A. Engage the Learner - RI.8.1 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 1, Lesson 1.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS

After students complete the entrance ticket, allow time for students to compare the "I notice" and "I wonder" questions they generated. Students can support one another to add to and revise their questions as needed.

A. Infer the Topic - RI.8.1 (20 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can infer the topic of this module from the resources."

• Focus students on the Infer the Topic resources posted around the room.

• Remind students that they used the Infer the Topic protocol in the previous module, and review as necessary using the Directions for Infer the Topic. (Refer to the Classroom Protocols document for the full version of the protocol [see the Tools page at http://eled.org/tools].)

• Distribute the Infer the Topic: I Notice/I Wonder note-catchers. Focus students on the question at the top, and read it aloud:

"What do you think you will be learning about in this module?"

• Remind students that the purpose of the note-catcher is to take notes to help them remember their thinking. It isn't something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

• Be transparent about why students are noticing and wondering (because it is a helpful way to understand and explore a new topic or text).

• Guide students through the protocol. Allow them to choose what resources to observe, so those who may not be able to read independently have the option to view an image. Mixed-proficiency pairs can choose the resources they want to observe and begin by discussing what the text means. Encourage students to agree or disagree with one another about what the text means using sentence frames. Examples: "I agree because _____." "I disagree because_____."

• Refocus whole group. Think-Triad-Share:

"Now that you have looked at some resources, what do you think this module might be about?" (Responses will vary, but could include: farming, food, pesticides.)

"What does this topic mean to you at this point? Why might it be meaningful to study this topic?" (Responses will vary, but may include: to understand what is in our food, to understand where our food comes from.)

"From what you know so far, what are you looking forward to about this topic?" (Responses will vary, but may include: learning about where our food comes from, learning about healthy foods and what we can add or remove from our diets.)

• Direct students' attention to The Omnivore's Dilemma front cover, displayed in the Infer the Topic protocol. Explain to students that this book is the anchor text that they will read in this unit to analyze Food Choices.

• With students' support, record the meanings of omnivore (an animal or person that eats plants and animals) and dilemma (a difficult situation or problem) on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above each word to scaffold students' understanding. Invite students to record these words in their vocabulary logs.

• Explain that this module will trace the sources of our food from the farm to our plate. This module will explore what is in our food, our access to healthy food, how food production affects the earth, and the choices we can make about the food we eat.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS 

In the next lesson, students will participate in a Language Dive using a sentence from The Omnivore's Dilemma to explore the author's purpose. Consider providing ELLs with the Language Dive sentence ahead of time. Invite students who need lighter support to predict some of the questions that the Language Dive may ask. This will improve students' metacognition and challenge their awareness of the most interesting or meaningful elements of the sentence. Students may also choose to carry out one of the following:

Paraphrase the sentence using your own words.

Underline all noun phrases, circle all verb phrases, and star all adjective and adverb phrases. What words do you have left? What are the functions of these phrases?

To support ELLs' independent notices and wonders when launching the text, provide students with scaffolded instructions for locating important information within the text. These instructions could include

"Scan the text for terms that you see repeated many times. What do you think are important concepts in this book?"

"Read the chapter titles on the Contents page. Do the titles seem serious? Silly? Strange?"

"Look for photos and infographics within the text. What do you see? What does this make you think this text will be about?"

In the next lesson, students will participate in a Language Dive using a sentence from The Omnivore's Dilemma to explore the author's purpose. Consider providing ELLs with the Language Dive sentence ahead of time. Encourage students who need heavier support to independently reflect on this sentence and its meaning before the next lesson. Students may also choose to carry out one of the following:

Make a guess about what the "chunks" of the sentence might be.

Use a dictionary to look up the word detective, and select the best definition for the word as it is used in this sentence.

B. Introduce the Performance Task and Module Guiding Questions (10 minutes)

• Direct students' attention to the Performance Task anchor chart, and read the task aloud.

• As students may be overwhelmed by the Performance Task anchor chart, assure them that they will continue to explore the meaning of the chart in subsequent lessons and units.

• With students' support, record the meaning of infographic (a visual image such as a chart or diagram used to represent information or data) on the domain-specific word wall, with a translation in students' home languages. Write synonyms or sketch a visual above the word to scaffold students' understanding. Invite students to record this word in their vocabulary logs.

• Turn and Talk:

"What do you notice about the task?" (Responses will vary, but may include: we create an infographic, we encourage our community, we present in front of an audience.)

"What do you wonder about the task?" (Responses will vary, but may include: Can we work in groups? What does an infographic look like? How do we create the infographic?)

"Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?" (Responses will vary.)

• Clarify anything pertinent to this specific performance task. Consider displaying a model performance task from a former student. Ask students to make connections between the model and the performance task.

• Direct students' attention to the Module Guiding Questions anchor chart, and read the questions aloud.

• Turn and Talk:

"Why do we have guiding questions for each module?" (Responses will vary, but may include: to help focus our learning, to help us think about the performance task.)

• Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:

"What do you notice?" (Responses will vary, but may include: the focus is on food.)

"What do you wonder?" (Responses will vary, but may include: Is there something wrong with the source of our food? How do you know what is healthy?)

• With students' support, record the meanings of access (the right or privilege to use something) and prioritize (to treat something as more important than something else) on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above each word to scaffold students' understanding. Invite students to record these words in their vocabulary logs.

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences and knowledge and that this will be further discussed at the beginning of the next lesson. And note that some students may know nothing about the topic--it will be interesting to dig in together.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Launch Independent Research Reading – RI.8.10 (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can select a research reading text that I want to read.”

• Launch independent reading for this module. There is a suggested independent reading launch in the Independent Reading Sample Plans.

• At the end of 5 minutes, invite students to retrieve their independent reading journals.

• Remind students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Remind students to respond to a prompt for homework in the front of their journals.

• Distribute one copy of The Omnivore’s Dilemma to each student. Instruct students to preread pages 10–13 to prepare for the next lesson.

MEETING STUDENTS' NEEDS 

Preselect texts for independent research reading that are appropriate for the students' current levels of reading proficiency.

Provide an audiobook, if available, for students to follow along with as they read their independent research reading texts to help facilitate comprehension.