Reflection: Modeling Writing a Better Thesis - Section 3: Analyzing Our Thesis Statements


I noticing during today's activities that several thesis statements were run-on sentences. I think that in trying to address all aspects of the question, the students overlooked proper punctuation. These sentences provided a perfect teaching moment for the beauty of the semi-colon (L.9-10.2a). I asked students to read the thesis statement, only pausing where the writer placed punctuation. That process reinforced the purpose of commas and periods, but also gave me time to explain how a semi-colon can divide, yet connect sentences, acting like a comma and period. Together we worked on a few of the thesis statements on the board. It was a funny moment because I was so enthusiastic; I don't think the class knew quite what to do with me. If nothing else, my passion was palpable, and hopefully contagious!

  The Semi-Colon
  Modeling: The Semi-Colon
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Writing a Better Thesis

Unit 4: Great Expectations: Extending Knowledge
Lesson 7 of 7

Objective: SWBAT develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on addressing what is most significant for a specific purpose and audience by sharing and improving thesis statements.

Big Idea: Students get to write on the board, but they also have to share their thesis statements.

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