Reflection: Checks for Understanding Using Academic Language - Section 3: Re-writing With Academic Purpose


After teaching for a while you get to know the non-verbal cues of students, in this case if they are writing with some confidence because they "get it," or if they are struggling, or even just trying to get something on the page but nervous about it.  In this case, they seemed confident.  There wasn't a lot of nervous twitching, staring with glazed eyes--the kind of things students do when they are not confident in what they are doing.  However, the proof is on the page.  After reading their responses, they certainly were working at trying to use stronger, more specific language.  They all did better than previously, though a couple mostly repeated the edit forms we did in the examples--this gives me an idea of who I will work further with as we go forward on this point.  There were some other little things I noticed, too, that will inform the first part of the next lesson--particularly using words that carry high appraisal, and making logical arguments.

  Re-Writing with Purpose
  Checks for Understanding: Re-Writing with Purpose
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Using Academic Language

Unit 1: The Function of Language
Lesson 3 of 4

Objective: SWBAT apply knowledge of language conventions when engaged in discourse about the meaning and style of a text.

Big Idea: Use of academic language turns into sharper writing and deeper discussion.

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