• About (follow @bllbrwnhi10)
  • basic expectations
  • Course Description (revised as of 11 Aug 14)
  • Jings
  • List of possibilities
  • literary terms and tools
  • raw materials
  • Student blogs
  • Syllabus 2017-18 (working edition)
  • World Fiction
  • world poets, poems and plays

ENG10H World Literature

~ agenda, homework, etc.

ENG10H World Literature

Category Archives: Antigone

agenda F/M Dec 1/4: final act of ANTIGONE

01 Friday Dec 2017

Posted by bllbrwn423 in agenda, Antigone, direct instruction, film viewing

≈ Leave a comment

learning goal: how did Antigone create empathy in its original audience?

hand-outs: empathy article, K. Armstrong excerpts

mark a sentence on each side of the K. Armstrong sheet

watch opening of Oedipus film (1957, Sir Tyrone Guthrie)

 

due F/M Dec 1/4: ANTIGONE email

29 Wednesday Nov 2017

Posted by bllbrwn423 in Antigone, assessment, email, feedback

≈ Leave a comment

By the start of your Fri/Mon class, please have replied to the email instructions you received shortly after the discussion with Dr. Pendrick earlier this week.

Thank you.

agenda W/Th Nov 29/30: ANTIGONE discussion

29 Wednesday Nov 2017

Posted by bllbrwn423 in agenda, Antigone, discussion

≈ Leave a comment

learning goal: I used to think ______ about the play, but now I think ________

 

membean 15′

other Antigone questions

time to discuss ANTIGONE with Dr. Pendrick

follow-up exercise

agenda M/T Nov 27/8: current thoughts about ANTIGONE

27 Monday Nov 2017

Posted by bllbrwn423 in agenda, Antigone, discussion, email

≈ 1 Comment

learning goal: which one of these questions draws me in more than the others?  why?

20-20-20

20 reading/reviewing last 500 lines

20 small-group discussion of the Kendrick questions

20 to compose email described below

In an email to bill.brown@hies org (subject line: “current thoughts about ANTIGONE”),

explain your current thinking about one or more of the questions below,

remembering that the email will be assessed for its clarity, specificity and development.

In other words, how clearly does it express its ideas and how well does it develop those ideas with specific references to lines of the text (with line numbers cited)

QUESTIONS (from Mr. Jerry Pendrick)

Most modern readers sympathize strongly with Antigone. In democratic Athens, how would the audience feel about Antigone — who is essentially a princess and daughter of the (former) king, a sort of Ivanka Trump figure, a member of the “1%” of Athenian society — asserting her right to disobey laws she happens to disagree with?
What exactly are Antigone’s motives for disobeying Creon’s edict? Are they religious, as her famous speech at lines 487-508 suggest? Or are they purely personal, as her speech at 987ff. suggests? Is she a consistent character who operates from consistent principles/motives?
The plot of the play proves that Creon was ultimately in the wrong. Does it also prove that Antigone was ultimately in the right? Why or why not? A related question is: what actually does it mean to be an Athenian tragedy?

Heads-up: Antigone questions

17 Friday Nov 2017

Posted by bllbrwn423 in Antigone, discussion, general information

≈ 1 Comment

 

Some questions/comments from Mr. Jerry Pendrick, Classics Scholar, who will visit our classes after Thanksgiving.  Consider these questions about Antigone.  If these give rise to others, great! Bring your ideas and questions back to school.  Mr. Kendrick is excited to discuss Sophocles’ play with you.  BTW, he has read it in the original Greek.

“Most modern readers sympathize strongly with Antigone. In democratic Athens, how would the audience feel about Antigone — who is essentially a princess and daughter of the (former) king, a sort of Ivanka Trump figure, a member of the “1%” of Athenian society — asserting her right to disobey laws she happens to disagree with?

What exactly are Antigone’s motives for disobeying Creon’s edict? Are they religious, as her famous speech at lines 450–457 suggest? Or are they purely personal, as her speech at 920ff suggests? Is she a consistent character who operates from consistent principles/motives?

The plot of the play proves that Creon was ultimately in the wrong. Does it also prove that Antigone was ultimately in the right? Why or why not? A related question is: what actually does it mean to be an Athenian tragedy?

This should provide enough fodder for discussion.”

due: finish reading ANTIGONE by the time we return from holiday . . .

15 Wednesday Nov 2017

Posted by bllbrwn423 in Antigone, homework, reading, Uncategorized

≈ Leave a comment

. . . and if you have not already, see this post about post-Thanksgiving discussion of the play

 

agenda M/T Nov 13/14: Antigone ll. 805 ff.

13 Monday Nov 2017

Posted by bllbrwn423 in agenda, Antigone, direct instruction, reading

≈ Leave a comment

learning goal: by mid-play, how has the central conflict intensified?  what is the central conflict?

 

scene sheet distributed and added to

reading together aloud

agenda Th/F Nov 9/10: Antigone intensifies

09 Thursday Nov 2017

Posted by bllbrwn423 in agenda, Antigone, direct instruction, reading

≈ Leave a comment

learning goal: using Sophocles’ play as a test, how does the basic dialogue form intensify conflict, especially in lines 364-804?

OCC demo and assignment (maybe next week?)

intro to notes on balance and energy (TBA)

PDF due next Poetry Day (W/Th Nov 15/16): on either of the two poems left after your first PDF

reading aloud together: today’s (ambitious) goal is line 804

praise of man, man’s laws (obedience) vs. gods’ laws (justice), emotion in tyrants (Kreon), sister joins sister late, me/my/mine (ll.578, 591-2), ping-pong dialogue,

 

agenda T/W Nov 7/8: Antigone lines 1-363

07 Tuesday Nov 2017

Posted by bllbrwn423 in agenda, Antigone, direct instruction, listening, reading

≈ Leave a comment

learning goal: what scene stays in my memory most? why?

start reading Antigone together aloud, aiming to reach line 363 by the end of this class

agenda Tue Oct 31/Thu Nov 2: Sophocles, Antigone

31 Tuesday Oct 2017

Posted by bllbrwn423 in agenda, Antigone, direct instruction, reading

≈ Leave a comment

learning goal: what are the several basic differences between short stories and plays?

clarify Empathy Essay timeline

intro to Sophocles’ play Antigone

brief background

mechanical exercise

reading time

← Older posts

Follow this blog on Twitter

My Tweets

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 275 other followers

Recent Posts

  • where in the world have you been?
  • exam update !
  • Heads Up: Exam Preamble
  • EXAM TUE MAY 22: what to expect, how to prepare, what to bring
  • agenda Th/F May 17/18: Poetry Day Review

Archives

  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012

student blogs

  • albert
  • Annie
  • ansley
  • ENG 12H
  • oliver

categories

agenda Antigone assessment blogging direct instruction discussion Doll's House drawing email feedback film viewing general information homework listening Macbeth Oedipus poetry presentation reading reminder Samurai's Garden short stories submission teacher feedback The Book Thief The Kite Runner The Tempest Uncategorized vocabulary writing

create pictures draw distinctions express questions forge connections make inferences make predictions provide examples shape meaningful schema

Create a free website or blog at WordPress.com.

Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy