Get out: paper and pencils. (Hang chart paper on white board.)
-- Brainstorm important components of extended response rubric; make web on board:
- topic sentence/"argument"
- 2-3 reasons
- 2-3 examples/details
- evidence from text
- connection to self
-- Establish that an extended response with all of these attributes will receive the highest grade possible
-- Organize web into checklist: What makes sense to check first while you're writing?
- Write checklist on whole piece of chart paper; post in room
- Students write their own checklists on their own paper; keep in Language Arts notes pocket in binder
-- Write a class extended response. Model thinking: addressing each point on checklist, does it make sense? Could I make it clearer? Use checklist physically to check off aspects when we've done them.
Do you agree with Robert D. Ballard that artifacts from the Titanic should be left at the wreckage? Why or why not?