Food Choices Grade 8: Module 2: Unit 2: Lesson 7

Lesson 7: Write an Informative Essay: Analyze

a Model
Food Choices
Grade 8: Module 2: Unit 2: Lesson 7

Lesson Overview
Lesson Summary
In this lesson, students analyze a model essay and analyze how it meets the
criteria for an informative essay.

CCS Standards
Focus Standards
These are the standards the instruction addresses.
 RI.8.1, W.8.2, W.8.4

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.8.2, RI.8.4, RI.8.10, W.8.10, SL.8.1, SL.8.4, L.8.4, L.8.6

Daily Learning Targets

 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)

Ongoing Assessment
 Opening A: Entrance Ticket: Unit 2, Lesson 7
 Closing and Assessment A: Informative Writing: “GMOs” checklist
(RI.8.1, W.8.2)

Agenda
1. Opening

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

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.

Guidance and Supports

Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
 W.8.2 – Opening A: Students use the Painted Essay® structure to
analyze a model informative essay and add to their understanding of the
criteria of an effective informative essay.
 RI.8.1 – Work Time B: Students cite textual evidence as they analyze the
structure of the model essay.
 W.8.4 – Work Time B: Students analyze the organization and
development of a model essay, reflecting on how each paragraph relates
to the author’s purpose.
 W.8.2 – Closing and Assessment A: Students use a model informative
essay and the Informative Writing: “GMOs” checklist to generate specific
criteria for their own essays.
 The Painted Essay® (Diana Leddy, Vermont Writing Collaborative)
guides students to code each section of their essay a different color to
understand each part, the content of each part, and how the different
parts connect.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 The Informative Writing: “GMOs” checklist used in Closing and

Assessment A is a consistent resource in all grades. Consider the amount
of detail needed in modeling this for students.
 Students focus on working to become effective learners, persevering as
they read and analyze a new text, and collaborating as they read and
analyze the model essay with a partner.

Opportunities to Extend Learning

 Invite students to compare and contrast elements of the two model
essays provided. Students can discuss in small groups or as a class.
 As students have preread Model Essay: “GMOs” for homework in the
previous lesson, introduce and analyze the model with less scaffolding,
as appropriate for students’ needs.
 Encourage students to find examples of gerunds and infinitives in the
model essays. Students will be assessed on L.8.1a in Module 3, but they
are introduced to these forms in Language Dives and Mini Language
Dives in this unit. Students can explore the function of each verbal and
discuss how they determined this information to build a deeper
understanding of the interaction between structure and meaning.
 In later grades, students write informative texts to examine a topic and
convey complex ideas, concepts, and information clearly through the
effective selection, organization, and analysis of content. Students may
examine the model essays and look for ways to add more complexity to
the ideas expressed or deeper analysis of the content presented.

How It Builds on Previous Work

 Students have worked with the Painted Essay® structure in Module 1. In
this lesson, they use the same structure and examine how it applies to
this essay prompt, looking closely at how the author uses evidence
effectively to analyze the ways GMOs increase or decrease our access to
healthy food.
 In this lesson, students examine one of the two model essays in detail.
Both models are similar in structure but show two variations of what
students’ writing may look like, depending on their independent research
topic. The main model they analyze is about GMOs, which students are
familiar with from their work in previous lessons analyzing and tracking
the ways this research topic impacts access to healthy food. This model
presents students with an informative essay structure in which the two
main Proof Paragraphs support two contrasting points. Proof Paragraph
1 highlights one way GMOs increase access to healthy food, and Proof
Paragraph 2 describes one way GMOs decrease access to healthy food.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

The second model, which students will examine in the next lesson, is
about CSAs (Community Supported Agriculture) and also provides an
example for students of an informative essay. In this model, the two main
Proof Paragraphs support two complementary points. Both paragraphs
explain ways that CSAs increase access to healthy food. Although
students will primarily analyze the GMO model, it will be important for
students to see both of these models. Depending on the nature of their
research topics, some students will need to write essays in which both
Proof Paragraphs focus on the complementary points, either explaining
two ways the factor they researched increases access to healthy food or
two ways it decreases access to healthy food. They will gain more
experience with the second model essay in the next lesson.

Support All Students

 For those students who may be overwhelmed with or struggle to
comprehend too much print on a page, offer a copy of the model essay
with one paragraph per page.
 Some students may require additional support reading for gist in pairs.
Strategically group pairs, and group students who may need additional
support into one group.
 The density of the text may be especially difficult for ELLs. Encourage
students to apply strategies for determining the meaning of unfamiliar
vocabulary and to think about the gist of each paragraph as they read. ▲
 Provide choice in how to carry out the reading portion of the lesson:
some students may prefer to read independently and silently, while
others (especially ELLs) may wish to read aloud in groups. Still others
may wish to read silently for a few pages and then process with a group.
▲
 Incorporate a mix of processing opportunities after reading, including
writing reflections and small group and whole-class discussion. ▲
 Pair students (especially ELLs) thoughtfully for Pair-Share to build
supportive and safe exchange. Vary these partners throughout the unit to
expose students to diverse perspectives one-on-one. ▲
 Provide students with The Painted Essay® template (one per student;
from Module 1), as needed, as an additional support in Work Time B
when students are analyzing the model essay. ▲
 In this lesson, students use the Write-Pair-Share protocol, which is a
variation of the Think-Pair-Share protocol used since Module 1. In this
protocol, students jot down their responses to questions posed, then
share their answers with a peer as a way to process information; engage

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

with the topic; and promote productive, equitable conversations.

Students also use the Back-to-Back and Face-to-Face protocol.
 Throughout this lesson, students refer to and examine the Model Essay:
“GMOs” prior to planning aspects of their own independent research
essay. Although not built in as frequently for instruction, students will
also have access to the second model essay, Model Essay: “CSAs.” Use
the Model Essay: “CSAs” in large and small group instruction or in
additional ways to support students who will need a closer view of this
essay as determined by their independent research topic.
 To support ELLs, this lesson uses the Painted Essay® format to help
students understand an informative essay’s overall structure, the
purpose of each part of the essay, and how the different parts connect.
Additionally, the use of an Informative Writing checklist helps students
to identify important elements of the essay, preparing them to write their
own informative essays in upcoming lessons.
 ELLs may find it challenging to identify all of the criteria on the
Informative Writing checklist. Celebrate students’ successes in
recognizing items on the checklist, and encourage collaboration to
ensure that students have support in identifying how the model essay
meets the criteria. Reassure students that they will be working closely
with the model over the next few lessons and that they will have ample
time to become more familiar with how each of the criteria is met before
they begin writing their own essays.
 Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4,
8.I.B.5, 8.I.B.6, and 8.I.B.8.

Assessment Guidance
 As students analyze the model essay with partners in Work Time A,
circulate and listen for misconceptions. Once complete, review students’
gist statements to ensure they are on the right track.
 Throughout Work Time B, frequently review students’ work to ensure
they are color-coding accurately. Use common issues as whole group
teaching points.

Down the Road

 In Lessons 8 and 9, students will refer back to and analyze parts of the
model essays as they plan their own informative essays on their selected
case studies. They will use their plan to draft and revise their essays in
Lessons 10 and 11. Afterward, students will use the Desktop Teaching
Activity to present the research findings they have written about.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 In the next lesson, students will complete a Language Dive on focus

statements and will plan the introductions for their essays.

Materials and Preparation

In Advance
 Prepare:
 Model Essay: “GMOs”
 Informative Writing: “GMOs” checklist
 Homework: Preread for Gist: “CSAs”
 Reread the Paint an Essay lesson plan (Module 1, Unit 3, Lesson 6) to
review the color-coding and the purpose of each choice of color.
 Strategically group students into pairs for the work in this lesson, with at
least one strong reader per pair.
 Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 7 at each
student’s workspace.
 Post the learning targets and applicable anchor charts (see Materials
list).

Technology and Multimedia

 Work Time A, Work Time B, and Closing and Assessment A: Prepare a
device with a projector to display Entrance Ticket: Unit 2, Lesson 7;
Model Essay: “GMOs”; and Informative Writing: “GMOs” checklist, or
prepare devices for students if they will be if using digital versions of
these documents.
 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.

Vocabulary
N/A

Required Texts
 The Omnivore’s Dilemma

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

Materials from Previous Lessons

Teacher
 Painted Essay® template (one for display; from Module 1, Unit 3, Lesson
6, Work Time B)
 Paint an Essay lesson plan (for teacher reference) (see In Advance; from
Module 1, Unit 3, Lesson 6, Work Time A)
 Work to Become Effective Learners anchor chart (one for display; from
Module 1, Unit 2, Lessons 4–5, Work Time D)

Student
 Painted Essay® template (one per student; from Module 1, Unit 3,
Lesson 6, Work Time B)
 Access to Healthy Food: Independent Research note-catcher (one per
student; from Module 2, Unit 2, Lesson 4, Work Time B)
 Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1,
Work Time A)

New Materials
Teacher
 Entrance Ticket: Unit 2, Lesson 7 (answers for teacher reference)
 Model Essay: “GMOs” (example for teacher reference)
 Informative Writing: “GMOs” checklist (example for teacher reference)
 Homework: Preread for Gist: “CSAs” (answers for teacher reference)
(see Homework Resources)

Students
 Entrance Ticket: Unit 2, Lesson 7 (one per student)
 Model Essay: “GMOs” (one per student and one for display)
 Informative Writing: “GMOs” checklist (one per student and one for
display)
 Homework: Preread for Gist: “CSAs” (one per student; see Homework
Resources)

Classroom Materials

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 Independent reading journals (one per student; begun in Module 1, Unit

1, Lesson 6, Work Time B)
 Device with projector (see Technology and Multimedia)
 Devices (optional; one per student; see Technology and Multimedia)
 Colored pencils (red, yellow, blue, green; one of each per student)

Lesson Plan
Opening
A. Engage the Learner – W.8.2 (5 minutes)
 Repeated routine: As students arrive, invite them to complete Entrance
Ticket: Unit 2, Lesson 7.
 Once all students are ready, invite them to use their answers on the
Entrance Ticket: Unit 2, Lesson 7 and share a suggested definition of the
Painted Essay®.
 Turn and Talk:
“What is the Painted Essay® structure, and how can it support the
writing process?” (The Painted Essay® is a structure that uses color to
help us understand the content of each part of the essay and how the
different parts connect.)
 Distribute and display a Painted Essay ® template, and direct students
to gather this resource from Module 1. Have students Turn and Talk to a
predesignated partner whom they will consult for this portion of the
lesson:
“Describe how this template is organized, and explain the name and
purpose of each part of the template.” (Students share the purpose of
each section. Refer to Paint an Essay lesson plan [for teacher reference]
as needed.)
 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. Read for Gist: Model Essay: “GMOs” (15 minutes)

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 Review the learning target relevant to the work to be completed in this

section of the lesson:
“I can find the gist of a model essay.”
 Introduce students to their essay prompt: How does “x” influence our
access to healthy food? Explain that “x” represents different topics that
influence access to healthy foods that they will be researching. Tell
students that in this model essay, we will examine GMOs, so the specific
question we will be examining in the model essay is: “How do GMOs
influence our access to healthy food?”
 Explain that when students later write their own essays, they will answer
this question with information from their case study in mind, and that is
why the “x” is used—it represents the variety of research topics students
have researched. Tell students that prior to them writing this essay, we
will first analyze a model essay on GMOs. Tell them that the topic of
model essay, GMOs, is one they have learned a lot about through their
research and reading in The Omnivore’s Dilemma. Remind students that
they discovered that in some ways GMOs increase access to healthy food,
while in other ways questions about their harm remain.
 Distribute and display the Model Essay: “ GMOs.”
 Remind students of the purpose of using a model essay, and ask them to
Turn and Talk about the ways analyzing a model essay helps writers.
(Analyzing a model supports students as they deepen their
understanding of different types of writing and as they develop and apply
new writing skills.)
 Read the model aloud as students follow along, reading silently.
 Using a total participation technique, invite responses from the group:
“What is this model about?” (GMOs and the ways in which they increase
and/or decrease our access to healthy foods.)
 Point out that the writer uses evidence to support his points, which helps
the reader better understand each point. Emphasize that the essays they
will write, like the model, will be grounded in evidence from research
sources.
 Refocus students on the Model Essay: “GMOs.” Reread aloud the first
paragraph, inviting students to follow along, reading silently.
 Invite students to Write-Pair-Share, capturing their answers on the
margins of their model essay:
“What is the gist of the introduction paragraph?” (Many factors influence
Americans’ access to healthy food. GMOs are made by changing the
genes of an organism and can be used to help people access healthy
food, yet people have questions about their safety.)

