Students have been reading material to find evidence for their side of a debate. They been collecting the evidence for the debate which will occur on Friday.
Students have switched topics for another debate. They are collecting evidence in preparation.
Students have been working on summarize evidence for their claims in their own words.
Students have been researching potential arguments dealing with zoos and plastic. Groups were created to debate possible claims about the topics. Students are paraphrasing evidence from the texts and thinking about the possible arguments from their opponents.
Students were grouped according to the topic they chose to research and argue. Today's lesson focused on reading lots of different articles about a topic to gain an understanding of the evidence for both sides of the argument.
Today students assessed the recent performance assessments they completed for reading. Students shared ideas to create a class list of goals for growth.
Today students used their notes to participate in mini debates about whether to serve chocolate milk in the school cafeteria or not.
We started a new reading unit in which the students will create a research based, argumentative essay. We started by using critical thinking to analyze advertisements. Then students took those critical thinking skills and read articles that made claims. They determined if those claims were unsubstantiated or supported by reasons and evidence. They wrote the claims, reasons, and evidence in their notebooks.
Today students read and interpreted poems written by Emily Dickinson. Students wrote their thoughts and a one-page entry.
Today's lesson was about concrete poems. After the lesson, students created their own concrete poems.
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