Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Lesson 12: End of Unit 2 Assessment, Part I:
Desktop Teaching Activity Lesson Plan
Food Choices
Grade 8: Module 2: Unit 2: Lesson 12
Lesson Overview
Lesson Summary
In this lesson, students create the plan for their desktop teaching activity as
part of their end of unit assessment, add a visual, and participate in a peer
critique.
CCS Standards
Focus Standards
These are the standards the instruction addresses.
RI.8.1, SL.8.4, SL.8.5, L.8.6
Supporting Standards
N/A
Daily Learning Targets
I can organize my research findings, ideas, and learned vocabulary to
present to an audience. (RI.8.1, SL.8.4)
I can clearly integrate multimedia and visual displays into presentations
to add interest in my presentation. (SL.8.5)
I can use appropriate eye contact, adequate volume, and clear
pronunciation when presenting my claims and findings. (SL.8.4)
Ongoing Assessment
Opening A: Entrance Ticket: Unit 2, Lesson 12 (SL.8.5)
Work Time A: End of Unit 2 Assessment, Part I: Desktop Teaching
Activity Lesson Plan (RI.8.1, SL.8.4, SL.8.5, L.8.6)
Agenda
1. Opening
| Language Arts Curriculum | ©2019 EL Education Inc. 1
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
A. Engage the Learner – SL.8.5 (5 minutes)
2. Work Time
A. End of Unit 2 Assessment, Part I: Desktop Teaching Activity: Access to
Healthy Food – RI.8.1 (20 minutes)
B. Presentation: Prepare Visual Aids – SL.8.5 (15 minutes)
3. Closing and Assessment
A. Peer Feedback: Practice Presentation – SL.8.4 (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.
B. Practice Desktop Teaching: Students practice presenting their
research findings in preparation for the second part of the end of unit
assessment in Lesson 14.
Guidance and Supports
Teaching Notes
Alignment to Assessment Standards and Purpose of Lesson
RI.8.1 – Work Time A: Students cite evidence from their informative
essay in a lesson plan and make inferences about their topic based on
textual evidence from their research.
SL.8.4 – Work Time A: Students create a lesson plan to present their
research findings with relevant evidence and well-chosen details from
their essay.
SL.8.5 – Work Time B: Students create/find visual aids to display during
their presentation that clarify information, strengthen their claims and
evidence, and engage their audience.
SL.8.4 – Closing and Assessment A: Students practice presenting their
Desktop Teaching Activity Lesson Plan and visual displays to a partner,
making eye contact, and using adequate volume and clear pronunciation.
Opportunities to Extend Learning
| Language Arts Curriculum | ©2019 EL Education Inc. 2
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Students may create more elaborate visual displays for their
presentation—like a slideshow, a trifold, a poster, a food desert map,
foods or drinks with HFCS, or organic foods.
Students may print their visuals and display them at their station or
create portable “tabletops” and glue their visuals to the tabletops for
display during the Desktop Teaching protocol.
Students can search for examples of presentations on related topics and
share notices and wonders about presentation format and style with the
class.
How It Builds on Previous Work
In the previous lesson, students drafted informative essays about how
their case study influences our access to healthy food. In this lesson,
students use points and evidence from their essays to complete a lesson
plan that organizes their findings in preparation for their presentation in
Lesson 14.
Students also create or find visuals to display during their presentation.
Support All Students
Students may need additional support creating or finding visuals for
their presentation. Give students ideas for visuals (e.g., images, short
video clips, graphs, news headlines, soundbites). ▲
Students may need additional support determining the notices and
wonders of their research. Prompt students to help them make
inferences about their research and generate questions they still have
about their case study.
In Closing and Assessment A, preselect student partnerships to
strategically group students who can be supportive of one another both
in skills and in confidence and kindness, and provide supportive partners
for students who might struggle with the task. ▲
To support ELLs, this lesson uses a model Desktop Teaching Activity
Lesson Plan to introduce students to the End of Unit 2 Assessment, Part I
task before students begin their own planning. The use of a detailed
note-catcher helps students to organize their thinking. Meanwhile, time
for peer sharing encourages ELLs to learn from their classmates in a
supportive, structured way.
ELLs may find it challenging to transfer the information from their
informative essays in to the Desktop Teaching Lesson Plan handout,
particularly if they struggled with writing this essay. Group students
| Language Arts Curriculum | ©2019 EL Education Inc. 3
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
strategically, pairing students with highly proficient peers to help ELLs
navigate this process.
Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, and
8.I.A.4.
Assessment Guidance
Circulate to monitor students’ Desktop Teaching Activity Lesson Plan to
ensure students are completing the graphic organizer appropriately.
Review students’ visual aids to ensure they clarify information and
effectively represent their case study.
Down the Road
In the next lesson, students will practice presenting their lesson plan in
preparation for the Desktop Teaching Activity in the End of Unit 2
Assessment, Part II.
Materials and Preparation
In Advance
Prepare
End of Unit 2 Assessment: Part 1: Desktop Teaching Activity Lesson
Plan and Rubric (for teacher reference) (see Assessment Overview
and Resources)
Refer to the End of Unit 2 Assessment, Part II: Desktop Teaching
Activity: Access to Healthy Food (see Assessment Overview and
Resources) in advance to see what students are working toward in this
lesson.
Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 12 at each
student’s workspace.
Post the learning targets and applicable anchor charts (see Materials
list).
Technology and Multimedia
Work Time B: Prepare devices with internet access for students to find
images online, if needed.
Continue to use the technology tools recommended throughout previous
modules to create anchor charts to share with families; to record
| Language Arts Curriculum | ©2019 EL Education Inc. 4
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
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
Materials from Previous Lessons
Teacher
N/A
Student
Informative Writing Plan graphic organizer (one per student; from
Module 2, Unit 2, Lesson 8, Work Time B)
New Materials
Teacher
End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan
and Rubric (for teacher reference)
Desktop Teaching Activity directions (one for display)
Student
Entrance Ticket: Unit 2, Lesson 12 (one per student)
Model Desktop Teaching Activity Lesson Plan (one per student and one
for display)
End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson Plan
(one per student)
Classroom Materials
Essay drafts (one per student; from Module 2, Unit 2, Lessons 10–11,
Work Time B)
| Language Arts Curriculum | ©2019 EL Education Inc. 5
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Independent reading journals (one per student; begun in Module 1, Unit
1, Lesson 6, Work Time B)
Colored pencils, crayons, markers, etc.
Device with online access (optional; one per student; see Technology and
Multimedia)
Lesson Plan
Opening
A. Engage the Learner – SL.8.5 (5 minutes)
Repeated routine: As students arrive, invite them to complete Entrance
Ticket: Unit 2, Lesson 12.
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. End of Unit 2 Assessment, Part I: Desktop Teaching Activity Lesson
Plan – RI.8.1 (20 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can organize my research findings, ideas, and learned vocabulary to
present to an audience.”
Tell students that the End of Unit Assessment is called the desktop
teaching activity. Display the Desktop Teaching Activity directions
and explain that students will pretend to be teachers and use a lesson
plan and visuals to teach their classmates, who will pretend to be their
students, about their case study.
Explain to students that there are two parts to this assessment, and
students will take Part I of the assessment in this lesson, and Part II of
the assessment in Lesson 14. In Part I, students will create their lesson
plan; in Part II, students will present their research findings by using
their lesson plan to teach their classmates about their topic.
| Language Arts Curriculum | ©2019 EL Education Inc. 6
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Display and distribute the Model Desktop Teaching Activity Lesson
Plan.
Explain to students that they will independently complete this lesson
plan graphic organizer using the information in their informative essay to
teach their “students” about their case study. This plan will be collected
as part of their assessment. After they complete their lesson plan, they
will create visuals for their presentation. In the next lesson, they will be
introduced to the details of the desktop teaching activity and practice
their speaking and listening skills in-depth before their presentation for
the second part of their end of unit assessment.
Draw students’ attention to the research question on the model. Read
aloud: “How do GMOs influence our access to healthy food?” Explain that
when students create their lesson plan, they will complete this section
using their central research question from their independent research
case study.
Draw students’ attention to the learning goal on the model: “Students
will be able to identify how GMOs influence our access to healthy food.”
Explain that when teachers prepare lessons, they have a goal in mind.
They want students to be able to know or do something by the end of the
lesson, and they should put their learning goal in this section to identify
what they want their “students” to know by the end of their lesson.
Have students further analyze the model in pairs. Think-Pair-Share:
“What information does the author include in the Case Study Overview?”
(Responses will vary, but may include: the name of their case study, the
background on what their case study is about.)
