Reflection: High Expectations Analysis and Discussion of "The Praise Paradox" - Section 4: Reading the "Praise Paradox," a non-fiction article exploring feedback to students

 

My biggest area of concern in this lesson was to watch for student note-taking on vocabulary and to listen to their fluency work. I want them to see that I take their literacy learning seriously, and I will do this by paying attention to them, taking notes on students who may need extra help, etc.  

In addition, I was interested to see how they did with uptake on the topics of praise/persistence/performance, and the initial uptake is decent.  I think I need a graphic organizer of some kind, though, to help crystallize the themes, as some students look a little bit lost.  Finally, I did listen to the students read the article in their pairs to detect any major issues with fluency, and nothing glaring emerged, but I will be systematic in my note taking on this the next  time I do it: I like to cull together short lists of students who may need extra reading/comprehension support, and fluency issues can be a good index for this. 

  Literacy diagnostic work
  High Expectations: Literacy diagnostic work
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Analysis and Discussion of "The Praise Paradox"

Unit 1: Constructive Controversy -- Oral and Written Argumentation
Lesson 4 of 11

Objective: SWBAT trace an argument in a longer text, “The Praise Paradox” by Po Bronson and Ashley and Merryman by discussing and analyzing it.

Big Idea: What motivates you, praise or criticism?

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6 teachers like this lesson
Subject(s):
English / Language Arts, English Language Learners, argument (Composition), Writing, Vocabulary, argument (Presentation Skills), English, feedback, Praise, argument discussion, opening lessons, opening uni, opening unit, Grade
  32 minutes
teaching criticism praise
 
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