Questions for Antigone: Scene 2, Ode 2

1. When finally captured and forced to face Creon, How does Antigone defend her actions?

2. Since there is only one stage setting in a Greek drama, important actions often take place offstage. In Scene 2 the Sentry describes a crucial event we do not witness. How does he describe Antigone when she discovers the corpse has been unburied? What is the intended effect of this figurative language on the audience?

3. The leader of the Chorus accuses Antigone of being “the fierce daughter of a fierce father” and says she has no sense of compromise. Later Creon calls her behavior insolent, “exult [ing] in her deed and laugh[ing] that she had done it.”. Do you think this assessment of her character is valid? Explain why, using events and dialogue from the play so far to support your conclusions

4. Why do you think Ismene changes her mind about her brother’s burial? Do you think Antigone is justified in rejecting Ismene’s support, or is she being too hard on her sister. Why do you think this?

5. Antigone tells Creon “They think it, too, but hold their tongues for you.” Based on what the Leader of the Chorus says to Creon in this scene, do you think this statement is correct?

Tragic Hero Traits Work: 9/21,22

Tragic Hero Characteristics:

Creon/Antigone: Describe the following traits for each. You will need a full sheet of paper -- one side for each character.

Arete: How is he elevated to great status?

Hubris: How does he demonstrate arrogance and place himself above the law of the gods?

Hamartia: What ordinarily valuable trait does he show that is tragically unsuited?

Ate: How does he show reckless decision making and blindness to his surroundings/advisors?

For each of these traits, 

a. Make a general claim / characterization in your own words

b. Provide specific, quoted text to support this characterization

c. Explain how the evidence you selected supports the characterizations you made.

The two charts below are guides to what you should be looking for as you read and what you should be writing in your margins:

Elements of Fiction	Author's Craft	Figurative Language
o    Theme(s) o    Conventions of tragic drama o    Character motivation o    Character flaws o    Setting/ historical period o    Important scenes/plot points o    Symbolism o    Motif(s) o    Point of view / effect o    Narrative pace / time / order of sequence of events o    Tone / mood	o    Explodes a moment o    Creates a snapshot o    Comparison o    Imagery o    Foreshadowing o    effects of word choice (diction) or sentence structure or type (syntax) o    Repetition of words, phrases, actions, events, patterns o    Contrasts / contradictions / juxtapositions / shifts	o    Metaphor / Simile o    Personification o    Asyndeton / Polysyndeton o    Allusion o    Hyperbole o    Understatement o    Alliteration for effect o    Repetition for effect o    Irony o    Imagery

Diction	Find sentences that have SPECIFIC words or phrases that stand out to you. Why does this word or phrase stand out? What are the connotations (emotional connection you have) to these words? Based on what is occurring in the text at the moment in time, why do you think the writer uses a particular word or phrase? BE SURE TO INCLUDE THE ENTIRE SENTENCE, not just the word, IN YOUR JOURNAL ENTRY. In this specific excerpt, how does the writer’s word choice impact your understanding/the meaning of the text? Why did the writer use that specific word or phrase in that context?
Figurative Language	Are there any metaphors, similes, personification, hyperboles, etc. used that add meaning to your understanding of the excerpt? What is the author trying to say by using that particular figurative language? What is the effect or impact he/she is creating with this figurative language choice? In this specific excerpt, how does the writer’s use of figurative language impact your understanding/the meaning of the text?
Symbolism	To help identify symbols, ask yourself the following questions: Are there any names of people, places or things that stick out or make references to important ideas? What concrete objects or people in the story represent more than what it actually is? What abstract idea (e.g. faith, hope, love, isolation, fear) does this object or person represent AND why do you believe this? What is the significance of this object or person being repeated in the story? Why did the author include these specific details, and what is the author trying to tell us? In this specific excerpt, how do the symbolic meanings of these items give us a deeper understanding of the story and author’s overall message?
Imagery	When analyzing imagery, identify what senses are involved. Go beyond just the simple mental image created by the passage: how did this affect the way you feel? How did the author’s details and descriptions connect you to the story? If the author had not created these images or emotions, then how would your understanding of the story have changed? In this specific excerpt, how does the writer’s use of imagery impact your understanding/the meaning of the text?
Character Development	In this specific excerpt of text, what do the character’s dialogue, thoughts, and/or actions reveal about this character? What is the character’s main function in this excerpt? What are his/her motivations, beliefs, or flaws? Based on who he/she is, what can you infer or predict about this character? In this specific excerpt, how does this character development impact your understanding/the meaning of the text?
Setting	How does the setting (time, palce, weayjer) influence the character’s motivations or behaviors? What details of the culture or time period help you understand the events of the story or the character’s actions? Is there a shift in setting? How does the shift help you understand the character’s motivations or behaviors? In this specific excerpt, how does the writer’s use of details in setting  impact your understanding/the meaning of the text?

