Lesson for Tuesday, December 15

Hi! I'm at the vet with my cat, who seems to have a large, infected wound from a cat fight. Yay!

Today, I need you to finish your work on the Act One questions. Make sure you make a clear, coherent statement about each issue, and then provide two pieces of supporting evidence. Make sure you explain how the evidence you provide supports the claims you have made.

If you finish before class is over, continue your reading/annotation of Act Two.

King Lear Theme Discussion Questions: End of Act One

Here are several of the main ideas raised by in Act I. Work individually to answer each of these questions, providing at least two specific examples to support your answer.

In Antigone, tragedy was the result of competing priorities of different characters. Though these characters disagreed in their priorities and understandings of justice, each was attempting to do what was best for Thebes and its citizens. To what extent does this also seem to be the case in King Lear?

Who do you believe bears ultimate responsibility for the conflicts in Lear's and Gloucester's families?

These first two acts raise questions about the nature and exercise of royal power. What is this power based upon? To what extent can this play be seen as questioning monarchy?

What different kinds of loyalty are addressed in the first act of the play? How do different expressions of loyalty or disloyalty reveal character and cause conflict?

How is deception used in this first act of the play? What causes this deception?

Work for Thursday, 12/10

Today, we will be working on a variety of different tasks:

1. We'll look at some test-taking strategies for multiple-choice questions
2. We'll re-take the first two section quizzes for King Lear
3. We will finish Lear Act 1 (only one short scene)
4. We will make sure we have line numbers up to this point in the play
5. You will have any remaining time to work on annotations.

King Lear Scenes 1.3 - 1.4

Bare Minimum Annotations for King Lear 1.3 - 1.4

Identify three crucial plot developments, and explain why they are significant

Identify three significant demonstrations of character explain what they show about the person and his/her role in the events of the play

Identify one aspect of tragic drama and explain how tragic character or plot features are developed at this point.

Annotations for King Lear 1.2

Today, we will be working together to practice thorough annotation of Lear Act I Scene2.

As we annotate, please remember to:

1. Balance annotations for comprehension and analysis. Don't underestimate the importance of clear commentary of the significance of events, conflicts, and characters! The things characters say the way they behave, and the decisions they make are vital to understanding the more nuanced elements of the literature. 

Your annotations should show clear understanding of the significance of events as they unfold.

2. When you aren't addressing concrete elements like characters, events, and external conflicts, thoroughly address abstract elements such as internal conflict, word choice, figurative language, themes, symbolism, motifs, irony, elements of tragic drama, and connections within and between texts. Make sure you balance identification of these elements with discussion of their significance. For example, if you notice the motif of sight & blindness being raised, explain what it shows in this instance. What meaning does it seem to have and why is that meaning significant at this moment in the play.

Your annotations should show insight into the significance of the literary elements developed in the play

Remember, there are many issues to address, such as
Character Development
Conflict
Plot Events
Tragic Elements -- Plot and Character
Similarities between texts and within this text
Themes
Motifs
Symbols
Figurative Language
Connotative Diction
Imagery
Irony -- Dramatic, Situational, Verbal

Annotations for King Lear 1.1

Today, we will assign roles and read King Lear Act I Scene 1.

As we read, please add the notes I provide about meaning. I will try to anticipate uncommon word choices, ambiguous meaning, and plays on words, but please ask if you need clarification.

After we have finished, return to the text and consider the following main  characters:

Lear
Kent
Gloucester
Cordelia
Goneril
Regan
France
Burgundy

For each of these characters, LOCATE what you believe is an especially telling line that clearly establishes an element of the character's personality or role in the play. (A brief passage -- no more than a sentence or two)
ANNOTATE each of these passages in your online text, providing the following commentary:
a. WHAT does this show about the character
b. HOW does the passage reveal this insight
c. WHY is it significant to the conflict established in the scene so far?

MAKE SURE YOU HAVE THESE FINISHED BY THE BEGINNING OF CLASS ON THURSDAY.THIS WILL BE YOUR TICKET TO THE SEMINAR!!1!!

Criteria for Research Paper Resources

ALL SOURCES MUST BE

Credible:  Justify the qualifications of your source. 
*What is their connection to the issue?
*What about their experience, profession, or knowledge clearly makes this source an authority on the issue?
*What interests, priorities, or beliefs could color their understanding of or approach to the issue?
*What about their assessment of the issue might indicate bias or an attempt to “spin” information?

Recent:  Make sure the information has not been rendered inaccurate by intervening developments

*Historical developments
*Political or legal changes
*Technological developments
*New Research

Valid:  The information you use must faithfully convey the meaning of the source.

