Reflection: Lesson Planning Revising Argumentative Dialogues - Section 4: Closure: Self-Assessment


This lesson very much represents my classroom and the way I think students become better writers. It involves a three step order of operations. It starts with defining, then moves into modeling, and ends with revision or individual practice. There are many lessons throughout the year that follow this procedure and I find it incredibly beneficial for students.

By starting with defining a concept, task, etc., students are able to understand exactly what the lesson is. They have the vocabulary for what they will need to do and this helps them to understand what that topic is on a basic level. Modeling is the greatest teaching tool I have. When I can show them good models and bad models of both product and process, students can see what that definition from the previous section looks like in context. By conceptualizing it, they can begin to look at how that concept can look in practice. The last step is then independent practice. Hopefully, they are aware of what that concept looks like that they can begin to work with it on their own. We may always go back and show models or practice multiple times but we will at least be able to understand what we need to do in order to strengthen our writing.

  Order Of Operations For Writing
  Lesson Planning: Order Of Operations For Writing
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Revising Argumentative Dialogues

Unit 6: Research Paper: Influential Lives Part II
Lesson 4 of 14

Objective: SWBAT define criteria of argumentative writing in order to revise argumentative dialogues.

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