Objectives

• Analyse how Sophocles uses the Prologue (Ch.1) and Creon's first speech (Ch.3) to establish two opposing moral frameworks — divine law and civic authority.
• Explain how Antigone's confrontation with Creon in Ch.4 constructs her as a tragic hero through her language of defiance and her appeal to unwritten laws.
• Evaluate how Sophocles uses Haemon (Ch.5) and Tiresias (Ch.6) as dramatic devices to expose the consequences of Creon's hubris.
• Write a fully evidenced analytical paragraph that embeds and interrogates quotation from a named episode of the play.
• Construct a sustained essay argument about the conflict between divine and human law, drawing on evidence from at least three episodes of the play.

The sequence

1. Lesson 1: Two Laws, One City: Establishing the Conflict in the Prologue and Creon's Edict

   55 min · ch. 1, 3

   Do now

   Read the two statements displayed on the board without looking at your text. Statement A: 'A ruler's law is the city's survival.' Statement B: 'Some laws exist before any ruler.' In two sentences, explain which statement you find more persuasive and why. You will revisit your response at the end of the lesson.

   Teacher input

   Model a close reading of Creon's opening address to the Chorus in Chapter 3, particularly focusing on the lines where he states that loyalty to the state takes precedence over family ties ('No man who is his country's enemy shall call himself my friend'). Use the visualiser for annotations: examine how the imperative mood and the term 'enemy' frame civic duty as a military obligation; discuss how the Chorus's respectful response ('It is in your power, Creon, to make whatever laws you will') highlights the risks of unchecked authority. Help students understand that Sophocles is not merely portraying Creon as a villain, but rather as a man with a coherent — albeit fatal — political philosophy.

   Independent task

   Re-read Antigone's speech to Ismene in Chapter 1, from "He has no right to keep me from my own" to the end of the Prologue. Write one PEEL paragraph (approximately 150 words) that analyzes how Sophocles uses Antigone's language in this speech to portray her as a character who prioritizes divine duty over her own safety. Be sure to include at least two quotations from Chapter 1, comment on a specific word or grammatical choice in each, and conclude your paragraph with a sentence that connects Antigone's stance in this moment to the larger conflict with Creon that unfolds throughout the play.

   Exit ticket

   In one sentence, state the single most important difference between the moral framework Antigone expresses in Ch.1 and the moral framework Creon expresses in Ch.3, using one word from each chapter to support your answer.

2. Lesson 2: Defiance on Trial: Antigone's Confrontation with Creon in the Second Episode

   55 min · ch. 4

   Do now

   Without opening your text, jot down everything you recall about Antigone's behavior during her encounter with Creon in Chapter 4. After that, open Chapter 4 and read their initial exchange. Highlight any details you forgot or got wrong. Come prepared to share one surprising insight.

   Teacher input

   Model the analysis of Antigone's central declaration in Chapter 4 — "I did not think your edicts strong enough to overrule the unwritten and unfailing laws of heaven" — on the board as a shared text. Annotate the comparative construction ("strong enough to overrule"), which suggests a hierarchy of laws. Discuss the adjective "unwritten" and explain how its invisibility enhances its authority in Antigone's reasoning. Examine the phrase "laws of heaven" and how it contrasts Creon's decree, making it seem temporary next to the eternal. Demonstrate to students how this single sentence encapsulates the entire thematic structure of a tragedy.

   Independent task

   Read the complete dialogue between Creon and Antigone in Chapter 4, starting from the Guard's report of her re-arrest to Creon's announcement of her sentence. Write two connected PEEL paragraphs, totaling about 250 words: the first should analyze how Sophocles uses Antigone's language to portray her defiance as principled rather than reckless; the second should examine how Creon's language in the same scene shows that his authority stems from pride as much as from political conviction. Each paragraph must include a different quotation from Chapter 4 and should conclude with a sentence that compares the rhetorical strategies of both characters.

   Exit ticket

   Write one sentence explaining what the word 'unwritten' in Antigone's speech does that the word 'divine' alone could not do — think about what is implied about Creon's laws by contrast.

3. Lesson 3: Voices of Warning: Haemon, the Chorus, and Tiresias as Dramatic Foils

   55 min · ch. 2, 5, 6

   Do now

   On the board are three brief quotations — one from Haemon in Chapter 5, one from the Chorus in Chapter 2, and one from Tiresias in Chapter 6. Without referencing your text, identify which quotation belongs to which speaker and write a sentence about what each speaker is urging Creon to do. Afterward, verify your answers by locating the lines in your text.

