ELA 2019 G8:M2:U3

Write an Argument: Healthy Food Choices

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.

View the unit overview

Lesson 1Analyze Language: The Omnivore’s Dilemma
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4c (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 8, and Analyze Word Connotations – L.8.5c (15 minutes) B. Language Dive: The Omnivore’s Dilemma, Page 40 – L.8.5b (10 minutes) C. Analyze Language: The Omnivore’s Dilemma, Section 8 – L.8.5b (10 minutes) 3. Closing and Assessment A. Pair-Share – L.8.5b (5 minutes) 4. Homework A. Analyze Language: Students answer selected response questions about language to complete Homework: Analyze Language: The Omnivore’s Dilemma, Section 8. 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 recognize the differences among connotations of words with similar meanings in The Omnivore's Dilemma. (L.8.5c) I can use context and the relationships among words to better understand the meanings of words and phrases in The Omnivore's Dilemma. (L.8.4a, L.8.5b)	Opening A: Entrance Ticket: Unit 3, Lesson 1 (L.8.4c) Work Time C: Analyze Language: The Omnivore's Dilemma, Section 8 (L.8.5b, L.8.5c)

Lesson 2Mid-Unit 3 Assessment: Analyze Language: The Omnivore’s Dilemma Pages 65–67
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner and Return End of Unit 2 Assessments (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 9, and Analyze Word Connotations – L.8.5c (10 minutes) B. Language Dive: The Omnivore’s Dilemma, Page 45 – L.8.5c (10 minutes) 3. Closing and Assessment A. Mid-Unit 3 Assessment: Analyze Language: The Omnivore’s Dilemma, Pages 65–67 (20 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 recognize the differences among connotations of words with similar meanings in The Omnivore's Dilemma. (L.8.5c) I can use context and the relationships among words to better understand the meanings of words and phrases in The Omnivore's Dilemma. (L.8.4a, L.8.5b) I can use affixes to determine the meanings of words and phrases in The Omnivore's Dilemma. (L.8.4b)	Opening A: Entrance Ticket: Unit 3, Lesson 2 Work Time B: Language Dive: The Omnivore's Dilemma, Page 45 note-catcher (L.8.5c) Closing and Assessment A: Mid-Unit 3 Assessment: Analyze Language: The Omnivore's Dilemma, Pages 65-67 (L.8.4a, L.8.4b, L.8.5b, L.8.5c)

Lesson 3Healthy and Sustainable Food Choices
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.4 (5 minutes) 2. Work Time A. Consider the Evidence: Healthy and Sustainable Food Choices – RI.8.1 (10 minutes) B. Four Corners: Determine a Food Choice – RI.8.1 (20 minutes) 3. Closing and Assessment A. Support Your Food Choice: Gather Evidence – RI.8.1 (10 minutes) 4. Homework A. Review Evidence on Food Choices: Students go back through their Access to Healthy Food: Independent Research note-catcher to find additional evidence that relates to the sustainable and healthy food choice they will recommend in their argument essay, and add this evidence to their Food Choices and Evidence note-catcher. 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 cite evidence to support how various food choices are healthy and/or sustainable. (RI.8.1) I can take a stance on a topic and engage in collaborative discussions with my peers about healthy and sustainable foods. (SL.8.1)	Opening A: Entrance Ticket: Unit 3, Lesson 3 (RI.8.4) Work Time B: Healthy and Sustainable Food Choices anchor chart (RI.8.1) Closing and Assessment A: Food Choices and Evidence note-catcher (RI.8.1)

Lesson 4Write an Argument Essay: Analyze a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.1 (5 minutes) 2. Work Time A. Find the Gist of a Model Argument Essay (10 minutes) B. Analyze a Model Argument Essay – W.8.1 (15 minutes) C. Argument Writing Checklist – W.8.1 (10 minutes) 3. Closing and Assessment A. Debrief Argument Writing Anchor Chart – W.8.1 (5 minutes) 4. Homework A. Argument Essay Structure: Students answer selected and constructed response questions about the model essay’s content and structure to complete Homework: Argument Essay Structure. B. Preread Anchor Text: Students preread pages 63–65 and 229–234 in The Omnivore’s Dilemma in preparation for studying an excerpt from the section in the next lesson.	I can find the gist of a model essay. (RI.8.1) I can identify the parts of a model argument essay and explain the purpose of each. (W.8.1) I can generate criteria for an effective argument essay. (W.8.1, W.8.4)	Opening A: Entrance Ticket: Unit 3, Lesson 4 (W.8.1) Work Time B: Annotated, color-coded model argument essay (W.8.1, W.8.4) Work Time C: Argument Writing checklist (RI.8.1, W.8.1)