*Do not use minor excerpts from articles, books, websites, or programs that primarily address other issues
*Do not “cherry pick” unrepresentative information from discussions of other issues.

Typical:  Make sure the views you include are representative of general contemporary understanding of the issue

*Avoid using controversial or minority scientific opinions unless clearly identified and addressed
*Critically assess controversial historical, political, or social commentaries.    

Humans Rights Topics P.4

Kayla Chambers - Gender discrimination - Mid East
Kyle Caristi - Violence against reporters / limitations on free press
Lyndsie Bell - Mentally disabled rights - U.S.
Wyatt Rollman - International drug trafficking
Madalyn Frampton - International religious rights
Anna Justice - Arms' control
Nick Hall - Human trafficking -- India
Julia Wojnar - Human trafficking - U.S.
Audrie Hendricks - Women's rights - South Asia
Josh Forster - War on drugs 
Shea Bolton - Homelessness - U.S.
Matthew Jones - Human trafficking - Africa
Danial Noll - Weapons of mass destruction
Ellie Masters - Disappearances
Sarah Halstead - Racial discrimination in education - U.S.
Ian Streeter- Fair elections Africa
Finn Stupakoff - Killer robots
Scott Benshoof - Responses to/mistreatment of victims of violence
Jacob Beck - Police brutality - U.S.
Collin Sturdevant - Corporate violations and accountability
Thomas Clewes - Homeless children - Uganda
Samantha Worth - Second Amendment Violations
Miriah Smetak - Poverty in North Africa
Garrett Glenn - Child Soldiers -- Africa
Adam Kover - Death squads and paramilitary
Ernie Posados - Torture - U.S.
Nathaniel Noll -- NSA violations of privacy

Period One Human Rights Topics

Cici Panella: Rights for Prisoners in the United States
Mayana Ng: Women's Rights in North Africa
Katie Long: Refugees Seeking Asylum
Chante Williams: Poverty / Income Distribution Africa
Kolby Miller: Torture During Interrogation
Ramey Kemery: Transgender rights, U.S.
Clayton Lince: WMD
Quinn Hinman: Disability Rights in U.S.
Alex Bogacz: International Religious Freedom
Bella Brown: Child Labor in Mexico
Grace Gibbs: Death Penalty in U.S.
Sam Mincy: Human Trafficking in the US
Caleb Evans: Terrorism in Syria, perhaps others
Molly Akers: Child Soldiers in Developing Countries
Joshua Kukas: Pay discrimination
Kylie Michel: Disappearances
Esther Kang: Gender-Based Violence in South Korea
Kalen Epping: Education in Developing Countries
Emily Larson: Freedom of Opinion: North Korea
Deven Nieves-Noel: Freedom of Expression: U.S.
Jarod Torres: Government Control of Media
Colby Dragon: Human rights connection to environment
Elle Hirotaka: Polic Brutality: U.S.
Rylee Flahaut: Domestic Violence: U.S.
emily feek: Child Marriage in Developing Countries
Chantal Won: International Drug Trafficking
Algela Pratt: Education Rights for Women in Developing Countries
Olivia Steele: Child Slavery in Developing Nations
Tyler Gibbs: Rights of the Elderly -- Elder Abuse

Selecting Your Human Rights Research Paper Topic

Today and tomorrow, we will be working on identifying human rights topics for our research papers.

Here are some requirements:

1. Select a contemporary or recent (last 10 years) issue that deals with the rights of human beings (not non-human animals) from birth to death.

2. Make sure this is an issue you can approach without personal, political, or religious bias. The intent of the essay is to provide information, not to present an argument.

3. Do some preliminary research to clarify your understanding of the nature of the issue and make sure there are research resources available on the topic.

4. Avoid selecting topic that are too complex to grasp and discuss withing the context of a single research essay. You may want to narrow your discussion to help with this. For example, nobody can deal with the entire issue of hunger around the world in a single paper. However, you could look at hunger or malnutrition in a specific region or based on a specific cause.

