LiteracyinCTELessonPlan

PerformanceObjectives:

Aftercompletionoftheessay,studentswillbeableto:• Thinkthroughtheirownperceptions,ideas,andsolutionssothattheyarebetterpreparedtomakethoughtfulchoicesaboutfood.• Makeconnectionsbetweenwaysofthinkingaboutthefood‐relatedissuespresentedinthefilmandthebigquestionswefaceinlife.• Developtheknowledgeandskillstheyneedtoparticipateinameaningfulpublicdialogueaboutfoodandfoodsystems.•Takeactiontoaddressfood‐relatedissuesintheirownlives.

WritingStandards:

Writing Standards for Literacy in Science and Technical Subjects

9‐10.WHST.1 Writeargumentsfocusedondiscipline‐specificcontent.

a. Introducepreciseclaim(s),distinguishtheclaim(s)fromalternateoropposingclaims,andcreateanorganizationthatestablishesclearrelationshipsamongtheclaim(s),counterclaims,reasons,andevidence.

b. Developclaim(s)andcounterclaimsfairly,supplyingdataandevidenceforeachwhilepointingoutthestrengthsandlimitationsofbothclaim(s)andcounterclaimsinadiscipline‐appropriateformandinamannerthatanticipatestheaudience’sknowledgelevelandconcerns.

c. Usewords,phrases,andclausestolinkthemajorsectionsofthetext,createcohesion,andclarifytherelationshipsbetweenclaim(s)andreasons,betweenreasonsandevidence,andbetweenclaim(s)andcounterclaims.

d. Establishandmaintainaformalstyleandobjectivetonewhileattendingtothenormsandconventionsofthedisciplineinwhichtheyarewriting.

e. Provideaconcludingstatementorsectionthatfollowsfromorsupportstheargumentpresented.

Instructor:JayneVetter

Date:6‐24‐13

CourseTitle:CulinaryArts1

LessonTopic:FoodINCLiteracyStrategy/s:EssayGraphicOrganizer

Viewing / Reading / Writing Assignment: Food INC. movie, supplemental articles, 1-page argumentative essay.

FACSStandards:

National Standards for Family & Consumer Sciences

1.1.1 Summarizelocalandglobalpolicies,issues,andtrendsintheworkplaceandcommunitythataffectindividualsandfamilies.

8.1.4Analyzetheeffectsoffoodproductionandservicesoccupationsonlocal,state,national,andglobaleconomies.8.2.1Identifycharacteristicsofmajorfoodbornepathogens,theirroleincausing illness,foodsinvolvedinoutbreaks,andmethodsofprevention.8.2.10Demonstratesafeandenvironmentallyresponsiblewastedisposalandrecyclingmethods.

Assessment1–pageArgumentativeEssay,gradingpostedonassignmentinformationsheet.

Materials:

AssignmentInformationFoodINCDVDFoodINCnotesheetHardcopiesofsupplementalarticlesGraphicOrganizerworksheet

Procedure:

WhatistheLiteracyStrategybeingused?EssayGraphicOrganizer

Howwillassignmentsbeadministered?EntireClassFoodINCmovie:Watchonechapteratatime,reviewnotes,discussTeacherwillmodelGraphicOrganizerPairsorTablegroups:Discussmovieandarticle/s.PeerreviewofGraphicOrganizer.Individual:Readarticle/s.CompleteGraphicOrganizer.Writeessay.

Timeline:

OneWeekTotalclasstimeDay1‐2:Watchmovie,discussandtakenotes.Day3:GraphicOrganizer,teachermodel,peerreviewDay4:RoughDraft,peerreviewDay5:FinalEssay

Extension&Adaptations:

Lookmorecloselyattheconnectionbetweencropsubsidiesandobesity.ReadMichaelPollan’sTheOmnivore’sDilemma:ARepublicofFat(excerpt)onthePOV

website.Investigateobesityratesforyourarea.Refertomapsillustratingstateobesitystatisticsandcountyobesityratestodeterminetheprevalenceofobesityinyourarea.Howdothestatisticsforyourcommunitycomparewiththoseforotherareas?Istheobesityrateincreasingordecreasing?Whataccountsforthistrend?Then,havestudentsdeveloppersonaleatingandexerciseplanstoimprovetheirhealth.TheclasscanfindhelpfultipsforeatingfromMichaelPollanonthePOVwebsite.Researchtheaccessibilityofhealthfulfoodsinyourcommunity.Readanddiscuss,“TheGroceryGap:WhoHasAccesstoHealthyFoodandWhyItMatters”(PDFfile).Then,determinehowaccessiblehealthfulfoodsareinyourcommunity.OnewaytodothiswouldbetoinputtheaddressofyourschoolinGoogleMapsandusethe“SearchNearby”featuretomap“grocerystores”inthesurroundingarea.Whattypesoffoodsaresoldatthestoresthatcomeupinthesearchresults?Arethereany“fooddeserts”inthecommunity?Whatcanbedonetoensurethateveryonehaslocalaccesstonutritiousfoods?Tellstudentstowriteuptheirfindingsandrecommendations.

Accommodationsneeded:

Extendedtimeforstudentsonindividualplans.Hardcopiesofreadingavailableforthosetotakehome.Websitetoviewmovie.

CULINARY ARTS: Argumentative Essay

 

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  

Seat #:

1

2

3

4

5

Food INC Chapter Questions:

1. Do animals have the right to a certain quality of life? 2. Do people have the right to know what is in their food? 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? 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?

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 Topic Sentence: (Write a complete sentence. Include at least 1 counter argument for each.)

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.

Argument Paragraph #2 Topic sentence: (Write a complete sentence. Include at least 1 counter argument for each.)

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.

Argument Paragraph #3 Topic sentence: (Write a complete sentence. Include at least 1 counter argument for each.)

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.

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 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.

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. - 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)

Argument Paragraph #2 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.

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. - 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)

Argument Paragraph #3 Topic sentence: (Write a complete sentence. Include at least 1 counter argument for each.) Grain feeding animals is costly.

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. - 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