Beacon Lesson Plan Library

Making Child's Play of Antigone

Kara Davis
Bay District Schools


Conscience vs. Authority is the major theme of ANTIGONE. Working in small groups, students make children's books to share with elementary students that teach a universal rule that obeys both conscience and authority.


The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.

The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

The student applies an understanding that language and literature are primary means by which culture is transmitted.

The student identifies universal themes prevalent in the literature of all cultures.


-Book construction materials (construction paper, felt, yarn, ribbon, computer paper, etc.)
-Markers, colored pencils, and/or crayons
-Hole puncher
- Copy of ANTIGONE by Sophocles( Sime, Richard, et al., ed. ELEMENTS OF LITERATURE 4TH COURSE. Austin: Holt, Rinehart, and Winston, 1997.) for each student
-Camcorder and tape
- Notebook Paper
-Pencils, pens


1. Gather materials.
2. Create or duplicate scoring rubrics and information sheet (attached in FILE below).
3. Make arrangements to visit an elementary or Pre-K class. If it is to be a field trip, be certain to fill out county travel forms, issue permission slips, arrange chaperones, submit a TDY, and any other travel requirements your school has.


1. Students should have completed reading ANTIGONE.

2. Discuss the idea that some rules are universal and donít make us choose between obeying our consciences or obeying authority as Antigone had to do.

3. Divide the class into small groups. The students may choose the groups themselves, or you may assign them groups depending on your class.

4. Pass out the Childrenís books rubric and information sheet (attached in FILE). Read over the information with students. Clarify the different roles each group needs filled and the responsibilities of each.

5. Have the groups quietly brainstorm a universal rule that they would like as the subject of their book. Only allow one group per rule.

6. Provide groups with construction materials.

7. As the groups are working, the teacher should walk around, monitor progress, and provide assistance when necessary. The teacher should notice cooperation within groups and ensure all members are contributing.

8. Explain to students that they will be videotaped presenting the book to both their own class and the younger children. In their presentations, they must display good public speaking skills as detailed in the rubric.

9. Have groups present their books to each other. The teacher should videotape them. Review the tape to provide specific feedback on ways they can more effectively present the books to the younger children.

10. Have each group member complete the rubric evaluating the groupís book (attached in FILE below).

11. Have each group turn in one information sheet noting which member filled each role. (attached in FILE below).

12. Use the average of the studentís assessment and your assessment for the bookís summative assessment if so desired.

13. Make arrangements to have the students present the books to the younger children. (Note: I did this activity at Arnold where we have a Pre-K on site, making this much easier. I am certain, however, any elementary or Pre-K class would love to have high school students come visit! This is an excellent way to incorporate Service Learning into your school.)

14. Be certain to ask the teacher whose class you visit if it is okay to videotape the activity for non-public consumption. This tape will serve more for your studentsí enjoyment as they review the activity than for critiquing purposes.


Use a rubric to summatively assess the bookís effectiveness (included in FILE below)

Use observations of student behavior while making the books to formatively assess student effectiveness in group cooperation.

(Note: These should be two separate assessments.)


1. Students may write critiques of their own videotaped presentations to provide opportunity for self-reflection and growth.
2. Students may recreate their books making them appropriate for their peers to practice writing for a variety of audiences.

Attached Files

Rubric and general information sheet     File Extension: pdf

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