api.ning.comapi.ning.com/.../OmnivoresDilemmaBundle.doc · Web viewDO-NOW: (Distribute hard copies of “The Omnivore’s Dilemma”.) Skim the 1st 3 sections of the text, Is That

Grade 7 Literacy Bundle: Omnivore’s Dilemma

CULMINATING TASK: Write an informative/explanatory essay of approximately one page in which you analyze how various authors organize and develop their argument regarding the omnivore’s dilemma. Begin by introducing Pollan’s argument and previewing what will follow in your essay. Continue by explaining how Pollan organized the chapter to develop his argument. Cite textual evidence from at least two sources. Use transitions to help the reader clarify relationships among the ideas you are explaining. End your essay with a concluding statement or section. Your essay should be written in a formal style for an audience that is familiar with the text and follow the conventions of standard English, including simple and compound sentences and spelling.

Write an informative/explanatory essay of approximately one page in which you analyze how various authors organize and develop their argument regarding the omnivore’s dilemma.

Introduce Pollan’s argument and preview what will follow in your essay. Explain how Pollan organized the chapter to develop his argument. Cite textual evidence from at least two sources Use transitions between ideas Write using a formal style for an audience that is familiar with the text Follow the conventions of standard English

Omnivore’ Dilemma Bundle Components Overview

ComponentExplanation of Component

Omnivore’s Dilemma

Goals

What do we want students to know, do, and care about?

Navigate argumentative/

informational texts

Identify the author’s argument

Use textual evidence from multiples sources to support an argument

Formulate opinions

Common Core Learning Standards

Highest priority/most relevant CCLS addressed in the unit.

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

Standards:

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to

the whole and to the development of the ideas.

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity

band proficiently, with scaffolding as needed at the high end of the range.

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

L.7.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling

when writing.

Big ideas/essential understandings

Important core concepts, understandings, or theories. They go beyond discrete skills and focus on larger concepts, processes, or themes.

Knowledge of the features of and format of a nonfiction text enhance the understanding of the text.

Recently, humans have been faced with a dilemma when choosing what to eat.

Understanding and being able to articulate opinions on matters of national interest are essential to good citizenship.

Essential questions

Over-arching questions that provide focus for the curriculum and are aligned based on a key concept, enduring understanding, and/or big idea to prompt inquiry.

How do authors develop and organize their argument?

What is the average American’s criterion for choosing food?

Why are Americans missing a food culture?

Cover Sheet (Use template)

Unit overview 1-2 sentences describing the unit in which the task is embedded.

This unit uses various texts as a means to teach students how to analyze informational texts and how to write an informational essay.

Task nameFull name of the task

The Omnivore’s Dilemma

GradeK,1,2,3,4,5,6,7,8 or 9-10 or 11-12

7

Subject English

Depth of Knowledge Level of the Task

Using Webb's DOK, enter 1-4.

DOK 4

Task Description

1 sentence description of the task.


Materials needed for task administration

Indicate what materials are needed for task administration. Include any texts used for the task. Mention any other materials, such as calculators, student notes, journals, etc.

Omnivore’s Dilemma “School Buses No Place for Junk Food Ads” “Cafeteria Cams Track Students’ Calorie

Consumption at School” MyPlate.gov “My Plate Might Actually Work” “What’s in Your Bowl?” “Nutrition Plate Unveiled, Replacing Food

Pyramid” Eat This, Not That Food, Inc. Supersize Me Current articles

2. Performance Task

Student copy of the task

Student version of the task, designed in a way that is clear for all learners.


Introduce Pollan’s argument and preview what will follow in your essay.

Explain how Pollan organized the chapter to develop his argument.

Cite textual evidence from at least two sources

Use transitions between ideas Write using a formal style for an audience

that is familiar with the text Follow the conventions of standard English

Unit topic and length1-3 sentences describing the unit topic and the duration of the unit.

Argumentative writing and the eating habits of Americans.

Three to four weeks.

Content

Subject matter; key concepts; facts; topics; foundational information addressed in the unit using the language of the standards wherever possible.

Food, choices, health, dilemmas, argumentative writing

Vocabulary

Vocabulary addressed in the unit.

