Closing: Reflecting on the Learning – From Conversation to Composition
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Closing: Reflecting on the Learning – From Conversation to Composition

August 25, 2019

♪ ♪ Students wrote their essays
and then they found out the actual outcome of the
Anthony Stokes decision. They found out the young man
was given a heart but then two years later after receiving
that heart, that young man is no longer with us. He had lost his life. And so the students then had to
really think about whether or not the decision
they originally made, the claim they were really
fighting for, if that was really what they
believed in now as they see the outcome. And so I really think the best
part about it is that students were either able to stand more
firmly in their beliefs and become more deeply rooted
in what they believed or they were able to say,
“You know what? Now I can see a different
perspective of this issue because I know where it goes.” So what we’re now going to
do, we’re going to look at two articles. They are both opinion pieces
written within the last two weeks that really give us
insight into what happened to Anthony Stokes and what
decision was made. You’re going to read
the articles. As you read them, you can feel
free to annotate and pull out things because we’re going to
then have a small discussion about the outcome of this case. All right guys, that’s time. I need everybody to look up
and look at me. I am going to give you one
minute to discuss the outcome of this article with
your tablemates. Your one minute starts
right now. [Inaudible chatter] So now we’ve read two articles
that really give us insight into what happens with
Anthony Stokes and whether or not he received
the heart transplant and even the outcome
of what happened after that decision was made. My next question to you is this:
How has reading these two pieces impacted your original claim? Okay? And I haven’t heard today
from Shailen. – Well based off of what I just
read, I still believe that he did deserve that heart
because at 15, we didn’t know that at 17 he would be crashing
cars and shooting up places and doing all of the things
that he did. At 15, he deserved a chance. He just became a teenager. Although he was getting in a bit
of trouble, he was going to die. So at that moment, there
could’ve been a mind revelation like, “Oh, maybe I do
need to change.” And just because it didn’t
happen for him doesn’t mean that it
couldn’t have happened. – Great insight. And so Taylor,
what do you think? – Those articles just helped
prove my point even more because I initially said no,
he didn’t deserve it. And referring back to
the first article, a quote that I used was, “He would
not take his medication and would not follow up.” So we already saw that he
wasn’t doing what he was supposed to. And then in the new articles, it
said that he was arrested like 11 times between 2010 and 2015. So it was while he was 15,
it was while he was 16, up to 17 and before then. So it’s like we already saw that
he wasn’t doing what he was supposed to, so somebody else
who could’ve done it could’ve gotten it. – That was an awesome job,
Taylor. I think that pretty much
everyone can now see the complexity of the issue
and the complexity of the sources that we used to be
able to really look at how they worked together to make
a strong argument either for or against the case. Really guys, I only have on
question left to ask you and it goes back to a question
that I asked previously, and that is our
essential question. and that question is: How do
effective writers use textual evidence to support their claims
when developing an argument? Anyone can take it. Okay, Jeremiah. – The articles we discussed
today show us two different sides of an issue and in order
to be an effective writer, you have to be able to look at
both of those sides. And that will help you not only
develop your own claim but also be able to counter the claim
that opposes what you think. That was a great job
Jeremiah. I think that you’ve answered the
question that we all have and I think that you’ve made it
very clear what all the pieces of our lesson led to, is that
again, we are taking evidence and we’re using evidence
to support our claims in the exact same way that
effective writers do every day when they make
an argument. We’ve seen that in
your arguments. We’ve seen that in your debates. We’ve seen that even in
the writing that you’ve done. And so I really appreciate it. You guys have done a great job. You can head out to
your next class. I hope that our students can
look at the life of Anthony Stokes and look at
the complexity of the decision and all the pieces involved and
learn something that goes far beyond what they could learn in
this room and these four walls, what I can teach them,
internalize it, and let it take them further
in life. ♪ ♪

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