Summary
*Lesson Title (create a title for your lesson):
The Everglades: Verdant Farmland, Tropical Vacation Land, or Natural Resource to Protect?
*Lesson Summary (1-3 sentence summary):
Students examine three primary source documents that reveal conflicting claims about the Florida
Everglades. Through discussion and writing, students delineate which claim is rooted in the strongest,
most logical text evidence and create a postcard that depicts the strongest claim in images and phrases.
*Subject (e.g. Language Arts, Math, Science, Social Studies/History, Art, Music, etc.)
Language Arts
*Intended Audience/Grade Level:
8th grade
*Time Frame (designate whether this lesson will
compose a series of lessons or a single lesson and
approximate time frame):
2 hours
Standards and Purpose
*Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards,
or other standards below ):
Focus Standards:
RI.8.8 – delineate and evaluate arguments and specific claims in text , assessing whether the reasoning is
sound and evidence is relevant and sufficient; recognize when irrelevant information is introduced.
W.8.1. a-b– write arguments to support claims, acknowledge and distinguish claims form alternate and
opposing claims, and organize the reasons and evidence logically.
Supporting Standards:
RI.8.1 – cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text
W.8.10 – write routinely over extended periods of time
SL.8.1 – engage in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and
issues having come to the discussion prepared and referring to evidence on the topic
SL.8.5 – integrate multimedia and visuals into presentations to clarify information, strengthen claims
and evidence, and add interest
*UFDC Resources (Identify and permalink for documents utilized from the UFDC here):
Three views of the Everglades:
http://ufdc.ufl.edu/FI07050905/00001 - farmland ready for planting postcard
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http://ufdc.ufl.edu/FI07050811/00001 - the only American tropics advertisement
http://ufdc.ufl.edu/FI07050807/00001 - Everglades National Park pamphlet
Additional supplemental resource:
http://ufdc.ufl.edu/FI07050806/00001 - Flamingo Inn Everglades National Park pamphlet
Guiding Question (s) (What are the guiding
questions for this lesson? Guiding questions are
broad questions that students and the teacher can
come back to throughout the learning experience.
A good guiding question is (a) thought-provoking,
counterintuitive, and/or controversial, (b) requires
students to draw upon content knowledge and
personal experience, and (c) can be revisited
throughout the lesson to engage students in an
evolving discussion.):
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*Objectives (What should students know and be
able to do as a result of this lesson? What are the
learning objectives for this lesson? What will
students know and be able to do as a result of this
lesson? Try to make the objectives measurable and
specific.):
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What claim about the use of the
Everglades is best supported through text
evidence? Verdant farmland? Tropical
vacation land? Natural resource to
protect?
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Students will analyze three primary source
documents to determine which claim is
best supported with text evidence by
reading and marking each document.
Students will be able determine which
claim about the Everglades is best
supported with text evidence through the
completion of a graphic organizer and
collaborative discussion.
Students will write two to three paragraph
argumentative response that identifies
and justifies which claim is best supported
throughout three primary source
documents through the use of well
selected text evidence.
Students will create a postcard that
represents the most supported claim of
the Everglades through a visual, a title, and
a subtitle.
Assessment (how will data be collected on student performance?)
*Formative (Describe how and when the students *Summative (Describe how the teacher will
will get feedback about their performance or
determine if the students have reached the
understanding during the lesson. How and when
learning targets for this lesson. How will the
will they have an opportunity to use this feedback teacher measure the impact of this lesson on
to improve their performance?):
student learning?):
Students will be able to receive formative
feedback through each read and text marking of
the document as well as completion of graphic
organizers for the organization of thoughts.
Students can also receive feedback from their
peers during the discussion phase.
Student learning will be formally assessed through
an argumentative essay according to quality of
text evidence, organization, and conventions.
Student learning will also be assessed through the
completion of the postcard and the student’s
ability to synthesize learning into visual
representations and summary phrases.
Teaching Phase (step by step narrative guide to instruction)
*Activate/Build Prior knowledge (Describe how the teacher will gather information about student
understanding and prior knowledge before the lesson or at the beginning of the lesson. How and when
can the teacher use this information during the lesson?):
Looking at the illustration on pages 2-3 of the Everglades National Park pamphlet, students will
complete a quick write based upon the image. Student responses could describe the illustration, make
judgments on the illustration, and/or explain prior experiences with the Florida Everglades. Quick write
responses should not be graded for content or conventions. Students should share their writing orally
as a means to build schema, activate prior knowledge, and build writing fluency and flexibility.
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*Direct Instruction (How will the teacher present the concept or skill to students?):
Teacher will tell students that they are about to analyze three primary source documents; a postcard
about the Everglades, an advertisement, and a pamphlet. Each primary source documents make a claim
about the use and purpose of the Everglades. In order to decipher the claim each document is making
about the Everglades, students will mark each text as they read. Students will mark copies of the text in
places where the Everglades is presented as a verdant farmland, tropical vacation, or a natural resource
to protect. Teacher should define each idea for students and if needed, provide them with visuals to
represent a verdant farmland, a tropical vacation, and a natural resource to protect.
The information students encounter in these primary source documents will be used to evaluate the
quality and amount of text evidence for each claim about the Everglades. While students read, they will
need to closely analyze each claim made about the Everglades. In order to closely analyze the text and
identify claims made about the Everglades, students will mark the text with an “F” if the particular lines
describe the Everglades as a farmland, “V” if the text describes it as a tropical vacation land, and “N” if
the phrase describes it as a natural resource to protect. Marking the text during reading gives a purpose
for reading and facilitates comprehension. Student text markings will be used to facilitate the discussion
and writing tasks.