Final Annotation Considerations: The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text a second time is preferable anyway. Approach the works with an open mind. Let the literature inspire you and stretch your imagination.

The outside reading assignment must be read and annotated before class begins. It is perfectly okay to add to your markings after you finish the book and are working on an essay, but the whole of the job should be done in conjunction with your reading for class preparations.

Here is the rubric I will use to evaluate your annotations:

Notes For Honors English 09/17/2015

Working With Literature

1. Reading: Sometimes individually, sometimes as a group/aloud
2. Annotation: Pre-discussion (come prepared with) and post-discussion (taking notes during the discussion)
3. Discussion/seminar: you need insight from other people to understand the literature; it also answers questions and develops ideas
4. Written response: use complete sentences and develop your ideas
5. Extensions: connecting literature to outside ideas

Once upon a time...

• Laios (King of Thebes): seduced, abducted , and killed the son of neighboring king after a state visit.
• Violating many laws of the gods'
• Laios is cursed because he violated the gods' laws
• Killed by his own son, who will then marry his mother and have four kids with her.
• Laios attempts to avoid his fate, and of course, fails.
• His attempt is what makes his fate come true
• You cannot avoid your fate
• Oedipus (Laios' son): Kills his fathers (Laios) and marries his mother, has four kids:
• Sons: Polynices and Eteocles
• Daughters: Antigone and Ismene
• Oedipus discovers this and gouges his eyes out and he is exiled. 
• Because Oedipus has been exiled, his sons agree to share rule of Thebes in his place.
• Eteocles becomes king for the first 10 years
•  Polynices ostracized (voted out of society for 10 years)
• Regardless of the version of the story, Polynices comes back to take control and evades
• Comes with 7 Argire armies
• Eteocles and Polynices kill each other
• And this leads us to Antigone

Antigone Prologue, Parados Assignment

Review the opening scene of the play (Prologue), and then

1. Describe the characters established. For Antigone and Ismene, describe their
Ethos -- the values and priorities upheld

Pathos -- the emotions expressed

Logos -- the reasoning used

How does each of these elements shape their position they take on the problem that they confront?

2. Describe the agon and the resulting conflicts established -- make sure you address both of the characters and look at the conflict raised in the scene and others that will occur because of the decision that they are making.
Agon
Internal Conflicts
External Conflicts

Creating and Using Your Turnitin Account

Most of our word-processed assignments will be submitted to turnitin, a portfolio-building, grading, peer-editing, and plagiarism-checking resource available to our school. Turnitin also prevents problems with printing, computer malfunction, and confusion about deadlines.

Part One: Creating an Account

1. Go to the turnitin website. You may use the link on my homepage, the link on this blog's front page, this link right HERE, or simply type turnitin.com into your navigation bar.