5. Do not duplicate topics. Everyone will have their own topic of research.

Here are some suggestions for inquiry:

Access to clean, safe water

Access to Education – especially by income or gender

Access to legal representation

Adequate Housing

Arbitrary Detention

Asylum

Border conflicts/Marginal populations

Child Labor /

Child Marriage

Child Slavery/Prostitution

Child Soldiers/Orphans of war/Lost children

Civil War

Civilian Casualties in Wartime

Death Squads/Paramilitaries

Detainee Status/Prisoners of War

Disarmament

Domestic Violence

Drug trafficking

Due Process

Employment Discrimination

Environmental Pollution

Fair elections

Feeding programs/Malnutrition

Freedom of Association

Freedom of Expression,

Freedom of Religion

Gangs

Genocide/War Crimes

Government control of media

Health Care: Drug Prices/Intellectual property

Health Care: Health care access for women

Health Care: Tropical diseases/research priorities

Homeless rights

Honor killings

Housing Discrimination

Human Trafficking

Immigrants’ Rights

Indigenous People’s rights

Internally displaced persons

Landmines

Microcredit  - Access to capital

Peacekeeping Programs/Conflict resolution

Police Brutality

Prisoners’ Rights / minors /mentally disabled

Right to national identity

Rights of the mentally ill

Rights of the Physically Disabled

Self-Determination

Street children

Terrorism

Torture

War profiteering

Weapons of mass destruction/Nuclear proliferation

Nonfiction Reading Questions for “The Riches of the Poor”

For each of the following items,

1. List and describe as completely as possible
2. Use complete sentences when describing each item, making sure to incorporate text from the chapter.

List and describe, as completely as possible, the violations of human rights described in the piece.

Identify the different actors involved in the human rights violation. In what way is each involved in the violations described by the author?

Explain the short-term and long-term impacts of this problem.

Describe the causes of the human rights violation and the apparent obstacles to change.

Introductory Material for Human Rights Assignment

Today, we will introduce a human rights research essay that we will be working on over the next two quarters. We will examine the assignment itself, view some preliminary resources to help guide your initial work, and read an example document that addresses some of the types of information you will address as you learn about your topic.

Please go to your Hapara workspace at www.mystudentdashboard.com and follow along as I introduce these initial sources.

Then, read "The Riches of the Poor" by E. Benjamin Skinner. We will be working with this document tomorrow.

Today and tomorrow, consider what kind of human rights issue you plan to address. we will be researching this on Wednesday and selecting topics.

Plan of Improvement for Antigone Essay

Plan of Improvement:
1.Thesis and supporting claims

• Does the thesis provide a clear claim?
• Do topic sentences make supporting claims about how the play communicates this belief/perspective?

2. Abundant evidence from throughout the play and supporting details

• Use blended sentences that smoothly incorporate evidence into a discussion of the context and significance of the passage

3. Effective two-part analysis

• Discuss meaning and relevance of the evidence in the context of the play
• Analyze and discuss the ideas developed about the broad issue raised by the thesis

4. Voice/Language

• Awkward sentences
• 1st/2nd person POV
• Vague wording

For each part of the plan...

A. Broadly explain what you need to focus on and why - BE CLEAR. Identify the issue and provide insight into what seems to be challenging

B. Provide a specific, quoted example

C. Explain how you plan to fix this area of focus. What will this look like when it's better?
D. Fix B

Evaluation Criteria for Peer Editing Assignment

All four parts of the peer editing assignment must have the following:
*A characterization of the strengths and weaknesses of the writing with regard to this criterion
*Specific, quoted examples supporting/illustrating your conclusions about the strengths or weaknesses
*Constructive commentary about how to address the writing weaknesses -- Provide specific, helpful suggestions :  "Try it like this"

Here is the rubric I will use to evaluate your peer edit. The assignment will be a summative category score (90% category)

Peer Editing Evaluation

	0 This type of comment is frequently missing	1 Comments are generally unclear or incomplete	2 Comments are complete, but clarity and specificity is limited	3 Comments are clear, but more detail or specificity would make them useful	4 Detailed, specific  comments provide valuable insight and actionable feedback
Provides clear, effective description of both strengths and weaknesses
Provides specific, directly relevant examples of strengths and weaknesses quoted from the text
Provides detailed suggestions for improvement with specific suggestions that can be directly applied to the text: “Try it like this”

Peer Editing Assignment for Literary Analysis Essay

1. The response should be a well-developed essay with a strong thesis, well-developed supporting claims, and an effective conclusion.

a. In what ways is this argument effectively developed? Provide specific examples and explain how these elements or arguments are effective in supporting the author’s thesis

b. In what ways should this be improved? Provide examples and provide specific suggestions that can help the writer develop insight, detail, or coherence in their argument

2. The essay needs to provide abundant evidence from throughout the play.

a. What accurate, reasonable evidence is presented? Where is it effectively incorporated into the text? Provide specific examples and explain

b. Identify evidence that may be inaccurate, vague, or limited and provide specific suggestions to help

3. The essay needs to provide accurate, detailed, two-part analysis of each piece of evidence used.

a. What analysis is especially effective, insightful, or clearly expressed? Provide specific examples and explain

b. Fins an example of analysis that requires clarification or development. What specifically needs to be changed or added to this discussion? Provide specific suggestions to help.

