Secondary English Language Arts: Revised ed:TPA Lesson Plan Template

Name:
Lesson Title:
Grade Level:
Lesson Goals
Central Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus.
Based in the text, The Omnivores Dilemma, Students will have a greater understanding of the cultural, sociopolitical, and practical
implications of the food that they encounter on a daily basis, and will further analyze the process and product of argumentation as
presented in the book.
List the title, author, and write a short description of the text(s) used in this lesson.
This unit primarily revolves around the text The Omnivores Dilemma by Michael Pollan. This is a text that observes the development
of the food industry, from the hunter-gatherer tradition, to the organic farming trend, to the huge fast-food, corn, and meat industries.
Pollan investigates each of these traditions of consumption thoroughly, specifically looking at the socio-political and environmental
impact of each.
In Pamela Ronalds TED talk, The case for engineering our food she describes the history of GMOs and how plants and organisms
have changed overtime either naturally or by science to better be suited for the people of our world today. She describes gives
examples such as how rice has been genetically modified in order to survive flooding, and how papaya was enhanced to reuse seeds
to continue growing the fruit. She essentially focuses on how certain modified foods are necessary to sustain certain crops and keep
our world nourished and without food shortages. She speaks about how when foods are genetically modified, they always serve a
greater purpose. Whether it is to prevent famine, or produce easy, or keep farmers from going broke in our society. She talks about
how there are diseases that come form pesticides and other farming tools but by engineering our food we can further protect
ourselves from those diseases.

Conceptual/Theoretical Framework (draw from research and readings in CI and English coursework):
This lesson is designed to focus on the way students are developing their research skills but also on the speaking and listening components of
learning. As Jim Burke quotes Short and Fitzsimmons (2007) as stating [O]ral language development is . . . important because it facilitates English
literacy development . . . [and] to be academically literate, students must be able to engage in the oral discourse of the classroom as well as the
reading and writing activities in the lessons. Therefore, teachers should integrate all four language skills in their lessons, and oral language practice
should not be scarified for more time on reading and writing. (34) (207). In having students debate on the intentions behind each of the two
arguments that they analyzed and discussed the previous two days, students are practicing their ability to explain and verbalize what they learned
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and what they already know. They are not only evaluating the work of others and using it to make their own ideas and arguments; they are displaying
their knowledge and listening to others present information that they know. However, Burke also addresses that sometimes students have phobias of
speaking in front of larger classes. That is why we are gradually building up to that through this unit. In this particular lesson all students are expect to
collaborate verbally in smaller groups and designate only a few speakers of each group. As the unit progresses, students will work on verbally
expressing themselves and listening to the arguments and analyses of their classmates. As the unit draws to a close each student will be expected to
give their own Jigsaw presentations and present their own findings completely independently.
Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching
Standards):
CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as
well as in words in order to address a question or solve a problem.

CCSS.ELA-LITERACY.W.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience.

Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, supports
students learning:
Students will be using the Omnivores Dilemma as well as a supplementary text to anchor their learning and give them a well-rounded
understanding of the case for and against organic products. By analyzing these two texts students will gain more than just one side to
how the organic farming trend works as well as the history behind it and why it has changed and become popular. By integrating
multiple sources, students are able to compare and contrast arguments made and how they are made by sources. Students will be
able to obtain multiple perspectives in order to create their own beliefs and ideas about this topic.
Materials/ Instructional Resources:

The Omnivores Dilemma, transcript of the TED Talk, notebooks, writing utensils.

*Learning Objectives (Add additional objective boxes as

needed):

*Assessment (both formal and informal)- Evidence of Student

Understanding:

Objective 1:

Related Assessment:

Students will be able to voice, as a group, their newfound

beliefs and ideas about whether or not GMOs are actually bad
or good for our society, basing their ideas in the texts they have
viewed or found.

Students will speak within their groups to come up with a solid

argument and overarching belief about GMOs and organic foods,
and debate with their peers in a moderated setting. I will assess as
a teacher, the clarity of the arguments made as well as how each
side reacts to the other in attempts to understand each side and
create respectful dialogue.

Explain the Assessments Alignment with the Objective:

Students will show how much they have gathered from the
previous two days and how well they can communicate with
others and build off of each others ideas to create one sound
rationale and argument. By voicing their ideas students must
not rely on their preconceived beliefs but be able to verbally
explain the facts that they have learned about the organic
farming industry.

Describe the form of Student feedback that accompanies

the assessment:
Students will receive minimal feedback to their whole
group. The teacher will focus on certain claims the group
made and contributions to the group. The teacher will look
for ways the group presented their argument and suggest
new ways of doing so. For example, if students relied
heavily on taking a logos approach, they might try to
incorporate pathos next time.
Objective 2:

Related Assessment:

Students will be able to engage and listen to opposing view

points and use those differing view points to create
understanding and propel their own ideas forward.

Exit slip: Students will be asked to give an example of an

argument that the opposing side has made and reflect on
their own sides argument and how well they used their
own rhetorical devices to gain support or understanding
of the other side.
Explain the Assessments Alignment with the Objective:
Students will be able to show how they understand and
analyze someones argument by being able to consider the
truths each side brings forward and evaluate which side makes
the biggest affect on the listeners.
Describe the form of Student feedback that accompanies
the assessment:
Each student will receive confirmation that what they have
learned was understood correctly. Students will also be
assessed on how well they can listen to opposing view points

respectively and be encouraged to find ways that help them

stay engaged with the other side without showing disrespect or
anger.