2. Click "Create Account"

3. If you already have a turnitin account (from Ms Hummel's class, for example), enter your email address and password and log into your account. You will need to add this class using the information in step #5

4. If you do not have an account, look under the "Create a New Account" heading and click on the "Student" link.

5. Enter the required information into the text fields.
The class ID for Honors Sophomore Period 1 is 10627808 and the password is wolfpack1
The class ID for Honors Sophomore Period 4 is 10627830 and the password is wolfpack4

PLEASE make your turnitin password the same as the password for your skyward login or your email login. Later, you should send yourself an email with your login information.

Part Two: Submitting an Assignment

1. You should see the class title on your home page under the heading AG West Black Hills High School. Click on the name of the course to see assignments and other information for the course.

2. Find the appropriate assignment in the assignment inbox. If the assignment is open for submission of papers, the "SUBMIT" button will be blue. To submit your paper click "SUBMIT".

3. You will now see box that says "Submit Paper: by File Upload (Step 1 of 3)
a. You want to leave the first box set on "Single File Upload"
b. Leave your name alone.
c. Enter the title of your paper into the "Submission title" box
d. Click the "Choose File" button. Use the dialog box that shows up to find the file on your computer
e. Click on the file and then click the "Open" box. It also works to double click the file.
f. You should then be returned to the paper submission dialogue box. Click "Upload".

3. After a few seconds, you will see a preview of your paper -- check and make sure it's the right one, and that it's all there. If everything's OK, click "Submit".

4. After a few more seconds, you should see a confirmation of receipt of your paper. it will have an ID number for the document, title, name, and the first page of the paper. This digital receipt will be emailed to the address you provided when you signed up for the account.

We will be trying this out on the first day we use computers, so we will have an opportunity to check for any problems.

Good luck!

Greek Tragedy Vocabulary

Mimesis - From the original Greek word for "imitation." Aristotle's chosen term to indicate the more or less realistic re-enactment of historical experience on stage.

Tragic Hero -- a literary character who makes an error of judgment or has a fatal flaw that, combined with fate and external forces, results in tragedy.  This is the central character in a tragic play

Hubris -- exaggerated self pride or self-confidence (overbearing pride), often resulting in fatal retribution. Your judgment > The Gods  It was considered the greatest sin of the ancient Greek world. The category of acts constituting hubris for the ancient Greeks apparently broadened from the original specific reference to molestation of a corpse or a humiliation of a defeated foe to "outrageous treatment" in general.  Hubris is used today to refer to people who believe they are exempt from ordinary limitations on human behavior.

Hamartia – Literally translated, a hamartia is a “fatal flaw.”  In Greek tragedy, however, hamartia refers to a typically desirable personality characteristic or course of action that, due to unforeseen circumstances, results in tragic consequences.

Aréte:  This is the exceptional talent or other feature of the tragic hero that places above the ordinary population. It is generally ALSO the source of their pride (hubris) and their hamartia.

Até:  The blind recklessness frequently displayed by tragic heroes.  Tragic heroes typically act impulsively and refuse to listen to the advice of others.  This complicates the conflict in the play and leads to the tragic outcomes of the plot.

Prohairesis- (variously translated as "moral character", "will", "volition", "choice", "intention", or "moral choice" - The freedom of choice at the end; the degree to which the Tragic Hero is free to choose.

Moira (fate) – the inescapable course of the protagonist’s life, foreseen by the gods.

Chorus – A group of actors representing the voice of society in a tragic play.  The chorus will occasionally interact with characters in one of the scenes.  However, its most important role is to respond to the action of each scene in a chanted “ode” which presents the thoughts of the citizenry

Choragos – The leader of the chorus.  The choragus occasionally steps out of the main body of the chorus to interact with characters in a scene or provide commentary during an ode.

Agon- The struggle or conflict at the center of the tragic action.

Prologue – The opening scene in a tragic play which presents the setting , introduces the central characters, and establishes the conflict.  

Parados – The initial ode following the prologue.  This presents an opportunity for the chorus to reveal more information about the setting and establish public opinion about the events at the beginning of the play.

