Lear Conclusion Plot Points

As we discuss the conclusion of the play, we will need to address how the plot unfolds for a variety of characters.

Consider both the outcome of the play for the character AND how or why this outcome occurs. Look to the events that unfold in the last act, not just the last few moments for the character.

Gloucester:

Edmund

Edgar

Goneril

Regan

Cordelia

King Lear

Kent

Albany

King Lear MC Quiz Corrections

If you have incorrect answers on today's quiz, or if you have incorrect answers remaining on quizzes after your re-take opportunity, you may recover credit for each wrong item by submitting a correction.  

Each correction must clearly, accurately, and fully explain that the correct answer is an what specifically about the question, text, and response makes it the right answer. When I read the answer, I should be able to understand your meaning without referring to the text. 

Ex: 
#41: (a). Just before he says "that way madness lies," Lear has been thinking about how he gave everything to his daughters "with a frank heart" and yet they have turned on him. He realizes that is he keeps thinking about this injustice, he will go crazy.

#43: (c) Because the other three are present. There is ellipsis in the line "Wine lov'd I deeply, dice dearly." Lines 88-9 have parallel structure, and Edgar uses a metaphor, comparing himself to a wolf, dog, and lion.

Act 4 Key Concepts Questions

1. What new themes or ideas are raised, now that the tragic characters are facing the consequences of their actions? How to the actions of the tragic heroes -- and the responses of those around them -- continue to develop themes and raise new ideas?

2. Discuss the development of tragic plot elements at this point in the play. Specifically, what is different about the nature of the nemesis, recognition, and reversal faced by the two tragic heroes, and what might be the implications of these differences? What does it mean that the punishment of the characters is developing in a way different from the traditional Greek drama?

3. At this point, the outcome of the play is ambiguous. 
a. How could the plot unfold in a way that provides a hopeful, positive conclusion
b. How could the plot unfold in a way that provides a negative, cynical conclusion

In both responses, mention the outcomes for as many of the characters as possible, and be specific about what happens to the characters ans to England.

Reading Questions for 1/19 - 1/20

As you finish Scene 6, pay attention to the letter that is discovered. This (like all of the letters in the play) is significant to the development of the plot, and has been mentioned in scenes 4, 5, and 6.  Be prepared to share the following at the beginning of class on Wednesday:

Who is the letter from?
Who is it for?
Who else wants it and why?
Who else gets it?
What does the letter say?
Why is it so important that the letter fell into the wrong hands?
What will happen to the letter now?

Questions for Lear Act Four Scene Six

Answer the following questions with complete sentences, making sure to include specific text references to support your answers. If a question has more than one part, make sure to answer all elements of the question.

1. Describe, in detail, Edgar’s deception of his father at the beginning of the scene.
2. What is the purpose of this deception? To what extent is it successful?
3. As Gloucester and Lear speak, it is apparent that the King’s thoughts are...disordered. However, Lear appears to be aware of Gloucester’s identify and cognizant of his own circumstances. Lear makes several statements that appear insightful, even wise, in spite of his madness. Consider the following lines and comment on how they address (a) the circumstances of the play, and (b) universal truths or themes raised by the play

LINES 109-118

Ha! Goneril, with a white beard! They flattered

me like a dog; and told me I had white hairs in my 110

beard ere the black ones were there. To say 'ay'

and 'no' to every thing that I said!--'Ay' and 'no'

too was no good divinity. When the rain came to

wet me once, and the wind to make me chatter; when

the thunder would not peace at my bidding; there I 115

found 'em, there I smelt 'em out. Go to, they are

not men o' their words: they told me I was every

thing; 'tis a lie, I am not ague-proof.

LINES 178-181

Through tatter'd clothes small vices do appear;

Robes and furr'd gowns hide all. Plate sin with gold,

And the strong lance of justice hurtless breaks: 180

Arm it in rags, a pigmy's straw does pierce it.

Lear Act Four Scenes 1-4

As you read the first four scenes of act four, consider the following:

a. What new themes or ideas are raised, now that the tragic characters are facing the consequences of their actions? How to the actions of the tragic heroes -- and the responses of those around them -- continue to develop themes and raise new ideas?

B. Discuss the development of tragic plot elements at this point in the play. Specifically, what is different about the nature of the nemesis faced by the two tragic heroes, and what might be the implications of these differences? What does it mean that the punishment of the characters is developing in a way different from the traditional Greek drama?

