ELA 2019 G8:M2:U2

Research Access to Healthy Food

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

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Lesson 1Introduction to Research Project: How Do GMOs Influence Our Access to Healthy Food?
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.7 (5 minutes) 2. Work Time A. Introduce GMO Research Project (10 minutes) B. Read “To GMO or NOT to GMO?” and Track Access to Healthy Food – W.8.8 (25 minutes) 3. Closing and Assessment A. Whole-Class Share – W.8.7 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can cite evidence that supports the influence GMOs have on our access to healthy food. (RI.8.1, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 1 (W.8.7) Work Time B: Access to Healthy Food Research: GMOs note-catcher (RI.8.1, W.8.7, W.8.8)

Lesson 2Introduce Internet Research: GMOs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.8 (5 minutes) 2. Work Time A. Research Mini Lesson: Search Terms and Credibility of Sources – W.8.8 (15 minutes) B. Research GMOs and Track Access to Healthy Food – W.8.7 (20 minutes) 3. Closing and Assessment A. Partner Share (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can assess the credibility of digital sources while conducting research. (W.8.7, W.8.8) I can use search terms effectively to gather information from digital sources. (W.8.7, W.8.8) I can conduct research to answer a question about how GMOs influence our access to healthy food. (W.8.7, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 2 (W.8.8) Work Time B: Access to Healthy Food Research: GMOs note-catcher (RI.8.1, W.8.7, W.8.8) Closing and Assessment A: Generating additional related focus questions (W.8.7)

Lesson 3Research GMOs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.8 (10 minutes) 2. Work Time A. Mini Lesson: Continue Research – W.8.8 (10 minutes) B. Research GMOs – W.8.8 (20 minutes) 3. Closing and Assessment A. Partner Share (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can conduct research to answer a question about how GMOs influence our access to healthy food. (W.8.7, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 3 (W.8.8) Work Time B: Access to Healthy Food Research: GMOs note-catcher (RI.8.1, W.8.7, W.8.8)

Lesson 4Introduce Independent Research Case Studies
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.7 (5 minutes) 2. Work Time A. Introduce Case Study Research Project – W.8.7 (5 minutes) B. Jigsaw Activity – W.8.8 (30 minutes) 3. Closing and Assessment A. Whole-Class Share – W.8.7 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can conduct research to answer a question about factors that influence our access to healthy food. (W.8.7, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 4 (W.8.7) Work Time B: Access to Healthy Food: Independent Research note-catcher (RI.8.1, W.8.7, W.8.8)

Lesson 5Independent Research: Case Study
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.8 (5 minutes) 2. Work Time A. Mini Lesson: Research – W.8.7 (15 minutes) B. Independent Research – W.8.8 (20 minutes) 3. Closing and Assessment A. Whole Group Share (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can conduct research to answer a question about factors that influence our access to healthy food. (RI.8.1, W.8.7, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 5 (W.8.8) Work Time B: Access to Healthy Food: Independent Research note-catcher (RI.8.1, W.8.7, W.8.8)

Lesson 6Mid-Unit 2 Assessment: Research Climate Change and Food Shortages
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Research Climate Change and Food Shortages (30 minutes) 3. Closing and Assessment A. Track Progress – W.8.7 (10 minutes) 4. Homework A. Preread a Model Essay for Gist: Students complete Homework: Preread for Gist: “GMOs” to answer selected and constructed response questions about the structure and content of Model Essay: “GMOs.”	I can conduct research to answer a new question about food choices and sustainability. (W.8.7, W.8.8)	Opening A: Entrance Ticket: Unit 2, Lesson 6 Work Time A: Mid-Unit 2 Assessment: Research Climate Change and Food Shortages (RI.8.1, RI.8.4, W.8.7, W.8.8)

Lesson 7Write an Informative Essay: Analyze a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A, Engage the Learner – W.8.2 (5 minutes) 2. Work Time A. Read for Gist: Model Essay – “GMOs” (15 minutes) B. Analyze a Model Essay – W.8.4 (15 minutes) 3. Closing and Assessment A. Review Criteria for Informative Essay – W.8.2 (10 minutes) 4. Homework A. Preread a Model Essay for Gist: Students complete Homework: Preread for Gist: “CSAs” to answer selected and constructed response questions about Model Essay: “CSAs.” B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can find the gist of a model essay. I can analyze a model essay to generate criteria of an effective informative essay on my selected research case study. (W.8.2, W.8.4)	Opening A: Entrance Ticket: Unit 2, Lesson 7 Closing and Assessment A: Informative Writing: "GMOs" checklist (RI.8.1, W.8.2)

Lesson 8Write an Informative Essay: Analyze a Model and Plan an Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.4 (5 minutes) 2. Work Time A. Language Dive: Model Essay: “GMOs,” Paragraph 1 – W.8.2a (10 minutes) B. Read and Analyze Model Essay: “CSAs” – W.8.4 (15 minutes) 3. Closing and Assessment A. Analyze Model and Plan Introduction – W.8.4 (15 minutes) 4. Homework A. Revise Informative Essay Plan: Students revise their plan for their own independent research essay. B. Homework: Painted Essay® Structure: Students answer selected and constructed response questions about the model essay’s structure and content to complete Homework: Painted Essay® Structure.	I can plan an introduction to an informative essay that includes a strong focus statement. (W.8.2a, W.8.4) I can analyze a model to generate criteria of an effective informative essay on my selected research case study. (W.8.2, W.8.4) I can identify indicators for speaking clearly and using appropriate eye contact. (SL.8.4)	Opening A: Entrance Ticket: Unit 2, Lesson 8 (SL.8.4) Work Time A: Language Dive: Model Essay: "GMOs," Paragraph 1 note-catcher (W.8.2a, L.8.1b) Work Time B: Informative Writing checklist (RI.8.1, W.8.2) Closing and Assessment A: Informative Essay Writing Plan graphic organizer: plan of introduction (W.8.2a, W.8.4)

Lesson 9Write an Informative Essay: Plan Proof Paragraphs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.2a (5 minutes) 2. Work Time A. Language Dive: Model Essay: “GMOs,” Paragraph 3 – W.8.2b (10 minutes) B. Analyze Models and Plan Proof Paragraphs – W.8.5 (25 minutes) 3. Closing and Assessment A. Pair-Share: Proof Paragraphs Feedback – SL.8.4 (5 minutes) 4. Homework A. Revise Informative Essay Plan: Students use the feedback from Closing and Assessment A to revise their own independent research essay plan. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can plan Proof Paragraphs for an informative essay that include relevant details, examples, and evidence that support my focus statement. (W.8.2b, W.8.5) I can present my Proof Paragraphs plan to a partner, using appropriate eye contact and adequate volume. (SL.8.4)	Opening A: Entrance Ticket: Unit 2, Lesson 9 (W.8.2a) Work Time B: Informative Writing Plan graphic organizer: Plan for Proof Paragraphs 1 and 2 (W.8.2, W.8.4)

Lesson 10Draft an Informative Essay (Lessons 10-11)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.2f (10 minutes) 2. Work Time A. Analyze Model and Plan Conclusion – W.8.5 (15 minutes) B. Independent Writing: Draft an Informative Essay – W.8.2 (50 minutes) 3. Closing and Assessment A. Peer Critique – SL.8.4 (15 minutes) 4. Homework A. Revise Informative Essays: Students revise their essays based on the feedback they received during the peer critique, paying attention to transitions, domain-specific vocabulary, and correct spelling. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can plan a concluding statement to an informative essay that follows from and supports the information presented. (W.8.2f, W.8.4) I can draft an informative essay using the Painted Essay® structure. (W.8.2) I can give kind, helpful, and specific feedback to my partner. (SL.8.1)	Opening A: Entrance Ticket: Unit 2, Lessons 10-11 (W.8.2) Work Time A: Informative Essay Writing Plan graphic organizer: plan of conclusion (W.8.2f, W.8.4) Work Time B: Independent Writing: Draft an Informative Essay (W.8.2, W.8.4)

Lesson 12End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.5 (5 minutes) 2. Work Time A. End of Unit 2 Assessment, Part I: Desktop Teaching Activity: Access to Healthy Food – RI.8.1 (20 minutes) B. Presentation: Prepare Visual Aids – SL.8.5 (15 minutes) 3. Closing and Assessment A. Peer Feedback: Practice Presentation – SL.8.4 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. B. Practice Desktop Teaching: Students practice presenting their research findings in preparation for the second part of the end of unit assessment in Lesson 14.	I can organize my research findings, ideas, and learned vocabulary to present to an audience. (RI.8.1, SL.8.4) I can clearly integrate multimedia and visual displays into presentations to add interest in my presentation. (SL.8.5) I can use appropriate eye contact, adequate volume, and clear pronunciation when presenting my claims and findings. (SL.8.4)	Opening A: Entrance Ticket: Unit 2, Lesson 12 (SL.8.5) Work Time A: End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan (RI.8.1, SL.8.4, SL.8.5, L.8.6)

Lesson 13Desktop Teaching Activity: Present Research Findings
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A Vocabulary Jukebox – L.8.6 (10 minutes) B. Peer Feedback: Practice Presentation – SL.8.4 (25 minutes) 3. Closing and Assessment A. Revisions (5 minutes) 4. Homework A. Desktop Teaching Activity Practice: Students will practice presenting their research findings in preparation for the end of unit assessment in the next lesson. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can use academic and domain-specific words and phrases when verbally sharing my ideas. (L.8.6) I can clearly communicate my research findings verbally and through visual aids. (SL.8.4, SL.8.5)	Opening A: Entrance Ticket: Unit 2, Lesson 13 Work Time A: Desktop Teaching Activity Lesson Plan (RI.8.1, SL.8.4, SL.8.5, L.8.6)

Lesson 14End of Unit 2 Assessment, Part II: Desktop Teaching Activity: Access to Healthy Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner and Return Mid-Unit 2 Assessments (5 minutes) 2. Work Time A. End of Unit 2 Assessment, Part II: Desktop Teaching Activity: Access to Healthy Food – SL.8.4 (35 minutes) 3. Closing and Assessment A. Reflect on Learning Targets and Habits of Character (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can present my research findings and teach my audience new information. (SL.8.4, SL.8.5)	Opening A: Entrance Ticket: Unit 2, Lesson 14 Work Time A: End of Unit 2 Assessment: Desktop Teaching Activity (RI.8.1, SL.8.4, SL.8.5, L.8.6)

EL Education Curriculum

ELA 2019 G8:M2:U2

Research Access to Healthy Food

Lesson 1Introduction to Research Project: How Do GMOs Influence Our Access to Healthy Food?

Lesson 2Introduce Internet Research: GMOs

Lesson 3Research GMOs

Lesson 4Introduce Independent Research Case Studies

Lesson 5Independent Research: Case Study

Lesson 6Mid-Unit 2 Assessment: Research Climate Change and Food Shortages

Lesson 7Write an Informative Essay: Analyze a Model

Lesson 8Write an Informative Essay: Analyze a Model and Plan an Introduction

Lesson 9Write an Informative Essay: Plan Proof Paragraphs

Lesson 10Draft an Informative Essay (Lessons 10-11)

Lesson 12End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan

Lesson 13Desktop Teaching Activity: Present Research Findings

Lesson 14End of Unit 2 Assessment, Part II: Desktop Teaching Activity: Access to Healthy Food

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