ANTIGONE Quotes Activity

Two people jumping and shouting onstage. They are wearing black robes with silver metallic fringe. — Photo of Danielle Davis and Cage Sebastian Pierre by Michael Brosilow.

Use stirring quotes from Antigone as a jumping-off point for discussion and writing before or after students’ viewing of the play.

Though this activity is written for use in a classroom, it can be easily adapted for, or used by, learners of all ages.

Antigone Quotes Activity

Activity Preparation
- Supplies
  - Chart paper or similar for a gallery walk activity (six total)
  - Printed quotes from Antigone (one copy of each quote, placed on the chart paper)
  - Writing utensils such as chart markers for gallery walk activity (one per student, or one per group)
  - Paper and writing utensils (one per student)
- Set-Up
  - Post each of the six quotes around the room.
  - Group students into six small groups to participate in the gallery walk.
  - Note that as the activity is written, student groups have two minutes at each station in Round 1, and one minute in Round 2. If students would benefit from additional time, make appropriate adjustments to meet student needs.
  - Consider the mobility needs of students when setting up the classroom. As an alternative, have students seated in their groups and pass around the quotes.

This activity will take approximately 70 — 90 minutes.

Learning Sequence
1. As needed, review class protocols for engaging in a gallery walk, including when and how students should move around the room, volume level, and how long students will spend at each station. (~1 minute)
2. Explain to students that they will be encountering each chart paper twice. In Round 1, students will discuss a few prompts in their groups and write a few ideas on the chart papers. In Round 2, they will silently read and reflect. They will also choose which idea from Round 1 they’d like to explore further. (~5 minutes)
3. Post, share, or read aloud the below prompts to prepare for Round 1 of the gallery walk. Tell students that they will have two minutes at each stop to write their ideas on the chart paper. (~5 minutes)
  - What person from the past might have said this quote?
  - What person from the present might say this quote?
  - What character from a book, movie, television show, etc. might say this quote?
4. Prompt students to begin Round 1 of the gallery walk. After two minutes, direct them to transition to the next chart paper. Repeat this process until students have spent time at all six stations. (~15 minutes)
5. Pause students after they have completed Round 1 of the gallery walk. Tell them that during Round 2, they will move with their groups and read the responses from their peers, spending one minute on each quote. As they examine their peers’ responses, they should note those that they are most intrigued by and would like to work with further. (~2 minutes)
6. Prompt students to move through Round 2 of the gallery walk. During this round, students should engage in quiet, independent reading and reflection. They do not need to add to the chart paper. (~10 minutes)
7. After students have completed Round 2 of the gallery walk, have them return to their seats. Prompt them to select one of the quotes and one of the potential speakers that intrigued them. Have them write the quote and the potential speaker at the top of their papers. (~5 minutes)
8. Instruct students to use these quotes as a starting point for creative writing. Share with them these guidelines: (~5 minutes)
  - You may choose to incorporate the quote, or not, in your writing.
  - Though your quote may address a specific listener, you may choose not to address anyone in your creative writing.
  - Your writing may take the form of a poem, free-write, song, scene, speech, etc.
  - Consider the mood and tone of the speaker you have chosen. How might you make this especially clear in your writing?
9. Prompt students to begin writing independently. As they work, circulate and offer encouragement and support as needed. (~15 minutes)
10. If the class desires a performance component for this activity, consider having students do a dramatic reading/performance of their writing! Alternatively, have students engage in a brief gallery walk of their peers’ work. (~10 — 30 minutes)

This activity addresses the following standards:
- Illinois Arts Learning Standards
  - Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  - Anchor Standard 2: Organize and develop artistic ideas and work.
  - Anchor Standard 8: Construct meaningful interpretations of artistic work.
- Common Core State Standards
  - CCSS.ELA.RL1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  - CCSS.ELA.W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  - CCSS.ELA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Posted on January 31, 2024 in Learning Guides, Productions