Reflection: Staircase of Complexity Introducing Banned Books Week - Section 1: Theme Essay Collection


I found this set of essays both validating to read and easy to grade off of this rubric.  The guided practice my students received throughout the writing process seemed to have produced clear organization and relatively well-supported examples overall.

The criteria of the rubric was clear and specific and very easy to match with student performance on their essays.  In the past, when I have experimented with rubrics that condense the requirements into fewer categories, my grading often felt muddled, the categories representing too broad of a reach. With this format, I was able really hone in on areas for improvement.  For example, in the student sample I have attached, I commented in paragraph two that further analysis is needed, which is then correlated accordingly to the corresponding category on the rubric.

Even still, there were a few areas for improvement that I noticed, which I presented to my students in a brief set of tips I had them record in their spiral notebooks.  In addition, I also retyped two strong students body paragraph samples--one that is very strong (the first one shown) and one that is on the cusp of becoming very strong (the last one shown)--to share with my students, so that they can see the difference in body paragraph development.

  Staircase of Complexity: Wow--They Got It!
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Introducing Banned Books Week

Unit 9: Banned Books Week
Lesson 1 of 4

Objective: SWBAT will be able to read an article on book banning and identify the arguments both for and against the practice.

Big Idea: CAUTION: Reading this may be hazardous to your . . . hmm . . .

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4 teachers like this lesson
English / Language Arts, argument (Reading Comp), persuasive evidence, books, rhetoric, Banned Books, debate
  70 minutes
screen shot 2014 03 03 at 8 40 18 pm
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