Omnivore, Carnivore, Herbivore, Dilemma, Decision, Argumentative Writing, Nutrition, Obesity, Diet, Fad, Consumers, Protein, Fat, Sodium, Carbohydrates, Grains, Agriculture, Diabetes, Factory Farm, Organic, Synthetic, Asthma, Hypertension, Calories, Consumption, Moral, Ethical

Resources Websites WORDLE, VISUAL THESAURUS, WORD SIFT, FLOCABULARY, PHOTOSTORY 3, VOICETHREAD, ADOBE READER, HYPERTEXT, WORD SIFT, VISUWORDS, SHAHI

Extension Activities

Send an email to a politician for healthier school lunch options

Create a cookbook

Prepare various cultural dishes

Invite a nutritionist or health expert to lecture the class

Invite any speaker who has firsthand experience with health issues relating to diet

Prerequisites:

Know how to navigate various websiteso Shahio Visual Thesauruso Wordleo Visuwordso Edmodo o Wallwisher o Adobe Reader

Know how to write a five paragraph essayo How to plan for the stages of writingo How to organize thoughtso Writing mechanics

Know how to read/use a rubric Know various learning strategies

o Highlighting a texto Note-taking

Skills needed before writing the culminating task:

o Identify argumentative texts o Identify an author’s argument o Cite textual evidence o Distinguish between fact and opinion o Understand how an author develop his/her argumento Identify features of a nonfiction text (headings, subheadings, images, graphs,

photographs) o Use transitions o Write using formal style o Write an introduction, body, and conclusion of an informative essay o Write using simple and compound sentences o Write for a specific audience

The Omnivore’s Dilemma Grade 7 Literacy Unit

Week 1 – Lesson 1

Introduction: What is a dilemma?

AIM: What is “The Omnivore’s Dilemma”?

PROCEDURE:

1. DO NOW: List a variety of breakfast foods. 2. Elicit Do Now answers quickly to emphasize the vast number of cereals.3. Why do you think there are so many different kinds?

a. People have different tastes.b. People like different things.c. People want choices.

4. Discuss the difference between decision and dilemma a. Dilemma: complicated, serious situation. A choice between equally unfavorable

options. A state of uncertainty. A tough choice. b. Decision: a choice you make.

5. As a class, brainstorm other real-world examples of dilemmas6. Discuss food choices, including flavors, brands, ingredients, etc. 7. Introduce the text Omnivore’s Dilemma by showing a Wordle (work text picture) of the

texti. Elicit from students what the text will be about

8. MINI-LESSON: Define and break down major terms for the texts. Use Visuwords and/or Visual Thesaurus and/or Shahi. Break students into eight groups.

i. Omnivore Visuwordsii. Omnivore Visual

Thesaurusiii. Herbivore Visuwordsiv. Herbivore Thesaurusv. Carnivore Visuwords

vi. Carnivore Visual Thesaurus

vii. Dilemma Visuwords viii. Dilemma Visual

Thesaurus ix. Decision Visual

Thesaurusx. Decision Visuwords

9. GROUP WORK: Look up your group’s term in Visuwords or Visual Thesaurus. Print, draw, or write down what your find. Look up other unknown terms if included. Present findings to class.

a. What does the word mean?

b. What other words/ideas are the word associated with? 10. WHOLE CLASS SHARE: Speaker from each group will share results of online inquiries. 11. INDEPENDENT WORK: What dilemmas do we as omnivores face in our daily lives? Are

all of our dilemmas the same? 12. HOMEWORK: Do you think your life would be easier or harder if you had no food

choices at all? Discuss what your life would be like is you did not have these choices.

Grade 7 Literacy Unit

Week 1 – Lesson 2

Connections: World and Self

DO-NOW: On what criteria do you base your food choices?

AIM: How do food choices affect our lives?

PROCEDURE:

1. Elicit do-now answers. Create a web on the board. Possible responses include:a. Priceb. Tastec. Nutritious ingredients

2. SHARED READING: Time Healthland article, “What’s in Your Bowl? New Report Fingers the Least-Nutritious Cereals” by Catherine Guthrie.

3. Discuss information. Would this affect students’ food choices? Would it affect what they fed their children?

4. MINI-LESSON: a. Who should decide what children eat? Parents? The kids themselves? The

government? The schools?b. How do we support our opinion with facts and details?c. MODEL supporting argument.d. Introduce Supporting an Opinion worksheet (worksheet from materials

received with unit overview)e. Introduce Developing a Line of Argument- Multiple Perspectives:

Point/Counterpoint worksheet (worksheet from materials received with unit overview)

5. GROUP ACTIVITY: Assign each group a “side” of the issue. Using worksheets, students will develop arguments (skill from previous unit on persuasive writing).

