Antigone Unit

Antigone Unit Common Core Curriculum 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 7. Analyze how an author draws on and transforms source material in a specific work. 8. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 9. Draw evidence from literary text to support analysis, reflection, and research. 10. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 12. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Review – Brainstorm background knowledge from Greek Mythology and Greece. Read – Greek Drama: Out of Ritual (textbook) http://www.youtube.com/watch?v=RK-dbLiaGvU http://www.youtube.com/watch?v=aSRLK7SogvE http://www.youtube.com/watch?v=dSr6mP-zxUc Read - background information--Students must understand that The Myth of Oedipus precedes the play. It is important for students to understand the connection between the characters (textbook). http://www.youtube.com/watch?v=oXyek9Ddus4 http://www.youtube.com/watch?v=rf-gLKT9R6Y http://www.youtube.com/watch?v=4lDQqTsVfVk

Pose critical-thinking questions and responses - HOW? WHY? EXPLAIN!

1. Are Conscience and Divine Law the same thing? 2. Is Conscience, or merely the awareness of Conscience, variable from person to person? 3. What is the source of Conscience? Is it supernatural? Natural? or Human? 4. What sort of evidence would we need to collect to answer or support an answer to Question #3? How would such evidence be gathered? 5. What is the connection between Civil Law and Divine Law, if any? 6. What exactly is meant by "fate”? 7. Can "fate" be escaped or otherwise perfected? 8. Does the "voice of Conscience" speak to us through our feelings, or does it speak to us in some other less obvious way? 9. Is Conscience anything like a poetic "muse" which uses us, as it were, as a kind of medium? 10. To what extent does a social circumstance alter or (for that matter) produce a Conscience? 11. What is the main characteristic of Tragedy? What is the difference between the tragic and the pathetic? 12. Give some examples of pathos. 13. Give some examples of tragedy as seen in modern movies, books, TV shows. 14. What is loyalty? 15. How important is the family bond? Examples of bonding- 16. Should someone be loyal to his or her family, no matter what the cost? 17. Is it important to take risks in life? 18. When is it okay to rebel and say no? Introduce Antigone Read –Listen-View Drama – textbook – page 690 Evaluate comprehension and learning Quiz I, Quiz 2, Quiz 3, Quiz 4, Quiz 5 To assess learning - figurative language, comprehension, characterization http://www.youtube.com/watch?v=wwo9LP15oYQ

Writing wrap up – Why?-How? – Write a response for question five, and then respond to one other number of your choice. 1. Is Antigone's treatment of Ismene evil? 2. Is Antigone an Ice Queen or the warmest, most committed person? 3. Why does Antigone like her dead brother better than her live sister? 4. Is this a tragedy without hope? Support your answer with evidence from the play. 5. In ancient Greece, women held inferior positions in society, remaining in separate quarters in the household. They were expected to follow their father’s or husband’s rules, and to be spoken of as little as possible. Today, great strides have been made in the struggle for gender equality in America. What improvements could still be made? Where are there still inequalities? How can our society ensure equal treatment and opportunity for men and women alike?

Extension - Research – Homework Discover a country where women’s roles are still very limited. Present information, findings, and supporting evidence http://www.thestar.com/news/world/2008/03/08/ten_worst_countries_for_women.html http://www.thedailybeast.com/articles/2011/09/18/best-and-worst-countries-for-women-from-iceland-to-the- u-s-to-pakistan-and-afghanistan.html

CRAB - Evaluation Criteria - When you search for information, you're going to find lots of it . . . but is it good information? You will have to determine that for yourself, and the CRAAP Test can help. The CRAAP Test is a list of questions to help you evaluate the information you find. Different criteria will be more or less important depending on your situation or need.

Currency: The timeliness of the information.  When was the information published or posted?  Has the information been revised or updated?  Does your topic require current information, or will older sources work as well? Are the links functional? Relevance: The importance of the information for your needs.  Does the information relate to your topic or answer your question?  Who is the intended audience?  Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?  Have you looked at a variety of sources before determining this is one you will use?  Would you be comfortable citing this source in your research paper? Authority: The source of the information.  Who is the author/publisher/source/sponsor?  What are the author's credentials or organizational affiliations?  Is the author qualified to write on the topic?  Is there contact information, such as a publisher or email address? Does the URL reveal anything about the author or source? examples: .com .edu .gov .org .net Accuracy: The reliability, truthfulness and correctness of the content.  Where does the information come from?  Is the information supported by evidence?  Has the information been reviewed or refereed?  Can you verify any of the information in another source or from personal knowledge?  Does the language or tone seem unbiased and free of emotion?  Are there spelling, grammar or typographical errors? Purpose: The reason the information exists.  What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?  Do the authors/sponsors make their intentions or purpose clear?  Is the information fact, opinion or propaganda?  Does the point of view appear objective and impartial?  Are there political, ideological, cultural, religious, institutional or personal biases?

Evaluation Rubric - http://northroutt.com/wordpress/wp-content/uploads/2011/10/Document2.pdf