Teacher will model reading aloud and marking the text with an “F,” “N,” and “V” on the pamphlet.
Amount of modeling done by the teacher varies depending upon the readiness level of the class.
*Guided Practice (What activity or exercise will the students complete with teacher guidance?):
Working together or reading silently, students will complete their reading and text marking of each
primary source document. After students have completed their reading and text marking, they can
compare and discuss their text markings with a partner – concentrating on differences in how they
marked the text. Students will then work with a partner to complete a graphic organizer in which they
write lines directly from the text or paraphrase lines from the text into a directed note-taking guide (see
attachments).
Once students have completed the directed note-taking guide, they will determine which claim made
about the Everglades is best supported through text evidence by circling, highlighting, or notating the
claim and circling, highlighting, or notating the claim’s three strongest pieces of text evidence.
Text evidence will be used to facilitate discussion between small groups. Teacher will present small
groups with this question, “Which claim about the Everglades (verdant farmland, tropical vacation land,
or natural resource to protect) is best supported through evidence?” In small groups, students will state
their claims and take turns sharing their text evidence; each group member should state a claim and
offer at least one piece of text evidence to support their claim.
*Independent Practice (What activities or exercises will the students complete to reinforce the concepts
and skills developed in the lesson?):
Students will complete a graphic organizer prior to writing their argument; the graphic organizer
provides an opportunity for students to state their claim and designate relevant text evidence (see
attachments).
Once students have completed their graphic organizer, they are ready to write their argument about the
best supported claim about the use and purpose of the Everglades. Arguments should range from two
to three paragraphs in length, state a claim, incorporate at least three pieces of text evidence, explain
the selection of text evidence, provide a sense of closure, and follow the use of general conventions (see
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attachments for rubric).
*Closure (How will the learning from the lesson be reinforced over time?):
Students now design and create a postcard to represent the claim they selected as the best supported.
The postcard primary source can be used as a model. If using the postcard as a model, ask students
these questions, “What do you notice about the layout? The image? The title? The subtitle on back?
The word choice?” Students should identify that a vivid illustration covers the postcard, a succinct
catchy title spans the front, and an elucidating subtitle finds itself on the back. Providing students an
opportunity to analyze a model leads to greater understanding of the components necessary to
successfully complete the assignment.
Student postcards must have an image, a title, a subtitle, and a quote that clearly identifies the students’
vision for the Everglades. All components should work together cohesively to represent the selected
claim. Technology can be utilized for student completion of the postcard (see attachments for rubric).
Reading strategies (describe
Writing strategies (describe
Speaking and listening strategies
strategies in detail):
strategies in detail):
(describe strategies in detail:
Text marking – students read
and mark the text to focus
attention
Close reads – students read the
text multiple times for text
evidence
Mentor text – students use the
Collaborative and focused
postcard as a model for the
discussions – students are
completion of their own
expected to prepare and discuss
postcard
their opinions using text
Writing for authentic purposes – evidence to support their claims
students turn their opinion into
an artifact for authentic
purposes/audiences
*Accommodations
(Describe how to accommodate students with special needs and how to differentiate instruction.)
Jigsaw: if students struggle with selecting a topic to research, split them up into small groups and assign
them a different primary source document/vision about the Everglades. Students can then work
collaboratively to share their portion and evidence with the rest of the class.
Partner read: If students struggle with reading the information in the pamphlet, have students take
turns reading different paragraphs of the pamphlet to each other stopping at a pre-determined chunk
(possibly 2-3 paragraphs) in order to summarize the section being read aloud and move onto the text.
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*Extensions
(Describe possible extensions of this lesson.)
Re-Teaching:
Enrichment:
Provide additional resources to
 Write a message to a friend on the back of
demonstrate different visions of the
the postcard that accurately explains or
Everglades, such as informational text.
narrates a trip to the Everglades.
Description or narration should align with
Think aloud and model the completion of
the vision for the Everglades depicted on
each task.
the front.
Jigsaw reading and research of different
 Research the other conflicting visions of
parts of the Everglades.
the Everglades and write a research report
Provide images to illustrate the definition
to determine why they failed.
of each vision: farmland, vacation land, or
natural resource.
Allow students the opportunity to edit and
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revise their paragraphs and postcards until
they reach mastery level.
*Materials
Special materials/preparation needed (Describe
Suggested technology (What are the suggested
what special materials or preparations are needed technology requirements to use this lesson?):
for this lesson.):
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Pre-print graphic organizers
Read the brochure first and determine
places to stop and mark the text

Microsoft Publisher or another source for
postcard
Notes and Additional Recommendations (Provide recommendations concerning the preparation or
implementation of your lesson):
Possible resources to explore more about the Everglades:
http://www.everglades.org/the-state-of-the-everglades-ecosystem/
http://www.nps.gov/ever/index.htm
Reflection
(Questions to stimulate reflection on the process of teaching with primary sources for the implementing
teacher – not for completion by the lesson developer)
Teacher learning:
 How did my students respond?
 What would I do differently next time?
 What would I keep the same?
 How will I use primary sources in the future?
Attachments
(Attach or imbed worksheets and additional documents below)
directed notetaking
guide three claims about the everglades.docx
Graphic Organizer
for Writing Arguments.docx
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Template for Post
Card.docx
Argumentative
Writing Rubric.docx
Postcard Rubric.docx
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