6. CLASS ACTIVITY: Debate on who should decide what children eat. 7. INDEPENDENT READING: Time Healthland article, “Cafeteria Cams Track Students’

Calorie Consumption at School” by Meredith Melnick.8. HOMEWORK: Do you feel that tracking students’ meals is morally or ethically right

or wrong? Does the school have the right or obligation to be involved? Use information from the above article to support your response.

DIFFERENTIATION OPTION: During independent reading, do a shared reading with ELLs.


Week 1 – Lesson 3

Creating Background Knowledge

AIM: How do we identify an author’s point of view?

PROCEDURE:

1. DO NOW: Explain whether or not animals have the same rights as people. (Think about your pets, zoo animals, stray dogs/cats, birds, squirrels, etc.)

2. Elicit do-now answers. a. Further discussion

i. Why are animals treated so differently from humans? ii. Why is it not socially acceptable in the United States to eat dogs or cats

3. Discuss author’s point of viewa. What is the author’s position on the topic?

i. Why did the author write the text? ii. What is the author trying to prove?

iii. What does the author want you to think or feel? 4. Show clips from Food, Inc. 5. DURING FILM ACTIVITY: Fill in Factory Food Vs. Organic Food in Food, Inc. handout6. Share out answers from During Film Activity7. INDEPENDENT ACTIVITY: Fill in The Company You Keep. 8. HOMEWORK: What was the most powerful part of the film and why?

Name_________________________ Class______________

Factory Food Vs. Organic Food in Food, Inc.

Describe what happens during this scene.

Explain why the author included this scene.

Explain how this scene makes you feel.

Name___________________________ Class______________

http://www.johnehrenfeld.com/food%20inc.jpg

http://www.chenyingke.com/uploads/images/food_inc_manure.jpg

http://www.exclaim.ca/images/up-food_Inc.jpg

THE COMPANY YOU KEEP

Place yourself on the following scale

I’ll only buy food from I’ll buy what I like to eat, companies whose No matter who makes it. values I agree with.

1 2 3 4

Explain your position in three or four sentences.

Explain whether or not the film has affected your point of view on food.


Week 1 – Lesson 4

Introduction: What is a dilemma?

AIM: What is “The Omnivore’s Dilemma”?

PROCEDURE:

1. DO NOW: List as many cereals as you can in two minutes. 2. Elicit Do Now answers quickly to emphasize the vast number of cereals.3. Why do you think there are so many different kinds?

a. People have different tastes.b. People like different things.c. People want choices.

4. Discuss food choices, including flavors, brands, ingredients, etc. 5. Introduce the text Omnivore’s Dilemma by showing a Wordle (work text picture) of

the texti. Elicit from students what the text will be about

6. MINI-LESSON: Define and break down major terms for the texts. Use Visuwords and/or Visual Thesaurus. Break students into eight groups.

ii. Omnivore Visuwordsiii. Omnivore Visual

Thesaurusiv. Herbivore Visuwordsv. Herbivore Thesaurus

vi. Carnivore Visuwords

vii. Carnivore Visual Thesaurus

viii. Dilemma Visuwords ix. Dilemma Visual

Thesaurus

7. GROUP TASK: Create an informational multimedia presentation with PowerPoint, Photostory 3, or iMovie that illustrates the prevalence of corn and/or soybeans in American diets. Include text, images, and audio.

8. WHOLE CLASS SHARE: Speaker from each group will share results of online inquiries.

9. INDEPENDENT WORK: What dilemmas do we as omnivores face in our daily lives? Are all of our dilemmas the same?

10. HOMEWORK: Do you think your life would be easier or harder if you had no food choices at all? Discuss what your life would be like is you did not have these choices.

Objectives:

o Students will be able to recognize, recall and explain the new USA food guide “My Plate.”

o Students will assess their own eating habits.

AIM: How recall information from an article

Materials

Paper Plates Grocery Flyers

Glue Sticks

Scissors

MyPlate.gov

“MyPlate Might Actually Work”

“Nutrition Plate…” article

Procedure:

Do Now: What did you eat for breakfast today? Introduce the new US food guide by reviewing the old pyramid and explaining the

changes. Ask students to tell you the differences between the old “My Pyramid” and the new “Choose My Plate” food guides.

Read the article “Nutrition Plate Unveiled, Replacing Food Pyramid”

Discuss the MyPlate icon and ask questions based on what you see. For example:

o How many baby carrots are one serving?

o If I pile my food up into heaps according to the picture I’m fine right?

o How much is a small portion?

Have students research the answer to these questions and report their findings to the class. Answers can be found on www.choosemyplate.gov.

