Module Two Instructional Guide - Chew on This FINAL

Module Instructional Guide:

Grade 8

Weeks 10-21

0

Grade 8 English Language Arts

Module Instructional Guide 2

Chew on This by Eric Schlosser and Charles Wilson

Essential Question:

How does society affect the decisions made by an individual?

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Overview:

How can this module’s focus, scope, and assessment be summarized?

Module Duration: 30-35 Days Lesson Duration: approximately 60 minutes each

In this module, eighth grade students will explore the essential question “How does society affect the decisions made by an individual?” Students will examine the impact of several aspects of society on the decisions of individuals, including market forces and the responsibility of the individual in the face of these market forces. The anchor text for the module, Chew on This by Eric Schlosser and Charles Wilson, provides students with new insights into the fast food industry and how it functions, and supports students in effectively addressing the essential question. Students will conduct close readings of text, analyze central ideas and details, and determine the points of view and purpose of the writers when constructing meaning. Students will gather evidence required to effectively answer the essential question throughout the module and will report and defend their findings in writing and discussion.

In addition, this eighth grade module will support students in developing effective informational and argumentative writing. Students will receive explicit instruction in how to identify claims and warrants within a text, as well as how to determine evidence within a text that best supports those warrants. At the end of the module, students will synthesize their understanding across module texts by crafting an essay in response to the following prompt:

After reading Chew on This by Eric Schlosser and Charles Wilson and other texts, write an essay in which you explain how society influences the decisions of individuals. Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples from the texts.

The scope and sequence of lessons in this instructional guide have been developed around expectations contained in the following: Maryland College and Career Readiness Standards (MCCRS) for English

Language Arts and PARCC Model Content Framework grade level expectations, City Schools Model of

Effective Literacy Instruction, and the “plan” and “teach” components of the Baltimore City Public Schools

Instructional Framework. Because teachers have specific knowledge of their students’ reading levels and writing strengths and challenges, it is also expected that the experiences students have will be instructionally scaffolded as appropriate. It is also understood that some standards may not require the same depth of instruction when students’ prior knowledge and skills indicate early mastery. For these reasons, thirty to thirty-five days of instructional recommendations have been intentionally built into this guide with the expectation that teachers will exercise sound decision-making on when to assess, reteach, and/or extend learning around the curriculum’s standards, objectives, tasks, and texts.

The essential question undergirds students’ learning and should be an important part of their reflection, discussion, and writing as they move through the module. On Day 1, students begin their exploration of the EQ and Literacy Design Collaborative (LDC) task and in subsequent lessons, revisit that question in conjunction with the texts they encounter. The module reflects these occasions, but teachers should also decide where to thread students’ progressively deeper consideration of the EQ throughout their experiences and consider how they will enable students’ capturing of thoughts surrounding it (e.g. journal, graphic organizers, anchor charts).

Students read a number of texts and routinely write analyses in addition to writing through the fuller process of the LDC woven into the module, in class and outside of the school day. Teachers may choose

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which pieces-- the extended text and/or the supplemental texts-- to reserve for in-class reading and analysis versus those that students will read independently. Teachers will find the LDC’s skills clusters 1-

3 integrated in the guide while the skills of cluster 4 are expected to be treated fully in the final five to ten days of the module. Where the teacher deems fitting, language standards’ instruction must be woven into students’ writing and speaking experiences.

Finally, as students’ learning and application of academic vocabulary are expected norms, the study of vocabulary and word learning strategies should be routine practice in instruction. Recommended words for examination are included in the “Terminology” portion of this guide.

Module Focus Standards:

Which essential Maryland College and Career Readiness Standards will students master through this module?

Reading-Literature

 RL.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.

 RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

 RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

 RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Reading-Informational Text

 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.

 RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

 RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

 RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

 RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

 RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

 RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

 RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence

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is introduced.

 RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

 RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Writing

 W.8.1 Write arguments to support claims with clear reasons and relevant evidence. o Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. o Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from and supports the argument presented.

 W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)

 W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

 W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

 W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

 W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. o Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). o Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

 W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

 SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas

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and expressing their own clearly. o Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. o Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. o Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

 SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

 SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

 SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Language

 L8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. o Explain the function of verbal’s (gerunds, participles, infinitives) in general and their function in particular sentences. o Form and use verbs in the active and passive voice. o Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. o Recognize and correct inappropriate shifts in verb voice and mood.*

 L8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Use punctuation (comma, ellipsis, dash) to indicate a pause or break. o Use an ellipsis to indicate an omission. o Spell correctly.

 L8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

 L8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. o Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). o Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. o Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking

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the inferred meaning in context or in a dictionary).

 L8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o Interpret figures of speech (e.g. verbal irony, puns) in context. o Use the relationship between particular words to better understand each of the words.

 L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

MODULE TEXTS:

What core texts will be used to teach module standards?

What supplemental texts are suggested for use throughout the module?

Core Text

 Chew On This by Eric Schlosser and Charles Wilson

Supplemental Works:

Literary

 Excerpt from The Jungle by Upton Sinclair (1906)

Nonfiction

 “Soda Ban is Legal and Smart” by Lawrence O. Gostin

 “Michael Bloomberg’s Soda Ban Wont’ Solve the Obesity Problem” by Peter Roff

 “Goodbye, Big Drinks” by Alice Park, TIME for Kids, http://www.timeforkids.com/news/goodbyebig-drinks/46886

 “New Rules Aim to Rid Schools of Junk Foods” by Mary Clare Jalonick, King County Journal

 “AMA: Obesity Is a Disease” from NewsCurrents Read to Know

 “Teen Obesity: Lack of Exercise May Not Be to Blame” by Alice Park

 “Have a Feast!” by Laine Falk

 "What's for Dinner?" by Mary Ann McGann

 "Food Habits Around the World" from SIRS Digests.

 “Vegging Out” by Barbra Cohn

 “A Campus Fad That’s being Copied: Internet Plagiarism” by Sara Rimer

Non-Print Texts and Multimedia Resources

 NYC Mayor: We're Not Taking Away Freedom - Video on TODAY.com www.today.com/video/today/47643482

 Introduction to Food, Inc. http://www.youtube.com/watch?v=QqQVll-MP3I

 Super Size Me http://www.hulu.com/watch/63283 (min. 45:00 – 46:20)

 Photo Essay: What the World East, Part I http://www.time.com/time/photogallery/0,29307,1626519,00.html

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Critical Experiences & Assessments:

How should teachers teach and formatively and summatively assess students’ understanding of

the essential question and the skills necessary to effectively address it?

What will each assessment entail?

When will students complete these tasks?

Formative Writing Task 1 (Day 1)

How does society affect the decisions of the individual? Now that you have thought about how companies market soda to individual, explain how companies can impact the decisions of an individual.

Use specific examples from the images to support your response.

Formative Writing Task 2 (Day 4)

Should the government ban large sugary drinks to help consumers make healthier choices? Or should people be allowed make their own choices about beverage size? Write an argument (one claim and three warrants) and use evidence from the text(s) to support your claim.


What impact does fast food culture have on children’s decisions within our society? Write an argument to communicate your ideas.


Analyze how Sinclair’s diction and stylistic choices contributed to the central message and tone of the excerpt. Be sure to identify the central message and analyze how Sinclair used language to develop this message.


How do authors use carefully crafted sentences to develop key concepts in their writing? Be sure to include several examples from the text to support your thesis.

Final LDC Writing Task (Days 24-33)

After reading Chew on This by Eric Schlosser and Charles Wilson and other texts, write an essay in which you explain how society influences the decisions of individuals. Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples from the texts.

Terminology:

What content-specific vocabulary terms do students need to know

Potential Academic in order to successfully complete module tasks?

Potential Literary Potential Content

Terminology Terminology Terminology

 Analyze

 Argument /

 Active Voice

 Allusion

 Adolescence

 Agrarian Society

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Argumentation

 Audience

 Claims

 Clarify

 Coherent

 Collaborative discussions

 Compare

 Compare

 Concluding statement

 Contrast

 Contrast

 Counterargument

 Credible

 Delineate

 Determine

 Develop

 Distinguishes

 Editing

 Elaboration

 Evaluate

 Evidence

 Formal

 Impact

 Inferences

 Influence

 Interpretations

 Modify

 Organize

 Paraphrase

 Point of view

 Portrayal

 Purpose

 Quote

 Reasoning

 Relevant

 Revising

 Sound

 Sources

 Structure

 Style

 Sufficient

 Support

 Trace

 Warrant

 Word choice

 Analogy

 Character

 Clauses

 Comma

 Connotative meaning

 Dialogue

 Diction

 Figurative language

 Gerund

 Infinitive

 Metaphors

 Participle

 Passive Voice

 Plot

 Point of View

 Setting

 Theme

 Tone

 Word Choice

 Agriculture

 Antibiotics

 Assembly Line

 Bacteria

 Calorie

 Companies

 Society

 Diabetes

 Digestive System

 Ethylene Gas

 Factory Farm

 Food Chain

 Genetic make-up

 High Blood Pressure

 Morbidly Obese

 Nutrition

 Obesity

 Pastoral

 Processed Food

 Protein

 Ripe

 Silo

 Slaughterhouse

 Sodium

 Stress

 Subsidize

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Day

How will lessons in the module be ordered?

Lesson

Objective(s),

Content, &

Skill(s)

What will students know or be able to do by the end of the day’s lesson?

Which content and skill(s) will be addressed during the lesson?

Module Overview

Instructional Strategies

How will students learn?

Where are the structures of the Literacy Model present?

WG= whole group instruction

GP/SG= guided practice/small group instruction

IP= independent practice

Texts

& Resources

What text(s) will be primarily used in the lesson?

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Grade 8, Module 2 (SY 2015-16)

1

LDC

Connection:

Task

Engagement

Task Analysis

RI.8.1

RI.8.2

RI.8.9.

RI.8.10

W.8.1

W.8.4

W.8.5

W.8.6

W.8.10

SL.8.1

SL.8.2

Students will begin to analyze the essential question

“

How

does society affect the decisions made by an individual?” through discussion and analysis of images meant to inform consumer decisions.

(WG) Engagement

Note: Teachers may want to have students utilize one notebook

(marble or spiral), binder, or folder for routine writing, class work, and homework activities in English / Language Arts. This notebook will allow for students to construct their own graphic organizers when appropriate, and will support student writing and analysis. These notebooks may also serve as a formative assessment for teachers as the

module progresses.

 Post the following statements. Ask students to answer true or false to the following statements in their ELA notebooks:

 (Option: Individual student white boards could also be used for this activity. Post the statements one at a time and ask students to record their answer. Ask students to raise their boards after each question and record the numbers of true and false responses before moving onto the next statement.)

1.

I eat fast food more than once a week.

2.

I drink soda every day.

3.

I notice food and drink advertisements when they’re on TV, billboards, the radio, etc.

4.

An advertisement has convinced me to buy something before.

5.

Fast food companies have a large impact on my day-to-day life.

 Once students have a few moments to record their answers, allow them to Turn and Talk with a partner. Then, facilitate a brief share out. For each statement, allow one to two students to share why they selected what they did. Teacher may capture the number of true vs. false responses for each statement.

 Tell students that throughout this quarter, they will be examining how different aspects of society impact the decisions we make.

 Share the Essential Question and LDC Prompt with students: o After reading Chew on This by Eric Schlosser and Charles

Wilson and other texts, write an essay in which you explain how society influences the decisions of individuals. Develop the topic with relevant, well-chosen facts, definitions, concrete

Photographs/

Images:

Soda Images 1-11

Evidence Based

Graphic Organizer:

P.O.S.E.R.S.

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Grade 8, Module 2 (SY 2015-16) details, quotations, or other information and examples from the texts. o Facilitate a brief brainstorm around aspects of society. Anchor the “Society” brainstorm chart in the room. o Sample Responses: Family, Religion, Government, Traditions,

Food, Career, Economy.

 Explain that one aspect of our society is our economy, and that businesses try to impact the choices we make on a daily basis.

 Tell students that today we will analyze images from companies, and explain how the images are trying to impact our decisions.

(WG) Modeling Image Analysis

 Post Soda Image #1.

 Model the P.O.S.E.R.S. Image Analysis graphic organizer using

 Soda Image #1. Be sure to break up the teacher-talk with opportunities for students to Turn and Talk or offer their own thinking. As you model, encourage students to capture responses in their ELA notebooks to use as a model for their small group work.

Adapt the sample below as needed.

 P.O.S.E.R.S. Modeling: o People: There is a pretty woman holding a new skinny Pepsi soda. She is wearing bright red lipstick, a big floppy hat, and a bathing suit. All of her clothing is royal blue. o Objects: The skinny Pepsi can is in the front and center of the image. There is also a straw coming up from the can to the lips of the model in the ad. o Setting: The woman’s attire suggests that she may be at the beach or that it is summer. o Engagement: The woman in the image is sipping from the skinny soda can. She is the only woman in the ad, and the focus is only on her action. o Relationships: The woman is looking directly forward. Her red lips make her look seductive. This might be to create a relationship with the person seeing the ad.

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Grade 8, Module 2 (SY 2015-16) o Summary: How might the image impact the decisions of the individual? The woman in this image looks almost like a doll because of her perfect make-up, hair, and clothes. The ad suggests that women who drink Pepsi from the new skinny can look as pretty and put together as the lady in the ad.

(SG) Transition to Small Group Instruction

 Give groups of 3 to four students one of the images and the P.O.S.E.R.S. organizer. Circulate to support as needed.

 Note: Students may create the P.O.S.E.R.S. organizer in their notebook.

Teacher may also provide small groups with chart paper and markers to create the organizer and anchor the posters with the images in the

classroom.

(IP) Routine Writing

 Formative Writing Task (FWT) 1: Direct students to write and discuss their responses to the following: o How does society affect the decisions of the individual? Now that you have thought about how companies market soda to individual, explain how companies can impact the decisions of an individual. Use specific examples from the images to support your response.

 This writing may serve as a diagnostic (If you did not complete an argument diagnostic previously). Inform students that they may return to this original piece of writing prior to completing their final essay.

 Collect student writing. Provide feedback and place in student writing folders. o Note: It is recommended that each student maintain a writing folder for formative writing tasks, the LDC task, and other extended pieces of writing. These folders may reside in the classroom, and will serve as data regarding student growth in writing and analysis. o Note: The LDC Rubric (provided in the LDC resources section of this document) is the suggested rubric for use with all writing tasks.

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Teachers may want to adapt the rubric to fit the needs of a particular task.)

2

LDC

Connection:

Active

Reading

Note-taking

Students will read and annotate two articles about the

New York City Soda

Ban for general understanding, summarize text, and discuss how the articles connect to the Essential

Question “How does

(WG) Engagement

 Quick Write: Super Sized Fries: Post the following scenario and have students respond on the Quick Write organizer or in their ELA notebooks: o Imagine Mayor Stephanie Rawlings-Blake was trying to pass a new law. The law said that all McDonalds, Burger King,

Wendy’s, and other fast food stores could no longer sell the

“Super Size” or “Extra Large” sizes of their French fries. Would you agree with this ban on large sizes? Why or why not?

 After students have time to respond individually, facilitate a Turn and

Talk and allow students to share their responses with a partner.

Quick Write:

Super Sized Fries

Video Clip:

NYC mayor: We're not taking away freedom - Video on

TODAY.com www.today.com/vide o/today/47643482

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society affect the decisions made by an individual?”

RI.8.1.

RI.8.2

RI.8.4

RI.8.10

W.8.10

SL.8.1

Then, facilitate a brief share. Be sure to hear one or two responses from students on either side. You may want to capture key ideas from students as they share.

 Tell students that today they will be reading about a soda ban in New

York City and discussing the topic, but first they will learn a little more about it from a video clip from The Today Show.

 Tell students to think about their responses to the Quick Write as they watch. Play clip.

 After watching, allow students to talk as a whole group briefly about what they watched. Ask students if how their ides changed or stayed the same after watching the clip.

(WG) Text Annotation

 Tell students that they will be reading two articles today, one on each side of the soda ban debate. Tell students they will read for general understanding, and then have the opportunity to discuss their ideas.

 Use the Doc Cam to project the first Short Informational Text:

“Michael Bloomberg’s Soda Ban Wont’ Solve the Obesity Problem” by

Peter Roff.

 Model annotating the text as you read, beginning with the political cartoon. o Sample teacher annotations / think aloud: “I see that someone who looks like the New York Mayor is trying to feed someone broccoli. Does this mean mayors can make laws about what we eat? o The broccoli has “nanny state” on it. That sounds like a state where the government tells you how to live or what to eat. I don’t know if I agree with that”

 Continue to read the first paragraphs and model annotations. Then, allow students to read the remainder of the article and complete their own annotations.

 After reading, ask students what they annotated and add their annotations to your copy on the doc cam.

 After debriefing annotations, tell students to write a two to three

Short Informational

Text:

“Michael Bloomberg’s

Soda Ban Wont’ Solve the Obesity Problem”

by Peter Roff


Text:

“Soda Ban is Legal and Smart” by

Lawrence O. Gostin

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Grade 8, Module 2 (SY 2015-16) sentence summary about Article #1.

(SG) Text Annotation

 Tell students that they will now read the second short informational text: “Soda Ban is Legal and Smart” by Lawrence O. Gostin with their partner and annotate it just like they did the first article.

 Teacher may determine how many total annotations each pair needs.

Circulate to support as necessary.

 Note: You may need to model how pairs would read and annotate depending on the students’ comfort with t he strategy. For example, students may need to select a reader, or know that they read in a whisper voice so only their partner can hear. Review these paired

reading strategies as needed.)

(WG) Debriefing Annotations

 After students complete partner annotations, debrief annotations with the entire class. Invite students to share what they annotated on the second article. Students can come up and display their work on the doc cam for other students, or exchange annotations with other partner groups.

 After debrief, ask students to summarize the second article in their

ELA notebooks.

 Facilitate a brief whole group discussion around what the students read. Ask students to share their ideas about the soda ban in a whole group format.

(WG) Closing

 Review objective with the class. Ask students to explain how the objective was met.

 Return to the Essential Question: How does society affect the decisions of individuals? Ask students to explain how what they did today will help them answer the essential question.

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3

LDC

Connection:

Active

Reading

Note-taking

Students will closely read two short informational texts in order to identify claims, warrants, and textual evidence.

RI.8.1

RI.8.2

RI.8.4

RI.8.6

RI.8.8

RI.8.10

(WG) Engagement

 Post the following question for students: “What makes a strong argument? When you are trying to convince someone, what can you do to make your argument stronger?

 Have students share responses and collect them on chart paper.

 Sample Student Responses: o Provide facts / statistics o Have a clear claim o List several reasons that you are right o Support your reasons with real life examples o Address the other side of the argument

(WG) Mini-Lesson: Purposes and Parts of an Argument

 Create the following Anchor Chart for Argument. Students should have access to this anchor chart as a reference throughout the module.

Argument

Definition: a reasoned, logical way of demonstrating that a position, belief, or conclusion is valid.

Purposes of an Argument

1.

to change the reader’s point of view,

2.

to bring about some action on the reader’s part

3.

to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

Parts of an Argument

1.

Claim: The main point or stance of the writer or text

2.

Warrant(s): The big reason(s) the writer provides to support the claim. Examples or quotations from the text that support the claim.

 Review the anchor chart with students. Tell students that today they


Text:

“ Michael Bloomberg’s

Soda Ban Wont’ Solve the Obesity Problem ”

by Peter Roff


Text:

“ Soda Ban is Legal and Smart ” by

Lawrence O. Gostin

Text Based Evidence


Argument Analysis

Organizer

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Grade 8, Module 2 (SY 2015-16) will be working to identify the parts of the argument in the articles

“Michael Bloomberg’s Soda Ban Wont’ Solve the Obesity Problem” by

Peter Roff and “Soda Ban is Legal and Smart” by Lawrence O. Gostin

 Provide students with the Argument Analysis Graphic Organizer. Tell students that you will model how to complete the organizer using the first article entitled “Michael Bloomberg’s Soda Ban Wont’ Solve the

Obesity Problem” by Peter Roff. Tell students to complete the organizer with you as you model.

 Tell students that the first thing they need to do is find the claim or main point the author wants to make. Ask students to talk to a partner about what that might be. Record the claim on the organizer. o Sample Claims:

 Banning sodas won’t make people less obese

 Banning soda is not the job of the government

 The government is overstepping its bounds by banning soda.

 Next, model for students how to find a warrant and evidence.

Remember to tell students that warrants should be written in their own words while evidence should come directly from the text. Ask students to re-read the first two paragraphs and look for a reason the author uses to support his claim. Write the first warrant on the organizer: o Sample Warrant:

 History tells us that banning things does not work.

 Finally, ask students to identify a quote to support that warrant.

Record the quote on the organizer. o Sample Evidence:

 “America has tried the experiment with prohibition before. It didn't work.”

(SG / WG) Shared Practice

 Direct students to work with a partner or small group to find two more warrants and pieces of evidence. Circulate to support students as needed. As you circulate, look for exemplars that students can

17

4

LDC

Connection:

Bridging to

Writing

Students will develop their own argument for or against the soda ban and support their argument with evidence from the texts.

RI.8.1 share in the whole group debrief.

 Pull students back together as a whole. Ask students with exemplar warrants and evidence to share their work using the doc cam. Ask students to analyze why the warrants and pieces of evidence are effective (i.e. Warrants are written in students’ own words; Evidence is an accurate quote from the text.)

(IP) Independent Practice

 Direct students to independently complete a second Argument

Analysis Graphic Organizer for the second article, ““Soda Ban is Legal and Smart” by Lawrence O. Gostin. Circulate to support as needed.

