NTIGONE RAMA story Have ~ a cers. a SOPHOCLES s related ble sisters; Sri CAST OF CHARACTERS SCENE a [Antigone dnugher of Oxdipus, chorus, made upofbout 15 _—_Before she paler of icon King af ce [former king of Thebes iets of Thebes Tht A cel dol dvs ad a tamene,daughtce of Oedipus, Choragus, lender ofthe chorss eee re ed = })— creom i'r, king of Thebes, A Sentry From shi platform thee steps lead Cincle of Ancgone and mene Messenger owe into the orcherra, oF chorus Haemon ih’, Creo som, round engaged to Ancigone = Laie Eurydice ya To38, wif of ofthe Argive army from the assault / Dawn ofthe day afer the repulse D veo (aman ograpnof | haacters | togaph a PROLOGUE epoint (Ansigone and Ismene enter from th central dor af the palace) «mocking 4 “Antigone. Ismene, dear sister, ome eo nea ten ac nh a arinthe oe ) ere pcsina ma » enw Bleanswers rr yeu see Tare age bah And son aa Pras ald yu thee dace our ing Con? eae Ismene, [have heard nothing: I know With military honors, gave him a soles Funeral ‘Andie ight chat he shoul br Paleieeso ‘Who foughe bravely and died miserably “They sy that Cron has soem 28 Noone shall bur him, fo OSE mowrnfockim—) 10:2 noaesa by she cis body muti in the ids, a sete fede inanin bn en Fonation ids ro ind asehey search for ood ee “Thats what chey sa, and our good Creon is coming here SSetictte nots at Te announce it publicly, and the penary— ied wae npc 2s Soning to death in th are Targeted Passage There itis 2 ie Se lamene. Ancigone, you are mad! Whar could I pos igre You mus die whether you ill hap me on ss mene do noe undestand you. lp yon win) Antigone mene, tam gong to bat i Wi you come? Tene Bury hin! You have js i the new aw Tid i Atigone. He is mbt And hes your bots, 0, mene. But think of che dangest Thinke what Creon will do! 0 +s Antigone. Cron is otsirong enough ro standin ay way V lamene. Al site! (Oedipus died, everyone hating him \ For what his own serch brough to light, his eyes Ripped our by his own hand; and Jocssta died, 29 oct de heater 4 Hlis mother and wife at once: she ewisted the cords ‘iad eve brand “Tha srangled her life; and our two brothers died, SS roc Otps Each bile bythe thers sword, And wearelefe far ob, Andigane, a N Thin how meh more eile than nul go pee Cr nd dow as ridden! ony omer i eget gee oT Tn chs hing en oie Tog the dead ‘9 To forgive me but a ep Tam yield “other In auth And think is dangerous busines ‘obeabmays meddling 970 ur 0: on8ax taAGHOY AND NaDIHVAL ROMANCE Yagi ia ee ae FOR LESS~PROFICIENT READERS @ targeted Passage [Lines 15-3] in combination with the Audio Anthology CD, This passage establishes Antigone’s motva use one or more Targeted Passages (pP-970, tion, her determination, and the penalty she 974, 977 oe 985, 988, 990, 993, 997,998, ‘will have to pay for her act of conscience. 1003,1006) to ensure that students focus on. wast does Antigone plant do? key events, concepts, and skills. Targeted Pas- What does Antigone plan to sages are also good for English learners + Why has she told Ismene about her plan? + What will happen to the sisters they bury Polyneices? 4 “anay co eerie FOREN Vocabul context + doas; want + agree + break + forth: of allt + asforIf hae is what you think, sancyeu, even if you asked to com « your choice: you ean be what you want Be 1 himy and if use de, ‘ime is holy: {shall lie down leath, and T shall be as dear les indacgas ‘who make the longest demands: Yow nay dar Fou, ty the lve of he gps mean nothing to ye. mean a great ea come; but Lhaxe go sength ade for the public good, = {mus be your ert Troppase Bu for me brother [love cu PEELE 2. Ge conruer © CONFLICT eee Possible answer: Antigone is going to bury fring toda and what my topper her brother Polyneces, contravening the foheresareutt order of King Creon, and she may be killed {for doing so. ANALYZE VISUALS ‘Activity What does the photograph suggest about the relationship between Antigone and Ismene? Possible answer: The photograph sug- {gests that Antigone and Ismene share a close, loving, sisterly relationship, but that they have Just realized that they have differing core val- tues. Antigone looks stronger and more asser tive than her sister, who kneels below her. Their expressions seem to show that they are deep in contemplation about how their loyatties will divide them. Ismene and Martha Henry 3¢Aigonen te Lncln Center reduction 4 LEARNERS apport Have students use termine the meaning of these ms and expressions: Xe (line 60), “do whatever you "(line 62), “very much” {line 63), “go against the law" Tc good (line 63), “for the good sople” ne 64), “myself” aenicove 971 FOR ADVANCED LEARNERS/PRE~AP Explore Oedipus Myth Ask students to research the tragedy of Oedipus. What role did prophecy play in the tragedy? How did the city of Thebes figure into the story? What part did Antigone and Ismene play? Discuss hhow this information helps them understand Antigone. anticone 971mene, ee | His wi Nr Hise Tam so aftaid for you! Antigone. You need note: |* "OY hors. ‘You have yourself to consider, afterall. _| ao? ee Ismene. But no one must het of his; you mus ell noone w Bacbet Teepe pom fe Orrin Antigone. ‘Oh tell it! Tell everyone! ge a He was 10 Think how they'll hate you when ie all comes out Noten: If che learn chat you knew about ital che time! 20 Rose lit Ismene. So fiery! You should be cold with fear. | Chorag Antigone Peshaps. Buc am doing only what | most Dass Inmene. But can you do? Isa that you cannot. ae 5 amlgone Vary wel when ny sent give ov Tal do no mor ws Thee mene np dings shuld nob ed al The . Chorus. I shall be hating you oon, and Turn te “For your words are havehl. Leave me my foolish plan He fll te Tarot uid of he danger ima deat, Xx se Ando Ifnllgorke dhe wort oftealo-deukwthourhonor- ( g Found eae Gs espa ee cea to chore Youareunwise Vide But alo end indeed osx ve 0870 © character That be ncipled inate place. Antigone gos off Enter the Chorus Sehaitnpuleraiit fl Thee 8), and pap won wou ys cos het ae aa ‘ether ataerent 4 — wvsof prin- x mingrsdiniagiens Chon awhile Wenpateeconneenchepents wlaTh “tly out of SO ehorussNow the long blade ofthe sun, lying ‘heleaig eterno Tine / Leyte to wet, couches with glory “Thebes ofthe Sven Gates Open lide Open ye of golden day! © marching light tsimexplor: [| + Aco the ay and rsh of Dre's salam, $ ora is eam som igone and Serking the white shield ofthe enemy fone sea “Thrown headlong baclovard fom the blaze of morning! meth renprl ores horagus. Poyacies their commander \ Rouse them with windy phases, to He the wld exe seeming Insults above ou and, aracteristies lesand dif- DIFFERENTIATED INSTRUCTION FOR LESS~PROFICIENT READERS FOR ENGLISH LEARNERS FOR LE! Background Point out that the words chorus Vocabulary Support Define and discuss Sensory and ode came from Greek words meaning _these phrases from the Parodos: rely ons “dance” and"song” Scholars believe that the. unidded eye of golden day (ines 3-4), that a nn | tastes likely danced and sang during the pay. Er: i examph courage students to keep thisin mind as they inacha read the Parodos and the Odes atthe end of each ofthe frst four scenes. windy phrases (ine 9), “empty words, speeches” ‘marshaled helms (line 3), "helmets arranged Bus (forbattle)” The storming in fury ine 30), “violently attacking” Iransparencyie shields of snow, 3h ‘mazsbaled helms scour seven gates ina yawning rng ‘spears came onward in the nigh jaws were sated with our blood, >ok che garland of our towers, 1 back and as he earned, great Thebes— tim for his noisy power— gon behind him, shouting wat God hates ucely che hei ling of golden helms, his thunder blasted wn from our wall sard his shout of riumph high in che ar am; far out in a flaming are is windy torch, and the earth struc him, ‘ming in fury no less chan is cof death in the dusty jay of bate cen captains at seven ges clanging arms tothe god te bate line and break i ly, brothers in blood, 1 matchless rage, 4h the other’ death, 1g combat. fo inthe beautifil morning of victory the many charioes sng for joy! or dancing well take leave of war shall be sweee with hymns of praise night shall echo with our chorus, @ raph were on y ¥ wes aul wre G READING CLASSICAL DRAMA as seen ten Tes deen sates vost fly ‘ies he fi Ag 24 hen sonata ‘Sento er rhe pose wae Summarize the background Infomation thatthe hors ges Initssong. How does te hous ew Pbees?| smicone 973 ROFICIENT READERS lls Remind students that poets ty details, words and phrases » the five senses: sight, hearing, ind touch. Ask them to record sensory details from the Parodos Details [Senses | EFaat “Tong blade | sight evokes sense of the sun oF a brant Gina 0 dawn “wil eagle [hearing | the Fightul sereaning power and inst wildness oF a ines 1-10 battle ry TICES TOOLKIT—transparency ‘lumn Journal p. B10 Lines 8-10 and 14-38 DISCUSSION PROMPTS Use these prompts to help students under- stand how the Parodos elucidates the back- ‘ground and reinforces the play's heightened seriousness and threatening mood: Recall What information about the battle between Polyneices and Eteocles does the audience learn from Antigone and Ismene’s conversation in the Prologue? Possible ‘answer: The audience learns that both brothers had died and that the attacking Argive army had fled (lines 8-10). Analyze What does the Parodos add to the audience's understanding of the battle? Possible answer: The Parados provides atmosphere, background, and details about the enemy's approach, Thebes' successful repelling of the attack, and the mortal battle between the two brothers. Evaluate Is the Parodos effective in setting the mood of the play? Explain. Possible answer: Yes, the Parodos establishes the seriousness of the conflict in which Antigone Js becoming involved: It isnot simply a {family disagreement, but a matter of utmost significance to Thebes. The mood is heavy, ‘foreboding, and sad. CINE @ READING CLASSICAL DRAMA Possible answer: The chorus tells how Poly- rneices led an Argive army against Thebes, how Thebes successfully repelled the attack, and how Polyneices and his brother killed each other in combat. The chorus views Polyneices as an enemy. Remind students to fillin the chart that ‘they started on page 967. axticoxe 973,h projects consistent ‘wer: The v. firmness, consis: ‘es portrays. ‘eon, aruler ind presum: complete 18-19). That “the state” wre" above dines of gover- Then read elsabout ibove the qe a SCENE 1° 8°2 Cchoragus. But now a ast ou new king is coming CCreon of Thebes, Menoeceds’ son In this auspicious davin of his eight Whar are the new complexities Taringa pore int ae romiing ucesfavrable Whar isfas coumeél? Why has he summoned (i : ‘The old men to hear him? suiplcous 6st a (Banter Creon from the palace, He addreses the Chorus from the tp 1p.) “Crean, Genilemen:[ have the honor t taform you char ough seat, which recent storms have threatened to destroy has co ‘fel to harlbr at last, guided by che merciful wisdom of he Thave surmmoned you hete this morning because T Know th can depend upon you: your devotion to King Laius was you never hesitated in your duty ro our late ruler Oedipus ‘When Oedipus ded, your loyalty was transferred to his chfdren. 1s Unfortunately, ss you know, his wo sons the princes Etepfles and Polyneices, have killed each other in bard: and I, asthe blood, have succeded 10 the fll power of che th Tam avare of couse, that no ruler can expect comp from his subjects unt Re fas bee vested office, Ney Cray 0 you atthe very outset that | have nothing but for the Kind of governor who is afraid, For whatever tf follow the course that he knows is best fr she stats the man who sets private fiiendehip above the publi welfae— Thave no use for him, ether, Leal God co witness that #1 1 saw my country headed for tuin, I should not be affaid to Speak out plainly, and I need hardly remind you oft T would rover bave any dealings with an enemy ofthe pe bs but we my so friends all. ee Thee are my prNCpIEE any rate, and thaeis why T have mse the Tllowing deasion concerning the sons of Oedipus recles who died ss. man should die, Gghing fr his country, dptobe buried with al miliary honors, with lhe ceremony ss tha inns when the greatest heroes di; but his broher Talyneies, who broke his exile co come back with fr and Vice] ‘ord agua hs native cry an che shrines fis fathers gaklsce i al bebuadcthsbioalind Oxi to OES El kis de people into slavery—Polyncoes, Tsay, ft have no a Sara ToT aay the east prayer fr hiss he sal i on the plan, unburied; an phe birds and the esvenging dogs can do with him whatger they ike contempt en tig an attude regarding vreane or something, © chazacreR “hisses troces reo, Vio sls: Atigane’s antagonist. DRzordingtohim what deseres thehighertayay Readon tears mates fo fobiaing Philp Bosca as reonin he ies Cer Repertory os production 974 unr to: GnEER TRAGEDY AND MEDIEVAL ROMANCE DIFFERENTIATED INSTRUCTION FOR LESS-PROFICIENT READERS @ targeted Passage [Lines 8-1] ‘This passage establishes Creo's credentials and purpose for summoning the chorus. + What “recent storm’ does Creon refer to? + Whi has Ceon called together the chorus? + How does he justify his succession to the throne? FOR ENGLISH LEARNERS Key Academic Vocabulary Use Definition ‘Mapping to teach these words: devotion (scene s line 12), enforce (scene line 49), scheming (scene 1, line m4), analyze (scene 1, line 133), deny (scene 2,line 52), licensed (scene 2, line 102). G vesronacrcesrooUT—Hanspareny Definition Mapping p. £6ROFICIENT READERS students to listen carefully as summary aloud. Encourage inue the Sequence Chain that at the beginning of the play. (CTICES TOOLKIT—Transparency Chain p. 621 Get Into the Scene SUMMARY The chorus of Theban elders aves sum: Inaned by Crean. He justines ts ders, denying Polyneices a burial. After the chorus agreed to hanio“ Creon's decree a setiy enters seth tes hat omens aw dst nrolviekey age eon sees the Sentry of amply and Sends him to find the guilty man. Lines 18-30 REINFORCE KEY IDEA: LOYALTY Discuss Why does a clash with Antigone appear to be inevitable, considering Creon's stated loyalty? Possible answer: Creon's abso- lute loyaity to the state stands in stark contrast to Antigone’s staunch loyalty to family and principle. Given these strong and competing loyalties—Creon’s decree and Antigone’sinten- tion to defy it—a clash appears inevitable, FOR ADVANCED LEARNERS/PRE-AP Persuasive Argument Have students analyze Creon’s speech as a persuasive argument. ‘What Is his position on the burial of Polyneices? What reasons does he use to support his: claim? Is his argument logical? Does he deal with the“counterargument”? Have students write two or three paragraphs about their findings. They may wish to review the Critical Reading Workshop on Argument and Persuasion (pages 572-571). anticone 975Lines 58-76 DISCUSSION PROMPTS. Use these prompts to help students under- stand the interaction between Creon and the sentry: Connect The sentry finds himself in the dangerous situation of telling the king bad news. How do you feel toward the sentry at this point. Why? Students will be sym- pathetic toward the sentry. They may cite situations in which they have had to deliver bad news to.a parent, teacher, or friend, and have had to suffer the consequences or anger directed at someone else. Analyze Why is the sentry afraid of telling Creon that somebody put dust on Polynet- ces’ body? Possible answer: The sentry is afraid that Creon will be angry at him for being the messenger of bad news or that the king will blame him and, perhaps, puinish hie. Synthesize What does the audience learn about Creon from this interaction with ‘the sentry? Possible answer: Creon has the power of life and death over his subjects and can mete out justice as he pleases, whether the subject is innocent or not. Also, he seems to be known as a demanding, temperamen tal leader who will not tolerate anyone going against his orders. 976 uxiri0 ‘wees 4 oh ba lnershon ytd ad del arinisoe Farr saureatas wr eanonneoaer oe Iago my serene when es ead melee Choragus. If that is your will, Creon son of Menoeceus, respect Guinedcaghe peaet eee eee 3s et Ta ayo Tare you do your a : Sow ne eee aly ae gee SS som Toh ou ld be crn onl gn por wwe Ws ise + Ghorapu Oni ny mani oe wth et Cheon And deh ig yt money land the Wiest | — veoh bee now tceun feos to many TL, (Ene en) Sex, Toe th Tm out of beh om uns King ae rey Sine ope ok about what have yous epg tack, fa And dl eines asap sig “ou el dk ou Laon Yor aling tight ino woubi"and the aoe vo: “ex ar ifgeukrtomcody ticge te ew Cron nl een woe tan he our But gg fonlene won outlast ioyeimagoed en anther lam wins, OF sey ht makes nose alu el ano, beats thy 6 hal ging hapa ing up and™ Cron Cae hpi Wht hve you 05 Sent did a doe dnote who di. Yu mas or punih me for uranic ha one Cron A campreenve den! Mose lei, hp, ppiffinen ia pup Come: has Ser A eal ing dst knowhow tp Cheon Out wit Sent Way che Theda man— Pence (Pwr, The Sey em fable for word Ciena impaties)mpsnty in someone— ‘eting Now ust on esi es 976 var 0: onsax reAcHDY snp hapa nose Pati teil FOR LESS~PROFICIENT READERS. FOR ENGLISH LEARNERS Vocabulary Support Define anc these idioms, phrasal verbs, and 2 long as 1am (line 44),"during when |am";do your part line 5 your duty, job, or rote”; money t “money influences people”; wor (ine 63), “prevailed, succeeded”, sense line 6,*has no logic or € Come to the point (line 66),"Say ing or purpose.” Minor characters Remind students that the choragus leads the chorus, which represents ordinary citizens. Ask ther to describe the choragus' attitude toward Creon’s decree. Possible answer: The attitude ofthe choragus is that Creon has the right to make ths decree and the power to enforce it lines 48-49), yet the phrasing of the choragus' responses seems toquestion whether the decree i just (lines 48-49 and 102-103),ass sssions: fill ne 56), ration”; Yo sig from Creon.) 1s Someone has given it burial that way, and Gone. (Long pase. Croon finally peas with deadly oncrol) Creon. And the oap)ho dared do this? @ © cLAssicat oRAmMA iho doyouthink buried he body? sent. Tevearl woth nig Dano kno! You must ble ne! Ccontsmmgone os Tisens man ‘The ground was dry, not sign of digging, no, bo Not wheel crack inthe dust, no trace of anyone. Iwas when they relieved us chi morning: and one of them, ‘The corporal, pointed cit "There i was, The srangest— Lod The body, jst mounded ove with igh se: you ee 15 Norburie relly, bu aif thy covered i Just enough forthe ghosts peace. And no sign ye [olor (OF doo any wi animal that had been the ‘And then what a scene there was! Every man of us eo ‘Accsing the oer we ll proved the other man id “y 1 Weall had prof thar we could not have done i ©) targeted Passage “We were ready to take tion in our hands, ‘Walk through fie, swear by ll he gods, eva noe! donot ow who it as, ut iw noe If (Cee rage hes been mounting ead but he Sener soo Intent upon bis ory noe) 1s And thea, when this came vo nothing, someone sid ‘thing char allenced us and irade us sare Dawn atthe ground you had tobe told the news, [And one of ur fad to doi! We threw the dice, © cuanacre : ‘And the bad luck fll 1 me. So ere Tam, oti how the sero minor seo No happier tobe here chan you ae to have me: ‘at dos ne atu a ou Nobody likes the man who brings bad news. @ | oA Mowceont . Choragus have been wondering, King can ibe dat che gods ave done thi @ (© cLAssicat oRAMA reo fri), Sopt ston ugar eons ‘Must you doddering wrecks fetng wht tide howe vw Govt of your hes ene? “foe ga Towa tego Intolerable! “The gods favor this corpeet Why? How had he served them? FOR LESS—PROFICIENT READERS FOR ADVANCED LEARNERS/PRE—AP @ targeted Passage [Lines 79-101] Analyze Tone In a group, have students iden- This passage describes what happened tothe _ tifythesentry’s tone ashe explain to Creon body and the actions ofthe sentres what happened to the body. Then have them analyze the writing to decide how Sophocles + How has the bo juried? See ee cee achieves this effect. Suggest they compare + Whyis itimportant that the ground was the syntax and diction of this speech with dry? (line 79) that of other characters. + Whyisitimportant thatthe sentres found nosign ofa dog or wild animal? (ines 86-87) + Why do the sentries stare down atthe ground? (lines 96-98) @cLas Students n the body. If student: lines 1-31 @ CHAT Possible a, along spe ation and Heis terri that the k bears bad student long thes scribes, ar to defend —— @ CLAS Possible a hasty, are gus and si the gods)Lines in-120 REINFORCE KEY IDEA: LOYALTY Discuss At this point in the play, Creon doesn’t know that Antigone has buried her brother ‘out of loyalty to family and principle. What does he think is the reason for this refusal to obey his decree? Possible answer: Creon believes that his enemies have bribed his guards to perform the burial; in his view, money and anarchy corrupt loyalty to the state. eee? © CHARACTER Students may have mixed feelings about Creon. They may admire him for wanting to do what is best for his city. However, they may criticize him for being judgmen- tal, tyrannical, inflexible, and quick to anger. 978 untri0 ‘Tied to loot their temples, bum cheir images, Yes, and the whole state, ad is laws with id ui Isit your senile opinion thatthe gods love to honor badfpend) A pious though! — No, from the very beginning ‘There have been chose who have whispered rogethe, Sui necked anarchists, puting their heady Scheming against mein ales. These are 1s And they have bribed my own guar rd Sting, Gententiously) Money! ‘There's nothing inthe world demoralizing as money. Down px youre, Homes om bones hears comuped, :m Crookedness tf Kind, andl for money! (Sentry) But you! swear by God and by the throne of God, THB ‘has done this thing shal pay fori Fim ing phere tome, oF Your death Wil be th eof your oben: Ti sing you up 1 Alive and hee wl be clan ways to mabe You Daseyour empl tee you de And de proces may ach os eso you sem hav mise “The deat profs sometinaial oo dear ‘Tha depends onthe souce Doyou undesand me? 13 forme won ofa misarean Sentry King, may epee. \, cron Yourvery Neston 5 racist oe ‘von the oe: cr ovement Sentry. Are you sure thar iis my oie, Yed nor your conscience? (reo By God, he wants analyze me Sentry. Irs not what sy, bu what as Bed done tha hurts you 135 Creon. You talk roo much. \ sentry. Maybe; but ve done hothing ‘ren, Sold your soul for some silver: thar al yoy done Sentry. How dread iwhen the rgh judge udlee wrong ‘ron. Your figures of speech Ste at les you ing ch sedge pt fom en etree <> (Exit Creon into she palace) What sen tobe Sentry. Binge hea? his laws? Tike nothing beter wan bringing hth cheap) But bring him or nor, you have seen the last of me here, A any rate, Lam safe (Bais Sensry.) @ cHaracrer Wat do youthin 978 unre: ensuu reacroy an MepinvAL ROMANCE Pigid Lae ated FOR LESS—PROFICIENT READERS Comic Relief Point out to students that the sentry provides a bit of comic relief. He talks 00 much—so much so that Creon tells him to come to the point (line 66) and says the sentry's "very voice distresses me" (line 131). Finally, after his persuasive efforts fail,the sentry banters with Creon (lines 132-140). Call on two fluent readers to dramatize these lines, drawing out the irony and humor.ODE 1 (Chorus. Numberless te che worlds wonders, but none ¢ | Mote wonderful than man; the stoem-grey sea person ‘Yields to his prows; che huge crests bear him hi * ath, holy and inexhaustible is graven + With shining furrows where his plows have gone Year afer yea, the timeless labor of stallions. babble moner "The lght-boned birds and beasts that cing to cover, ‘The lithe fish lighting thei reaches of dim wate, All ate taken, tamed in the ner of his minds 1» The lion on the hill, che wild horse windy-maned, Resign to him; and his blune yoke has broken The sly shoulders of che mountain bull 3 thought as rapid asa, (He fatons to his good use; starcrafe 1 And hie the sil that deflects the artows of snow, The speat of wintey rain: from every wind He has made himselfsccuse—feom ll but one Inthe late wind offleath he eannor stand. ( clear intligence, force beyond all measure! 