GRADE 7 LITERACY: THE OMNIVORE’S DILEMMAUNIT OVERVIEWThis unit uses the topic of food choice as a means to teach students how to analyze and navigate informational texts. This 4-6 week unit contains a series of three tasks that build in complexity.

TASK DETAILS Task Name: The Omnivore’s Dilemma

Grade: 7

Subject: Literacy

Theme: Making choices/Good decisions

Depth of Knowledge: 3

Task Description: This culminating task asks students to use textual evidence to write an essay analyzing how the author organized and developed his argument regarding the omnivore’s dilemma in his chapter, “The Omnivore’s Dilemma” from Michael Pollan’s The Omnivore’s Dilemma (Young Reader’s Edition).

Standards: 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. 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.

Learning Goals and Objectives:

The goals of this unit are for students to:● understand how the features and the format of non-fiction texts help readers

understand the text● understand that what you read and the information you gather can influence the

choices you make

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● Write with a specific audience in mind to clearly communicate their ideas to the reader

7th GRADE LITERACY: THE OMNIVORE’S DILEMMAINSTRUCTIONAL SUPPORTSThe instructional supports on the following pages include a unit outline with formative assessments and suggested learning activities. Teachers may use this unit outline as it is described, integrate parts of it into a currently existing curriculum unit, or use it as a model or checklist for a currently existing unit on a different topic.

Unit Outline-Grade 7 LiteracyINTRODUCTION: This unit outline provides guidance on how to integrate performance tasks into a unit. Teachers may (a) use this unit outline as it is described below; (b) integrate parts of it into a currently existing curriculum unit; or (c) use it as a model or checklist for a currently existing unit on a different topic.

Grade 7 Literacy: Making Decisions, Choosing What and How to EatThis unit uses the topic of food choice as the medium by which to teach students how to analyze and navigate informational text. Students will write an essay demonstrating their mastery of the content and their ability to synthesize information from text. In addition, students will need to clearly analyze and understand making good choices/decisions as a theme in this unit. Suggested unit length 2-3 weeks.

UNIT TOPIC AND LENGTH:COMMON CORE LEARNING STANDARDS:• 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.• RI.7.2 Determine two or more central ideas in a tex t and analyze their development over the course of the text; provide an objective summary of the text.• RI. 7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.• 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.• 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.

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• W.7.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d) Use precise language and domain-specific vocabulary to inform about or explain the topic. e) Establish and maintain a formal style. f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

• L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) Explain the function of phrases and clauses in general and their function in specific sentences. b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. • L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b) Spell correctly.

BIG IDEAS/ENDURING UNDERSTANDINGS: • Knowledge of the features and format of a nonfiction text enhance the understanding of the text. • One’s reading and information gathering has the potential to influence the choices that we make. • Writers who keep a specific audience in mind are able to clearly convey their ideas to the reader(s).

ESSENTIAL QUESTIONS: • How does interaction with a text provoke thinking and response? • Why are the choices we make influenced by reading informational and literary texts? • How does a writer create informational and persuasive pieces that respond to topic, purpose, and audience?

CONTENT: Text Structure

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• Headings and Sub-headings • Inserts (text within text) • Graphics: pictures • Captions• Use of italics • Concluding sentence or paragraph • Questioning sentences

SKILLS: • Identify headings and sub-headings within the text and explain how they aid comprehension. Identify inserts and explain their purpose within the text. • Explain how the use of graphics and support the main idea, theme or argument within text

Explain how the captions of pictures can aid in the understanding a written text• Determine the use of italics within the text• State how the use of a concluding sentence or paragraph can enhance the understanding of a text.• Discuss how the author's use of questioning sentences can assist in the development of the main idea, theme, or argument.• Explain the similarities and differences of the literary and informational text components.• Determine the central idea and analyze its development throughout the text. • Identify textual support and evaluate its effectiveness • Determine the author's purpose and explain if the purpose was indeed accomplished. • Identify examples of comparison and contrast within the text. • Evaluate the effectiveness of the comparison/contrast as textual support for the author's purpose or argument. • Assess the author's claims and counter- claims used as support within the text to determine if the author's reasoning is sound.• Determine the meaning of words and phrases as used in the text and gain a working knowledge of domain specific vocabulary in context.• Identify the components of an essay and apply those components in writing.• Create written responses explaining how the author develops, compares, and contrasts his/her main idea or argument through multiple topics.• Produce clear and coherent writing in which the text structure, development, and vocabulary are appropriate to the specified audience.• Demonstrate command of the conventions of Standard English capitalization, punctuation and spelling when writing.• Use appropriate transitions to improvethe coherence of written texts. • Add relevant facts, concrete details, quotations, and other examples to support a main idea or argument in a written piece.• Cite textual evidence to support written responses and apply conventions of Standard English grammar.• Write informative/explanatory texts to examine a topic and convey information through the selection and analysis of relevant content.

