MYPNA_TE_G12_U3_web.pdf

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PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Argument

At the beginning of this unit, you took a position on the following topic:

What is the relationship of human beings to time?

 EviDENCE lOg

Review your Evidence Log and your QuickWrite from the beginning of the

unit. Has your position changed?

Identify a historical example of the reason you identified:

Evaluate the Strength of Your Evidence Which two texts that you read

in this unit offer the strongest support for your topic sentence?

Write the titles here.

1.

2.

What are some other resources you might use to locate information about

the topic?

1.

2.

3.

4.

NOTES

Develop your thoughts into a topic sentence:

How the passage of time shapes our actions can be shown through:

 STaNdardS

Writing

Introduce precise, knowledgeable

claim(s), establish the significance

of the claim(s), distinguish the

claim(s) from alternate or opposing

claims, and create an organization

that logically sequences claim(s),

counterclaims, reasons, and evidence.

PERfoRmAncE-BAsEd AssEssmEnt PREP 407

LIT17_SE12_U03_C_IN_PT.indd 407 3/21/16 2:41 PM

Review Evidence for an

Argument

Evidence Log Make sure students understand

that their opinions on an issue can change as

they learn more about it and as they encounter

other points of view. Remind students that their

Evidence Log tracked the growth of their thinking

during the unit. As they carefully consider what

they’ve learned and the evidence they’ve found,

the initial position they took on the question

What is the relationship of human beings to

time? might continue to change.

Evaluate the Strength of

Your Evidence

Students have the choice of many different

sources when looking for information about the

topic, including:

• the texts themselves


• students’ answers to questions about the texts


• students’ Evidence Logs
  Students need to judge, not just the quantity of
  the evidence they gather about their topic, but
  also the quality of that evidence. Discuss what
  might make evidence more credible, and suggest
  these questions:


• Does the evidence come from reliable sources?


• Has the evidence been reviewed by experts for
  accuracy?


• Is the credibility of references confirmed by the
  source of the evidence?

fully before responding, take notes while

listening so they can respond on point, and

speak with courtesy and respect. They may

also wish to draft points for a response

quickly before speaking.

4. To field questions, tell students to repeat the
   question before answering it, as this allows

a few seconds to think about a response as

well as makes sure that everyone hears the

question.

Performance-Based Assessment Prep 407

LIT17_TE12_U03_C_IN_PT.indd 407 16-03-29 3:36 PM