28 O fae of man, working both good and evil! When the laws are kept, how proualy his city sands! When the laws are broken, what of his city then? [News may the anarchic man find res ar my hearth, [Never bei said that my thoughts are his choughes. @ onsofan? FOR ENGLISH LEARNERS Vocabulary Support Define and discuss ‘these descriptive phrases from the first two verses ofthe ode: + Yields to his prows (line 3), "gives way to (the forward part of) his ships” huge crests bear him (line 3), "glant waves carry him? Earth... graven / With shining furrows where his plows have gone (ines 4-5), “Earth is carved with bright plowed furrows" de ong ted byte hos © GRAMMAR AND sr¥LE eeadlne ofthe fe, Notice how ‘the subject wonders comes fer, ‘athe thn before, ever are Wits sometimes use verted ‘ence hs toad vay ‘mphass tothe wating DW EEADING CLASSICAL DRAMA tnyur chat summarise the message thatch ode onvys about harman being How wouldyou reat te ode to the preceding scene? FOR ADVANCED LEARNERS/PRE~AP ‘Metaphor Ask students to discuss Sophocles’ use of metaphor and simile in the ode. Ask them to consider specific examples, such as the net of his mind (ine 9), thought as rapid a air line 13) the arrows of snow (ine 1s), the spears of winter rain line 16),and the late wind of death (line 8). Then ask them to write a brief essay on how these examples of figurative language connect to the theme of ‘the ode in particular and the play in general @ GRA Inverted! word the Possiblea “number| ofthe sen of the ode Possiblea humans ¢ supreme i BREA Possible sage thot Verse, in laws are might re) Polyneice higher la Remind they starPE © CLASSICAL DRAMA Possible answer: The statement could apply to Creon, who is al too sure that he knows what is best for the state, that he under- stands the will of the gods, and that his en- emies are motivated by money. Also, Creon assumed that the lawbreaker was a man. I students need help ... Reréad Scene, lines 20~24, and ask students to describe Creon’s attitude about following a course he believes is right. Then reread lines 55-57, and ask them to explain Creon’s views on corruption. Finally, reread lines 102-110, and ask them to explain Creon's attitude toward the gods. ANALYZE VISUALS Activity Ask students what emotions the actors in the photograph project. Possible answer: Creon appears angry and overbearing, leaning toward Antigone, his fists clenched. Antigone stands her ground, defiant and self. possessed, looking her uncle straight in the eye. 980 a SCENE 2 (Reenter Sentry eding Antigone.) ‘Choragus. Whar does this mean? Surely thie capeive woman Is the princess, Antigone. Why should she be taken? Sentry. Here is the one who did id @eGaughe her > (H Iruthe very ac of burying him. Whereis Creon? ‘Choragus. jst coming from the house (Ener Creon, zener) Creon, ‘Why have you come back so soon? Sentry (expensive) O King, ‘A man should never be too sure of anything: @ would have sworn ‘What has happened? © CLASSICAL DRA ereadline ana Irn. How might Statement thats betoosureafany ‘That you‘ nor see me here again: your anger Frightened me so, and the things you theestened me with; Burhow could [tll then. ‘That Pd be able to solve the case so soon? No dice chrowing this ime: Iwas ony too gla 0 come! Hire is this woman, She is che guilty one: —) ‘We found her tying to bury him. ‘Take her, then; question her; judge her as you wil ‘with the whole thing now, and glad of eon. But this is Antigonet Why have you brought her here? Sentry. She was burying hie, | ell you! ‘creon (vere. Is his the eruh? 2» Sentry. I sw her with my own eyes. Can I say more? ‘creon. The dew: come, tell me quick! Sentry Te wa like this: “After those tesible threats of yours, King, : We xd brushed the dust away ftom the body Targeted Past “The Beh was ot by now 3 5 So wet on ilo windward and kee guar Nonapping this tme! We hepeeach oer awake, cf Bucnothing hnppened uotlshe@hieGound sun), aol ait cer ohn ay oe.” Then, suddenly ww Ror of iS p fom he car, and the sky ‘Went out, che plain vanthed with alts trees Martha Hen 26 Repertory 197 roe 980 uur to: exeex raAcRDY AND MEDIEVAL ROMANCE Cds ud eh a ad FOR LESS-PROFICIENT READERS @ targeted Passage [Lines 17-31] This passage describes the circumstances that preceded Antigone’ capture + Why i Creon surprised to see Antigone? + What did the sentry do when he returned to Polyneces body? + What strange things happened during the sentry's watch?