Reflection: Adjustments to Practice My Opinion: Paragraph Three - Section 3: Partner Talk

 

Although the new groups worked well with one class, it bombed in another. The intent was to surround students with those who were like-minded so that they could pass around ideas and receive tailored feedback. This worked really well in one class – it saved time getting a partner up to speed, explaining specific pieces of evidence, etc. – because all students in each group were “on the same page.” However, it worked completely the opposite way in another class.

Instead of each student sharing with one partner equally, I sadly discovered that in a couple of groups, they were passing ideas around the entire table. Oftentimes just a couple of students truly would participate by bringing their own ideas and support from their research while the others would wait to hear what they had to say and then use in their own writing. Because this would later serve as an assessment piece, I couldn’t allow this to continue (not that I would have allowed it otherwise!). So I moved students around so that each was working with someone of a different opinion. This meant longer partner shares in order to get partners up to speed each day. However, it was necessary to make sure every student’s work was authentic. 

  Shaking up the Groups
  Adjustments to Practice: Shaking up the Groups
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My Opinion: Paragraph Three

Unit 9: The Titanic
Lesson 19 of 26

Objective: SWBAT write a final opinion piece based on what they liked most about our Titanic unit.

Big Idea: While writing paragraph three, students focus on the second reasons for their claims and the evidence that support them.

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1 teacher likes this lesson
Subject(s):
English / Language Arts, Reading, Nonfiction (Reading), Research Writing and Practices, nonfiction, fiction, research, Titanic, multigenre, opinion, reflection, opinion writing
  55 minutes
2010 titanic museum at night pigeon forge tn
 
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