Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Lesson 13: Desktop Teaching Activity: Present
Research Findings
Food Choices
Grade 8: Module 2: Unit 2: Lesson 13
Lesson Overview
Lesson Summary
In this lesson, students add domain-specific vocabulary to their desktop
teaching activity plans and rehearse and receive peer feedback to prompt
revisions.
CCS Standards
Focus Standards
These are the standards the instruction addresses.
SL.8.4, SL.8.5, L.8.6
Supporting Standards
These are the standards that are incidental—no direct instruction in this
lesson, but practice of these standards occurs as a result of addressing the
focus standards.
RI.8.1, W.8.2, W.8.6, W.8.7, W.8.8, SL.8.1
Daily Learning Targets
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)
Ongoing Assessment
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)
Agenda
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
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.
Guidance and Supports
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
L.8.6 – Work Time A: Students practice using vocabulary from their case
studies in preparation for the Desktop Teaching Activity in the End of
Unit 2 Assessment, Part II. (In the next lesson, students will be assessed
on their use of acquired vocabulary).
SL.8.4 – Work Time B: Students practice presenting their research to a
partner. Students will provide feedback to partners on their Desktop
Teaching Activity Lesson Plans and visual displays so students have an
opportunity to incorporate the feedback of their peers in revising their
lesson plans and visuals.
SL.8.5 – Work Time B: Students integrate visual displays in their
presentations for their Desktop Teaching Activity in the End of Unit 2
Assessment.
In this lesson, the habit of character focus is on working to become an
ethical person. The characteristics that students practice are respect and
compassion as they practice for the desktop teaching activity.
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Opportunities to Extend Learning
To build in additional challenge during the Vocabulary Jukebox in Work
Time A, have students use the words their peers share and define in a
sentence.
Students can record themselves practicing their presentation and self-
evaluate to set goals for improvement with presentation skills like
pacing, volume, eye contact, and body language.
How It Builds on Previous Work
In the previous lesson, students created their Desktop Teaching Activity
Lesson Plan in preparation for the end of unit assessment. In this lesson,
students practice verbally using acquired vocabulary from their lesson
plan. Students also practice presenting their Desktop Teaching Activity
Lesson Plan and visual displays to a partner.
Support All Students
Much of this lesson is discussion-based, so students who struggle with
oral language and/or auditory processing may need additional support.
Provide sentence frames for students to refer to during peer critique or a
note-taking template for students to take notes during critiques. ▲
To make the Vocabulary Jukebox more kinesthetic, change the speed at
which students walk around the room, require students to walk in
patterns, hop on one foot, and other variations to encourage students to
have fun as they practice verbally using their vocabulary words and
phrases. ▲
Pair those students who demonstrate greater proficiency with
presentations with those in need of extra support during the peer
critique section. ▲
To support ELLs, this lesson incorporates repeated routines and provides
time for collaborative and supportive peer sharing and review. Students
will have the opportunity to continue to refine their work based on
feedback from peers in preparation for the desktop teaching activity in
the End of Unit 2 Assessment, Part II in Lesson 14.
ELLs may find it challenging to apply suggestions to their revisions
during Closing and Assessment A of this lesson. Pair students with
supportive peers who can provide explicit guidance to ELLs, and, if
possible, build in time for students to share their revisions with the same
peers they received feedback from to check for understanding.
Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, and
8.I.A.4.
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Assessment Guidance
Circulate to monitor students’ desktop teaching activity practice to
ensure they are demonstrating the speaking and listening skills that are
being assessed in the End of Unit 2 Assessment, Part II.
Down the Road
In the next lesson, students will participate in the desktop teaching
activity to present their research findings for the End of Unit 2
Assessment, Part II.
Materials and Preparation
In Advance
Prepare and ensure there is a copy of Entrance Ticket: Unit 2, Lesson 13
at each student’s workspace.
