World Literature - Grade 12

World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Examining Civil Disobedience Walking In Antigone’s Footsteps Developed by Joseph Mlinar World Literature - Grade 12 Classic Greek Drama - ANTIGONE , by Sophocles Daily lesson plans and schedule

Day 1 Introduction to Unit: Read Text background on Greek drama, Sophocles, Antigone, and the Oedipus Cycle. Assign Reader’s Theatre Groups and explain activity and schedule Assign Greek drama Research groups and explain activity and schedule Explain Individual reading assignment and Character log - Journal activity Read Prologue in class and discuss the action Mini-lesson on the purpose of the Chorus (explication, commentary, description) Assign: Individual reading of Scene 1 and Character Log Assign Scene 1 Reading group section and guided response questions Politicians group begin research if time permits.

Day 2 Group Reading and guided response - Scene 1 section - Historians Group research for presentation on Athens politics and citizenship Assign: Group Reading and practice for Scene 2 section and guided responses Assign: Individual reading and Character Log for Scene 2 and onward.

Day 3 Group Presentation on Greek politics - Politicians Group Reading and guided response - Scene 2 section - Actors & Playwrights Group research for presentations (History, Greek Drama, Biographers) Assign: Group Reading and practice for Scene 3 section and guided response Assign: Individual reading and Character Log, Scene 3 and onward.

Day 4 Group presentation on Greek mythology and history - Historians Group Reading and guided response - Scene 3 section - Biographers Group research for presentations (Greek Drama and biographies) Assign: Group Reading and practice for Scene 4 section and guided response Assign: Individual reading and character log, Scene 4 and onward

Day 5 Group presentation on Greek drama conventions - Actors and Playwrights Group Reading and guided response - Scene 4 section - Politicians Present Final Individual Project on Civil Disobedience and Antigone Groups choose readers for Gods/Goddesses Reading Group Assign: Group Reading practice for Scene 5 section and guided response Assign: Individual reading and Character log, Scene 5 to end Begin rough-draft writing of Character Journal

Day 6 Group presentation on “Antigone” Characters and Families - Biographers Group Reading of Scene 5 section and guided response - Gods/Goddesses Individual Project research on civil disobedience Character Journal revising

Day 7 Mini-lesson: Opinion-letter writing and persuasive writing, support and details Individual Project research, planning and writing Revising Character Journals Organizing and rough drafts of Civil disobedience Information

Day 8 Individual projects compiled Character Journals completed Revise Civil Disobedience Info Begin writing rough draft - opinion letter to the Athens Times

Day 9 Individual projects compiled and displays created and organized Revise rough drafts of opinion letter to editor

Day 10 Civil Disobedience - Antigone Displays completed Final draft of opinion letter completed

Day 11 Present Final Project displays

(or display on day 10 if other than a Monday-Day 1 start Revise schedule for two weekends)

World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Unit Goals To expose students to classical Greek drama through a text connected to historic and universal themes of social justice, individual moral responsibility and civil disobedience. To have students engage the text orally and practice a variety of reading and response strategies to broaden their understanding while reading a challenging literary form. To have students make inquiry and present information to provide background and context for the reading of a classical dramatic text. To have students make contemporary and personal connections with the themes and issues of the play and then form, express and defend an opinion related to the central dramatic conflict. Student Outcomes The student will read and understand literary themes as presented in a classic dramatic text. The student will practice a variety of reading comprehension and response strategies, research and reporting strategies and oral interpretive skills to engage in analysis, synthesis and critical understanding of a classical dramatic text. The student will form, write and support an opinion. The student will practice and improve group communication skills.

