GRADE 10 ELA EXEMPLAR LESSON – Teacher Copy Quarter 1, Week 6: 09/24/12 – 09/28/12 (ELL=Quarter 2, Week 15: 11/26/12 – 11/30/12)

Learning ObjectivesThe goal of this exemplar lesson is to provide students an opportunity to explore targeted passages of complex texts. Through teacher Read Alouds, audio listening, student independent reading and rereading, and scaffolded discussion of text-dependent questions, students will understand and analyze complex relationships among casts of characters. Vocabulary is learned from context and writing fosters deeper understanding of text. The lesson culminates in an evidentiary writing activity. Teachers may need to further scaffold activities to address individual students’ needs depending on the intent of the lesson and specific learners’ needs.

Rationale: This lesson explores the Prologue, Parodos and Scene 1 of the last play of the Oedipus Rex trilogy, Antigone. According to the Greek philosopher Aristotle, a tragic hero possesses a defect, or tragic flaw, that brings about or contributes to his or her downfall. This flaw may be poor judgment, pride, weakness, or an excess of an admirable quality. The tragic hero, noted Aristotle, recognizes his or her flaw and its consequences, but only after it is too late to change the course of events. By looking at this classical Greek tragedy, both through the protagonist, or tragic hero, of the work and an opposing character or force, the antagonist, students will conduct a close, analytic reading of the twists of fate that play a key role in the hero’s destruction.

Text Title(s): Antigone - Sophocles McDougal Littell Literature, pp. 966 - 1009Genre/Text Structure: Classical Drama – Greek Tragedy

Targeted Text Selection – PROLOGUE and PARODOSPages 968 – 973

Common Core State Standards (CCSS)RL.9–10; W.9-10; SL.9-10

http://www.corestandards.org

Lesson SequencePERFORMANCE TASK / CULMINATING INDEPENDENT WRITING ASSESSMENT:

How does the character of Creon from Sophocles’ Antigone—a “man of simplicity and banal happiness”—reflect conflicting motivations of political and social order through his decision to sentence Antigone to death in the classical tragedy? Articulate how Creon’s commitment to acts he finds loathsome and Antigone's insistence on facing the power of the state both advance the plot of this tragedy and develop themes.

Write a response to literature in which you analyze the nature of Creon's and Antigone’s tragic flaw. Identify errors in judgment or weaknesses in character and indicate how this flaw brings about the causes of death and affects all of Theban society. Who better fits the definition of a tragic hero, Antigone or Creon? Support your statements with examples and quotations from the play.

Activity 1: GUIDING QUESTIONS:

What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs?

1. The teacher/students will read the Prologue and Parodos of Antigone on pages 968 – 973. The opening sections of the play may be read aloud or played on audio. Rereading on day one is embedded in the text-dependent questions. 2. Students will continue to independently read Scene 1 (pp. 974 – 979). 3. Using collaborative conferences (one-on-one, in groups, and teacher-led) students should discuss and respond in writing about the initial meaning they have made from reading the Prologue and Scene 1.

Activities 2, 3 and 4: GUIDING QUESTIONS:

What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs? What terrible fate awaits the family of Oedipus? What is Oedipus Rex’s tragic flaw? How does knowing the story of Oedipus affect your understanding of Antigone?

1. Returning to the text, the teacher asks students a small set of guiding questions about the Prologue. The targeted text should be in front of the students as they engage in their discussions.

2. As the students progress to Scene 1, they should consider the four guiding questions (What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs? What terrible fate awaits the family of Oedipus? What is Oedipus Rex’s tragic flaw?) as they discuss and write for deeper understanding of the principal characters.

3. Students will complete an open mind graphic to record textual evidence for the character traits of Antigone, Ismene, and Creon.4. Use multi-media clips from Discovery Education Curriculum Aligned Resources or other online resources to extend the students’ understanding

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MIAMI-DADE COUNTY PUBLIC SCHOOLSCurriculum and Instruction

Division of Language Arts/ReadingEnglish Language Arts (ELA) Exemplar Lesson

GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

of Sophocles’ tragedy in Oedipus Rex.

Activity 5: GUIDING QUESTIONS:

How does knowing the story of Oedipus affect your understanding of Antigone? What action is more justified--- an ethical or moral action?