Reading Literary and Informational Texts• Literary and informational text components• Main ideas, arguments, and themes • Supporting textual details understanding of a text.

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• Author's purpose • Comparison/Contrast to support an argument• Assessment of author's arguments and support within a text• Domain specific vocabulary

Informational and Explanatory Writing• Essay writing format • Comparison/Contrast format • Awareness of audience• Conventions of Standard English • Response to probes with textual support•Analysis of relevant content

ASSESSMENT EVIDENCE AND ACTIVITIES:INITIAL ASSESSMENT :After reading the first three sections (pp. 85-89) of “The Omnivore’s Dilemma,” students will be asked to write a one page response explaining what the author means by the omnivore’s dilemma and analyzing the causes of the dilemma using evidence from the text. Please see assessment task 1 for full details and the exact prompt.

FORMATIVE ASSESSMENT:Students will be asked to select a comparison that the author makes after page 89 in “The Omnivore’s Dilemma” and write a one-page response briefly describing the comparison and then analyzing how the comparison helps Pollan develop his argument about the omnivore’s dilemma. Please see assessment task 2 for full details and the exact prompt.

FINAL PERFORMANCE TASK: Students will be asked to write an informative/explanatory essay of approximately one page in which they analyze how Pollan in his chapter, “The Omnivore’s Dilemma,” organized and developed his argument regarding the omnivore’s dilemma. Please see assessment task 3 for full details and the exact prompt.

Vocabulary • Informational Text, Literary Text, Text Structure, Textual evidence

Vocabulary/ Word Origin/ Latin MeaningOmnivores Omne (all, everything) Dilemma ProblemCarnivores Carne (meat) Herbivores Herb (grass or green plant)Vore (vorare) (to eat or devour)

LEARNING PLAN & ACTIVITIES: Brainstorming-Students will be brainstorming information on dilemma through different scenarios and literature. This section is differentiated and may vary depending on the teacher.

NOTE-TAKING:

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Students can choose the note-taking template that they wish to use while they are reading “The Omnivore’s Dilemma.” Through note-taking, they will be able to collect the evidence used by the author to support his opinions about eating choices and the omnivore’s dilemma.

Note-taking to Answer QuestionsStudents should begin their reading by brainstorming questions that they predict will be answered by the text. This may be done as a whole class, small group or individually. The teacher may also give students the questions. Once students have 3-4 questions, they use this graphic organizer to find evidence offered by the author to answer those questions. They then evaluate the evidence for its accuracy and strength in supporting the author’s argument.

Food JournalStudents will be given the choice to complete an electronic food journal, hard copy or imovie that will allow them to reflect on the foods they eat.

Food AdvertisementAfter analyzing a variety of food advertisements after watching TV for 30 minutes students will need to create a food advertisement of their choice utilizing information that they gathered while watching TV.

Reflective Note-takingReflective note-taking is valuable for students to guide them through thinking about the information they are reading as they are reading it. Using the graphic organizer, students are led to take notes in their own words and then to reflect on and react to those notes with their own questions, opinions, responses, and evaluative comments. Once students have completed this note-taking sheet, they will have thought through the author’s arguments, formed an opinion about the strength of the arguments, and have gathered the evidence to be able to trace the line of argument used by Pollan in the text.

ANALYZING ARGUMENTS:Students can use two different methods to analyze the arguments used by Pollan: cause and effect or fact vs. opinion. These graphic organizers will help students develop a plan for their writing.

Cause-Effect ChartStudents identify one cause of the omnivore’s dilemma (Why is it hard to choose what and how to eat?) and note three effects of that cause. The effects may be stated as student-written summaries or with use of short quotations from the text. This graphic organizer will be helpful if students plan to use a cause-effect organization for their final assessment task.

