S T U D E N T G U I D E

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Antigone: Part I

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In the opening scenes of the play, how do Antigone’s beliefs and values come into conflict with Creon’s beliefs and values?

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Table of Contents

Skills Focus

• Build Your Vocabulary: Map a Word
• Cornell Notes: Analyzing Story Elements in Literature

Overview and Connect

• Find Your Purpose for Learning
• Share Your Personal Connection

Read and Check

• Share Your Reflections
• Test Prep Strategy: Rephrasing Multiple Choice Questions (Optional)

Analyze / Engage with the Text

• Highlight and Annotate

Summarize

• Write a Summary

Develop / Build Your Argument

• Share Your Argument Builder

Draft and Review / Create your CERCA

• Peer Editing Activity
• Reflect on Your Writing

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Extension Activities

• Performance Activity: Speaking and Listening for the Stage
• Inquiry to Research: Asking Questions of the Texts

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S K I L L S F O C U S

Build Your Vocabulary: �Map a Word — Civic Duty �

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Synonym (similar or like word)

Antonym (opposite word)

Picture of Vocabulary Word

Vocabulary Word and Definition

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Part of Speech

Root Word or Origin

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Sentence Using Vocabulary Word

Instructions: Analyzing key vocabulary words will help you better understand the texts you are reading. Word mapping can also help the words "stick" in your memory. Complete the map below with the vocabulary word provided in the title. Use a dictionary if necessary. Fill as many boxes as you can.

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S K I L L S F O C U S

Cornell Notes: Analyzing Story Elements in Literature

Instructions: Take notes on the Direct Instruction lesson using the organizer below. Then summarize and reflect on the next page.

Complete the Direct Instruction lesson online at learn.thinkcerca.com

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S K I L L S F O C U S

Cornell Notes: Analyzing Story Elements in Literature

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this Direct Instruction lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

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Record your summary here:

O V E R V I E W A N D C O N N E C T

Find Your Purpose for Learning

Instructions: When you have finished reading the Overview for this lesson, answer the following questions in the space below:

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What more would you like to learn about the obligations we have to stand up for our values? What would you like to know about breaking the established rules in certain situations - can it be justified?

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Read the Overview provided at learn.thinkcerca.com

O V E R V I E W A N D C O N N E C T

Share Your Personal Connection

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Complete the Connect section for this selection at learn.thinkcerca.com

Instructions:�

1. Think: On your own, think about your experiences related to the topic.
2. Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.
3. Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

R E A D

Share Your Reflections

Instructions: During or after you have finished reading, find the questions in the text marked Pause and Reflect. These questions may help you understand the text, or they may help you connect the text to yourself, to other texts, or to the world around you.

Use the space on the left below to answer the reflection questions. Then discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

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Refer to the Pause and Reflect questions within the Read section of the lesson at learn.thinkcerca.com.

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R E A D

Test Prep Strategy: Rephrasing Multiple Choice Questions (Optional)

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Multiple choice questions can be tricky! But, there are some tips that you can use to avoid falling for test-maker traps.

Take your time and carefully read each multiple choice question and each response. Ask yourself, “What is the question actually asking?” Then, rephrase the question and responses in your own words.

Practice rephrasing the questions that go with your reading below:

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Refer to the multiple choice questions for this lesson at learn.thinkcerca.com.

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A N A L Y Z E / E N G A G E W I T H T H E T E X T

Highlight and Annotate

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In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

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1. Read the text again, highlighting and annotating important details. ��Follow the prompts provided. The highlighting prompts will help you with the final writing task. ��You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives and poetry. The evidence you highlight will be available when you begin building your draft in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning that you may include in your final draft.

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Return to learn.thinkcerca.com to complete Analyze / Engage with the Text.

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S U M M A R I Z E

Write a Summary

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Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

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Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

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1. Use the sentence stems provided in the online lesson to summarize the text. Your summary should:
1. Be brief
2. Include the main idea and key details
3. Represent these ideas fairly and accurately �
2. If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Summarize.

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D E V E L O P / B U I L D Y O U R A R G U M E N T

Share your Argument Builder

When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions, and give feedback to help strengthen your partners’ reasons and evidence.

Complete Develop / Build Your Argument to begin building your argument at learn.thinkcerca.com

D R A F T A N D R E V I E W / C R E A T E Y O U R C E R C A

Peer Editing Activity

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1. Do a self-assessment of your CERCA. Use the online rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
2. Next, collaborate with a classmate to read each other’s drafts. Again, use the rubric to evaluate each other’s work.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete your Draft at learn.thinkcerca.com

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D R A F T A N D R E V I E W / C R E A T E Y O U R C E R C A

Reflect on Your Writing

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Extension Activities

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The following activities can be used as extensions to this lesson.

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O P T I O N A L E X T E N S I O N : P E R F O R M A N C E A C T I V I T Y

Speaking and Listening for the Stage

How Does a Performance Work?