 Small Group Option o During Independent Practice, teacher may choose to pull a small group to work on identifying claims, warrants and evidence using the second short informational text.

(WG) Closing



(WG) Engagement: Four Corners

 Post the following on chart paper in each corner of the room: Strongly agree, Agree, Disagree, Strongly disagree.

 Tell students they are going to respond to several statements by moving to the corner of the room that best describes how they feel. o Start with a fun example, i.e. Football is the greatest sport in

America. After students move to their corners, give them one minute to discuss why they are there. Then select one person from each corner to briefly share out.

 Tell students they will do the same activity using statements about

Short Text –

Informational:

“ Goodbye, Big Drinks ”

by Alice Park.



Argument Writing

Graphic Organizer

18


RI.8.10

W.8.1

W.8.4

W.8.8

L.8.1

L.8.2

L.8.3

Grade 8, Module 2 (SY 2015-16) soda. Tell students to think about these statements seriously as they will translate into their writing.

 Reveal / state the following statements one at a time:

1.

Banning large size sodas is something a mayor should be able to do.

2.

Banning large sodas is like forcing people to eat broccoli.

3.

Banning large sodas will make people less obese.

4.

People are smart enough to decide what size soda they should buy.

5.

Banning soda will lead to the banning of other things like

French fries and ice cream.

6.

Banning soda in cities is the responsible thing to do.

7.

The government is overstepping their bounds if they make a law that bans large sodas.

 Note: Teachers may decide how to facilitate the 4 Corners activity. This may be done completely silently, or students may have time to share out between each one.

(WG) Transition to Writing

 Direct students to return to their seats.

 Tell students that today, they will be crafting their own argument by developing a claim and providing three warrants with evidence to support those warrants.

 Provide students with the article “Goodbye, Big Drinks” by Alice Park.

 Tell students they will have a set time to read the article and respond to the prompt. In their response, they will state a claim and support their claim with three warrants.

 Tell students that they may use the Argument Writing Graphic

Organizer to plan their writing.

 Tell student that they may use their articles and organizers from the previous days to support their writing as well.

(IP) Argument Writing: The Soda Ban

 Formative Writing Task (FWT) 2: Should the government ban large

19

5

LDC

Connection:

Bridging to

Writing

Active

Reading

Note-Taking

Essential

Vocabulary

Students will read and annotate the introduction to

Chew on This, view the introduction to

Food, Inc., and engage in a discussion around the essential question supporting their ides with textual evidence.

RI.8.1

RI.8.2

RI.8.4

RI.8.6 sugary drinks to help consumers make healthier choices? Or should people be allowed make their own choices about beverage size?

Write an argument (one claim and three warrants) and use evidence from the text(s) to support your claim.

 Students will work independently to develop their arguments about the soda ban. Their claims must be supported with evidence from the text(s).

 Note: The Argument Writing Graphic Organizer supports students in drafting the components of an argument and then writing them in paragraph format. Teachers may decide how much, if any, of the organizer to use. Students completing the organizer first will take longer to complete a final written essay, but will have more opportunities for revision.

 Collect student writing. Provide feedback and place in student writing folders.

(WG) Engagement

 Post the following question for students: How do you picture the farms where our food comes from? As we view the following images, record what thoughts come to mind in your ELA notebooks.

 Display images and allow students time to record their ideas independently.

 Facilitate brief turn and talk or whole group share out.

(WG) Introduction to the Anchor Text

 Tell students that today we will be introduced to the anchor text. We will be reading the introduction and viewing a brief video clip in preparation for reading. Tell students to pay close attention to the text and the video as we will be discussing both following our reading and viewing.

(WG) Read and Annotate: Introduction

 Review the Essential Question with students: How does society affect

Photographs:

Farm vs. Factory

Images 1-6

Extended Text –

Informational:

Chew on This by Eric

Schlosser and Charles

Wilson (pgs. 7-12)

Video Clip:

Introduction to Food,

Inc. http://www.youtube.

com/watch?v=QqQVll

-MP3I

20


SL.8.1

SL.8.2

Grade 8, Module 2 (SY 2015-16) the decisions made by an individual? Tell students that this question will anchor our later discussion, but first they have to understand the text.

 Tell students that you will read aloud pgs. 7-12 stopping for them to record their annotations at certain points.

 Note: If students are able to keep the titles, they may record their annotations in pen or pencil directly in the book. If the books are being reused, provide students with Post-its to record their annotations.

 After the read aloud, direct student to re-read the text, adding at least five new annotations. Tell students they will use these annotations for today’s discussion.

(WG) Introduction to Food, Inc.

 Tell students that they will now watch the introduction to Food, Inc., a film produced by one of the writers of Chew on This. Tell students they will watch the clip two times, and should jot down things that they would like to talk about based on the clip in their ELA notebooks.

 Play film clip twice, pausing to allow student to record thoughts / responses.

(WG) Whole Group Discussion

 Introduce students to Discussion Anchor Charts / Handouts and review Norms for Productive Discussion, Participant Rights, and

Participant Obligations. (Post as anchor chart in the room. Students may also place these handouts in their ELA notebooks.)

 Introduce Content, Language, and Social Goals for the discussion (Post as anchor chart in the room.)

 Introduce vocabulary (Academic, Content, and Literary) for use during the discussion. (Post as anchor chart in the room.) o You may choose to select a “Lexicon Lifter” or vocabulary observer to record / note how many words from the anchor charts are used.

 Introduce Language frames for use during discussion. (Post as anchor chart in the room)

Speaking and

Listening: Discussion

Anchor Charts /

Handouts

21

Grade 8, Module 2 (SY 2015-16) o You may choose to select a “Language Lifter” of language observer to record / note how many times students utilize the language frames.

 Initiate a whole group discussion based on the first Content Goal:

What is the text about? How is it organized? o Remind students of Norms, Rights, and Obligations as needed. o Utilize appropriate wait time. o Reference language frames as needed.

(IP) Preparation for Small Group Discussion

 Introduce students to the claim: The food industry has led us to believe that our food comes from farms when it actually comes from factories.

 Direct students back to the text with the following focus questions: o What are the FACTS? o What do you notice or wonder about this topic? o What do you think about it?

 Students may create a graphic organizer in their ELA notebooks to capture their thoughts and prepare for discussion.

(SG) Transition to Small Group Discussion

 In groups, students will consider the statement that the food industry has led us to believe that our food comes from farms when it actually comes from factories.

 In groups, students will answer the following questions: o What are the FACTS? o What do you notice or wonder about this topic? o What do you think about it?

 Note: Teachers may choose to support students’ discussion by providing an organizer for capturing ideas. However, the goal of the small group is discussion, so be careful not to allow the small group structure

deteriorate into completion of a graphic organizer.

(WG) Whole Group Share Out / Discussion

22

6

LDC

Connection:

Active

Reading

Note-Taking

Students will analyze how the actions of a few can influence the actions of many through reading and discussion of

Chew on This.

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.10

W.8.10

 Each group will briefly share out key ideas from their group discussion (Capture key take-aways as necessary)

 Debrief the discussion process: o What worked well? What could we improve upon? o What vocabulary did we use? Did we maintain academic language? o What language frames did we use? Did we respect our norms?

 Review objective. Ask student to explain how objective was met.

(WG) Closing



(WG) Engagement: Can you Guess the Restaurant?

 Create a PowerPoint or Prezi to engage students in the following guessing game. On the first slide, show students one of the following statements without the names of the restaurateur. After a few guesses, reveal the logo of the company they founded. Continue through all six statements. Use the Fast Food Logos to support your presentation.

1.

This fast food founder left school at the age of 12. (Harland

Sanders, Kentucky Fried Chicken)

2.

This fast food founder drove an ice cream truck before creating his restaurant. (William Rosenburg, Dunkin Donuts)

3.

This fast food founder moved out of his house at age 12 and worked as a busboy and cook. (Dave Thomas, Wendy’s)

4.

This fast food founder was an orphaned and raised in foster homes. (Thomas S. Monaghan, Domino’s Pizza)

5.

This fast food founder borrowed $1000 to open his restaurant.

(Frederick DeLuca, Subway)

Images:

Fast Food Logos 1-6


Informational:



Wilson (pgs.

13-36)

23



6.

This fast food founder wanted to be a jazz musician (Ray Kroc,

McDonald’s)

 Post all of the statements on one final slide. Ask students to discuss similarities among the men’s backgrounds. What conclusions can they draw?

 Share out and chart student responses.

(WG) Essential Question

 Review the Essential Question with students: “How does society affect the decisions made by an individual?”

 Tell that today we will be analyzing how the fast-food founders shaped American society and whether these changes currently impact the decisions of individuals.

 Read the first pages of “Pioneers” together (pgs. 13-15). Ask students:

How did the simple action of putting a meatball between two slices of bread influenced people’s decisions at that time?

(SG) Jigsaw

 Tell students that they will be working in groups to learn more about the beginning of fast food.

 Provide students with an exemplar of the Jigsaw chart they will be creating (Use the first section of Pioneers to students cannot simply copy the exemplar). The teacher may determine whether the chart needs to be modeled, or whether students will be able to construct their own chart utilizing a completed exemplar.

 Blank Jigsaw Chart:

Title of Section:

Pages:

Important Fact /

Quotation #1


Quotation #2:


Quotation #3:

24

7

LDC

Connection:

Students will identify and analyze evidence to support the claim “Big fast food companies

Explanations (3-5 Complete Sentences): How did what you read connect to our society today? What decisions do we make today that connect with what you read?

 Split students into the following groups: (Depending on the size of your class, you may have multiple groups reading the same section.) o Killer Burgers (pg. 15-18) o Speedee Service (pgs. 19-25) o Dog Eat Dog (pgs. 29-34)

 Circulate to support students as they complete their portion of the

Jigsaw.

 Facilitate a brief share-out of group work. Post the charts in the room.

(IP) Exit Ticket

 Have students respond to the following in writing: o Based on what you learned through the jigsaw activity, explain how the actions of the few can influence the actions of the many.

(WG) Engagement

 Post the following prompt and have students respond in their ELA notebooks. (Note: This may also be an opportunity for individual white boards.) o On a scale of 1-10 (10 being the greatest or most), how big of

Video Clip:

Super Size Me http://www.hulu.co

m/watch/63283

(min. 45:00 – 46:20)

25


Active

Reading

Note Taking manipulate kids to get their (or their parents’) money” and construct a brief argument explaining the impact of fast food on children’s decisions.

RI.8.1

RI.8.2

RI.8.4

RI.8.6

W.8.1

W.8.4

W.8.8

L.8.1

L.8.2

L.8.3 an influence do you think fast food has on children? Explain your answer.

 Show Video Clip from Super Size Me http://www.hulu.com/watch/63283 (min. 45:00 – 46:20)

 After viewing, ask students to rate the influence of fast food on children again. Ask students: o Did your rating change? o Why or why not?

(WG) Purpose Setting

 Review the essential question with students: How does society affect the decisions made by an individual?

 Tell students that today we will be looking for how fast food culture influences the decisions of children, and indirectly the decisions of parents within our society.

(WG) Modeling Close Reading

 Note: This lesson should take place after students have read and annotated “The Youngster Business” for general understanding. Build in time for the first reading of the text as necessary before engaging students in close reading lessons.

 Introduce the following claim to students: “Big fast food industries have a negative impact on individuals.”

 Using the doc cam, model how you would complete the Evidence

Scavenger Hunt using “The Hamburger-Eatingest Clown.” Think aloud “I need to find a quote from the text that supports the claim. I think the quote ‘The ads were broadcast on Saturday mornings, when millions of American children were watching cartoons’ is a good quote” (Write the quote in the organizer. This will serve as a model for students.)

 Tell students “Now I need to explain why this is a good quote to support my claim. Pay attention to how I explain my quote because you will be doing the same using your own evidence scavenger hunt.”

Think aloud (and complete organizer) “This quote reveals that


Evidence Scavenger

Hunt


Informational:



Wilson (pgs.

37-62)

26


8

LDC

Students will read and annotate

“McJobs” and write

McDonalds ran ads during a time when a lot of kids were watching TV.

This demonstrates that McDonalds manipulates children to get their money because the company made the decision to run their commercials when they knew kids were watching, hoping the kids would bring their parents into the restaurant.”

 Using the checklist provided on the Evidence Scavenger Hunt, model how you would self-check your analysis to make sure it is high quality.

 Leave the sample quotation and analysis on the doc cam to serve as a model for students.

(SG) Evidence Scavenger Hunt: “The Youngster Business”

 Tell students that they will now work with a partner to complete the evidence scavenger hunt. Explain how the points for the scavenger hunt work (as written on the organizer) and emphasize that the best quality responses will get the teams 3 points.

 As students work to complete the organizer, circulate to support and keep track of points.

 When time is up, have the team with the highest number of points share their organizer with the groups using the doc cam. Be sure to have appropriate prizes for the winners (Homework Passes, Lunch with the Teacher, etc.)


 Formative Writing Task (FWT) 3: o What impact does fast food culture have on children’s decisions within our society? Write an argument to communicate your ideas.

 Collect student writing. Provide feedback and place in students’ writing folder.

(WG) Engagement

 Post the following prompt for students: What are the pros and cons of working at McDonalds? Brainstorm as many as you can in your ELA



Pros and Cons of

27


Connection:

Active

Reading

Note-Taking an essay in which they explain why they would or would not accept a job in the fast food industry.

RI.8.1

RI.8.2

RI.8.4

W.8.10 notebook.

 After students respond, have them share their list with a partner.

They may add ideas to their own list during the partner share.

 Create a T-chart on the board. Ask students to share their pros and cons. Capture student responses on the board.

(WG) Purpose Setting / Modeling

 Tell students that today they will be reading about fast food jobs. As they read, they will keep track of the pros and cons of working in fast food. Finally, they will write a brief essay explaining the pros and cons and whether or not they would accept a job in the fast food industry.

 Using the doc cam, model how you would complete the Pros and Cons of Working in Fast Food Organizer:

 Graphic Organizer Sample:

Pros Cons

The work isn’t very hard. Danielle says she could probably run the register in her sleep. (pg. 72)

Employees have to wake up early on the weekends. Danielle wakes up for work at 5:30am on Saturdays.

(pg. 70)

 Note: This chapter is fairly lengthy and not all parts of the chapter may lend themselves to the pro-con analysis. Teachers may want to specify which sections students should use to complete the pro-con organizer.

(SG / IP) Read and Annotate “McJobs”

 Note: The reading of “McJobs” and the completion of the pros -cons organizer may be done in pairs, groups, or individually. Be sure to set clear expectations for group work (i.e. roles, accountability, etc.) if students work together.

 Students will read and annotate the text “McJobs” using the pros-cons organizer to support their annotations.

 Circulate to support as needed.

 Small Group Option o During Shared or Independent Practice, teacher may choose to

Working in Fast Food


Informational:



Wilson (pgs.

63-91)

28


9

LDC

Connection:

Active

Reading

Note-taking

Students will identify claims and evidence from “The

Secret of the Fries” and analyze how the evidence supports the claim.

RI.8.1,

RI.8.2

RI.8.4

RI.8.6

RI.8.8

RI.8.10 pull a small group to work on general comprehension and identifying pros and cons within the text.


 Would you work in fast food? Using your pros-cons organizer, write a brief essay explaining why you would or would not accept a job in the fast food industry. Be sure to reference details from the text in your response!

(WG) Engagement: The French Fry Experiment

 Note: Teachers may want to reach out to their science counterparts for this experiment. Students may be able to apply similar practices (i.e.

observations, hypothesis forming, etc.) to this on-going assignment.

 Bring in one potato and one container of McDonalds French Fries, each in their own sealed container. Tell students that they will be hypothesizing about what will happen to the potato and the fries over the course of the next few weeks.

 Tell students that they will draw conclusions about fast food based on their observations.

 Ask students to construct a hypothesis in their ELA notebooks: What do you think will happen to the potato in one week? What do you think will happen to the French Fries? Explain the thinking behind your hypotheses.

 Tell students that we will return to potato and the fries in a week and review hypotheses.


 Review the Essential Question with students: How does society affect the decisions made by individuals?

 Tell students that today we are going to read about how the fast food industry influences our decisions.


Informational:



Wilson (pgs.

92-127)



“The Secret of the

Fries”

Claim Analysis

SASS 4

29



(WG) Modeling of Claim Analysis

 Using the doc cam, conduct a think aloud during which you read a section of the introduction for “The Secret of the Fries” and determine a claim that is being made. o After reading and annotating pages 96-97, say “The authors are revealing that although JR Simplot has become quite wealthy, the smaller potato farmers have not made as much money.

That leads me to believe that a claim in this section might be

‘Smaller potato farmers do not have a fair shot at making a living in today’s potato industry.’” (Write this claim on the

Claim Analysis Organizer. This will serve as a model for

students.)

 Then, show students how you would select a quote that supports the claim. o For example, the teacher might say, “Now, I need to find a quote that supports my claim. I think that a quote that supports this claim is on page 97: ‘There used to be hundreds of small companies that bought potatoes, and farmers were able to wait and see who would offer the best price.’” (Write this quote on the Claim Analysis Organizer)

 Finally, show students how to explain how the quote supports the claim. o For example, the teacher might say, “This quotation support the claim that small potato farmers are not doing as well because it explains how small farmers cannot wait for the best price. Since there is less competition among companies for potatoes, farmers often do not get a high price for their product.” (Write the analysis on the Claim Analysis Organizer)

(WG / SG) Shared Claim Analysis

 Ask students to re-read the section entitled “Factory Fries” to look for a claim being made by the authors.

 Work through the identification of the claim, identifying supporting evidence, and developing an explanation as a class. This should all be

30

10 Students will read and annotate “New done in real time using the doc cam. Be sure to incorporate opportunities for students to talk with each other about the process as

you work through the whole group section.

 Release students to work together to complete the Claim Analysis

Organizer. Circulate to support as needed.

 Small Group Option o During Small Group Practice, teacher may choose to pull a small group to work on identifying claims and evidence using the anchor text.

 Distribute and/or display SASS 4: Working with Counterarguments.

Introduce the term “counterargument.” Brainstorm with students what they think the prefix “counter- ” might mean. Think about words like counteract, counterbalance, counterclockwise, counterattack. Be sure that students know that means “opposite” or “against.” Tell students that counterarguments are the opposite argument from your own, and in writing you will want to think about and address the counterargument so the reader knows that you are thinking about all sides of the issue.

 In order to practice with counterarguments, have students play the

BUT game using a claim from earlier in this lesson. Set any kind of rules needed to ensure that their counterclaims are school appropriate; model if necessary. Allow one student to share the claim to begin the game. Then allow other students to use a refutation word (like but or however) to create counterarguments.

(IP) Exit Ticket / Routine Writing

 Select one of the claims from your Claim Analysis Organizer. In 3-5 sentences, write a counterclaim, or response from the point of view from someone who does not agree with that claim. If possible, use evidence to support your counterclaim.

(WG) Engagement

 Divide the class into two sections. Tell the first section that they will


Informational:

31


LDC

Connection:

Active

Reading

Note Taking

Essential

Vocabulary

Rules Aim to Rid

Schools of Junk

Foods” for general understanding, and will participate in a whole group discussion supporting their thoughts with evidence from the text.

RI.8.1

RI.8.2

RI.8.4

RI.8.6

RI.8.8

RI.8.10

SL.8..1

SL.8.3

SL.8.4 write as much as they can to support the claim that “Soda should not be sold in schools during school hours.” Tell the other half of the class that they will have to come up with an effective counterclaim, or claim that goes against the claim that “Soda should not be sold in schools during school hours.”

 Allow students several minutes to write down their ideas. Then, invite students to share out their support for the claim, or their counterclaims. Capture student responses.

 Note: Teachers may have to conduct a mini-lesson on counterclaim to ensure students have deep understanding before developing their own.

(WG) Purpose Setting and Reading

 Review the Essential Question with students: How does society affect the decisions made by individuals?

 Tell students that today we are going to read about how the government is working to influence our decisions.

 Tell students that they will read and annotate an article entitled “New

New Rules Aim to Rid Schools of Junk Foods,” and will then participate in whole group and small group discussions about the text.

 Allow students 10-15 minutes to read and annotate the text.

(WG) Whole Group Discussion

 Introduce students to Discussion Anchor Charts / Handouts and review Norms for Productive Discussion, Participant Rights, and

Participant Obligations. (Post as anchor chart in the room. Students may also place these handouts in their ELA notebooks.)

 Introduce Content, Language, and Social Goals for the discussion (Post as anchor chart in the room.)

 Introduce vocabulary (Academic, Content, and Literary) for use during the discussion. (Post as anchor chart in the room.) o You may choose to select a “Lexicon Lifter” or vocabulary observer to record / note how many words from the anchor charts are used.

 Introduce Language frames for use during discussion. (Post as anchor



Wilson (pgs.

128-155)

Short Text –

Informational

“ New Rules Aim to

Rid Schools of Junk

Foods ”

By Mary Clare

Jalonick, King County

Journal

32


Grade 8, Module 2 (SY 2015-16) chart in the room) o You may choose to select a “Language Lifter” of language observer to record / note how many times students utilize the language frames.

 Initiate a whole group discussion based on the first Content Goal:

What is the text about? o Remind students of Norms, Rights, and Obligations as needed. o Utilize appropriate wait time. o Reference language frames as needed.

(IP) Preparation for Whole Group Discussion

 Introduce students to the claim: The government should have a say in what students eat and drink during school hours, particularly if the food is being subsidized by the government.

 Unpack the claim as necessary to ensure students understand what they will be discussing.