As you read consider these lines (but don't be afraid to raise others!) 

Scene 1:
1-11
19-25
36-43
55
74-80

Scene 2:
21-26
42-43
50-54
87-88
94-98
107-109

Scene 3:
17-25
47-52

Scene 4:
1-6
26-30

Antigone Act Three Analysis Paragraph

Today, we will take a moment to write about the development of one of the concepts you studied as you read this act. This will take the form of a well-developed three-chunk analysis paragraph with an intro and conclusion sentence.

• TS: Identify the theme, motif, or conflict you traced as you read Act Three. Identify it and make a claim about how it was significant in the development of the events of the act.
• Concrete Details: Identify three different examples where this concept was raised most significantly or clearly. (blended sentence)
• Commentary: Explain how the context and wording of each concrete detail adds significant meaning and develops the idea you have chosen to discuss.
• Conclusion: summarize how this idea was developed in the act, and make a prediction about how it might be significant as the play progresses.

Example:

Your intro sentence needs to raise the topic of the paragraph and present a claim that will be supported by the evidence and analysis to follow:

Ex: The events of scene two provide additional insight into the themes of divided loyalty raised in Antigone.

Each concrete detail sentence needs to provide specific, quoted text from the passage (Act Three) incorporated smoothly into a blended sentence that establishes the context of the quote.

Ex: Creon rejects Antigone’s argument, claiming that it is criminal for the city to “honor the traitor just as much as [Eteocles].”

Analysis must both discuss the significance and meaning of the quote and address how it develops the theme you identified.

Ex: This response demonstrates that Creon's priorities of loyalty to the state and the rule of law are diametrically opposed 
to Antigone's beliefs. This conflict in priorities develops Creon's hamartia, a blind commitment to the state and a refusal to acknowledge competing priorities that will eventually lead to his destruction.

Then you do two more chunks...

Concluding sentence summarizes and raises a possible transition to the next topic of discussion.
Ex. Throughout this scene, Antigone and Creon provide passionate, and apparently reasonable, arguments supporting their conflicting decisions; as the play continues, these values will be tested by new points of view and plot events until Sophocles clarifies which values should ultimately be upheld.

Annotation Scoring Rubric

Revised Annotation Scoring Rubric

	Insufficient 1	Developing 2	Proficient 3	Exemplary 4
Thorough Annotation	Limited/rare annotation or does not annotate full text	Frequent, but inconsistent annotation -- elements that clearly need discussion are not always addressed	Frequent, but inconsistent annotation -- most significant elements always addressed	Abundant annotation throughout the selection; no gaps or oversights
Balance of Comprehension and Analysis	Annotation limited exclusively to comprehension	Annotation focuses mostly on comprehension with little evidence of analysis OR on analysis with little evidence of plot comprehension	Demonstrates attention to both comprehension and analysis, but one of these needs development	Balances thorough comprehension notes and analysis notes; discussion goes beyond the literal & provides insight, interpretation, questions, connections and comparisons within & between texts
Attention to Detail	Comments develop insight or detailed commentary only on assigned items	Shows occasional insight into the complexities of the play and the implications of words, details, and events, but usually generalizes	Shows frequent but inconsistent insight into the complexities of the play and the implications of words, details, and events,	Demonstrates thorough insight into and clear description of the significance of specific words, details, and events with regard to development of the  play’s plot, theme and literary elements
Application of Key Concepts	Fails to make specific connections to other texts or concepts discussed in class	Makes few connections to other texts or concepts discussed in class	Makes occasional connections to other texts and  concepts discussed in class	Makes frequent, specific connections to concepts discussed in class, such as characterization, internal&external conflict, symbolism, imagery, irony, figurative language, connotation, motif, elements of tragic characters/drama, etc

King Lear Act 3 Scenes 1,2,3: Shared Theme

Read the first three scenes of Act Three. Then, identify a theme, motif, or shared conflict developed in these scenes. Begin by simply identifying and briefly describing the shared concept you will be discussing.

Ex: The events at the beginning of Act Three give further insight into the importance of bananas, and a person's ability to clearly understand the nature of fruit.

Ex: In scenes 1-3 the reader sees repeated references to the pancake motif established earlier in the play. The use of this motif supports reader understanding of the significance of the events as they unfold in these three scenes. 

