Reflection: Analyzing "The Declaration of Independence," Day Two of Three - Section 1: Do Now: Grievance List

 

My last hour of the day asked if I would be making my own grievance list, clearly hoping to hear what I disliked. After attendance, I created my own list, and, of course, I had to share it. Students got a real kick out of my grievances against grading (my cats try to steal my grading pens, my cats throw themselves down on my paper, and my dog eats the frillies which fall from student papers poorly ripped from notebooks, to name a few).

I know some teachers who refuse to share their lives with their students at all; I'm just not one of them. I understand the need for privacy, and there are certainly things I would never share--but well chosen stories about ourselves can create stronger relationships in the classroom. My experience tells me that the better the relationship I have with my students, the better they will perform for me. That, and class is a lot more fun.

  Joining the Fun
  Joining the Fun
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Analyzing "The Declaration of Independence," Day Two of Three

Unit 5: Finding and Evaluating Claim and Evidence in Informational Texts
Lesson 11 of 18

Objective: Students will be able to identify central ideas by analyzing "The Declaration of Independence" as a whole class.

Big Idea: "He has..." done many bad things--analyzing "The Declaration of Independence."

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  45 minutes
declaration
 
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