Activities

Create a nutritionally sound plate according to our government guidelines. Write an explanatory essay that reflects on your current eating habits.

Extensions

Calculate the calories, vitamins, minerals, fat of each of their plates of food by entering the food items and portion sizes into Menu Planner.

Compare your plate to another student’s plate. What are the similarities and differences? Which plate is healthier and why? What changes would you make to either plate to make it healthier?

Using the MyPlate organizer, create a healthier MyPlate than the one you created in class.

Assessment

Rubric (included in assignment directions) Don’t forget to hang up your student’s “myplates” in the hallway or in your classroom to

foster student discussion when you’re not teaching! Free learning- capitalize on it!

MYPLATES Food Guide Assignment

Directions: Using paper plates, create three plates—one for breakfast lunch and dinner that align with the USDA food guide standards. Cut out a picture

Breakfast DinnerLunch

http://www.choosemyplate.gov/

http://www.mypyramidtracker.gov/planner/launchPage.aspx

of each food item from a grocery store flyer, magazine, or internet and glue the pictures of the food to the appropriate section of the plate. Label each plate with the quantity of each item. For proper portion sizes visit www.choosemyplate.gov. Finished plates should be neat, legible, and creatively presented.

Task: Write an essay that reflects on your current eating habits. Introduce the essay by explaining whether or not you currently eat according to the

USDA food guide recommendations. Discuss the recommendations that you would make to your diet to better fit the

guidelines. Conclude by explaining which action you can reasonably implement to eat healthier.

http://www.choosemyplate.gov/

MYPLATESGrading Rubric

Name: ___________________________ Class:_________

4 3 2 1Application Bringing together the information learned to see the completed product

Excelled at accurately labeling food groups and serving sizes recommended for each food group.

All food groups identified all but only one or two of the food groups and can identify the serving sizes of food items.

Only able to correctly label a few of the food groups that comprise the entire food Guide and has difficulty identifying the serving sizes of the groups labeled.

DesignPersonalized MyPlate shows effort, originality and creativity.

Presented Food Guide in an original way. Used many different food items, colors and illustrative techniques. Food Guide is concise accurate and easy to understand.

Presented Food Guide in a presentable way. Information is mostly accurate and understandable. Lacks some originality and creativity.

Basic plate design. Some information is accurate however plates lack thought and creativity.

ReflectionPersonal reflection on current eating habits with recommendations to fit food guide and reasonable steps to take to get on track.

Assessment of personal nutrition is honest, and specific recommendations are made along with reasonable action plan.

Assessment of personal nutrition is made but lacking either specific recommendations or reasonable action plan.

Some assessment of personal nutrition is made but is vague or recommendations and action plan missing or unacceptable.

Mechanics



Week 1 – Lesson 3

Note Taking for Read-Aloud Section of ELA Exam – Part 1

DO-NOW: What note taking strategies do you know?

AIM: How do we effectively take notes while listening to information?

PROCEDURE:

1. Elicit do-now answers. Create a KWL chart on the board.2. MINI-LESSON: Note taking strategies:

a. Bulletsb. Abbreviationsc. Identifying important information such as facts and detailsd. Avoid repeating informatione. Brian Greene’s Connect Strategy for using the 2 readings to fill in missed

information3. MODEL: Double reading of first half of New York Times article, “Nutrition Plate

Unveiled, Replacing Food Pyramid” with note taking strategies.4. PARTNER ACTIVITY: One partner reads aloud the second half of the article. The other

partner takes notes.5. HOMEWORK: Current Events: Find an article. Take notes of important facts and details

from the article. Use the strategies learned in class.

DIFFERENTIATION OPTION: Replace above article with a less rigorous text for ELLs.



Week 1 – Lesson 4

Note Taking for Read-Aloud Section of ELA Exam- Part 2

DO-NOW: Translate the following notes:

(Write abbreviated, bulleted notes on the board.)

AIM: How do we effectively take notes while listening to information?

PROCEDURE:

1. Elicit do-now answers.2. MINI-LESSON: Have a “student teacher” quickly review note taking strategies:

a. Bulletsb. Abbreviationsc. Identifying important information such as facts and detailsd. Avoid repeating informatione. Brian Greene’s Connect Strategy for using the 2 readings to fill in missed

information.3. Refer to yesterday’s KWL chart. Elicit and answer any questions students have about

note taking.4. Introduce notetaking worksheet as alternative format option (worksheet from

materials received with unit overview).5. INDEPENDENT NOTE TAKING ACTIVITY: Read aloud (twice) 1st 3 sections of “The

Omnivore’s Dilemma” while students take notes.6. HOMEWORK: (Distribute rubric for short response answers for state exam.) Define

all unknown words on rubric. Make sure definitions are in words you can understand.

