ELA 2019 G8:M2:U1

Build Background: Food Choices

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Discover Our Topic: Food Choices
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.1 (5 minutes) 2. Work Time A. Infer the Topic – RI.8.1 (20 minutes) B. Introduce the Performance Task and Module Guiding Questions (10 minutes) 3. Closing and Assessment A. Launch Independent Research Reading – RI.8.10 (10 minutes) 4. Homework A. Read and Reflect: Students read and reflect on the guiding questions for the module and discuss them with their families. They should consider how the guiding questions make them feel. They can sketch or write about their ideas. B. Preread Anchor Text: Students preread Section 1 of The Omnivore’s Dilemma in preparation for reading the section in the next lesson. C. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can infer the topic of this module from the resources. (RI.8.1) I can select a research reading text that I want to read. (RI.8.10)	Opening A: Entrance Ticket: Unit 1, Lesson 1 (RI.8.1) Work Time A: Infer the Topic: I Notice/I Wonder note-catcher (RI.8.1)

Lesson 2Analyze Purpose and Point of View: The Omnivore’s Dilemma, Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.6 (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 1, and Analyze Purpose and Point of View – RI.8.6 (20 minutes) B. Language Dive: The Omnivore’s Dilemma, Page 11 – RI.8.6 (10 minutes) 3. Closing and Assessment A. Selected and Constructed Response Questions: Purpose and Point of View – RI.8.6 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread section 2 of The Omnivore’s Dilemma in preparation for reading the section in the next lesson.	I can analyze the author's point of view and purpose in an excerpt from The Omnivore's Dilemma. (RI.8.1, RI.8.6)	Opening A: Entrance Ticket: Unit 1, Lesson 2 (RI.8.6) Work Time A: Gist on sticky notes Work Time A: Author's Purpose and Point of View: The Omnivore's Dilemma note-catcher (RI.8.6) Work Time B: Language Dive: The Omnivore's Dilemma, Page 11 note-catcher (L.8.1a) Closing and Assessment A: Author's Purpose and Point of View: The Omnivore's Dilemma, Section 1 Questions (RI.8.6)

Lesson 3Analyze Purpose, Point of View, and Structure: Corn in Our Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.6 (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 2, and Analyze Purpose and Point of View – RI.8.6 (15 minutes) B. Mini Lesson: Analyze Paragraph Structure – RI.8.5 (20 minutes) 3. Closing and Assessment A. Exit Ticket: Paragraph Structure: The Omnivore’s Dilemma, Section 2 – RI.8.5 (5 minutes) 4. Homework A. Analyze Purpose and Point of View: Students answer selected response questions to complete Homework: Analyze Author’s Purpose and Point of View: The Omnivore’s Dilemma, Section 2. B. Preread Anchor Text: Students preread section 3 of The Omnivore’s Dilemma in preparation for reading the section in the next lesson.	I can analyze the author's purpose and point of view in a text and explain how he acknowledges conflicting viewpoints. (RI.8.6) I can identify the structure of a specific paragraph in a text and explain how it develops a key concept. (RI.8.5)	Opening A: Entrance Ticket: Unit 1, Lesson 3 (RI.8.6) Work Time A: Gist on sticky notes Work Time A: Purpose and Point of View: The Omnivore's Dilemma note-catcher (RI.8.6) Closing and Assessment A: Exit Ticket: Unit 1, Lesson 3 (RI.8.5)

Lesson 4Delineate and Evaluate an Argument: Industrial Farming
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4c (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 3, and Track Gist and Key Details (15 minutes) B. Delineate an Argument – RI.8.8 (20 minutes) 3. Closing and Assessment A. Thumb-O-Meter and Pair Share – RI.8.8 (5 minutes) 4. Homework A. Delineate Arguments: Students answer selected response questions to complete Homework: Delineate Arguments: The Omnivore’s Dilemma, Section 3.	I can delineate the argument in a section of The Omnivore's Dilemma. (RI.8.8) I can evaluate an argument, assessing whether Michael Pollan's reasoning is sound and the evidence presented on the topic of industrial farming is relevant and sufficient. (RI.8.8)	Opening A: Entrance Ticket: Unit 1, Lesson 4 (L.8.4c) Work Time A: Gist on sticky notes Work Time B: Delineate an Argument: The Omnivore's Dilemma, Section 3 graphic organizer (RI.8.8)

Lesson 5Delineate and Evaluate an Argument: Irrelevant Evidence and Conflicting Viewpoints
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.8 (5 minutes) 2. Work Time A. Sort Relevant and Irrelevant Evidence – RI.8.8 (10 minutes) B. Irrelevant Evidence and Conflicting Viewpoints – RI.8.8 (20 minutes) 3. Closing and Assessment A. Conflicting Viewpoints – RI.8.6 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread The Omnivore’s Dilemma, Section 4 (pages 88–89, 91–93, 96–100) in preparation for studying an excerpt from the section in the next lesson.	I can distinguish between relevant and irrelevant evidence. (RI.8.8) I can evaluate an argument, assessing whether Michael Pollan's evidence presented on the topic of industrial farming is relevant. (RI.8.8) I can evaluate an argument, analyzing how Michael Pollan responds to conflicting viewpoints. (RI.8.6)	Opening A: Entrance Ticket: Unit 1, Lesson 5 (RI.8.8) Work Time A: Sort Relevant and Irrelevant Evidence note-catcher (RI.8.8) Work Time B: Delineate an Argument: The Omnivore's Dilemma, Section 3 graphic organizer (RI.8.8)

