Reflection: Continuous Assessment Applying the Rhetorical Square to Text - Section 2: Whole-Group Sharing


In one of the video excerpts, you see one of my students sharing his writing when I specifically call on him.  As a writer who often struggles, it is a remarkable feat for him to go public with his work.  He functions in a classroom full of eager sharers, some whose hands you can see shoot up to speak next just as soon as he is finished.  

I am guiltily of more than once falling under the spell of the eager sharers, what I call "my usual suspects," whose hands are often raised before they sometimes even know why. It can be a hypnotic spell, sometimes convincing me that "everybody gets it" because these few get it and are so willing to demonstrate that they do.  

I must constantly remind myself to check in with and/or call on my more reluctant participants. Often times they are doing their best not to be noticed, and, admittedly, they are often successful.  Even after double-digit years spent teaching, it is a daily commitment I must consciously continue to make, that of making sure that the abilities of my "few" are not confused with the abilities of my "whole."

  The Trap of Letting "The Few" Speak for "The Whole"
  Continuous Assessment: The Trap of Letting "The Few" Speak for "The Whole"
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Applying the Rhetorical Square to Text

Unit 5: Bad Boy Part I
Lesson 3 of 12

Objective: Working with an article from The New York Times, SWBAT apply the skill of the rhetorical square in order to determine the writer's purpose, argument, audience, and persona.

Big Idea: Students unlock a skill to becoming better readers and better writers.

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