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Lesson 8

We will review the teacher’s feedback on our Section Diagnostic and will use the feedback to make revisions to our work.

Lesson Goals

  • Can I revisit, refine, and revise my understanding, knowledge, and work based on feedback about the Section Diagnostic Checklist.

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read – Discuss – Write

We will review the feedback for our previous Section Diagnostic.

Review your teacher’s feedback on your Section Diagnostic. Reread the Section Diagnostic Checklist. With a partner or your teacher, discuss how you might improve.

To help review your own participation in the discussion, you might consider how well you:

  • Articulated original commentary and referenced supporting evidence from the reading.

  • Asked original questions to generate a productive academic discussion.

  • Responded to other students’ questions and ideas in a thoughtful, respectful, and reflective manner.

  • Communicated your questions and ideas clearly and effectively, using academic language related to concepts you are learning in the unit.

Revise your Discussion Tool or presentation material to address an issue you have identified. For example, if you have found that the questions or ideas you expressed were not clearly communicated or defensible based on evidence from the text, rewrite your claims by using strong and precise language to connect them more explicitly to the texts.

You might consult the Claims Reference Guide, Connecting Ideas Reference Guide, or Academic Discussion Reference Guide for examples of strong verbs and precise language.

Activity 2: Discuss

We will plan for and engage in partner or small-group discussions to practice communicating our revised thinking, ideas, or questions effectively.

Step 1

In this activity, you have the opportunity to communicate any revised thinking or increased understanding you gained by reviewing and addressing feedback on the Section Diagnostic Checklist. Plan for your partner or small-group discussion by including vocabulary and evidence to support your ideas:

  • Return to your Vocabulary Journal or Vocabulary List and identify at least one significant word that you would like to use during the partner or small-group discussion.

  • Review your Discussion Tool and any revised thinking you have done, and consult the reading to locate evidence to support your thoughts.

  • Examine the Academic Discussion Reference Guide and identify at least one discussion stem that you would like to use during the partner or small-group discussion.

Step 2

In a small group, you will use your revised Discussion Tool and any other planning materials to communicate your new understanding, ideas, or questions.

Use your revised planning tools or presentation materials to engage in a partner or small group discussion. Be sure to use academic vocabulary and syntax as you speak. Pay attention and offer thoughtful connections to the ideas of others. Ask respectful follow-up questions as needed to clarify information.