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 Cold Call on students to share out what they wrote and discussed in their
pairs. As students share, capture their response next to the first
paragraph on the displayed model. Invite students to work in their
predesignated pairs to annotate each of the remaining paragraphs for
gist.
 After 7 minutes, refocus the whole group, and use total participation
techniques to select students to share the gist of each paragraph with
the whole group. Capture responses on the displayed model, and clarify
any misconceptions. Responses will vary, but should be similar to the
following:
 Proof Paragraph 1 (GMOs allow more access to healthy food by
supporting increased production of food, such as corn, and limiting
pesticide use, which is better for the environment.)
 Proof Paragraph 2 (Although GMOs provide increased access to
healthy food, there are questions about their safety. They have not
been in use long enough for adequate testing.)
 Conclusion (Overall, there are many benefits to using GMOs, but
questions and potential harms to health remain and should be studied
and monitored more closely.)
 Remind students that the topic of the Model Essay: “GMOs” is a familiar
one. Ask students to Write-Pair-Share in response to the following
prompt, capturing their notes at the bottom of the model essay:
“In your own words, describe to your partner what this essay is about.”
(Students should explain that this essay describes the ways in which
GMOs increase access to healthy food by providing dependable access to
food, and the ways in which GMOs decrease access to healthy food
because there are questions that arise about their safety.)
 Explain to students that when writing an essay, one of the things a writer
pays attention to is the tone. While discussing the topic of GMOs, the
writer is careful to use precise evidence that is explained clearly, without
generalizing too much or presenting it too dramatically. In this essay, the
writer avoids blanket statements and overreach. This makes the essay
more accurate and also projects a cautious tone. One effective strategy
the writer uses for this is including words like seems, may, can, and it is
possible. Refer students to Proof Paragraph 2 of the Model Essay:
“GMOs,” and direct them to underline any words that suggest a cautious
tone. Use the Model Essay: “ GMOs ” (example for teacher
reference) as needed, and call on students to share out the terms they
underline.
 Call on a student to read aloud the last sentence of Proof Paragraph 2.
Ask students:

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

“What words are used that suggest a cautious tone?” (it is possible,
may [multiple times])
 Explain to students that the author could have used different language to
be more dramatic in the presentation of the information. For instance,
the writer could have said something like, “GMOs are terrible for
consumers and should be avoided at all costs!” Prompt students to Think-
Pair-Share:
“Why didn’t the writer compose the sentence this way?” (Being too
dramatic, or overstating, can be inaccurate. Writers need to carefully
report information, use evidence, and explain it in a clear way, avoiding
drama or misrepresentation. Good writing means careful thinking and
using evidence in an honest, accurate way.)
 Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.

For Lighter Support

 Before Work Time A, distribute the model essay cut into paragraphs or
sentences. Challenge students to organize the parts of the essay into a
logical order. This will draw students’ attention to the structure of the
essay and activate thinking before students read the essay as a complete
piece of writing.

For Heavier Support

 In Work Time A, before students have read the model essay, distribute
the Informative Writing checklist, and have students annotate their
copies of the model essay as they notice criteria. This will help students
during Closing and Assessment A, when they complete the Informative
Writing checklist, and it will draw students’ attention to important
elements and characteristics of the essay while they read, reinforcing the
purpose that each one serves.

Work Time
B. Analyze a Model Essay – 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.”
 Introduce the essay prompt for students’ informative research essay:

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 “How do(es) [the topic of your research case study] influence access
to healthy food?”
 Explain that students will draft their own informative essay in Lessons 10
and 11. Remind students that they will write about how the topic of their
own selected research case study increases or decreases access to
healthy food. Their essay will be modeled after this essay that analyzes
the ways in which GMOs increase and decrease access to healthy food,
or will be modeled after the CSA model essay, which shows two
increases in access to healthy food, and which they will examine in the
next lesson.
 Redirect students’ attention to the Model Essay: “GMOs.” Explain to
students that they will look at this model again, more closely, to consider
how the content and structure can guide the work they will do on their
own informative essays. In particular, students will look closely at the
focus statement and Proof Paragraphs of the model essay to see how the
author conveys how GMOs increase and decrease access to healthy food.
 Distribute colored pencils, and use questions similar to those below to
guide students in color-coding their Model Essay: “GMOs.” 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. Prompt students to reread the introduction paragraph,
and then invite students to Think-Pair-Share:
“What context is provided in this essay? Where is the context given?”
(Students should recognize that the author gives context about the
challenges to accessing healthy food—location, cost, etc., and basic
information about GMOs, such as how they are created and how
scientists might use them to create healthy food like frost-resistant
strawberries.)
“Why is it helpful to include this context?” (The context helps the reader,
who may be unfamiliar with the topic, build understanding that is
necessary to follow the rest of the argument as it unfolds in the essay.)
“What is the focus statement?” (Students should recognize that “GMOs
influence our access to healthy food. In many ways, GMOs seem to
improve access to healthy foods. In other ways, the safety and benefit of
GMOs are still being questioned.” is the focus statement.)
 Direct students to reread the Proof Paragraphs of the Model Essay:
“GMOs,” inviting partners to read them aloud together. After rereading
these paragraphs, invite students to Think-Pair-Share:
“What increases in access to healthy food are conveyed in this essay?”
(increase in amount of corn available for humans and animals to

