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.