Fact vs. OpinionAnother way that students can assess the argument offered by Pollan is to analyze his use of fact vs. opinion. With this graphic organizer, students note the facts and the opinions, with reasons for their classification as fact or opinion. Students will be able to analyze the strength of the author’s argument by looking at the balance of fact and opinion and by analyzing the validity of both.

CEI: Claim, Evidence and Interpretation This graphic organizer leads students through the thinking process of determining the claim (or argument) of the author, determining the evidence used by the author to back up his claim, and then analyzing and interpreting the evidence to assess the strength

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of the author’s claim. By organizing their thinking beforehand, students will have developed an outline for their final assessment task.

DEVELOPING A LINE OF ARGUMENT OR OPINION:Teachers may want to begin with brainstormingOnce students have analyzed the text and determined the author’s argument and evidence, they need to develop their own argument that they will write and support in the final assessment task. Two graphic organizers will help them develop their own thinking.

Supporting an OpinionTo complete the final assessment task, students must develop an opinion about Pollan’s ideas. This graphic organizer asks students to state their opinion in a concise sentence and then think through both the reasons they formed that opinion and the evidence from the text that supports that opinion. Students can use this organizer as an outline for their writing assignment.(Ex. of concise sentences)The doctor injected him the drug to make him sleepy. WrongThe doctor injected him a soporific. Correct

The main hotel assistant helped us set up our Internet connection. WrongThe concierge helped us set up the Internet connection. Correct

The dentist that specializes in correcting teeth problems rectified the actress’s teeth problems. WrongThe orthodontist corrected the actress’s teeth irregularities. Correct

SilverTube is a magazine published twice a month. WrongSilverTube is a fortnightly. [Don’t use ‘bimonthly’ here. A bimonthly is a confusing word, which can mean every two months or twice every month.] Correct

Developing a Line of ArgumentStudents may be able to see two points of view about eating in America by reading Pollan’s article. As they are developing their own response to Pollan and his line of argument, students may want to identify the two points of view with the evidence used to back up each one. Using this graphic organizer will lead to students developing a line of argument that gives credence to the evidence supporting two points of view, but then results in a conclusion by the students themselves.

MAIN IDEA /KEY IDEAS AND SUMMARY:Using this graphic organizer may help students organize the information extracted from each subsection of “Omnivore’s Dilemma.” Having a snap shot summary of each sub-section can assist students in organizing their thinking and responding to the task in a strategic succinct manner.

COMPARE AND CONTRAST:Included in the resource section are two videos that relate to the topic covered in the “Omnivore’s Dilemma.” Michael Pollan, the author of “Omnivore’s Dilemma,” stars in one of the videos (“Food, Inc”). This graphic organizer can be used to record the similarities and differences noticed between the article and the videos or between the two videos.

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GRAPHIC ORGANIZER TEMPLATES:For graphic organizer templates that can be used as formative assessment tools for many of the skills of the Common Core, see the Information Fluency Continuum of the NYC Office of Library Services at http://schools.nyc.gov/academics/libraryservices/standardsandcurriculum and look under “Information Fluency Continuum 2010 Priority Benchmark Skills and Assessments.”

VIDEO VIEWING ORGANIZER:In the resource section are two videos that can be used to help students see the connection between what they are currently studying and the world around them as it relates to food. Using this graphic organizer can help focus students as they are viewing the video.

UNIT CALENDAR

Week

Monday Tuesday Wednesday Thursday Friday

1 Hook and PreviewReal life dilemmas

Skills:BrainstormingSummarizingContent: Super-size me video

Skills: Using Non-fiction text featuresContent: See website

Skills: Using Non-fiction text featuresContent: See website

Skills: Using Non-fiction text featuresContent: See website

2 Skills: Vocabulary Content: Omnivore’s Dilemma

Skills:Close readingContent: Omnivore’s Dilemma p86-89

Skills: Main idea and supporting details (jigsaw) Content: Omnivore’s Dilemma

Skills: Cause and EffectContent:School buses no place for junk food ads

Skills:Expository WritingContent:Writing Matters

3 Skills:Expository WritingContent:Writing Matters

Skills:Expository WritingContent:Writing Matters

Information Text Grade 7 Task # 1

Omnivore Project

Skills: Main idea and supporting detailsContent: Omnivore’s Dilemma p.89-96

4 Skills: Note-takingCompare and Contrast Content:Food Inc TrailerOmnivore’s Dilemma p89-96

Choice of 2 ProjectsSkills: Internet research Content: All unit resources

Choice of 2 ProjectsSkills: Creating a multimodal presentationSkills: All unit resources

