Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G8:M4:U2

Researching Consequences and Stakeholders of Michael Pollan’s Four Food Chains

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 1Determining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking the Learning Target (4 minutes)

B. Thinking about How We Make Decisions (8 minutes)

2. Work Time

A. Mini Lesson: Modeling Creating a Cascading Consequences Chart Using Pages 48 and 49 (12 minutes)

B. Guided Practice: Partner Work to Add to the Cascading Consequences Chart Using Pages 55 and 56 (10 minutes)

C. Application: Partner Work to Add to the Cascading Consequences Chart Using a New Excerpt (6 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Finish adding to your Industrial Food Chain Cascading Consequences chart using your text excerpt.

  • Industrial Food Chain Cascading Consequences chart

Lesson 2Preparing for Further Research: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Whole Group Share (10 minutes)

B. Unpacking the Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Criteria of a Supporting Research Question (10 minutes)

B. Guided Practice: Developing a Supporting Research Question (8 minutes)

C. Evaluate Resources in Research Folders (8 minutes)

3. Closing and Assessment

A. Debrief (4 minutes)

4. Homework

A. Read your resource for the gist in preparation for the next lesson.

Lesson 3Further Research: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Share the Gist in Research Teams (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Determine Consequences in Research Article 
(15 minutes)

B. Mini Research Lesson: Review Paraphrasing 
(18 minutes)

3. Closing and Assessment

A. Filling Out the Rest of the Researcher’s Notebook (4 minutes)

4. Homework

A. Finish filling out the researcher’s notebook for your article, including the bibliographic information under Gathering Sources. 

  • Researcher’s notebook

Lesson 4Adding to Cascading Consequences and Stakeholders: Industrial Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Creating a Class Cascading Consequences Chart (19 minutes)

B. Introduce Stakeholders Chart (18 minutes)

3. Closing and Assessment

A. Share Industrial Food Chain Stakeholders Chart (5 minutes)

4. Homework

A. Start the Industrial Organic Food Chain Cascading Consequences chart:

–    Numbered Heads 1 and 2 reread pages 114–126 of The Omnivore’s Dilemma and begin a Industrial Organic Food Chain Cascading Consequences chart.

–    Numbered Heads 3 and 4 reread pages 127–136 of The Omnivore’s Dilemma and begin a Industrial Organic Food Chain Cascading Consequences.

B. Be prepared to share your list of consequences with your research team to create a team Industrial Organic Food Chain Cascading Consequences chart in the next lesson.

  • Cascading Consequences chart
  • Stakeholders chart

Lesson 5Determining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Organic Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Modeling How to Create a Team Industrial Organic Cascading Consequences Chart (8 minutes)

B. Research Teams Create Industrial Organic Cascading Consequences Charts (14 minutes)

C. Team Share (8 minutes)

3. Closing and Assessment

A. Exit Ticket: Developing a Supporting Research Question (10 minutes)

4. Homework

A. Read the Assessing Sources handout. Put a check mark next to questions you already ask yourself when you do research. Put a star next to a question that is new to you. Be prepared to share in the next class.

  • Industrial Organic Food Chain Cascading Consequences team charts
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Industrial Organic Food Chain 

Lesson 6Using Search Terms for Further Research: Industrial Organic Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Discuss Homework Article (5 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mini Lesson and Shared Reading: Using Search Terms Effectively (10 minutes)

B. Research, Read, and Record (23 minutes)

3. Closing and Assessment

A. Refining the Research Question (5 minutes)

4. Homework

A. Finish filling out the researcher’s notebook for your article (if necessary).

B. Use the consequences you recorded from your research article to add to your personal Industrial Organic Food Chain Cascading Consequences chart. Add new consequences in a different color so they are easy to see. Remember that some of the consequences might be new and some might be cascading consequences from consequences you have already listed. Think carefully about where you put your consequences.

Lesson 7Adding to Cascading Consequences and Stakeholders: Industrial Organic Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A.  Unpacking Learning Targets (2 minutes)

2. Work Time

A. Creating a Team Cascading Consequences Chart (17 minutes)

B. Creating a Stakeholders Chart (15 minutes)

C. Mini Lesson Reviewing Citations (6 minutes)

3. Closing and Assessment

A. Citing Research in MLA (5 minutes)

4. Homework

A. Start your Local Sustainable Food Chain Cascading Consequences chart.

–    Numbered Heads 1 and 2 reread pages 143–150 and 161–166 of The Omnivore’s Dilemma and begin a Local Sustainable Food Chain Cascading Consequences chart.

–    Numbered Heads 3 and 4 reread pages 166–170 and 182–192 of The Omnivore’s Dilemma and begin a Local Sustainable Food Chain Cascading Consequences chart.

Be prepared to share your list of consequences with your research team to create a team Local Sustainable Food Chain Cascading Consequences chart in the next lesson.

  • Cascading Consequences charts
  • Stakeholders charts
  • MLA citations in researcher’s notebooks

Lesson 8Determining Cascading Consequences Using The Omnivore’s Dilemma: Local Sustainable Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Research Teams Create Local Sustainable Cascading Consequences Charts (20 minutes)

B. Team Share (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Developing a Supporting Research Question (10 minutes)

4. Homework

A. In your researcher’s notebook, record some search terms you might use in an internet search engine to find articles that will help to answer your research question.

