This lesson is taught out loud.
A teacher will read it to you, and the page will keep up. You will be asked things — take your time answering. Headphones are better, but everything is written on screen too.
Concept 1 · Well-being
1.5 Assessment
Unit 1 · Living Well in a Complex World · Summative
Writing Task
Write an analytical paragraph of 150–180 words. Choose one of the three questions below.
- A. What does it mean to live a good life in today’s world?
- B. Should social media be held responsible for influencing our lifestyle choices?
- C. How do cultural differences shape our understanding of well-being?
Before you write
What knowledge and assumptions are you drawing on? What perspectives might you be missing from your paragraph?
Writing Frame · complete and expand each sentence starter
The issue of … is widely discussed today. This paragraph examines … using evidence from the text.
Opening — name the topic and promise evidence. No opinion yet.
Firstly, … This suggests that …
Evidence 1, then what it means. The second half is where the mark is.
The text shows that … Furthermore, … This indicates that …
Evidence 2, then what it means. Two pieces is the minimum; one is an anecdote.
However, … In contrast, the text highlights that …
The counter-argument. This is what turns an opinion into an argument.
Overall, it can be argued that … because … If …, then …
Conclusion — and finish on a conditional, so you claim exactly what you proved.
0 words · target 150–180
Choose a question, then start with the opening sentence.
Reflection Questions
- How have your views about lifestyle and well-being changed throughout this unit?
- What new questions do you now have about mental health, social media, or public responsibility?
- Which claims in the unit were based on solid evidence, and which were mostly opinion?
- How did your own cultural background influence the way you interpreted the texts in this unit?
- What new analytical or rhetorical skills have you developed?
The frame’s two hinges, once more: However … is what turns an opinion into an argument, and If …, then … is what stops you claiming more than you proved.
Self-Assessment · rate yourself for each skill
Nothing here is scored or stored, so there is no reason to be generous. ★★★ means you could do it alone, tomorrow, with no help. 0 of 14 rated.
Reading
I can read a health article for gist, identify key details, and support my answers with evidence from the text.
I can identify the main argument and supporting points in an opinion article about social media and self-image.
I can analyze a multi-perspective opinion article and identify three distinct viewpoints: personal, social, and shared responsibility.
Vocabulary
I can understand and use: well-being, sedentary, mindfulness, resilience.
I can understand and use: agency, self-efficacy, structural barriers, locus of control, nudge, disempowering.
Grammar
I can identify and use participial phrases (-ing / -ed) to add detail to a main clause efficiently.
I can identify and use relative clauses (who, which, that) to define or add information about a noun.
I can use conditional structures correctly to express possibilities.
Media Literacy
I can identify biased, evaluative, and persuasive language (intensifiers, hedging, absolute language, rhetorical questions) in media texts.
I can distinguish between a fact, an opinion, and a biased claim in a social media post or article.
JRE
I can construct a JRE argument: state a clear claim, give a reason, cite evidence from the text, and explain how it supports my claim.
Listening
I can listen to a research-based article, answer detailed questions accurately, and explain the meaning of technical terms in context.
Speaking
I can take a clear position on a discussion question, explain my reasoning, and support it with examples.
Writing
I can write an analytical paragraph with a topic sentence (claim), reason, evidence from the text, explanation, and concluding sentence.
One skill I want to work on:
One thing I am proud of in this unit:
End of Unit 1 · Living Well in a Complex World. You began by being asked how many hours you spent sitting down. You are finishing able to say what a survey can and cannot prove, to spot an intensifier doing an argument’s work, and to hedge a claim so it says exactly as much as your evidence carries. A 30-question review of the whole unit is waiting whenever you want it.
Keep reading — this lesson marks itself done automatically.