agenda Tue/Wed NOV 15/16: Antigone, the next layer

learning goal: gods, irony, elders and empathy–how do these elements combine to produce meaning in the play?

 

round-robin exercise TBA

 

 

due Tue/Wed Nov 15/16: map ANTIGONE

To this class bring your own map of the play’s final third (lines 1090-1518), following the model of entries from the previous two-sided worksheet.

In other words, indicate each dialogue-chunk and its corresponding lines; for each chunk concisely record how that group of lines develops the core conflict.

Since this task covers the final part of the play, some of your entries may record how the section develops the conflict by starting to resolve it.

agenda Fri/Mon Nov 11/14: ping-pong dialogue in Sophocles

learning goal: how does dialogue in this play represent the idea of transitions between ideas?

Mr. Brown’s close reading of two pages (273, 284): ping-pong dialogue and the principle of transitions (photocopy distributed during class)

ping-pong of another sort: game TBA

time to start mapping dialogue chunks in last third of play

question to ask yourself, as you map the third section: does the play ultimately lean to one side or the other of its core conflict?  If so, to which side?  (n.b. this question is different from the one that asks: towards which side of the core conflict do you lean?)

due Fri/Mon Nov 11/14: finish reading ANTIGONE

By this class, finish reading the play, marking your text for the dialogue chunks and corresponding notes on the conflict’s development, and its resolution.

agenda Wed/Thu Nov 9/10: middle third of play, developing the conflict

learning goal: in how many different ways can a scene develop the play’s core conflict?

teacher demonstrates refined entries with samples atop page 2 of reading guide

time to transfer reading notes to reading guide sheet (ll. 536-1089)

time to finish reading to line 1089

by end of class, hand in worksheet, whether or not you have finished it

agenda Mon/Tue Nov 7/8: Poetry Day

learning goal: in what various ways can a section of dialogue develop a play’s core conflict?

Antigone work

THIS IS INDIVIDUAL WORK, TO BE DONE BY YOURSELF, WITHOUT HELP FROM CLASSMATES. IT IS DUE BEFORE TODAY’S CLASS ENDS. In the BODY of an email to bill.brown@hies.org (subject line: Antigone 535), copy verbatim (word for word) the two most influential entries from the first side of your reading sheet (lines 1-535). Label each entry–for example, K v L (185-255). In the same email–below the verbatim text of your two entries–explain how these entries influence your understanding of the play’s core conflict. As part of your explanation, describe the relationship between the ideas in your two entries. After sending the email, hand in your reading sheet.

CORE tanka/calendar-in-verse work (optional)

If you have time and interest to accomplish this during class, receive feedback from a partner, revise and re-submit your CORE reflection—in the TRNTN box called “CORE tanka/calendar revision.” Be sure your partner’s name and specific help appear in the acknowledgment footer of the revised document. Check that this information appears, before taking the final step of submitting the revision to TURNITIN. Revision submissions are due by the end of this class period.

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HOMEWORK for Wed/Thu Nov 9/10

For next class, read from line 536 through line 1089, marking your text with lines between each of the dialogue chunks–for example, between A v K and A v I at the start of this reading. In the margins of your text, write any brief notes that will later help you complete the reading sheet for this middle part of the play (since I will be reviewing the sheets you submit during the Mon/Tue class).

 

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HOMEWORK for Wed/Thu Nov 9/10

For next class, read from line 536 through line 1089, marking your text with lines between each of the dialogue chunks–for example, between A v K and A v I at the start of this reading.  In the margins of your text, write any brief notes that will later help you complete the reading sheet for this middle part of the play (since I will be reviewing the sheets you submit during the Mon/Tue class).

due Mon/Tue Nov 7/8: CORE reflection on tanka/calendar, Antigone reading

by start of this class:

1. submit to TURNITIN your CORE Reflection on the tanka/calendar poem
2. complete Antigone reading and dialogue-chunk worksheet for lines 1-535

agenda Wed/Thu Nov.2/3: tightening the know of core conflict in ANTIGONE

learning goal: how do various chunks of dialogue develop the play’s core conflict?  what is the core conflict?

(15′) time to mark phrases explained in text’s “Notes to the Plays” (374 ff.)

(5′) class consensus on play’s core conflict

(10′) demonstration of sample entries on dialogue worksheet–e.g., for first two chunks on page two of worksheet (AvK 536-570, AvI 571-605); each entry concisely explains how the chunk develops the play’s core conflict (see sample entries below*)

(40′) reading time to advance towards line 534, making brief entries on your worksheet for each chunk of lines, following the demonstration model

 

*Antigone (ll. 535-1089, R. Bragg translation)

A v K (536-570) K’s personal tyranny revealed; decries opposition

A v I (571-605)   A refuses I’s plea to join her (echoes K)

 

agenda Mon/Tue Oct 31/Nov 1: start reading ANTIGONE

learning goal: what re your first impressions of the play?  Where do these impressions come from?

 

intro to play

start reading play aloud together

first impressions?

due Mon/Tue Oct 31/Nov 1: summary and book

To class, bring a printed copy of the chapter summary begun in last class, if you did not hand it in during that class.

Keep your name off of this print-out.  REMEMBER TO DOUBLE-SPACE.

Also, bring your copy of the text called The Oedipus Cycle.