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Lesson 5

We have read excerpts from a speech by Susan B. Anthony to see how an argument is structured while comparing themes and ideas between Antigone and the speech. We will write a response discussing how Anthony and a character from Antigone would respond to a quotation from Aristotle.

Lesson Goals

Reading and Knowledge

  • Compare and Connect: How well do I recognize points of connection among ideas in a text by Susan B. Anthony and a character from Antigone to make logical, objective comparisons?
  • Evaluate Information: How well do I evaluate the relevance and credibility of the ideas and reasoning of Susan B. Anthony and a character from Antigone in response to a thematic idea?
  • Delineate Argumentation: How well do I identify the claims, reasoning, and evidence Susan B. Anthony and a character from Antigone would use to develop arguments and explanations in response to Aristotle’s quote?

Writing

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis of the section texts?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence from Susan B. Anthony’s text and Antigone to demonstrate an understanding of their response to a thematic idea?
  • Develop Ideas: How well do I use reasoning, evidence, and vocabulary to support and elaborate on a coherent and logical analysis?
  • Organize Ideas: How well do I sequence and group sentences and paragraphs and use reasoning, evidence, and vocabulary to establish a coherent, logical, and well-developed analysis?

Texts

Core

  • Tradebook
    • Antigone, Sophocles (translated by Robert Fagles), Penguin Books, 1984
  • Unit Reader
    • “Is it a Crime for a U.S. Citizen to Vote?,” Susan B. Anthony, Public Domain, 1873

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Read – Write – Discuss

We will review our notes and tools with a partner in preparation for the Section Diagnostic.

Step 1

Access the Section 3 Diagnostic Checklist and read the question and task you will be responding to:

Write a response in which you compare how Susan B. Anthony and a character from Antigone would respond to the following quotation from Aristotle: "It is not always the same thing to be a good man and a good citizen."

  • Form a clear and appropriate claim.

  • Use evidence from both texts to support your claim.

  • Integrate specific references and quotations and explain how they relate to your claim.

  • Use appropriate syntax, grammar, and mechanics.

Step 2

With a partner, review your annotations, Learning Logs, Vocabulary Journals, and other tools you used for Antigone and "Is It a Crime for a U.S. Citizen to Vote?" to make any additional notes relevant to supporting your response to the Section Diagnostic.

Choose one character from Antigone with whom you will use as a lens to consider Aristotle’s quotation. Consider the following guiding questions as you review your notes and tools:

  1. Compare the arguments and claims made in Antigone for Polynices’s burial and Antigone’s disobedience with those Anthony made in "Is It a Crime for a U.S. Citizen to Vote?"

  2. How would Anthony define a good person? A good citizen?

  3. How would your chosen character from Antigone define a good person? A good citizen?

  4. On which points would they agree and on which points would they disagree?

Activity 2: Write – Read – Discuss

We will plan and begin writing our responses to the Section Diagnostic question.

Step 1

Write down examples of how each text discusses citizenship and moral responsibility.

Then, write down a claim stating how Anthony and your chosen character from Antigone would respond to the Aristotle quotation.

Engage in a think-pair-share with a partner.

Step 2

Plan your response by outlining your ideas about how Susan B. Anthony and your chosen character from Antigone would respond to Aristotle’s quotation.

Be sure to consult the Section 3 Diagnostic Checklist, your annotations, your Learning Log, the Delineating Arguments Tool, the Evaluating Arguments Tool, and the Character Argument Note-Taking Tool.

Activity 3: Write – Discuss

We will draft a written response to the section 3 diagnostic using text evidence.

Step 1

Draft your response to the Section 3 Diagnostic. You will have the opportunity to revise your response after receiving feedback from your teacher.

Step 2

Provide feedback to a partner using the Section 3 Diagnostic Checklist.

Activity 4: Write – Discuss

We will reflect on our work on the Section Diagnostic and assess how prepared we are for the Culminating Task.

Step 1

Choose at least three of the questions below regarding the Section Diagnostic and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through these struggles?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 2

Now, find your Culminating Task Progress Tracker. Think about the knowledge you have gained and the skills you have practiced thus far in the unit. Use the Culminating Task Progress Tracker to do the following:

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering the skills and knowledge required for the Culminating Task.

Step 3

Review the Central Question of the unit:

To whom or what do we owe our loyalty?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have that relates to the Central Question?

  2. What are you still curious about that relates to the Central Question?

  3. What is the relationship between the Central Question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 4. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.