MIAMI-DADE COUNTY PUBLIC SCHOOLS
Curriculum and Instruction
Division of Language Arts/Reading
English Language Arts (ELA) Exemplar Lesson
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 Objectives
The 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 - 1009
Genre/Text Structure: Classical Drama – Greek Tragedy
Targeted Text Selection – PROLOGUE and PARODOS
Pages 968 – 973
Common Core State Standards (CCSS)
RL.9–10; W.9-10; SL.9-10
http://www.corestandards.org
Lesson Sequence
PERFORMANCE 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
2012-2013
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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 - PROLOGUE
Vocabulary
underlined words:
Page 970, Lines 15 - 31
Teacher Activities and Techniques
Text-Dependent Questions
insufficient contextual
clues
BOLD words: Tier Two
words
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
treasure
For carrion birds to find as they search for food.
That is what they say, and our good Creon is
coming here
To 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 20-22
No 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.
(Q3) In lines 48 – 52, where does Ismene’s greatest loyalty lie?
48 The law is strong, we must give in to the law
In this thing, and in worse. I beg the dead
50 To forgive me, but I am helpless: I must yield
To those in authority. And I think it is dangerous
business
To be always meddling.
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 down
With him in death, and I shall be as dear
To him as he to me. a
It is the dead,
Not the living, who make the longest demands:
60 We die forever. . . .
You may do as you like,
2012-2013
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.
(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
Since apparently the laws of the gods mean nothing to
you.
Ismene. They mean a great deal to me; but I have no
strength
To 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 out
If 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.
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 It
1. 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.
The Height of Greek Tragedy
http://player.discoveryeducation.com/index.cfm?gui
dAssetId=A76BCDAD-0588-4BD4-A6ECB77410DA1AB3&blnFromSearch=1&productcode=US
2012-2013
Quarter 1, Week 6: 09/24/12 – 09/28/12
(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?
(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.com
Title: “Winter Dreams”
Author: F. Scott Fitzgerald
Character Name: Dexter Green
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.
Formative Assessment/Rubrics, if applicable
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
2012-2013
(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.
Class discussion on reading comprehension questions.
Use Bob Marzano’s Power Thinking activities at www.classzone.com
Activity 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.
OR
Activity: 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.
Carol Booth Olson lesson plan found at www.classzone.com
Explore 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?
Technology:
www.discoveryeducation.com
Extension Activities/Further Resources
Cross Genre Connections OR Across Text or Non-Text Sources:
Extend Bob Marzano’s Power Thinking activities at www.classzone.com
Activity: Abstraction
1. 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.
Content Knowledge
Graphic Organizers – Character Profile, Stick Figure, or Open Mind graphics at
www.classzone.com
English Language Learner (ELL) Resources and Strategies
Use the following Discovery Education media links to build content background on
Greek Mythology.
http://player.discoveryeducation.com/index.cfm?guidAssetId=07D2B954D3D2-424B-AF57-85BDB62948FA
http://player.discoveryeducation.com/index.cfm?guidAssetId=5850C3878DFE-4FBD-80E2-07EB4C5DAF8F
Key Academic Vocabulary
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.
Related Words
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”
Vocabulary Idioms/Figurative language/Sayings
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)
Writing Task
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.
2012-2013
5
GRADE 10 ELA EXEMPLAR LESSON
Quarter 1, Week 6: 09/24/12 – 09/28/12
Student Copy
Text Title(s): Antigone – Sophocles
McDougal Littell Literature, pp. 966 - 1009
Genre/Text Structure: Classical Drama – Greek Tragedy
Targeted Text Selection – PROLOGUE and PARODOS
Pages 968 – 973
[RL.9–10; W.9-10; SL.9-10]
Targeted Text Selection - PROLOGUE
Vocabulary
Teacher and Student-Generated
Page 970, Lines 15 - 31
Text-Dependent Questions
Antigone. Listen, Ismene:
GUIDING QUESTION: What distinguishes Antigone, Ismene,
15 Creon buried our brother Eteocles
Lines 20-22
and Creon? What are their character traits, motives, and
With military honors, gave him a soldier’s funeral,
No one shall
beliefs?
And it was right that he should; but Polyneices,
bury…search for
Who fought as bravely and died as miserably—
food: The
Paraphrase lines 15 - 31.
They say that Creon has sworn
obligation to bury
___________________________________________________
20 No one shall bury him, no one mourn for him,
the dead with
___________________________________________________
But his body must lie in the fields, a sweet
appropriate rites
treasure
was considered
___________________________________________________
For carrion birds to find as they search for food.
sacred by the
___________________________________________________
That is what they say, and our good Creon is
ancient Greeks.
coming here
They believed that
___________________________________________________
To announce it publicly; and the penalty—
the soul of someone
___________________________________________________
25 Stoning to death in the public square!
left unburied would
There it is,
never find peace.
And now you can prove what you are:
A true sister, or a traitor to your family.
Line 25 Stoning to
(Q1) What is Antigone’s motive? What does Antigone plan to
Ismene. Antigone, you are mad! What could I
death: Common
do? What will happen to the sisters if they bury Polyneices?
possibly do?
punishment in
Antigone. You must decide whether you will help
ancient
me or not.
Mediterranean
30 Ismene. I do not understand you. Help you in
where a group of
(Q2) What principle(s) does Antigone believe are worth
what?
people threw stone
fighting for—obligation to family; obedience to civil laws,
Antigone. Ismene, I am going to bury him. Will
at a victim until the
observance of religious laws, protection of what is right/wrong,
you come?
person was dead.
or protection of a nation?
32 Ismene.
(Q3) In lines 48 – 52, where does Ismene’s greatest loyalty lie?
48 The law is strong, we must give in to the law
In this thing, and in worse. I beg the dead
50 To forgive me, but I am helpless: I must yield
To those in authority. And I think it is dangerous
business
To be always meddling.
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 down
With him in death, and I shall be as dear
To him as he to me. a
It 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
strength
To break laws that were made for the public good.
2012-2013
(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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GRADE 10 ELA EXEMPLAR LESSON
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 out
If 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.
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.
Use Discovery Education Curriculum Aligned Resources
to examine Sophocles’ tragedy in Oedipus Rex.
Quarter 1, Week 6: 09/24/12 – 09/28/12
(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?
(Q8) What distinguishes Antigone, Ismene, and Creon? What
are their character traits, motives, and beliefs?
(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.
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.
2012-2013
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