Character Analysis: Examining familial conflict in Antigone Scene 2 and 3 (1 of 2)

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SWBAT determine the central idea and analyze the development of conflict in Antigone by reading the play aloud in groups and conferencing with the teacher.

Big Idea

How does conflict development over the course of Antigone?

Warm Up

10 minutes

To begin class, students have three minutes to write down everything they remember from yesterday's reading of Antigone.  After students write down everything they remember, they discuss their writing with their peers.  I tell each table to come up with two important details from our reading yesterday that we need to make sure to remember.  I ask each table to tell the class what they remember from yesterday's reading.  This Students reviewing video is an example.  I ask students to write objective summaries of past reading (RL.9-10.2) because the beginning of Antigone is confusing.   Summarizing the text is a great way to get students focused on the day's task and to review prior material. 

Reading aloud

28 minutes

Since we are reading the play aloud in class, today is devoted to that purpose. Before we begin reading, I remind students that yesterday we compared Antigone to her sister.  In these scenes, we will compare Antigone to Creon and Creon to Haemon (RL.9-10.3).  It's important that students have a purpose for reading.  I ask each student to write down the following prompt:

Yesterday we gathered compared Antigone to Ismene.  Today, you will be reading with two purposes.  First, explain why Antigone turns away Ismene's help.  Second, compare Creon with Haemon.  While you read, look for answers to these questions.  

By answering these questions, students are determining a central idea of familial conflict within Antigone and gathering evidence to analyze that conflict over the course of the text (RL.9-10.2). 

Students will be divided into groups of four.  Once in their groups, they will collaboratively divide up the parts (SL.9-10.1b) and read aloud (SL.9-10.1).  I put students into the groups of four because I want lots of students to have an opportunity to read aloud. When we read as an entire class, some students get left out. In the groups of four, each student has a part to read. Here is a video of groups reading aloud.  



10 minutes

During the last ten minutes of class, I will visit with each group and ask them to explain the answers to the reading prompts.  Most of the time in class, I ask for students to submit an answer to a prompt in writing format.  However, today, I want students to simply explain it to me orally.  This video of students answering the reading prompt demonstrates this process.