1. Use one of Bob Marzano’s Power Thinking activities at www.classzone.com Activity 1: Investigation Activity 2: Abstraction

Targeted Text Selection - PROLOGUEPage 970, Lines 15 - 31

Vocabularyunderlined words: insufficient contextual clues

BOLD words: Tier Two words

Teacher Activities and TechniquesText-Dependent Questions

Antigone. Listen, Ismene: 15 Creon buried our brother Eteocles With military honors, gave him a soldier’s funeral,

And it was right that he should; but Polyneices,Who fought as bravely and died as miserably—They say that Creon has sworn

20 No one shall bury him, no one mourn for him,But his body must lie in the fields, a sweet treasureFor carrion birds to find as they search for food.That is what they say, and our good Creon is coming hereTo announce it publicly; and the penalty—

25 Stoning to death in the public square!There it is,And now you can prove what you are:A true sister, or a traitor to your family.Ismene. Antigone, you are mad! What could I possibly do?Antigone. You must decide whether you will help me or not.

30 Ismene. I do not understand you. Help you in what?Antigone. Ismene, I am going to bury him. Will you come?

lines 20-22No one shall bury…search for food: The obligation to bury the dead with appropriate rites was considered sacred by the ancient Greeks. They believed that the soul of someone left unburied would never find peace.

line 25 Stoning to death: Common punishment in ancient the Mediterranean; group of people threw stones at a victim until the person was dead.

Return to the text, and ask students a small set of guiding questions about the Prologue.

GUIDING QUESTION: What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs?

Paraphrase lines 15 - 31.

(Q1) What is Antigone’s motive? What does Antigone plan to do? What will happen to the sisters if they bury Polyneices?

Possible answer. This passage establishes Antigone’s motivation, her determination, and the penalty she will have to pay for her act of conscience. Antigone plans to defy Creon and bury Polyneices. By defying Creon, the sisters will be punished by public stoning to death.

(Q2) What principle(s) does Antigone believe is worth fighting for—obligation to family, obedience to civil laws, observance of religious laws, protection of what is right/wrong, or protection of a nation?

Possible answer. Antigone believes she has a moral obligation to bury her brother because leaving a family member unburied is unthinkable. Antigone is resolute and determined, and she follows her own sense of morality; Ismene is fearful of authority.

32 Ismene.

48 The law is strong, we must give in to the lawIn this thing, and in worse. I beg the dead

50 To forgive me, but I am helpless: I must yieldTo those in authority. And I think it is dangerous businessTo be always meddling.

(Q3) In lines 48 – 52, where does Ismene’s greatest loyalty lie?

Possible answer. Ismene says that she is unwilling to disobey the decree, suggesting that her loyalty lies with the law of the land. She also admits to being guided by fear. Her first loyalty, it appears, is self-preservation.

Antigone. If that is what you think,I should not want you, even if you asked to come.You have made your choice; you can be what you want to be.

55 But I will bury him; and if I must die,I say that this crime is holy: I shall lie downWith him in death, and I shall be as dearTo him as he to me. aIt is the dead,Not the living, who make the longest demands:

60 We die forever. . . .You may do as you like,

(Q4) What is revealed in lines 55-61 about Antigone’s feelings for her brother and the gods’ laws?

Possible answer. Antigone loved her brother deeply and is willing to die to uphold the god’s laws.

(Q5) What is the meaning of line 60?

Possible answer. Antigone means that death is an ongoing, eternal process. Until his corpse receives a proper burial, Polyneices will be doomed to a restless, wretched afterlife.

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GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

Since apparently the laws of the gods mean nothing to you.Ismene. They mean a great deal to me; but I have no strengthTo break laws that were made for the public good.Antigone. That must be your excuse, I suppose. But as for me,

65 I will bury the brother I love.Ismene. Antigone,I am so afraid for you!Antigone. You need not be:You have yourself to consider, after all.Ismene. But no one must hear of this; you must tell no one!I will keep it a secret, I promise!Antigone. Oh tell it! Tell everyone!

70 Think how they’ll hate you when it all comes outIf they learn that you knew about it all the time!Ismene. So fiery! You should be cold with fear.Antigone. Perhaps. But I am doing only what I must.Ismene. But can you do it? I say that you cannot.

75 Antigone. Very well: when my strength gives out, I shall do no more.

Ismene. Impossible things should not be tried at all.Antigone. Go away, Ismene:I shall be hating you soon, and the dead will too,For your words are hateful. Leave me my foolish plan:

80 I am not afraid of the danger; if it means death,It will not be the worst of deaths—death without honor.Ismene. Go then, if you feel that you must.You are unwise,But a loyal friend indeed to those who love you.