DIFFERENTIATION OPTION: Prepare rubric for ELLs to refer to, using less advanced vocabulary but holding to the same standards.

Name: __________________________________________ Class: ____________________________

“The Omnivore’s Dilemma” Read-Aloud

Short Response Worksheet

Directions: After listening to a read-aloud of the 1st 3 sections of “The Omnivore’s Dilemma”, use your notes to answer the following questions. (Notes were taken on previous day or previous period of a double period block.)

1. Why do omnivores need to eat a variety of different foods? Give details and examples to support your answer. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Complete the chart using details from the passage.

Physical characteristic of omnivores Reason for this characteristic

Different types of teeth

Sense of taste

Large brains

3. According to the article, why are some foods sweet and others bitter?

Taste Reason

Sweet

Bitter



Week 1 – Lesson 5

Responses to Short Response Questions

DO-NOW: Use yesterday’s notes to answer question #1 of worksheet (attached)

AIM: How do we effectively use our notes to answer short response questions?

PROCEDURE:

1. MINI-LESSON: How do we answer short response questions?a. Types of short response questions

i. Paragraphii. Chart

b. R.A.T.S. (restate, answer, text support)i. What is text support?ii. When do we add a personal connection or prior knowledge?

c. Short Response Rubrici. Vocabulary reviewii. Applying rubric to answers

2. PARTNER WORK: Use rubric to grade each other’s do-now answers.3. INDEPENDENT WORK: Complete worksheet using notes from read aloud.4. HOMEWORK: Read the New York Times article, “Nutrition Plate Unveiled,

Replacing Food Pyramid” by William Neuman and The Washington Post’s, “The Checkup”. Create a “Nutrition Plate” for a healthy, nutritious meal you would love to eat.

DIFFERENTIATION OPTION: Have ELLs use the alternate rubric created for previous lesson



Week 2 – Lesson 1

Initial Assessment (Performance-Based Assessment Task 1)

DO-NOW: (Distribute hard copies of “The Omnivore’s Dilemma”.) Skim the 1st 3 sections of the text, Is That Food, The Modern Omnivore, and The Omnivore’s Brain. This has already been presented as a read-aloud. Underline or highlight key facts and details.

AIM: Initial Assessment: What is the omnivore’s dilemma?

PROCEDURE:

1. Distribute assessment.2. Review directions.3. Review and explain rubrics (content and use of standard English)4. Administer assessment.

HOMEWORK: Complete the “StepBack Questions” worksheet.



Week 2- Lesson 2

Compare / Contrast

DO-NOW: What do a cat and dog have in common?

AIM: How do we compare and contrast two things using relevant details?

PROCEDURE:

1. Elicit do-now responses. Create a large Venn Diagram on the board and insert responses in to the appropriate sections.

2. MINI-LESSON:a. Venn Diagramb. T-Chartc. Double T-Chartd. Selecting relevant details that illustrate similarities and differences e. MODEL completion of chart by filling in center region

3. GROUP ACTIVITY: Use the 1st 5 sections of “The Omnivore’s Dilemma” to complete a graphic organizer to compare and contrast the koala and themselves. Emphasize the use of specific details from the text.

4. WHOLE-CLASS SHARE: Have groups rotate putting details in a large diagram on the board. Option: Make a game or contest to see which group found the most facts and details.

5. HOMEWORK: Choose 2 people in your life. Create a graphic organizer to compare and contrast them. Use specific, relevant details.

DIFFERENTIATION OPTION: Have ELLs compare/contrast objects, for which they may have easier access to descriptive vocabulary.



Week 2- Lesson 3

Author’s Purpose / Author’s Writing Style

DO-NOW: What is the author’s purpose in an advertisement? (This is review of previous unit on persuasive writing.)

AIM: How do we identify author’s purpose?

PROCEDURE:

1. MINI-LESSONa. Define the major categories of author’s purpose:

i. To persuadeii. To inform

iii. To entertainiv. To describe

b. What is an author’s message? How can we interpret what point an author is trying to make?

i. What they sayii. How they say it

2. SHARED READING: Online article, “School Buses No Place for Junk Food Ads” by Nancy Huehnergarth. Stop periodically to explore clues as to the author’s purpose.

a. The building of an argument, premise statement and supporting detailsb. Persuasive languagec. Academic toned. Source (articles, non-fiction writing)

3. HOMEWORK: Using the texts about nutrition and child-targeted junk food advertising from last unit’s Unit Exam, write a brief assessment of the author’s purpose for each article.