 Students may create a graphic organizer in their ELA notebooks to capture their thoughts and prepare for discussion. This is to be done independently. Tell students they will be discussing their ideas after reflecting independently.

(SG) Transition to Whole Group Discussion

 As a class, students will consider the claim that the government should have a say in what students eat and drink during school hours, particularly if the food is being subsidized by the government.

 With the teacher facilitating, students will answer the following questions: o What are the FACTS? o What do you notice or wonder about this topic? o What do you think about it?

33

11

LDC

Connection:

Active

Reading

Note-Taking

Students will create text-based arguments about the use of soda and fast food in their lives in order to analyze “Stop the

Pop.”

RI.8.1

RI.8.2

RI.8.4

RI.8.6

RI.8.8

RI.8.10

SL.8..1

SL.8.3

(WG) Whole Group Discussion Debrief


 Review objective. Ask student to explain how objective was met.

(WG) Closing




 Tell students that today they will continue their discussion around unhealthy food and drinks in school through reading and discussion on “Stop the Pop” (pgs. 128-155)

 Note: This lesson should take place after students have read and annotated “Stop the Pop” for general understanding. Build in time for the first reading of the text as necessary before engaging students in discussion lessons.

(SG) Small Group Discussion

 Put students into groups of 3-4. Tell students that they may select any section of” Stop the Pop” for their small group discussion. (Teachers may also choose to assign sections.)



Informational:



Wilson (pgs.

128-155)

34


12

LDC

Connection:

Active

Reading

Note-Taking

SL.8.4

Students will read and annotate an excerpt from Upton

Sinclair’s The Jungle for general understanding and will compose a summary of the text.

RL.8.1

RL.8.2

RL.8.4

RL.8.10

W.8.10

 Note: Teachers may choose to support students’ discussion by providing an organizer or larger chart paper for capturing ideas. However, the goal of the small group is discussion, so be careful not to allow the small

group structure deteriorate into completion of a graphic organizer.


 Each group will briefly share out key ideas from their group discussion (Capture key take-aways as necessary)


 Review objective. Ask students to explain how objective was met.

(WG) Engagement

 Have students respond to the following prompt in their ELA notebooks: o Can fiction influence our decisions? Think about a time when a fictional movie you saw or book you read made you change your behavior or how you think about the world.


 Review the Essential Question with students: How does society affect the decisions made by individuals?

 Tell students that today they will be reading something that was written over 100 years ago. Tell them that the purpose of the story was to influence the decisions of Americans. This author wanted to do this through writing a fictional story about the meat industry using real facts.

(WG) Transition to Whole Group Instruction:

 Tell students that we will read and annotate to get a general


Informational:



Wilson (pgs.

156-201)

Short Text –

Literature:

Excerpt from The

Jungle by Upton

Sinclair

35


13

LDC

Connection:

Active

Students will complete a close reading of Upton

Sinclair’s The Jungle and analyze how diction contributes understanding of the text.

 Tell students we will annotate together, then in partners, and finally individually; however, we will always be trying to figure out what this text is about.

 On document camera, model annotation of first paragraph. Model thinking around what the message is and what evidence supports that message.

 Teachers may chunk text and use an organizer to support student in gathering evidence around what the text is about. Organizers may be in handout form or student created. Organizers should be in student

ELA notebooks.

(SG) Transition to Small Group Instruction (20 min):

 Students will read and annotate the remainder of the text. Students can work together to complete the message / evidence organizer.

 Note: Teacher may want to modify the Shared Practice and complete more sections together based on readiness of students.

(IP) Transition to Independent Practice/Wrap-Up

 Ask student to briefly respond to the following prompt based on what they have read today: o Would you have changed your behavior after reading Sinclair’s

The Jungle? Why or why not?

 Students should craft their responses on an Exit Ticket or in their ELA

Notebooks.

(WG) Engagement

 Post the following line from the text. Ask students to circle words that evoke an emotional response or are particularly impactful: o There is over a square mile of space in the yards, and more than half of it is occupied by cattle pens; north and south as far as the eye can reach there stretches a sea of pens. And they were all


Informational:



Wilson (pgs.

156-201)

36


Reading

Note-Taking to meaning and tone.

RL.8.1

RL.8.2

RL.8.4

RL.8.10

W.8.10

Grade 8, Module 2 (SY 2015-16) filled — so many cattle no one had ever dreamed existed in the world.

 Facilitate Turn and Talk and brief whole group discussion: o What words did you choose? o Why did you choose them? o What literary elements do you notice?

 Capture student responses on the board.

 Explain that authors use purposeful diction and make stylistic choices to make their arguments more effective, and that today we will be analyzing Sinclair’s diction and stylistic choices.

(WG) Transition to Whole Group Instruction

 Tell students that they will respond to the following prompt at the end of the day, which will serve as their purpose for reading. o Prompt: Analyze how Sinclair’s diction and stylistic choices contributed to the central message of the excerpt. Be sure to identify the central message and analyze how Sinclair used language to develop this message.

 Facilitate a brief, whole group discussion around what literary elements students will look for as they read. Capture responses. o Sample responses: Imagery, Simile, Metaphor, Hyperbole,

Personification, Alliteration, Assonance, Juxtaposition,

Oxymoron.

 Note: Teachers may need to activate / build knowledge around types of figurative language (simile, metaphor, personification, hyperbole) and imagery prior to this activity to ensure all students are able to actively engage in this task.

 Ask students how these literary elements might contribute to a central message. Capture student responses: o Sample student responses: Emphasize the key points, underscore importance of the content or message, highlight main ideas and details, resonate with audience, persuade listeners, appeal to emotions, etc.

 Remind students that they captured ideas around the central message

Short Text –

Literature:

Excerpt from The

Jungle by Upton

Sinclair

Double Entry Journal

37

Grade 8, Module 2 (SY 2015-16) of the text yesterday. Tell students they may refer to those notes when responding to the prompt.

(WG) Modeling of Close Reading

 Project the first two paragraphs of Sinclair’s The Jungle. Write the focus question at the top of your organizer: What diction and stylistic choices contribute to the meaning and tone?

 Annotate the passage for answers to the focus question. Model thinking around identification of purposeful diction and stylistic elements and their impact / contribution to the central message.

 Model completion of the graphic organizer in real time.

(SG) Transition to Small Group Instruction/Close Reading

 Students will work together to complete the close reading of the text.

They will annotate the text and utilize the analysis organizer.

 Teacher circulates to support.

 Note: Teacher may choose to complete the next portion whole-group depending on student needs and readiness with regards to close

reading.

(IP) Transition to Independent Practice

 Formative Writing Task (FWT) 4: Students will write a brief essay using their analysis from the day. Students will respond to the following prompt: o Prompt: Analyze how Sinclair’s diction and stylistic choices contributed to the central message and tone of the excerpt. Be sure to identify the central message and analyze how Sinclair used language to develop this message.

 Extension: Evaluate whether or not these stylistic choices contributed to the effectiveness of the argument.

 Collect Formative Writing Task. Provide feedback and place in student writing folders.

(WG) Wrap-up

38

Active

Reading

Note-Taking

14

LDC

Connection:

Students will read an article for entitled “Antibiotics and Bacteria in

Turkey” and compose a persuasive letter from an assigned point of view.

RI.8.1

RI.8.2

W.8.1

W.8.4

W.8.5

W.8.10

 Review objectives and ask students to identify the most effective stylistic or word choice Sinclair employs as a means of developing the central message. Call for text evidence in answers.

(WG) Engagement

 Divide the class into three groups. Tell each group they will be writing a letter to the same person, but each group will write from a different Point of View.

 Define Point of View (Post as anchor chart in the room): Point of View is a position from which something is observed or considered; a standpoint. Facilitate a brief discussion about how point of view might affect tone and word choice.

 After a brief discussion, assign Point of View groups. The groups will be as follows: a.

Student’s Point of View b.

Teacher’s Point of View c.

Coda Company CEO’s Point of View

 Post the following scenario: Baltimore City Public Schools is banning the sale of high sugar drinks including sports drinks and sodas during school hours.

 Tell students to write a 40 character “Tweet” from their Point of View about the scenario.

 Note: Teachers may want students to write their Tweets on sentence strips and post them under their Point of View category. This will provide students with a visual around how individual point of view can

shift even if there is a common topic.


 Remind students of the module’s essential questions: How does society affect the decisions of an individual?

 Tell students that today’s work will be around exploring different points of view around a common topic, and composing a letter from a particular point of view.

Short Text –

Informational:

“ Antibiotics and

Bacteria in Turkey ”

from NewsCurrents

Read to Know



R.A.F.T. Writing

39



 Ask students: How might this connect to our Essential Question? o Sample Answer: People from different cultures have different points of view, which affects the decisions they make within their society.

(WG) Read and Annotate

 In preparation for writing, students will read and annotate the article

“Antibiotics and Bacteria in Turkey.”

 Facilitate a brief discussion during reading around which points of view are represented in the article.

(IP) R.A.F.T. Writing

 Introduce students to the R.A.F.T. Writing Task

 Tell students that they will be working independently to complete the

R.A.F.T Task. Remind students that they will have to fully complete the organizer prior to writing the letter.

 Note: Teachers may want to “chunk” the R.A.F.T. Writing based on

student readiness.

 Students will work independently to complete the R.A.F.T. Writing task.

 Circulate to support as needed.

 Small Group Option: o During independent practice, the teacher may work with small groups on analyzing point of view and writing persuasively from a particular point of view.

 Collect R.A.F.T. Writing Task. Provided feedback and place in student’s writing folder.

(WG) Closing



40

15

LDC

Connection:

Active

Reading

Note-Taking

Students will closely read an excerpt from

“Meat,” and analyze how word choice and sentence structure contribute to meaning.

RI.8.1

RI.8.2

RI.8.4

RI.8.5

W.8.10

L.8.1

L.8.2

L.8.3

(WG) Engagement

 Note: This lesson requires a close reading of a section of text. Students should have read and annotated the chapter “Meat” prior to this lesson.

Be sure to build in opportunities for first reads of text prior to conducting close reading lessons.

 Read the following two sentences: “Greely, Colorado is about 150 miles north of the Hanna Ranch. But it might as well be on another planet.

 Ask students: What do you notice about these two sentences? How are they different? What is the impact of the first sentence? What is the impact of the second sentence?

 Explain that authors carefully craft sentences to impact the reader ion a particular way. Tell students that they will be closely reading a text and analyzing how certain sentences contribute to overall tone and meaning.

(WG) Modeling of Close Reading

 Project the first paragraph of “rotten eggs and burning poop” from the chapter entitled “Meat.” Write the focus question at the top of your organizer: Which sentences play a key role in developing the author’s key concept?

 Annotate the passage for answers to the focus question. Model thinking around identification of these key sentences and their contribution to the development of key concepts.

 Model completion of the Sentence Analysis Graphic Organizer graphic organizer in real time.

 Sample: Sentence Analysis Graphic Organizer

Sentence Key Concept or Idea Analysis: How does

“The smell is worse The slaughterhouse this sentence help develop the key concept or idea?

This sentence helps the


Informational:



Wilson (pgs.

156-201)

Graphic Organizer

41


16 Students will read

Grade 8, Module 2 (SY 2015-16) during the summer months, blanketing

Greely day and night like an invisible fog.”

(pg. 164) makes Greely smell horribly. reader understand how potent and omnipresent the stench is by comparing it to a fog. The use of the word “blanketing” emphasizes how the smell covers everything.

(SG) Transition to Small Group Instruction/Close Reading

 Students will work together to complete the close reading of the text.

They will annotate the text and utilize the analysis organizer.

 Teacher circulates to support.

 Note: Teacher may choose to complete the next portion whole-group depending on student needs and readiness with regards to close

reading.


 Students will respond to the following prompt in writing:

 Formative Writing Task (FWT) 5: How do authors use carefully crafted sentences to develop key concepts in their writing? Be sure to include several examples from the text to support your thesis.

 Collect writing. Provide feedback and place in student writing folders.

(WG) Closing



(WG) Engagement Extended Text –

42

LDC

Connection:

Active

Reading

Note-Taking and annotate

“

AMA:

Obesity Is a

Disease” for general understanding and discuss the implications of the article for addressing the

Essential Question:

How does society affect the decisions made by an individual?

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.6

RI.8.6

 Post the graphic that shows obesity rates for Americans from 1990 and 2009.

 Ask students: o What do you notice? o What questions does this raise? o How might this connect to society and the decisions people make?


 Review the Essential Question “How does society impact the decisions of the individual?”

 Tell students that today they will work in groups to read, annotate, and answer text-dependent questions that will support them in answering the LDC prompt.

(IP) Read and Annotate

 Tell students to read and annotate

“

AMA: Obesity Is a Disease” from

NewsCurrents Read to Know.

 Teacher may model annotation as necessary.

(SG) Small Group Practice

 After first reading, place students into groups of 3-4 to answer the following questions: o What factors do you think are most to blame in our nation's obesity crisis? o Do you think obesity should be classified as a disease? Why or why not? o According to this article, what effects will the AMA's new classification affect the way obesity is treated? o Considering that the AMA findings have been disputed by one of its own councils, should this change in status simply be ignored? o What three changes should be made to improve the health of every American?

Informational:



Wilson (pgs.

202-233)

Short Text -

Informational

“

AMA: Obesity Is a

Disease ” from

NewsCurrents Read to

Know

Short Text -

Informational

“ Teen Obesity: Lack of Exercise May Not

Be to Blame ” by Alice

Park

43


17

LDC

Connection:

Active

Reading

Note-Taking

Bridging to

Writing

Students will read and annotate

“Extreme

Measures” and

Dying to be Thin” and engage in a discussion around how society can impact decisions of the individual that might be dangerous

 Teacher may model answering a question / developing an exemplar response.

 Circulate to support as necessary.

 Small Group Option: During small group practice, the teacher may pull groups of students to work on general reading comprehension.

(WG) Extension

 Students will read the news article “Teen Obesity: Lack of Exercise

May Not Be to Blame.”

 Students will respond to the following prompt: How does the point of view of the author of “Teen Obesity: Lack of Exercise May Not Be to

Blame” compare to point of view of the author of Chew on This?

Support your writing with evidence from the text.

(WG) Closing



(WG) Engagement

 Post the following terms for students: Anorexia, Bulimia, Eating

Disorder, Gastric Bypass, Lap-band Surgery

 Ask students: How do these terms relate to our essential question

“How does society impact the decisions of an individual?


 Tell students that we have done a significant amount of work examining how companies that are a part of our society impact our decisions about what to eat, but there are more societal influences that impact our decisions.


Informational:



Wilson (pgs.

202-233)

Short Text –

Informational:

" Extreme Measures"

by Jennifer Barrett

44


Essential

Vocabulary and unhealthy.

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.8

SL.8.1

SL.8.2

SL.8.3


 Tell students that the idea of society is so big, that we couldn’t possibly address all of the influences of society in one module.

However, we are going to look at another angle of the part of society that deals with food and the decisions we make regarding food.

 Tell students today that they will be reading and discussing two articles about society impacting the decisions of an individual.

(IP / SG) Reading and Annotating

 For this discussion, students will read one of the two articles: “Dying to Be Thin” by Karen Fanning or "Extreme Measures" by Jennifer

Barrett Ozols

 Students will annotate with the following focus question guiding their annotations: How does society impact the decisions of an individual?

 Assign students an article. Provide time for students to read and annotate in preparation for discussion.

(SG) Small Group Discussion

 Put students into groups of 3-4 with student who read the same article.

 Review the Discussion Anchor Charts for today’s discussion.

 Direct students back to the text with the following focus questions: o What are the FACTS? o What do you notice or wonder? o What do you think about it?

 Note: Teachers may choose to support students’ discussion by providing an organizer or larger chart paper for capturing ideas. However, the goal of the small group is discussion, so be careful not to allow the small

group structure deteriorate into completion of a graphic organizer.


 Facilitate a whole group discussion with the goal of addressing the following question: How does society influence the decisions of an individual?

 Remind students to support their ideas with evidence from the text.

Ozols

Short Text -

Informational

“ Dying to Be Thin ” by

Karen Fanning

Discussion Anchor

Charts:

How Does Society

Affect the Decisions of an Individual?

45

18

LDC

Connection:

Active

Reading

Note-Taking

Students will analyze a Body

Image Timeline and draw connections between the events and how society impacts the decisions of individuals.

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.10

 Remind students of the Anchor Charts as necessary (Norms,

Vocabulary, Language Frames)

(WG) Debrief o What worked well? What could we improve upon? o What vocabulary did we use? Did we maintain academic language? o What language frames did we use? Did we respect our norms?

 Review objective. Ask students to explain how objective was met.

(WG) Engagement

 Review key ideas from yesterday’s discussion.

 Tell students that they will now be applying the ideas discussed yesterday to an analysis of a time line that focuses on the evolution of body image.

(SG) Timeline Analysis

 In groups, students will use the Body Image Timeline to support the claim “Society Affects the Decisions Made by an Individual.”

 Each group will identify 4 timeline events, and explain how these events support the claim ““Society Affects the Decisions Made by an

Individual.”

 Groups may complete their work on large chart paper. The teacher may need to model an exemplar analysis (See sample below)

Society Affects the Decisions Made by an Individual

Timeline Component:

 1800s: During the Victoria Era, a full-figured look with a tiny waist is fashionable for women. To achieve this look, women wore


Informational:



Wilson (pgs.

202-233)

Short Text –

Informational: Body

Image Timeline

46


19

LDC

Connection:

Active

Reading

Students will identify details and analyze the cumulative effect of the details and how they contribute to the meaning of the whalebone and steel corsets, which caused a variety of health problems, including difficulty breathing.

Analysis:

 Even in the 1800s, the society impacted the decisions of individuals.

Women then recognized that a small waist was desirable, and chose to dress in restricting corsets that could cut off their breathing.

This choice to restrict their body to achieve an ideal body image reveals how the society impacted their decision.

(WG) Gallery Walk

 Post student work around the room. Ask student to walk around the room reading the various posters and providing feedback using Post-

Its.

 Students should be commenting on the effectiveness of the analysis, and whether classmates made a clear connection between the timeline and how society impacts the decisions of individuals.

(WG) Closing



(WG) Engagement o Representatives of the fast-food industry say that the responsibility for healthy choices lies with you. How much do you think that lack of personal responsibility is a cause of the current obesity crisis? How much do you think that corporations are responsible? Why?



Informational:



Wilson (pgs.

202-233)

47


Note-Taking work as a whole.

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.6

RI.8.8

RI.8.10

20

LDC

Connection:

Active

Students will read and annotate several articles in order to identify information to support the claim


 Tell students that they will read about Sam Fabrikant’s struggle with weight as described in the chapter entitled “Big.”

 Students will analyze the details that the authors chose to include, and evaluate how these details contribute to the reaction of the reader.

(SG) Analyzing Details

 Students will work with a partner to identify at least 5 key details described in “Big.”

 Then, students will analyze the cumulative impact of including these details.

 Questions for consideration: o Why might the author have included these details? o How does this chapter evoke emotions from the reader? o How might readers react to the details? o How did the authors want the reader to respond to this chapter? o How does this chapter contribute to the central argument of the author?

 Model how to think about the impact of details as necessary.

(IP) Exit Ticket o Eric Schlosser and Charles Wilson describe Sam Fabrikant's struggle with weight gain and his frightening experience with gastric bypass surgery at the age of sixteen. After reading about Sam's experience, do you think that gastric bypass surgery was the best option for him?

What were Sam's alternatives?

(WG) Engagement

 Show the Photo Essay entitled “What the World Eats, Part I from http://www.time.com/time/photogallery/0,29307,1626519,00.html

or use the Images from the resource section.

 Ask students what they notice about the images and what people eat?

 Ask students how this might connect to the Essential Question “How


Informational:



Wilson (234-258)

48

Reading

Note-taking that society impacts the decisions of individuals.

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.5

RI.8.6

RI.8.7

RI.8.8

RI.8.10

W.8.1

W.8.4

W.8.5

W.8.7

W.8.8 does society impact the decisions of an individual?”


 Tell students that we have explored how our economy can influence our decisions with regards to what we choose to eat. We have also explored how our society can influence our decisions about how much to eat. Today, we will begin to look at how other aspects of society can affect one’s decisions about what to eat.

 Provide students with a packet of informational texts: “Have a Feast!” by Laine Falk; "What's for Dinner?" by Mary Ann McGann; "Food

Habits Around the World" from SIRS Digests; and “Vegging Out” by

Cohn, Barbra.

 Tell student that they will be working with one partner over the next few days to identify information from these article that supports the claim “Society Impacts the Decisions of Individuals.” They will also be able to use the Photo Essay: What the World East, Part I http://www.time.com/time/photogallery/0,29307,1626519,00.html

to support their research and other approved digital resources.

 Share that the end goal will be to develop a PowerPoint that explains how aspects of society that we have not explored (religion, family, ethnicity, wealth, etc) influence decisions about what people eat.

Explain to students that all of their work must address the claim

“What three aspects/factors of society most impact the decisions made by an individual?” Continue to explain that this claim will help support the response to the essential question.

 The teacher will develop project guidelines and checklist based on the needs of their students. General accepted parameters include: o One Thesis (Claim) o Three Warrants (Reasons the claim is true) – These could be broken into categories such as religion, ethnicity, tradition, wealth, etc. o Each warrant include text evidence. o Use of at least 3 sources

 Students will work with their partner to read and annotate the

Photo Essay: What the World East, Part

I http://www.time.co

m/time/photogallery

/0,29307,1626519,00

.html

Images:

What the World Eats,

Part 1

Short Text –

Informational:

“ Have a Feast!” by

Laine Falk

Short Text –

Informational:

" What's for Dinner?"

by Mary Ann McGann

Short Text –

Informational:

" Food Habits Around the World " from SIRS

Digests.