Determine pairs for Work Time A. Prepare five vocabulary index cards
for each student based on their case study. The following are sample
vocabulary that may be used for each case study if applicable:
Pesticides
pesticide drift
fungicides
herbicides
Environmental Protection Agency (EPA)
insecticides
Food Deserts
socioeconomic
impoverished
supply and demand
farmers markets
proximity
Organic Foods
organic
synthetic
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
USDA certification label
contaminants
disparity
High-Fructose Corn Syrup
calories
fat accumulation
starch
fructose
glucose
Ensure that a device or computer is available to play music for the
Vocabulary Jukebox in Work Time A.
Post sentence starters for students to use during peer feedback in Work
Time B:
I think your greatest strength in presenting your ideas is
___________________.
I think it would be helpful if you could improve your
___________________ because ___________________.
I think the ___________________ section of your lesson plan is good
because ___________________.
I think the ___________________ section of your lesson plan can be
improved by ___________________.
Post the learning targets and applicable anchor charts (see Materials
list).
Technology and Multimedia
Continue to use the technology tools recommended throughout previous
modules to create anchor charts to share with families; to record
students as they participate in discussions and protocols to review with
students later and to share with families; and for students to listen to and
annotate text, record ideas on note-catchers, and word-process writing.
Ensure that a device or computer is available to play music for the
Vocabulary Jukebox in Work Time A.
Vocabulary
N/A
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Required Texts
The Omnivore’s Dilemma
Materials from Previous Lessons
Teacher
Work to Become Ethical People anchor chart (one for display; from
Module 1, Unit 1, Lesson 1, Work Time D)
Model Desktop Teaching Activity Lesson Plan (one for display; from
Module 2, Unit 2, Lesson 12, Work Time A)
Student
End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan
(one per student; from Module 2, Unit 2, Lesson 12, Work Time A)
New Materials
Teacher
N/A
Student
Entrance Ticket: Unit 2, Lesson 13 (one per student)
Classroom Materials
Visual aids for Desktop Teaching Activity Lesson Plan (student-
generated; from Module 2, Unit 2, Lesson 12, Work Time B)
Independent reading journals (one per student; begun in Module 1, Unit
1, Lesson 6, Work Time B)
Device to play music (see Technology and Multimedia)
Vocabulary index cards (five per student; see In Advance)
Lesson Plan
Opening
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
A. Engage the Learner (5 minutes)
Repeated routine: As students arrive, invite them to complete Entrance
Ticket: Unit 2, Lesson 13.
Repeated routine: Follow the same routine as the previous lessons to
review learning targets and the purpose of the lesson, reminding
students of any learning targets that are similar or the same as previous
lessons.
Work Time
A. Vocabulary Jukebox – L.8.6 (10 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can use academic and domain-specific words and phrases when
verbally sharing my ideas.”
Distribute five vocabulary index cards to each student based on their
case study. Ask students to stand around the room. Explain to students
that this is a vocabulary activity to help them develop their ability to use
vocabulary words and phrases from their case study. Remind them that
the content of their case studies is very specific, and there are
vocabulary and terms they will use in their presentations to demonstrate
their understanding of their topic.
Invite students to scramble around the room as the music plays. When
the music stops, have students find a partner and choose one of the
vocabulary index cards. Invite students to define the word or phrase on
the card and to explain how it pertains to their case study. After the first
round, students will try using a different index card for their next
pairing.
Model this by having a student play music. Instruct the student to stop
the music and find a student partner. Say: “Hi, my vocabulary word is
splicing. Splicing is joining or connecting two strands. GMOs are made
by splicing new genes from one plant into another.”
Play the music so students may begin. After students walk around the
room for a few seconds, stop the music, and instruct them to find a
partner. Have students choose an index card, define their vocabulary
word or phrase, and explain how it pertains to their case study.
After 2 minutes, play the music and have students scramble around the
room again, and repeat for a second and third round.
Refocus the whole class.
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Instruct students to retrieve their Desktop Teaching Activity Lesson
Plan. Ask students to review their lesson plans to see which vocabulary
words and phrases from their index cards they can add. Explain that they
are being assessed on their ability to use the vocabulary in their desktop
teaching activity presentation.
Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
Work Time
B. Peer Feedback: Practice Presentation – SL.8.4 (25 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can clearly communicate my research findings verbally and through
visual aids.”
Focus students on the Work to Become Ethical People anchor chart,
and remind them specifically of respect and compassion. Remind
students that the purpose of peer critique is to help each other revise
their work. This process will help students see what is working and then
ask questions and offer suggestions, so when we provide feedback, we
have to be careful to ensure we are respectful and compassionate.
Remind students that they gave each other feedback on their
presentation skills in the previous lesson, and now they will spend more
time rehearsing for the Desktop Teaching protocol for the end of unit
assessment and giving each other feedback. Remind students that when
they present their lesson plan and visuals, they should make eye contact
with their partner, refrain from reading aloud directly from their lesson
plan, project their voice so their partner can hear them, and clearly
pronounce their words.
Display the Model Desktop Teaching Activity Lesson Plan. Model
how to present these speaking and listening skills by presenting the
GMOs case study in this model. Emphasize eye contact, adequate
volume, and clear pronunciation to help students understand how to
effectively present their ideas. Display a visual that represents GMOs so
students can see how to present their lesson plan using a visual display.
Answer any clarifying questions, and encourage students to continue
building the speaking and listening skills they’ve been working on in the
last few lessons.
Organize students into pairs.
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Instruct students to present their lesson plans and visual displays to their
partner. Remind students that they are pretending to be teachers, so
remember that their goal is for their “students” to learn new information.
Circulate as students present to each other to ensure students are
making eye contact and using adequate volume and clear pronunciation.
If students are struggling, support them by identifying how they can
better make eye contact, project their voice, and pronounce their words
so their listener can understand what they are saying.
Refocus the whole class.
Instruct students to provide their partner with feedback on their
presentation skills using the following sentence starters:
I think your greatest strength in presenting your ideas is
___________________.
I think it would be helpful if you could improve your
___________________ because ___________________.
Instruct students to begin.
Circulate as students provide feedback to ensure they stay on task and
are offering supportive and respectful feedback.
Refocus the whole class.
Instruct students to provide their partner with feedback on their lesson
plan using the following sentence starters:
I think the ___________________ section of your lesson plan is good
because ___________________.
I think the ___________________ section of your lesson plan can be
improved by ___________________.
Model how to analyze the lesson plan and provide feedback by using the
Model Desktop Teaching Activity Lesson Plan. Say: “I think the case
study overview in this lesson plan is good because it gives the reader
enough information about GMOs in order to understand how they
influence our access to healthy food.”
Instruct students to begin.
Circulate as students provide feedback to ensure they stay on task and
are offering supportive and respectful feedback.
Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
For Lighter Support
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
Before Work Time B, review the Conversation Cues and discussion norms
as a class to prepare students for the peer feedback portion of the lesson.
Work as a class to generate a list of sentence starters based on these and
other phrases that students can refer to while providing one another with
feedback.
For Heavier Support
In advance of Work Time B, prepare individual sticky notes for students
that include a list of sentence starters based on Conversation Cues that
students can refer to during the discussion when they wish to elaborate
or clarify information. These might include:
“So, do you mean _____?”
“Sure. I think that _____.”
“OK. One example is _____.”
“No, sorry, that’s not what I mean. I mean _____.”
Closing and Assessment
A. Revisions (5 minutes)
Invite students to revise their Desktop Teaching Activity Lesson Plan
using the peer feedback, and circulate to support students as they revise
their work. Remind students to think about their peer suggestions, and
that they may thoughtfully reject some suggestions. If students want to
edit or change their visual display, they may make revisions for
homework.
Remind students to think carefully about the feedback they received on
their presentation skills and to practice making eye contact and using
adequate volume and clear pronunciation in preparation for the end of
unit assessment in the next lesson.
Invite students to reflect on the habits of character focus in this lesson,
discussing what went well and what could be improved next time.
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
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Food Choices Grade 8: Module 2: Unit 2: Lesson 13
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.
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