Assignment: For each Scene/Ode, you have an assignment. The assignments vary; refer to the chart at the end of this file for groups and assignments. All grades will count as 30% quiz grades. -20 point deductions will apply for each late day. If you complete the wrong assignment or do not follow directions, you will receive a 60 for your work. You will receive 0 for any work that is copied/shared.

Part I: target passage

Assignment: Answer the questions thoroughly with evidence from the text. Cite scene and line numbers when referring to examples. You are the expert on this for this section and will become the literature circle leader during discussions. Points will be deducted for incomplete work or insufficient explanations.

Part II: research

Assignment: Research the assigned topic and prepare a paraphrased version for the class. Reflect and explain how you can use or apply the information to the study of Antigone. Cite all sources in a Works Cited list using MLA format. (See notes on MLA and works cited online.) Points will be deducted for incorrect formatting; you will not receive credit for copied/pasted information.

Part III: Motifs

Assignment: Find 5-7 quotes for each of the following motifs: love, loyalty and pride. Consider all aspects of the motif—positive/negative, implied or inferred references, different character interpretations. Copy the full quote and provide the speaker, scene and line numbers. Then explain why you selected the quote and provide some insight into what the message might be in the context of the scene and the play as a whole. Organize your quotes by motifs. You cannot use the same quote for two or more motifs.

Speaker and Actual Line(s) from play (scene. lines)—Yes, you must copy the whole sentence in order to show the context of the word. / What is the meaning of the word as it used here? OR Why did Sophocles include it in the play?
Antigone: “I am not afraid of the danger; if it means death,/ It will not be the worst of deaths—death without honor.”
Prologue, lines 80-81 / Antigone is saying that the death she chooses is honorable. She also implies that are there are other ways to die that are dishonorable. It is in the play to show that she has to have courage to challenge a law when it is the honorable thing to do.
Choragos: “Polyneices their commander/ Roused them with windy phrases,/ He the wild eagle screaming/ Insults above our land …” Parados lines 8-11 / The Choragos is describing the way in which the traitor Polyneices showed dishonorable behavior by hurling insults at his home city. They are still upset that he brought a foreign army to attack the city, all so that he could be the king. They note that he screamed insults at the city and gave the foreign army inspiring speeches while trashing the city of his birth. It is in the play to show that people should respect or honor their country.
Day One: Prologue and Parados
  1. Target passage lines 29-65

Prologue:

  1. What does Antigone plan to do?
  2. Why has she told Ismene about her plan?
  3. What will happen to the sisters if they bury Polyneices?
  4. What do Ismene’s arguments tells us about the role of women in Greek society?
  5. What is the basis of Antigone’s argument? How does that reflect Greek values?

Parados:

  1. What background information does the Chorus give us about her brothers?
  2. How does the chorus view Polyneices?
  3. What is the mood of the first two scenes and how does the Parados effectively set the mood of the play?
  1. Research:

Research Greek burial practices and explain the following: What did the gods require the Greeks to do when a family member died?

  1. Why was it important to obey the gods? How does this relate to events in the Prologue?
  1. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Day Two: Scene One and Ode One
  1. Target Passage: lines 102-144 for CP; 96-144 for Honors

Scene 1:

  1. Why does Creon become so enraged at the Choragos’ suggestion in opening line?
  2. How do the beliefs expressed show beliefs of the ancient Greeks?
  3. Why does Creon dismiss it so quickly?
  4. How are the following ironic:
  5. Creon’s belief that a “corrupt” person buried Polyneices
  6. Creon’s vow to punish the lawbreaker.

Ode 1:

  1. What does the chorus reveal to us about human beings?
  2. How would you relate the ode to the previous scene?
  1. Research:

Research House of Oedipus and the City of Thebes (Greece, try Seven Against Thebes)

  1. Doe sthis family seem doomed to fail or are they responsible for their own actions? Explain.
  1. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Day Three: Scene 2 and Ode 2
  1. Target Passage

Scene 2: lines 93-130

  1. What is Antigone suggesting about the rule of kings and its effect on the citizens?
  2. How does Antigone’s thinking about the gods differ from Creon’s thinking?
  3. What does Creon accuse the sisters of?
  4. How does Ismene respond to the accusation?
  5. How has Ismene changed since the beginning of the play?

