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Lesson 7

In a peer review, we will each present and delineate a proposed argument in response to the unit’s Central Question, the Culminating Task question, and our selected subtopic question. We will use our peers’ feedback to revise elements of our argument and submit them for review to our teacher.

Lesson Goals

Reading and Knowledge

  • Conduct Research: How well do I narrow or broaden inquiry in support of an argument, and select and analyze informational resources that are relevant, accurate, and credible?
  • Delineate Argumentation: How well do I identify and explain the perspective and position I will take and the claims and evidence I will use to develop an argument about a controversial issue related to infectious diseases?

Writing

  • Form Claims: How well do I form and develop claims and counterclaims for an argument that represents valid, evidence-based analysis?
  • Communicate Effectively: How well do I use purposeful language and strategies to communicate my argument’s position and plan, both in writing and orally to a peer review team?
  • Use Conventions to Produce Clear Writing: How well do I use correct and effective syntax, mechanics, and spelling to communicate ideas and achieve intended purposes?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Discuss – Write

We will prepare for the presentation and feedback portion of the diagnostic.

Review the tasks for the Section 3 Diagnostic Checklist with members of your research team. Discuss the type of feedback you will be providing one another during the peer review discussion.

Review your Vocabulary Journal. Select at least one word you would like to use during the presentation of your proposed argument.

Activity 2: Read – Discuss

We will engage in a peer review of our proposed arguments.

In research teams, students present their arguments and engage in a peer review process in which each team member does the following:

  • uses the Delineating Arguments Tool to communicate the elements of the argument they are planning

  • explains the relationships among those elements, and the implications for developing their position

  • suggests possible claims, counterclaims, and supporting evidence that might be used to develop their position

  • listens to and records feedback from the group, based on the criteria for the final argumentation task

Activity 3: Write

We will determine what changes or additions we need to make to improve our delineated argument plan in response to peer feedback and our own self-assessment.

Reflect on what you have heard from peers in your research team, both in terms of the arguments they plan to develop and their feedback about your proposed plan.

Complete the Peer Review Section of the Section 3 Diagnostic Delineating Arguments Tool.

Use the reflection, to re-delineate your proposed argument on the next section of the tool. Submit your revised plan to your teacher for review.

Activity 4: Write

We will reflect on our work on the Section Diagnostic and assess how prepared we are for the Culminating Task.

Step 1

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 2

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.

Step 3

Review the Central Question of the unit:

How do we balance the common good with individual rights and personal liberty?

Respond to the following question in your Learning Log:

  1. How has your response to the question evolved, deepened, or changed?