Reflection: Writing Across the Disciplines Putting the PIeces Together: Building Claims for Othello Literary Analysis Paper (Day 2 of 3) - Section 5: Building Support Work Time


Turns out today was a little messy. My teaching partner and I knew that it was going to be, but the messiness came from unexpected sources.

First, the prompt for the DBQ is not the most conducive question for student thesis development. I didn't know that the history teachers had been arguing about this prompt in their past few collaborative team meetings, but I can see why they are frustrated. It is a district prompt, however, so there is no escaping it. My teaching partner ended up giving them a few ways to focus their writing based on the best thesis statements he saw on the board and walked them through the outside information support building as a whole class. This seemed to help them have a sense of what they were going to be writing for him. By the end of the period, they all had a thesis (mostly the same thesis) for their paper and some idea of what they could use to support that thesis outside of the documents we are going to review tomorrow.

As for my paper, the prompt seemed to give them less trouble and they actually came up with some really strong ideas. Part of this likely comes from the dedicated focus we have had on dichotomies, themes, etc. while reading the play. Part of it comes from their familiarity with this kind of writing, which seems to be stronger than their familiarity with DBQ writing.

I don't know that we will really know how all of this went until we actually see their final products, but it definitely gives me some ideas about how to support their writing in both classes moving forward (i.e. better prompts! =)

  Good Choice on Focus of Work Time
  Writing Across the Disciplines: Good Choice on Focus of Work Time
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Putting the PIeces Together: Building Claims for Othello Literary Analysis Paper (Day 2 of 3)

Unit 6: Literary: Thematic Analysis of Shakespeare's Othello
Lesson 9 of 11

Objective: SWBAT identify a purpose for writing and write arguments to support claims by analyzing prompts and creating thesis statements for their Othello literary analysis papers.

Big Idea: Step one in the writing process: Creating a rock solid thesis statement

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