Reflection: Adjustments to Practice Comparing Malcolm to Martin: Dr. King's Dream and The Black Revolution - Section 4: Gallery Walk : Peer Scoring


As I reflect on this lesson, I realize that I did not provide adequate time for my students to go back and see the feedback that other groups gave them on their responses. To correct this, I am going to post them around the room and remind them that they need to be aware of the strengths and weaknesses in their writing, especially since we will do many more of these over the course of the year. It may be a good idea to remind them to look at these responses immediately before they write the next constructed response so that it will be fresher in their minds. In fact, we will be taking a summative assessment in the next couple of weeks, so I want to make sure they take a closer look at these before they write again.

Overall, I think the group writing activity was a success because when I viewed their scores, they were really close to how I would  have scored them if we were taking an assessment. I also noted that the key strength for the class is selecting evidence and the key weaknesses is explaining it.

  Missed a Step
  Adjustments to Practice: Missed a Step
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Comparing Malcolm to Martin: Dr. King's Dream and The Black Revolution

Unit 15: Writing Arguments
Lesson 4 of 8

Objective: SWBAT compare the tone, allusions, and word choice in two informational texts by writing about them in shared writing groups.

Big Idea: What's the score? Students write comparisons of Dr. King and Malcolm and X and score their own writing.

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martinlutherkingmalcolmx 3
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