This group of lessons, presented in the form of slides, was my attempt at squishing two units from the Springboard curriculum into four days. I went through units 1.5 and 1.6 and grabbed the most important pieces of information that my students would need to know to create their argumentative essays. It was rough, and mistakes were made, but I can proudly say that we made it through and the quality of my student's writing has exceeded my already lofty expectations.

As we moved through our unit on argumentative texts, it was obvious to me that we (my CT and I) had missed something. After reading an opinion piece written by Sherry Turkle on the negative impacts technology has on human relationships, the students were given five questions to answer and turn in for a minor grade. As I was grading these items, I realized there was a huge misunderstanding. The students hadn't understood the main claim of the text. I realized we needed to switch gears and do a re-teach, that I had not taken the time to ensure my students were ready to move on, and because of this, they were scoring a class average of 42% on the questions pertaining to Turkle's text. The next week began with this lesson, focusing in on Turkle's text, where I attempted to relate Turkle's claim to the students in a way they might be able to easier understand, then going over each paragraph that held the evidence for the five questions, leading my students to the answers without giving them away.