Lesson 12

Strong Vs. Weak Evidence Formative

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Objective

SWBAT determine an author's argument and decide what evidence is strong and what is weak.

Big Idea

Author's include all types of evidence when they write. If we want to believe them or agree with their position, we need to spot the strong and weak evidence.

Introduction

5 minutes

Independent Work

30 minutes

While the students are reading and working on the formative, I'll move around to monitor for justification and grab some interactive notebooks to check. As the kids finish up today, I'll be looking over assignments from the past few days to make sure students are keeping up with note-taking and finishing any assignments. I check their note-taking while I'm teaching, but with 33 kids, there is always something that gets missed. I try to work in time to do spot checks to keep them accountable. I'll also be meeting one on one with students to review past formatives as they finish up. It can be hard to find the time to review quizzes with the kiddos who didn't quite get it, so I try to do that as they finish other assessments. There really isn't a second in the day where I'm not interacting with the kids. Some of my students who struggle will take longer than the other students who are testing, so I'll have to meet with them during RTI or during our reader's workshop time. 

The short response question is assessing whether they get that a personal anecdote is a great opener, but it's not strong evidence because it's not research based. There aren't credible sources listed for that story. We don't know if the author is making that story up, and we can't go verify it's truth.