit or implicit meanings of Antigone?

  • Can I analyze how thematic ideas are developed through characterization and plot in Antigone?

  • Can I analyze how Sophocles develops complex yet believable characters, especially Creon, through cultural settings and events?

  • Can I analyze the function of dramatic conventions, such as the Greek chorus?

Texts

Core

  • Tradebook
    • Antigone, Sophocles (translated by Robert Fagles), Penguin Books, 1984
  • Digital Access
    • “‘Antigone’: Family versus State,” National Theatre, National Theatre, 2013
    • “‘Antigone’: The Ancient Greek Chorus,” National Theatre, National Theatre, 2013

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will review and discuss the homework from the previous lesson.

Review whether you think Ismene or Antigone has stronger support for their respective arguments to either abide by Creon’s law or not. Note which thematic ideas are at the heart of each sister’s argument (i.e., family, religious law, civil law, gender, citizenship, pride). You will meet with a small group and use your findings from your Character Argument Note-Taking Tool and Lines 1-116 from Antigone as a basis for your conversations for Ismene and Antigone.

Activity 2: Read – Listen – Write – Discuss

We will meet the Chorus and hear their first ode, which discusses the end of the war and the victory of Thebes; we will begin to think carefully about how the Chorus depicts action for the audience.

Step 1

You will now meet the Chorus and read, or listen as your classmates read, from Lines 117-179 in Antigone.

The Chorus may be represented by different students reading selected lines or many students doing a "choral read."

Step 2

Respond to the questions below in your Learning Log; refer to Lines 117-179 from the Chorus and remember to provide text evidence as you read to support your thinking and writing:

  1. What additional information does the Chorus give about the war against Thebes, and which words or phrases in particular add emphasis to their speech?

  2. What knowledge does the Chorus add to your understanding of the ancient Greeks and their culture?

  3. What words or phrases from the Chorus evoke feelings about Polynices, the brother of Antigone and Ismene, and his particular role in the war against his former city?

Step 3

When you have responded using appropriate text evidence, work with a partner or in a small group to discuss the questions from Lines 117-179. Then, discuss the following question:

  1. What function does the Chorus perform within the play? How does the Chorus advance the plot of the play?

Step 4

On your own, read and annotate Lines 156-163 from the Chorus. When you have finished, read the lines aloud together in a small group.

Step 5

Answer the following questions as a quick-write in your Learning Log:

  1. How does the feeling of the lines change when introduced by the Chorus, with many voices reading in unison together, compared to individual lines?

  2. How would you describe the tone of these lines? What particular words contribute to the tone? How does the tone impact the mood the Chorus sets?

  3. Why might death be described as a prize?

Activity 3: Discuss – Listen – View – Write

We will watch a video about the Chorus in Greek theater and see how one director makes contemporary decisions for this section of the play.

Watch the short video "Antigone: The Ancient Greek Chorus" by the National Theatre to gain information about how a director chose to portray the Chorus from Antigone. Use the following guiding questions to help you take notes on your Video Note-Taking Tool as you watch:

  1. How does this video add information to the ode you read from the Chorus in class?

  2. What is the relationship between the Chorus and the city?

  3. How does the video add to your understanding of the function of the Chorus in the play?

After you watch the video, share your ideas and thoughts with your peers.

Activity 4: Listen – Read – Write

We will meet Creon and study his opening speech, known as the “Ship of State” speech.

Step 1

Silently read through and annotate Creon’s opening speech in Lines 180-235. Use the following questions to guide your reading:

  1. What happens in these lines between the new ruler, Creon, and the old men of a recently attacked city?

  2. What thematic ideas emerge in Creon’s speech? What message does he send?

Choose 2-3 lines from the speech that seem significant or resonate with you. Explain why you chose these lines as meaningful to Creon’s speech.

Step 2

Add the following words, phrases, or terms to your Vocabulary Journal. Use the dictionary or digital dictionary, knowledge of Greek or Latin roots, or your Vocabulary in Context Tool to help you determine the meaning of the words from the context around them:

  • ship of state is safe

  • undeviating respect

  • next in kin

  • rate

  • the cups we pour to soak the earth

  • returned from exile, home to his father-city

  • proclamation

Compare notes with a peer after you have tried to understand the meaning of the above terms. Use the following questions to guide your discussion:

  1. Which of the words are you able to understand in context of the language from Creon?

  2. For which of the words might you need dictionary support?

  3. Do any of the words remind you of other words that you know?

Step 3

Read over Creon’s speech again and respond in your Learning Log to the following questions:

  1. Creon states, “[W]hoever places a friend above the good of his own country, he is nothing.” What does this imply about his perspective and values?

  2. As a new ruler, how is Creon in a difficult position? How does being the uncle of Polynices play a part?

  3. What does Creon believe is in direct contrast to what Antigone believes?

  4. In Creon’s last statement in this speech, he states, “[W]hoever proves his loyalty to the state, I’ll prize that man in death as well as life.” What does that tell you about his values and thoughts about laws?

After you have worked through these questions, compare your responses in pairs or trios.

Step 4

Your teacher will reread Creon’s introductory speech, his “Ship of State” speech, aloud (Lines 180-235). As we switch focus to a new character, please use a new Character Argument Note-Taking Tool and use the questions below to take note of characters' claims and counterclaims as you listen and read along:

  1. What are Creon’s main claims, evidence, and what are some possible counterclaims to his argument?

With a partner, discuss your responses on the Character Argument Note-Taking Tool as well as the questions below.

  1. What do you agree with Creon about, and what are some counterclaims that others might have?

  2. How are his values and his position as a new king essential to his perspective?

Activity 5: Listen – View – Write

We will watch a short video of a modern-day adaptation of Creon’s “Ship of State” speech.

Watch the short video, "’Antigone’: Family versus State" by the National Theatre, to gain information about how the director chose to portray Creon’s "Ship of State" speech.

Use the following guiding questions to help you take notes on your Video Note-Taking Tool as you watch:

  1. How does this video add information to the lines you read aloud in class?

  2. How does this video help you understand the values that Creon holds dear?

  3. How does this video help you think about what Creon was facing as the war for his city had just ended and as he had to restore faith, peace, and order?

After you watch the video, share your ideas and thoughts with your peers. Make sure to add insights from your classmates to your notes.

Activity 6: Read – Write

For homework, we will read lines 236–280 and add to our understanding of Creon’s leadership, values, and views. We will also add to our character argument Note-Taking Tool.

For homework, read Lines 236-280 and use a new Character Argument Note-Taking Tool to take notes on the interaction between Creon and the Sentry. Use the following questions to guide your reading:

  1. In this section of the play, what is Creon’s claim, and what text evidence supports that?

  2. What is the Leader’s response to Creon?

  3. What news does the Sentry bring, and what are his emotions at this point?

Add new or interesting words to your Vocabulary Journal as you encounter them.