Skip to Main Content

Lesson 5

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 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 the topic of artificial intelligence?

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?
  • Refine and Revise: How well do I revisit, refine, and revise my understanding, knowledge, and work based on discussions with others and feedback and review by myself and others?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read

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: Discuss – Write

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

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

  • uses a Delineating Arguments Tool to communicate the elements of a proposed argument

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

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

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

Activity 3: Discuss

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

Reflect on the peer review in your research team, including your team members’ planned arguments and the feedback you received 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: Read – 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.

Step 2

Review the Central Question of the unit:

How is artificial intelligence affecting our world?

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

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the 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.