4. The writing needs to be clear, effective, and concise; use blended sentences, effective organization, and logical transitions between ideas.

a. Find an example of effective writing or organization things being done well.  Explain why it is effective.

b. Find a place where this could be developed, clarified, or improved. Provide specific suggestions to help

Format / Organization Notes for Antigone Essay

Intro paragraph

Hook: raise broad issue of enduring relevance

Transition: narrow focus to the play and its connection to the issue

Thesis: Present a clear strong specific claim. Tell the reader what the play communicates regarding the enduring issue

Limiters: specify which elements of the tragic drama establish and develop this conclusion

Body Paragraphs

Topic sentence:

• Starts with the transition
• Makes a claim about how an element of the play help communicate or establish the theme

Concrete detail

• Blended sentence establishes the context and significance of text
• Make sure to include a transition

Commentary one

• Address what this shows about the events characters or conflicts in the play
• Make sure to include a transition

Commentary two

• Explain what this shows about the theme not just play
• Make sure to include a transition

Conclusion sentence

• What generally does a reader learn / understand / conclude based on the use of this literary element

Concluding paragraph

• Reiterate the most significant conclusions / examples discussed new line 
• Give a compelling sense that the thesis is reasonable and well-supported  
• Establsih a sense of completion - discuss the implications of this point of view

Drafting Body Paragraphs for Antigone Analysis Essay

Here are some tips that will help you create an effective essay:

Claims:

• Provide a clear thesis that presents a specific conclusion about a theme developed in the play.
• Make sure all claims, evidence, and analysis presented in body paragraphs are directly relevant to your thesis.
• Topic sentences need to make a clear connection between the thesis and the specific literary element to be discussed in the paragraph.

Organization:

• Your essay as a whole should follow a clear, logical pattern of development that aids reader understanding of the claims you make.
• Provide effective intro, body, and conclusion paragraphs
• Body paragraphs must provide a clear topic sentence, evidence, analysis, and a concluding statement.
• Provide effective transitions between ideas. Logical connections must be used at all times.

Evidence: 

• Provide abundant evidence from throughout the text to support all claims. 
• Incorporate all evidence into blended sentences to establish transition and clarify context and significance
• Make intentional decisions about which quotes you will pull from what parts of the text.

Analysis:

• Provide a two sentence analysis of each evidence selection, explaining the meaning or insight developed by the quote in the context of the play and then analyzing how this meaning develops the abstract theme you are discussing.
• Make sure to include transitions between ideas & sentences

Voice:

• Use clear, precise, effective word choice at all times, avoiding vague wording and broad generalization
• Use active diction  -- avoid "to be" verbs and past tense at all times.
• Maintain formal diction at all times -- avoid first and second person (I, you , we, us) and slang, cliche, or colloquialism
• Write clear, fluent sentences and avoid wordy, awkward, or grammatically incorrect constructions.

Conventions:

• Check spelling, grammar, punctuation, capitalization, and format.
• Use MLA citation and formatting. 

Organizing Your Analysis Essay

BY MONDAY: Clear, complete outline of your essay typed out in the shared document you created.
OUTLINE:

• Intro

• Paragraph Topic

• Full Sentence

• Identify 3-4 quotes you will use

How to organize your analysis essay:Chronological

• Present details in the order that they happened

• EX: 

• 1st paragraph - scene 1

• 2nd paragraph - scene 2

• 3rd paragraph - scene 3

• 4th paragraph - scene 4

• Ending paragraph - end of play

Literary Element

• Make literary elements the topics of your paragraphs

Compare and Contrast

• One idea and then an opposing idea

Antigone Essay: Intro Paragraph

Hook: Raise a broad issue of general relevance.
Writers frequently use quotes, questions, or relevant events to raise the issue. However, it is important to make the context and relevance of the elements clear. If you are having trouble incorporating a quote or event, try simply raising the issue in your own words.
Good Ex.
The great poet, Tennyson, noted, "bacon and eggs are both key to a full life, but one must decide which is eaten first."
Bad Ex.
"Bacon and eggs are both key to a full life, but one must decide which is eaten first." --Tennyson
Transition: Narrow the focus from the broad issue that everyone faces to the specific instance in this essay.
Try to make a smooth transition from one topic to the next (use a transition word or phrase at some point in the sentence) and avoid directly referring to the structure of your essay.
Good Ex.
In his play, Antigone, Sophocles discusses the significance of this moral challenge.
Bad Ex.
This paper is going to discuss how Sophocles felt about the problem Tennyson talked about.
Thesis: your identification of the theme.
The thesis is never merely the identification of a topic. consequently, it is never one word. It needs to clearly identify Sophocles' attitude or belief about the topic.
Good Ex.
Sophocles uses the play, Antigone to express his belief that eggs should be upheld at all times, even at the cost of bacon.
Bad Ex.
Sophocles presents the theme of bacon versus eggs in his play Antigone
Road map: Provide the audience with a general understanding of the supporting arguments you will present to validate your thesis.
Though you should try to clearly articulate the broad supporting contentions you plan to discuss, try to limit this discussion to one or two sentences.
Try to avoid passive voice or direct reference to the structure of your paper.
Avoid specific reference to concrete details and evidence -- save this support for the body paragraphs of your paper.
Good Ex.
The author uses elements of a traditional greek tragedy to support and clarify his position. He uses the traditional greek concepts of ate, hubris an hamartia to establish a tragic hero whose rash decisions will bring his downfall, and then develops tragic plot elements to show the inexorable fate that awaits any man foolish enough to prioritize bacon over eggs.
Bad Ex.
There are three reasons he says this: characterization, irony, and plot.

Scoring Criteria for Evidence Collection and Analysis Preparation

1. Abundant evidence provided from throughout the play for multiple literary elements

2. Provides clear, accurate description of context and significance of all quotes

·         Context: What is happening in the play that calls for this comment or action

·         Significance: Why does it matter that this specific thing is being said or done

3. Provides insightful discussion of how this passage establishes, develops, or presents conclusions about the theme you identified

·         Focus on what the quote shows about the abstract concept, not necessarily the events or conflicts in the play.

How many? :/ Abundant. Throughout the play. 

Antigone Essay Step Two: Collecting Evidence

As you develop your essay, you must be prepared to use abundant evidence from throughout the play to support your ideas. Please review all of the characters, plot developments, and literary devices from throughout the play as you develop your insights and support your thesis.

It is extremely important that you thoroughly review the play even if you already have a fair understanding of the ideas you will address in your essay. This careful re-reading and annotation will help you develop insights that you did not have as you did your first, general reading of the play. 

I have provided some three-column note paper to help guide your research. Look for evidence from throughout the play with regard to all characters when searching for support that appears in 

• The Monologues
• The Dialogues
• The Odes
• Elements of Tragedy
• Dramatic, Situational, or Verbal Irony
• Imagery, Symbolism, and Motifs

Remember that, in the three column notes you

1. Begin with identification of a brief passage
2. Explain the context of the quote and the significance of the specific words, ideas,or actions at this point in the play
3. Analyze how this development is used to raise, develop, or provide conclusions about the theme you are discussing

Antigone Analysis Essay: Thesis Statement

Over the weekend, we wrote a clear statement arguing that a specific theme is established in the play, Antigone. This statement (once revised) will be the basis for a literary analysis essay in which you discuss the literary devices used in the play to communicate a theme.

As you review your thesis, make sure

• Your discussion of theme addresses broad issues of universal / timeless significance. You should not be addressing specific events or characters at this point in your discussion
• Make sure this discussion includes BOTH the topic (the general issue raised) and the message (what the reader is intended to learn about this topic.

Antigone theme: Discuss the balance between free will and fate.

Discuss the balance between free will and fate. To what extent do people control their own destinies? Why does this matter?

• Line 1223 - Free will vs fate ; reversal of better choices didn't effect the his fate 
• Line  1026 - Creon fate 
• Line  626 -  Antigone free will 
• Line  59 - starts at free will and then into fate 
• Line 932 - changes mind between if it fate or free will 
• Line 1011 - deciding its fate 
• Line  482 - accepted fate 
• Line 232 - had the choice to choose their fate 
• Line 124 - wanting to reverse fate 
• Line 1132 - shows that reversal is an option to make it better 
• Line 962 - blind free will, bad choices make them walk into unfortunate  fate 
• Line  695 - If you disobey the gods, they are going to mess with your fate
• Line  701 - Creon says that no one will be able to stop him
• Line 1124 - Creon swears to the gods he will not bury a traitor
• Line 1133 - Creon has the free will to change his ways, but he is too stubborn to do what may be right in accordance with the gods
• Line 1166 - Creon  denies the role of the gods and fate
• Line 499 - Antigone knows that the gods will determine your fate, no matter what you do
• Line 433 - Antigone was fated to be found from her choice of free will
• Line 543 - Discusses Antigone's stubborn free will, Creon denies the gods' role in his life once again
• Fate gives you a choice of free will, but whatever decision you make will affect your fate
• Line 1449 - Creon calls on the gods', initially denied their role in his life, but now he is calling on their fate
• Line 826 - Haemon foreshadowing Creon's desertion, aka his fate

Antigone Theme" What message is presented about the nature of wisdom?

• Who commented on the nature and consequences of wisdom, and where?
• How does it seem to be defined?
• What do we learn about its importance?
• Line - wisdom is the key to success
• Line 1469 - Wisdom taught by others
• Line 232 - Example of Creon being unwise
• Line 194 - Knows the wisdom but does not show it in his judgement.
• Line 1094 - Wisdom is appreciated in this society, teaching have wisdom and accept wisdom 
• Line 1101 - did not listen 
• Line 806 - constantly taking advice - Constant sharing of wisdom 
• Page 77 - Close to finding greatness but blocking advice takes that away
• Line - Subconsciously admitting he is wrong, lack of insight to see their own wrong doings 
• Wisdom taught after tragedy happens, does anyone listen to the wisdom in the play before the tragedy.
• Line 1218- makes choices based on pride not wisdom 
• Line 70-74 - Ismene already wiser than other characters.. not mirrored by other characters. 
• Line 1466 - Wisdom means the ability to learn, whether from someone else or your own experiences
• Line 1130 - People are going to fail, but wisdom is the ability to learn from it
• Line 775 - Creon is given advice, but he has the free will to either listen to or reject the advice
• Line 200 - Wisdom is correlated with social status
• Line 1230 - Creon's reversal
• Line 86 - People's experience determines how wise they are
• Line 846 - Creon says Haemon has empty wisdom because he has no basis for his beliefs
• Neither Creon nor Antigone has wisdom, hence the reason they both were killed. They may be wise in their own ways, but neither were right

How to look for Evidence

What to look for?
How is this Established/ Introduced
What does it show about the character and how does it raise the conflict?
How do others respond?
What are the consequences of these conflicts?
what do we learn?

Find It In?
In the monologues
In the dialogues
In the odes
In the verbal,dramatic and situation irony
In the Imagery and symbolism
In the characterization
In the elements of the tradegy

Antigone Theme:Equality in justice

Line 756: Creon is sexist
Line 541: Creon believes men are always victorious
Line 530: Creon implies Antigone is a slave
Line 644: Creon views Antigone as worthless because she doesn't obey
Line 642: Creon relates women to fertile land :/
Line 777: Haemon and the city feel differently towards women than Creon
Line 81: Antigone is seeking equal justice for her brother, but is not seeking that equality for Ismene; is justice the same as equality?
Line 605: Ismene now agrees with Antigone and the gods' and claims to have equally honored them, but Antigone won't let her take credit
Line 832: Justice - what you do unto others will be done unto you; you get what you deserve
Line 848: Creon is expecting loyalty to family from Haemon, but rejects Antigone's loyalty to family

Antigone Theme:Moral obligations

Antigone Theme:Sacrifices people make for what they believe

Antigone Theme:Consequences of pride

Line 107
Line 630
Opening line
Line 617
Line 930
Line 1228
Line 820
Line 856
Line 821
Line 1174
Line 1466-1470
Line 1134
Line 527
Line 509
Line 1220
Line 824-825

Antigone Theme:The nature and limitations of authority

Antigone Theme: When the powerful exceed their authority, leadership can change

Antigone Theme:Power blinds those who yield it

Line Numbers:
859 - Power has corrupted Creon
843 - Creon's perception of Haemon's threat, self-absorbed/defensive
1173 - Creon self-aware of his own title,
814 - Creon refuses to take advice from his own son
821 - Creon refuses to accept advice from anyone
1154 - Creon questioning = treason
1230 - Creon loses his sense of power, reversal of power
364 - Creon misperceives the motivations of other people
615 - Antigone isolates herself, perhaps pride? Naiive
57 - Antigone feels like she has power because of her family

Antigone Theme: Family loyalty vs. government loyalty

Antigone Theme:Sacrificial aspects of human nature

What do people give up in order to support what they feel is valuable?
In ways are these sacrifices worthwhile? 
Group One 
Line 612 -Ismene for Antigone 
Line 50 
Line 248 -Sentry 
Line 98-99
Line 820-825 
Line 1185-1190- Creon demands sacrifice for him 
Line 707-708- " "
Line 723- different aspects of this relationship
Line 848- " "
Line 86-87-presents herself as sacrifice 
Line 108- cuts off her sister 
Line 91-92
Line 813
Prologue
Line 843 