Short Text –

Informational:

“ Vegging Out ” by

Cohn, Barbra.

49


21

LDC

Connection:

Active

Reading

Note-Taking

Students will develop warrants in support of the claim

“Society Impacts the Decisions of

Individuals”

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.5

RI.8.6

RI.8.7

RI.8.8

RI.8.10

W.8.1

W.8.4

W.8.5

W.8.7

W.8.8

SL.8.5 articles in preparation for the development of their three warrants in support of their claim.

(WG) Closing




 Introduce the PPT Pre-Writing Graphic Organizer.

 Tell students that before they begin working on their PowerPoint, the organizer must be completed in full.

 Additionally, all of the information from the organizer must be present in the PowerPoint.

(SG) Preparing Warrants

 Pairs will work to complete their PPT organizers. Teacher may need to model the development of a warrant and post exemplar warrants ffor students.

 Students will continue to work on their organizer independently.

Circulate to support as needed.

(WG) Closing




PPT Pre-Writing

PPT Rubric

50


22

LDC

Connection:

Active

Reading

Note-Taking

23

LDC

Connection:

Bridging to

Writing

Students will develop PowerPoint

Presentations in support of their claim “Society

Affects the

Decisions of

Individuals.”

RI.8.1

RI.8.2

RI.8.3

RI.8.4

RI.8.5

RI.8.6

RI.8.7

RI.8.8

RI.8.10

W.8.1

W.8.4

W.8.5

W.8.7

W.8.8

Students will present PowerPoint presentations in support of the claim

“Society Impacts the Decisions of

Individuals.”

W.8.1

(WG) PowerPoint Presentations

 Note: Students will need access to technology to develop their PPT presentations. Be sure to make the appropriate arrangements so that all students can work on their projects.

 Teachers may need to provide students with a mini-lesson on PPT.

Assess student need and support as needed.

 Students will work on their PowerPoint presentations. Be sure to support students in incorporating all information from their graphic organizers.

 Note: This may take two to three days. Schedule access to technology accordingly.

(WG) PowerPoint Presentations

 Present PowerPoint Presentation Rubric to students. Review the aspects of a strong presentation.

 Students will present their PowerPoints presentations in support of the claim “Society Impacts the Decisions of Individuals.”

 Provide time limits for students. Score presentations as they are presented. Provide feedback to students.

 Note: This may take two days. Schedule presentations accordingly.


Rubric:

PowerPoint

Presentation Rubric

51

24

LDC

Connection:

Academic

Integrity

W.8.4

W.8.5

W.8.7

W.8.8

Sl.8.1

Sl.8.2

SL.8.4

SL.8.5

Students will explore correct ways to references informational from sources to avoid plagiarism by accurately summarizing a news article.

MCCRS:

RI.8.1

RI.8.2

(WG) Pre-Reading

 Students respond to the following prompt (written on the board prior to class): “What does it mean to plagiarize? What does it mean to paraphrase? How do you paraphrase something without plagiarizing?”

 After a few minutes, ask students for some examples of plagiarizing.

(Answers may vary but should include: buying an essay or hiring someone else to write a paper for you and submitting it as your own; turning in a paper downloaded from an online source; relying on a

“study guide” such as Cliffs Notes to summarize a text; copying a significant passage verbatim and not revealing the source; using exceptionally long, or too many, quotations; changing words and sentence order of a passage of text; building on another person’s thesis and implying it is your own; and citing sources you did not use.)

(WG) “A Campus Fad That’s being Copied: Internet Plagiarism”

 Have students answer the following questions

1.

According to the article, is Internet plagiarism rising or falling?

2.

In what type of plagiarism are undergraduate students engaged?  

3.

How many students were involved in this study? What type of institutions did these students attend?

4.

In what types of “serious” cheating are students involved?

5.

According to the article, what do high school students say about cheating and how does this compare to what college students say?

Short Text –

Informational:

“ A Campus Fad That’s being Copied:

Internet Plagiarism ”

by Sara Rimer

52


25

LDC

Connection:

Bridging to

Writing

Task Analysis

Controlling

Idea

Students will develop thesis statements that effectively address the Essential

Question.

RI.8.1

RI.8.2

6.

How are many colleges trying to fight cheating?

(SG) Avoiding Plagiarism Summarization Practice

 Explain to them that a good strategy for finding their own words for a summary is to begin by rereading the original, so they are sure they understand it, then putting it aside and writing what they think it says without looking at the original.

 

 Allow students about 10 minutes to write their summaries.

 Then divide the class into pairs, and ask students to swap their summaries with their partner.

 Each student should read their partner’s summary, and then take turns comparing one summary to the original article.

(WG) and (SG) Task Analysis: Rubric and Bridging to Writing

 Students answer a Quick Write question: What are the characteristics

of an exceptional essay? Facilitate a think-pair-share and whole group share out discussing the expectations of an essay.

 Students annotate the LDC Essay Rubric to determine the expectations of the LDC essay.

 Facilitate discussion on the expectations of the essay and the difference between each column on the rubric.

 Remind students of the Essential Question and LDC task. Annotate and explain the task’s prompt: o How does society affect the decisions made by an individual?

After reading Chew on This by Eric Schlosser and Charles

Wilson and other texts, write an essay in which you explain how society influences the decisions of individuals. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the texts. o Students complete a Semantic Map to brainstorm all of the texts and ideas around conformity in each text.

 Facilitate a brief discussion about how the class has addressed this


53

Grade 8, Module 2 (SY 2015-16) task throughout the quarter.

 Students develop a list of information (texts, quotes, ideas, etc.) that relates to the essay prompt using materials (class work, formative writing pieces, graphic organizers, ELA notebooks, etc.) from the module about the advantages and disadvantages of conforming.

(WG) Model: Constructing a Controlling Idea

 Model developing a thesis statement from a Formative Writing prompt from the module. (Do not use the LDC prompt, but tell students that the process of creating a thesis statement will be the same.)

 Annotate the model thesis statement for the claim and supporting ideas.

(SG) and (IP) Thesis Statement Development

 Students develop several thesis statements in teams that answer the question “How does society affect the decisions made by an individual?” and select the statement they feel most prepared to share.

 Individually, students develop their own thesis statement and list two to three choices that impact a character or individual from any of our texts from the quarter.

 Circulate, conference, and assess. As patterns arise in areas of need, pull small groups or implement focus lessons to address concerns.

(WG) Thesis Statement Feedback

 Students share out thesis statements and get feedback from teacher and peers.

 Students record thesis statements and submit for feedback.

(IP) Independent Writing

 Students design a Work Plan for writing the LDC essay that includes a time frame for completion.

54

26

LDC

Connection:

Planning

Students will develop plan for responding to the

LDC prompt through drafting an outline.

****If students need additional sources for their argument, that are pro-fast food and freedom, please print one or more of the following articles to help them formulate claims, warrants, and counterclaims.

1.

“The Government Should Stay Out of the Fast Food Industry's

Business Practices” Fast Food, 2005 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/Gvt_Sta y_Away_from_FF.24272833.pdf

2.

“Fast-Food Franchises Are Unfairly Targeted for Serving Unhealthy

Food” Fast Food, 2009 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/Fast_Fo od_Unfairly_Targeted.24272745.pdf

3.

“Chewing the Fat: The misguided beef against fast food” by Gary Alan

Fine November 2001 issue http://reason.com/archives/2001/11/01/chewing-the-fat

4.

“Force-Fed the Facts: Will mandatory calorie counts save us from ourselves?” by Steve Chapman June 23, 2008 http://reason.com/archives/2008/06/23/force-fed-the-facts

5.

“Fast Food Should Not Be Blamed for Obesity” Food, 2006 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/No_Bla me_for_FF.24273106.pdf

6.

“Eating Healthy Foods May Be Too Expensive for the Poor” Fast Food,

2009 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/Too_Ex pensive_for_Poor.24273259.pdf

(WG) Focus Lesson: LDC Planning

 Facilitate a focus lesson on how to write an outline that is logical and follows an organizational structure. o Thesis statements and controlling ideas o Evidence from text o Explanations

 Decide the extent of detail needed for outline and modeling based on


55

W.8.2

W.8.4

W.8.5

W.8.8

W.8.9

W.8.10

SL.8.1

Grade 8, Module 2 (SY 2015-16) students’ needs.

 Model developing an outline from a Formative Writing prompt from the module. (Do not use the LDC prompt, but tell students that the process of creating an outline will be the same.)

(SG) or (IP) LDC Planning

 Students work in collaborative groups to create a bulleted list that outlines the topic for each paragraph of the essay.

 Students work independently to compose outlines that are logical and follow an organizational structure. Use an outline organizer as needed. o Thesis statements and controlling ideas o Evidence from text o Explanations

 Circulate, conference, and assess with a focus on organization skills.

As patterns arise in areas of need, pull small groups or implement focus lessons to address concerns.

[IP] Independent Writing

 Students complete outlines that are logical and follow an organizational structure.


1.



2.



56

27

LDC

Connection:

Development

Students will write informational/ explanatory texts that examine and convey ideas, concepts, and other information

W.8.2

W.8.7

W.8.8

W.8.9

W.8.10

3.



4.


5.


6.



(WG) Focus Lesson: LDC Development

 Conduct a focus lesson on how to write an introduction with a clear thesis statement by modeling with a sample essay. Capture example introduction for students

 Decide the extent of detail needed for modeling based on students’ needs.

 Model developing an introduction from a Formative Writing prompt from the module. (Do not use the LDC prompt, but tell students that the process of creating an introduction is the same.)

(IP) LDC Development

 Facilitate structured work time for students to develop essay drafts in response to the Essential Question with a focus on the introduction.

 Circulate, conference, and assess with a focus on targeted skills as introduced in the focus lesson. As patterns arise in areas of need, pull small groups or implement focus lessons to address concerns.


 Students complete introduction for draft #1.


57

28

LDC

Connection:

Development

Students will write informational/ explanatory texts that examine and convey ideas, concepts, and other


1.



2.



3.



4.


5.


6.



(WG) Focus Lesson: LDC Development

 Review introduction writing from previous day. Show several examples under document camera and provide feedback to students.

 Conduct a focus lesson on how to write a supporting paragraph by modeling with a sample essay. Capture example supporting paragraph for students


58

information in response to the module Essential

Question.

W.8.2

W.8.7

W.8.8

W.8.9

W.8.10

 Decide the extent of detail needed for modeling based on students’ needs.

 Model developing a supportive paragraph from a Formative Writing prompt from the module. (Do not use the LDC prompt, but tell students that the process of creating a supporting paragraph is the same.)

(IP) LDC Essay Development

 Students construct an initial draft of their LDC essay with an emerging line of thought and structure.

 Students produce an essay that is organized into five paragraphs, including introduction, body paragraphs, and conclusion.

 Students complete draft #1 of essay to prepare for revision workshop

 Circulate, conference, and assess with a focus on skills introduced in the focus lesson. As patterns arise in areas of need, pull small groups or implement focus lessons to address concerns.


 Students complete draft #1 of essay to prepare for revision workshop.

(IP) LDC Development

 Construct an initial draft with an emerging line of thought and structure.

 Produce an essay that is organized into five paragraphs, including introduction, body paragraphs, and conclusion.

 Complete draft #1 of essay to prepare for revision workshop.


1.


Business Practices” Fast Food, 2005 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/Gvt_Sta


59

29

LDC

Connection:

Revision

Students will strengthen writing by editing and rewriting with a focus on audience and purpose.

W.8.2

W.8.5

W.8.10

L.8.1

L.8.2

L.8.3 y_Away_from_FF.24272833.pdf

2.



3.



4.


5.


6.


2009 http://www.ryanpstone.com/yahoo_site_admin/assets/docs/Too_Ex pensive_for_Poor.24273259.pdfhttp://www.ryanpstone.com/yahoo_s ite_admin/assets/docs/Too_Expensive_for_Poor.24273259.pdf

Note: Based on student work, develop a revision checklist for use during Days

28 and 29.

(WG) Model: Essay Revision

 Conduct a mini-lesson on how to revise writing in order to develop ideas by using examples, details, and quotes from the text.

 Use sample paragraph to model making revisions and thinking about places that need further development.

 Strategically choose targeted revision skills based on assessment of student writing. Possible areas for targeted revision skills: o Active voice o Clarity o Organization o Support


60

Grade 8, Module 2 (SY 2015-16) o Transitions for cohesion and flow o Maintaining a formal style o Vocabulary o Concluding statement o Varying Sentence Structure and Syntax o Sentence Combining

(IP) LDC Essay Revision

 Students use a revision checklist to make appropriate changes and complete draft #2 of essay to prepare for editing.

 Circulate, conference, and assess with a focus on targeted revision skills. As patterns arise in areas of need, pull small groups or implement focus lessons to address concerns.


 Students use revision checklist to make appropriate changes and complete draft #2 of essay to prepare for editing.


1.



2.



3.



4.

“Force-Fed the Facts: Will mandatory calorie counts save us from ourselves?” by Steve Chapman June 23, 2008

61

30

LDC

Connection:

Revision


W.8.2

W.8.5

W.8.10

L.8.1

L.8.2

L.8.3 http://reason.com/archives/2008/06/23/force-fed-the-facts

5.


6.



[SG] Peer Feedback

 Facilitate partner/small group feedback to revise writing in order to develop ideas by using examples, details, and quotes from the text.

Students use a peer feedback checklist.

 Partners/groups use sample paragraph as a model for making revisions and thinking about places that need further development.

 Partners/groups should focus on targeted revision skills. Possible areas for targeted revision skills: o Active voice o Clarity o Organization o Support o Transitions for cohesion and flow o Maintaining a formal style o Vocabulary o Concluding statement o Varying Sentence Structure and Syntax o Sentence Combining

(IP) LDC Essay Revision

 Students use a revision checklist to make appropriate changes and complete draft #2 of essay to prepare for editing.

 Circulate, conference, and assess with a focus on targeted revision skills. As patterns arise in areas of need, pull small groups or


62

Grade 8, Module 2 (SY 2015-16) implement focus lessons to address concerns.

[IP] Independent Writing

 Students use Revision Checklist to make appropriate changes and complete draft #2 of essay to prepare for editing.


1.



2.



3.



4.


5.


6.



63

31

LDC

Connection:

Editing


W.8.2

W.8.5

W.8.10

L.8.1

L.8.2

Note: Based on student work, develop Self-Editing Checklist for use during Day

30.

(WG) Focus Lesson: Editing

 Conduct a focus lesson for necessary re-teaching of targeted language skills that were introduced throughout the quarter.

 Remind students of general conventions. o Punctuation o Capitalization o Spelling o Grammar

 Model self-editing a sample paragraph for targeted language skills using a self-editing checklist. Post or copy edited essay as exemplar text.

(IP) LDC Essay Editing

 Students edit own writing for targeted language skills, i.e. punctuation, spelling using the Self-Editing Checklist.



1.



2.




64

32

LDC

Connection:

Editing


W.8.2

W.8.5

W.8.10

L.8.1

L.8.2

3.



4.


5.


6.



(WG) LDC Editing

 Review targeted editing skills, i.e. spelling grammar, punctuation, capitalization, etc.

 Using a document camera, model how to provide feedback on a sample essay to follow rules of Standard English.

 Model how to revise writing to make it more effective for a specific audience. Post as exemplar.

(SG) Peer Editing

 In small groups, students peer edit draft #2 of essay and return it to original writer.

 Students conduct peer editing sessions with a partner by providing detailed editing and proofreading feedback to a classmate on targeted skills: comma, ellipsis, dash, and spelling.



65

33

LDC

Connection:

Completion

Students will submit final draft of five-paragraph essay, present essay to small group, give and receive


1.



2.



3.



4.


5.


6.



(IP) LDC Essay Completion

 Students complete final draft of essay, typed or neatly written, that meets expectations as outlined in the rubric.

 Final essay follows the five-paragraph structure, contains a clear thesis statement with supporting examples, and a conclusion.

 Essays approach or meet level 4 on the rubric.


66

feedback on essays, and reflect on the writing process.

W.8.2

W.8.9

W.8.10

 If possible, students type their final drafts, paying attention to professional formatting.

(SG) LDC Essay Sharing

 Facilitate student presentations of all or part of their finished essay to a small group who will provide positive feedback and areas for improvement for next quarter.

(WG) LDC Celebration!

 Celebrate success of completing this product and have students reflect on the challenges and rewards of completing the essay and novel study.


67

Module Instructional Guide 2: Resource Guide

Grade 8 English Language Arts

Essential Question:

How does society affect the decisions made by an individual?

?

Day 1

Soda Image #1

Day 1

Soda Image #2

Soda Image #3

Day 1

Soda Image # 4

Day 1

Soda Image #5

Day 1

Soda Image #6

Day 1

Soda Image #7

Day 1

Soda Image #8

Soda Image #9

Day 1

Soda Image #10

Day 1

Soda Image #11

Day 1

Image Analysis

P.O.S.E.R.S. Photograph Analysis Strategy

Directions: This strategy is especially useful when analyzing primary source materials such as a photograph, piece of art, or artifact. Use this form with one of the above sources to record what you observe.

People:

Objects:

Setting:

Engagement (activities depicted) :

Relationships:

Summary: How might the image impact the decisions of the individual?

Day 2

Quick Write: Super-Sized Fries

Quick Write: Imagine Mayor Stephanie Rawlings-Blake was trying to pass a new law. The law said that all McDonalds, Burger

King, Wendy’s, and other fast food stores could no longer sell the

“Super Size” or “Extra Large” sizes of their French fries. Would you agree with this ban on large sizes? Why or why not?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Day 2

Short Informational Text

Michael Bloomberg’s Soda Ban

Won’t Solve the Obesity Problem

By PETER ROFF

June 5, 2012

America has tried the experiment with

prohibition

before. It didn't work.

That lesson seems to be lost on New York City Mayor Michael Bloomberg, who is spending an inordinate amount of time trying to protect people from things that are supposedly not good for them. First it was cigarettes. Then it was

trans-fat

. Now it's large sodas. Where will it end?

Actually, that's an important question. We live in a country where Congress and the president can

collude

to produce a law forcing everyone to purchase health insurance or pay fines and penalties. Does that mean, as more than one person has asked, they can likewise

enact

laws intended to force people to eat broccoli?

It's true that the founders intended state and local governments to have a greater degree of

latitude

concerning the laws they passed. Still and all, these laws attacking freedom of choice in what we eat and drink seem to be over and above anything they might ever have intended. Moreover, the approach seems wrongheaded.

Instead of banning foods or raising taxes on the foods some bureaucrat and some scientist can convince an elected official are bad for people, why not

incentivize

the system to make healthier foods cheaper? Instead of raising taxes on soda pop, as seems to be the new trend, why not cut taxes on fruit juices and bottled water?

Make it actually cheaper for people to make the so-called "good" choice rather than just comparatively cheaper.

All told, the food police seem more intent on growing the power and authority of the state than anything else. Bigger, more intrusive government depriving us of the right to make choices—even choices that are bad for us—is the order of the day, in a sort of

Orwellian

fashion. Those who argue that we all shoulder the costs of the these "bad" choices forget that it was the same kind of government do-goodism that made us all responsible, in an economic sense, in the first place. The fault, dear Brutus, lies not in the stars but in ourselves.

Day 2

Short Informational Text

Banning large sodas is legal and smart

By Lawrence O. Gostin , Special to CNN

(CNN) -- A state trial judge on Monday blocked New York City's plan

for a maximum 16 ounce size for a high-sugar beverage. The ban would have included sodas, energy drinks, fruit drinks and sweetened teas. But it would have excluded alcoholic beverages and drinks that are more than 50% milk, such as lattes. The ban would have applied to restaurants, movie theaters, stadiums and mobile food carts. But it would not have applied to supermarkets and convenience stores, such as 7-Eleven.

Mayor Michael Bloomberg's proposal was met with fierce opposition by the industry and public outrage at the loss of "liberty," the so-called

"nanny state" run amok. Beyond all the hype, the industry's

vociferous arguments, now adopted by a trial court, are badly flawed.

In fact, the Board of Health has the power, indeed the responsibility, to regulate sugary drinks for the sake of city residents, particularly the poor.

Would the ban work?

Nearly six out of 10 New York City residents are overweight or obese, as are nearly four out of 10 schoolchildren. This cannot be acceptable to our society, knowing that obesity is such a powerful risk factor for diabetes, cancer and heart disease. No one would disagree that government should act, but how? There is no single solution, but many ideas that would work in combination. One of those solutions is to control portion size and sugar consumption. Why?

First, the ever-expanding portions (think "supersized") are one of the major causes of obesity. When portion sizes are smaller, individuals

eat less but feel full. This works, even if a person can take an additional portion. (Most won't because they are satiated, and it at least makes them think about what they are consuming.) Second, sugar is high in calories, promotes fat storage in the body and is addictive, so people want more. The so-called "war on sugar" is not a societal war, it is a public health imperative backed by science.

So, there is good reason to believe New York's portion control would work. But why does the city have to prove that it works beyond any doubt? Those who cry "nanny state" in response to almost any modern public health measure (think food, alcohol, firearms, distracted driving) demand a standard of proof that lawmakers don't have to meet in any other field.

When a law is passed to increase jobs, spur the economy or subsidize a corporate sector (oil, for example), we don't insist that lawmakers prove it works. At least public health officials rely on science and try to craft rules that have a chance of working

—

if not in isolation, then in combination with other obesity control measures such as food labeling, calorie disclosures, trans fat restrictions and access to affordable fruits and vegetables in schools and poor neighborhoods.

