Unit 4: Argument on “Ownership and Use of Human Tissues”
ESSENTIAL QUESTION: How can students use evidence-based research to develop a claim on a specific topic
Student Objectives
Students will be required to:
1) Read closely for textual details.
2) Annotate texts to support comprehension and analysis.
3) Engage in productive evidence-based discussions about text.
4) Collect and organize evidence from texts to support analysis in writing.
5) Collect and organize evidence from texts to support claims made in writing.
6) Use vocabulary strategies to define unknown words.
7) Identify potential topics for research within a text.
8) Use questioning to guide research.
9) Conduct pre-searches to validate sufficiency of information for exploring potential topics.
10)Delineate arguments and explain relevant and sufficient evidence.
11)Analyze perspectives in potential research texts.
TARGETED STANDARDS:
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Formative assessments:
- Present analyses and evaluations of two arguments related to the unit’s issue.
- Establish the relevance of one argument’s position and evidence to their own argument.
- Respond to a divergent or opposing argument in an appropriate and strategic way.
- Cite evidence from both texts to support their analyses and evaluations.
- Represent their best thinking and clearest writing.
These pieces should be evaluated for students’ understanding of the issue, the clarity and relevance of the perspective and position, and their analysis of textual evidence. - Student evaluations of the various arguments using the EBA Checklist should be evaluated for their conceptual understanding and the validity of analysis.
Academic Vocabulary
Evidence-Based Analysis
Synthesize (multiple sources)
Articulates
Central Ideas
Inquiry
Credibility
Sustained
Self Generated
Valid Reasoning
Central Claim
Perspective
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Lesson 1
Objectives: Students will be able to gain context about the topic of Henrietta and body tissues.
- CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. - CCSS.ELA-LITERACY.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. - CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Grouping rationale: Students will be grouped based on their preparation for the discussion as well as individual learning style and personality to maximize their productivity during the small group discussion.
Accommodation: – The timeline format chunks text into small sections, making it very accessible for students, particularly if they only focus on reading a few sections of the timeline closely.
Do Now: What do you think happens to human cells when they are removed from a human body?
Mini Lesson
Watch Video about Henrietta-What context do you gain about the topic? Write a paragraph to discuss why we need to discuss the use of human cells topic.
Independent PRACTICE
Watch a video : The shocking experiments on Henrietta Lacks!
Take notes on :
- Why is Hela cell significant?
- How was the family who contributed the cell treated?
- How does research institute utilize the cell or tissue?
Share in small groups the information from pages 4 to page 9 in the packet and gain more details about the topic.
Exist Slip: What makes the topic worthwhile for us to discuss?
Homework#1: Complete worksheet#1.
Homework: #2: Write a paragrpah on why we need to discuss the use of human cell or tissue.
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Lesson 2
Objectives: Students will be able to identify both pro and con-arguments from various sources and synthesize them to create their own claim on the issue of use of body tissues.
- CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. - CCSS.ELA-LITERACY.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. - CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Grouping rationale: Students will be grouped based on their preparation for the discussion as well as individual learning style and personality to maximize their productivity during the small group discussion.
Accommodation: – The timeline format chunks text into small sections, making it very accessible for students, particularly if they only focus on reading a few sections of the timeline closely.
Do Now: Write a paragraph to introduce the topic of your argument and why it is an important issue.
Mini Lesson: Synthesis
Identify both pros and counter claims from the sources and synthesize them into a claim that you believe is what you believe.
Independent PRACTICE
Use the worksheet to do the synthesis. Make an original claim by finding our the connections and differences between the claims you have identified.
Share and post.
Exist Slip: Copy one original claim on the paper.
Homework#3: Read and complete worksheet #3.
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Lesson 3
Objectives: Students will be able to make two types claims ( fact and value) based on three sources of information through collaborating in a small group.
Do Now: Share an interesting fact or claim about the use of human tissues.
Mini Lesson
How to make an original claim?
- Fact Claim: Claims that are based on facts
- Value claim: claims based on claims from various sources
How to synthesize?
Combining ideas that connect but also include the parts that are different
Evidence:
- Facts/statistics
- Authoritative claims made by people with authority such as experts, scientist, government officials
- Personal anecdotes
- Historical references
- Law or disciplines
Task:
- Identify and select three important facts from three sources you have read and make a claim based on them.
- Select two claims from three sources (two sources) and make a value claim based on them.
Independent Work:
In small groups, make two types of claim. Be sure to list the facts or claims that help you derive at your own original claim.
Exit Slip: Each group hands in the claims.
Homework#4: Read source #4 and complete worksheet #4.
Homework: 5: Complete worksheets #5, 6, and #7
Lesson #4
Objectives: Students will be working on a claim that is based on facts from at least 4 sources provided.
Do Now: