Character Analysis: Gathering Evidence for the Antigone Fever Chart (2 of 3)
Lesson 10 of 11
Objective: SWBAT analyze how complex characters develop over the course of the text by analyzing character quotes, categorizing character traits and supporting their findings with text evidence organized by a line graph. .
I realized during yesterday's lesson that students aren't sure how to cite quotes from a play and aren't sure how to utilize brackets to clarify confusing pronouns within a quote. To begin class, I present a very quick mini lesson on both skills.
I write a quote from the play on the board:
"Do not fear me. Make straight your own path to destiny."
I explain to students that we have to do two things to this quote. We have to cite it correctly using MLA and we have to clarify the confusing pronouns, me and your.
Next, I write the citation (L.9-10.3) template:
(Author.Scene Number. line number(s))
I made sure the students understand that when we normally cite a play we include the act and the scene, but since Antigone is written in only scenes, that is what we cite.
Then, I explain that the unclear pronouns can be confusing for a reader. We use brackets , to insert clarifying details for the reader. I rewrite the quote with the correct citation and brackets.
"Do not fear me [Antigone]. Make straight your [Ismene] your own path to destiny" (Sophocles.Prologue.90).
I tell students to take notes on this correct formatting and keep it in their binder as a resource. All of their quotes needed to be formatted in this way.
During student work time, the room is chaotic. Each group will be working on a different part of their Antigone Fever Chart. This video, students collaboratively working on Fever Chart, that demonstrates the very active classroom during this time.
Another part of student work time, is conferring with students about their quotes. Before students attach their quotes, I will visit the group. During this conference, the group members will present their quote, explain where it gets charted and read the explanation (Sl.9-10.4, SL.9-10.1a, SL.9-10.1b). This video, conferencing with students about text evidence (RL.9-10.1), demonstrates this conferring time. This is important because I want students to think about literary analysis in the same way they do an argument. They are making judgments about the character and providing evidence to support that analysis (RL.9-10.3). When they verbalize that during a conference with me, it validates their hard work. Additionally, it is good practice before they present to the class.
By this time, students should have their quotes selected, explanations written and chart completed. During the next class period, students will present their posters. With a few minutes of class left, I explain that students who don't have their quotes on their poster and/or explanations written, need to complete them for homework.