Should industry have an outsized influence on public health policy?

The fingerprints of the food and restaurant industries, with their clear economic conflicts of interest, are all over the public and judicial campaign to block the soda ban. Industry undertook a multimilliondollar campaign, flying banners over the city and plastering ads over the subways. They immediately filed suit and hired the most elite law firms.

Rather than recognize the public health effects of large sugary drinks, they chose to fight, reminiscent of Big Tobacco. What is worse, the public (and now a judge) fell for the industry's manipulations. Most

New Yorkers oppose the portion ban, while politicians in other states are scrambling to show their disapproval. Mississippi is about to pass a

law forbidding portion control. Imagine that in a state with the highest obesity rate in America!

We are used to fierce lobbying for personal gain in America, but that doesn't mean we should be duped by industry propaganda. Is a portion limit really such an assault on freedom? It doesn't stop anyone from buying soda. If consumers really want, they can buy several smaller drinks. It doesn't stop companies from giving refills.

There is really no great burden posed on individuals, only a little nudge in the right direction. At the same time, it could make meaningful changes in the drinking habits of New Yorkers. Why is the industry fighting this so fiercely? Because when it is shown to be successful in

New York, it will be emulated in major cities in America and worldwide. Isn't that exactly what we need to stem the tide of obesity?

Day 3

Graphic Organizer

Article Title:

Argument Analysis Organizer

Author:

CLAIM: (What is the BIG IDEA of the article? Write this in your own words!)

WARRANT #1: (What is one reason the author gives for his claim?)

WARRANT #2: WARRANT #3:

EVIDENCE: (What is a quotation that supports the reason above?)

Day 4

Short Text - Informational

EVIDENCE: EVIDENCE:

Goodbye, Big Drinks

New York becomes the first city in the U.S. to ban large-sized sugary beverages

September 14, 2012

By Alice Park

PAT ROQUE —AP

This 24-ounce fountain soda from Wendy's would be banned in New York City under a new law.

On September 13, the New York City Health Department became the first in the nation to ban the sale of sugared beverages larger than 16 oz. at restaurants, mobile food carts, sports arenas and movie theaters. The ban includes sodas and sweetened tea. The law is aimed at cutting obesity rates in the U.S., where at least two-thirds of American adults are considered overweight. While the ban is widely supported by health professionals, it’s not popular with food retailers or many city residents.

A new law in New York City will ban the sale of any sodas larger than 16 ounces at restaurants and cafeterias.

The ruling, which takes effect in March 2013, will prevent restaurants and cafeterias from selling sugared beverages in cups or containers larger than 16 ounces —about the size of a typical small soda. Supermarkets and convenience stores —including 7-Eleven, which sells the jumbo-sized

Big Gulp —are not included in the law. And the ban doesn’t apply to fruit juices, alcoholic beverages, diet sodas or dairy-based drinks like milkshakes.

Health in the Big Apple

New York City Mayor Michael Bloomberg led the ban on large drinks. More than half of New York

City adults and nearly 40 percent of the city’s public elementary and middle school students are considered overweight. "We are dealing with a crisis ... we need to act on this," said Board of

Health member Deepthiman Gowda, a professor of medicine at Columbia University, the

Associated Press reported. Bloomberg has noted that the ban doesn’t prevent people from buying several small sodas at a time if they wish, but health officials hope that the inconvenience will eventually get people to cut down on their use of sugared drinks.

New York City’s Board of Health members say that banning mega-sized drinks is an important step toward helping consumers not only to drink fewer calories, but may also encourage people to make other healthy changes to their diet. The board reviewed data showing that sugared drinks make up 43 percent of the added sugar in the average American diet.

Critics of the Ban

7-Eleven's Big Gulps are here to stay. Grocery and convenience stores like 7-Eleven are exempt from New York

City's ban because they are not regulated by the city.

Some health officials, as well as the restaurant and beverage industry, are critical of the ban.

They ask, why single out sugared sodas, when there are many reasons why people are overweight? And if sugared beverages are being targeted, why not take stronger measures against other sources of sugar, such as candy and other sweets?

Many restaurant owners, fast-food chains and makers of sodas, including Coca-Cola, PepsiCo and McDonald’s, are also upset because they say the ban could hurt certain businesses while rewarding others. The groups plan to continue to challenge the ruling, including taking their concerns to court. “We are smart enough to make our own decisions about what to eat and drink,” Liz Berman, the chairperson of the New Yorkers for Beverage Choices coalition, said in a statement.

What do you think? Should the government ban large sugary drinks to help consumers make healthier choices? Or should people be allowed make their own choices about beverage size?

Day 4

Argument Writing Graphic Organizer

My Argument: The Soda Ban

Evidence B:

Conclusion:

Claim:

Warrant #1:

Evidence A:

Warrant #2:

Evidence A:

Evidence B:

Day 4

Argument Writing Graphic Organizer

Warrant #3:

Evidence A:

Evidence B:

My Argument: The Soda Ban

Directions: Complete the following organizer suing complete sentences.

Then, transfer your writing to your final essay:

Introductory Paragraph:

Claim: ____________________________________________

Warrant #1: _______________________________________

Warrant #2: _______________________________________

Warrant #3: _______________________________________

Body Paragraph 1:

Warrant #1: _______________________________________

Evidence #A: ______________________________________

Evidence #B: ______________________________________


Warrant #2: _______________________________________

Evidence #A: ______________________________________

Evidence #B: ______________________________________


Warrant #3: _______________________________________

Evidence #A: ______________________________________

Evidence #B: ______________________________________

Conclusion:

_________________________________________________

_________________________________________________

_________________________________________________

Day 5

Images: Farms vs. Factories

Day 5

Discussion Anchor Charts / Handouts

Introduction to Chew on This and Food, Inc .

ANCHOR CHARTS AND/OR GROUP HANDOUTS

Norms for Productive Discussion:

1.

Everyone has a chance to participate.

2.

Everyone feels that they will be respected.

3.

Everyone can hear what is said and who is talking

Participant Rights:

1.

You have the right to ask questions.

2.

You have the right to be treated respectfully.

3.

You have the right to have your ideas discussed, not you personally.

4.

You have the right to be listened to carefully, and to be taken seriously by your colleagues.

Participant Obligations:

1.

You have a responsibility to speak loud enough for others to hear.

2.

You have an obligation to answer questions seriously.

3.

If you cannot hear or understand what someone says, you have a responsibility to ask them to repeat or explain.

4.

You have an obligation to treat others with respect.

5.

You will be called on to discuss other people’s ideas, to agree or

disagree, and to explain your reasoning.

Discussion Purposes:

1.

Content a.

Part One  to understand what this text is about and how it is organized b.

Part Two  to consider a

“big idea” from the text by

examining the facts, your ideas or wonderings and your response to it

2.

Language  practice the posted Academic, Literary, and Content vocabulary (See Vocabulary Anchor Chart)

3.

Social  successfully practice the Norms for Productive Discussion in both whole- and small-group settings

Vocabulary to Practice: Chew on This and Food, Inc.

Academic Terminology

→ Account for, Analyze, Annotate, Cause, Closely

Read, Data, Decrease, Determine, Effect, Examine, Explain, Evaluate, Link,

Paraphrase, Question, Respond, Summarize, Synthesize,

Content Terminology

→

Golden Arches, processed food, agrarian society, agriculture, silo, pastoral, seasons, year-round, ethylene gas, ripe, deliberate, veil, industry, food chain, factory farm, impulsive, multinational corporations, assembly lines, abuse, hidden, health, salty, fatty, fast food, slaughterhouse

Literary Terminology

→ Argument, Caption,

Central Message, Diction,

Organization, Structure, Table of Contents, Tone,

Language Frames:

The text is about ______________

The text is organized______________

I want to add to what ______________ just said about ______________

On page ___, I noticed________________

On page ___, the author states_______________

I noticed on page ___, that _________________________ and this makes me think _______________

What I read about _______________, it made me think

___________________

I agree with what ___________ just said because_______________

I disagree with what ____________ just said because____________

I thought something very different than ____________ when I read about

_______________

Day 6

Fast Food Logos

.

Day 7

Evidence Scavenger Hunt

EVIDENCE SCAVENGER HUNT

Directions: YOU and your partner will race to find evidence and analyze how the text supports your claim.

Each team will receive:

 1 point for completing each round

The High Quality Checklist

Do your answers do ALL of the following things?

 Totally support your claim

 Analysis draws logical and clear connections  2 points for finishing the round first

 3 points for the highest quality text evidence and analysis between your claim and evidence

 Written correctly with proper spelling and punctuation

 Provide a clear link for the reader between your claim, evidence, and analysis

CLAIM (A Controversial Statement):

Big fast food companies manipulate kids to get their (or their parents’) money.

Round

1

Round

2

WARRANTS

TEXT EVIDENCE

A quote of information from the text that you found to support or the claim.

Round

3

ANALYSIS

How does your text evidence support or disprove the claim?

Day 8

Pro – Con Organizer

Pros and Cons: Working in the Fast Food Industry

Directions: What are the pros and cons of working in the fast food business? As you read “McJobs” (pgs. 63-91), complete the pros – cons chart below. Use this chart to help you evaluate whether or not YOU would work in the fast food industry.

PROS CONS

PROS CONS

Day 9

Graphic Organizer – Claim Analysis

“The Secret of the Fries”

CLAIM

What is one claim being made in this section of the text?

EVIDENCE

What quote from the text directly supports this claim?

Section 1: “The Secret of the Fries”

Section 2: “Factory Fries”

Section 3: “Smells”

ANALYSIS

How does the quote support the claim?

Section 4: “Tasty”

Section 5: “Those

Strawberry Shakes”

Section 6: “Kid Testers”

Section 7: “ The Bugs in You

Candy”

Day 9

SASS 4: Working with Counterarguments

Name:

Date:

Day 10


New Rules Aim to Rid Schools of Junk Foods

By Mary Clare Jalonick (Associated Press)

King County Journal

WASHINGTON (AP)--High-calorie sports drinks and candy bars will be removed from school vending machines and cafeteria lines as soon as next year, replaced with diet drinks, granola bars and other healthier items.

The Agriculture Department said Thursday that for the first time it will make sure that all foods sold in the nation's 100,000 schools are healthier by expanding fat, calorie, sugar and sodium limits to almost everything sold during the school day.

That includes snacks sold around the school and foods on the "a la carte" line in cafeterias, which never have been regulated before. The new rules, proposed in

February and made final this week, also would allow states to regulate student bake sales.

The rules, required under a child nutrition law passed by Congress in 2010, are part of the government's effort to combat childhood obesity. The rules have the potential to transform what many children eat at school.

While some schools already have made improvements in their lunch menus and vending machine choices, others still are selling high-fat, high-calorie foods.

Standards put into place at the beginning of the 2012 school year already regulate the nutritional content of free and low-cost school breakfasts and lunches that are subsidized by the federal government. However most lunchrooms also have the "a la carte" lines that sell other foods--often greasy foods like mozzarella sticks and nachos. Under the rules, those lines could offer healthier pizzas, low-fat hamburgers, fruit cups or yogurt, among other foods that meet the standards.

One of the biggest changes under the rules will be a near-ban on high-calorie sports drinks, which many beverage companies added to school vending machines to replace high-calorie sodas that they pulled in response to criticism from the public health community.

The rule would only allow sales in high schools of sodas and sports drinks that contain 60 calories or less in a 12-ounce serving, banning the highest-calorie versions of those beverages.

Many companies already have developed low-calorie sports drinks--Gatorade's G2, for example--and many diet teas and diet sodas are also available for sale.

Elementary and middle schools could sell only water, carbonated water, 100 percent fruit or vegetable juice, and low fat and fat-free milk, including nonfat flavored milks.

First lady Michelle Obama, an advocate for healthy eating and efforts to reduce childhood obesity, pointed out that many working parents don't have control over what their kids eat when they're not at home.

"That's why as a mom myself, I am so excited that schools will now be offering healthier choices to students and reinforcing the work we do at home to help our kids stay healthy," Mrs. Obama said in a statement.

At a congressional hearing, a school nutritionist said Thursday that schools have had difficulty adjusting to the 2012 changes, and the new "a la carte" standards could also be a hardship.

Sandra Ford, president of the School Nutrition Association and director of food and nutrition services for a school district in Bradenton, Fla., said in prepared testimony that the healthier foods have been expensive and participation has declined since the standards went into effect. She also predicted that her school district could lose

$975,000 a year under the new "a la carte" guidelines because they would have to eliminate many of the foods they currently sell.

"The new meal pattern requirements have significantly increased the expense of preparing school meals, at a time when food costs were already on the rise," she said.

Ford called on the USDA to permanently do away with the limits on grains and proteins, saying they hampered her school district's ability to serve sandwiches and salads with chicken on top that had proved popular with students.

The Government Accountability Office said it visited eight districts around the country and found that in most districts students were having trouble adjusting to some of the new foods, leading to increased food waste and decreased participation in the school lunch program.

However, the agency said in a report that most students spoke positively about eating healthier foods and predicted they will get used to the changes over time.

One principle of the new rules is not just to cut down on unhealthy foods but to increase the number of healthier foods sold. The standards encourage more whole grains, low-fat dairy, fruits, vegetables and lean proteins.

"It's not enough for it to be low in problem nutrients, it also has to provide positive nutritional benefits," says Margo Wootan, a nutrition lobbyist for the Center for

Science in the Public Interest who has lobbied for the new rules. "There has to be some food in the food."

The new rules are the latest in a long list of changes designed to make foods served in schools more healthful and accessible. Nutritional guidelines for the subsidized lunches were revised last year and put in place last fall. The 2010 child nutrition law also provided more money for schools to serve free and reduced-cost lunches and required more meals to be served to hungry kids.

Last year's rules making main lunch fare more nutritious faced criticism from some conservatives, including some Republicans in Congress, who said the government shouldn't be telling kids what to eat. Mindful of that backlash, the Agriculture

Department left one of the more controversial parts of the rule, the regulation of inschool fundraisers like bake sales, up to the states.

The new guidelines also would not apply to after-school concessions at school games or theater events, goodies brought from home for classroom celebrations, or anything students bring for their own personal consumption.

The USDA so far has shown a willingness to work with schools to resolve complaints that some new requirements are hard to meet. Last year, for example, the government temporarily relaxed some limits on meats and grains in subsidized lunches after school nutritionists said they weren't working.

The food industry has been onboard with many of the changes, and several companies worked with Congress on the child nutrition law three years ago.

Citation:

Jalonick, Mary Clare. "New Rules Aim to Rid Schools of Junk Foods." King County

Journal. 27 Jun 2013: n.p. SIRS Discoverer. Web. 04 Aug 2013.

Day 10


"New Rules Aim to Rid Schools of Junk Foods” by Mary Clare Jalonick



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You will be called on to discuss other peopl

e’s ideas, to agree or



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Content o Part One  to understand what this text is about o Part Two 

to consider a “big idea” from the text by examining

the facts, your ideas or wonderings and your response to it

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Vocabulary to Practice: "New Rules Aim to Rid Schools of Junk Foods”

Academic / Literary Terminology

→ Analyze, Annotate, Cause, Decrease,

Determine, Effect, Examine, Explain, Evaluate, Increase, Link, Paraphrase,

Question, Respond, Summarize, Synthesize

Content Terminology

→

High fat, High calorie, Vending machines, Calories,

Sugar, Fat, Sodium, A La Carte, Regulate, Child nutrition, Subsidized,

Childhood obesity, Nutritionist, Expense, Government, Low-fat, Whole grains, Vegetables, Lean proteins, Lobbyist, Concessions


→

Argument, Claim, Diction, Evidence, Tone, Warrant





On page ___, I noticed________________




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Day 12

Short Text - Literature

From The Jungle

By Upton Sinclair (1906)

1.

There is over a square mile of space in the yards, and more than half of it is occupied by cattle pens; north and south as far as the eye can reach there stretches a sea of pens. And they were all filled — so many cattle no one had ever dreamed existed in the world. Red cattle, black, white, and yellow cattle; old cattle and young cattle; great bellowing bulls and little calves not an hour born; meek-eyed milk cows and fierce, long-horned Texas steers. The sound of them here was as of all the barnyards of the universe; and as for counting them — it would have taken all day simply to count the pens. Here and there ran long alleys, blocked at intervals by gates; and Jokubas told them that the number of these gates was twenty-five thousand.

From Chapter 3

2.

Then the party went across the street to where they did the killing of beef— where every hour they turned four or five hundred cattle into meat. Unlike the place they had left, all this work was done on one floor; and instead of there being one line of carcasses which moved to the workmen, there were fifteen or twenty lines, and the men moved from one to another of these. This made a scene of intense activity, a picture of human power wonderful to watch. It was all in one great room, like a circus amphitheater, with a gallery for visitors running over the center.

3.

Along one side of the room ran a narrow gallery, a few feet from the floor; into which gallery the cattle were driven by men with goads which gave them electric shocks. Once crowded in here, the creatures were prisoned, each in a separate pen, by gates that shut, leaving them no room to turn around; and while they stood bellowing and plunging, over the top of the pen there leaned one of the

"knockers," armed with a sledge hammer, and watching for a chance to deal a blow. The room echoed with the thuds in quick succession, and the stamping and kicking of the steers. The instant the animal had fallen, the "knocker" passed on to another; while a second man raised a lever, and the side of the pen was raised, and the animal, still kicking and struggling, slid out to the "killing bed."

Here a man put shackles about one leg, and pressed another lever, and the body

was jerked up into the air. There were fifteen or twenty such pens, and it was a matter of only a couple of minutes to knock fifteen or twenty cattle and roll them out. Then once more the gates were opened, and another lot rushed in; and so out of each pen there rolled a steady stream of carcasses, which the men upon the killing beds had to get out of the way.

4.

The manner in which they did this was something to be seen and never forgotten. They worked with furious intensity, literally upon the run—at a pace with which there is nothing to be compared except a football game. It was all highly specialized labor, each man having his task to do; generally this would consist of only two or three specific cuts, and he would pass down the line of fifteen or twenty carcasses, making these cuts upon each. First there came the

"butcher," to bleed them; this meant one swift stroke, so swift that you could not see it—only the flash of the knife; and before you could realize it, the man had darted on to the next line, and a stream of bright red was pouring out upon the floor. This floor was half an inch deep with blood, in spite of the best efforts of men who kept shoveling it through holes; it must have made the floor slippery, but no one could have guessed this by watching the men at work.

5.

The carcass hung for a few minutes to bleed; there was no time lost, however, for there were several hanging in each line, and one was always ready. It was let down to the ground, and there came the "headsman," whose task it was to sever the head, with two or three swift strokes. Then came the "floorsman," to make the first cut in the skin; and then another to finish ripping the skin down the center; and then half a dozen more in swift succession, to finish the skinning.

After they were through, the carcass was again swung up; and while a man with a stick examined the skin, to make sure that it had not been cut, and another rolled it up and tumbled it through one of the inevitable holes in the floor, the beef proceeded on its journey. There were men to cut it, and men to split it, and men to gut it and scrape it clean inside. There were some with hose which threw jets of boiling water upon it, and others who removed the feet and added the final touches. In the end, as with the hogs, the finished beef was run into the chilling room, to hang its appointed time.

Day 13

Short Text - Literature

Quotation

From The Jungle

By Upton Sinclair (1906)

Analysis: How do the words and phrases in this quotation impact meaning and tone?

Quotation Analysis: How do the words and phrases in this quotation impact meaning and tone?

Day 14

Short Text – Informational

Antibiotics and Bacteria in Turkey

NewsCurrents Read to Know

(Vol. 12, No. 33)

May 13, 2013

More than half of the packages tested by Consumer Reports tested positive for fecal

bacteria.

A recent report by Consumer Reports had bad news for people who like turkey burgers. The study tested samples of ground turkey. It found that more than half of the samples contained bacteria. There are many types of bacteria. Some kinds, like the kinds found in the turkey samples, can make people very sick. Normally these bacteria live harmlessly in the turkeys' digestive system. But when they turkeys are killed to make ground turkey meat, sometimes the bacteria gets mixed in with the meat. These bacteria usually get killed off when the meat is cooked. But people can get infected if they don't cook the meat to a high enough temperature. They can also get infected by not cleaning up properly after handling the raw meat.

The ground turkey samples that were tested had more than just ordinary bacteria, however. More than half of the samples had antibiotic-resistant bacteria.

Antibiotics are drugs that treat illnesses caused by bacteria, by killing off the bacteria.

Antibiotics usually work very well to kill bacteria, but sometimes bacteria become resistant to them and survive. These bacteria are often called "superbugs," and they can be deadly. Doctors worry that more bacteria could develop into "superbugs."

Scientists say that one big reason for the growth of "superbugs" is the overuse of antibiotics in farm animals--even healthy ones.

The good news is that turkey labeled "organic" or "no antibiotics," while just as likely to have bacteria, was much less likely to contain antibiotic-resistant bacteria.

Most antibiotics in the United States are used on farm animals.

Very big farms where most meat animals are raised are sometimes called "factory farms." Many people think these farms are unhealthy and cruel to animals. As our population has grown, so has the demand for food. This led to the growth of huge farms that can produce a lot of food. These farms keep their animals crowded closely in confined spaces.

Diseases can spread quickly among animals kept this closely together. To prevent this, big farms often give all their animals antibiotics every day, whether they are sick or not. At least 70% of the antibiotics used in the U.S. are given to food animals.

And most of those antibiotics are given to animals that are not sick.

Many big farms say that if they have to stop giving antibiotics to healthy animals, they won't be able to produce as much food, and food prices will go up. They also use antibiotics to help animals grow faster and bigger. But doctors say that the overuse of antibiotics in animals is causing the development of more "superbugs."

