Time To Complete
I Can Statements
- I can
- introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (6-8.WHST.1a)
- establish a clear position on an issue in a thesis statement or introductory paragraph.
- acknowledge and distinguish counter claims.
- I will know my main idea or thesis statement is of high quality if it:
- Draws conclusions that are supported by clear reasons and strong evidence uncovered by my research
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking probing questions about their main idea, their reasons and evidence, and exploring counter claims to gauge how well their position meets the quality criteria.
- Ask students to lay out their claims, reasons, and evidence in a thesis statement, draft introductory paragraph, or suitable pre-writing activity.
- Ask students to self-evaluate their work after completing one of the activities below.
Ask students to use a mapping/outlining strategy, like mind-mapping, Cornell notes, or T-charts, to help them organize their thinking around their topic.
Have students discuss or free-write about their understanding of and position on the issue they have researched
Create a class mural, asking all students to make a symbol for their position on an issue. After posting the symbols and explaining their positions, ask students to describe their views on the position, either verbally or by placing a Post-it with comments next to particular symbols.
Ask students to restate their topic in a single sentence that conveys the importance of what they will write.
The Main Idea
Organizing Your Thinking
- Eduplace Graphic Organizer: T-chart: http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf
- bubbl.us: https://bubbl.us/
- Synthesizing Information: Step-by-step Instructions for Learners: http://www.west.asu.edu/johnso/synthesis/learners.html
Creating Thesis Statements
Evaluating Thesis Statements