Lesson 5Write a Practice Argument Essay: Create a Plan
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.1 (5 minutes) 2. Work Time A. Introduce Practice Essay Prompt – W.8.4 (5 minutes) B. Read The Omnivore’s Dilemma, Section 10, and Identify Evidence – RI.8.1 (15 minutes) C. Plan Practice Argument Essay – W.8.5 (15 minutes) 3. Closing and Assessment A. Reflect on Learning (5 minutes) 4. Homework A. Review Practice Argument Essay Plans: Students review the plans created in Work Time C, adding to and revising elements of their practice essay plan, as needed. 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 annotate and determine the gist of a practice essay prompt. (W.8.4) I can identify evidence that supports a claim. (RI.8.1) I can use my understanding of the elements of an argument essay to create a plan for a practice essay. (W.8.1, W.8.5)	Opening A: Entrance Ticket: Unit 3, Lesson 5 (W.8.1) Work Time A: Practice Argument Essay directions (RI.8.1, W.8.1) Work Time B: Gist on sticky notes Work Time C: Practice Argument Essay Writing Plan graphic organizer (W.8.5)

Lesson 6Write a Practice Argument Essay: Analyze and Draft an Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – (5 minutes) 2. Work Time A. Analyze a Model: Introduction Paragraph – W.8.1a (10 minutes) B. Practice Essay: Draft an Introduction – W.8.1a (20 minutes) 3. Closing and Assessment A Peer Feedback: Practice Argument Essay Introduction – W.8.5 (10 minutes) 4. Homework A. Review and Revise Practice Essay Introduction: Students revise their practice essay introduction based on feedback and criteria. 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 identify the purpose of each component of an introduction paragraph in a model argument essay. (W.8.1a, W.8.4) I can write the introduction of my practice essay, giving context on the issue and clearly stating my claim. (W.8.1a, W.8.4) I can give kind, helpful, and specific feedback to my partner and incorporate feedback in my essay plan. (W.8.5)	Opening: Entrance Ticket: Unit 3, Lesson 6 Work Time A: Annotated Model Essay (RI.8.1, W.8.1a) Work Time B: Introductory Paragraph of Practice Argument Essay (W.8.1a, W.8.4)

Lesson 7Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 1
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.1b (5 minutes) 2. Work Time A Analyze the Model: Proof Paragraph 1 – W.8.1b (10 minutes) B. Orally Rehearse Proof Paragraph 1 – W.8.5 (10 minutes) C. Practice Essay: Draft Proof Paragraph 1 – W.8.1b (15 minutes) 3. Closing and Assessment A. Pair-Share Proof Paragraph 1 – W.8.1b (5 minutes) 4. Homework A. Revise Proof Paragraph 1: Students revise Proof Paragraph 1 of their practice argument essay, based on feedback and criteria. 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 identify the reasons, evidence, and reasoning in Proof Paragraph 1 of a model argument essay. (RI.8.1, W.8.1b) I can write Proof Paragraph 1 for my practice essay. (W.8.1b, W.8.4)	Opening A: Entrance Ticket: Unit 3, Lesson 7 (W.8.1b) Work Time A: Annotated Model Essay (W.8.1b) Work Time C: Proof Paragraph 1 of Practice Argument Essay (W.8.1b, W.8.4)

Lesson 8Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 2
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.1b (5 minutes) 2. Work Time A. Analyze the Model: Proof Paragraph 2 – W.8.1b (10 minutes) B. Orally Rehearse Proof Paragraph 2 – W.8.5 (10 minutes) C. Practice Essay: Draft Proof Paragraph 2 – W.8.1b (15 minutes) 3. Closing and Assessment A. Pair-Share: Proof Paragraph 2 – W.8.1b (5 minutes) 4. Homework A. Revise Proof Paragraph 2: Students revise Proof Paragraph 2 of their practice argument essay, based on feedback and criteria. 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 identify the reasons, evidence, and reasoning in Proof Paragraph 2 of a model argument essay. (RI.8.1, W.8.1b) I can write Proof Paragraph 2 for my practice essay. (W.8.1b, W.8.4)	Opening A: Entrance Ticket: Unit 3, Lesson 8 (W.8.1b) Work Time A: Annotated Model Essay (W.8.1b) Work Time C: Proof Paragraph 2 of Practice Argument Essay (W.8.1b, W.8.4)

Lesson 9Write a Practice Argument Essay: Analyze and Draft a Counterclaim
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.1b (5 minutes) 2. Work Time A. Analyze a Model: What Is a Counterclaim? – W.8.1a (10 minutes) B. Language Dive: Model Essay: “Transportation Choices,” Paragraph 5 – W.8.1a (10 minutes) C. Practice Essay: Rehearse and Write a Counterclaim – W.8.1a (15 minutes) 3. Closing and Assessment A. Peer Feedback: Practice Essay Counterclaim – W.8.5 (5 minutes) 4. Homework A. Revise Counterclaims: Students revise the counterclaim of their practice argument essay, based off of criteria and feedback. 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 identify the purpose of each part of the counterclaim paragraph of a model argument essay. (W.8.1a) I can write the counterclaim of my practice essay. (W.8.1a, W.8.4)	Opening: Entrance Ticket: Unit 3, Lesson 9 (W.8.1b) Work Time A: Annotated Model Essay (W.8.1a) Work Time B: Language Dive: Counterclaim (W.8.1a, L.8.5b) Work Time C: Counterclaim of Practice Argument Essay (W.8.1a, W.8.4)