  • Team Local Sustainable Food Chain Cascading Consequences chart
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Local Sustainable Food Chain

Lesson 9Further Research: Local Sustainable Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Homework (5 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Review Researcher’s Notebook and Research Anchor Charts (5 minutes)

B. Research, Read, and Record (28 minutes)

3. Closing and Assessment

A. Popcorn Sharing (5 minutes)

4. Homework

A. Finish filling out the researcher’s notebook for your research articles from this lesson.

  • Researcher’s notebook

Lesson 10Adding to Cascading Consequences and Stakeholders: Local Sustainable Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Creating a Team Cascading Consequences Chart (12 minutes)

B. Creating a Stakeholders Chart (18 minutes)

C. Mini Lesson: Speaking Skills (9 minutes)

3. Closing and Assessment

A. Generating Criteria for Effective Speaking Skills Anchor Chart (4 minutes)

4. Homework

A. Choose an excerpt of three to four paragraphs from The Omnivore’s Dilemma that particularly appeals to you. Practice presenting it like a speech following the Effective Speaking Skills criteria you generated and prepare to present to another student in the next lesson.

  • Team Local Sustainable Food Chain Cascading Consequences charts
  • Local Sustainable Stakeholders charts

Lesson 11Mid-Unit Assessment: Research Simulation

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Practicing Speaking Skills (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Mid-Unit 2 Assessment: Research Simulation 
(35 minutes)

3.  Closing and Assessment

A.  Pair/Share: What Have You Learned about Research? (3 minutes)

4. Homework

A. Start your Hunter-Gatherer Food Chain Cascading Consequences Chart:

–    Numbered Heads 1 and 2 reread pages 231–246 of The Omnivore’s Dilemma and begin a Hunter-Gatherer Food Chain Cascading Consequences chart.

–    Numbered Heads 3 and 4 reread pages 247–262 of The Omnivore’s Dilemma and begin a Hunter-Gatherer Food Chain Cascading Consequences chart.

B.  Be prepared to share your list of consequences with your research team to create a team Hunter-Gatherer Food Chain Cascading Consequences chart in the next lesson.

  • Mid-Unit 2 Assessment: Research Simulation

Lesson 12Determining Cascading Consequences Using The Omnivore’s Dilemma: Hunter-Gatherer Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Research Teams Create Hunter-Gatherer Cascading Consequences Chart (20 minutes)

B. Team Share (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Develop a Research Question 
(10 minutes)

4. Homework

A. In your researcher’s notebook, record some search terms you might use in an internet search engine to find articles that will help to answer your research question.

  • Team Hunter-Gatherer Food Chain Cascading Consequences chart
  • Exit Ticket: Developing a Supporting Research Question: Consequences of Hunter-Gatherer Food Chain

Lesson 13Further Research: Hunter-Gatherer Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Feedback from the Mid-Unit Assessment 
(5 minutes)

B. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Research, Read, and Record (3o minutes)

3. Closing and Assessment

A. Exit Ticket: Reflection (5 minutes)

4. Homework

A. Finish filling out the researcher’s notebook for your article.

  • Researcher’s notebook
  • Exit Ticket: Reflection Questions

Lesson 14Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Creating a Team Cascading Consequences Chart (13 minutes)

B. Creating a Stakeholders Chart (18 minutes)

3. Closing and Assessment

A. Considering a Position (12 minutes)

4. Homework

A. Familiarize yourself with the Taking a Position graphic organizer and be ready to begin work on it in the next class period.

  • Team Hunter-Gatherer Food Chain Cascading Consequences charts
  • Hunter-Gatherer Stakeholders charts 

Lesson 15Writing a Position Speech: Which Food Chain Would Be Best?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Target (2 minutes)

2. Work Time

A. Analyzing a Position Speech (12 minutes)

B. Completing Position Speech Graphic Organizer 
(28 minutes)

3. Closing and Assessment

A. Partner Share (3 minutes)

4. Homework

A. Finish your Position Speech graphic organizer.

B. Use your Position Speech graphic organizer to write your position speech. Remember to use relevant evidence, sound reasoning, and well-chosen details. 

  • Position Speech Rubric (content section only for Birke Baehr speech)
  • Completed Position Speech graphic organizer 

Lesson 16Creating a Visual Component for the Speech: End of Unit Assessment Preparation and Practice

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mini Lesson—Using a Visual Component in a Speech (8 minutes)

B. Choosing Visual Components for Presentation and Practicing (8 minutes)

C. Speech Practice (20 minutes)

 3. Closing and Assessment

A. Peer Feedback (7 minutes)

4. Homework

A. Use the suggestions from peer feedback to practice your presentation for the end of unit assessment tomorrow.

  • Stars and Steps

Lesson 17End of Unit 2 Assessment: Presentation of Position

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mini Lesson: Adapting a Speech (10 minutes)

B. End of Unit 3 Assessment: Presenting Position Speeches and Adapting Speeches (30 minutes)

3. Closing and Assessment

A. Partner Share (3 minutes)

4. Homework

A. Finish adapting your speech for an adult audience if you didn’t finish it in the lesson.

  • End of Unit 2 Assessment: Position Speech

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