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

consume, fewer trans fats in certain oils, less pesticide application

required on crops)
“Where does the writer discuss these increases?” (Proof Paragraph 1)
“What decreases in access to healthy food are conveyed in this essay?”
(unknown long-term impact on health because of lack of long-term
studies, increase in prevalence of non-Hodgkins lymphoma owing to a
GMO called Enlist Duo, and increase in herbicide use on crops)
“Where did the writer discuss these decreases?” (Proof Paragraph 2)
“How does the author inform the reader about the ways GMOs increase
and/or decrease access to healthy food?” (The author uses relevant
evidence from the text and related articles to support the focus. The
author also clarifies ideas with elaboration.)
 Reread the conclusion aloud, directing students to read along silently in
their heads. Invite students to Think-Pair-Share:
“How does the author conclude the essay?” (by restating the focus and
reflecting on the significant need for more studies on the impact of
GMOs)
 Invite students to share with the whole group, and track annotations and
notes on the projected copy of the model. Field any questions, and
correct any misconceptions. Refer to Model Essay: “GMOs” (example for
teacher reference), as needed.
 Project the following questions, and provide quiet think time for
students:
 What is the model essay about?
 What is the purpose?
 Who is the audience?
 How does it connect to the prompt in our upcoming informative
research essays?
 Invite students to choose two questions from the list and then Turn and
Talk with a partner about the responses.
 Inform students that, owing to the nature of their particular research
case study, their essay may look like this GMO model or a second,
slightly different model, which they will read for homework and will
examine in more detail in the next lesson.
 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.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

 Repeated routine: Invite students to reflect on their progress toward the

relevant learning target.

Closing and Assessment

A. Review Criteria for Informative Essay – W.8.2 (10 minutes)
 Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can analyze a model essay to determine criteria for an informative
essay on my selected research case study.”
 Distribute and display the Informative Writing: “ GMOs ” checklist.
Model how to complete the first row of the Informative Writing: “GMOs”
checklist using examples from the Model Essay: “GMOs” to determine
what each of the general criteria on the checklist may look like in their
own informative essays about access to healthy food. See Informative
Writing: “ GMOs ” checklist (example for teacher reference).
“Where do you see evidence of W.8.2a: ‘I provide a clear focus and
maintain the focus consistently throughout the piece.’?” (Responses will
vary, but should include that the author provides a clearly stated focus
statement that mentions two points, one regarding a way his/her
research case study increases access to healthy food, and one regarding
a way his/her research case study decreases access to healthy food. Each
Proof Paragraph is based off of one of these main points. Remind
students that depending on their topic, the points they write may be on
two increases or two decreases.)
 Invite students to record a response on row two of their Informative
Writing checklist: “GMOs.” Invite students to work in pairs to complete
the remainder of the Informative Writing: “GMOs” checklist by analyzing
the characteristics of the Model Essay: “GMOs.” Circulate and support
students as needed, prompting students to notice specific words and
phrases from the text. See Informative Writing: “GMOs” checklist
(example for teacher reference) for support.
 Back-to-Back and Face-to-Face:
“How might a checklist like this support an author in writing clearly
about the increases and decreases in access to healthy food in the Model
Essay: ‘GMOs’?” (Responses will vary, but may include: using the
Informative Writing: “GMOs” checklist could help the author to
remember to provide a clear focus supported with evidence.)
“How will using this model essay and the Informative Writing: ‘GMOs’
checklist support the upcoming writing tasks?” (Responses will vary.)

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Food Choices Grade 8: Module 2: Unit 2: Lesson 7

“Review the Work to Become Effective Learners anchor chart, and give
examples of ways in which you showed perseverance or collaboration in
today’s partner work.” (Responses will vary.)
 Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
 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. 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.

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