Reflection: Analyzing "The Declaration of Indepenence," Day Three of Three - Section 3: Independent Practice


I'm collecting reading analysis work for feedback (which will later be used for revision). Is this cheating the target? Am I watering down the skill?


I am careful, be it essays or reading analysis, to NEVER give answers away. If I were to simply mark something as wrong or make a note about what is right, I would feel as though I was cheating; using questions, though, only asks students to think more about their responses. I feel okay about giving feedback this way, no matter the assignment type.

Further, feedback is necessary today (and other days, too). My students really struggled with our first solo practice. If they struggle again or miss the entire analysis because just a piece was wrong, their motivation to continue will fade fast. That's not a battle I want to fight, and I'm willing to combat it with extra feedback from me any day.

  Is This Cheating?
  Is This Cheating?
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Analyzing "The Declaration of Indepenence," Day Three of Three

Unit 5: Finding and Evaluating Claim and Evidence in Informational Texts
Lesson 12 of 18

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

Big Idea: Down with the King? Students analyze "The Declaration of Independence."

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4 teachers like this lesson
English / Language Arts, Declaration of Independence, claims, evidence, analysis, central ideas
  45 minutes
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