Food Choices Grade 8: Module 2: Unit 2: Lesson 9

Lesson 9: Write an Informative Essay: Plan

Proof Paragraphs
Food Choices
Grade 8: Module 2: Unit 2: Lesson 9

Lesson Overview
Lesson Summary
In this lesson, students analyze the model essays, participate in a Language
Dive, and plan their Proof Paragraphs.

CCS Standards
Focus Standards
These are the standards the instruction addresses.
 W.8.2b, W.8.3c, W.8.4, W.8.5, SL.8.4, L.8.1a

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, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6

Daily Learning Targets

 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)

Ongoing Assessment
 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)

Agenda

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

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.

Guidance and Supports

Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
 W.8.3c – Work Time A: Students participate in a Language Dive to
explore how transitional phrases can help to show the relationship
between ideas in an essay.
 L.8.1a – Work Time A: Students participate in a Language Dive,
analyzing a sentence that uses an infinitive to express possibility and
purpose and explaining the function of this verbal.
 W.8.2.b – Work Time B: Students plan their Proof Paragraphs 1 and 2,
choosing relevant details to develop the topic.
 W.8.4 – Work Time B: Students examine the Proof Paragraphs of a model
essay, analyzing how the development, organization, and style are
appropriate for the task and purpose.
 W.8.5 – Work Time B: With some guidance and support, students plan
Proof Paragraphs 1 and 2 of their essay.
 W.8.5 – Closing and Assessment A: Students develop and strengthen
their writing plan with the support of peer feedback.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 SL.8.4 – Closing and Assessment A: Students use appropriate eye

contact, adequate volume, and clear pronunciation as they present their
Proof Paragraphs plan to a peer for feedback.
 In this lesson, students focus on working to become better learners,
using their strengths when collaborating with a partner to give and
receive feedback on their plans.

Opportunities to Extend Learning

 Invite students to an optional mini lesson discussing W.8.2c, and provide
opportunities for students to explore and try out transition words and
phrases in their Proof Paragraphs.
 An optional Mini Language Dive, intended for use after students analyze
the model in Work Time B, is available in the Lesson Plan section of this
lesson. ▲
 In Closing and Assessment A, students give and receive peer feedback
focused on the plan for their Proof Paragraphs and the evidence and
details used to explain their thinking (W.8.2b). If time permits, allow
more time for peer review focused on common issues students may
struggle with.

How It Builds on Previous Work

 In the previous lesson, students analyzed the structure of the model
essay using the Painted Essay® template, looking at the introductions of
the Model Essay: “GMOs” and the Model Essay: “CSAs.” This lesson
continues that work, narrowing in on the Proof Paragraphs of the essay,
looking closely at how transitional phrases can help to show the
relationship between ideas in an essay during the Language Dive.

Support All Students

 When revisiting the model essay, read it aloud to model strong Proof
Paragraphs to provide time for auditory processing. ▲
 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 also
examine the second model essay, Model Essay: “CSAs.” Use the Model
Essay: “CSAs” in large and small group instruction to support students
who will need a closer view of this essay as determined by their
independent research topic.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 Presenting the model visually, displayed in painted form, could support

students who struggle to understand the components of the Painted
Essay® structure. ▲
 In Work Times A and B and during the Language Dive, use strategic
grouping to form small groups of students who share the same home
language, with one or more proficient native English-speaking students
added to each group to create a balance and range of similar and diverse
perspectives on the structure of the English language. ▲
 For the planning portion of the lesson, allow students a range of tech
options for planning/writing and/or recording audio “notes.” Provide
different graphic organizers or outlines in a variety of digital and print
formats, and/or encourage students to talk through their ideas for their
introduction and focus statements before planning. ▲
 Students may have varying levels of familiarity and comfortability with
planning for Proof Paragraphs. Be aware of those who may struggle or
may need additional support with skill or confidence levels. ▲
 Provide additional practice with restating a focus for ELLs and other
students who need further support (selecting the best concluding
statement from multiple options; gap fill, etc.). ▲
 Give students the opportunity to plan and edit using an online tool such
as [Link] Peer-sharing and critique can also be done this
way using track changes.
 To support ELLs, this lesson provides a sequence of tasks that guides
students through writing Proof Paragraphs of an essay. In Work Time A,
students participate in a Language Dive to analyze the topic sentence of
Proof Paragraph 2 of the Model Essay: “GMOs.” Students then analyze
the Proof Paragraphs of both model essays and continue to plan their
informative essays, working on mapping out their own Proof Paragraphs.
A pair-share during Closing and Assessment A offers an opportunity for
supportive feedback and learning, as well as oral skills practice.
 ELLs may find it challenging to plan the Proof Paragraphs of their
essays. Allowing time for oral processing before writing may help some
students gain clarity around their ideas, and collaborative support from
peers will help build students’ confidence. Encourage students to refer
back to Model Essay: “GMOs” and Model Essay: “CSAs” as needed to
remind themselves of the structure and type of content and language
that is expected.
 Supports guided in part by CA ELD Standards 8.I.B.5, 8.I.B.6, and
8.I.B.8.

