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Lesson 5

In a Socratic Seminar, we will analyze how Antigone explores the idea of unintended consequences through the use of argumentation on various themes and topics.

Lesson Goals

Reading and Knowledge

  • Compare and Connect: How well do I recognize points of connection among the section texts and perspectives in the section texts to make logical, objective comparisons between the texts about thematic ideas?
  • Determine Meaning and Purpose: How well do I use connections among thematic ideas to make logical deductions about an author’s perspective in the section texts?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence from the section texts to demonstrate an understanding of the section texts and thematic ideas, support claims, and develop ideas?

Speaking and Listening

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis of the section texts?
  • Question: How well do I formulate and use questions to establish and deepen my understanding of the section texts, the thematic ideas in the section texts, and my classmates in the Socratic Seminar?
  • Listen: How well do I pay attention to and acknowledge others while thoughtfully considering their ideas?
  • Communicate Effectively: How well do I use language, evidence from the section texts, and strategies to accomplish my intended purpose in communicating during the Socratic Seminar?

Texts

Core

  • Tradebook
    • Antigone, Sophocles (translated by Robert Fagles), Penguin Books, 1984
  • Unit Reader
    • “Unburied: Tamerlan Tsarnaev and the Lessons of Greek Tragedy,” Daniel Mendelsohn, The New Yorker, 2013
  • Multimedia
    • 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

Reference Guides

Editable Google Docs

Activity 1: Read – Write

We will prepare for the Section Diagnostic.

Step 1

Review your Character Argument Note-Taking Tool, Learning Log, Mentor Sentence Journal, Vocabulary Journal, and annotations for information about Socrates’s use of rhetoric to examine topics and the unintended consequences of actions in Antigone.

Then, discuss the questions below with your partner. Make sure you include both evidence and analysis in your responses:

  1. What themes and topics are present in Antigone?

  2. How does Sophocles use rhetoric (argumentation) in the play?

  3. How does Sophocles use characterization to explore themes and topics in the play?

Step 2

Review the Section 4 Diagnostic Checklist.

Discuss with your partner how the expectations of this task fit with the notes you have taken. Talk about how to meet the expectations listed on the Section 4 Diagnostic Checklist.

Activity 2: Write – Read

We will prepare for our Socratic Seminar.

Step 1

A successful Socratic Seminar requires you to have read the text closely, reviewed your notes and annotations, and prepared to articulate your ideas clearly. The expectation is that everyone participates in the discussion. You can engage in the discussion through the following strategies:

  • posing meaningful questions that propel the conversation

  • asking clarifying questions

  • respectfully challenging perspectives

  • building on others’ ideas by providing additional evidence or ideas

  • synthesizing your peers’ ideas

Step 2

On your Discussion Tool, write the following discussion question:

  1. How does Antigone explore the idea of unintended consequences?

Use the information from your Forming Evidence-Based Claims Tool that you completed for homework, transfer it to the Discussion Tool, focusing on the claims and evidence

Step 3

Consider Antigone and the other texts you have read in this unit.

Write two open-ended, thought-provoking questions you would like to discuss during the Socratic Seminar. Reference the following examples of strong question frames:

  • What do you think about _____?

  • What evidence from the text supports your belief?

  • What is the relationship between _____ and _____?

  • What do the texts say about _____?

  • What about this perspective do you agree or disagree with?

  • What significance is this to _____? If _____ is true, then _____?

Below are types of questions to avoid:

  • questions that are too vague (these invoke uncertainty in other group members)

  • questions that are too general (these do not ensure understanding)

  • yes-or-no questions (these do not elicit discussion)

Write down your questions in your Learning Log.

Step 4

Review your Vocabulary Journal. Identify appropriate content and academic vocabulary that you would like to use during the Section Diagnostic.

Activity 3: View – Discuss – Listen

We will participate in a Socratic Seminar.

Step 1

Quietly look at the words your teacher has displayed. Begin your seminar by sharing an observation about the words with your classmates. Consider the following question:

  1. How do the words connect to the play Antigone and one another?

Step 2

Reference your Discussion Tool from the last activity. As a class, discuss and share your answers to the question:

  1. How does Antigone explore the idea of unintended consequences?

As needed, keep the discussion active by asking one of your open-ended questions to the group. Anyone can respond and start a discussion. Remember, this is a discussion, not a question-and-answer session. Remember to use textual evidence to support your responses and observations.

Use Section 2 of the Discussion Tool to track interesting ideas of your peers.

Activity 4: Write

We will reflect on our work on the Section Diagnostic and assess our progress toward the Culminating Task.

Step 1

Use Section 3 of the Discussion Tool to reflect on the Socratic Seminar.

  1. What questions most challenged you to think deeper or differently about the text? How did you think deeper or differently about specific details from the text?

  2. What evidence from the text did you also use to support your thoughts?

  3. What evidence was new to you? Which details or insights surprised you?

  4. What did you think of the Socratic Seminar format? How did you feel during the discussion?

  5. Did we adhere to our norms? Did you achieve your own personal goals?

Step 2

Choose at least three of the questions below 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 that struggle?

  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 3

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

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

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