Choice of 2 ProjectsSkills: Creating a multi-modal presentationContent: All unit resources

Project PresentationsSkills: Public SpeakingContent: Student projects

5 Project Presentations

Informational Text Grade 7

Skills: Fact and Opinion

Skills: CEI strategy

Informational Text Grade 7

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Skills: Public SpeakingContent: Student Projects

Task 2 Content: Omnivore’s Dilemma

Content:Omnivore’s Dilemma

Task 3

RESOURCES: Multi-Media Resources: Video: Food Inc. Directed by Robert Kenner. Starring Michael Pollan, Michael Pollan, Eric Schlosser and Gary Hirshberg http :// www . foodincmovie . com / Video: The Future of Food. By Deborah Koons Garcia http://www.thefutureoffood.com/

Websiteshttp://www.dairycouncilofca.org/Tools/MyPyramid/ http://www.nutritionexplorations.org/kids/activities-main.asp http://www.nyc.gov/html/doh/downloads/pdf/survey/survey-2009fitnessgram.pdf

Texts:Pollan, M. (2009). The omnivore’s dilemma. The Omnivore’s Dilemma: The secrets behind what you eat (Young reader’s edition) (pp. 85-96). New York: Penguin. Articles http://www.washingtonpost.com/blogs/the-checkup/post/myplate-might-actually- work/2010/12/20/AGALDIHH_blog.html

Articleshttp://www.timesunion.com/opinion/article/School-buses-no-place-for-junk-food-ads-1418094.php

http://www.nytimes.com/2011/06/03/business/03plate.html?hp

http://healthland.time.com/2009/10/26/whats-in-your-bowl-the-top-10-least-nutritious-cereals/(this mentions “your tot” but is otherwise helpful because it looks at popular cereals and marketing used to sell them to kids and parents). http :// healthland . time . com /2011/05/12/ cafeteria - cams - track - students - calorie - consumption - at - school /

Achieve3000- Lunchrooms Get “Smart”A Hudson River Hero

Pre-readingLesson 1: Evidence Reader’s Workshop- Achieve 3000 Landing on the HudsonWriter’s Workshop- DilemmaIntroduce the theme: Making choices/ Good decisionsDiscuss what does it mean to make good decision or choicesCreate an atmosphere where students will choose a scenario when they will be forced to discuss and share making good decisions and choices.

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1. Should I tell the teacher if I know a classmate is cheating? 2. Should I try to stop bully behavior or stand by and watch? 3. Should I go along with friends who want me to do things that are wrong? 4. Should I challenge name-calling or racist statements or overlook them?5. Should I turn in money that I found in school or keep it?

Lesson 2: SummarizeReader’s Workshop: Super-size Me videoWriter’s Workshop- Brainstorming- Provide 5 pics of food and have scholars jot down how they feel based on the image without talking on post-it’s, after post their thoughts and have a discussion in their group about the photo. Identify one comment that you will respond and give feedback to.

Quick write activity-To engage students in the content of the reading and determine students’ familiarity with what will be presented by the author, provide the following prompts for a Quick-Write:

● ▪What informs your decisions about the foods you eat? Is it you or a family member? Are they typical of your culture or something that you love to eat? Give examples.