Assessment Guidance

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 Throughout Work Time B, circulate to monitor students’ planning skills

on the Informative Writing Plan graphic organizer. If necessary, collect
this organizer to provide feedback to students who may need it before
the following lesson.
 Throughout Work Time B, frequently review students’ work to ensure
they are creating strong plans for their essays that align with the Painted
Essay® structure. Use common issues as whole group teaching points.

Down the Road

 In the next lesson, students will use their plans to draft and revise their
essays. Following that, students will use the Desktop Teaching protocol
to present their research findings.

Materials and Preparation

In Advance
 Prepare and ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9
at each student’s workspace.
 Review the Model Essay: “GMOs” and Model Essay: “CSAs,” focusing on
Proof Paragraphs 1 and 2.
 Strategically group students into pairs for the work in this lesson based
on the model essay that matches their research, and with at least one
strong reader per pair.
 Post the learning targets and applicable anchor charts (see Materials
list).

Technology and Multimedia

 Work Times A, B, and C: Prepare a device with a projector to display
Entrance Ticket: Unit 2 Lesson 10; Model Essay: “GMOs”; Language
Dive materials; and the Informative Writing Plan graphic organizer, or
student computers 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

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

N/A

Required Texts
 The Omnivore’s Dilemma

Materials from Previous Lessons

Teacher
 Model Essay: “GMOs” (example for teacher reference) (from Module 2,
Unit 2, Lesson 7, Work Time A)
 Model Essay: “GMOs” (one for display; from Module 2, Unit 2, Lesson 7,
Work Time A)
 Model Essay: “CSAs” (example for teacher reference) (from Module 2,
Unit 2, Lesson 8, Work Time A)
 Model Essay: “CSAs” (one for display; from Module 2, Unit 2, Lesson 8,
Work Time A)
 Informative Writing checklist (one for display; from Module 2, Unit 2,
Lesson 7, Work Time B)

Student
 Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7,
Work Time A)
 Model Essay: “CSAs” (one per student; from Module 2, Unit 2, Lesson 8,
Work Time A)
 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)
 Informative Writing Plan graphic organizer (one per student; from
Module 2, Unit 2, Lesson 8, Work Time B)
 Informative Writing: “GMOs” checklist (one per student; from Module 2,
Unit 2, Lesson 7, Work Time B)

New Materials
Teacher
 Entrance Ticket: Unit 2, Lesson 9 (answers for teacher reference)

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 Language Dive Guide: Model Essay: “GMOs,” Paragraph 3 (for teacher

reference)
 Language Dive: Model Essay: “GMOs,” Paragraph 3 note-catcher (for
teacher reference)
 5-Minute Mini Language Dive Guide: “CSAs”▲ (optional)

Students
 Entrance Ticket: Unit 2, Lesson 9 (one per student)
 Language Dive: Model Essay: “GMOs,” Paragraph 3 note-catcher (one
per student)
 Language Dive: Model Essay: “GMOs,” Paragraph 3 sentence chunk
strips (one per group)

Classroom Materials
 Academic word wall (one for display; from Module 1, Unit 1, Lesson 2,
Opening A)
 Independent reading journals (one per student; begun in Module 1, Unit
1, Lesson 6, Work Time B)
 Equity sticks
 Devices (one per student, if using for planning essays; see Technology
and Multimedia)

Lesson Plan
Opening
A. Engage the Learner – W.8.2f (5 minutes)
 Repeated routine: As students arrive, invite them to complete Entrance
Ticket: Unit 2, Lesson 9.
 Explain to students that today they will work on creating strong Proof
Paragraphs. Prompt students to share their answers to the Entrance
Ticket: Unit 2, Lesson 9. Use Entrance Ticket: Unit 2, Lesson 9 (for
teacher reference) to clarify any questions or misconceptions.
 Repeated routine: Follow the same routine as the previous lessons to
review learning targets and the purpose of the lesson, reminding

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

students of any learning targets that are similar or the same as previous
lessons.

