(i.e., a 1 would find a 2.) Students share their responses with a partner and add additional comments if necessary. Assessment Prompt for Learning Activity 2: Students share their responses with the class; students can choose to share something their partner said if they feel more comfortable that way. This activity can also be done as a discussion on a website like Schoology. Teacher Note: Student Look Fors include comments directly related to the relevance or persuasiveness of the reasons. For example, a student may cite a and comment that it is directly related to the claim, making it relevant. Conversely, a student could cite a quote and comment that while it is related to the general topic, it is not relevant to the specific claim. Learning Activity 3: How to address counterclaims Teacher Note: The expectation is that students have already encountered counterclaims in previous lessons. This section can be expanded or condensed as necessary; for example, students may not need additional practice with counterclaims if it has been a regular expectation throughout the year. Other students may struggle and may benefit from additional examples. The class returns to the sample essay. Currently, the sample essay does not contain a counterclaim or rebuttal. The class brainstorms ideas for a possible counterclaim together; the teacher records ideas on the board. The class votes on a counterclaim to use. Assessment Prompt for Learning Activity 3: Students write a rebuttal for the counterclaim.
(i.e., a 1 would find a 2.) Students share their responses with a partner and add additional comments if necessary. Assessment Prompt for Learning Activity 2: Students share their responses with the class; students can choose to share something their partner said if they feel more comfortable that way. This activity can also be done as a discussion on a website like Schoology. Teacher Note: Student Look Fors include comments directly related to the relevance or persuasiveness of the reasons. For example, a student may cite a and comment that it is directly related to the claim, making it relevant. Conversely, a student could cite a quote and comment that while it is related to the general topic, it is not relevant to the specific claim. Learning Activity 3: How to address counterclaims Teacher Note: The expectation is that students have already encountered counterclaims in previous lessons. This section can be expanded or condensed as necessary; for example, students may not need additional practice with counterclaims if it has been a regular expectation throughout the year. Other students may struggle and may benefit from additional examples. The class returns to the sample essay. Currently, the sample essay does not contain a counterclaim or rebuttal. The class brainstorms ideas for a possible counterclaim together; the teacher records ideas on the board. The class votes on a counterclaim to use. Assessment Prompt for Learning Activity 3: Students write a rebuttal for the counterclaim.
SCHS%20Reading%20Writing%20Project.docx