Wisconsin State Academic Standards Practice A.12.1. Use effective reading strategies to achieve their purposes in reading. A.12.2. Read, interpret, and critically analyze literature. A.12.3. Read and discuss literary and nonliterary texts in order to understand human experience. B.12.1. Create or produce writing to communicate with audiences for a variety of purposes. B.12.2. Plan, revise, edit and publish clear and effective writing. B.12.3. Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in written communications. C.12.1 Orally communicate information, opinions and ideas effectively to different audiences for a variety of purposes. C.12.2 Listen to, discuss and comprehend oral communications. C.12.3 Participate effectively in discussion D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations and learn to be flexible and responsive in there use of English. F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues or problems and use an appropriate form to communicate their findings. World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Character Log and Character Journal Assignment

Reading-response logs constructed during individual reading and rewritten into Level- 2 Character Journal response. Choose a character from Antigone to get to know in detail: Antigone, Creon, Ismene, Haimon or Choragos. As you read and listen to the play (both individually and through in-class readings): Keep a log, list, notes, observations, quotes etc. of your character’s thoughts, speeches, ideas, actions and motives. Why does he or she do and say what and how des he/she effect the action, plot and meaning of the play? these notes and log need to be in detail and should be sequential, following the course of events in the play. Later, after finishing the play (Day 6), you will rework this log into a Character Journal written from the point of view of the character (level-2 writing assignment). You will include this Character Journal in your final project. With detail to your observations about the character and their place in the drama, you should have an in-depth character study; something like what an actor would use to create the character.

LOG FORMAT: Character scene/line# Actions Feelings Motives Consequences Right or Wrong

World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Group Research and Presentation Assignment

Choose a role and a group: Historians Actors/Playwrights Biographers Politicians ______

______

As a group you will be conducting research using specific web sites, info from your text and encyclopedias (it’s Greek!) to discover, record and present information about the Greek World of Antigone. Your group will present your findings on a scheduled day as we read sections of the play in class. Be creative in your presentation! You could create a skit, include pictures, props, designs, music, timelines, posters, maps, PowerPoint etc. Plan on a min. of 10 minutes and a max. of 15 minutes for your presentation. Everyone participates! Your group will be evaluated on your quantity and quality of information, your quality of presentation, your enthusiasm and your participation.

Check the schedule for your presentation day!

Historians: Research these figures from mythology and places in Greek history: Oedipus, Dionysos, Demeter, Niobe, Zeus, Aphrodite, Persephone, Olympos,Thebes. Find out who and what they were and what happened to them. Compose a timeline of the history of the period. Cover the time period 800 - 300 B.C. Web sites: Encyclopedia Mythica: www.pantheon.org/mythica.html Myths and Legends Ancient Times: www.pibburns.com/myth.htm Myths and Legends: http://members.bellatlantic.net/~vze33gpz/myth.html Ancient Greek World: www.museum.upenn.edu/new/exhibits/galleries/greekworld.html Article on Oedipus: http://ancienthistory.about.com/ Actors/Playwrights: Research the development of Greek theater. Who attended the plays? Why? When did the plays take place (time of day)? Where were the theaters? What did they look like? Of what importance were the theaters? What kind of props and scenery were used? How were masks used? What's unusual about the actors (compared to modern drama)? Web sites: Perseus Encyclopedia: www.perseus.tufts.edu/ Greek World: www.museum.upenn.edu/new/exhibits/galleries/greekworld.html Overview of Greek Theater with Pictures: http://didaskalia.berkeley.edu/Didintro.html Biographers: Compose a family tree for Antigone's and Creon's families. Research the events of Oedipus' life. Research Sophocles' life. Web sites: Sophocles: www.users.globalnet.co.uk/~loxias/sophocles.htm Sophocles and Historical Context: www.watson.org/~leigh/rivendellmoving.html Oedipus and the Sphinx: www.users.globalnet.co.uk/~loxias/sphinx.htm Oedipus Never Was King?: www.users.globalnet.co.uk/~loxias/oedipustyrannos.htm Politicians: Find out what polis means. Who had the power? What place did women hold? What was the relationship between laws of man and laws of the gods? What were the funeral rights? Who ruled? How did religion relate to everyday life? What did democracy mean to the Greeks? What did Citizenship mean in Athens? Web sites: Overview of Greek World: http://ancienthistory.about.com/ Women's Legal Rights: www.stoa.org/diotima/nova.shtml Women in Greek Society: www.stoa.org/diotima/ Greek Legal System: www.historyforkids.org/learn/greeks/index.htm Law and Religion: www.perseus.tufts.edu World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Oral Interpretation - Group Reading and Guided Response In your groups you will be reading aloud a section of the play from one of the 5 scenes. This will be an opportunity for group oral interpretation of the characters’ feelings, motives, actions and beliefs. This is Readers Theater. Read the handout explaining reader’s theater techniques. As a group, work out a division of your voices so that everyone reads through-out the section. More than one of you can be each character. Variation is good. Expression is essential. Captivate and move us. As readers, your group will also be responsible for making the events and meaning of your section clear to your audience. Answer the Guided Response questions given with your section. Work this information into your reading. Pause at this point in your reading to present the question and your responses, then continue on with your interpretation. Your Group Reader’s Theater will be evaluated on the quality of your performance, your vocal and reading quality, the depth and breadth of your responses to your questions and your group enthusiasm. May the gods smile upon you!