Lesson 3-5:Non fiction TextReader’s Workshop Writer’s Workshop Activities are provided on the websitePre- reading activitieshttp :// www . readwritethink . org / classroom - resources / lesson - plans / using - thieves - preview - nonfiction -112. html -Using thieves to preview non fiction text with 3- 40 minute lessons

Lesson 6: VocabularyWriter’s WorkshopIntroduce vocabulary-Dilemma VastlyIndustrial Food Chain RetainCassava CustomsDigestive tract RelyingPreferences ObesityEvolve PortionsCarbohydrates SeldomInstinct LeisurelyFetus Dictated

Vocabulary Strategies

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Write It OutWord/Phrase What I think it means Dictionary DefinitionOmnivoreCarnivoreHerbivoreDilemma

Vocabulary PuzzleWord Match: In groups scholars will be given post-its with all of the vocabulary words, and definitions and their task will be to properly match the definition with the word and hang them together on the chart paper

Vocabulary Power PointScholars will create an interactive vocabulary powerpoint with 7 slides

1. Word and Student’s Name2. Part of speech3. Definition4. Synonym5. Antonym6. Sentence that correctly uses the word7. Picture or diagram that represents the word

Video SkitsScholars will act out their vocabulary word using flip.

Lesson 7: AnalyzeDouble Reader’s WorkshopRead and analyze the Text- Read pages 85-89 of “Omnivore’s Dilemma”To prepare for these tasks, ask students to address how the author of the Omnivore’s Dilemma presents his argument, teachers of ELLs should make sure that ELLs have had prior experience in analyzing text structures and writing styles. This should be modeled with a text that students already are familiar with so they are not learning new content as they focus on the author’s techniques.Teachers should model the analysis of the writing by:▪ labeling the text structures (see page 31)▪ using Think Aloud statements that model how, as readers, students can understand the ways in which the author presented his/her ideas▪ discussing the writer’s specific audience and purpose for writing

Lesson 7: JigsawWriter’s WorkshopScholars will be separated in groups of 3. Each station will read a section of the article “Omnivore’s Dilemma” after reading group members should report back to their original group to complete the following graphic organizer using the Jigsaw strategy on poster size.

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Organizing a Chapter by

SectionsChapter # 8 Title of Chapter: The

Omnivore’s DilemmaPages: 85 - 89

Section #1 Title: Is that food?

Key Points: Main Idea

Section # 2 Title: The modern omnivore

Key Points: Main Idea

Section # 3 Title: The omnivore’s brain

Key Points: Main Idea

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After-reading scholars will be completing one of two graphic organizers presented below

A

What is the “Omnivore’s Dilemma”? What are the causes?Describe the Omnivore’s Dilemma in 3 complete sentences:

1.

2.

3.

What are 3 causes of the Omnivore’s Dilemma?

1.

2.

3.

B

Checklist Did I describe and explain the omnivore’s dilemma accurately?

What is the omnivore’s dilemma?

Did I cite textual evidence to support the reasons for the dilemma?

What is the textual evidence?

Did I include explicit text about the dilemma?

What explicit textual evidence did I include?

Did I make inferences about the dilemma?

What inferences was I able to make?

Lesson 9: Cause and EffectWriter’s Workshop

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Cause and effect power point choose the first presentationhttp :// languagearts . pppst . com / cause - effect . html Readers Workshop article belowhttp :// www . timesunion . com / opinion / article / School - buses - no - place - for - junk - food - ads -1418094. php

Lesson 10-12 Expository WritingReader’s WorkshopWriter’s WorkshopPre -Writing Activity Students will learn how to write informative/expository and explanatory writing. (refer to Writing Matters materials for lessons)

Lesson 13: The Writing TaskReader’s Workshop: Omnivore’s DilemmaWriter’s Workshop : The Task

New York City Middle School Pilot Project Performance-Based Assessment (PBA) on Informational Text Grade 7, Task #1TASK: Write a response of approximately one page explaining and analyzing ideas of the first three sections (pp. 85-89) of “The Omnivore’s Dilemma.” First, explain what the author means by the phrase omnivore’s dilemma. Then, analyze the causes of the dilemma using several pieces of evidence including what the author tells us directly and what we can infer from the text. Your response should be written for an audience that is familiar with the text and follow the conventions of standard English, including accepted use of simple and compound sentences and spelling.Answer the questions below to plan your writing. Your answers will be collected but not graded. After you’ve written your response, answer the Step Back questions. Your answers to the Step Back questions will also be collected but not graded.Space for Notes: Step Back Questions: Please answer the following questions in the space below. Your responses will be collected but not graded. What did you do to complete the Performance-Based Assessment task? List the steps that you took to complete the task. What did you find easy about the Performance-Based Assessment task? What did you find difficult about the Performance-Based Assessment task? Lesson 14: ProjectGrade 7: PBA on Informational Text, Task 1CCSS: RI.7.1, RI.7.4; L.7.1, L.7.2

Project #1 A week before the introduction of the project students will be asked to create a food journal. They will report what they eat all day, every day for 5 days.