This is because antibiotics kill most, but not all, of the bacteria. And the bacteria that survive are stronger, and more able to resist the antibiotics.

In recent years, there have been a growing number of outbreaks of diseases that are resistant to antibiotics. As a result, many people have started buying organic meat, eggs, and milk, because they don't contain antibiotics.

Europe has already banned the use of antibiotics for promoting growth in healthy animals. And some people in the U.S. Congress are proposing laws to do the same.

But people in the agriculture and drug industries have opposed such laws in the U.S.

Thought Questions:

1.

Does the new study make you want to change your eating habits? Why or why not?

2.

Do you think the U.S. should follow Europe's lead and ban the use of antibiotics for promoting growth in otherwise healthy animals? Why or why not?

3.

Why do you think there is so much resistance from the agriculture and drug industries to do this?

4.

How important is this issue as a public health concern?

Day 14

Graphic Organizer – RAFT

“Antibiotics and Bacteria in Turkey”

R.A.F.T. Writing: Responding to Text

Directions: Respond in writing to the article “Antibiotics and Bacteria in

Turkey” using the R.A.F.T. Writing structure. Follow the steps and complete each task.

R.A.F.T.

Component

1. Choose

Your ROLE

Description

2. Know

Your

AUDIENCE

3. Know the

FORMAT

4. Know

Your TOPIC a.

You are the CEO of Tyson, a corporation that makes millions of dollars a year from the sale of ground turkey. b.

You are a doctor who studies how “superbugs” (bugs that are resistant to antibiotics) develop and you are concerned that our current practice of giving antibiotics to farm animals will harm the public. c.

You are the CEO of a pharmaceutical company who makes millions of dollars a year from the sale of antibiotics to factory farms. You do not wish to stop the practice of giving antibiotics to farm animals. d.

You are a family farmer who does not use antibiotics on your healthy animals. The meat you sell is more expensive, but your customers prefer to pay more for meat that has not been treated with antibiotics.

You are writing to members of Congress. There is proposed legislation to ban the use of antibiotics for healthy animals.

You are writing a persuasive letter to the members of

Congress. Be sure to include a claim in your letter and

support your claim with evidence from the texts you have read in class.

You are writing regarding the proposed legislation to ban the use of antibiotics on farm animals.

5. Complete the TASK!

Based on your ROLE, consider the position you would have on banning the use of antibiotics on healthy farm animals. This is your claim.

My role: __________________________________________________

My claim: _________________________________________________

Then, consider what your reasons would be for having this position (These are your warrants).

Warrant #1: _______________________________________________

Evidence from Text:

_____________________________________________

_____________________________________________

Warrant #2: _______________________________________________

Evidence from Text:

_____________________________________________

_____________________________________________

Warrant #3: _______________________________________________

Evidence from Text:

_____________________________________________

_____________________________________________

Finally, craft a persuasive letter that includes your claim and warrants.

Persuasive Letter Guidelines:

 Address your letter to the Congress of the United States of America.

 State your role and your claim in the introduction.

 Include your warrants in the body of the letter.

 Support each warrant with evidence from the text

 Include a conclusion

2.

1.

Day 15

Sentence Analysis Graphic Organizer

“Rotten Eggs and Burning Poop”: Analyzing Effective Sentences

Directions: Authors carefully craft sentences to develop or refine key concepts and ideas. Identify 5 sentences from your reading today, and explain how they develop of refine key concepts.

Sentence (pg. #) Key Concept or Analysis: How does this sentence

Idea help develop the key concept or idea?

4.

3.

5.

Day 16


AMA: Obesity Is a Disease

NewsCurrents Read to Know

(Vol. 12, No. 41)

Jul 8, 2013

The American Medical Association (AMA) voted to classify obesity as "a disease requiring a range of medical interventions."

It is no secret that over the past few decades, Americans have gotten fatter. From 1990 to

2009, obesity rates rose in most states--and did not go down in any U.S. state. Studies exploring the causes for the country's bulging waistlines are released on a regular basis.

Doctors have been warning us about the risks associated with obesity for a long time.

Recently, though, the largest U.S. medical group, the American Medical Association, or

AMA, went a step further. It voted to classify obesity as a disease.

The change has no legal meaning, but it may push insurance companies to pay for more obesity treatments. The AMA also hopes the move will get doctors to treat obesity as a medical problem, rather than simply urging patients to make lifestyle changes.

Not everyone agrees with the AMA's decision, however--even within the AMA itself.

The agency's Council on Science and Public Health has responded by saying that it is unclear what exactly a "disease" is.

The council also takes issue with the AMA's use of "body mass index" to measure obesity. The body mass index, or BMI, is a ratio of height over weight. Obesity is defined as having a BMI of 30 or higher. But some people who qualify as "obese" are healthy, while others who aren't obese have obesity-related health problems.

Obesity rates have skyrocketed in the last two decades.

During the 1980s and 1990s, obesity rates doubled among U.S. adults. Worse, they have tripled among children. In fact, obesity has gone up so quickly that it is being called an epidemic.

Some doctors blame weight gain on fast food, soda, and processed foods. They say some ingredients in these foods, like high fructose corn sweeteners, can contribute to weight gain and diabetes.

Experts say that Americans' lifestyle changes over the past 30 years or so have also contributed to this increase. Most people drive everywhere these days instead of walking or riding bicycles. In fact, many neighborhoods don't have sidewalks anymore! Not only do more people work at desk jobs than ever before, but people also spend a lot more time watching TV, and using computers, mobile phones, and other devices.

In addition, fewer Americans eat home-cooked meals than in previous decades. Part of the reason for this is that, in many families, both parents work and they don't have a lot of time to cook. Also, restaurants have increased the amount of fat and calories in their foods, and serve larger portions than used to be customary. Studies have shown that people will eat more than they need if it is put in front of them.

Obesity causes or contributes to many health problems. Many of these problems can lead to serious illness or death if they are ignored. Obese people can lower their risks of these problems and greatly improve their health if they lose weight.

More than 35% of U.S. adults and 17% of U.S. children are obese.

Obesity risks:

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Heart attack

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Stroke

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Diabetes

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Cancer

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High blood pressure

Thought Questions:

1.

What factors do you think are most to blame in our nation's obesity crisis?

2.

Do you think obesity should be classified as a disease? Why or why not?

3.

According to this article, what effects will the AMA's new classification affect the way obesity is treated?

4.

Considering that the AMA findings have been disputed by one of its own councils, should this change in status simply be ignored?

5.

What three changes should be made to improve the health of every American?

Day 16


Teen Obesity: Lack of Exercise May Not Be to Blame

By Alice Park Monday, Nov. 09, 2009

You don't have to spend much time with teenagers to know that the average adolescent would rather devote an afternoon to sitting in front of the TV, computer or video-game console than working out in a gym. And in recent years, as physical-education classes have been progressively cut from cash-strapped public-school curriculums, teens have had even more time to lounge, slouch, hang out or do anything but break a sweat.

It's no surprise, then, that obesity rates among U.S. youngsters have skyrocketed, tripling from 1976 to 2004. Public-health experts and obesity researchers attribute the trend in part to kids' increasingly sedentary lifestyles. As teens spend more and more time anchored before a screen — burning fewer and fewer calories each day — they're storing more of that unused energy as fat. Hence, the ballooning rates of obesity.

That's precisely why the findings of a new study by researchers at the Johns Hopkins

Bloomberg School of Public Health came as such a surprise. The report, published last week in the journal Obesity Reviews , finds that the amount of physical activity among

U.S. teens has not in fact changed significantly over the past two decades, even while that population has gotten heavier. "On the one hand, we have seen the obesityprevalence increase, but we don't see a decrease in physical activity," says Dr. Youfa

Wang, an associate professor at the Center for Human Nutrition at Hopkins and lead author of the study. "This suggests that physical activity is not a good explanation for the increase in prevalence of obesity."

In simple terms, body weight is a reflection of the balance between two variables: the calories a body takes in and the calories it burns off. As far as the average U.S. teen is concerned, the study suggests, the culprit behind weight gain is not a decrease in exercise but an increase in consumption. Of course, that doesn't mean teens are getting adequate exercise: Wang analyzed data from nearly 16,000 high school students between the ages of 15 and 18, who took part in the Centers for Disease Control and

Prevention's longitudinal Youth Risk Behavior Surveillance Survey, about their physical activity. He and his team found that in 2007, only 34.7% of teens met federal physical activity recommendations, which call for activity strenuous enough to cause heavy

breathing for a total of an hour a day for five or more days a week.

But the survey also found that teens' overall rate of daily exercise had not changed much since 1991, when the study sample was first asked to report their participation in gym classes in school and their level of physical activity at home. The percentage of teens attending daily gym class has stayed relatively steady since 1991; on average, the yearly change in the proportion of students participating was less than 1%. The percentage of ninth- through 12th-graders getting adequate levels of moderate physical activity — exercise such as slow bicycling, fast walking or pushing a lawn mower, which did not make participants break a sweat — also changed very little, from 26.7% in 1999 to 26.5% in 2005, the latest year for which the data was available. Yet obesity rates continued to rise.

So does this mean that exercise isn't important in controlling weight? As tempting as that conclusion might be, Wang and other health experts say that's not exactly what the new data show. The findings may say less about the role of exercise by itself than about the other variable in the weight equation — diet — and the interaction of the two.

While exercise may not contribute directly to weight loss, it is critical for maintaining a healthy weight, since it helps calibrate the balance between energy taken in and energy burned off. "The data is too gross, and too general to assume that [exercise doesn't count]," warns Dr. Janet Walberg Rankin, a professor in the department of human nutrition, foods and exercise at Virginia Tech. "We need to have a dual approach to weight involving both activity and diet. I would hate for people to take away from this study that activity has nothing to do with weight.

Rankin points out that even small changes in a person's energy balance can have a significant effect on weight. Studies have shown that eating just 10 to 20 extra calories per day — that's one peanut M&M or one tortilla chip — that don't get burned through activity can result in a 2-lb. gain on average over the course of a year. "But none of the methods we have now are accurate enough to pick that up," says Rankin.

She advises people to take the new data with, well, a grain of salt. The information was collected by asking participants to self-report their exercise habits, which is a notoriously unreliable method — people are not very good at gauging their activity accurately. Add to that the fact that questionnaires are not refined enough to pick up small changes in people's energy intake and expenditure, and it's obvious why the findings are informative but not game-changing. "These data are useful in highlighting

who should be targeted — the most difficult cases," says Rankin. In the new study, that group includes African-American girls, who got the least amount of exercise among all adolescent groups.

Still, the study highlighted some encouraging trends. For instance, the percentage of teens who spent more than three hours a day in front of the TV dropped from 1999 to

2007, from 43% to 35%. While Wang acknowledges that students may simply be substituting computer or other sedentary screen time for television-viewing, he notes that it's still a trend in the right direction. Far from being an excuse not to exercise,

Wang sees the data as a wake-up call for parents and teens. "The important message is that compared to the recommendations for physical activity, the physical activity of

American adolescents is still at a very low level," says Wang. "We still need to make a greater effort to promote physical activity. Even if it does not explain obesity, it has many other beneficial effects."

Day 17

TEEN NEWSWEEK

(Vol. 6, No. 16)

Jan. 24, 2005

Extreme Measures

By Jennifer Barrett Ozols

A growing number of overweight teens are being surgically cut down to size

At six feet two and 585 pounds, Stuart Logan struggles just to walk up and down the stairs of his home in Redmond, Wash. He doesn't wear seat belts because they aren't long enough to stretch across his chest. Stuart, 16, weighs more than both his parents combined. He's tried diets. He even worked with a personal trainer for a few months. But he always regained the weight he lost. "If there is a fat gene, he got it," says his mother, Margaret.

This month, Stuart will undergo gastric-band (sometimes called Lap-Band) surgery. His surgeons will wrap a silicone band around the upper part of his stomach to create a pouch, narrowing the passage to the rest of the digestive system. Like the more commonly performed gastric-bypass surgery, the aim is to make patients feel fuller faster so they eat less.

In 2004, doctors performed an estimated 140,000 weight-loss surgeries, according to the

American Society for Bariatric Surgery (ASBS). There are no official statistics on how many teens have undergone weight-loss surgery, but there's little doubt the number is growing. Surgeons at

NYU Medical Center have performed gastric-band surgeries on patients as young as 12.

"For the next few years, I think there will be a growing number of teens having the surgery done," says Dr. Christine Whyte, a pediatric surgeon at the Children's Hospital at Montefiore in

New York City.

Weighing the Options

About one in six kids today is obese. For many of them, diets and exercise don't seem to be enough to get rid of the excess weight. "We're really talking about severely obese teens for whom nothing else has worked," says Harvey J. Sugerman, ASBS president.

To qualify for any weight-loss surgery, patients must be considered morbidly obese. That means they are at least 100 pounds over their ideal weight or have weight-related health problems, such as diabetes, high blood pressure, or heart disease.

Stuart says he opted for the gastric-band procedure because it seems less risky and less permanent than gastric-bypass surgery. "I am a little concerned about having a band inside of me," he says. "But at least it is reversible and adjustable."

Stuart's surgeons are requiring him to commit to making long-term, diet and lifestyle changes.

The teenager has pledged to lose 30 pounds before the operation. He could lose 10 times that much after surgery.

No Quick Fix

Surgeons stress that while surgery can help speed up weight loss, it's not a quick-fix solution.

"Obesity surgery is a tool to help people change their lifestyles," says Whyte. "All by itself, it probably won't be successful in the long term. You still have to eat less and exercise more."

As with any surgery, there are risks. ASBS estimates one in every 200 patients dies from gastricbypass surgery. "When you are counseling people about this kind of surgery, it is hard to hear that number," says Whyte. "Gastric bypass is a bigger surgery [than gastric band], with potentially more hazardous complications, and the patient has to live with that surgery for a long time."

Gastric-bypass patients also have difficulty absorbing vitamins after the surgery. Many take daily supplements for the rest of their lives.

Insurance companies have started to cover some of the costs of weight-loss surgeries--$15,000 to $25,000--in adults. However, they are more hesitant about teens. The Logans are paying out of pocket for Stuart's surgery. "Monetarily it's a big investment," says his mother.

What Do You Think?

Is weight-loss surgery a good solution for overweight teens?

Key Points

 A growing number of obese teens are undergoing weight-loss surgery.

 Some doctors say that surgery is a good solution when diet and exercise alone don't work.

 Critics point out that surgery isn't a quick-fix solution.

Background

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In gastric-bypass surgery, surgeons create a small stomach pouch and then attach a section of the small intestine to the pouch to allow food to bypass the lower stomach.

The aim is to make patients feel fuller faster.



Gastric banding doesn't permanently alter the stomach and can be adjusted nonsurgically by injecting saline solution into the band. The procedure is the most common form of weight-loss surgery outside the United States, particularly in Europe and Australia, where it's been performed for more than a decade. However, the only gastric-banding device that the U.S. Food and Drug Administration (FDA) has approved so far is Lap-Band, made by Inamed Corp. The FDA approved the Lap-Band device in

2001 and requires surgeons to complete a training program before they can perform the Lap-Band procedure. So far, about 600 surgeons in the United States have been certified; they have performed more than 35,000 Lap-Band surgeries.



Gastric-bypass surgery, which permanently alters the stomach, has been performed in the United States for more than 30 years. It remains the more popular procedure. Of the estimated 140,000 surgeries for weight loss performed in 2004, only about 11 percent were Lap-Band procedures, according to the American Society for Bariatric Surgery.



Almost one-third of American kids are considered overweight, and nearly one in six is obese. That puts kids at higher risk for health problems more commonly seen in adults, such as hypertension, asthma, and diabetes.



Stuart Logan is keeping a diary of his experience before, during, and after the surgery.

Read it online at www.newsweek.com. Source: NEWSWEEK

Discussion Questions

1. Stuart Logan has committed to exercising but says being a part of the "Internet lifestyle" makes it harder to find the time and motivation to work out. Do you agree or disagree? Explain your answer.

2. What are some of the similarities and differences between weight-loss surgery and cosmetic surgery?

Extension Activities



The federal government recently introduced new dietary guidelines that emphasize weight loss. Check them out at www healthierus.gov/dietaryguidelines. Find out if your school's lunch menu follows the guidelines or if the meals offered include the recommended food groups.

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The guidelines encourage teens to be physically active for at least an hour a day on most days. Keep a journal for one week, noting how much time you spend being physically active and how much time you spend in sedentary pastimes. If you aren't very active, how can they get more exercise?

Citation:

Ozols, Jennifer Barrett. "Extreme Measures." Teen Newsweek (Vol. 6, No. 16). Jan. 24 2005: 7+.

SIRS Discoverer. Web. 04 Aug 2013.

Day 17

Dying to Be Thin: What started as a teen's attempt to get into shape turned into an ordeal with an eating disorder

By Karen Fanning

With field hockey season just six weeks away, 13-year-old Hannah Bernhard wanted to get into shape. So the Connecticut teen made a vow to exercise more and eat less. But what started out as a simple diet-and-workout routine quickly escalated into a dangerous eating disorder.

"I wasn't eating enough to keep me healthy, and I was exercising every day," Hannah tells

Choices. "If it was raining, I would run up and down the stairs at home. I never went a day without it. I began to lose weight rapidly."

Like Hannah, as many as 10 million American females and 1 million males struggle with eating disorders such as anorexia or bulimia. Teens are especially vulnerable. More than half of teenage girls and almost one third of boys admit to skipping meals, fasting, vomiting, or taking laxatives.

Stressful Time

"Adolescence is a period of transition," says Leslie Toomer, manager of admissions at the

Renfrew Center of Philadelphia, a facility that treats eating disorders. "It can be very stressful.

Teens don't always have the ability to deal with the many emotions they are feeling. Instead of managing them appropriately, they may turn to alternative coping skills, like an eating disorder."

By the time field hockey season began, Hannah's eating disorder was worsening. Her daily diet of dry toast, salad without dressing, and soup had taken its toll.

"I was constantly tired," Hannah says. "It was hard to get out of bed. Shampooing my hair was a workout. Going up and down the stairs at school was exhausting. I was so weak."

Practicing two-and-a-half hours a day, five days a week became increasingly difficult. One day, after watching Hannah struggle to keep up with her teammates during warm-up exercises, her coach sent her home. Deeply concerned, Hannah's mother took her to her pediatrician, who was stunned by her weight loss. The doctor told Hannah she couldn't play field hockey because her body was simply too weak.

Anorexic

When Hannah returned for a follow-up visit a week later, she had lost another seven pounds.

This time, her pediatrician sent her straight to the emergency room. Hannah was diagnosed with anorexia. During her two-week stay a team of doctors and nutritionists helped her gain back some of the weight she had lost. After being discharged, Hannah participated in a six-week outpatient program. Slowly, Hannah started eating more and returned to school.

But it wasn't long before she relapsed. Despite her dangerously low weight, Hannah was not satisfied. "I would constantly wrap my hands around my thighs and see if my fingers would touch. I didn't think 90 pounds was thin enough on me. I would try to convince myself to lose 5 more pounds."

Hannah's hair was falling out, her stomach ached, and she had developed fluid around her heart. Still, nothing seemed to help - not seeing a therapist, not a second stay in the hospital, and not another outpatient program. Even worse, Hannah began to purge. But instead of shedding pounds, she started to gain weight.

Survival Mode

"My body was in survival mode, so it was holding on to everything I ate," she says. "My weight started increasing, and I began having panic attacks. I found it more and more difficult to function in my everyday life."

Hannah's parents sent her to Center for Change, a residential treatment center in Utah. When

Hannah got there, she was angry and struggled to follow the rules. Much to her horror, she was no longer considered anorexic because of her weight gain. "They diagnosed me with EDNOS, which stands for Eating Disorder Not Otherwise Specified," she says. "I had clung to the title of anorexia for two years. That was my identity. To be told I wasn't skinny enough to be anorexic really tore me apart."

Despite the rocky start, Hannah slowly began to come around. Through individual and group therapy, she came to understand the issues that triggered her eating disorder. Her anorexia was a cry for help.

"I had a very rough childhood," says Hannah, now 19. "My parents divorced when I was 8, and my mother became an alcoholic. By restricting what I ate and maintaining low weight, I was going back to a time when people had to take care of me. I got the love and affection I missed out on in childhood."

Different Bodies

During her recovery, Hannah made an important discovery - genes play a big role in determining body size, shape, and weight. "Everybody has a different genetic makeup, so every body is truly different," she says. "You cannot compare yourself with your best friend, or the girl walking down the street, or a model in a magazine. A higher weight might be healthier for you."

As she reflects on her battle with anorexia, Hannah thinks about the years she lost to the disorder. "Not only did I lose a lot of time with friends because I was in treatment, I didn't know how to be a normal teen," she says. "I missed those crucial years."

In addition, Hannah's relationship with her sister is strained. Her sister often felt neglected because her parents were forced to devote so much of their time and energy to helping Hannah.

Though she has regrets, Hannah is determined to make the most of the years ahead. Today, she is a freshman studying English at Smith College in Northampton, Massachusetts. And although

she has days when she still isn't happy with her body, she is proud to have maintained a healthy, stable weight for the past two years.

"Recovery is possible for everyone suffering from an eating disorder," Hannah says. "With the right help and motivation, you can overcome your eating disorder and go as far as you like in life."

Discussion Questions

1.

What started as an attempt to get into shape quickly turned into an eating disorder for

Hannah. Are you surprised by how quickly this happened for her? Why or why not?

2.

Why do you think it was so difficult for Hannah to overcome her eating disorder?

3.

