LiteracyinCTELessonPlan
Instructor:JayneVetter
CourseTitle:CulinaryArts1
Date:6‐24‐13
LessonTopic:FoodINC
LiteracyStrategy/s:EssayGraphicOrganizer
Viewing / Reading / Writing Assignment: Food INC. movie, supplemental articles, 1-page
argumentative essay.
Aftercompletionoftheessay,studentswillbeableto:
•
Thinkthroughtheirownperceptions,ideas,andsolutionssothattheyare
better
preparedtomakethoughtfulchoicesaboutfood.
Performance
•
Makeconnectionsbetweenwaysofthinkingaboutthefood‐relatedissues
Objectives:
presentedinthefilmandthebigquestionswefaceinlife.
•
Developtheknowledgeandskillstheyneedtoparticipateinameaningful
public
dialogueaboutfoodandfoodsystems.
•Takeactiontoaddressfood‐relatedissuesintheirownlives.
Writing Standards for Literacy in Science and Technical Subjects
WritingStandards: 9‐10.WHST.1 Writeargumentsfocusedondiscipline‐specificcontent.
a. Introducepreciseclaim(s),distinguishtheclaim(s)from
alternateoropposingclaims,andcreateanorganizationthat
establishesclearrelationshipsamongtheclaim(s),
counterclaims,reasons,andevidence.
b. Developclaim(s)andcounterclaimsfairly,supplyingdataand
evidenceforeachwhilepointingoutthestrengthsand
limitationsofbothclaim(s)andcounterclaimsinadiscipline‐
appropriateformandinamannerthatanticipatesthe
audience’sknowledgelevelandconcerns.
c. Usewords,phrases,andclausestolinkthemajorsectionsof
thetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,and
betweenclaim(s)andcounterclaims.
d. Establishandmaintainaformalstyleandobjectivetonewhile
attendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting.
e. Provideaconcludingstatementorsectionthatfollowsfromor
supportstheargumentpresented.
FACSStandards:
Assessment
Materials:
Procedure:
Timeline:
Extension&
Adaptations:
National Standards for Family & Consumer Sciences
1.1.1
Summarizelocalandglobalpolicies,issues,andtrendsintheworkplaceand
communitythataffectindividualsandfamilies.
8.1.4Analyzetheeffectsoffoodproductionandservicesoccupationsonlocal,
state,
national,andglobaleconomies.
8.2.1Identifycharacteristicsofmajorfoodbornepathogens,theirroleincausing illness,foodsinvolvedinoutbreaks,andmethodsofprevention.
8.2.10Demonstratesafeandenvironmentallyresponsiblewastedisposaland
recycling
methods.
1–pageArgumentativeEssay,gradingpostedonassignmentinformationsheet.
AssignmentInformation
FoodINCDVD
FoodINCnotesheet
Hardcopiesofsupplementalarticles
GraphicOrganizerworksheet
WhatistheLiteracyStrategybeingused?EssayGraphicOrganizer
Howwillassignmentsbeadministered?
EntireClass
FoodINCmovie:Watchonechapteratatime,reviewnotes,discuss
TeacherwillmodelGraphicOrganizer
PairsorTablegroups:
Discussmovieandarticle/s.
PeerreviewofGraphicOrganizer.
Individual:
Readarticle/s.
CompleteGraphicOrganizer.
Writeessay.
OneWeekTotalclasstime
Day1‐2:Watchmovie,discussandtakenotes.
Day3:GraphicOrganizer,teachermodel,peerreview
Day4:RoughDraft,peerreview
Day5:FinalEssay
Lookmorecloselyattheconnectionbetweencropsubsidiesandobesity.Read
MichaelPollan’sTheOmnivore’sDilemma:ARepublicofFat(excerpt)onthePOV
Accommodations
needed:
website.
Investigateobesityratesforyourarea.Refertomapsillustratingstateobesity
statisticsandcountyobesityratestodeterminetheprevalenceofobesityinyour
area.Howdothestatisticsforyourcommunitycomparewiththoseforotherareas?
Istheobesityrateincreasingordecreasing?Whataccountsforthistrend?Then,
havestudentsdeveloppersonaleatingandexerciseplanstoimprovetheirhealth.
TheclasscanfindhelpfultipsforeatingfromMichaelPollanonthePOVwebsite.
Researchtheaccessibilityofhealthfulfoodsinyourcommunity.Readanddiscuss,
“TheGroceryGap:WhoHasAccesstoHealthyFoodandWhyItMatters”(PDFfile).
Then,determinehowaccessiblehealthfulfoodsareinyourcommunity.Onewayto
dothiswouldbetoinputtheaddressofyourschoolinGoogleMapsandusethe
“SearchNearby”featuretomap“grocerystores”inthesurroundingarea.What
typesoffoodsaresoldatthestoresthatcomeupinthesearchresults?Arethere
any“fooddeserts”inthecommunity?Whatcanbedonetoensurethateveryone
haslocalaccesstonutritiousfoods?Tellstudentstowriteuptheirfindingsand
recommendations.