Ode 2

  1. How does the sea imagery in the first verse underscore the idea that Antigone and Ismene are doomed?
  2. The first half of the ode refers to the house of Oedipus, the second half to the house of Creon. What does the poem suggest about how the two houses are linked?
  1. Research:foundations of Greek democracy in Athens
  1. What type of government did they have before democracy? Why did they replace the old government with democracy?
  2. Why do you think the playwright decided to have a king in the play instead of a democratic government?
  1. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Day 4: Scene 3 and Ode 3
  1. Target PassagesScene 3, lines 20-36
  1. What reassurance does Creon offer Haemon for the loss of Antigone?
  2. Why does Creon fear breaking his word?
  3. Why does Creon decide to ignore family ties?

Target Passages lines 52-74

  1. Which words show that Haemonis trying to coax his father gently?
  2. What does Haemon tell Creon people are saying about Antigone’s actions and his punishment?
  3. What does Haemon say about his feelings for Creon?
  4. How does the tone of the dialogue between Haemon and Creon change from the beginning to the end of the scene?

Ode 3:

  1. In the first verse, whom does Love conquer and destroy?
  2. In the second verse, what does Love do to a man?
  3. Who gets pleasure from the work of Love?
  4. How does the ode relate to the exchange between Creon and Haemon?
  1. Research: Greek allusions—story of Danae, King Lycurgos
  1. Do these myths remind you of anyone in Antigone? Who? Why?
  1. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Day 5: Scene 4 and Ode 4

I.Target Passage: Ode 4 lines 1-43

  1. How is the story of Danae similar to the Oedipus myth?
  2. Which figure from the play is like King Dryas’ son?
  3. How is Antigone like King Phineus’ first wife?

II. Research: story of Niobe, King Phineus

  1. Do these myths remind you of anyone in Antigone? Who? Why?

III. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Day 6: Scene 5, Paean and Exodos
  1. Target Passage: Exodos lines 121-138
  1. Creon says that Eurydice was right to curses him. Why?
  2. What words does Creon use to describe himself and his actions?
  3. What tragic flaw does he blame for his downfall?
  1. Research: modern examples that are relevant to motifs in Antigone.
  1. How does each person or example connect to the play?
  1. Motifs: Love, loyalty, pride—post 5-7 quotes for each of the motifs. Record speaker quote and the meaning or effect of it.

Assignments: (posted on class unit web page)

Scene: / Prologue and Parados / Scene 1 and Ode 1 / Scene 2 and Ode2 / Scene 3 and Ode 3 / Scene 4 and Ode 4 / Scene 5, Paean, and Exodos
Target Passage: / Group I / Group III / Group II / Group I / Group III / Group II
Research: / Group II / Group I / Group III / Group II / Group I / Group III
Motif Journal: / Group III / Group II / Group I / Group III / Group II / Group I

Groups:

1st Block / 2nd Block
Group I:
Jennifer
Quayson
Elizabeth
Kyle
Garrett
Lamar / Group I:
Hayes
Elex
Isaiah
Darian
Josh
Priscilla
Aquasha
Morgan
Group II:
Jasi
Jonathan
Devin
Banks
Jordan Lui
Ashley / Group II:
Jordan Lawrence
Ashton
Landon
Jade
Mance
Hallie
Danielle
Brock
Group III:
Leigh Ann
Tricie
Rachel
Matthew
Jordan Freeman
Madeleine / Group III:
Gage
Hannah
LeVeshia
Raven
Cierra
Shakaria
Justin
Jessica

Rubric (count as 30% grade)

Antigone Scene/Ode Rubric / 1 point / 2-3 points / 4-5 points
Content /
  • The response is limited and reveals only the most minimal grasp of the basic facts of the story.
  • Research is limited.
/
  • The topic is covered but comprehension and explanations do not go beyond the obvious level.
  • Some research material not paraphrased or relevant.
/
  • Topic is fully covered and all passages important to the full understanding of the text are noted.
  • Your research is paraphrased and relevant.

Format/citations /
  • There is an attempt at citing quotes or sources but it does not follow the required format.
/
  • The quotations or citations have minor errors in the required format.
/
  • You correctly cite speaker, scene and line number when referring to the play.
  • You correctly cite your research resources using MLA format for the works cited.

Analysis /
  • Analysis is simplistic; misinterpretations occur often enough for interpretation problems.
  • There is little evidence to support student’s interpretations.
  • Research reflection is simplistic.
/
  • Analysis is somewhat obvious; there may be misinterpretations here and there.
  • Evidence is not consistent.
  • Research reflection makes some references and connections to the play.
/
  • You consistently support key ideas and viewpoints through accurate and detailed references to the text or to other works.
  • You clearly use evidence and explain the relevance of the evidence.
  • Research reflection clearly develops and explains how you can use or apply this information to the play.