Hannah's recovery has taken a long time. Why do you think she has had so many setbacks in her recovery?

4.

While recovering, what did Hannah learn about the role genes play in how a person's body develops?

5.

How did Hannah's upbringing contribute to her developing an eating disorder? How did the disorder affect her relationship with her sister?

6.

What do you think of Hannah's statement: "I would constantly wrap my hands around my thighs and see if my fingers would touch. I didn't think 90 pounds was thin enough on me."

Additional Activity

Create a four-page pamphlet that will educate other teens about eating disorders. Page 1 is the cover; page 2 defines common eating disorders; page 3 explains how to avoid eating disorders; and page 4 tells where in your community to get help for eating disorders. Have students use the information in the article and the Internet for research.

Resources

National Association of Anorexia Nervosa and Associated Disorders: www.anad.org.

American Academy of Child & Adolescent Psychiatry: www.aacap.org/cs/root/facts_for_families/teenagers_with_eating_disorders.

Citation:

Fanning, Karen. "Dying to Be Thin." Scholastic Choices. Jan 2012: 18+. SIRS Discoverer. Web. 10

Aug 2013.

Day 17


" Extreme Measures” and “Dying to be Thin”



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You will be called on to discuss other people’s ideas, to agree or



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Content o Part One  to understand what this text is about o Part Two 

to consider a “big idea” from the text by examining

the facts, your ideas or wonderings and your response to it

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Vocabulary to Practice: “Extreme Measures” and “Dying to be Thin”

Academic / Literary Terminology

→ Analyze, Annotate, Cause, Decrease,

Determine, Effect, Examine, Explain, Evaluate, Increase, Link, Paraphrase,

Question, Respond, Summarize, Synthesize

Content Terminology

→

Anorexia, Eating Disorder, Purge, Gastric Bypass,

Lap-band Surgery, Overweight, Digestive System, Obese, Morbidly Obese,

Diabetes, High Blood Pressure, Heart Disease, Risk, Exercise, Stress,

Adolescence, Nutrition, Identity, Genetic Make-up


→

Argument, Claim, Diction, Evidence, Tone, Warrant





On page ___, I noticed________________




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Day 18


Leading Issues Timelines: Body Image

Compiled by ProQuest staff. Copyright © 2010 ProQuest LLC. All rights reserved. Body Image Timeline

1800s

During the Victoria Era, a full-figured look with a tiny waist is fashionable for women. To achieve this look, women wore whalebone and steel corsets, which caused a variety of health problems, including difficulty breathing.

1890s

Graphic artist Charles Dana Gibson's creation of the athletic Gibson girl replaces the full-figured beauty standard of previous generations with a slimmer, feminine ideal.

The first surgical breast augmentation procedure is performed with a paraffin injection. This procedure falls into disfavor by the 1920s because of the likelihood of infections and lump formations.

1918

Dr. Lulu Hunt Peters is one of the first to promote calorie counting in her book, Diet and Health

with Key to the Calories.

1920s

The flapper craze during the 1920s encourages many women to reduce so they can have figures like actresses on the movie screen.

1930s

Hollywood actors and actresses are under pressure to stay thin. Many try the Hollywood 18-Day

Diet consisting of 586 calories a day.

1944

Media tycoon Walter Annenberg publishes the inaugural issue of Seventeen magazine. The magazine's emphasis on slimness and dieting goes on to earn harsh criticism for contributing to an unnaturally thin standard of beauty.

1950s

While big-breasted, voluptuous women such as Marilyn Monroe are viewed as the standard for sexiness, the ideal mother and housewife is portrayed as having a slimmer physique.

1959

Mattel Toys releases Barbie, a doll with unrealistic body proportions.

1961

The first silicone gel sacs are implanted with consistent results. They will not come into question until 1982.

1967

English model, actress and singer Twiggy (Lesley Hornby) arrives in the U.S. Her short-haired, super-thin, androgynous look profoundly alters the fashion industry and popularizes a new feminine ideal based on extreme thinness. Her "thin is in" boy-like figure inspires dieting in the

1960s.

1974

In Rome, Italian gynecologist Giorgio Fischer invents liposuction.

1981

Jane Fonda publishes Jane Fonda's Workout Book. The new beauty ideal takes on a more toned look in the 1980s.

1982

The Food and Drug Administration (FDA) approves the use of the injectable filling agent, bovine collagen. It becomes the most commonly used product for skin and soft tissue augmentation.

Most often used in facial injections, collagen--a protein found in animals--is useful in minimizing scars (particularly from acne), removing wrinkles in the skin, and to assist in the recovery of burn victims.

1989

The National Institute of Drug Abuse's (NIDA's) Monitoring the Future (MTF) survey, which measures drug, alcohol, and cigarette use and related attitudes among adolescents in the United

States, begins tracking anabolic steroid use. In its first year of tracking, approximately 3.0% of

12th-graders are found to have taken anabolic steroids at least once in their lives.

1990s

In the quest for the perfect body, growing numbers of young men consume protein shakes and other body image supplements.

Actress Pamela Anderson projects the body ideal as being very slim and large breasted.

The development of the deep-plane and composite rhytidectomies--more commonly referred to as "face lifts"--become the accepted norm for the industry. In the year 2004, this fourth most popular cosmetic procedure is conducted on 114,000 patients.

1991

This year, more than one million cosmetic procedures are performed in the United States, with nearly one out of every three of the operations performed on a man.

1992

The International Journal of Eating Disorders releases a study by A.E. Andersen and L.

DiDomenico highlighting content differences between women's and men's magazines. According to the study, women's magazines include a greater number of articles and advertisements aimed at weight reduction via dieting and calorie-counting, while men's magazines focus on aspects of body shape such as weightlifting or muscle-toning.

Jan.: The Food and Drug Administration calls for a temporary moratorium on the use of silicone gel breast implants. In April of the same year, the agency announces that silicone gel implants will only be available to women for reconstruction under clinical studies, in essence, removing them from the open market.

1994

A study published in the Journal of Adolescent Health strengthens the link between eating disorders and the media by demonstrating that women's magazines from 1970-1990 had 10.5 times more advertisements and articles promoting weight loss than men's magazines.

Late 1990s

A pro-eating disorder (pro-ED) subculture emerges on the World Wide Web, asserting that eating disorders are actually a lifestyle choice instead of a medical condition. Pro-anorexia (proana) and pro-bulimia (pro-mia) Web sites, forums, clubs and chat groups offer "thinspiration" in the form of dieting tips and images of severely emaciated models.

1997

The MTF survey reports that approximately 2.4% of 12th-graders have taken anabolic steroids at least once in their lives.

2000s

The term metrosexual is coined to describe heterosexual men who have a strong interest in appearance and style.

2000

The National Eating Disorders Screening Program coordinates the first nationwide eating disorders screening initiative for high schools in the U.S. Findings reveal that approximately 1 in

4 girls and 1 in 10 boys reported one or more disordered eating or weight control symptoms serious enough to warrant clinical evaluation.

May: The British Medical Association publishes a landmark report demonstrating the link between images of "abnormally thin" models in television and fashion magazines and an increase in the prevalence of eating disorders.

2001

The Body Project , an eating disorders study funded by the National Institutes of Health, begins.

This study involves teaching adolescent girls and young women ways to improve their body image. Part of the intervention involves having the girls and young women participate in exercises that critique the thin ideal. They also engage in acts of body activism, such as by slipping positive body image notes into dieting books at bookstores.

2002

April 15: Initially designed to provide relief for cross-eyed patients thirty years before, Botox is approved by the FDA, paving the way for aging men and women to combat the loss of skin elasticity by receiving the injection without having to go under the knife. As of 2006, an average of 1.1 million people receive the injection each year.

2003

The number of breast augmentation surgeries among teen girls age 18 and under triple from the previous year. It is not until December of 2004 that the ASPS takes an official stance denouncing the procedure for girls under 18-years-old.

2004

This year in the United States, 14.8 million plastic surgery procedures are performed.

April: A study published in the Journal of Counseling Psychology clarifies the link between body dissatisfaction (unhappiness about overall body shape or specific body parts) and eating disorders.

Dec. 12: The first-ever "Miss Plastic Surgery Beauty Contest" takes place in Beijing, China, with one 18-year-old contestant who had undergone 11 plastic surgeries that year alone.

2005

More than 290,000 women in the United States undergo breast implant surgery.

June: In the Archives of Pediatrics & Adolescent Medicine, findings of a study based on a nationally representative 2001 survey involving 13,601 students in ninth through 12th grade reveal that suicidal impulses and attempts are much more common in adolescents who think they are too fat or too thin, regardless of their actual weight.

Nov. 17: Some 14 years after the "temporary" moratorium on silicone gel breast implants, the

FDA approves the return of silicone implants to the market for general patient use.

2006

Aug. 2: Uruguayan fashion model Luisel Ramos dies of a heart attack moments after stepping off a runway during Fashion Week in Montevideo. News accounts later report that Ramos, 22, had been eating only lettuce and Diet Coke during the previous three months and hadn't eaten for several days before her death. Her death prompts organizers of Madrid (Spain) Fashion Week to ban all models with a body mass index (BMI) less than 18. On Feb. 13, 2007, Luisel Ramos' 18year-old sister, Eliana, dies of heart failure attributed to malnutrition.

Dec: Fashion designers in Milan, Italy, require that all models be at least 16 years old and have a

BMI over 18.5.

2007

Approximately 16 million plastic surgery procedures are performed in America.

Since 2000, there has been a 476% increase in the number of breast augmentation procedures per year.

Jan.: The journal Pediatrics publishes a 5-year study demonstrating that adolescent girls who frequently read magazine articles about dieting and weight loss are more likely to engage in unhealthy weight-control behaviors like fasting, vomiting or taking laxatives.

Jan. 9: The Academy for Eating Disorders suggests guidelines for the fashion industry, including a ban on digital enhancements to make models look slimmer, a minimum age requirement of 16 years old and minimum body mass index standards for models.

2009

An Associated Press-iVillage poll reveals a disconnect between body image and true physical condition for adult women.

Oct. 9: A study finds that a tween's body image is largely based on how others perceive him or her.

Day 20


Have a Feast!

By Laine Falk

Dec. 13, 2002

Feeling hungry? Find out what five American teens from different cultural traditions will be eating this holiday season?

Can you complete this paragraph?

Holiday time is finally here. Grandparents, cousins, and other relatives come from near and far to celebrate. You gather around the table. Everyone stares at the feast upon it, ready to dig in. You turn to your little brother and ask, "Hey, will you pass the _______?"

A. ladoos

B. nan

C. menudo

D. latkes

Which answer is correct?

That all depends on which holiday you celebrate! People of hundreds of different cultural and religious backgrounds call the United States home. They celebrate different holidays in various ways, but they all have one thing in common: a love of good food.

Read on for a mouthwatering taste of different holiday meals across the country.

Ramadan

Ramadan is the ninth month of the Muslim calendar. Muslims believe this is the month when God revealed the Koran, the Islamic holy book, to their prophet Muhammad. It is a time to focus on faith and community.

When people think of Ramadan [RAHM-uh-dahn], they don't usually think of food.

That's because Muslims age 12 and older must fast, or not eat, from dawn to dusk throughout the month that this holiday lasts.

Fasting is not a problem for 14-year-old Mo Munshi of Hercules, California. "Half the time, I'm in school," Mo tells Scope. "So when I come home, I'll take a nap or something, and when I wake up, it will be night."

Once it gets dark, Mo's family gathers around the table to break the fast. Traditionally, people eat dates, which are sweet, brown fruits, before their meal. But Mo has a relaxed attitude about what he eats. "You don't really have to break it with dates," he says. "My mom and dad do. I just eat regular food."

"Regular food" in the Munshi family often means Indian food, since Mo's parents were born in India. Mo's mom often cooks chicken with nan [NAHN], a tasty Indian bread. Mo enjoys many Indian dishes, such as one made of ground beef and onions. But he says his favorite foods during Ramadan are "anything, because after you don't eat for a while, you just want to eat."

In the morning, before the sun rises, Mo and his family wake up, grab breakfast, and go back to sleep before starting their days.

All in all, Mo enjoys fasting. "My dad always says, 'It's good for the body and soul.'"

Diwali

This exciting "festival of lights" is celebrated by Hindus around the world. Among other things, this New Year celebration signifies the approach of winter and the renewal of life.

Hindus in India and in nations across the world celebrate Diwali [Di-WALL-ee] every year in October or November. They set off firecrackers, purchase new clothes, and light small oil lamps called diyas [DEE-uhz] throughout the home. Scrumptious meals are served, too!

"Food is quite a big aspect of Diwali," says ninth-grader Sophie Shah of New York City.

Sophie celebrates Diwali with her family for one night, though the holiday lasts for five days. That night, all of her relatives in New York gather together. Sophie's family roots are in India, although her parents were born in Kenya, an African nation, and she was born in Los Angeles.

"Normally, it's the wives in the kitchen who are cooking, and it's the men who are sitting around, being manly," Sophie jokes. "It's like a big dinner." Among the Indian foods they enjoy are samosas [suh-MOH-suhz], which are fried patties filled with vegetables; soupy lentils called daal [DAHL]; and a special rice.

Afterward, she says, everyone snacks on treats. They eat ladoos [LUH-dooz], which are soft sweets, from gift boxes that people exchange. "You get different types of ladoos-different shapes, different colors," Sophie says. What are ladoos made of? "Milk, cream, and sugar, and they usually have almonds and cardamom [a spice]," she explains.

But ladoos aren't the only Diwali treat. Burfi [BURR-fee] is a favorite sweet. "You also eat nuts and raisins and dried fruits," Sophie says.

Las Posadas

Each year before Christmas, Mexicans and other Latinos celebrate the "posada" party.

This event commemorates Mary and Joseph's search for shelter on their long journey from Nazareth to Bethlehem. In Spanish, "posada" means lodging or shelter.

"I think food is a great part of how we celebrate," Any Rodriguez tells Scope. This 15year-old from Austin, Texas, observes Las Posadas [LAHS poh-SAHD-uhz], a Christian holiday celebrated each year in Mexico, other Latin American countries, and the United

States. Any [pronounced "Annie"], with her parents and younger brother, travel to

Mexico to celebrate Las Posadas at her aunt's house.

The last night of the holiday is the most important in the Rodriguez family. "That's when the whole family can be together," Any explains. On that night, Any's aunt cooks a big feast.

After the family prays, the party begins. "First, we break the pinata [peen-YAH-tuh],"

Any explains. A pinata is a fragile, brightly decorated figure made of clay or papiermache. Young people love to break pinatas open because they're filled with delicious treats!

Any's aunt fills their pinata with oranges, spicy Mexican candies called tamarindos [tamah-REEN-dohs], and sour lollipops. Her aunt also makes goody bags filled with oranges and candy for everyone.

Then it's time for a meal. Any's aunt always serves tamales [ta-MAH-lehs], which are cornmeal rolls filled with pork or beans. They also eatmenudo [meh-NOO-doh]--pork stew--and soupy beans called frijoles charros [free-HOH-lehs CHAH-rohs]. The

Rodriguezes top off the meal with some cake for dessert--"usually white cake instead of chocolate cake," Any says, explaining that chocolate cake is not a favorite in her family.

"After the tamales, the cake, and the pinata," Any says, "the other people [at the party] usually leave." Any's family does not. "My family still stays there, talking and catching up until two or three in the morning."

Hanukkah

This Jewish "feast of lights" celebrates a military victory of more than 2,000 years ago.

Candle-lighting and gift-giving are a part of this eight-day holiday.

Alexandra Platkin has a busy family, but they always find time to celebrate Hanukkah-and to eat some good food! "We'll try to find one night during the eight nights when everyone can sit down and have a nice meal," the high-school senior from York,

Pennsylvania, tells Scope.

Every Hanukkah, the Platkins eat latkes [LAHT-kuhz], which are potato pancakes fried in oil. (See Eat Up!). It's a tradition to eat foods cooked in oil for Hanukkah. That's because the Hanukkah story is about an oil lamp that burned for eight days, even though it only had enough oil for one day.

"You're supposed to eat doughnuts, too," Alex says, "because they cook doughnut, in oil." Alex says she likes to spoon applesauce or sour cream on her latkes.

Every year, the Platkins go to a family friend's house for a Hanukkah party. There, they get Hanukkah gelt, or chocolate coins. "But that's more for kids," Alex says.

The main thing about Hanukkah, Alex says, is "remembering our history." She adds, "I'd say the food is important, as with pretty much every Jewish holiday."

Kwanzaa

African-Americans have been observing this holiday since 1966. Kwanzaa is a celebration of African heritage. It teaches seven lessons, one for each day of the holiday: unity, self-determination, cooperation, sharing, creativity, purpose, and faith.

Lat Diop [pronounced LAHT DEE-op], an eighth-grader in Detroit, Michigan, celebrates

Kwanzaa [KWAHN-zuh] with his family. Like millions of other African-Americans who observe this holiday, Lat and his family do something special each night of the holiday.

They light a candle in the Kwanzaa candleholder called a kinara [ki-NAR-uh]. Then they exchange gifts, most of them handmade.

The sixth night of Kwanzaa falls on New Year's Eve. On this night, Lat's family enjoys the special Kwanzaa feast, called the karamu [kar-ah-MOO]. "We eat fried chicken, mashed potatoes, and broccoli," Lat says.

If you think fried chicken sounds like a Southern meal, you're right. Many popular

Kwanzaa dishes--such as fried chicken, collared greens, and sweet-potato pie--come from the American South.

Some families enjoy the karamu with a more African flavor. Many eat a fish-and-rice dish from Senegal called ceebu jen [CHEH-bu JEHN]. Others honor their African heritage by eating foods like yams and black-eyed peas that were first brought to America by

African slaves.

Day 20


What's for Dinner?

By Mary Ann McGann

You may have heard the old saying, "you are what you eat," which basically means that to be mentally and physically healthy, you need to eat food that is nutritionally good for you. Among many of the world's religions, the kind of food you eat and how you prepare and cook it is important to your spiritual health as well.

"Food and faith are closely intertwined," says Angel F. Mendez Montoya, professor of theology at the Universidad Iberoamericana in Mexico City, Mexico, and author of The

Theology of Food: Fating and the Eucharist. "Since food is an essential means of survival, it is understandable and interesting to observe that most ancient religions developed faith practices on the basis of food, farming, harvesting, and so forth."

Every faith has its own rituals and rules governing when, what, and how its members eat. Certain religions share similar food customs, too.

Some people of the Jewish faith, for example, do not eat meat and dairy products as part of the same meal for religious reasons. Many Jewish families have two sets of pans, plates, and silverware - one for dairy, the other for meat. Jews observing such kosher dietary laws are also not allowed to eat certain kinds of seafood or any meat that comes from a pig (such as bacon or ham).

Muslims also do not eat meat from a pig because pigs are considered to be unclean. In

Islam, the permissable food is called halal and, just as Jewish people might buy their meat from a kosher butcher, Muslims trust a halal butcher to carefully prepare their meat according to their religious requirements. During the holy month of Ramadan, adults do not eat or drink (called fasting) from before dawn until sunset each day.

Many Christians fast, too, on certain days during Lent (the 40 days leading up to Easter) and eat fish instead of meat on Lenten Fridays. Eggs, a symbol of new life, are a part of every Easter celebration; some may be real eggs that have been hard-boiled and decorated; others are made of chocolate. Yum!

"All religions concern themselves with food in a number of ways - in customs, rituals, laws and celebrations," says Susan Reuben, a writer who lives in London, England, with her husband and three children.

Reuben, who is Jewish, is the author of Food and Faith, in which six children of different religious and cultural backgrounds explain how food is central to their religious practices.

In the book, 11-year-old Akhil tells us that many Hindus are vegetarian and that they do not eat beef because the cow is sacred in the Hindu faith. He talks of Diwali, the

"Festival of Lights," and of a special Diwali meal made up of sev (a salty fried snack), aamras (mango pulp), laddoo (sweets), and other treats.

Francis, an 11-year-old Buddhist, helps cook the communal meals at a monastery for the monks and nuns, who rely on the lay community (non-monks/nuns) to provide food for them. "It isn't so important what kind of food we prepare," he is quoted as saying.

"What counts is that we are cooking together with a giving heart."

Ten-year-old Tavleen, a Sikh, explains that, at the end of each religious ceremony, everybody shares a meal (langar) in the temple (gurdwara), to which anyone is invited.

"The food in the gurdwara is always vegetarian so that anyone can eat it, whatever their faith. It's important to us that everyone feels welcome," she says.

"It's important in our day and age that children grow up understanding and respecting all of the different faiths, not necessarily just the one that they know at home," says

Sophie Pelham, a mother of two from London, who designed Food and Faith and who professes no particular faith herself. "I want my girls to understand that just because we live one way doesn't mean it's the right way. It's the right way for us, but it's not the right way for everyone."

"Youngsters should humbly ask curious open-minded, open-hearted questions of each other," adds Michael Pardee, executive director of the Boniuk Center for Religious

Tolerance at Rice University in Houston, Texas. "There are lots of ways that eating and cooking are manifestations of religious and cultural traditions. And I do think it's incumbent on us to know our own history and traditions and to be curious about those of our neighbors."

Citation:

McGann, Mary Ann. "What's for Dinner?." Faces. Nov/Dec 2012: 16-19. SIRS Discoverer.

Web. 10 Aug 2013.

Day 20


FOOD HABITS AROUND THE WORLD

The Explorers Club in New York held a banquet. The menu included 79 exotic dishes. The

Explorers sampled such specialties as fried hummingbirds from Indochina, swamp hare from

Louisiana, whale steak from Norway, Mongolian wild boars stuffed with herbs, octopus from the South Seas, roast shark from the Pacific, Guatemalan papaya preserves, fried reptiles, sheep's eyeballs, hippopotamus pate and alligator eggs (which some diners claimed

"looked and tasted like ping-pong balls").