Extendedtimeforstudentsonindividualplans.
Hardcopiesofreadingavailableforthosetotakehome.
Websitetoviewmovie.
CULINARY ARTS: Argumentative Essay
Seat #:
Food INC Chapter Questions:
1
1. Do animals have the right to a certain quality of life?
2
2. Do people have the right to know what is in their food?
3
4
3. Who’s responsible for keeping our food safe?
4. Should access to healthy food be a right for everyone?
5. When deciding what to eat, should we consider the workers who pick, process, and transport it?
5
7. Should companies be able to own the DNA contained in plan seeds?
8. Should a company have the power to decide what information to give consumers about the food it produces?
Performance Objectives: After completion of the essay, students will be able to:
• Think through their own perceptions, ideas, and solutions so that they are better prepared to make thoughtful choices about food.
• Make connections between ways of thinking about the food-related issues presented in the film and the big questions we face in life.
• Develop the knowledge and skills they need to participate in a meaningful public dialogue about food and food systems.
• Take action to address food-related issues in their own lives.
Assessment: Thoroughly and thoughtfully write a one-page essay that discusses your views about one of the
following questions. Make sure you include the following:
Writing Standards for Literacy in Science and Technical Subjects
9‐10.WHST.1 Write arguments focused on discipline‐specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Grading: Food INC notes = 5 pts. Graphic Organizer = 5 pts. 1 page Essay = 15 pts. (3 points for each writing standard) ======= 25 Name:_____________________________________
Period_____
Argument Essay Planning Guide
Title: (Does not have to be a sentence.)
Claim: (This is your stance, thesis, or position. This is the point of your whole paper. Write your claim in a complete sentence.)
Argument Paragraph #1
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic Sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Argument Paragraph #2
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Argument Paragraph #3
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Conclusion: Restate subject, summarize main points, restate claim.
Name:_____________________________________
Period_____
Argument Essay Graphic Organizer
Title: (Does not have to be a sentence.)
Red Meat?
Claim: (This is your stance, thesis, or position. This is the point of your whole paper. Write your claim in a complete sentence.)
The United States’ dependence on red meat is detrimental to the environment.
Argument Paragraph #1
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic Sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Much of the country’s
farmland is used to raise
crops to feed animals being
raised for consumption.
Argument Paragraph #2
- large amounts of feed necessary to raise meet (beef =7-8# feed/1 # meat) (pork = 6#
feed/1# meat) (source #1))
- raising crops to feed animals for people to eat is costly and wastes land that could be
used for raising grass fed animals instead (source #1)
- most crops in U.S. are raised to feed animals, rather than humans (approx. 70 % of
crops raised to feed animals, rather than humans) (source #2)
- animals raised naturally are healthier to consume and less harmful to the ecosystem
(source #2)
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Growing crops to feed
animals being raised for
consumption is inefficient.
Argument Paragraph #3
- significant percentages of soybean and corn crops are grown simply to raise animals,
as opposed to those same crops being raised for human consumption (source #1)
- this causes environmental issues (ex: the animals passing gas affects greenhouse
gasses, nitrous fertilizer used on crops contributes to greenhouse effect, turning forest
into pastures or field increases the carbon dioxide in the atmosphere, animal waste
produce methane when not properly composted) (source #1)
- causes more greenhouse gas emissions than transportation (more than 18% total
emissions) (source #3)
Cited Evidence: Specific, fact-based pieces of information. Details can be in bullet or list form.
Explain why your evidence supports your claim. Cite the source of each piece of evidence.
Topic sentence: (Write a
complete sentence. Include at
least 1 counter argument for
each.)
Grain feeding animals is
costly.
- hidden costs (source #1)
- need 1,000 tons of water to raise one ton of grain (source #1)
- approx. 80 percent of ground water used to water crops being grown to feed livestock
- fuel is needed to get water to livestock (source #1)
- takes far less water to nurture the animals than it does to water the crops used to feed
animals (source #3)
- the amount of grain needed to feed the animals consumed by humans would feed the
equivalent of 800 million people (source #2)
Conclusion: Restate subject, summarize main points, restate claim.
A commitment by Americans to reduce red meat consumption would improve not only the health of our
nation’s citizens, but improve the environment as well. Everybody has a part to play in the future.
WorksCited
Liebman, Bonnie. “Six Reasons to Eat Less Red Meat.” Nutrition Action Health Letter, June 2013: p. 1-7.
Newsletter.
Scheer, Roddy, and Doug Moss. “How Does Meat in the Diet Take an Environmental Toll?” Scientific
American.com. Web. June 26, 2013.
Fuhrman, Joel, M.D. “Red Meat: Consider Your Health and the Environment’s As Well?” Disease Proof. Dr.
Fuhrman Online. March 12, 2012. Web. June 26, 2013