Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G8:M4:U1

Analyzing Author’s Purpose and Evaluating Claims in The Omnivore’s Dilemma

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge: What IS the Omnivore’s Dilemma Anyway?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entrance Ticket: Please Place Your Order (5 minutes)

B. Unpacking Learning Targets and Reviewing Things Close Readers Do Anchor Chart (5 minutes)

2. Work Time

A. Discussion: What Was Your Meal Decision Based On? (5 minutes)

B. Reading for Gist: Introduction of The Omnivore’s Dilemma (Pages 1-4) (10 minutes)

C. Answering Text-Dependent Questions: Introduction of The Omnivore’s Dilemma (Pages 1-4) (15 minutes)

3. Closing and Assessment

A. Exit Ticket: What Is the Omnivore’s Dilemma Anyway? (5 minutes)

4. Homework

A. Read pages 4–6 and 9–25 (“Introducing Corn”) of The Omnivore’s Dilemma. Use the strongest evidence from the text to answer these questions:

* Which of Michael Pollan’s food chains does the meal you chose at the beginning of the lesson best match?

* Why do you think that?

  • Gist annotated on sticky notes
  • Answers to text-dependent questions
  • Exit ticket
  • Teammates Consult
  • Gallery Walk

Lesson 2Reading for Gist and Answering Text-Dependent Questions: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Page 5 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for Gist and Unfamiliar Vocabulary: Pages 22–25 of The Omnivore’s Dilemma (15 minutes)

B. Text-Dependent Questions: Pages 22–25 (12 minutes)

C. Introducing Food Chain Graphic Organizer (5 minutes)

3. Closing and Assessment

A. Continue Filling Out Food Chain Graphic Organizer (5 minutes)

4. Homework

A. Read Chapter 3 of The Omnivore’s Dilemma. Continue filling out your Food Chain graphic organizer for the industrial food chain. Remember to record any new vocabulary on your word-catcher

  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Answers to text-dependent questions
  • Teammates Consult

Lesson 3Analyzing Author’s Purpose: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 3 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mini Lesson: Introduction to Author’s Purpose (8 minutes)

B. Determining Author’s Purpose and Conflicting Evidence or Viewpoints (22 minutes)

3. Closing and Assessment

A. Sharing: Author’s Purpose Graphic Organizer (7 minutes)

4. Homework

A. Read Chapter 5 of The Omnivore’s Dilemma.

B. Continue to add to your Food Chain graphic organizer for Michael Pollan’s industrial food chain.

  • Food Chain graphic organizer
  • Author’s Purpose graphic organizer
  • Teammates Consult

Lesson 4Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 5 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for Gist and Unfamiliar Vocabulary: Pages 47–49 of The Omnivore’s Dilemma (12 minutes)

B. Text-Dependent Questions, Pages 47–49 (10 minutes)

3. Closing and Assessment

A. Determining Author’s Purpose and Conflicting Evidence or Viewpoints (15 minutes)

4. Homework

A. Read pages 76–82 and finish filling out the Food Chain graphic organizer for the industrial food chain.

B. Read Chapter 10. Remember to record any new vocabulary on your word-catcher.

  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Answers to text-dependent questions
  • Author’s Purpose graphic organizer
  • Teammates Consult

Lesson 5Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Organic Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Pages 76–82 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for Gist and Unfamiliar Vocabulary: Pages 112–115 of The Omnivore’s Dilemma (7 minutes)

B. Text-Dependent Questions, Pages 112–115 (10 minutes)

C. Determining Author’s Purpose and Conflicting Evidence or Viewpoints (15 minutes)

3. Closing and Assessment

A. Sharing Author’s Purpose Graphic Organizers (5 minutes)

4. Homework

A. Read Chapter 11 of The Omnivore’s Dilemma and fill out your Food Chain graphic organizer for the industrial organic food chain based on what you have read in Chapters 10 and 11. Remember to record any new vocabulary on your word-catcher.

  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Answers to text-dependent questions
  • Author’s Purpose graphic organizer
  • Teammates Consult

Lesson 6Analyzing a Speaker’s Purpose and Motives of a Media Excerpt

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 11 of The Omnivore’s Dilemma (8 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Listening to a Speech (20 minutes)

B. Analyzing the Speech for Speaker’s Purpose and Evaluating Motives (10 minutes)

3. Closing and Assessment

A. Sharing Author’s Purpose Graphic Organizers (5 minutes)

4. Homework

A. Read Chapter 12 of The Omnivore’s Dilemma. Begin filling out the Food Chain graphic organizer for Michael Pollan’s local sustainable food chain.

  • Food Chain graphic organizer
  • Speaker’s Purpose graphic organizer
  • Teammates Consult

Lesson 7Mid-Unit Assessment: Analyzing Author’s Purpose in Speech and Text

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

 A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mid-Unit 1 Assessment, Part 1: Listening to and Analyzing Speech by Birke Baehr (20 minutes)

B. Mid-Unit 1 Assessment, Part 2: Analyzing an Excerpt from The Omnivore’s Dilemma (18 minutes)

3. Closing and Assessment

A. Comparing and Contrasting Speech and Text (5 minutes)

4. Homework

A. Read Chapter 14 of The Omnivore’s Dilemma and continue adding to your Food Chain graphic organizer for the local sustainable food chain.

  • Mid-Unit 1 Assessment

Lesson 8Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 14 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for the Gist: Pages 161–166 of The Omnivore’s Dilemma (20 minutes))

B. Text-Dependent Questions, Pages 161–166 (14 minutes)

3. Closing and Assessment

A. Determining the Author’s Claim (3 minutes)

4. Homework

A. Reread pages 161–166 of The Omnivore’s Dilemma and identify the claim Michael Pollan makes and the evidence he uses to support his claim. Write the claim on a sticky note and use evidence flags to mark the claim and supporting evidence..

B. Read Chapter 16 of The Omnivore’s Dilemma and continue to fill out your Food Chain graphic organizer for the local sustainable food chain. Remember to record any new vocabulary on your word-catcher.

  • Food Chain graphic organizer
  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Answers to text-dependent questions
  • Teammates Consult

Lesson 9Evaluating an Argument: The Polyface Local Sustainable Farm

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Comparing Two Arguments (10 minutes)

B. Identifying the Claim and Relevant Evidence (10 minutes)

C. Evaluating an Argument: Sufficient Evidence and Sound Reasoning (15 minutes)

3. Closing and Assessment

A. Identifying Irrelevant Evidence (8 minutes)

4. Homework

A. Read Chapter 20 of The Omnivore’s Dilemma. Begin filling in the Food Chain graphic organizer for Michael Pollan’s hunter-gatherer food chain.

  • Evaluating an Argument graphic organizer for pages 161–166
  • Teammates Consult
  • Think-Pair-Share

Lesson 10Reading for the Gist and Answering Text-Dependent Questions: Hunter-Gatherer Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 20 of The Omnivore’s Dilemma (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for the Gist: Pages 240–245 of The Omnivore’s Dilemma (20 minutes)

B. Text-Dependent Questions, Pages 240–245 (14 minutes)

3. Closing and Assessment

A. Determining the Author’s Claim (3 minutes)

4. Homework

A. Reread pages 240–245 of The Omnivore’s Dilemma and identify a claim Michael Pollan makes and any relevant evidence he uses to support his claim. Write the claim on a sticky note and use evidence flags to mark the claim and supporting evidence.

B. Read Chapter 21 of The Omnivore’s Dilemma and continue to fill in your Food Chain graphic organizer for the hunter-gatherer food chain. Remember to record any new vocabulary on your word-catcher.

  • Food Chain graphic organizer
  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Answers to text-dependent questions
  • Teammates Consult

Lesson 11Evaluating an Argument: The Joy of Hunting

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Evaluating an Argument in an Interview (13 minutes)

B. Evaluating an Argument: Pages 240–245 of The Omnivore’s Dilemma (15 minutes)

C.  Identifying Irrelevant Evidence (10 minutes)

3. Closing and Assessment

A. Synthesizing Learning (5 minutes)

4. Homework

A. None for this lesson.

  • Food Chain graphic organizer
  • Evaluating an Argument graphic organizer for pages 240–245
  • Teammates Consult

Lesson 12Making a Claim and Advocating Persuasively: Preparing for the Practice Fishbowl

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Review Homework: Evaluating an Argument Graphic Organizer for Excerpt of Give (Frozen) Peas a Chance—and Carrots Too by Dr. Mehmet Oz (7 minutes)

2. Work Time

A. Mini Lesson: Modeling Developing a Claim (13 minutes)

B. Independent Work: Developing a Claim to Answer the Question: “Which food chain would you choose to feed your family—the local sustainable food chain or the hunter-gatherer food chain?” (15 minutes)

3. Closing and Assessment

A. Partner Share (5 minutes)

4. Homework

A. Finish your Developing a Claim ticket and be ready to advocate persuasively in the next lesson’s Fishbowl.

  • Evaluating an Argument graphic organizer for excerpt of Give (Frozen) Peas a Chance—and Carrots Too
  • Students’ comments regarding how to develop a claim
  • Developing a Claim graphic organizer

Lesson 13Advocating Persuasively in a Fishbowl: Practice

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking the Learning Target (2 minutes)

2. Work Time

A. Mini Lesson: How to Advocate Persuasively (8 minutes)

B. Students Prepare to Advocate Persuasively (8 minutes)

C. Practice Advocating Persuasively Fishbowls (20 minutes)

3. Closing and Assessment

A. Peer Feedback (7 minutes)

4. Homework

A. Read the Afterword, “Vote with Your Fork” (pages 279–283). Answer this: “Name one way you can ‘vote with your fork.’”        

  • Developing a Claim graphic organizer
  • Advocating Persuasively Checklist
  • Peer Critique
  • Fishbowl

Lesson 14End of Unit Assessment Parts 1 and 2: Evaluating Arguments and Claims

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Homework: Voting with Your Fork (3 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech (17 minutes)

B. End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt from The Omnivore’s Dilemma (18 minutes) 

3. Closing and Assessment

A. Developing a Claim (5 minutes)

4. Homework

A. Finish filling in the End of Unit 1 Assessment Part 3: Developing a Claim and practice using it to advocate persuasively to be ready for the assessed Fishbowl discussion in the next lesson. Refer to the Advocating Persuasively Checklist filled in by your peer in Lesson 13 to help you improve the way you advocate persuasively. Remember to try to keep your presentation to about 1 minute.

  • End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech
  • End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt of The Omnivore’s Dilemma

Lesson 15Assessment Part 3: Advocating Persuasively in a Fishbowl

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking the Learning Target (2 minutes)

2. Work Time

A. End of Unit 1 Assessment, Part 3: Advocating Persuasively in a Fishbowl (35 minutes)

3. Closing and Assessment

A. Exit Ticket: Which Meal Would You Choose to Feed Your Family? (8 minutes)

4. Homework

A. Read “The Omnivore’s Solution: Some Tips for Eating” on pages 287–290 of The Omnivore’s Dilemma and answer this question:

* What three tips would you give to people about eating now that you have read most of The Omnivore’s Dilemma?.

  • End of Unit 1 Assessment, Part 3: Developing a Claim (from homework)
  • Advocating Persuasively Checklist Rubric
  • Fishbowl

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