Reflection: Real World Applications Evaluating a Play - Section 2: Opinion vs. Fact


Choosing a hunting rifle for an example of how to write an evaluative essay in a senior English class may seem provocative in the wake of recent school shootings.  I intended to be provocative, but with my students, in rural Monday, I wanted to model for them something that they care about, something that each one of them would have an opinion on.  Indeed the model example worked so well, students wanted to write that essay instead of the one I had assigned them.  I think this is a matter of knowing my audience and knowing the community I live in.  I wouldn't dream of using the same modeling example in a classroom in San Francisco, where hoodies might be the more appropriate example.  When I think about modeling and the examples I choose, I know that I need to think about my students as individuals, as a group, and as part of a larger community.

I've attached an interactive map from ThingLink, a fabulous free resource for creating interactive images, that demonstrates my understanding of relevance and how it can change from community to community. Please notice the items for developing criteria that I have identified around the map--these vary from place to place.  While we might all be united by the common goal of educating and preparing our students for college and the workforce we are still a large and diverse nation with a variety of values and interests and our classroom must reflect those as much as possible. 


  Relevance in Students' Lives
  Real World Applications: Relevance in Students' Lives
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Evaluating a Play

Unit 9: The Two Gentlemen of Verona
Lesson 7 of 11

Objective: SWBAT understand the basics of evaluation

Big Idea: What is the difference between opinion and judgment?

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English / Language Arts, brainstorming, Writing Process, Evaluation and Analysis, character trait, drama interpretation, Shakespeare, The Two Gentlemen of Verona, supporting evidence, foreshadowing, dramatic structure, interpretation, dramatic literature, uncertainty, rough draft
  50 minutes
student writing
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