A. Engage the Learner - RI.8.5 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 1, Lesson 9.

• 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.

MEETING STUDENTS' NEEDS 

After students complete the entrance ticket, build in time for them to find other examples of narrative paragraphs in The Omnivore's Dilemma. This will help students to continue to take notice of the structural characteristics of these types of paragraphs.

After students complete the entrance ticket, build in time for them to discuss the structure of the paragraph on page 149 of The Omnivore's Dilemma in detail. This will help students to take notice of the specific characteristics of the paragraph that make it descriptive.

A. Gallery Walk: Paragraph Structure - RI.8.5 (30 minutes)

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

"I can analyze the structure of a specific paragraph in a text and how it develops a key concept."

• Remind students that they have had practice in analyzing paragraph structure in many of the previous lessons.

• Display the Paragraph Structure anchor chart, and have a volunteer review the definition of each paragraph type in Part I of the anchor chart.

• Explain to students that they will practice analyzing structure in a gallery walk. Point out that there are four different paragraphs around the room. Students will be split into four groups. There will be four rounds that each group will participate in to analyze an aspect of structure in all four paragraphs. For each paragraph, the group will respond to one of the following prompts:

  • "What type of paragraph structure does the author use?"

  • "What is the key concept of this paragraph? Highlight or underline a sentence that develops this key concept."

  • "How does the quotation (sentence) contribute to developing the key concept?"

  • "Why does the author include this paragraph, and what role does it play in the author's overall purpose?"

• Model the clockwise movement groups will use to move to each station. Consider visiting each station while explaining the directions.

• Use the following example to explain how students will move with their groups to each paragraph:

  • Group A will be assigned to paragraph 1, Group B to paragraph 2, Group C to paragraph 3, and Group D to paragraph 4.

  • Round 1: Group A will visit and read paragraph 1 and identify the type of paragraph structure the author uses: Narrative, Expository, Descriptive, or Compare/Contrast.

While Group A is identifying paragraph 1's type, Groups B, C, and D are identifying the paragraph type of the other three paragraphs around the room.

Group A moves to paragraph 2 while Group B moves to paragraph 3, Group C to paragraph 4, and Group D to paragraph 1.

• • Round 2: Group A visits and reads paragraph 2. Group B already identified this paragraph type in Round 1. Group A reads their response. Group A will write a sentence identifying the key concept in the paragraph on the chart paper and identify a sentence in the paragraph that develops this key concept in the text. Students may underline or highlight the sentence on the chart paper.

Groups B, C, and D are also writing one sentence that identifies the key concept in the paragraph on their chart paper and underlining or highlighting a sentence in the paragraph that contributes to developing this key concept.

Group A moves to paragraph 3, while Group B moves to paragraph 4, Group C to paragraph 1, and Group D to paragraph 2.

• • Round 3: Group A visits and reads paragraph 3. Group B already wrote a sentence identifying the key concept in the paragraph and identified a sentence in the paragraph that develops this key concept in the text in Round 2. Group C already identified the paragraph type in Round 1. Group A reads all that has been written so far. Now Group A will write a brief explanation of how the selected sentence develops the key concept. Refer students to the Paragraph Structure anchor chart as necessary.

Groups B, C, and D are also writing a brief explanation of how the selected sentence in their paragraphs develops the key concept.

Group A moves to paragraph 4, while Group B moves to paragraph 1, Group C to paragraph 2, and Group D to paragraph 3.

• • Round 4: Group A visits and reads paragraph 4. Group D already identified the paragraph type in Round 1. Group C wrote a sentence identifying the key concept in the paragraph and identified a sentence in the paragraph that develops this key concept in the text in Round 2. Group B wrote a brief explanation of how the selected sentence develops the key concept in Round 3. Group A reads all that has been written so far. Now Group A will write a brief explanation of why the author includes this paragraph and what role it plays in the author's overall purpose.

• After explaining the directions, answer any clarifying questions.

• Organize students into four groups.

• Focus students on the Work to Become Effective Learners anchor chart. Remind students that it says at the top that effective learners are people who develop the mindsets and skills for success in college, career, and life.

• Ask a volunteer to read aloud the habit of character: "I collaborate. This means I can work well with others to accomplish a task or goal."

• Ask students to Think-Pair-Share to review the following questions:

"What does collaboration look like? What might you see when people are collaborating?" (See Work to Become Effective Learners anchor chart.)

"What does collaboration sound like? What might you hear when people are collaborating?" (See Work to Become Effective Learners anchor chart.)

• Explain to students that their learning in this activity requires everyone in the class to collaborate in order to be successful.

1. 1. Have Group A stand at paragraph 1, Group B stand at paragraph 2, Group C at paragraph 3, and Group D at paragraph 4.

   2. Instruct students to read the paragraph and identify the type of paragraph structure the author uses on the chart paper.

   3. When all groups have finished, signal for students to move clockwise to the next posted paragraph.

   4. Instruct students to read the new paragraph and what has been written so far. Then, they should write a sentence identifying the key concept in the paragraph on the chart paper. Students also identify a sentence in the paragraph that develops this key concept in the text.

   5. When all groups have finished, signal for students to move clockwise to the next posted paragraph.

   6. Instruct students to read the new paragraph and what has been written so far. Then, they should write a brief explanation of how the selected sentence develops the key concept.

   7. When all groups have finished, signal for students to move clockwise to the next posted paragraph.

   8. Instruct students to read the new paragraph and what has been written so far. Then, they should write a brief explanation of why the author includes this paragraph and what role it plays in the author's overall purpose.

• Refocus the class, and instruct students to return to their seats.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS 

After the Gallery Walk, invite students to rewrite the paragraph they analyzed as a different type of paragraph (i.e., narrative to descriptive). This will help students to think carefully about the defining features of each type of paragraph and help them to consider how they can use a variety of paragraph types in their own writing.

In advance of the Gallery Walk, annotate each paragraph to help direct students' attention to characteristics that will help them determine the type. Students can also add further annotations as they analyze the paragraphs to help with processing.

A. Whole-Class Share (10 minutes)

• Ask a volunteer from Group A to read aloud the analysis of paragraph 1:

"What type of paragraph structure does the author use?" (Compare/Contrast)

"What is the key concept of this paragraph?" (The author compares Polyface Farm and George Naylor's and Earthbound farms.)

"Highlight or underline a sentence that develops this key concept" ("Their farms run like factories.")

"How does the quotation (sentence) contribute to developing the key concept?" (This sentence contributes to developing the concept that Polyface Farm has a more natural farming process than the Naylor and Earthbound farms.)

"Why does the author include this paragraph, and what role does it play in the author's overall purpose?" (This paragraph includes a description of an industrial farm to support the author's point of view on local sustainability.)

• Ask a volunteer from Group B to read aloud the analysis of paragraph 2:

"What type of paragraph structure does the author use?" (Descriptive)

"What is the key concept of this paragraph?" (The author uses details to describe how a cow eats grass.)

"Highlight or underline a sentence that develops this key concept." ("The cow opens her meaty wet lips, curls her sandpaper tongue around the bunched clover like a fat rope, and rips the mouthful of tender leaves from its crown.")

"How does the quotation (sentence) contribute to developing the key concept?" (This sentence contributes to the developing concept that grass plays an important role in food production.)

"Why does the author include this paragraph, and what role does it play in the author's overall purpose?" (This paragraph includes a description of a cow's experience on a local farm to support the author's point of view on how farm animals should be treated.)

• Ask a volunteer from Group C to read aloud the analysis of paragraph 3:

"What type of paragraph structure does the author use?" (Narrative)

"What is the key concept of this paragraph?" (The author tells a brief story of his experience working on Joel Salatin's farm.)

"Highlight or underline a sentence that develops this key concept." ("Then we sped up the rutted dirt road and soon bumped to a halt at the upper pasture.")

"How does the quotation (sentence) contribute to developing the key concept?" (This sentence contributes to developing the concept that the farming process of local sustainability requires hard labor and long days of working on the farm.)

"Why does the author include this paragraph, and what role does it play in the author's overall purpose?" (This paragraph includes a narrative to support the author's respect for the hard work on local farms.)

• Ask a volunteer from Group D to read aloud the analysis of paragraph 4:

"What type of paragraph structure does the author use?" (Expository/Explanatory)

"What is the key concept of this paragraph?" (The author specifies the topic of corn feed for pigs and explains why it is important.)

"Highlight or underline a sentence that develops this key concept." ("Because there's nothing a pig enjoys more than getting tipsy on corn, and there's nothing a pig is better equipped to do than root it out with his powerful snout and exquisite sense of smell.")

"How does the quotation (sentence) contribute to developing the key concept?" (This sentence contributes to developing the concept that the farmer uses the nature of pigs for natural food production.)

"Why does the author include this paragraph, and what role does it play in the author's overall purpose?" (This paragraph includes an example to support the author's point of view on local farming.)

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.