DIFFERENTIATION OPTION: Replace above texts with less rigorous passages with more basic vocabulary.



Week 2- Lesson 4

Determining Word Meaning

DO-NOW: Take a guess about the meaning of the underlined word in the following sentence:

I was in the mood for a nice hot meal but our flangeranger was broken, so I had to settle for a cold sandwich.

AIM: How do we determine the meaning of unknown words?Procedure:

1. Discuss do-now responses. Although “flangeranger” is not a real word, many will have figured out that it is some kind of stove. How did they do this?

2. MINI-LESSON: Clues for figuring out word meaninga. Words in contextb. Break down words to root, prefix, suffixc. Look for familiar words with same rootd. Sometimes knowledge of Spanish can help with Latin roots.

3. INDEPENDENT READING: “The Bitter and the Sweet” (4th section of “The Omnivore’s Dilemma”. While reading, students should underline or highlight any unknown or unfamiliar words.

4. GROUP ACTIVITY: Use strategies to uncover the meaning of all of the words underlined by any group member.

5. HOMEWORK: Use a dictionary or computer to check the accuracy of the group’s definitions for unknown words.

DIFFERENTIATION OPTION: Have ELLs include a translation of each word as well as a definition, which may help solidify the word meanings for them.



Week 2- Lesson 5

Reflective Notetaking

DO-NOW: What is your opinion of bullying?

AIM: How do we take meaningful, reflective notes?

PROCEDURE:

1. GROUP DISCUSSION: Have students discuss their do-now responses with their groups. Allow approx. 5 minutes for discussion, as students share their thoughts and experiences. Stop them and have then record a list of the feelings and thoughts that came up during their discussion.

2. MINI-LESSON: Explain that we form opinions all the time. This is not different when we read, however we tend to ignore our thoughts while reading and just “plow on,” often to get finished. How can we be aware of our thoughts while we read, as we are during other activities?

a. Discuss the process used in their Reading Response Notebooks (thoughts, ideas, questions, connections noted after reading).

b. How can we shift this process to an awareness during reading?i. Post-it techniqueii. Reflective Notetaking worksheet (received as part of the “Omniovore”

unit)c. MODEL reflective notetaking technique with a recent news article.

3. INDEPENDENT WORK: Distribute copies of another recent news article (try to use one that will invoke strong reactions). Have them read independently while using a worksheet, post-its, or blank paper for reflective notetaking.

4. HOMEWORK: During their nightly Reader’s Response Entry, try using the reflective notetaking technique while they read instead of the traditional method of writing a response.

DIFFERENTIATION OPTION: For ELLs, use a small-group setting during independent work time to further model strategy and use a shared-reading type approach.


Grade 7 Literacy unit

Week 3 – Lesson 1

Main Idea / Graphic Organizers

DO-NOW: Why do we use supporting details in an argument?

AIM: How do we build an effective argument?

PROCEDURE:

1. Elicit do-now responses. Create a web on the board and review answers.2. MINI-LESSON:

a. Define main ideab. Define supporting detailsc. Illustrate the relationship between the two. Use visuals such as legs supporting a

table.d. Share various styles of graphic organizer useful for illustrating main idea and

supporting detail, including main Idea worksheet and CEI: Claim, Evidence and Interpretation worksheet (both received from unit overview materials)

3. PARTNER WORK: Use one of the graphic organizers to find supporting details in the text section, “The Bitter and the Sweet”. These details should support the main idea, “Finding foods “disgusting” is an important evolutionary skill.”

4. INDEPENDENT WORK: Put the results of your work with your partner into a different type of graphic organizer.

5. HOMEWORK: Create a well-written argument from the above notes in the two graphic organizers. You may add additional supporting details from the text.

DIFFERENTIATION OPTION: Set up peer-mentoring partnerships between ELLs and very strong readers. Utilize these partnerships during the activity.



Week 3- Lesson 2

Cause/Effect

DO-NOW: What are consequences?

AIM: How do we determine cause/effect relationships?

PROCEDURE:

1. Discuss do-now answers. Focus on the responses that highlight a causal relationship between events or situations. Explain that consequences are effects that have causes, but not all effects are negative (consequences tend to be perceived as negative).

