Reflection: Checks for Understanding The Impossibility of Perfection: Franklin's Speckled Axe & Jefferson's Declaration of Independence - Section 4: Two Minute Warning: Homework and Experimenting with Exit Slips


Exit slips are not something I have traditionally utilized in class; I try to teach "bell-to-bell," but mostly, I never got into the habit of using them. Based on the answers on these, not every students understood that the term "self-evident truth" was from the "Declaration of Independence." I found this..disheartening. It seemed to me there was a distraction keeping a group of them from "getting" what we were doing. I did not observe closely enough to determine if it was the result of distraction by music, laziness, or simply misunderstanding the question (I did not post "In Thomas Jefferson's 'Declaration of Independence'" as part of the prompt.) I will continue to experiment with exit slips to determine if they serve a useful gauge of student learning.  

  Clarifying Directions to Clarify Reading
  Checks for Understanding: Clarifying Directions to Clarify Reading
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The Impossibility of Perfection: Franklin's Speckled Axe & Jefferson's Declaration of Independence

Unit 3: Literacy: Rhetorical Devices and Revolutionary Thinking of the Enligtenment
Lesson 3 of 12

Objective: SWBAT analyze how Jefferson unfolds his arguments and establishes claims against England and for independence by examining the structure of argument in "The Declaration of Independence."

Big Idea: "We hold these truths to be self-evident," students will need to explain and justify their own arguments. The Declaration of Independence models crafting strong arguments, persuasive appeals, and rhetorical devices for students.

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writing the declaration of independence 1776
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