Reflection: Modeling What Does it Mean to Have Great Expectations: Open Response (Day 2 of 2) - Section 2: Outlining

 

The outlining process was difficult, but worth it. The beginning stages were slow, especially the analysis. The rule of the Harvard outline is "no 1 without a 2, no a without a b," so I was really forcing them to write thorough analysis and write sentences of substance. It was tempting for some kids to sit back and let someone else do the work, but because I wouldn't call on particular kids after awhile, the others had to step up, knowing that the more they completed in class, the less work they had to figure out on their own. They left today with an almost complete open response outline, which will hopefully translate into a well-crafted essay.

The process was also worthwhile because it gave me more insight into who is actively reading. So many students could support their topic sentences with interesting and specific textual details, which was refreshing for me. I can only hope that the few, who couldn't, recognized their own shortcomings in this area.

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  Modeling: Working Together
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What Does it Mean to Have Great Expectations: Open Response (Day 2 of 2)

Unit 2: Great Expectations Ch. 7-18: Applying Knowledge
Lesson 7 of 8

Objective: SWBAT write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant and sufficient evidence by analyzing the title of Great Expectations and what that means for Pip.

Big Idea: Working through an outline together builds confidence and can create more complete essays.

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