(Q6) Cite textual evidence in lines 32 – 84 about the characteristics of Antigone and her sister, Ismene. Discuss what is revealed about each character. Possible answer. Antigone is principled (line 31), fearless (lines 55-57, 80-81), and determined (lines 35, 73), unlike timid Ismene. Antigone places the laws of principle above the laws of the state, while Ismene supports authority, mostly out of fear (lines 32, 44-51, 62-63). Antigone’s fierce emotions are also suggested in lines 69 – 71 by her use of exclamatory sentences. Ismene’s phrase “So Fiery!” (line72) implies that Antigone is furious about Ismene’s response to her request.

(Q7) Use the graphic organizer from Carol Booth Olson’s lesson to consider the following questions.

What is the definition of moral obligation? What are some different types? To whom or what do people owe moral obligations?

Scene 1 (pp. 974 – 979)Complete three open mind graphics found at www.Classzone.com (Best Practices Toolkit – Open Mind p. D9) to record textual evidence for the character traits of EACH character--Antigone, Ismene, and Creon.

How to Teach It1. Display the Open Mind graphic. Explain that students will be drawing how a character thinks, acts, and feels, dividing the character’s “mind” into different sections. Some text will be used, but this strategy focuses on illustrations.2. Reassure students that their drawings do not have to be “perfect.” However, their pictures should be able to be understood and correctly interpreted by others.3. After they finish their individual illustrations, group students in pairs. Each partner should interpret his or her classmate’s drawing and offer constructive feedback.

(Q8) What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs?

Possible answer. Both Antigone and Ismene are ancient Greek women and sisters. Antigone is heroic and motivated by a strong moral sense; Ismene is more timid and fearful of authority.

Example at www.Classzone.comTitle: “Winter Dreams” Author: F. Scott FitzgeraldCharacter Name: Dexter Green

The Height of Greek Tragedyhttp://player.discoveryeducation.com/index.cfm?guidAssetId=A76BCDAD-0588-4BD4-A6EC-B77410DA1AB3&blnFromSearch=1&productcode=US

1. Use Discovery Education Curriculum Aligned Resources at www.discoveryeducation.com to examine Sophocles’ tragedy in Oedipus Rex.

2. View this 8 minute video of Oedipus Rex by Sophocles to

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GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

examine the perfect tragedy prototype.

(Q9) What is Oedipus Rex’s tragic flaw? What role did prophecy play in the tragedy?Possible answer. The play is the story of the downfall of Oedipus, a tragic figure, who unwittingly kills his father and marries his mother. Oedipus Rex’s tragic flaw is that he is powerless before fate and/or the gods and “blind” and/or foolish when he seems to have no choice about fulfilling the prophecy. The plot meets all the criteria of a true tragedy.(Q10) Is Oedipus a mighty figure?Possible answer. Oedipus is the King of Thebes.(Q11) Does he suffer a reversal of fortune?Possible answer. Oedipus is banished from Thebes.(Q12) Does Oedipus endure uncommon suffering?Possible answer. Oedipus discovers he killed his biological father and married his biological mother. (Q13) Does Oedipus recognize the consequences of his actions?Possible answer. Oedipus realizes he brought a plague on the city of Thebes and punishes himself by violently blinding himself. (Q14) Does Oedipus’ plight ennoble and enlarge us?Possible answer. His plight is a journey of self-discovery that both shatters and inspires the reader. Despite great calamity, Oedipus exemplifies the tragic hero through his courage and integrity in dealing with a doomed family.

Formative Assessment/Rubrics, if applicable Class discussion on reading comprehension questions.Use Bob Marzano’s Power Thinking activities at www.classzone.comActivity 1: Investigation In the Prologue, Antigone says to her sister Ismene, “You would think we had

already suffered enough/For the curse on Oedipus.” Several more times in Antigone, there are references to the terrible fate of their father, Oedipus.

The tragic story of Oedipus is explained in Oedipus the King, the play by Sophocles that tells of events that take place before Antigone.

Research the play to discover the nature of the curse. Write a short essay to explain how knowing the story of Oedipus affects your

understanding of Antigone.ORActivity: Abstraction When Antigone and Ismene argue about whether it is right for Antigone to bury

Polyneices, Ismene reminds her sister that it would be against the law. Antigone cites a higher authority, claiming that her action, although a crime, would be holy.

