Reflection: Checks for Understanding Entering a Conversation with Fareed Zakaria - Section 2: Entering the Discourse: What is Left Uncertain?


The conversations about the piece were strong, and students were referencing specific evidence from the piece to support their thoughts.  So it seems the rigor message got through to them.  I still didn't hear a lot of discussion regarding ethos, so I will be interested to see what they wrote for that question when I collect their reading sheets to gather more data to identify how I should address this concept further in the future.  

They also seemed to do a nice job of asking questions and identifying issues, though the statement part was a little trickier for them.  I didn't give them a model for this because I wanted to see what they did with it first, to determine how they understood the task (sometimes by giving a model right away students just fill in the blanks, so to speak, but don't have a full understanding when assessed later).  Their discomfort with writing a specific statement for entering a conversation shows that even though they can talk about the issues well, the particular skill of writing a statement like this is still uncertain.


  Good Questions and Analysis
  Checks for Understanding: Good Questions and Analysis
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Entering a Conversation with Fareed Zakaria

Unit 4: Thematic Unit: Education
Lesson 5 of 18

Objective: SWBAT use their rhetorical analysis of a text to recognize what isn't in a text, and what issues could be addressed further, by writing clarifying questions.

Big Idea: Questioning an author is a great way to enter a conversation.

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the future of public education according to the pragmatic thinker
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