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The Omnivore’s Dilemma

Grade 7 Literacy Unit

Week 1 – Lesson 1

Introduction: What is a dilemma?

DO-NOW: List as many cereals as you can in 2 minutes.

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

PROCEDURE:

1. Elicit do-now answers quickly to emphasize the vast number of cereals.2. Why do you think there are so many different kinds? Possible responses include:

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

3. Discuss food choices, including flavors, brands, ingredients, etc.4. MINI-LESSON: Define and break down (Latin roots)

a. Omnivoreb. Herbivorec. Carnivore

5. Introduce the phrase “Omnivore’s Dilemma”.6. GROUP WORK: Discuss personal connections. What dilemmas do we, as omnivores,

face in our daily lives? Are all of our dilemmas the same? Create a web representing connections.

7. WHOLE CLASS SHARE: Speaker from each group will share results of discussion with class.

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

DIFFERENTIATION OPTION: Distribute to ELLs a pre-printed list of vocabulary words to be used as reference.



Week 1 – Lesson 2

Connections: World and Self

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

AIM: How do food choices affect our lives?

PROCEDURE:

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

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

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

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

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

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

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

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

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

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

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

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



Week 1 – Lesson 3

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

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

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

PROCEDURE:

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

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

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

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

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

from the article. Use the strategies learned in class.

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



Week 1 – Lesson 4

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

DO-NOW: Translate the following notes:

(Write abbreviated, bulleted notes on the board.)

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

PROCEDURE:

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

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

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

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

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

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

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

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

Name: __________________________________________ Class: ____________________________

“The Omnivore’s Dilemma” Read-Aloud

Short Response Worksheet

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

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

2. Complete the chart using details from the passage.

Physical characteristic of omnivores Reason for this characteristic

Different types of teeth

Sense of taste

Large brains

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

Taste Reason

Sweet

Bitter



Week 1 – Lesson 5

Responses to Short Response Questions

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

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

PROCEDURE:

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

i. Paragraphii. Chart

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

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

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

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

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



Week 2 – Lesson 1

Initial Assessment (Performance-Based Assessment Task 1)

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

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

PROCEDURE:

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

HOMEWORK: Complete the “StepBack Questions” worksheet.



Week 2- Lesson 2

Compare / Contrast

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

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

PROCEDURE:

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

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

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

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

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

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



Week 2- Lesson 3

Author’s Purpose / Author’s Writing Style

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

AIM: How do we identify author’s purpose?

PROCEDURE:

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

i. To persuadeii. To inform

iii. To entertainiv. To describe

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

i. What they sayii. How they say it

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

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

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

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



Week 2- Lesson 4

Determining Word Meaning

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

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

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

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

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

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

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

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

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



Week 2- Lesson 5

Reflective Notetaking

DO-NOW: What is your opinion of bullying?

AIM: How do we take meaningful, reflective notes?

PROCEDURE:

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

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

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

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

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

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

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

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


Grade 7 Literacy unit

Week 3 – Lesson 1

Main Idea / Graphic Organizers

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

AIM: How do we build an effective argument?

PROCEDURE:

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

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

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

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

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

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

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

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



Week 3- Lesson 2

Cause/Effect

DO-NOW: What are consequences?

AIM: How do we determine cause/effect relationships?

PROCEDURE:

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

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

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

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

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

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

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

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

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

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



Week 3- Lesson 3

Formative Assessment (Performance-Based Assessment Task 2)

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

AIM: Formative Assessment

PROCEDURE:





Week 3- Lesson 4

Fact/Opinion and Personal Connections

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

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

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

PROCEDURE:

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

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

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

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

vi. Financial factorsvii. Health consciousness viii. Advertising

ix. Popular trendsx. Personal tastes

b. Fact / Opinioni. Define terms

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

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

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

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



Week 3- Lesson 5

Compare/Contrast – Focus on Detail Specificity

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

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

PROCEDURE:

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

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

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

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

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

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

your independent classwork. Be sure to use specific details!

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

Fad Obesity Portions Carbs Organic

Vegetarian Vegan Eating Disorders



Week 4- Lesson 1

Author’s Point of View

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

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

PROCEDURE:

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

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

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

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

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

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

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

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



Week 4- Lesson 2

Organization of Texts

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

AIM: How can writing be organized and developed?

PROCEDURE:

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

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

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

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

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

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

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

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



Week 4- Lesson 3

Final Assessment – Short Response Questions

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

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

Omnivore Carnivore Herbivore

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

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

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

Supporting detail Supporting detail Supporting detail



Week 4- Lesson 4

Final Performance Task (Performance-Based Assessment Task 3)

PROCEDURE:





Week 4- Lesson 5

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

DO-NOW: How do we use rubrics?

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

PROCEDURE:

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

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

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

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

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

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

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api.ning.comapi.ning.com/.../OmnivoreLessonPlans.doc · Web viewIntroduce Developing a Line of Argument- Multiple Perspectives: Point/Counterpoint worksheet ... Although “flangeranger”