Write a dialogue between two sisters in modern times who disagree about an action that is ethical or moral, but that might lead to trouble. Include lines for a chorus that helps to identify the issue, why it is ambiguous, and the authority who opposes it.

Ask a classmate to give a dramatic reading of the dialogue with you and have the rest of the class read the lines of the chorus.

Summative Assessment/Culminating Independent Writing Task

Use this during and after reading to prepare for the Culminating Activity – Writing Task as the Summative Assessment in Week 8

Carol Booth Olson lesson plan found at www.classzone.comExplore the Concept of Moral Obligation

1. Explain to students that the concept of moral obligation figures importantly in Antigone.

2. Before they begin reading, have them work in small groups to brainstorm that idea.

3. Suggest that they consider questions like the following and create a cluster diagram to record their ideas. What is the definition of moral

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GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

obligation? What are some different types? To whom or what do people owe moral obligations?

Extension Activities/Further Resources Technology:www.discoveryeducation.com Cross Genre Connections OR Across Text or Non-Text Sources:Extend Bob Marzano’s Power Thinking activities at www.classzone.comActivity: Abstraction1. Cast the roles of a modern Antigone and Ismene with present day actresses. 2. Describe the character traits of the modern siblings. 3. Justify your choice of actresses.

Graphic Organizers – Character Profile, Stick Figure, or Open Mind graphics at www.classzone.com

English Language Learner (ELL) Resources and StrategiesContent Knowledge

Key Academic Vocabulary

Related Words

Vocabulary Idioms/Figurative language/Sayings

Writing Task

Use the following Discovery Education media links to build content background on Greek Mythology.

http://player.discoveryeducation.com/index.cfm?guidAssetId=07D2B954- D3D2-424B-AF57-85BDB62948FA

http://player.discoveryeducation.com/index.cfm?guidAssetId=5850C387- 8DFE-4FBD-80E2-07EB4C5DAF8F

Use the dictionary or an online reference to research the etymology of each of the following words: auspicious, defile, famished, lamentation, reverence, sate, and sententiously. Divide the class in groups. Assign a different word to each group and have students complete McDougal Littell Best Practices Toolkit - Definition Mapping - Transparency E19 to understand the symbols and abbreviations used in dictionaries. This graphic organizer could be found at www.classzone.com or McDougal Littell EASY Planner.

Define and discuss these words related to death and burial: Make sure the students understand how these words are used in the story:

lamentation (line 52): “expression of grief” dirge (line 53): “funeral song” vault (line 55): “tomb; burial chamber” tomb (line 58): “vault, burial chamber”

Help students understand the following allusions to Greek mythology and examples of personification of Death. Have students paraphrase the following expressions and write sentences:

“…Now sleepy Death (personification) summons me down to Acheron, that cold shore…” (allusion, line 9)

“…How often I have heard the story of Niobe, Tantalus’ wretched daughter, how the stone clung fast about her, ivy-close: and they say the rain falls endlessly and sifting soft snow; her tears are never done. I feel the loneliness of her death in mine...” (allusion, lines 15–20)

“…O men many-charioted, in love with Fortune…”(personification, line 27) “…Into a place of stone where Justice sits...” (personification, line 34)

Draw students’ attention to ideas from Scene 4 identifying Creon’s personality traits. Have small groups complete a Characters Traits Web – Transparency D52- describing Creon’s thoughts, actions, and motivations. Ask students to include two arguments supporting their answer. This graphic organizer is found at www.classzone.com or McDougal Littell EASY Planner.

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GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

Text Title(s): Antigone – SophoclesMcDougal Littell Literature, pp. 966 - 1009Genre/Text Structure: Classical Drama – Greek Tragedy

Targeted Text Selection – PROLOGUE and PARODOSPages 968 – 973

[RL.9–10; W.9-10; SL.9-10]Targeted Text Selection - PROLOGUE

Page 970, Lines 15 - 31Vocabulary Teacher and Student-Generated

Text-Dependent Questions Antigone. Listen, Ismene: 15 Creon buried our brother Eteocles With military honors, gave him a soldier’s funeral,

And it was right that he should; but Polyneices,Who fought as bravely and died as miserably—They say that Creon has sworn

20 No one shall bury him, no one mourn for him,But his body must lie in the fields, a sweet treasureFor carrion birds to find as they search for food.That is what they say, and our good Creon is coming hereTo announce it publicly; and the penalty—

25 Stoning to death in the public square!There it is,And now you can prove what you are:A true sister, or a traitor to your family.Ismene. Antigone, you are mad! What could I possibly do?Antigone. You must decide whether you will help me or not.

