Write an Argument: Healthy Food Choices
Lessons
1 Analyze Language: The Omnivore’s Dilemma
2 Mid-Unit 3 Assessment: Analyze Language: The Omnivore’s Dilemma Pages 65–67
3 Healthy and Sustainable Food Choices
4 Write an Argument Essay: Analyze a Model
5 Write a Practice Argument Essay: Create a Plan
6 Write a Practice Argument Essay: Analyze and Draft an Introduction
7 Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 1
8 Write a Practice Argument Essay: Analyze and Draft Proof Paragraph 2
9 Write a Practice Argument Essay: Analyze and Draft a Counterclaim
10 Write a Practice Argument Essay: Analyze and Draft a Conclusion
11 End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (Lessons 11-12)
12 End of Unit 3 Assessment: Write an Argument Essay: Defending a Healthy Food Choice (Lessons 11-12)
Unit Description
In the first half of Unit 3, students analyze language and connotations in The Omnivore's Dilemma in order to understand what Michael Pollan intends his readers to understand. In the second half of Unit 3, students consider the many food choices they have researched and formulate an argument about a choice their community can make to eat healthily and sustainably. Students plan and draft argument essays to defend their claim.
For their performance task, students create an infographic to visually depict their argument and prepare prompt cards to present their argument to an audience of classmates, teachers, and community members.
Preparation and Materials
The following materials are introduced in this unit and referenced throughout both the module and the school year:
Argument Writing checklist
Characteristics of Argument Writing anchor chart
Track Progress: Argument Writing
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, students focus on working to become effective learners as they show perseverance to learn and practice new argument writing skills. They also focus on working to contribute to a better world as they make arguments for healthy food choices that could benefit their community members.
Texts
The Omnivore's Dilemma (Young Readers Edition)
by Michael Pollan
one per student