Ode – A chanted response to the events of a scene presented by the chorus.  In Greek drama, the chorus would walk or dance from one side of the stage to another while they chanted.  Singing and dancing were remnants of the old religious ceremonies that established the first dramatic performances in Greece.

Recognition (Anagnorisis) – The point at which a tragic hero becomes aware of, or accepts, the fact of his or her error in judgment.  This frequently occurs at or near the climax of the conflict in the tragedy. 

Reversal – The tragic hero’s change in behavior resulting from their recognition of error.  In tragedy, the events set in motion by the tragic characters’ actions are generally too far advanced for the hero’s reversal of course to bring about change. 

Kommós - (literally "a beating" of the breasts in mourning) is a lyrical song of lamentation in an Athenian tragedy that the chorus and a dramatic character sing together.  A kommós occurs "when the tension of the play rises to a climax of grief or horror or joy".

Exodus– The closing ode of the play in which the chorus responds to the tragic events and presents the moral lesson to be learned from the events. 

Purpose of tragedy for tragic hero – is to learn wisdom and to accept their limitations as humans before the laws of the gods.  In short, the high are to be brought low so they can see the roots of their error.

Purpose of tragedy for audience – to experience pathos, or sympathy for the suffering experienced by the tragic hero as the result of his or her unwitting error in judgment. 

Pathos – The sympathy and sorrow felt by the audience for the tragic hero.

Catharsis – The emotional release experienced by the audience of a tragedy.  

Introductory Literature Vocab Terms

Literary Device: Tools or strategies employed by the author to communicate meaning or emotion in a work of fiction

Literary Analysis:  Systematic study of fiction to identify the literary devices used by the author and their effect on the meaning of the work

Theme:  The issue or issues raised by an author in a piece of fiction and the attitudes expressed by the author about these issues. 

Plot:  The sequence of events in a literary work.  Usually, the events of a plot progress because of conflict, or struggle between opposing forces.  This conflict may be external, pitting a character against some outside force, or internal, occurring within a character.

Conflict: The struggles or problems faced by the characters in a story.
Internal Conflicts: happen within the mind of a character
External Conflicts: These happen between the character and someone or something else. These include conflicts with People – Nature –  the Unknown – Technology – and Society

Exposition:  Initial chapters, scenes, or passages that introduce the characters, establish the setting, and create the conflict in a piece of literature

Setting:  Generally, the time and place of the action in a story.  Setting may also include the
--Political –Economic – Religious -- Social – Intellectual – Artistic aspects of the time and place.

Characterization:  The technique an author uses to create and reveal the personalities of the characters in a written work.  The author may use four basic methods of characterization:
--Description of the physical appearance of the character
--Description of the character's thoughts, speech, emotions, or actions
--The speech, thought, feelings, or actions of other characters
--Direct commentary about the nature of the character

Point of View:  The perspective from which a literary work is written.  These include:
--First Person:  The narrator is a character in the story, narrating the action as he or she views it
--Third Person:  The narrator describes the events and characters from outside the action

Symbolism:  The use of a person, place, or object that stands for something outside of itself.  Certain symbols are commonly used in literature, such as a journey to represent life or night to represent death.

Irony:  The contrast between expectations and reality.  This incongruity often has the effect of surprising the reader.  The techniques of irony may include hyperbole, understatement, or sarcasm.
--Situational:  The character expects one thing to happen, but something else actually happens
--Verbal: The character says one thing, but means another
--Dramatic: The reader knows something that the character does not

Figurative Language:  Language that communicates meaning beyond the literal meanings of the words.  These include simile, metaphor, personification, hyperbole

Tone:  The attitude a writer takes toward a subject.  The author's tone may be playful, sarcastic, serious, humorous, ironic, bitter, or objective

Mood:  The atmosphere and feeling that a writer creates in a work through the choice of setting, imagery, details, descriptions, and evocative words