I came up with the idea of ‘Analysis Connectagons’ after trailing the ‘SOLO Squares’ which I have seen others use Twitter. The ‘connectagons’ are a pretty simple concept once you get your head around them and lead students to deeper thinking. Again, this task is ideal for group work and gives students the additional challenge of making connections and justifying how they arrange and position each shape.
Here’s how it works:
Students cut out two of each ‘Theme’ and ‘Character’ hexagon and work as a team to answer the layered questions in the spaces provided. As you can see in the example, the ‘Theme’ hexagon has three stages linked to the SOLO Taxonomy strands. The stages develop as follows: ‘Multistructural’ requires students to ‘Identify’ parts of the text where the theme is addressed; ‘Relational’ challenges students to ‘Apply‘ and link their ideas to at least three important quotations from the text. Finally, the in the ‘Extended Abstract’ space, students are to ‘Reflect’ and evaluate why Steinbeck used this theme in the novel.
The process should then be repeated for the ‘Character’ hexagon which contain slightly different questions. Instead of ‘Identify’, the ‘Multistructural’ task is to ‘Describe how Steinbeck presents this character’. Once again, the last two strands require students to ‘Apply’ by linking ideas to three important quotations and subsequently ‘Reflect’ on their ideas by referring to Steinbeck’s intentions/views and his message about 1930s society.
Once the shapes are filled in with top-notch ideas, the final challenge is to put them together (like a big jigsaw). This concept reflects the original SOLO ideas whereby students make links between each concept. This task is separate to the original and does not require students to link comments written on each hexagons. For example, in ‘Of Mice and Men’, the ‘Candy Character Connectagon’ can be placed next to the ‘Loneliness Theme Connectagon’ because Candy is a lonely character. What’s more, this connectagon can also link to the ‘Dreams’ as Candy buys into George and Lennie’s proposed plans.
This task is a great way of making progress visible and stimulates effective group discussion. Furthermore, it is a fabulous tool for revision and recapping themes and characters. I would like to see this in action on another text such as a Shakespeare play. If you use this resource in your classroom, please tweet a picture of it!
Download from: sellfy.com/JamieClark85