Antigone Theme:Heeding others advice

Antigone Theme:Perception of morals change over time

Antigone Theme: Loyalty to self, family, religion, state

Line 213: Creon prefers people to be loyal to the city, desires to be wanted
Line 218: Creon feels betrayed by Polynices not being loyal to the state, betrayal of family and state
Line 52-56: Struggle between loyalty to state vs family
Line 93: Ismene shows she has more love for the city than sister
Line 573: Antigone shows more loyalty to family
Line 57: Antigone feels she isn't defying the state directly, but Creon
Line 587: Creon is the only one who chooses city over family
Line 610: Antigone shows loyalty to family and gods
Line 499: Antigone's reasoning for valuing the gods' laws, loyalty to self
Line 500: Antigone fears the gods' punishment rather than Creon's punishment
Line 103: Antigone would rather show loyalty to the gods and family over the state
Line 569: Does Antigone expect respect from the citizens of Thebes? - birthright?
Line 571: Antigone speaks her mind about her loyalty, loyal to self
Line 655: Will citizen's loyalty be geared towards the gods or the city?

Antigone Theme: The competing priorities of Creon and the Gods

How do human societies resolve conflicts between religion (or morality) and the laws of the land?
How should this conflict be addressed, and can it be resolved?

Line 1121
Line 1151-1155
Line 1137
Line 91-93
Line 607-609
Line 96
Line 316-327- How can the gods disagree with me?
Line 825
Line 345,851
Line 232
Line 191
Line 509
Line 319
Line

Antigone Theme:Religious loyalties

Antigone Theme: Moral obedience vs. obedience to state laws

Antigone Theme:Consequences vs. benefits of pride or confidence

Antigone Theme: Consequences and benefits of loyalty to society

Line Numbers for Pride

Share lines numbers in the comments for the theme of pride

Themes Raised During Discussion -- 10/20

Period 1

• Consequences vs. benefits of being loyal to societal rule
• Consequences vs. benefits of pride or confidence
• Moral obedience vs. obedience to state laws
• Religious loyalties
• Competing priorities
• self, family, religion, state
• Perception of morals change over time
• Heeding others advice
• Sacrificial aspects of human nature

Period 4

• Family loyalty vs. government loyalty
• Power blinds those who yield it
• When the powerful exceed their authority, leadership can change
• The nature and limitations of authority
• Consequences of pride
• Sacrifices people make for what they believe
• Moral obligations
• Equality in justice

Discussion: Themes Raised in Antigone

Today you will needs your books and the charts you made when you were working on thematic development at the end of Scene 3

We will begin with about ten minutes of small group collaboration. Make a table group of four (I will explain how) and share some of the theme ideas you generated when you were working with your elements of literature. 

Work together as a group to make sure these themes are expressed clearly. Then, select one theme to present to the class in discussion. 

Generally, when you discuss thematic development in a piece of literature, you need to be clear about a broad, universally relevant problem, idea, or value AND the message developed by the play about this concept.  

HOWEVER, today, you need to focus on the relevant question or problem raised by the play. You don't need to provide the answer; we will be doing that together later.

Example format: 
Sophocles uses his play to discuss the conflict between....

the question of whether...

the competing priorities of...

this aspect of human nature...

Questions for Recognition / Reversal in Antigone

As you answer questions, note these key events / issues in your play.

1. What crucial information does Tiresias bring to Creon when he visits the palace, and why is this significant to the conflict between Creon and Antigone?

2. In what way does Creon change Antigone's death sentence, and how does this indicate a possible change in attitude or awareness, especially in light of his debate with Haemon
2b. what is especially ironic about the nature of this punishment?

3. Identify the recognition. How do the circumstances of Creon's change of heart relate meaningfully to his debate with Haemon?

4. Identify the reversal. What about how Creon reverses his course of action a. causes it to fail and b. ironically symbolizes his conflict with Antigone?

5. Describe the nemesis faced by Creon.

6. What message is presented by the Chorus in the Exodus?

Format for your blended quotes practice / literary analysis

Today, you will be working on your writing skills and developing your first literary analysis assignment. This will not take the form of a paragraph, but it will have most of the writing elements you will see next week when you start drafting paragraph format responses.

 Topic Sentence 
1.) Raises specific issue to be discussed. 

• Clear Articulation is necessary 
• Requires specific word choice and careful use of abstract concepts.