Work Time
A. Language Dive: Model Essay “GMOs,” Paragraph 3 – W.8.2b (10
minutes)
 Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can plan a Proof Paragraph to an informative essay that includes
relevant details, examples, and evidence that support my focus
statement.”
 Tell students they will now participate in a Language Dive to explore how
the first sentence in a Proof Paragraph introduces a new point and how
infinitives can function in sentences.
 Read aloud Proof Paragraph 2 of the Model Essay: “ GMOs ” (example
for teacher reference).
 Focus students on the sentence:
 Although GMOs seem to improve access to healthy food, questions
about the safety of using GMOs still remain.
 Use the Language Dive Guide: Model Essay: “ GMOs,” Paragraph 3
(for teacher reference) to guide students through a Language Dive
conversation about the sentence. Distribute and display the Language
Dive: Model Essay: “ GMOs,” Paragraph 3 note - catcher and the
Language Dive: Model Essay: “ GMOs,” Paragraph 3 sentence
chunk strips. Refer to the Language Dive: Model Essay: “ GMOs,”
Paragraph 3 note - catcher (for teacher reference).
 Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.

For Lighter Support

 After Work Time A, invite students to participate in a Mini Language
Dive with the topic sentence from Proof Paragraph 2 of Model Essay:
“CSAs” to help highlight the differences between the content in the two
model essays that students work with. The sentence also helps students
to address L.8.1a, as it contains a gerund.

For Heavier Support

N/A

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

Work Time
B. Analyze Model and Plan Proof Paragraphs – W.8.5 (25 minutes)
 Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can plan Proof Paragraphs for an informative essay that include
relevant details, examples, and evidence that support my focus
statement.”
 Display and invite students to retrieve their Informative Writing
checklist. Point out the following characteristics:
 “W.8.2b: I use relevant facts, definitions, details, quotations, and
examples to explain my thinking.”
 Tell students that as they plan their Proof Paragraph 1, they should
remember to support their ideas with evidence from the texts they read
and listened to throughout their independent research study in Lessons
1–5. Remind students that the primary focus of instruction will be on the
Model Essay: “ GMOs.”
 Prompt partners to read aloud Proof Paragraph 1 from the Model Essay:
“GMOs.” Invite students to Turn and Talk about the model:
“What is the first point that supports the focus statement of the Model
Essay: ‘GMOs’?” (There are many cases in which GMOs seem to improve
Americans’ access to healthy foods.)
 Direct students to retrieve their Informative Writing Plan graphic
organizer. Invite students to Turn and Talk about their own essays:
“What is the first point that supports the focus statement you planned in
your Informative Writing Plan graphic organizer?” (Responses will vary,
but students should read and reference the first point of their focus
statement they identified in the previous lesson.)
 Have students write the first point that supports their focus statement in
the spot on their Informative Writing Plan graphic organizers under
Proof Paragraph 1.
 Direct partners to refer to their assigned model essay, and ask students
to Think-Pair-Share:
“What evidence is used in your Model Essay to support and explain the
main point in Proof Paragraph 1?” (GMOs: “A review of 6,000 studies
between 1996 and 2016 showed that GMOs had increased production of
corn by up to 25 percent [Dovey, 2018].” and “GMO canola oil has fewer
trans fats than regular canola oil [[Link]]. Canola oil is used to
make many other foods. This means that GMOs may actually increase

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

people’s access to healthy food. Finally, the new genes in some corn
make it harder for harmful insects to survive. This means that farmers
who grow the GMO corn have been able to use fewer pesticides [Brody,
2018].” CSAs: “Food that comes from far away is older. It has traveled
many miles, and has probably sat in a warehouse, before you buy it
[Grobinger, University of Vermont, 2010].” and “Once produce is
harvested, its optimal nutritional value decreases, specifically in vitamins
A, B, C and E” [Cleveland Clinic, 2016].” and “Besides the benefit of
being so fresh, food from a CSA gives the consumer many choices
[Cleveland Clinic, 2016].” and “Depending on the time in the growing
season, the weekly CSA box contains many different types of fruits and
vegetables. In early summer, the customer may get berries, lettuce, and
asparagus. Later, foods could include potatoes, watermelon, and apples.
The local CSA also gives out information and recipes about how to use
this variety of fresh food [Cleveland Clinic, 2016].”)
 Help students notice that the model essay includes evidence in Proof
Paragraph 1 that directly supports the first point of the focus statement.
 Focus students on their Access to Healthy Food: Independent
Research note - catcher.
 Turn and Talk:
“How will your Access to Healthy Food: Independent Research note-
catcher help you in planning your Proof Paragraphs?” (The evidence for
each Proof Paragraph will come from the research recorded on the note-
catcher.)
“What evidence will you use in Proof Paragraph 1 to support and explain
your point?” (Responses will vary, but students should locate and
reference evidence gathered in previous lessons.)
 Inform students that another important aspect of a Proof Paragraph is
the elaboration of the evidence. This often directly follows the evidence
and acts to further support the writer’s focus. Point students to the first
piece of evidence in the Model Essay: “GMOs” located in Proof
Paragraph 1. Read it aloud, directing students to follow along silently,
starting with “First, GMO corn . . . ” and ending with “ . . . increased
production of corn by up to 25 percent.”
 Next, read the elaboration aloud, starting with “This is important
because . . . ” and ending with “ . . . more people have dependable access
to food.”
 Think-Pair-Share:
“What purpose does this elaboration section serve in the Proof
Paragraph?” (It further explains the evidence and/or relates the evidence
to the focus of the essay.)

