In this lesson, students will share their work with their classmates and celebrate their accomplishments.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Plan mixed-ability groups for students to share their writing.
Independent Essay Reflection
- Encourage students to choose selections, from a few sentences to a few paragraphs long, that they are proud of.
Look through your paper, considering the following questions.
- Where do you think you did a particularly good job in your paper?
- Did you have strong audience appeal?
- Did you use convincing reasoning and evidence?
- Did you address counterclaims?
- Then look for a section of your paper that demonstrates this excellence.
Group Example Analysis
- Put students in groups that include a mix of ability levels.
- Remind students to keep the tone positive. They should only comment on writing that they admire.
- ELL: Repeat your thoughts about the importance of honest feedback and how specific feedback supports us in improving and supports others as well.
In your group, read your chosen passages aloud.
After you listen to each student’s work, comment on any aspects of the writing that you find convincing.
- Together, choose one or two outstanding selections from among your group’s papers to share with the class.
Discussion of Examples
- Discuss the writing that has received a lot of praise. If possible, connect it to the lessons on argument from earlier in the unit.
- Comment on any class trends you notice. For example, are the audience appeal passages especially strong? ELL: This is an excellent place for ELLs to analyze some of the class’s strongest writing and to talk about what makes it so successful. You may choose to have students take notes about techniques that they could use in later writing after groups share.
A representative from each group will read the group’s favorite passages, explaining whether each passage demonstrates audience appeal, evidence and reasoning, or counterclaims.
As you listen, reflect on the questions below.
- What do these passages have in common?
- What can they show us about convincing arguments?
- Allow students time to process what they have learned.
- SWD: If some students need extra help beginning this reflection, use Think Alouds to model for your students how you approach this task.
- Work independently to complete the Unit Reflection.
Class Discussion of the Unit
- This is a chance for students to get a broader view of the thinking and learning they have done over the past weeks. Help them gain perspective about what has or hasn't changed in their opinions.
- If appropriate, discuss the importance of diversity of thought, openness to new ideas, and legitimately considering the counterarguments to one's opinions before rejecting them.
Use your reflection to discuss the following questions.
- What has changed in your views over the course of this unit?
- Do you think differently about America? How?
- Do you think differently about arguing?
- Do you think differently about what it means to be part of a modern teenage audience?
- Finally, answer the Guiding Questions using what you've learned during the unit to inform your answers.
- What has been the historical vision of the American Dream?
- What should the American Dream be? (What should we as individuals and as a nation aspire to?)
- How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
Journal Entry 10
- Remind students that they can access these journal entries at any point during the year.
Compose Journal Entry 10: write your final journal entry of the unit on the questions below.
- What have you learned about yourself as a student while completing this unit?
- What would you like to carry forward to the rest of the school year?
- What would you like to change?