2. MINI-LESSON: a. Cause/effect relationshipsb. These relationships do not have to be single-cause to single-event. Use Cause-

Effect Chart (worksheet part of materials received with unit overview). One event can have many causes or many effects.

c. MODEL this with an example.d. Grammatical notes:

i. Vocabulary: effect / affect, cause, becauseii. Event placement in sentence does not indicate order of events

3. INDEPENDENT READING: “Rats” section of “The Omnivore’s Dilemma”READING FOCUS: Have students note in margins and cause/effect relationships they notice as they read.

4. PARTNER/SMALL GROUP ACTIVITY: Complete Cause-Effect Chart with evidence from the text.

5. Speaker for each group shares conclusions; class discusses validity and accuracy of responses.

6. HOMEWORK: Using the “Rats” section of the text, describe:a. What factors affect people’s food choices, in general?b. What factors affect your own food choices?

DIFFERENTIATION OPTION: Help ELLs define their reading focus by providing the “Cause” section of the chart. They will then be reading only for effects of this specific factor.



Week 3- Lesson 3

Formative Assessment (Performance-Based Assessment Task 2)

DO-NOW: (Distribute hard copies of “The Omnivore’s Dilemma”.) Skim the 1st 5 sections of the text, Is That Food, The Modern Omnivore, The Omnivore’s Brain, The Bitter and the Sweet, and Rats! Underline or highlight key facts and details.

AIM: Formative Assessment

PROCEDURE:





Week 3- Lesson 4

Fact/Opinion and Personal Connections

DO-NOW: Describe a typical dinner time at your house, including:

The foods you often eat Who prepares the food Who is usually present at dinner

AIM: What personal connections can we make to the informational texts about food choices?

PROCEDURE:

1. GROUP DISCUSSION: Have students discuss their do-now responses in their groups. Note taker should record major similarities and differences between group members’ dinner time experiences.

2. CLASS SHARE: How similar are our experiences? How different? 3. SHARED READING: “Food Fads” section of “The Omnivore’s Dilemma”4. MINI-LESSON:

a. What factors affect our meal-time experiences?i. Culture

ii. Geographic locationiii. Exposure to ethnic foods iv. Parental tastesv. Schedules

vi. Financial factorsvii. Health consciousness viii. Advertising

ix. Popular trendsx. Personal tastes

b. Fact / Opinioni. Define terms

ii. Apply to above factorsiii. Introduce Fact Vs Opinion Chart (worksheet distributed with unit overview materials)

5. INDEPENDENT WORK: Use the worksheet to categorize quotes from the chart as either fact or opinion.

6. HOMEWORK: Categorize personal factors affecting food choices as either fact or opinion using graphic organizer.

DIFFERENTIATION OPTION: Small group instruction for ELLs during independent work.



Week 3- Lesson 5

Compare/Contrast – Focus on Detail Specificity

DO-NOW: Working with a partner, create a Venn Diagram or Double T-Chart (previously introduced), compare and contrast personal eating habits.

AIM: How do we apply compare/contrast skills using specific details from non-fiction text and our own personal lives?

PROCEDURE:

1. Elicit some discoveries from do-now activity.2. MINI-LESSON:

a. During do-now sharing, discuss using specific details (not general). For example, “We eat oxtail about once a week,” rather than “We eat a lot of food from my country.”

b. Why is it important to be specific with our supporting details?c. MODEL: Revise teacher’s own personal connections to make them more

specific. Encourage students to ask the questions that lead to more specific information (who, what, where, when, why).

3. SHARED READING: “No-Fad French” section of “The Omnivore’s Dilemma” text.4. INDEPENDENT WORK: Create a graphic organizer to compare and contrast the eating

habits of the French culture and students’ own.5. HOMEWORK: Create a well-written summary of the similarities and differences from

your independent classwork. Be sure to use specific details!

DIFFERENTIATION OPTION: Distribute, for ELLs, printed definition list for the following words appearing in the above text:

Fad Obesity Portions Carbs Organic

Vegetarian Vegan Eating Disorders



Week 4- Lesson 1

Author’s Point of View

DO-NOW: Do you think families should eat dinner together every night? Explain.

AIM: How do we determine author’s point of view?

PROCEDURE:

1. Share opinions from do-now question.2. MINI-LESSON: What is someone’s point of view? (Differentiated from 1st / 3rd person

point of view in writing.) This is the message or opinion he or she is trying to convey. Questions to ask while reading to help lead to author’s point of view:

a. What does the author believe?b. What does the author want me to believe?c. How does the author feel?d. What is the author’s opinion on the topic?

