Today we begin our final assessment of Antigone. I am really excited about this final assessment project, but I have a feeling it is going to be difficult. I've struggled with how to present the project and I decided I need to introduce them to reading a line graph to prepare. I'm not sure how much expose my sophomores have had to line graphs. I project this Graph Example on the Smart Board. I ask students to take two minutes and read the chart with a friend. I explain the top of the Y axis has the highest dollar amount and decreases. The X axis is chronological from left to right. Once I feel like students have a basic understanding of this chart, we will move on.
I have always done this Fever Chart assignment with my AP Literature students, but I am attempting it for the first time with ELA10. I attach the AP Literature Hamlet Fever Chart Example on the board and talk students through a quick story line of Hamlet.
In the story of Hamlet, young Hamlet's father is murdered by his own brother, Claudius. After the murder, the Claudies marries young Hamlet's mother, Gertrude. Throughout the play, Hamlet struggles with seeking revenge for his father's death. Literary critics and readers of the play often debate if Hamlet is truly mad, or simply acting like he is. In this Fever Chart, students traced Hamlet's sanity. Hostile is at the top of the Y axis, signifying it is the most severe of Hamlet's insane character traits. Happy is at the bottom of the Y axis. These students traced Hamlet's behavior from Act I through Act V.
You are going to be completing a similar Fever Chart tracing either Antigone or Creon throughout the play. You will analyze how these complex characters develop over the course of Antigone (RL.9-10.3). You will cite strong and thorough text evidence to support your analysis of what the text says explicitly and inferences from the text (RL.9-10.1). You will complete this assignment in a large group. Each member of the group will need to come to your discussions prepared and have thoroughly read Antigone (SL.9-10.1a). You'll need to work together on decision making for your Fever Chart (SL.9-10.1b). When finished, you'll need to present your information clearly and logically so your listeners can follow your line of reasoning (SL.9-10.4). Finally, you'll be writing a justification for your piece of text evidence that supports your analysis (W.9-10.9)
Next, I distribute the AntigoneFeverChart assignment and turn their attention to the two charts I have drawn on the board explanation on the board and explanation on the board 2. I split the room into groups of 7-8 students each. I do this because the groups need to be large enough for each student to have a quote to research and justify. After students are in groups, I tell them they are either an Antigone group of a Creon group.
Antigone group, here on the board (explanation on the board) are the characteristics you will be tracing throughout the text. Today, you will be working with your group members to talk through the character of Antigone. Beginning with the Prologue and ending with the Exodus, discuss the character of Antigone in each section. How would you describe her? Can you prove that with text evidence? You will need a quote for each member of your group and you have to span the entire play.
Then, I show the Creon group their explanation on the board 2 and say:
Creon group, here on the board are the characteristics you will be tracing throughout the text. Today, you will be working with your group members to talk through the character of Creon. Beginning with the Prologue and ending with the Exodus, discuss the character of Creon in each section. How would you describe him? Can you prove that with text evidence? You will need a quote for each member of your group and you have to span the entire play.
After I've delivered all the instructions, I'll turn the students loose to work.
While students are working, I will walk around and check in with groups. I'll observe to assure all group members are working together toward their common goal. If they aren't, I'll remind them what the goal is for today. This video students gathering evidence for character analysis demonstrates students during work time.
With three minutes left, I'll ask students to provide some feedback on a post it note. Students ask a question about the assignment on the post it. If they don't have a question, then I ask them to write the response to this: In your own words, tell me why we are doing this particular assignment. I ask for the questions because during the short class period it is tough to get to every student to check in on progress. I give them an alternate task if they don't have an assignment so I can judge their knowledge level about the assignment. Both of these tasks help me judge how effectively I introduced the task and purpose today.