Lesson 4

Lesson Goals

Texts

Core

• • Antigone, Sophocles (translated by Robert Fagles), Penguin Books, 1984

• • “Is it a Crime for a U.S. Citizen to Vote?,” Susan B. Anthony, Public Domain, 1873

• • Excerpts from “The Story of Antigone: A Play, a Text, a Myth for All Times,” Dr. Evelyne Ender and Dr. David Steiner, Odell Education, 2020

Materials

Tools

• Excerpts from “The Story of Antigone: A Play, a Text, a Myth for All Times”

• Antigone: Character Argument Note-Taking Tool

• Delineating Arguments Tool

• Vocabulary Journal

Reference Guides

• Argument Reference Guide
• Claims Reference Guide

Question Sets

• Antigone: Section 3 Question Set

Editable Google Docs

• Antigone: Character Argument Note-Taking Tool

• Delineating Arguments Tool

• Antigone: Section 3 Question Set

• Vocabulary Journal

Activity 1: Discuss

We will review the homework related to the vocabulary used in the scene among Creon, Haemon, and the Leader.

As a class, briefly discuss the guiding question from the previous lesson’s homework in your Vocabulary Journal:

1. What common connotations or feelings are suggested by this group of words?

Activity 2: Read – Write

We will independently read lines 880–958 of Antigone and add to our tools as needed.

Independently, read and annotate Lines 880-958 and answer the following questions in your Learning Log:

1. What commentary does the choral ode in Lines 880-990 provide about the previous action in the play? Support your response with text evidence.

2. What change do you notice in Antigone’s behavior? What words or lines demonstrate this change?

3. What debate does Antigone seem to be holding with herself? Select a specific line that illustrates this.

4. What does Antigone mean in Lines 956-957 when she says, "Oh dear brother, doomed / in your marriage—your marriage murders mine"?

5. How has Sophocles used the dramatic convention of the Chorus differently in Lines 900-958? What might be his purpose for doing so?

Add to any other tools as needed (Character Argument Note-Taking Tool, Vocabulary Journal, etc.).

Activity 3: Read – Write

We will read a critical analysis of Antigone and delineate its arguments.

Step 1

Read and annotate the Hubris section from the Excerpted Handout of "The Story of Antigone: A Play, a Text, a Myth for All Times." Use a new Delineating Arguments Tool to focus your reading.

Step 2

We previously discussed the idea that ancient Greek philosopher Aristotle characterized a tragic hero: a man of noble birth, who is capable and powerful, possesses a flaw that leads to downfall, and whose fortunes change drastically as a result of this flaw.

After you have read the Hubris section from Dr. Ender’s essay, in your Learning Log, write brief responses to each of the following questions:

1. In what ways is the character Antigone heroic? Use examples from the play to support your answer.

2. What is Dr. Ender’s perspective on Antigone and heroism based on the reading?

3. How does Dr. Ender support her position regarding Antigone?

4. How does Dr. Ender address counterclaims to the notion of Antigone being a heroic character?

5. How did the play Antigone alter the notion of what is heroic?

Activity 4: Read – Write – Discuss – Listen

We will read aloud lines 956–1034 of Antigone as a class and update our Note-Taking Tools.

Step 1

As a class, we will read aloud Lines 959-1034 from Antigone.

Prior to reading, your teacher will define some words for you to support comprehension during the scene. Add these words to your Vocabulary Journal.

Step 2

In groups, update your Character Argument Note-Taking Tool and Vocabulary Journal with information from Lines 959-1034.

Discuss the following questions with your group:

1. The idea of reverence is mentioned three times in this section (Lines 959, 1016, and 1034). Repetition of an idea can indicate importance. What might the importance be there?

2. Why does Creon claim, “As for myself, my hands are clean”? Do you agree or disagree?

3. Regarding Creon and the leaders of Thebes, Antigone says, "[I]f these men are wrong, let them suffer nothing worse than they mete out to me" (1019-1020). If they receive a punishment "equal" to Antigone’s, what do you think it will be?

4. Identify a quotation from these lines that shows that Antigone believes that she has done the right thing.

Activity 5: Read – Discuss – Write

We will revisit Susan B. Anthony’s speech to discuss and draft a piece of writing based on a shared claim from Anthony’s speech and Antigone.

Step 1

With a partner, review your annotations, Learning Logs, Delineating Argument Tool for "Is it a Crime for a U.S. Citizen to Vote?" and your Character Argument Note-Taking Tools for Antigone to discuss the following prompt:

1. Both Susan B. Anthony and Antigone claim they have not committed a crime. How does each of them attempt to prove that they are correct?

Respond to the following questions in your discussion:

1. What evidence does each woman provide in support of their claim?

2. Who is in the wrong, according to each of them?

3. What is the point of view of each woman regarding the role of government?

4. What type of argument structure does each use to make and support their claim?

5. How does each woman characterize a "right"?

6. Identify two quotations from each text that you feel provide the strongest support for each woman’s claim.

Step 2

With your partner, write a paragraph that synthesizes your discussion into a response to the same prompt:

1. Susan B. Anthony and Antigone claim they have not committed a crime. How does each of them attempt to prove that they are correct?

Ensure that you each enter your completed paragraph into your own Learning Log.

Activity 6: Listen – Discuss – Write

We will use peer review to revise a written response in our Learning Log.

Step 1

Revisit your written response in your Learning Log to the previously stated question:

1. Both Susan B. Anthony and Antigone claim they have not committed a crime. How does each of them attempt to prove that they are correct?

Although your response was composed with a partner, individually revise your response based on the following questions:

1. What can be added, removed, or changed?

2. Is your response clear and concise?

3. Do claims and support flow smoothly from one to another?

   1. Are transitions clearly identifiable?

4. Do your responses use academically appropriate language?

When you have finished, read your response backward. Start with the last sentence of the piece and read one sentence at a time from the end to the beginning. By focusing on one sentence at a time, you will notice ways to improve your writing more easily than reading from start to finish.

Step 2

It is important to keep in mind that your writing should sound good—not just in your head—but to your reader as well.

With a partner—different from the one you originally composed the response with—exchange your revised written responses and read each other’s response aloud.

As your partner reads your work, make note of where they stumble or begin to sound confused—stumbling while reading can often signal a problem with sentence construction, awkward transitions, or inappropriate word choice.

When you have finished reading your partner’s response aloud, circle any spelling or convention errors you noticed.

Revise your response based on what you heard when your partner read your writing and any spelling or convention errors they noted.

Step 3

Discuss the content of the writing with your partner, noting what worked well in their essay and what could be improved. Consider the following questions as you discuss:

1. What are two strengths of this piece of writing?

2. How could the writer improve their claims and presentation of evidence?

3. How could the writer improve how they link their ideas together?

4. What class resources should the writer review when they revise their writing (annotations, Character Argument Note-Taking Tool, Vocabulary Journal, etc.)? Be specific.