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Lesson 6

In a peer review, we will each present and delineate a proposed argument in response to 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, selecting and analyzing 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 the topic of homeownership and the American Dream?

Writing

  • Form Claims: How well do I form and develop claims and counterclaims for an argument that presents 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?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read – Discuss

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

With members of your research team, review the Section 3 Diagnostic Checklist to ensure you have an understanding of the task and expectations. Discuss the type of feedback you will be providing one another during the peer review discussion.

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

Activity 2: Discuss

We will engage in a peer review of our proposed argument plans.

In your research team, engage in a peer-review process in which each team member does the following:

  • uses the Section 3 DiagnosticDelineating 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 criteria defined by your teacher

Activity 3: Write

In response to peer feedback and our self-assessments, we will determine what changes or additions we need to make to improve our proposed arguments.

Reflect on your research team members’ feedback about your proposed argument and on the arguments they plan to develop.

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?

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 2

Review the Central Question of the unit:

How viable is the American dream of homeownership?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have that relates to the Central Question?

  2. What are you still curious about that relates to the Central Question?

  3. What is the relationship between the Central Question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

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

In your Learning Log, write your response to Question 3. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.