Reflection: ELL Students Establishing Claims and Counterclaims through Peer Revision - Section 3: Applying Knowledge: Peer Evaluation of Research Flyer


This example of the Counterclaims graphic organizer belongs to an ELL student.  However this student's struggles with developing counterclaims is not unique.  I have limited time left in the school year, so I can't just stop and reteach. I will have to check in with a quick one on one conference with each student while we are in the library.  They need more support and practice with counterclaims than class time permits.  I will have to ask some of them to come in to conference (tutoring time) for additional help.  In the future, I will have to make sure I pace out my instructional time to provide the necessary supports students need to craft counterclaims.  The on-going assessment of student work helps identify where more or less support is necessary, however it can't give us an extra day in the calendar.  

  ELL Students: Looking for more time to support student learning
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Establishing Claims and Counterclaims through Peer Revision

Unit 10: Cultural Visions: Researching Responses to Essential Questions
Lesson 3 of 9

Objective: SWBAT develop strategies to engage an audience by providing feedback on their peers' claims and counterclaims.

Big Idea: An audience preview: students examine each other's research proposals to make suggestions, ask questions, give positive feedback, and express concerns.

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