Reflection: Checks for Understanding “Hills Like White Elephants” -Taking A Position On Central Questions - Section 3: Drafting An Outline


This is the second argument students outline for “Hills Like White Elephants” specifically for the purpose of presenting them to peers for evaluation. The last time, students had a difficult time providing feedback. Students’ comments ended up being pretty limited. To improve the quality of the feedback students will be able to provide, I asked students to provide more evidence in their outline and to begin to elaborate their response, like this student’s outline. This would have been a good thing to require of the first one. In addition to, hopefully, sparking better feedback, more detailed outlines also let me know where their thinking is headed. This student’s working argument, for example, is questionable. My hope is that the group he shares this with will be able to point out alternative interpretations and challenge his working interpretation, which is the central goal of this process. I will see tomorrow.

  Checks for Understanding: Student Outlines
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“Hills Like White Elephants” -Taking A Position On Central Questions

Unit 5: Modernist Literature
Lesson 12 of 17

Objective: SWBAT work at improving their ability to write arguments by taking a position on an important aspect of this story and preparing to defend their position.

Big Idea: Students set up the foundation of an argument that will still stand after tomorrow’s discussion.

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