Reflection: Lesson Planning Students Support Their Claims On Thoreau's Walden - Section 3: Students Select Evidence


The way I explain the difference between general vs. specific evidence is one of those things that I came up with several years ago during one of those times when I found myself totally puzzling over my students inability to provide specific evidence. One of the things the analogy to the camera offers me is a quick phrasing students can all understand. Specifically, after this lesson, I will be able to ask students, “If I were to take a picture of this evidence, would I be able to zoom in or would I have to zoom out?” It may sound like a silly question but it is helpful when I read evidence that sounds like, “For example, people worry too much about things that they don’t have.” A student with such sentence would be able to tell me that I would have to zoom out to take a picture of what she wrote. This may then help her be more specific and provide an example of a specific person she knows who thinks too much about things she/he doesn't have and worries over it.

  One Way of Explaining What Qualifies As Specific Evidence
  Lesson Planning: One Way of Explaining What Qualifies As Specific Evidence
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Students Support Their Claims On Thoreau's Walden

Unit 14: A Short Writing Unit
Lesson 2 of 7

Objective: SWBAT gain better understanding of what qualifies as strong evidence by following a set of guidelines as they select evidence to support their claims.

Big Idea: Producing evidence from previously acquired knowledge is more difficult that selecting evidence from a text the teacher assigns. A lesson to help students with this task teaches them about the purpose of quality evidence.

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