B. Read and Analyze: Model Essay: “CSAs” – W.8.4 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can analyze a model to generate criteria of an effective informative essay on my selected research case study.”

• Display and distribute the Model Essay: “CSAs,” which students preread for homework. Remind students that this second model is very similar in focusing question and structure to the Model Essay: “GMOs,” which they read and analyzed in detail in the previous lesson. Ask students to review the Work to Become Effective Learners anchor chart, citing the ways in which they hope to show perseverance in today’s partner work.
• Prompt students to join with a partner and read the Model Essay: “CSAs” aloud together for gist. Prior to reading, explain that the content of this essay is different because the essay topic is different, but they should find that the structure is very similar. Invite them to look for the small ways in which the structure of this essay differs from that of the GMOs essay.
• Ask students to Think-Pair-Share:

“In your own words, describe what this essay is about.” (Students should explain that this essay describes the ways in which CSAs increase access to healthy food by supplying high-quality food, and by positively impacting fossil fuel usage.)

• Distribute colored pencils, and invite students to color-code their Model Essay: “CSAs” independently. Prompt partners to compare annotations, and review each part of the essay, encouraging students to refer to the Painted Essay® template as they work. Refer to the Paint an Essay lesson plan for further detail, as needed. Additionally, see the Model Essay: “CSAs” (example for teacher reference) for support.
• Invite students to compare their annotations on both model essays, and then Think-Pair-Share.
• Ask students to refer to their Model Essay: “CSAs” in answering the following questions:

“How is this model essay similar to the Model Essay: ‘GMOs’?” (Students should recognize that the CSA model is extremely similar to the GMOs model they analyzed. It is an informative essay on a research topic that addresses access to healthy food. Both essays contain introductions, Proof Paragraphs, and conclusions.)

“How is this model different?” (Students should recognize that the focus statement of the Model Essay: “CSAs” presents two ways that CSAs increase access to healthy food, and the Proof Paragraphs align to this, whereas the Model Essay: “GMOs” presents one way that GMOs increase access to healthy food, and one way that they decrease access to healthy food.)

• Distribute and display the Informative Writing: “CSAs” checklist, and remind students that they used a similar checklist to analyze the characteristics of the Model Essay: “GMOs” in the previous lesson. Ask students to Think-Pair-Share:

“Knowing what you now know about the similarities and differences of the two models, what criteria on the Informative Writing: ‘CSAs’ checklist will be different?” (Responses will vary, but should include the criteria for W.8.2a because the focus will contain two points that both refer to increases in access to healthy food.)

• Explain to students that most of the variances in the two models are related to the criteria for W.8.2a. Read the criteria aloud:

“W.8.2a: I provide a clear focus and maintain the focus consistently throughout the piece.”

• Ask pairs to circle where they are seeing the focus mentioning two points, both regarding how CSAs increase access to healthy food. Direct pairs to the Proof Paragraphs of the Model Essay: “CSAs,” and remind them that each Proof Paragraph is based on one of these points.
• Invite students to work in pairs, using the Informative Writing: “CSAs” checklist to determine any other ways in which the Model Essay: “CSAs” aligns to the checklist differently from how the Model Essay: “GMOs” met the criteria. Help students notice that most of the other criteria are met in a similar way. Circulate and support students as needed, prompting students to notice specific words and phrases from the text. See Informative Writing: “CSAs” checklist (example for teacher reference) for support.
• Using total participation techniques such as equity sticks or cold-calling, call on students, inviting them to choose a question from the list to respond to, and to share their responses with the class. Highlight any important aspects of purpose, audience, prompt, or topic, and answer questions as needed.
• Ask students to Turn and Talk:

“How will using this model essay and the informative writing checklist support the upcoming writing tasks?” (Responses will vary.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.
• Inform students that owing to the nature of their particular research case study, their essay may look like the GMO model or the CSA model. This will depend on the evidence they find. Students may find it makes sense to write about how the topic they researched both increases and decreases access to healthy food, like the GMO model. Or they may need to write about two increases in access to healthy food, or, if applicable, about two decreases in access to healthy food, like the CSA model.
• Direct students to refer to their Access to Healthy Food: Independent Research note-catcher, and ask them to Think-Pair-Share:

“Look at the evidence noted in your Access to Healthy Food: Independent Research note-catcher, and determine what format your informative essay will take. Will your essay be similar to the GMO model, with one point explaining how the topic increases access to healthy food and another point describing how it decreases access to healthy food? Or, will your essay be similar to the CSA model and have two points that both describe an increase in access? Or perhaps it will be structured with two points that both describe a decrease?” (Responses will vary.)

• Take time to field any questions that arise as students determine the best fit for the points of their essays, and address any misconceptions with the group. Have students mark the model that will best support them as they write.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.