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TaskPart I After analyzing a variety of food advertisements after watching TV for 30 minutes students will need to create a food advertisement of their choice utilizing information that they gathered while watching TV.

Part II Students will be asked to create a project that will visually depict what an omnivore is. They will be able to create a collage, commercial, power point or advertisement that will persuade their audience to become one of the 3 categories (omnivore, herbivore and carnivore) and why they believe this option is the best .

***create a rubric***

PART TWO Lesson 15 The Omnivore’s Dilemma continued Pre-reading activity:Scholars will use a selection of the Omnivore’s Dilemma text to create a word shift cloud:

Text section:Take the French, for example. They eat by and large as they have for generations. They drink wine, eat cheese, cook with butter, and eat red meat. Oh yes, they also eat bread without worrying about it! Yet their rates of heart disease and obesity are lower than health crazy Americans. How can that be? Maybe it’s because how we eat is just as important as what we eat. French culture includes a set of customs or rules about how to eat. For example, the French each small portions and don’t go back for seconds. They don’t snack- you’ll almost never see a French person eating while driving or walking down the street. They seldom eat alone. Instead they eat with family or friends, and their meals are long leisurely affairs. In other words, the French culture of food allows the French to enjoy their food and be healthy at the same time. Because we have no such food culture in America, almost every question about eating is up for grabs. Fat or carbs? Three square meals of little snacks all day? Raw or cooked? Organic or industrial? Vegetarian or Vegan? We seem to even have forgotten what real food looks and tastes like. Instead we make meals out of protein bars and shakes. Then we consume these non-foods alone in our cars. Is it any wonder Americans suffer from so many eating disorders?

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Using the word cloud answering the following questions:List the 10 largest words in the cloud, based on these 10 words predict the main idea of this section of the article:

Choose one of the words in the cloud that you do not know, or don’t understand very well. Click on the word to see the visual thesaurus, what are some related words or the definition of this word?

During Reading: Read pg 89- 96 of the Omnivore’s Dilemma using the Organizing A Chapter by Sections Graphic OrganizerScholars will be separated in groups of 3. Each station will read a section of the article “Omnivore’s Dilemma” after reading group members should report back to their original group to complete the following graphic organizer using the Jigsaw strategy on poster size.

Organizing a Chapter by Sections

Chapter # 8

Title of Chapter: The Omnivore’s Dilemma

Pages: 89- 96

Section #4 Title: The bitter and the sweet

Key Points:

Main Idea

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Section # 5 Title: Rats!

Key Points:

Main Idea

Section # 6 Title: Food Fads

Key Points:

Main Idea

Section #7 Title: The No-Fad French

Key Points:

Main Idea:

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Section # 8 Title: Marketing New Meals

Key Points:

Main Idea:

Lesson 16: Note-takingWatch food inc video: John Salley on obesityhttp :// www . takepart . com / foodinc / film

Scholars will take notes using the following guiding questions:

1) What materials presented in this video, relates to the topic in the article, The Omnivore’s Dilemma?

2) The article you read was broken down into sub-sections, what are the features of this nonfiction video?

3) How does the dilemma of balancing your diet today relate to the omnivore’s dilemma as described in Pollan’s article? Use evidence from the video notes,and the article to support your answer.

Compare and Contrast the Article with the videoGuiding Questions:Compare and contrast the non-fiction article with this video: Why might someone choose to present information by video rather than through an article? Why might someone present information through an article rather than through a video? Which

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of these media formats is mostly likely to influence your own choices as an omnivore? Why?

