English II Honors/English II—April 12, 2016 Daily Warm-up: What are your feelings about the characters at this point in the play? We know that this play will end in tragedy— nearly everyone will die, but what are some lessons you think we are supposed to learn from this tragedy? Explain. Homework: – 1 st hour: Study for Lesson 21 and 22 Vocabulary Quiz. – 2 nd hour: Study for Lesson 10 Vocabulary Quiz Reading Plus homework due Sunday at 11:59.

Lesson 21 Vocabulary Abyss—n. a deep or seemingly bottomless chasm. Agenda—n. a list of items to be discussed at a formal meeting. Ephemeral—adj. lasting for a very short time. Equilibrium—n. a state of physical balance. Expend—v. spend or use up (a resource such as money, time, or energy). Fortuitous—adj. happening by accident or chance rather than design. Grapple—v. engage in a close fight or struggle without weapons; wrestle. Ideology—n. a system of ideas and ideals, especially one that forms the basis of economic or political theory and policy. Palpable—adj. able to be touched or felt. Transient—adj. lasting only for a short time; impermanent.

Lesson 22 Vocabulary Fraught—adj. causing or affected by great anxiety or stress. Frivolous—adj. not having any serious purpose or value. Gratify—v. indulge or satisfy (a desire). Momentum—n. the impetus gained by a moving object. Narrate—v. give a spoken or written account of. Serendipity—n. the occurrence and development of events by chance in a happy or beneficial way. Torrid—adj. giving off intense heat Ultimate—adj. being or happening at the end of a process; final. Vigilant—adj. keeping careful watch for possible danger or difficulties. Wend—v. go in a specified direction, typically slowly or by an indirect route.

Lesson 10 Vocabulary periphery—n. the outer limits or edge of an area or object traumatic—adj. emotionally disturbing or distressing anachronism—n. a thing belonging or appropriate to a period other than that in which it exists, especially a thing that is conspicuously old-fashioned. euthanasia—n. the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. The practice is illegal in most countries. genealogy—n. a line of descent traced continuously from an ancestor. psychopath—n. a person suffering from chronic mental disorder with abnormal or violent social behavior anthropomorphic—adj. having human characteristics hypodermic—n. a hypodermic syringe or injection hierarchy—n. a system or organization in which people or groups are ranked one above the other according to status or authority dehydration—n. excessive loss of water from the body or from an organ or body part, as from illness or fluid deprivation

Creon and Haemon Haemon’s character as it is revealed by his words, thoughts, and actions: Creon’s character traits that are revealed or emphasized through his interactions with Haemon:

1.Set the mood 2.Summarize action 3.Preview action 4.Represent a point of view 5.Side with various characters 6.Warns of disaster 7.Introduces or elaborates thematic ideas Chorus - Purposes

Odes to Love and Death Purposes of Choral Odes OdeSummary of ContentConnections to the Previous SceneFunctional Purpose of the Ode 1 Polyneices and his army tried to defeat Thebes at its seven gates; Etocles and the Thebans defended it along with Zeus’ power, with brother killing brother. The ode provides a description of troubles that preceded the play’s beginning and adds explanation of Antigone’s and Ismene’s descriptions of war. The scene serves as a bridge between Scene 1, in which Antigone and Ismene are introduced and leads to the entrance of Creon. 2 p p p p

Odes to Love and Death Purposes of Choral Odes OdeSummary of ContentConnections to the Previous SceneFunctional Purpose of the Ode 2 Man is a marvelous wonder. However, when he becomes too arrogant, I want no part of him. Chorus identifies pride in mankind and comments on man’s power, and what happens when he gets too arrogant. Introduces fear that man can over-step his bounds when he begins to think he rules the world or turns to evil. Foreshadowing?? 3 Oedipus’ family is doomed by their fate. No one lives without sorrow. Guard brings Antigone to Creon. Antigone admits the burial. Creon sentences her to death. The ode mourns troubles for the family, setting a mood of sorrow. It also recognizes the power of the Gods. 4 Love influences all people to make terrible choices. Antigone bids farewell to Thebes and sees herself suffering as other unfortunates. At the end of the previous scene, Creon tells the Chorus Leader how Antigone will die: hidden in a cave until she starves. The chorus praises the power of love, recognizing a universal theme. They also pass judgement on Antigone’s actions. 5 Other Grecians have suffered from poor choices, the power of love, and quick tempers. Creon has repeated his orders, and the guards have led Antigone to her tomb. The Chorus tries to comfort Antigone by relating others who have met unjust deaths. Their comforting Antigone adds tension to their relationship to Creon.

Group Discussion Recall the scene we read yesterday with your group, and discuss the following: – What attitudes and ideas about love and death are conveyed in this scene? – How are these ideas similar to or different from your culture’s attitude toward love or death? – How do the different characters and their interactions help develop themes related to love and death?

Themes in Antigone What does the play Antigone show the reader about the importance of loyalty to family? – The play shows 2. What does this play show the reader about the importance of law in preventing anarchy? – The play shows 3. What does the play show the reader about doing what a person thinks is right? – The play shows 4. What does this play show the reader about being stubborn? – The play shows 5. What does this play show the reader about traits of an effective leader? – The play shows 6. What does this play show about civic disobedience? – The play shows 7. What does this play show about parent-child relationships? – The play shows 8. What does this play show the reader about the most effective ways to persuade someone to do something? – The play shows 9. Write one more theme (relating to any topic) of your choice: – The play shows