Lesson Plan



A)  Write in a variety of forms with an emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and literary forms such as poems, plays, and stories.


A) Use prewriting strategies to generate ideas, develop voice, and plan.

B)  Develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose.


A)  Analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice.


A) Evaluate writing for both mechanics and content.

B)  Respond productively to peer review of his/her own work.


A) Compare and contrast varying aspects of texts such as themes, conflicts, and allusions.

B)  Analyze relevance of setting and time frame to text's meaning;

E)  Connect literature to historical contexts, current events, and his or her own experiences.


9-28: Introduce Sophocles and Greek society/drama power point.

 Discuss Antigone within the historical context of Greek society.

HW: Read and annotate scene 1.

Tragedy handout


9-29: Group discussion over scene 1 and warm up.

Discuss characters, conflict, literary elements, superstition, foreshadowing, puns, and anachronisms.

Discuss differences between a tragic hero and an epic hero.

Discuss the role of the chorus.

Open notes quiz over background.

HW: Read and annotate scene 2.

9-30: Group discussion scene 2 and warm up.

Discuss themes: The willingness to ignore truth, the limits of free will, sight vs. blindness, women’s role in Greek society, and the threat of tyranny.

 HW: Read and annotate scene 2.

10-3: Group discussion scene 3 and warm up.

HW: Read and annotate scene 4.

10-4: Group discussion scene 3.

HW: Read and annotate scene 4.

10-5: Group discussion scene 4 and warm up.

 HW: Read and annotate scene 5 and Exodus.

10-6: Group discussion of warm up, scene 5 and Exodus.

 HW: Read and annotate Haemon’s speech.

10-7: Analysis of Haemon’s speech in terms of imagery, diction, language, and detail that contribute to specific tone shifts.

Handout over syntax and diction.

 HW: Review Antigone and Ismene’s speeches and annotate differences in imagery, syntax and diction.

10-10: Group discussion of Creon and Antigone’s confrontation. Is Creon being protective over his people, or is he just a tyrant? Analyze Creon’s character versus Antigone’s.

Discuss pride, hubris, and the ambiguity of right and wrong in a society.

Discussion of Creon and hubris as segue way into Caesar.

10-11: Open-ended response quiz of Antigone, Creon, and the ambiguity of right and wrong within society.

10-12: TAKS response essay sample from TEA website.

Breakfast in Virginia; question 29; scoring guide 1

Display examples of score ranges from 3 to 1.

Discuss open ended response questions.

 HW: TAKS sample open ended response essay.

10-13: Discuss open ended response questions.

Handout of Antigone open ended response questions.

HW: Antigone open ended response question.

10-14: Discuss open ended responses.

HW: Read How to read Shakespeare.

Warm up questions for higher order thinking

  • What would you be willing to die for?
  • What is an oracle and do they exist today?
  • Do you believe that it is ever okay to break the law?
  • What makes a person a martyr?  Name a martyr.
  • What makes a person a tyrant? Name a tyrant.
  • How much power should government have over the personal freedom of individuals?
  • Write about a time that you disagreed with a decision that your parents made for you. Why did you disagree?
  • Are you and your sibling alike or different?
  • Would you say that right and wrong is black and white, or gray? Think of a situation in which an action might be perceived as wrong by someone and right by another.
  • How might the story be different if it were Ismene as the main character instead of Antigone?
  • What would you do in Antigone’s situation?

Group Discussion Questions

  • Explain the function and role of the chorus in the play.
  • What is the larger moral issue at stake in the dispute between Creon and Antigone? Who do you believe is right and why?
  • In a modern context, Antigone’s rebellious act could be viewed as an exercise of personal freedom against an act of despotism (the exercise of absolute authority or tyranny). Discuss how this is portrayed in the play.
  • Explain the gulf between illusion and reality in the play.
  • In Antigone, the audience witnesses the eternal struggle of “moral duty against human law, of practical compromise and unbending idealism.” Explain the validity of this statement.

Group discussion of the importance of the following quotations

  • “How dreadful it is when the right judge judges wrong!”
  • “I have nothing but contempt for the kind of governor who is afraid, for whatever reason, to follow the course that he knows is best for the state; and as for the man who sets private friendship above the public welfare- I have no use for him either.”
  • “Reason is God’s crowning gift to man.”
  • “There is no happiness where there is no wisdom; no wisdom but in submission to the gods. Big words are always punished, and proud men in old age learn to be wise.”
  • Grief teaches the steadiest minds to waver.”

Group discussion of the of the following significant quotations

  • The willingness to ignore truth
  • The limits of free will
  • Sight vs. blindness
  • Gender: the position of women in society.
  • The threat of tyranny
Jon Streb,
Sep 28, 2011, 3:22 PM