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 Direct partners to underline the additional elaboration sections in Proof

Paragraph 1 of the Model Essay: “GMOs.”
 Using total participation techniques such as equity sticks, call on
students to share out the additional elaboration sections they found.
(“Canola oil is used to make many other foods. This means that GMOs
may actually increase people’s access to healthy food.” and “This means
that farmers who grow the GMO corn have been able to use fewer
pesticides.”)
 Ask students to Think-Pair-Share:
“Why is it necessary to elaborate on the evidence in a Proof Paragraph?”
(Without elaborating on the evidence, readers might not fully understand
the evidence or might not be able to connect the evidence back to the
focus statement. The elaboration clarifies the writer’s message.)
 Stress the importance of the elaboration section, and explain that orally
rehearsing how explaining the evidence included, and how the evidence
connects to the focus statement, is a critical aspect of writing a
successful informative essay. Invite students to work with a partner,
once they have compiled evidence, to orally rehearse their elaboration.
 Display Model Essay: “ CSAs,” and direct students to retrieve their
copies. Refer to Model Essay: “ CSAs ” (example for teacher
reference), as needed, to support students. Have them read Proof
Paragraph 1 silently. Cold Call on students to discuss:
“How is this Proof Paragraph 1 similar to Proof Paragraph 1 in Model
Essay: ‘GMOs’?” (It also includes evidence that supports the first point
and elaboration that ties the evidence to the focus.)
 Help students notice that Proof Paragraph 1 in both model essays are
similar. The evidence in Proof Paragraph 1 of each essay directly
supports the first point of the focus statement, and elaboration sentences
help the reader connect back to the focus.
 Explain to students that they will now examine the second Proof
Paragraphs of the model essays. Remind students that some of them
have topics that describe only one impact (either an increase or
decrease), and some have topics that describe both an increase and a
decrease of access to healthy food. The primary place where this is
evident is in Proof Paragraph 2 of each essay. Have students identify the
model essay that is most applicable to their own independent research.
Tell students they will use this model essay to guide the rest of the
analysis they do as they plan their informative essay.
 Direct students to find a partner who is using the same model essay, and
prompt partners to read Proof Paragraph 2 aloud to one another. Lead

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

students through the following series of questions using the Back-to-

Back and Face-to-Face protocol:
“What is the second point that supports the focus statement of your
model essay?” (Model Essay: “GMOs” — “Although GMOs seem to
improve access to healthy food, questions about the safety of using
GMOs still remain.” Model Essay: “CSAs” — “In addition to increasing
access to healthy food through freshness and variety, CSAs increase
access to healthy food by having a positive impact on the use of fossil
fuels.”)
“What point will you be addressing in your Proof Paragraph 2?”
(Responses will vary depending on research topic.)
 Direct partners to bracket the evidence used in Proof Paragraph 2 of
their model essay. Prompt partners to join another pair focusing on the
same model essay, forming quads, and comparing the evidence and
elaboration they identified in their model essay. Prompt quads to discuss
the following question:
“How is Proof Paragraph 2 in each model similar to and/or different from
Proof Paragraph 1 in each essay?” (They are similar in structure and
organization. However, they are different in content.)
 Ask students to Think-Pair-Share about their own essays:
“What evidence will you use in your essay in Proof Paragraph 2 to
support and explain your thinking? Read that evidence aloud to your
partner.” (Responses will vary, but should reference evidence gathered
in previous lessons.)
“What elaboration sentences will tie your evidence together and support
your point in a clear way for your reader?” (Responses will vary.)
 Tell students they are now ready to plan the Proof Paragraphs of their
own independent research essays, including the evidence and
elaboration. Remind students to use the model essay that is most
applicable to their own independent research.
 Prompt students to refer to their Access to Healthy Food: Independent
Research note-catcher as a guide to select and add evidence that
supports their first and second points of their focus to their Informative
Writing Plan graphic organizer.
 Circulate to support students as they plan. If necessary, prompt by
asking questions such as:
“How does this increase (or decrease) access to healthy food? What
impact did it have?”
“What is the strongest evidence that supports this point?”