King Lear Acts One and Two Review

1. Identify the conflicts established in the first two acts

*Struggle by Goneril and Regan to strip Lear of his power and identity (King)

*Cordelia banished / estranged from her father due to her refusal to flatter

*Edmund's resistance to tradition of inheritance

*Conflicting morals / beliefs between Kent and Oswald

*Kent's banishment for his attempt to help lear

*Division of England -- Civil War between Cornwall and Albany

*Fool's confrontation of Kent and Lear with the uncomfortable truth

*Dishonor of Lear and his servants by Cornwall and Regan and Oswald/Goneril

*Who will lead England?

*Edmund's attempt to have his brother killed and inherit the land/wealth/title of Gloucester

2. Describe / summarize the situation faced by significant characters at the end of act two

 *Edgar disguised as a naked, filth-covered, insane beggar "Tom o' Bedlam"

*Cordelia Queen of France in exile

*Lear insane in a hurricane, locked out of the castle, no knights

*Kent banished, cannot be his true identity, but CAN serve the king

*Edmund is successful with his lies -- convinced his father Edgar is guilty, true heir in hiding has been promised inheritance and legitimate title

*Goneril and Regan are going to begin a civil war, have successfully gotten rid of their father and any threat he could pose, each rule half of England

*Oswald rewarded for his disloyal conduct

*Fool aware of his position and out with the king in the cold stormy weather. 

3. Identify some of the questions / themes that have been raised by the play so far
*What makes you who you are? What is your identity and how is it determined?
*Corruption of those who hold power
*Can manipulation be used for good
*People are blinded by the power they have
*What are the effects of breaking tradition
*What makes a king (or any leader?)
*Loyalty to family vs. Loyalty to self
*What are you willing to do to achieve your goals? Do the ends justify the means?
*What does a person really need? Why does the difference between needs and wants matter?
*What does trust signify or mean What does it mean to be loyal
*What makes you a "man" or what makes you powerful
*What are the duties or requirements of a king?
*Needs vs. Desires
*Is exiling you problem a solution?
*What is the nature of wisdom? Foolishness? Who is qualified to judge?
*What does it take to earn the respect of others (loyalty and obedience)
*What sacrifices do you make for the ones you love?
*Does loyalty only bring decline of status or well-being
*What laws control human behavior
*Is the world just?
*Is there such a thing as too much loyalty?
*The true nature of people can be seen by their response to power and greed
*Who is good? Evil?

King Lear Acts One and Two Review

1. Identify the conflicts established in the first two acts
*Kent is exiled due to his advice to the king. His good counsel is punished
*Cordelia is banished because of her refusal to flatter the King
*Edmund frames his brother for the attempted murder of Gloucester
*Lear acts rashly, but still has the power of the king.
*Insubordination of Lear's daughters and his mistreatment by the children (and servants)
*Between Kent and Oswald -- due to lack of respect and difference in morality
*Between Gloucester and Edgar -- manipulated into giving a death warrant, Edgar running for his life in disguise
*Who will rule England?
*The mistreatment of the king's servants
*Civil war in England between Albany and Cornwall
2. Describe / summarize the situation faced by significant characters at the end of act two
*Lear: Betrayed by daughters, now aware of their connivance, stripped of his last power, locked out of castle in a hurricane -- going mad
*Goneril and Regan are united against father, but divided in quest for ultimate power - each have 1/2 of England
*Edgar now in hiding, Tom o' Bedlam, filthy naked beggar.
*Kent in "exile" but still serving the King. In contact with Cordelia
*Corn and Alb: Like sisters, rich, powerful, looking for more.
*Edmund had folled his father -- and Cornwall/Regan. Now stands to inherit, promised to be held close to Cornwall in time of crisis.

3. Identify some of the questions / themes that have been raised by the play so far. 

*Can betrayal lead to power? Is it justified or rewarded?
*What limits should there be on the pursuit of power and wealth?
*How are trust and manipulation used for good and evil? Who should we trust and why?
*What are the rewards or punishments for using your words to be honest or be manipulative? 
*Who should you trust and what should be the basis for this decision?
*What should be the basis for loyalty?
*Wisdom and folly
*Sight and blindness
*Reality and appearance
*Human laws and natural laws
*What do people need vs. what do people want?
*What is the basis for a ruler's power? What makes a King a King?