Lesson 10Write a Practice Argument Essay: Analyze and Draft a Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Introduce the Assessment Essay – W.8.1 (5 minutes) 2. Work Time A. Analyze a Model: Strong Conclusions – W.8.1e (5 minutes) B. Practice Essay: Rehearse and Write a Conclusion – W.8.1e (15 minutes) 3. Closing and Assessment A. Peer Feedback: Practice Essay – W.8.5 (20 minutes) 4. Homework A. Revise Practice Essay: Students complete and revise their practice essay, based off of criteria and feedback received in Closing and Assessment A. 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 identify the purpose of each part of the conclusion paragraph of a model argument essay. (W.8.1e) I can write the conclusion of my practice argument essay. (W.8.1e, W.8.4)	Opening: Entrance Ticket: Unit 3, Lesson 10 (W.8.1) Work Time A: Annotated Model Essay (W.8.1e) Work Time B: Conclusion of Practice Argument Essay (W.8.1e, W.8.4)

Lesson 11End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (Lessons 11-12)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (75 minutes) 3. Closing and Assessment A. Track Progress – W.8.1 (10 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 plan and write an argument to support a claim with clear reasons and relevant evidence. (W.8.1)	Opening A: Entrance Ticket: Unit 3, Lessons 11-12 Work Time A: End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (W.8.1. W8.4, W.8.6, W.8.10, L.8.1, L.8.2, L.8.6)

Lesson 13Create an Infographic
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.4 (5 minutes) 2. Work Time A. Analyze a Model Infographic – SL.8.5 (10 minutes) B. Create an Infographic – SL.8.5 (25 minutes) 3. Closing and Assessment A. Peer Feedback – W.8.5 (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 create a visual representation of my argument essay. (SL.8.5, SL.8.6) I can provide feedback to my peers to help them develop and strengthen their work. (W.8.5, SL.8.1)	Opening A: Entrance Ticket: Unit 3, Lesson 13 (SL.8.4) Work Time B: Performance Task Infographic (SL.8.5)

Lesson 14Create Prompt Cards
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.4 (5 minutes) 2. Work Time A. Analyze Model Prompt Cards – SL.8.4 (10 minutes) B. Identify Key Points for a Presentation – SL.8.4 (15 minutes) 3. Closing and Assessment A. Presentation Practice and Peer Feedback – SL.8.4 (15 minutes) 4. Homework A. Practice Presentations: Students practice using prompt cards to prepare for their presentations. 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 identify key points from my essay to create prompt cards for my 3-minute presentation. (SL.8.4, SL.8.6) I can use appropriate eye contact, adequate volume, and clear pronunciation when presenting my claims and findings. (SL.8.4) I can revise and strengthen my presentation using peer feedback. (W.8.5, SL.8.4)	Opening A: Entrance Ticket: Unit 3, Lesson 14 (SL.8.4) Work Time B: Performance Task Prompt Cards (W.8.4, SL.8.4, SL.8.6)

Lesson 15Performance Task: Roundtable Presentations
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Review Performance Task Anchor Chart (5 minutes) 2. Work Time A. Roundtable Presentations – SL.8.4, SL.8.5, SL.8.6, L.8.6 (35 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (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 clearly present my recommendation for consumers to consider when making healthy and sustainable food choices. (SL.8.4, SL.8.5) I can use appropriate eye contact, adequate volume, and clear pronunciation when presenting my claims and findings. (SL.8.4)	Work Time A: Performance Task: Roundtable Presentations (SL.8.4, SL.8.5, SL.8.6, L.8.6)

EL Education Curriculum

ELA 2019 G8:M2:U3

Write an Argument: Healthy Food Choices

Lesson 1Analyze Language: The Omnivore’s Dilemma

Lesson 2Mid-Unit 3 Assessment: Analyze Language: The Omnivore’s Dilemma Pages 65–67

Lesson 3Healthy and Sustainable Food Choices

Lesson 4Write an Argument Essay: Analyze a Model

Lesson 5Write a Practice Argument Essay: Create a Plan

Lesson 6Write a Practice Argument Essay: Analyze and Draft an Introduction

Lesson 7Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 1

Lesson 8Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 2

Lesson 9Write a Practice Argument Essay: Analyze and Draft a Counterclaim

Lesson 10Write a Practice Argument Essay: Analyze and Draft a Conclusion

Lesson 11End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (Lessons 11-12)

Lesson 13Create an Infographic

Lesson 14Create Prompt Cards

Lesson 15Performance Task: Roundtable Presentations

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