Review fact/opinion. Many times, author’s point of view will be an opinion, supported by facts.

3. SHARED READING: “Marketing New Meals” section of “The Omnivore’s Dilemma”. Stop periodically to MODEL the above questions during reading.

4. PARTNER DISCUSSION: Creating an appropriate graphic organizer, note the author’s point of view on the importance families eating a traditional dinner-time meal together every night. Support your interpretation with facts from the section of the text.

5. HOMEWORK: Expand upon your do-now response. Use points made in the text and additional details from your own experiences to create an argument for or against daily traditional family dinnertime.

DIFFERENTIATION OPTION: Utilize peer-mentor partnerships where ELLs are working with very strong readers during the partner discussion.



Week 4- Lesson 2

Organization of Texts

DO-NOW: What is the purpose of a sequence chart?

AIM: How can writing be organized and developed?

PROCEDURE:

1. Discuss do-now; illustrate the flow of events in a sequence chart.2. MINI-LESSON:

a. Organizational options for writing and corresponding graphic organizersi. Chronological order (sequence chart, flow chart)ii. Topic by topic / Subcategories (outlines, webs)

iii. Compare/contrast (Venn diagram, T-chart, Double T-chart)iv. Premise-Details (Main idea chart)

b. Other format options for non fictional textsi. Information boxes (used in “the Omnivore’s Dilemma)ii. Definition Boxes

iii. Footnotesiv. Supplementary charts, diagrams, maps, illustrations, captions

3. GROUP ACTIVITY: Assign each group a different section of “The Omnivore’s Dilemma”. Focusing on the information box in each section, have groups determine the advantages of using this technique.

4. CLASS SHARE: Spokesperson for each group will share the group’s findings.5. HOMEWORK: What is the omnivore’s dilemma? How do you deal with this dilemma?

DIFFERENTIATION OPTION: ELLs should be grouped together and use information box #1, as its purpose is fairly clear, and the additional review of Latin roots will be helpful.



Week 4- Lesson 3

Final Assessment – Short Response Questions

Directions: Answer the following questions based on the article, “The Omnivore’s Dilemma”. You may refer to the text and to your unit class notes.

1. List 5 foods that could be eaten by each type of eater:

Omnivore Carnivore Herbivore

2. In what ways is it easier to be a herbivore than a carnivore? Use details from the text to support your answer. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Read the following statements from the text. Complete the chart with 3 details to support the statements.

“Once it was discovered, cooking became one of the most important tools of the human omnivore… In fact, cooking probably was the turning point in human evolution.”

Supporting detail Supporting detail Supporting detail



Week 4- Lesson 4

Final Performance Task (Performance-Based Assessment Task 3)

PROCEDURE:





Week 4- Lesson 5

Conclusion /Self and Peer-Assessment of Performance-Based Assessment Tasks 1-3

DO-NOW: How do we use rubrics?

AIM: How can we use the rubrics to assess our success?

PROCEDURE:

1. Discuss do-now responses. Create a web on the board.2. Distribute completed assessments with blank rubrics.3. MINI-LESSON: Using the rubric to grade our assessment tasks

a. How do we use a rubric? (review structure, categories)b. Vocabulary in assessment-specific rubricsc. MODEL: Share a sample and model the use of the rubric to grade sample.

4. GROUP ACTIVITY: (In preparation for lesson, cover names on students’ work and replace with coded numbers.) each group will receive a number of completed assessments and will collaborate, using the rubrics, to grade each one.

5. INDEPENDENT ACTIVITY: Students will use the rubrics to grade their own assessments.6. HOMEWORK: Distribute actual scores of graded rubrics. Students will compare their

own self-assessment to the teacher’s. Did their grading match the teacher’s or vary greatly? Have students take notes comparing the two sets of grading, their own and the teacher’s.

DIFFERENTIATION OPTION: Work one-on-one with ELLs to help self-assessments by systematically going line-by-line on the rubric.



Objective: How do we identify an author’s argument?

Materials:

Images from “Omnivore’s Dilemma,” Food, Inc., Supersize MeEdmodo.com Internet access

Procedure:

1. DO NOW:

2. MINI LESSON:

3. GROUP ACTIVITY:

4. INDEPENDENT ACTIVITY: Post on Edmodo.com to comment on the images posted

5. CLOSURE:

api.ning.comapi.ning.com/.../OmnivoresDilemmaBundle.doc · Web viewDO-NOW: (Distribute hard copies of “The Omnivore’s Dilemma”.) Skim the 1st 3 sections of the text, Is That

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