Scholars will have the choice of compare and contrast strategies:1) Venn Diagram 2) T-chart 3) Similarities and Differences

Lesson 17-20: ProjectDay 1: Research Day 2: Products StartedDay 3: Products CompletedDay 4: PresentationsDay 5: Presentations

Scholar choice of one of two projects1) What’s on Your Plate? Project **Possible interdisciplinary project with science/health** Task: It’s dinnertime at Bronx Math and across the world kids like you are sitting down to eat dinner as well. In this project you will explore what kids in another part of the world are eating and compare it to a meal you have logged in your food journal. You will create two “plates”, one of each meal and compare them. You will also compare both plates to the Government's My Plate using the interactive website

Process1) Scholars will create a “plate” that represents a meal from their own country/culture. The plate will be an actual paper plate with pictures/drawings of the food to be included in the meal. 2) Scholars will create a “plate” that represents a meal from a different country/culture3) Scholars will create a power point, website or write an essay that compares these two plates, what foods are similar, what foods are different? Why are these meals different? **Scholars who struggle can use their choice of graphic organizers (venn diagram, t-chart) to support their processing***4) Scholars will also compare both plates to the My Plate suggested by the USFDA. How do these meals compare? Which meal is closest to a My Plate meal?

For interdisciplinary project: have students look at nutrition facts and do mathematical comparisons to suggested serving sizes.

ORComparison food shopping project(authentic project to real life)

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Task: You’re going shopping! You family needs you to go grocery shopping and get the items on the list. Your family wants to eat healthier, but also on a budget. You will need to comparison shop, using the information you have learned about food and eating healthy. For each item, choose a two products and compare them based on nutrition facts, ingredient list and finally price. After filling in the information in the graphic organizer choose a product and defend your decision. Grocery List:MilkBreadJuiceEggsMeatsSnacksProcess: 1) Scholars take items from the “grocery list” and find two different products/ brands that satisfy each need (milk, bread, juice, eggs, etc) 2) For each product scholars will research using the Internet to gather nutrition information, ingredient lists and price information and fill in on the graphic organizer3) Scholars will then choose one product from each category and justify their choice in a paragraph

Scholars can choose to present their justifications in a powerpoint, posterboard, video or essay.

Lesson 21: Task 2(PBA) on Informational Text Grade 7, Task #2

TASK: Pollan uses many comparisons to develop the idea of the omnivore’s dilemma. Select one comparison from after page 89 of the chapter, “The Omnivore’s Dilemma.” Write a response of approximately one page in which you first briefly describe the comparison and then analyze how the comparison helps Pollan develop his argument about the omnivore’s dilemma. Use textual evidence, including what the author tells us directly and what we can infer from the text, to support your response. Your response should be written for an audience that is familiar with the text and follow the conventions of standard English, including accepted use of simple and compound sentences and spelling.Answer the questions below to plan your writing. Your answers will be collected but not graded. After you’ve written your response, answer the StepBack questions. Your answers to the StepBack questions will also be collected but not graded.Space for Notes:

StepBack Questions: Please answer the following questions in the space below. Your responses will be collected but not graded.

What did you do to complete the Performance-Based Assessment task? List the steps that you took to complete the task.

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What did you find easy about the Performance-Based Assessment task?

What did you find difficult about the Performance-Based Assessment task?

Part IIIReread the article one last time...Lesson 22: Fact and opinionReader’s Workshopreview the article through the lens of fact and opinion

Writer’s Workshopusing information from “Omnivore’s Dilemma” organizing details from the article to input in the graphic organizer on fact and opinion

Lesson 23: Claim, evidence and interpretationReader’s Workshop: “Omnivore’s Dilemma”Writer’s Workshop: evidence, claim and interpretation graphic organizers*Students will then complete graphic organizers in differentiated groups that will interpret “Omnivore’s Dilemma” through evidence providedrefer to the bundle

Lesson 24: Task 3The final task

Name: ______________________Date:________________Grade 7, Final Assessment TASK: Write an essay in which you: · First explain what an omnivore’s dilemma is. · Secondly explain how the author develops his argument regarding the omnivore’s dilemma from the beginning of the chapter, “The Omnivore’s Dilemma,” by Michael Pollan, to the end. · Thirdly use details from the text to support your answer.

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Your essay should be written for an audience that is familiar with the text and follow the conventions of Standard English, including simple and compound sentences and spelling.Use the blank space below to take notes.

At this point our bundle <-> Unit is complete...When we reconvene we will need to complete, full lessons, rubrics and assessments. Part 3 has 4 graphic organizers that will be scanned and added at a later date. This unit will serve as unit 2 after our writing intensive/argument unit in preparation of the state exams which will take place during unit 3.

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