   Teacher input

   Model a reading of Haemon's argument in Chapter 5, focusing on the moment when he tells Creon: "The man who thinks that he alone is wise, that he can speak and listen to no one else, when known, is found to be empty." On the board, annotate the conditional structure ("the man who thinks"), which subtly distances Haemon from direct blame while still making the target clear. Highlight the tricolon of failure ("thinks… speaks… listens to no one") that builds up to the harsh final adjective "empty." Discuss how Sophocles chooses to use a son's voice instead of a rival's, which makes Creon's isolation seem more tragic than menacing. Introduce the idea of the dramatic foil: Haemon represents the reasoned flexibility that Creon stubbornly rejects.

   Independent task

   Tiresias's warning to Creon in Chapter 6 highlights the playwright Sophocles's use of dramatic devices that foreshadow Creon's impending punishment. Tiresias, though blind, perceives the corruption of Thebes, illustrated by his vivid imagery of “the altar-fires” that are “smoldering” and the “screeching birds” that signify disorder. The image of the corrupted altar-fires symbolizes the breakdown of divine favor, suggesting that the gods have turned away from Creon’s rule due to his hubris. This powerful metaphor signals that consequences for Creon’s actions are already set in motion.

   The Chorus, typically a voice of reason and community in Greek tragedy, reacts with unease following Tiresias's departure, indicating a shift in the atmosphere of the play. Their concern reflects the gravity of Tiresias's revelations and suggests that they, too, fear for Creon’s fate. Creon’s dismissal of Tiresias as corrupt may evoke less sympathy from a Greek audience, as it showcases his stubbornness and refusal to heed prophetic warnings. This arrogance makes him appear tragically flawed, aligning with the classical understanding of hubris leading to downfall.

   Exit ticket

   In two sentences, explain how Haemon in Ch.5 and Tiresias in Ch.6 each use a different kind of authority — one personal, one prophetic — to challenge Creon, and why Creon rejects both.

4. Lesson 4: Too Late: Catastrophe, Hamartia, and the Exodus

   55 min · ch. 7

   Do now

   Before you open your text, make a prediction: jot down the order you think the three deaths in Ch.7 will be revealed or depicted, and for each one, write a single word that captures how you expect Creon to respond. Next, open Ch.7 and read the Messenger's speech about the deaths. Take notes on any moments where the sequence of events surprised you.

   Teacher input

   Model a close reading of the Messenger's speech in Ch. 7 that describes Haemon's death. Focus on the lines where Haemon spits at his father, lunges with his sword, misses, and then ultimately falls on his own blade next to Antigone's body. Use the visualizer to annotate the following points:

   • The quick succession of short actions (spit, lunge, miss, fall) establishes a rhythm of futility, emphasizing the tragic outcome.
   • The physical closeness of Haemon's body to Antigone's highlights how Creon's decree literally envelops him.
   • Eurydice's wordless exit right after receiving the news carries a weight that speaks volumes, making it more foreboding than any dialogue could convey. Sophocles effectively uses this silence as a structural device, delaying the impact before amplifying it.
   • Relate this to the idea of hamartia: Creon's flaw lies not in ignorance but in his unwillingness to listen.

   Independent task

   Revisit the last section of Chapter 7, starting from Creon's entrance with Haemon's body to the final lines of the Chorus. In about 180 words, analyze how Sophocles portrays Creon's last appearance as a powerful visual and verbal representation of the fallout from hubris. Be sure to reference at least one stage direction or specific physical action from the text, include a quotation from Creon's lament, and wrap up with a sentence discussing what the Chorus's closing lines imply about the connection between wisdom and suffering in Sophocles' moral framework.

   Exit ticket

   Write one full sentence defining hamartia and then a second sentence identifying the precise moment in Ch.6 or Ch.7 where you believe Creon's hamartia becomes irreversible — quote the line or describe the action that marks the point of no return.

