Antigone -- Second Half
Author: John Davies
Date created: 02/23/2006 9:19 AM PDT ; Date modified: 02/23/2006 10:12 AM PDT
Unit Overview
Subject(s)
Language Arts (English)
Grade/Level
Grade 12
Time Required
2 Weeks
Objective(s)
By the end of this unit students will be able to:
navigate, decipher, and comprehend the dense text of the Roche translation of Antigone;
identify the considerations made by translators of antique and foreign texts; specifically decode and analyze the messages and foreshadowing in choral odes; define divine law/natural law; compare the battle between societal laws and individual rights with the one between Creon and Antigone; analzye the Greeks' preoccupation with fate and the relief they found in its manifestations in tragedy (i.e.
catharsis); identify and intrepret the multi­layered and interwoven threads of love in Antigone.
Summary
This is the middle unit of a larger unit of study of Sophocles' tragedy, Antigone, using the Paul Roche translation. Because of
the difficulty of the Roche translation, most of the reading will be conducted in class so that I can assist students in their
comprehension, while questions will be given nightly for individual completion. Our reading of the text will be supplemented
by in-class journal assignments and vocabulary.
IMPLEMENTATION
Learning Activities
1. Senior Day 1 Monday 9.26.05
This lesson focuses on the Choral Ode of Entrance and on Episode 1. Students discuss and develop an understanding
of the terms mythology, philosophy, and religion.
2. Senior Day 2 Tuesday 9.27.05
Having read Episode 1, students revisit the Choral Ode of Entrance and compare its messages and foreshadowing to
the plot developments of Episode 1 and to our overview of the history of Thebes as read in "The House of Thebes"
from Edith Hamilton's book Mythology.
3. Senior Day 3 Wednesday 9.28.05
Students will begin to consider the implications of the struggle between individual, natural rights and the laws of
society. Students will define the term hubris. Students begin work on Episode 2.
4. Senior Day 4 Thursday 9.29.05
Students will analyze and discuss the palpable sexism in Antigone and Creon's first encounter in Episode 2.
5. Senior Day 5 Friday 9.30.05
In-class reading of Choral Ode 2. In-class quiz on week's readings. Prep for upcoming vocabulary quiz.
6. Senior Monday 10.3.05
Comparison of Roche translation of Antigone with Fagles' translation of the same. Continuing analysis of Antigone's
speech to Creon in Episode 2.
7. Senior Tuesday 10.4.05
In-class journal and discussion of fate and karma. Beginning work on Episode 3.
8. Senior Thursday 10.6.05
Vocabulary quiz. Students read aloud Episode 5 and begin work on comprehension questions.
9. Senior Day 1 Tuesday October 11
Returning from long weekend, students review from Third Choral Ode through Episode 5.
10. Senior Day 2 Wednesday 10.12.05
Students identify possible tragic elements of the character Creon and they predict the ending of the play.
11. Senior Day 3 Thursday 10.13.05
Discussion of hubris in a contemporary setting and speculations about ending of play.
12. Senior Day 4 Friday 10.14.05
In-class reading of Exodus and class discussion of ending of the play.
Resources and Unit
Handouts
The number of computers required is ?.
Attachments:
1. Fagles TranslationAn overhead of a textual excerpt from the Fagles' translation.
2. Journal PromptsExcerpts from magazines for journal prompts on karma and hubris.
Page 1 of 2
3. Philosophy OverheadDefinitions of philosophy, religion, and mythology.
4. QuizAntigone quiz through Episode 2.
5. Reading FinalUpcoming final with discrete questions.
6. Reading QuestionsNightly reading questions for Episode 2 and Choral Ode 2.
7. Reading QuestionsNightly Reading questions for Episode 3 through Fourth Choral Ode.
8. Reading QuestionsNightly reading questions for Episode 5.
9. Reading QuestionsNightly reading questions for end of play.
Days and Topics Schedule
ASSESSMENT & STANDARDS
Standards
Standards compiled from learning activities
* To edit these standards, go to the activity these standards are attached to
CA- California K-12 Academic Content Standards
Subject: English Language Arts
Grade: Grades Eleven and Twelve
Area: Reading
Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents apply their knowledge of word origins to determine
the meaning of new words encountered in reading materials and use those words accurately.
Concept: Vocabulary and Concept Development
Standard 1.2: Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of
scientific and mathematical terminology.
Sub-Strand 3.0: Literary Response and AnalysisStudents read and respond to historically or culturally significant works of literature that
reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. The selections in
Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by
students.
Concept: Structural Features of Literature
Standard 3.1: Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels,
short stories, essays, and other basic genres.
Concept: Narrative Analysis of Grade-Level-Appropriate Text
Standard 3.2: Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual
evidence to support the claim.
Standard 3.4: Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.
Standard 3.6: Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in
literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to
interpret Shakespeare’s tragedy Macbeth).
Standard 3.7: Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques,
and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).b. Relate literary works
and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences
of the historical period that shaped the characters, plots, and, settings.
Area: Writing
Sub-Strand 2.0: Writing Applications (Genres and Their Characteristics)Students combine the rhetorical strategies of narration, exposition,
persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Concept: Using the writing strategies of grades eleven and twelve outlined in Writing Standard 1.0, students:
Standard 2.2: Write responses to literature:a. Demonstrate a comprehensive understanding of the significant ideas in works or
passages.
b. Analyze the use of imagery, language, universal themes, and unique aspects of the text.
c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works.
d. Demonstrate an understanding of the author’s use of stylistic devices and an apprecia-tion of the effects created.
e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Assessment Plan
1x vocabulary quiz
1x reading comprehension quiz
Nightly reading comprehension questions.
Unit Rubrics
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