Students receive their closure assignment from yesterday's lesson where they explained who the Tragic Hero of Antigone is. I read over these quickly last night and based on their thinking, students are reading to begin building an argument today. Once students receive their paper back, I ask them to read their writing aloud at their table. I often ask students to read their writing aloud. It helps them hear their writing voice and the rhythm of their writing. I have found that the more I do this, the better their sentence structure and word choice becomes.
Students will be grouped according to whether they are arguing Antigone is the Tragic Hero or Creon is the Tragic Hero. Once in their groups, I will instruct students to create their argument. Here are the directions I will display:
Students, today you are creating an argument. You are arguing that Antigone is the Tragic Hero. Or you are arguing Creon is the Tragic Hero. First, you need a claim. Remember, your claim must be debatable (W.9-10.1a).
A bad claim: Littering is bad for the environment
A good claim: Police need to step up their efforts and raise the littering ticket fee by 25%
Once you have your claim written, you must get approval from Ms. Thompson before moving on.
Next, you need three reasons supported with textual evidence from Antigone (W.9-10.1b). For example:
Reason: Littering looks trashy.
Evidence: According to a study in Environment Magazine, areas where there is an abundance of littering, home values decreased by 10% (Textual evidence).
Students have 20 minutes to write their argument and prepare to deliver it to the opposing side. Students working on bulding their Tragic Hero argument video demonstrates this work time. This assignment is important because it provides students with practice writing arguments and supporting that argument with strong, textual evidence. In order to gather the evidence, students must be able to look at the text deeply, conceptualizing the idea of the Tragic Hero and tracing that topic throughout all five scenes. (RL.9-10.2).
Once students have their arguments written, it is time to argue. Each side will first present their claim and 1 reason plus evidence. Then the other side will do the same thing. They will continue taking turns. I want students to come to the argument prepared with by referring to evidence from the reading (SL.9-10.1a). I will tell students that if they need to call a time out to speak to their group and add to or alter their argument based on what the other side said, they can certainly do that (SL.9-10.1d).
The video Creon group presenting their evidence and the video student defending Antigone as Tragic Hero with text evidence demonstrates the process.
Today is a very ambitious lesson. There is no homework for students. Now that we are finished with the text, we will begin comparing this text to texts in a different medium.