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Lesson 7

In a peer review, we will each present and delineate a proposed argument in response to the Section Diagnostic questions. 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

  • Delineate Argumentation: How well do I identify the claims, reasoning, and evidence used in arguments that focus on the future of food development, including how to solve the major challenges facing the global food system?
  • Compare and Connect: How well do I recognize points of connection among texts, textual elements, and perspectives to make logical, objective comparisons about possible solutions to major challenges facing the global food system?

Writing

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis on an issue related to food technology, agriculture practices, or local food systems?
  • 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 – Write

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

In your subtopic peer review teams, review the tasks for the Section 3 Diagnostic Checklist with members of your review 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 concept you would like to discuss during the presentation of your proposed argument.

Activity 2: Discuss

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

In review teams composed of students who have addressed similar farming practices, 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 their proposed argument

  • explains the relationships among those elements and the implications for developing their argument’s position

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

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

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 self-assessments.

Reflect on the peer review, 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 redelineate 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 our progress toward the Culminating Task.

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