A. Engage the Learner (10 minutes)

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 10.

• Once students have completed their entrance tickets, direct them to find a partner, and guide students through a Back-to-Back and Face-to-Face protocol, proceeding through as many questions as possible from the entrance ticket as time allows.

• With students' support, share out what local foods or farms are available in the local community. Refer to the Entrance Ticket: Unit 1, Lesson 10 (example for teacher reference). Tell students that in the reading they do today from section 7, they will learn more about local food.

• 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.

A. Read The Omnivore’s Dilemma, Section 7, and Delineate Arguments – RI.8.8 (20 minutes)

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

“I can delineate and evaluate the argument in The Omnivore’s Dilemma, assessing whether the reasoning is sound and the evidence is relevant and sufficient.”

• Repeated routine: Follow the same process as with previous lessons for students to read section 7 of The Omnivore’s Dilemma using the Text Guide: The Omnivore’s Dilemma (for teacher reference). Instruct students to read the sections independently, and support struggling students as needed. If students do not finish reading the sections within the allotted reading time, distribute Synopsis: The Omnivore’s Dilemma, Section 7 to each student to review the key details from the section. Instruct students to identify the author’s point of view in this section in their Author’s Purpose and Point of View: The Omnivore’s Dilemma note-catcher. As time permits, have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the gist on sticky notes using the following resources as appropriate: vocabulary logs, academic word wall, and Work to Become Effective Learners anchor chart.

• After reading, ask students to Think-Pair-Share about the gists they determined for each section of text:

“What is the gist of section 7?” (Higher-quality food costs more. Some people resist paying more for better food. Eating locally means eating seasonally. Local food consumers can “vote with your fork.”)

“What were some of your reactions to things the author talked about in section 7?” (Responses will vary, but may include surprise that many people will pay for high quality appliances and clothing but resist the higher prices of high-quality food, or informed because of new knowledge built about local foods, etc.)

“What questions did this section bring up for you?” (Responses will vary, but may include questions about the reality of eating local, or the availability of local foods in the area, etc.)

• Prompt students to Think-Pair-Share discussing the following questions:

“What is one pro related to local food/farming?” (Responses will vary, but may include: local food has a lighter impact on the environment because fossil fuels are not used to ship them across the country, people get to know their farmers and can trust them and the food they produce, and buying local food supports the local economy.)

“What is one con related to local food/farming?” (Responses will vary, but may include: local food is more expensive; it means eating seasonally, which people may not be used to; and it is not as easy to attain as going to the local supermarket.)

• Use equity sticks to collect answers from the group, and discuss responses.

• Display and distribute the Delineate an Argument: The Omnivore’s Dilemma, Section 7 graphic organizer. For ELLs and students who require additional support, Delineate an Argument: The Omnivore’s Dilemma, Section 7 graphic organizer ▲ can be used to help guide students’ thinking with prefilled information and selected response options.

• Tell students that they will continue the work they started in Lesson 4 around identifying argument and analyzing evidence using section 7 of The Omnivore’s Dilemma. In this lesson, they will complete this graphic organizer independently.

• Remind students that their task is to identify the author’s purpose and main claim from the text read, name supporting points that align to this claim, determine evidence that is relevant, identify any irrelevant evidence, and discuss the sufficiency of evidence and soundness of reasoning.

• Provide time for students to review the graphic organizer, and field any questions students have about the task. Prompt students to begin working individually.

• As students work, circulate and use the Delineate an Argument: The Omnivore’s Dilemma, Section 7 graphic organizer (example for teacher reference) as needed. Ensure students have named the correct supporting points, are identifying relevant evidence accurately, and are analyzing the soundness of reasoning used by Pollan in this section of text. Pull small groups of students who may need more guidance selecting supporting evidence. As needed, work with students on the final section of the note-catcher on soundness of reasoning.

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

MEETING STUDENTS' NEEDS 

After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore a sentence from The Omnivore’s Dilemma to consider the author’s point of view. Students will also have the opportunity to explain the function of a gerund phrase. Further work with gerunds and infinitives and L.8.1a will take place in Module 3, but work with verbals is embedded into Language Dives and Mini Language Dives in advance of direct instruction and practice to help familiarize students with the concept. 

To extend work with gerund phrases after the optional Mini Language Dive, invite students to search for examples of gerund phrases in The Omnivore’s Dilemma. Students can share their examples in small groups and discuss the function of each one. This will help students to begin noticing patterns in usage.

Invite students who need heavier support to use Delineate an Argument: The Omnivore’s Dilemma, Section 7 graphic organizer ▲. This resource has prefilled information, sentence starters, and selected response options to help guide students’ thinking.

A. Delineate an Argument in a Video – SL.8.3 (15 minutes)

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

“I can 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.”

• Explain to students that they will now practice delineating arguments and identifying relevant evidence from a video. Remind students that they did similar work when they watched a video on farmers markets in a previous lesson.

• Distribute and display the Delineate an Argument in a Video graphic organizer. For ELLs and students who require additional support, Delineate an Argument in a Video graphic organizer ▲ can be used to help guide students’ thinking with prefilled information and selected response options. Explain that this graphic organizer has the same format as the one they used previously.

• Tell students that the video they will watch today is related to today’s excerpt from The Omnivore’s Dilemma. This video presents important arguments that they will analyze independently and then share with their partner.

• Prompt students to begin watching the video, directing students to play the video multiple times, pausing and capturing the main claim, supporting points, and relevant evidence on their graphic organizer.

• If students do not have access to individual devices, display the video “Multiple Voices: In Season,” playing it twice and pausing multiple times for students to capture information in their graphic organizers.

• As students work, circulate and use the Delineate an Argument in a Video graphic organizer (example for teacher reference). Ensure students have identified the correct main claim, supporting points, and related evidence and are identifying irrelevant evidence accurately and analyzing the sufficiency of evidence and explaining the soundness of the speaker’s reasoning.

• After students complete their graphic organizer, direct them to join with a partner, checking to see if their main claim, supporting points, and relevant evidence are in alignment.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

Invite students who need heavier support to use Delineate an Argument in a Video graphic organizer ▲. This resource has prefilled information, sentence starters, and selected response options to help guide students’ thinking.