Reflection: Pacing Critical Editorial Analysis: Is Overpopulation a Problem? - Section 4: Share out


I've done the whole identify words that come from class content and identify words you're not familiar with before, but this time it really took off. I made the decision in the moment to extend this exercise as more and more academic vocabulary came up in what I intended to be a quick share out.  In the end, I figured that it was a teachable moment, these were students grappling with the LA Times and the NY Times.  For a moment, it was great to drop the "objective" of the lesson and just teach some words that "educated" people are expected to know.

This image shows the whiteboard including students' own summaries of the main ideas of the editorials and the vocab words they identified as unfamiliar.

  Teachable Moments: when is it ok to abandon your plan and just teach?
  Pacing: Teachable Moments: when is it ok to abandon your plan and just teach?
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Critical Editorial Analysis: Is Overpopulation a Problem?

Unit 4: Populations
Lesson 8 of 10

Objective: Students will be able to critically consider the claims and evidence provided in an editorial and write a paragraph explaining why they agree or disagree with the central argument of the editorial.

Big Idea: Editorials are only as effective as the evidence provided to support their claims. Sometimes editorials that seem to be on opposite sides of an issue are actually in fundamental agreement.

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