2.) Transition Phrase,connecting this idea to previous issue of discussion 
3.) Make a claim. Do not merely provide information; information does not equal analysis 

Today: 

A. Begin with your conclusion about the theme developed in the play.
Ex: Sophocles uses symbolism to discuss the significance of unity and loyalty in civil society.
- Use active voice 
- Avoid "to be" verbs or multiple prepositional phrases 

B. Provide supporting analysis that proves the claim you provided in "A."
To do this, 

• First, provide  quoted evidence in a blended sentence that clarifies the context and significance of the words you select. 
• Next, provide detailed, insightful analysis of how these specific word choices, events, actions, perspectives, connections or interactions support conclusion you have drawn. This may take one or two sentences (no more than this)

YOU WILL NEED TO DO STEP "B" THREE TIMES. Please select the three most insightful, best supported examples from your three-column notes.

Integrating Quotes into Sentences, AKA “Blended Sentences”

In a blended sentence, the author makes the quotation a part of their own sentence without any punctuation between their own words and the words they are quoting.  The author frequently shortens quotes and retains only the most relevant phrases.

Example:

In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods. "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Though there isn’t anything grammatically incorrect about these sentences, the writing is wordy, lacks transitions, and includes a long quote that may distract attention from the key ideas the author seeks to emphasize.

Transition Word:

In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods. He says, "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Still too long – but at least there’s a transition word connecting the ideas to each other

Blended Sentence:

In "Where I Lived, and What I Lived For," Thoreau states that his retreat to the woods around Walden Pond was motivated by his desire "to live deliberately" and to face only "the essential facts of life."

Blending your quotes also helps with sentence combination – a common strategy used to concisely provide an abundance of information .

Ex. Four sentences become one sentence.

Paine uses figurative language. “The period of debate is closed. Arms as the last resource decide the contest; the appeal was the choice of the king, and the continent hath accepted the challenge.” In this sentence, Paine claims that the king’s actions have challenged our honor and demanded a violent response, like when someone challenges someone else to a duel.

Paine metaphorically compares the current conflict to a duel, alleging that the conflict “was the choice of the king,” and that the continent has “accepted the challenge” to its honor.

This strategy can also be used to combine evidence selected from several different parts of a source into one sentence.

My claim: The chorus repeatedly refers to Antigone’s atê in several different places in the text, all for essentially the same purpose.

My quotes:

“Like father like daughter, passionate, wild…she hasn’t learned to bend before adversity.”

You went too far, the last limits of daring – smashing against the high throne of justice!”

“Your own blind will, your passion has destroyed you.”

“Still the rough winds, the wild passion raging through the girl.”

My sentence:

The Chorus repeatedly addresses Antigone’s atê, labeling her as a “passionate, wild,” “daring,” daughter who, like her father, is destroyed by her “blind will” (Sophocles 525, 943, 962, 1022)

In some cases these words are directly quotes; in others, I paraphrase. However, my wording preserves the meaning of the original quotes and shows the repetition of the idea at four different parts of the play. (remember to cite all of the line numbers)

v  Blended sentences help quotes become a natural part of your discussion, rather than an extra piece of information tacked on to the end of your claim.

v  They just sound better. The sentence flows. There is a smooth transition between parts of grammar that reflects the logical relationship between the ideas you express.

v  It allows you to focus on the key ideas or word choices in your quoted evidence, rather than having to write out the entire sentence.

v  It allows you to present more ideas in a smaller space. When you express complex ideas or relationships between many pieces of information, an economy of words become extremely important.  Otherwise you get either a bunch of chopped-up, unrelated fragments of information or huge, wordy, confusing 97 word sentences.

Today, we will practice this using our three-column notes on theme.

A.  Combine the quoted passage and the discussion of context into a single blended sentence.

B.   Then, write your analysis sentence, making sure to refer to specific elements of the quote or context that support your conclusions. This may require the use of a blended sentence as well.

Example”

Column 1: 622-626

Ismene: Tell me dear one, what can I do to help you, even now?

Antigone: Save yourself. I don’t grudge your survival.

Ismene: Oh no, no, denied my portion in your death?

Antigone: You chose to live, I chose to die.

Column 2: At this point, Antigone and Ismene both stand accused of treason. In despair, Ismene claims she helped bury Polynices so that she can join her sister in death. Antigone, however, exposes this lie and refuses Ismene’s offer, reminding her that the choices they made in the Prologue determines their individual outcomes.

Column 3: This quote reminds the reader of the balance between free will and fate in these tragedies. Though burdened by the curses of Laios and Oedipus, Antigone asserts the power of choice and argues that she and Ismene face outcomes determined not by the Gods but by what they “chose.” In addition, Antigone’s statement that she will not “grudge [Ismene’s] survival whows that her character can change in the face of adversity, another example of free will.