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

“How will you elaborate on the evidence you plan to use? In your own
words, how does the evidence you chose help to support your point?”
 Invite students to retrieve the following materials:
 Access to Healthy Food: Independent Research note-catcher
 Informative Writing Plan graphic organizer
 Informative Writing checklist
 Painted Essay ® template
 Tell students they are now ready to plan Proof Paragraph 2 of their own
independent research essays, including the evidence and elaboration.
Prompt students to refer to their Access to Healthy Food: Independent
Research note-catcher as a guide to select and add evidence that
supports their second point of their focus to their Informative Writing
Plan graphic organizer.
 Circulate to support students as they plan. Refer to the Informative
Writing Plan graphic organizer (example for teacher reference) as
needed. As students work, provide opportunities for them to orally
rehearse how they will connect and explain their evidence with a partner
as a way to plan effective elaboration.
 If necessary, prompt by asking questions such as:
“How does your topic decrease (or increase) access to healthy food?”
“What is the strongest evidence that supports this point?”
“How will you elaborate on the evidence you plan to use?”
 Prompt students to Think-Pair-Share:
“Which evidence in your plan will most effectively support and explain
your thinking?” (Responses will vary.)
 Using total participation techniques, such as equity sticks, call on
students to share out with the class about their evidence and how it will
further support and explain their thinking.
 Invite students to reflect on their progress toward the relevant learning
target, using a checking for understanding technique—for example,
showing thumbs-up or traffic light signal cards. Scan student responses,
and make a note of students who might need support. Check in with
them moving forward.

For Lighter Support

N/A

For Heavier Support

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 As in Lesson 8, in Work Time B, host a think-aloud. In a small group of

students who need the heaviest support, display Proof Paragraph 2 of the
model essay. Annotate aloud, in real-time, the writer’s thinking process.
Invite students to note this thinking and recall the questions that were
asked aloud.

Closing and Assessment

A. Pair-Share: Proof Paragraph Feedback – SL.8.4 (5 minutes)
 Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can present my Proof Paragraphs plan to a partner, using appropriate
eye contact and adequate volume.”
 Refer to the displayed Informative Writing checklist. Focus students
on the criterion:
 “W.8.2b: I use relevant facts, definitions, details, quotations, and
examples to explain my thinking.”
 Invite students to mark or highlight this criterion on their checklist,
because that will be the focus of their collaboration.
 Move students into pairs, and invite them to Turn and Talk:
“What does this criterion mean in your own words?”
 Prompt students to present the plans for their Proof Paragraphs aloud to
their partner, focusing on appropriate eye contact and adequate volume
and pronunciation.
 After students present, ask them to provide feedback to their partner
based on the criterion identified from the Informative Writing checklist.
 Invite student pairs to answer the following question:
“How does your partner plan on using relevant facts, details, quotes or
examples to explain his or her thinking?”
 Circle and monitor the discussions to ensure each student shares
feedback with their partner on their restated focus statement and further
reflection on the topic.
 Invite students to make notes on their planners based on the feedback
they receive.
 Prompt students to give feedback to one another on their use of eye
contact and appropriate volume and pronunciation.

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Food Choices Grade 8: Module 2: Unit 2: Lesson 9

 Invite students to reflect on the habits of character focus in this lesson in

their work to be respectful partners, discussing what went well and what
could be improved next time.

For Lighter Support

 During the pair-share, to maximize feedback, have students work in
small groups of three or four, rather than pairs, to provide an
opportunity for students to receive feedback from more than one person.
This will also give students the opportunity to see multiple examples of
others’ writing, which will help to inform students’ own work, as well.

For Heavier Support

 While students interact to provide peer feedback, jot down examples of
effective communication. Also jot down one or two common language
errors (pervasive, stigmatizing, critical). Share each of these with the
class, allowing students to take pride in the effective communication and
correct the errors. (It’s not necessary to identify who communicated well
or who made errors. However, pull the student aside to make it clear.)
This will help students as they prepare for the desktop teaching activity
in the End of Unit 2 Assessment, Part II.

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.

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