“How does the author organize their evidence?” (Responses will vary,
but may include: there’s one general sentence under each point the
author will highlight, then bullets of cited evidence to support their two
points about their case study.)
“What is included in the I Notice/I Wonder columns?” (Responses will
vary, but may include: facts and ideas they noticed during their research,
questions they still have about their case study.)
“What is the purpose of the exit ticket box at the end of the lesson plan?”
(Responses will vary, but may include: to check for understanding, to
make sure the audience was listening.)
Draw students’ attention to the vocabulary and terms from the GMOs
case study included in this model: biotechnology, splice, agribusiness,
genetic engineering. Explain to students that they will include the
vocabulary from their case study in their lesson plan.
Display and distribute the End of Unit 2 Assessment, Part I: Desktop
Teaching Activity Lesson Plan. Instruct students to retrieve the
| Language Arts Curriculum | ©2019 EL Education Inc. 7
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Informative Writing Plan graphic organizer and their essay drafts
from Lessons 10–11.
Instruct students to begin the assessment.
Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
For Lighter Support
N/A
For Heavier Support
In Work Time A, before students begin transferring the information from
their essays in to the Desktop Teaching Activity Lesson Plan, invite them
to fill in the Desktop Teaching Lesson Plan using information from the
Model Essay: “CSAs.”
Work Time
B. Presentation: Prepare Visual Aids – SL.8.5 (15 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can clearly integrate multimedia and visual displays into presentations
to add interest in my presentation.”
Tell students that as they teach their “students” about their topic in the
desktop teaching activity, they will display a visual that focuses on a key
aspect, fact, or idea about their topic and helps their audience better
understand the topic and/or further engages them in the presentation.
Explain to students that they will either create a visual to display during
the presentation using colored pencils, crayons, markers, etc., or
search the internet for images or video to display during their
presentation. Students’ “teaching” time during the desktop teaching
activity is limited, so students should choose one or more visuals that will
clarify information in their presentation, strengthen their claims and
evidence, and add interest in their presentation, without having to use
their presentation time to explain their visuals. Visuals should be labeled
and help their “students” better understand their case study.
Distribute devices to students who are searching for visuals online.
As students create or search for their visuals, circulate and review
student work. Support students as they work, and ensure they are
finding visuals that effectively represent their case study.
| Language Arts Curriculum | ©2019 EL Education Inc. 8
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
Closing and Assessment
A. Peer Feedback: Practice Presentation – SL.8.4 (5 minutes)
Review the learning target relevant to the work to be completed in this
section of the lesson:
“I can use appropriate eye contact, adequate volume, and clear
pronunciation when presenting my claims and findings.”
Organize students into pairs.
Explain to students that they will briefly practice presenting just the
context from their lesson plan to their partner in preparation for the
Desktop Teaching protocol for the end of unit assessment. Explain to
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. Today they will practice
doing this with a small part of their presentation.
Model by presenting the context from the GMOs case study in the Model
Desktop Teaching Activity Lesson Plan. Emphasize eye contact, adequate
volume, and clear pronunciation to help students understand how to
effectively present their information. Answer any clarifying questions.
Instruct students to present just the context of their case study to their
partner, focusing on eye contact, volume, and clear pronunciation.
Circulate as students present to one another to ensure they are meeting
the criteria. 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.
Turn and Talk:
“How did your partner use eye contact, volume, and pronunciation in the
practice? What are they doing well? What can they improve?” (Responses
will vary.)
Repeated routine: Invite students to reflect on their progress toward the
relevant learning target.
Explain to students that their End of Unit 2 Assessment, Part I: Desktop
Teaching Activity Lesson Plan will be collected after their presentation in
Lesson 14, so they may continue to edit it for homework. Remind
| Language Arts Curriculum | ©2019 EL Education Inc. 9
Food Choices Grade 8: Module 2: Unit 2: Lesson 12
students that they will have more time to practice “teaching” their lesson
for the desktop teaching activity in the next lesson.
For Lighter Support
N/A
For Heavier Support
Invite students to share what their partners said to promote attentive
listening, retelling, paraphrasing, and peer language modeling. Since
students are accustomed to sharing out their own answer, explain why
this is helpful, and provide them with frames and a model first: “My
partner (or name of student) said __________.”
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.
B. Practice Desktop Teaching
Students practice presenting their research findings in preparation for
the second part of the end of unit assessment in Lesson 14.
| Language Arts Curriculum | ©2019 EL Education Inc. 10