Lesson Considerations
Pre-Assessment:
Students are asked how they would explain the topic of GMOs and organic foods to someone with an opposing view. This
requires them to think about how they can respectfully engage in dialogue with another person or group of people as well
as requires them to think about what information they would choose to share and what they would not.
Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can

do, and what they are still learning to do.)

Students can effectively communicate with their peers in informal settings, but some students, especially English language
learners might have a harder time verbally communicating in academic settings. Students have learned how to analyze
arguments and rhetorical devices used in arguments. Students will then practice putting these to work in their own
arguments.

Personal, cultural, and community assets related to the central focusExplain what you know about your students
everyday experiences, cultural and language backgrounds and practices, and interests.
There are 25 students in the class. Four of the students are Hispanic. Eight of the students are white. Six of the students are black.
Two of the students are Asian. Three of the students are two or more races. Two of the students are Pacific Islander.
12 of the students are male; 12 of the students are female. One student identifies as genderqueer. Seven of the students identify as
Christians. Four of the students are Catholic. Three of the students are non-denominational. Two of the students identify as Muslim.
Ten of the students dont have any strong religious affiliations. Four of the students identify as atheist. Two students identify as of
the Hindu faith. 12 of the students are defined as low-income students and have free/reduced lunch.

Misconceptions:
At this point students might question what I mean when I tell them we will have a debate. I will clear this up by providing a short

example of how the debate will run. It will be more formalized and structured. Only one person will be allowed to speak at a time.

Language Objectives and Demands

Identify a Language Function:

Language Function. Using information about your students language assets and needs, identify one language function essential
for students within your central focus. Listed below are some sample language functions. You may choose one of these or another
more appropriate language function for this lesson.
Analyze

Argue

Describe

Evaluate

Explain

Interpret

Justify

Synthesize

Students will be able to justify the argument given by two different sources on two opposing sides. They will be able to take the
information that they have gained and use that information to justify why it is valid or reliable.
Vocabulary:

At this point in the lesson there may not be new vocabulary that they encounter since most of today is
student driven work, but they should try to engage with and use the words they have learned in this
chapter.
Learning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom
teacher, in order to address the learning needs of students with special needs and students who are not English proficient or
students who use varieties of English.
Students are all required to participate in sharing information within their group and contributing to class analysis and discussion,

however, not all students have to read the claims and arguments in front of the class. This ensures that students who feel
uncomfortable talking in front of their peers about information they might not be comfortable with will not have to. Students will also
be allowed to use translators and
Accommodations for students with Special Needs:

Students will break into two groups. Students will mobility impairments might require extra room so the desks will be
rearranged in a way that allows for this movement when we split into two groups.
Accommodations for students who are not proficient uses of Standard English:

As students debate and use key phrases or terms that they have been learning throughout this learning segment I will
create a word map on the board so that students who have a hard time catching words that are unfamiliar can see the
way they are spelled and look them up to remind themselves and create a better understand of what each speaker is
saying.
Explain your instructional decision-making and the way you plan to support student learning when using whole class,
small groups, and individualized assignments. In addition, explain accommodations for students who have
special needs and students who are not proficient users of Standard English as part of whole class and small
group arrangements
Students are broken into two groups for the majority of the class period. As students prepare for debate they are allowed to
bounce ideas off of each other without having to share in front of the whole class or fear being shot down. All students can
compare their notes and understanding of the events from the previous two days. By only having a few speakers from each
group it ensures that students who feel insecure or uncomfortable in their language developments do not have to be stuck
in the spotlight but can still contribute to discussion and the debate.

Time

*Lesson Plan Details

4
minute
s

Lesson Introduction
As students come in for the day they will respond to the prompt What is something we can do to inform people that
GMOs arent always entirely horrible, but when do GMOs become too detrimental for our society?

45
minute
s

Learning Activities
I will break students up into two groups. I will be sure to vary abilities and strengths within the groups so that all students
will have a chance to participate and contribute something new to the group.
Students will review their notes from the day before as well as be allowed to use chrome books to gather new information
about the topic they are arguing for. All information students use in their argument must be sourced correctly. Students
will develop 3 arguments for their position, and develop 2 possible counter arguments and ways to refute them.
After each group has their arguments, students will take turns presenting their information and arguments. Each argument
is given 4 minutes to be argued, and 2 minutes to be refuted by the opposing side.
Groups will go back and forth until they make their final argument.
At the end of the period, students will write down one new thing they learned from listening to the other sides arguments
as well as vote for which side had more convincing argument and give at least a 3 sentence response as to why. This exit
slip will be gathered as students leave the class.
Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of
students abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.

1
minute

Closure
I will collect the exit slip and be instructed to begin looking at chapter ten but reminded that we will read together in class.

Extension
If the lesson finishes early students we will talk about why each side has a compelling argument and what about each
argument might attract a different population and why. If we dont have this conversation today, it will become the journal
entry for tomorrow.
Burke, Jim. The English Teachers Companion: a Complete Guide to the Classroom, Curriculum, and the
Profession. 4th ed. Portsmouth, NH: Heinemann, 2012. Print.
Roberts, Pamela. "Pamela Ronald: The Case for Engineering Our Food." YouTube. TEDtalks, 04 May 2015. Web.
<https://www.youtube.com/watch?v=wZ2TF8-PGQ4>.

Attachments: handouts, assessments, etc.