5. Lesson 5: Conscience Against the State: Writing the Sustained Argument

   60 min · ch. 1, 2, 3, 4, 5, 6, 7

   Do now

   On the board is today’s essay question: 'How does Sophocles illustrate the conflict between divine law and human authority as the main tragic force in Antigone?' Take five minutes to quietly write a one-sentence thesis — your clear, arguable response to this question — and then list three pieces of evidence from three different chapters that you will use to back it up. Remember, this is just planning time, so no full sentences yet.

   Teacher input

   Model a compelling introduction for your essay based on the question above and using Chapter 1 as your foundation. On the board, draft an opening paragraph that effectively identifies Sophocles' dramatic context—specifically the City Dionysia in 441 BCE during Periclean Athens—in a meaningful way. Clearly articulate a thesis that distinguishes Antigone's commitment to eternal divine law from Creon's focus on temporary civic necessity. Additionally, outline the essay's argument by mentioning the three key episodes (Ch.1, Ch.4, Ch.6 or Ch.7) that will be explored. Make sure to annotate the rationale for each sentence's inclusion—every sentence should contribute more than just a summary of the plot.

   Independent task

   Write a detailed analytical essay of 500–700 words addressing the question: 'How does Sophocles portray the tension between divine law and human authority as the main tragic force in Antigone?' Your essay should include: an introduction that presents a clear, debatable thesis and places the play within its dramatic context; a paragraph analyzing Antigone's speech to Creon in Chapter 4 ('I did not think your edicts strong enough…'), focusing closely on at least one specific word or grammatical choice; a paragraph examining either Haemon's argument in Chapter 5 or Tiresias's warning in Chapter 6, illustrating how Sophocles employs secondary characters to reinforce Antigone's moral stance; a paragraph discussing Creon's final lament in Chapter 7, arguing what his downfall reveals about Sophocles' perspective on this conflict; and a conclusion that revisits your thesis while making a final evaluative statement regarding which law — divine or human — Sophocles ultimately depicts as more powerful, and how the play's structure (tragedy, the Chorus, the messenger speech) embodies that judgment. Be sure to incorporate and analyze at least four quotations from at least three different chapters. Avoid summarizing the plot; every sentence should support your argument.

   Exit ticket

   Read back your thesis sentence from your introduction. Write one new sentence explaining whether your essay proved that thesis or whether the evidence pushed you towards a more complicated position — and if so, what that position is.

Activities

Assessment

• Lesson 1 exit ticket checks whether students can articulate the distinction between divine and civic law using textual vocabulary from Ch.1 and Ch.3 rather than paraphrase.
• Lesson 2 PEEL paragraphs are checked for: an embedded quotation from Ch.4; a comment on a specific word or grammatical feature; and a comparative sentence linking Antigone's and Creon's rhetorical strategies.
• Lesson 3 structured response is checked for: identification of a specific image from Tiresias's speech in Ch.6; comment on the Chorus's reaction; and an evaluative sentence about Creon's sympathy.
• Lesson 4 exit ticket checks whether students can define hamartia accurately and locate the precise moment of Creon's irreversible error in Ch.6 or Ch.7 with textual support.
• Lesson 5 thesis index cards (from the Thesis Workshop activity) are read before the timed essay to check whether students have a genuinely arguable claim rather than a topic statement.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Explain the function of character (CHR-1) — Explain how Sophocles uses Haemon, Tiresias, and Ismene as dramatic foils to develop Creon's hamartia.
• Explain the function of structure (STR-1) — Analyse how the sequencing of episodes (Parodos through Exodus) builds toward the catastrophe of Ch.7.
• Explain the function of figurative language (FIG-1) — Analyse how Tiresias's imagery of corrupted birds and altar-fires in Ch.6 functions as dramatic foreshadowing.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with attention to Sophocles' use of language, form, and dramatic structure across the seven episodes.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including the City Dionysia, Periclean democracy, and the play's reception through Hegel, Brecht, and Anouilh.
• AO5 — Explore literary texts informed by different interpretations, including Hegel's reading of Antigone as a collision of two equally valid ethical claims.

Edexcel

• AO1 — Articulate informed responses to literary texts using relevant concepts and terminology; write with coherence and accuracy.
• AO2 — Analyse ways in which meanings are shaped in Antigone, focusing on Sophocles' dramatic language, the function of the Chorus, and the structural role of the messenger speech in Ch.7.
• AO3 — Demonstrate understanding of contexts of production and reception, including the religious, political, and theatrical conventions of fifth-century Athens.