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.)
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:
- “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.

Lesson 7 Narrative