Food that one society considers everyday fare might be completely unacceptable in another society. Milk is a popular drink in America, but not in China. To the Chinese, drinking a glass of milk is the same as drinking a glass of blood would be to an American. Blood is sold in packets for beverages and cooking in many oriental countries, including Vietnam and

Cambodia.

TABOOS

Every society has its own food taboos and preferences. The word "taboo" refers to things that are undesirable or prohibited. Horse meat is commonly eaten in France. It is generally taboo in the United States and many northern European countries.

Taboos stem from religious beliefs, cultural traditions or health concerns. Hindus believe that when a person dies, the soul enters the body of another human or animal. For this reason, Hindus do not eat meat. Muslim and Jewish people are forbidden to eat pork, because the pig is considered an unclean animal.

Bagdana women of Uganda do not eat mutton, pork or eggs, which are considered masculine foods. Moorish warriors did not eat rabbits which, to them, signified cowardice.

Pregnant Douala women of Cameroon will not eat bananas with bruised skins for fear that their babies will be born with skin diseases. Twins of the Nuer tribe of Sudan do not eat guinea fowl or partridges, their symbolic counterparts.

LOCAL FOOD

The availability of food in an area is the most important factor in what people eat. The diet in a particular area usually contains one main food and a small group of other foods.

In Asian countries rice and many kinds of tea are considered staples (the bulk of the diet) because the soil and terrain are suited for growing them. In the Near East, wheat is a more common crop; in Latin America, maize; and in the African savannahs, millet.

Roots or starchy fruits are often served as the main foods where grains are not common.

West and Central Africans eat cassava or yams. The sweet potato is common in the Pacific region. People in the Caribbean serve main courses with pineapples, bananas and papayas.

Their islands are rich with fresh fruits, and their diets reflect this.

These roots, grains and fruits are also staples. Because certain staples are often closely associated with an area, such as rice is to the Orient, these staples are sometimes called

"cultural superfoods."

In addition to cultural superfoods, diets reflect other foods that are available and add variety to menus. In the Lapland countries, smoked reindeer is served with mulberries and watercress. In Alaska, boiled whale blubber is a main dish. In the Yucatan, mango jelly is a traditional treat.

In most African countries, beef steaks and hamburgers are common, and roast monkey is plentiful. In some Asian countries, where rodents are abundant, cooked rats and mice are on the menu. In China, dog meat is a delicacy.

The Japanese eat seaweed and shark fins. They also eat swallows' nests, which are found in abundance. Arabs make casseroles of grains and locusts.

LOGICAL FOOD CHOICES

It seems logical for people to eat what is available, but sometimes societies become dependent upon a staple that is not grown locally and must be imported. The people in the

Caribbean do this at great cost.

During the 1700s, colonial ships transported wheat to the Caribbean in exchange for sugar and rum. Eating wheat bread in the Caribbean came to mean a high social status. It was "the proper thing to do." Using wheat as a staple became a habit, even though wheat doesn't grow naturally in the region. The habit is unbroken. Wheat makes up 26 to 31 percent of the

Caribbean diet. It is a food staple that must be imported.

Importing great quantities of a staple is more expensive than relying on a food that grows in the area. Even though the people of the Caribbean are accustomed to wheat products, the economic hardship is encouraging a search for a wheat substitute: an alternative staple that will grow in the region, is nutritious and socially acceptable. They are experimenting with rice, cassava and fruits such as the banana.

AN INTERNATIONAL CUISINE

Food products are shipped from nation to nation. American markets contain products from many countries: sardines from Norway, cheese from France, caviar from Russia and coffee from Brazil.

American fast-food companies are establishing restaurants in many foreign regions.

Europeans and Asians are gobbling up American-style hamburgers, French fries and Cokes.

In almost every nation in the world, food can be obtained that has been grown and processed in distant places. Eating habits are changing everywhere.

Citation: "Food Habits Around the World." SIRS Digests. Fall 1996: n.p. SIRS Discoverer. Web. 10 Aug 2013.

Day 20


VEGGING OUT!

by Barbra Cohn

The year is 2020, and McBurger's has been replaced by McVeggie's. Veggie burgers topped with a tomato slice and pickle, sandwiched in a whole wheat bun are the bestselling fast-food item in the world. They're fat-free, delicious and plenty good for you.

Does this scenario seem outlandish? Maybe not. More girls than ever are becoming vegetarians for a whole slew of reasons. Some believe in animal rights, some follow their parents' lifestyle. A few avoid meat for religious reasons. But for many people, not eating meat is a healthy choice they want to make. But is it for you?

For years, vegetarianism was considered a wacky way of life for "granola-heads." Today,

"going veggie" is becoming almost mainstream, especially in a year when several questions have been raised regarding the safety and purity of our meat supply and that of other nations. Suddenly, vegetarianism is "in."

But before you burger lovers spill tears over the loss of hardy beef, cheer up. The majority of the U.S. population is happily carnivorous (meaning meat-eating). And many feel that eating beef, chicken and fish is all part of the natural food chain. Why ruin a good thing? Why avoid fried chicken and pepperoni pizza--by choice?

PICK A CAUSE, ANY CAUSE

The majority of teens and pre-teens who give up meat do so for animal rights. Like

Samantha Rudney, 13, of Fairfield, Iowa, they believe that killing animals for food is wrong and unnecessary.

Samantha, who has been a vegetarian her whole life, says, "It's mean to kill animals.

They have feelings, and they get scared before they're killed."

It's true that 8,000 animals--cows, pigs, sheep and fowl--are slaughtered for food every minute in the United States. Many are crowded into huge buildings instead of living peacefully on rural farms. The exception to the rule is organic farms, where animals are free to graze in pastures and treated more humanely.

Another environmental factor is that forests are chopped down so cattle will have more land to graze on. In the United States, over half of the total land area is now being used

for grazing. Some say the most important step we can take to save trees is to give up meat.

Others believe giving up meat is more healthful. Danielle Kubisek, 14, of New Fairfield,

Conn., gave up eating beef last October because she feels it is a better way of eating. "I know the effects that red meat has on you, and I thought it would be a more healthful way to eat," she says.

Adds Debbi Conti, 13, "I always felt sick after I ate meat. It's just so filling. I would lay on the couch all afternoon after eating a burger. Since I've cut it from my diet, I have a lot more energy."

For a few girls, the reason for going veggie is religion. Seventh-Day Adventists don't eat meat because they are taught that it's the best way to take care of their bodies. Jeeti

Singh, 10, of San Jose, Calif., has always been a vegetarian because she is Hindu.

According to Hindu religion, cows are sacred. She does eat turkey and chicken sometimes. Jeeti also believes, "Vegetables are good for you, and meat isn't."

Still, there are those who feel that eating a vegetarian diet is unacceptable. Usually, these are people who are most concerned about kids getting proper nutrition, particularly zinc and iron, which are most concentrated in meat.

Another problem is that sometimes becoming a vegetarian is a guise for a serious eating disorder. Brittany, 15, was an anorexic who used vegetarianism to limit her food intake in a socially acceptable way. "I knew this way, my mother would not wince when I refused to eat dinner," she explains. "I'd tell her I would grab a salad with tofu later, and she was OK with that...until I went to 75 pounds."

According to the American Dietetic Association, vegetarian diets can be healthful and nutritionally adequate--if the diet is appropriately planned. But as Michael Steinfeld,

ADA spokesperson cautions, "You can't give up meat and then eat Twinkies all day." Or not eat at all, like Brittany was doing.

If you do decide to go veggie, it is important to talk to your doctor first and be careful when planning meals.

TYPES OF VEGETARIANS

Danielle thinks fish tastes gross, but she enjoys chicken. Alana Ault, 9, of Boulder, Colo. eats turkey once in awhile, but mostly sticks to a vegetarian diet. She simply doesn't like the taste of meat. That makes these girls semi-vegetarians--they eat poultry or fish, but no red meat.

Vegans--the strictest of all vegetarians--eat no products that come from animals. This includes meat, butter, eggs and honey. Vegans rely on getting calcium from non-dairy sources: broccoli, sesame butter, molasses, beet greens, figs, tofu, spinach, and red, white and navy beans.

Lacto-vegans eat dairy products, but no eggs, meat, poultry or seafood. Ovo-lacto vegetarians eat eggs and dairy products, but no meat, poultry or seafood.

GOING PUBLIC

For many, the hardest part about becoming a vegetarian is putting up with teasing from others. It's hard enough fitting in without explaining to friends why you prefer tofu to Tbones. When Danielle gave up meat, her friends bugged her endlessly, hinting that it wouldn't last.

"I'd say, 'If I choose a more healthful lifestyle, why should I be criticized?' Now they're used to it," Danielle says. "It's hard though when I'm at my dad's, and he says, 'Come on-

-eat a meatball.' Then I have to explain again that I don't want to."

One remark all vegetarians hear sooner or later is, "If you think it's wrong to kill animals, why do you wear leather?" Tough one. Some vegetarians wear canvas shoes and carry cloth purses. Others dismiss the issue with, "I have to draw the line somewhere," or, "I do the best I can."

Haley Tanner, 13, of Mt. Kiscoe, N.Y., felt it was "unfair to eat animals" so she became a strict vegetarian. "I got hassled by friends at first," she says. "They'd ask, 'If you were on an island and the only thing to eat was a burger, would you eat it?' I said, 'Yes, my life would be at stake.'"

Haley even convinced a few people to see it her way: "I had some strong facts about why being a vegetarian is good, and one friend became a vegetarian after seeing 'Babe'.

Now my mom cooks mostly vegetarian and when she doesn't, I eat salad or yogurt for dinner."

Citation:

Cohn, Barbra. "Vegging Out!." Girls' Life. June/July 1996: 48-49. SIRS Discoverer. Web.

10 Aug 2013.

Day 20

Images: What the World Eats

Day 21

Graphic Organizer: PPT Pre-Writing

PowerPoint Pre-Writing

Directions: Use the organizer below to prepare for your PowerPoint presentation. All organizers must be completed prior to beginning work of your PowerPoint.

Claim: Society Impacts the Decisions of Individuals

Warrant #1:

Supporting Quote #1:

Warrant #2:



Warrant #3:


Supporting Quote #2: Supporting Quote #2:

Supporting Quote #3: Supporting Quote #3: Supporting Quote #3:

Warrant #1:

Analysis in Your Own Words (150 Words)

Warrant #2:


Warrant #3:


Day 23

PPT Presentation Rubric

POWERPOINT PRESENTATION RUBRIC

Student Name: ______________________ Total Score: _________ Grade: ______

CATEGORY 4 3 2 1

Speaks Clearly Speaks clearly and distinctly all (100-

95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-

95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time.

Mispronounces no more than one word.

Often mumbles or cannot be understood

OR mispronounces more than one word.

Content Shows a full Shows a good understanding of the understanding of topic. the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Preparedness Student is completely prepared

Student seems pretty prepared but and has obviously rehearsed. might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

PowerPoint Student uses exceptional

PowerPoint that shows considerable work/creativity and which make the presentation better.

Student uses

PowerPoint that shows considerable

Student uses PowerPoint which makes the presentation better. work/creativity and which make the presentation better.

The student uses no

PowerPoint OR the

PowerPoint chosen detracts from the presentation.

Posture and Eye

Contact

Stands up straight, looks relaxed and confident.

Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye

Sometimes stands up straight and establishes contact with everyone in the eye contact. room during the presentation.

Slouches and/or does not look at people during the presentation.

Day 24


A Campus Fad That's Being Copied:

Internet Plagiarism

By SARA RIMER

A study conducted on 23 college campuses has found that Internet plagiarism is rising among students.

Thirty-eight percent of the undergraduate students surveyed said that in the last year they had engaged in one or more instances of "cutand-paste" plagiarism involving the Internet, paraphrasing or copying anywhere from a few sentences to a full paragraph from the Web without citing the source. Almost half the students said they considered such behavior trivial or not cheating at all.

Only 10 percent of students had acknowledged such cheating in a similar, but much smaller survey three years ago.

This year's study, organized by Donald L. McCabe, a management professor at Rutgers University, surveyed more than 18,000 students,

2,600 faculty members and 650 teaching assistants at large public universities and small private colleges nationwide. No Ivy League schools were included.

"There are a lot of students who are growing up with the Internet who are convinced that anything you find on the Internet is public knowledge and doesn't need to be cited," Professor McCabe said.

The survey solicited students' comments about cheating, and one

student wrote, "If professors cannot detect a paper from an Internet source, that is a flaw in the grader or professor."

Another student wrote: "One time I downloaded a program off the

Internet for my class. I hated the class and it was mandatory so I didn't care about learning it, just passing it."

Forty percent of students acknowledged plagiarizing written sources in the last year. As with the Internet cheating, about half the students considered this sort of plagiarism trivial.

Twenty percent of the faculty members said they use their computers, such as the turnitin.com site, to help detect student plagiarism.

Twenty-two percent of undergraduates acknowledged cheating in a

"serious" way in the past year

—

copying from another student on a test, using unauthorized notes or helping someone else to cheat on a test.

"When I work with high school students, what I hear is, Èveryone cheats, it's not all that important,' " Professor McCabe said. "They say: Ìt's just to get into college. When I get into college, I won't do it.' But then you survey college students, and you hear the same thing."

The undergraduates say they need to cheat because of the intense competition to get into graduate school, and land the top jobs,

Professor McCabe said. "It never stops," he said.

One of the students from the survey wrote: "This isn't a college problem. It's a problem of the entire country!"

Professor McCabe said: "Students will say they're just mimicking what goes on in society with business leaders, politicians. I don't know whether they're making excuses for what they've already done, or whether they're saying, Ìt's O.K. if I do this because of what's going on.' "

Many of the colleges involved in the survey have begun trying to fight cheating by educating both faculty members and students on academic integrity and revising school policies.

Princeton University was not involved in the survey, but it is among the schools that have been taking steps to make sure students know that it is wrong to use material from the Internet without citing the source.

"We need to pay more attention as students join our communities to explaining why this is such a core value

—

being honest in your academic work and why if you cheat that is a very big deal to us," said Kathleen Deignan, Princeton's dean of undergraduate students.

There has not been any noticeable increase in cheating at Princeton,

Ms. Deignan said, with 18 to 25 cases reported a year. Administrators have noticed, however, that sometimes students and parents do not understand why it is wrong to "borrow" sections of text for a paper without providing attribution, Ms. Deignan added.

Princeton students are also concerned, and they have organized a campus assembly on integrity for Sept. 21.

"We live in a world where a lot of this is negotiable," Ms. Deignan said. "Academic institutions need to say, `This is not negotiable.'

MODULE INSTRUCTIONAL GUIDE AND LDC

SKILLS’ CONNECTION

Grade Eight

LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011 165

LDC Module Two

Title: Chew on This by Eric Schlosser and Charles Wilson

Information Sheet for Argumentation Module

Module title: How does society affect the decisions made by an individual?

Module description

(overview):

Template task

(include

This eighth grade module engages students in an exploration of the impact of society on the decisions individuals make. Students will examine market forces and consider the responsibility of the individual in the face of these market forces. The anchor text for the module, Chew on This by Eric Schlosser and Charles Wilson, provides students with new insights into the fast food industry and how it functions, and supports students in effectively addressing the essential question. Students will gather evidence required to effectively answer the essential question throughout the module and will report and defend their findings in writing and discussion.

Task 19: [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) in which you explain ________ (content). What conclusions or implications can you draw? Support your number, type, level): discussion with evidence from the texts. (Informational or Explanatory/Synthesis)

Teaching task: After reading Chew on This by Eric Schlosser and Charles Wilson and other texts, write an essay in which you explain how society influences the decisions of individuals. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the texts.

Grade(s)/Level: Grade 8

Discipline: (e.g.,

ELA, science, history, other?)

Course:

ELA

Author(s):

Contact information:

8 th Grade English Language Arts

Baltimore City Public Schools

Secondaryliteracycurriculum@bcps.k12.md.us

LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011 166

COMMON CORE STATE STANDARDS

“Built-in” Reading Standards

READING STANDARDS FOR ARGUMENTATION

“When Appropriate” Reading Standards

1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

6- Assess how point of view or purpose shapes the content and style of a text.

10- Read and comprehend complex literary and informational texts independently and proficiently.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR ARGUMENTATION

“Built-in” Writing Standards “When Appropriate” Writing Standards

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

Grade 8, Module 2

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.

3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

TEACHING TASK RUBRIC (ARGUMENTATION)

Scoring Elements

Not Yet

1 1.5

Focus

Attempts to address prompt, but lacks focus or is off-task.

Approaches Expectations

2

Addresses prompt appropriately and establishes a position, but focus is uneven.

Controlling Idea

Reading/

Research

Development

Organization

Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3)

Makes no connections or a connection that is irrelevant to argument or claim.

Attempts to organize ideas, but lacks control of structure.

Establishes a claim. (L2) Makes note of counter claims.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3)

Makes a connection with a weak or unclear relationship to argument or claim.

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

Demonstrates an uneven command of standard English conventions and cohesion.

Conventions

Attempts to demonstrate standard

English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Content

Understanding

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

2.5

Meets Expectations

3

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

Establishes a credible claim. (L2) Develops claim and counter claims fairly.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim.

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

Demonstrates a command of standard

English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.

Cites sources using appropriate format with only minor errors.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

3.5

Advanced

4

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.

Accurately and effectively presents important details from reading materials to develop argument or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.


What Skills and Instruction?

LDC SKILL MODULE INSTRUCTIONAL GUIDE AND LDC SKILLS’ CONNECTION

SKILLS CLUSTER 1: PREPARING FOR THE TASK

Task

Engagement

The ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns is completed on day one of the Module Instructional Guide.

Task Analysis The ability to understand and explain the task prompt is completed on days one and twenty-five of the Module Instructional Guide.

SKILLS CLUSTER 2: READING PROCESS

Note-Taking

The ability to select important facts and passages for use in one’s own writing is threaded throughout the entire Module

Instructional Guide.

Essential

Vocabulary

Planning

The ability to identify and master terms essential to understanding a text is threaded throughout the entire Module Instructional

Guide.

Academic

Integrity

The ability to use and credit sources appropriately is completed on day twenty-four of the Module Instructional Guide.

Active Reading

The ability to identify the central point and main supporting elements of a text is threaded throughout the entire Module


SKILLS CLUSTER 3: TRANSITION TO WRITING

Bridging

The ability to begin linking reading results to the writing task is completed on days twenty-three and twenty-five of the Module


SKILLS CLUSTER 4: WRITING PROCESS

Controlling

Idea

The ability to establish a controlling idea and consolidate information relevant to task is completed on day twenty-five of the

Module Instructional Guide.

The ability to develop a line of thought and text structure appropriate to an informational task is completed on day twenty-six of the Module Instructional Guide.


Development

Revision

Editing

Completion

The ability to construct an initial draft with an emerging line of thought and structure is completed on days twenty0seven and twenty-eight of the Module Instructional Guide.

The ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose is completed on days twenty-nine and thirty of the Module Instructional Guide.

The ability to proofread and format a piece to make it more effective is completed on days thirty-one and thirty-two of the Module


The ability to submit a final piece that meets the expectations of the informational writing MCCRS grade level standard is completed on day thirty-three of the Module Instructional Guide.


Module Two Instructional Guide - Chew on This FINAL

Module Instructional Guide:

Grade 8

Weeks 10-21

Grade 8 English Language Arts

Module Instructional Guide 2

Chew on This by Eric Schlosser and Charles Wilson

Essential Question:

How does society affect the decisions made by an individual?

Overview:

Module Focus Standards:

Reading-Literature

Reading-Informational Text

Writing

Speaking and Listening

Language

MODULE TEXTS:

Core Text

Supplemental Works:

Literary

Nonfiction

Non-Print Texts and Multimedia Resources

Critical Experiences & Assessments:

Terminology:

Day

Lesson

Objective(s),

Content, &

Skill(s)

Module Overview

Instructional Strategies

Texts

& Resources

Module Instructional Guide 2: Resource Guide

Grade 8 English Language Arts

Essential Question:

How does society affect the decisions made by an individual?

?

Michael Bloomberg’s Soda Ban

Won’t Solve the Obesity Problem

prohibition

trans-fat

collude

enact

latitude

incentivize

Orwellian

Banning large sodas is legal and smart

(CNN) -- A state trial judge on Monday blocked New York City's plan

vociferous arguments, now adopted by a trial court, are badly flawed.

Would the ban work?

—

Should industry have an outsized influence on public health policy?

Article Title:

Argument Analysis Organizer

Author:

CLAIM: (What is the BIG IDEA of the article? Write this in your own words!)

WARRANT #1: (What is one reason the author gives for his claim?)

WARRANT #2: WARRANT #3:

EVIDENCE: (What is a quotation that supports the reason above?)

EVIDENCE: EVIDENCE:

Goodbye, Big Drinks

My Argument: The Soda Ban

My Argument: The Soda Ban

Introductory Paragraph:

Body Paragraph 1:

Body Paragraph 2:

Body Paragraph 3:

Conclusion:

Introduction to Chew on This and Food, Inc .

ANCHOR CHARTS AND/OR GROUP HANDOUTS

Norms for Productive Discussion:

Participant Rights:

Participant Obligations:

You will be called on to discuss other people’s ideas, to agree or

Discussion Purposes:

“big idea” from the text by

Vocabulary to Practice: Chew on This and Food, Inc.

→ Account for, Analyze, Annotate, Cause, Closely

→