30 Ismene. I do not understand you. Help you in what?Antigone. Ismene, I am going to bury him. Will you come?

Lines 20-22No one shall bury…search for food: The obligation to bury the dead with appropriate rites was considered sacred by the ancient Greeks. They believed that the soul of someone left unburied would never find peace.

Line 25 Stoning to death: Common punishment in ancient Mediterranean where a group of people threw stone at a victim until the person was dead.

GUIDING QUESTION: What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs?

Paraphrase lines 15 - 31. ___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

(Q1) What is Antigone’s motive? What does Antigone plan to do? What will happen to the sisters if they bury Polyneices?

(Q2) What principle(s) does Antigone believe are worth fighting for—obligation to family; obedience to civil laws, observance of religious laws, protection of what is right/wrong, or protection of a nation?

32 Ismene.

48 The law is strong, we must give in to the lawIn this thing, and in worse. I beg the dead

50 To forgive me, but I am helpless: I must yieldTo those in authority. And I think it is dangerous businessTo be always meddling.

(Q3) In lines 48 – 52, where does Ismene’s greatest loyalty lie?

Antigone. If that is what you think,I should not want you, even if you asked to come.You have made your choice; you can be what you want to be.

55 But I will bury him; and if I must die,I say that this crime is holy: I shall lie downWith him in death, and I shall be as dearTo him as he to me. aIt is the dead,Not the living, who make the longest demands:

60 We die forever. . . .You may do as you like,Since apparently the laws of the gods mean nothing to you.Ismene. They mean a great deal to me; but I have no strengthTo break laws that were made for the public good.

(Q4) What is revealed in lines 55-61 about Antigone’s feelings for her brother and the gods’ laws?

(Q5) What is the meaning of line 60?

(Q6) Cite textual evidence in lines 32 – 84 about the characteristics of Antigone and her sister, Ismene. Discuss what is revealed about each character.

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Student Copy

GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

Antigone. That must be your excuse, I suppose. But as for me,

65 I will bury the brother I love.Ismene. Antigone,I am so afraid for you!Antigone. You need not be:You have yourself to consider, after all.Ismene. But no one must hear of this; you must tell no one!I will keep it a secret, I promise!Antigone. Oh tell it! Tell everyone!

70 Think how they’ll hate you when it all comes outIf they learn that you knew about it all the time!Ismene. So fiery! You should be cold with fear.Antigone. Perhaps. But I am doing only what I must.Ismene. But can you do it? I say that you cannot.

75 Antigone. Very well: when my strength gives out, I shall do no more.

Ismene. Impossible things should not be tried at all.Antigone. Go away, Ismene:I shall be hating you soon, and the dead will too,For your words are hateful. Leave me my foolish plan:

80 I am not afraid of the danger; if it means death,It will not be the worst of deaths—death without honor.Ismene. Go then, if you feel that you must.You are unwise,But a loyal friend indeed to those who love you.

(Q7) Use the graphic organizer from Carol Booth Olson’s lesson to consider the following questions.

What is the definition of moral obligation? What are some different types? To whom or what do people owe moral obligations?

Scene 1 (pp. 974 – 979)Complete three open mind graphics found on www.ClassZone.com (Best Practices Toolkit – Open Mind p. D9) to record textual evidence for the character traits of EACH character--Antigone, Ismene, and Creon.

(Q8) What distinguishes Antigone, Ismene, and Creon? What are their character traits, motives, and beliefs?

Use Discovery Education Curriculum Aligned Resources to examine Sophocles’ tragedy in Oedipus Rex.

(Q9) What is Oedipus Rex’s tragic flaw? What role did prophecy play in the tragedy?(Q10) Is Oedipus Rex a mighty figure?(Q11) Does Oedipus suffer a reversal of fortune?(Q12) Does Oedipus endure uncommon suffering?(Q13) Does Oedipus recognize the consequences of his actions?(Q14) Does Oedipus’ plight ennoble and enlarge us?

Write a SUMMARIZATION: Write a summarization to explain how knowing the story of Oedipus affects your understanding of Antigone.

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GRADE 10 ELA EXEMPLAR LESSON Quarter 1, Week 6: 09/24/12 – 09/28/12

For further information regarding this document contact the Division of Language Arts/Reading, Secondary District Instructional Supervisors, Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and World Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.

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