Reflection: Checks for Understanding Determining Who's to Blame for Romeo and Juliet's Death: Citing Relevant Evidence (Day 2 of 2) - Section 2: Writing Thesis Statements and Counter-Claims


I tell students all the time to reread their work aloud to themselves when editing. While some of them listen to me, I know that many of them don't, but I hope that will change after today. Sharing thesis statements and counter-arguments aloud today illustrated how helpful this strategy can be. As students read, they caught their own errors and made changes in the moment. I didn't have to say anything because they heard it themselves. Plus, I think that they also heard where others stumbled and made connections to their own faulty wording. I feel like there was shift because students were slow to share their thesis statements, but quick to share the counter-argument. They felt more confident.

  Sharing Thesis Statements
  Checks for Understanding: Sharing Thesis Statements
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Determining Who's to Blame for Romeo and Juliet's Death: Citing Relevant Evidence (Day 2 of 2)

Unit 18: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
Lesson 4 of 8

Objective: SWBAT write arguments to support claims in an analysis of Romeo and Juliet, using valid reasoning and relevant and sufficient evidence from the play and a critical essay by following steps in a graphic organizer that organizes an outline for the essay.

Big Idea: What is "valid reasoning and relevant and sufficient evidence"? My students will discover this today as they search for evidence in the play and in a critical essay to support their arguments.

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