All playwrights create their works with the intention that they will not be simply read aloud but performed and brought to life on stage for an audience.

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But how do plays go from the page to the stage? While there are many different roles involved in a full theatre production (directors, stage managers, set builders, costume and prop designers, makeup artists, light and sound designers, and more), the heart of the drama starts with the interpretation of the actors delivering the story.�

Materials Needed:

• Highlighters or pen/pencils
• A printed copy of your Act or Scene (if possible)
• Performance Tips
• Reflection �

Instructions:

• Read through the tips for interpreting lines and stage directions.
• Practice these tips in small groups using some of your favorite segments of the text. Give each other the chance to practice as different characters interpreting both spoken and unspoken directions.
• Assign roles amongst your classmates from the Act or Scene in your lesson. If you have more classmates than roles, considering sharing roles or assigning someone to read stage directions aloud.
• Read through your lines silently and highlight or underline the places where you speak or have specific stage directions. Make notes in the margins about how you will deliver those lines and what you should do with your body language to reflect your character’s thoughts, feelings, and actions in that moment.
• Practice your lines and body language, using the provided tips.
• Come back together as a group to perform your Act or Scene.
• OPTIONAL: Before performing your piece, you could find or create small props, costumes, and set pieces or arrange the room in a way that reflects the setting. Also consider taking video or photos of your performance, if your teacher and school policies allow it.
• Celebrate your first performance by highlighting the successes of your classmates.
• Complete the performance reflection.�

Share

With teacher permission and the permission of all those pictured, consider posting photos or videos of your performance on your school social media and/or sharing with your community. Use the hashtag #sparkcourageousthinking and tag ThinkCERCA!

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O P T I O N A L E X T E N S I O N : P E R F O R M A N C E A C T I V I T Y

Stage Performance Tips

General Rules of Thumb

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• Always face your audience or turn your body 45 degrees to avoid turning your back to viewers.

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• When you are assigned a role, think through who your character is and what they want in each scene. What motivates them to do the things they do? Be confident in who your character is—own it and commit! �
• Don’t worry about mistakes—just keep going. Most of the time, our audience doesn’t even notice, unless we point it out!�
• Listen to the other actors and be ready to continue the conversation with your lines. �

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Performing Spoken Lines

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• Make eye contact with the characters you are speaking with. Look up from your script as much as possible—even if you don’t have it memorized.�
• Project your voice—this is usually slightly louder and bolder than you would normally speak. Your audience can’t understand your awesome lines if they can’t hear you.�
• Take your character seriously. Avoid accents/manners of speaking that make your character sound like a joke or caricature. Just use your own voice. If you are not comfortable reading certain words in the script as written, speak to your teacher about alternatives before the performance. �
• Consider the rate, or speed, at which you speak.
• Playing with different speeds can reflect different emotions in a character. For instance, super fast indicates nervousness, while super slow might indicate fatigue. Mix it up to show your audience that your character has range.�
• Consider the volume, or loudness/softness, with which you speak.
• Like rate, volume indicates different emotions. Loud is often interpreted as shouting, which indicates anger. A whisper indicates sneakiness or meekness.�

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O P T I O N A L E X T E N S I O N : P E R F O R M A N C E A C T I V I T Y

Stage Performance Tips (Cont.):

Performing Spoken Lines (Cont.)

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• Consider the pitch, or the tonal sounds, of your voice.

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• Raise and lower the tone of your voice to avoid sounding monotone (unless your character is supposed to speak that way, of course). This creates interest for your listener and keeps the lines from feeling boring.�
• Consider adding in dramatic pauses.

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• Pauses allow your audience to let a point settle in. It can also indicate something about your character, like they are thinking or feeling deeply about something.

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Performing Stage Directions and Body Language

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• Warm up a bit before performing by doing some active stretches. Get your arms and legs loose and moving so that you aren’t afraid to move them “on stage.”�
• Follow the stage directions with your body language. If you have props and sets, use them! If not, you can mime these things as well.�
• Use the space available to you—a character might pace or move to a different part of a room while speaking.�
• Match the expression of your face to what you are saying or doing.

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• Even something as small as widening your eyes or smiling really big can make the audience feel like they are really there with you!�
• Emphasize big moments with physical gestures.

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• For example, you might point at a character that you are “mad” at or perhaps move physically closer to a character that your character is professing love toward. Even something as small as nodding your head at the right moment can make a big impact!

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Instructions: As a whole class, discuss: Which performance tips led to a rich and layered rendition of your play? How did the performances change your interpretations of the text?

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Then, individually, reflect on the performance by answering the questions below.

O P T I O N A L E X T E N S I O N : P E R F O R M A N C E A C T I V I T Y

Reflect on the Performance

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Ask Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Ask Questions of the Texts (continued)

Use the table below to record questions about the text you read.

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