Scene 1: Lines 100-174, (p.820-821) Historians Day 2 1. Why does Creon assume that it is a man who has defied his decree? (line 106) 2. what does Creon reveal about his motives in this speech? (132-144) 3. What does the scene reveal about the side taken by the public opinion in this matter? Whose side is the public on? (160-165) 4. What is significant about the Sentry’s statement (166) and what does it reveal about Creon? Teacher input: Explain the purpose of the Chorus’ Ode 1 Line 1-20 (p. 821-822)

Scene 2: Lines 50-121 (p.823-824) Actors/Playwrights Day 3 1. What does this question by Creon imply about his expectations of Antigone? What does it reveal about his personality? (53-54) 2. Who is the fool? Who is right and who is wrong? (78-86) 3. Why does Creon fear Antigone's public defiance of his decree? How will her death give him everything he wants? (90-94) 4. How does this debate between Antigone and Creon support their arguments? Who wins this debate? (107-120)

Scene 3: Lines 95-150, (p.831-832) Biographers Day 4 1. Compare the political positions of Haimon and Creon. (101-108) 2. How does Creon interpret Haimon’s statement that Antigone’s death will cause another? (119) 3. What does Creon hope to achieve by carrying out his threat to kill Antigone? In what danger does this place him? (128-131) 4. According to greek law and religious belief, why is it important that food be provided to the condemned person? (142-150)

Scene 4: Lines 1-80 (p.833-834) Politicians Day 5 1. How does Antigone believe her suffering and death will effect her cause? (1- 30) 2. What flaws in Antigone’s choices and in her belief in her cause are pointed out to her by the Chorus? (45-48) 3. How does Creon justify his condemnation of Antigone? Is he responsible for her death? What law is he upholding? (55-56) 4. What does Antigone finally express about her actions and her opinion of Creon? (65-69)

Scene 5: Lines 1-108, (p.835-838) Gods/Goddesses Day 6 1. How are both Creon and Antigone guilty of the crime of pride? (33-35) 2. What authority does Teiresias recognize and what choice does this present for Creon regarding Teiresias’ advice? (54-69) 3. What is Teiresias’ prophecy and Creon’s reaction to it? (70-94) 4. What is the reason for Creon’s sudden change of heart? (101-108) World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles

Final Individual Project: Civil Disobedience In Antigone’s Footsteps Antigone’s defiance of Creon’s decree not to bury her brother Poyneices was an act of civil disobedience: Directly defying and breaking a law which the protester believes to be unjust. Civil disobedience has been a method of protest throughout history, throughout the world. Your task: Using the websites provided and other resource, research the history of civil disobedience; its description and philosophy (Written about and practiced by Theroeu, Martin Luther King Jr., Ghandi and many others). Create timeline of civil disobedience, the acts, events, laws and persons involved. Choose one particular act of civil disobedience and explain its circumstances and its significance in detail. What was the result, the effect it had on the laws being resisted? Who won? Organize your material on civil disobedience and your particular event into a written and visual display to be presented to the class (Day 11). Create a poster board display, model, bulletin board, poster and artwork that also represents the Greek Amphitheater. Include your Character Journal, perhaps your vision of your character, your information on civil disobedience and your particular event. Along with this display you will also write a letter of opinion to the editor of the Athens Times newspaper. Based upon your understanding of the play and civil disobedience, write a letter to the editor as a citizen of Athens. Express your opinion, support it with details from the play and your research. Was Creon’s decree unjust and Antigone’s crime justified? Was Antigone guilty of excessive pride? Should she have been compromised with? Should Creon be punished? What was his crime and guilt? Compose your letter as a well developed argument in support of your opinion. this is to be a fully revised, manuscript form, Level 3 writing sample when you include it with your display.

Remember Haimon’s statement to his father, “It is no city if it takes orders from one voice”.

Evaluation: Level 3 writing rubric applied to overall display

World Literature - Antigone and Civil disobedience Final Unit Display Level 3 Writing Evaluation 6 criteria areas of evaluation: Content Poss. Pts. X #pts. Self-eval. Points/comments Ideas * Quality of your ideas * Insight into your topic 5-0 __3______and the play ______Clarity * Clarity of your opinion 5-0 __3______and information *Ideas are thorough and complete ______Development/ Organization * argument thoroughly developed in detail from your opinion with supporting 5-0 __3______detail and examples * Use transitions, topic sentences, a strong introduction and an effective conclusion ______Style/Appearance *Style is conversational and informed. Shows enthusiasm and a desire 5-0 ___ 3______to inform and involve the reader. ______Conventions *Use correct sentence structure, word usage, 5-0 ___4______mechanics and spelling ______Process and Product *Handed in topic choice, produced rough draft, 5-0 __ 4______Peer reviewed and edited, Revised, final Manuscript form Display is neat, well composed, attractive and effective ______Totals: __100 Poss.______

World Literature - Antigone Research and Reader’s Theater Group work effort and participation: Performance Rubric evaluation (student/teacher scoring) Criteria: Individual and group contributions and effort toward research and presentation of information on the World of Antigone. Individual and group efforts toward Reader’s Theater presentation.

Group work Rubric Evaluation: Evaluate your effort and participation and your groups’ overall effort. Based on the quantity and quality of 1.) Your Group Reader’s Theater work 2.) Yours and your group’s research into your research topic 3.) Yours and your group’s presentation of research information. Process 3 2 1 0 Score

Student/Teacher Research

Your Effort ______/______

Group Effort ______/______

Presentation Great moderate average low Your Effort ______/______Group Effort ______/______

Reader’s Theater high moderate average low enjoyed it need practice got through it don’t know

Your effort ______/______

Group effort ______/______

TOTAL (30 poss.) ______/______

Antigone Research Topic Presentation-- Rubric Evaluation Individual and Group Evaluation Group______Topic______Scoring: 3= very good 2= average 1= needs practice 0= no effort Students: ______Criteria

Presentation not more than 15 min. or less than 10 min. (record time) ______

Voices loud, steady w/ enunciation ______

Visual/audio aids used to support info ______

Information was well organized ______

Information was clearly presented ______

Quantity of information was adequate______

Note cards were used but not read ______

Presentation was lively and energetic ______

Body language helped express content ______

Presentation held the audience’s attention ______

Audience learned something ______

Totals (of 33) ______

Comments:

World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Rationale

This World Literature and Classical drama unit was developed to maximize the student’s involvement with both the text, a challenging literary form in spite of the easier- reading translation, and the socio-political themes it presents. The individual reading and Journal activity is designed to engage the student in detailed reading and response strategies for individual immersion in the whole text, at an individual pace. By identifying with a particular character hopefully, the student will be motivated to think about the whole text from more than the one perspective; merely of the reader on the outside looking in. The group research projects and presentations provide an opportunity for students to engage in the text and the world of the play by identifying with a scholarly or professional function in the study and analysis of the historical, literary and cultural background of the play. These presentations will illuminate and create a vital sense of the drama in a real-life context, albeit an historical one. They will also enable students to discover for themselves the broader contexts and purposes of the drama for its time and for its application to contemporary themes and issues. The group Reader’s Theater activities are intended to provide a close-reading of the text for both the readers and the class audience and actually cover more analysis and interpretation of the play’s themes and cultural connections than would be possible if the whole play was read and discussed in class. Student boredom and apathy with a long, difficult, dramatic text read in class with lengthy commentary by the teacher is eliminated o,r at least, modified. Students are responsible for presenting the text and for sharing in-depth responses. While these responses may be elaborated upon by the teacher, it is the students who take ownership of their experience of this classical dramatic text. Individual reading proficiency may be a variable in the group’s overall quality of interpretation, but the students, as 12th graders should be proficient enough to work out a cohesive group interpretation. Assignment of students to groups can be done by the teacher to assure a balance of reading proficiency throughout the groups. The individual final project activities, including the connection of civil disobedience to the theme of the play, enables students to explore real-life connections and think about the choices implicit in forming a moral and ethical conscience. By forming, writing and supporting an opinion and communicating it as a participating citizen (hypothetically anyway) the student reconnects their understanding of civil disobedience from a real-life context with the tragic and universal context of Antigone. As a whole, this unit provides a student-centered format for reading and studying classical Greek drama, participating in a live interpretation of the text and making broader connections of its themes to the student’s development and understanding of social responsibilities and citizenship. World Literature Unit - Reflection

I decided to concentrate on this Greek drama for this World Literature unit in part because I wanted to create one drama unit for this class and also because I’ve been working with the prologue of this play with actors in an acting class. I wanted to see what types of writing activities and reading-response approaches I could develop for the whole play. I used a contemporary translation from the Prentice-Hall World Literature Text for grade 12 and based the guided response questions for the Reader’s Theater presentations on the teacher’s annotated reading guides. The research groups and topics and the kernel of the Character Journal, and the research-resources on civil disobedience came from a Web lesson on Antigone that I came across when first looking for teaching resources. By adapting some existing material and forming a student-centered approach to this whole unit I found the work of conceptualizing an approach to a genre text more manageable. I was able to concentrate on creating and writing the lesson materials and resources, activity descriptions and student handouts as well as adapting existing evaluations by creating a detailed schedule that serves both the student and the teacher as a daily lesson plan. Instructional materials are derived from the Teachers Annotated edition of the text. Instructional materials for mini-lessons on writing an opinion and persuasive letter to a newspaper editor are also obtained therein. for a longer unit I would plan to read other works on civil disobedience and other examples of world Literature from a social and individual justice perspective including short stories, poems and non-fiction accounts. I think this unit works well for concentrating on this dramatic work in this time frame and also provides excellent immersion for the student.

World Literature - Grade 12 Classic Greek Drama - ANTIGONE by Sophocles Bibliography Annotated Teacher’s Edition. Prentice-Hall Literature, Timeless Voices Timeless Themes - World Literature. Prentice-Hall, Inc. 2001 (pp. 809-843)

Smith, Linda. Antigone: A Tragedy of Civil Disobedience or Anarchy? A Word Quest for Sophomore English: www.scs.k12.tn.us/STT99_WQ/STT99/Bolton_HS/smithl59/LindaSmith/antquest.htm

Sophocles. “Antigone”, from Sophocles, the Oedipus Cycle: An English Version by Dudley Fitts, Robert Fitzgerald- Translators. Harcourt, Inc., Publ. Copyright by Fitts and Fitzgerald 1967 Reprinted in Annotated Teacher’s Edition. Prentice-Hall Literature, Timeless Voices Timeless Themes - World Literature. Prentice-Hall, Inc. 2001 (pp. 809- 843)