Lesson 6Analyze Purpose, Point of View, and Structure: Processed Foods
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.5 (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 4, and Analyze Purpose and Point of View – RI.8.6 (20 minutes) B. Jigsaw: Paragraph Structure – RI.8.5 (15 minutes) 3. Closing and Assessment A. Whole-Class Share – SL.8.1 (5 minutes) 4. Homework A. Preread Anchor Text: Students preread Omnivore’s Dilemma, Section 5, in preparation for reading the section in the next lesson.	I can analyze the author's purpose and point of view in a text and explain how he acknowledges conflicting viewpoints. (RI.8.6) I can analyze the structure of a specific paragraph in a text and explain how it develops a key concept. (RI.8.5)	Opening A: Entrance Ticket: Unit 1, Lesson 6 (RI.8.5) Work Time A: Gist on sticky notes Work Time A: Purpose and Point of View: The Omnivore's Dilemma note-catcher (RI.8.6) Work Time B: Jigsaw notes on chart paper (RI.8.5)

Lesson 7Delineate and Evaluate an Argument: Industrial Organic Farming
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.1 (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 5 (15 minutes) B. Delineate Arguments: The Omnivore’s Dilemma, Section 5 – RI.8.8 (15 minutes) 3. Closing and Assessment A. Delineate an Argument: “Farmers Markets” Video – SL.8.3 (10 minutes) 4. Homework A. Delineate an Argument: Students answer selected response questions to complete Homework: Delineate an Argument: The Omnivore’s Dilemma, Section 5. B. Preread Anchor Text: Students preread The Omnivore’s Dilemma, Section 6 (pages 168–171, 178–180, and 192–196), in preparation for studying an excerpt from the section in the next 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. (RI.8.8) 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. (SL.8.3)	Opening A: Entrance Ticket: Unit 1, Lesson 7 (RI.8.1) Work Time A: Gist on sticky notes Work Time B: Delineate an Argument: The Omnivore's Dilemma, Section 5 graphic organizer (RI.8.8) Closing and Assessment A: Delineate an Argument: "Farmers Markets" graphic organizer (RI.8.8, SL.8.3)

Lesson 8Analyze Purpose and Point of View: Local Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 6 (15 minutes) B. Analyze Author’s Purpose and Point of View – RI.8.6 (20 minutes) 3. Closing and Assessment A. Point of View: The Omnivore’s Dilemma, Section 6 – RI.8.6 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the author's point of view and purpose in an excerpt from The Omnivore's Dilemma. (RI.8.6) I can explain how the author acknowledges conflicting viewpoints in the text. (RI.8.6)	Opening A: Entrance Ticket: Unit 1, Lesson 8 Work Time A: Gist on sticky notes Work Time A: Purpose and Point of View: The Omnivore's Dilemma note-catcher (RI.8.6) Closing and Assessment A: Analyze Author's Point of View: The Omnivore's Dilemma, Section 6 question (RI.8.6)

Lesson 9Analyze Paragraph Structure: Local Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.5 (5 minutes) 2. Work Time A. Gallery Walk: Paragraph Structure – RI.8.5 (30 minutes) 3. Closing and Assessment A. Whole-Class Share – SL.8.1 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread The Omnivore’s Dilemma, Section 7, in preparation for reading the section in the next lesson.	I can analyze the structure of a specific paragraph in a text and explain how it develops a key concept. (RI.8.5)	Opening A: Entrance Ticket: Unit 1, Lesson 9 (RI.8.5) Work Time A: Responses on chart paper in gallery walk activity (RI.8.5)

Lesson 10Delineate and Evaluate Argument: Local Sustainable Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (10 minutes) 2. Work Time A. Read The Omnivore’s Dilemma, Section 7, and Delineate Arguments – RI.8.8 (20 minutes) 3. Closing and Assessment A. Delineate an Argument in a Video – SL.8.3 (15 minutes) 4. Homework A. Delineate Arguments: Students answer selected and constructed response questions to complete Homework: Delineate Arguments: The Omnivore’s Dilemma, Afterword. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	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. (RI.8.8) 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. (SL.8.3)	Opening A: Entrance Ticket: Unit 1, Lesson 10 Work Time A: Delineate an Argument: The Omnivore's Dilemma, Section 7 graphic organizer (RI.8.8) Closing and Assessment A: Delineate an Argument in a Video graphic organizer (RI.8.8, SL.8.3)

Lesson 11Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text (35 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the structure of a specific paragraph in a text and explain how it develops a key idea. (RI.8.5) I can determine an author's point of view and analyze how the author addresses conflicting evidence or viewpoints. (RI.8.6) I can delineate and evaluate the argument in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient. (RI.8.8) I can delineate and evaluate a speaker's argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient. (SL.8.3)	Opening A: Entrance Ticket: Unit 1, Lesson 11 Work Time A: Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text (RI.8.1, RI.8.5, RI.8.6, RI.8.8, RI.8.10, SL.8.3)

Lesson 12Analyze Different Mediums: Industrial Organic Farming
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.8.7 (5 minutes) 2. Work Time A. Advantages and Disadvantages of Different Mediums – RI.8.7 (10 minutes) B. Purpose and Motive – SL.8.2 (10 minutes) C. Explore Conflicting Information – RI.8.7, RI.8.9 (15 minutes) 3. Closing and Assessment A. Review Advantages and Disadvantages of Different Mediums – RI.8.7 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. B. Analyze Mediums: Students complete Homework: Analyze Mediums: Industrial Organic Farming to answer questions about the advantages and disadvantages of using photographs and text to explain a topic.	I can identify advantages and disadvantages of using different mediums to present information about industrial organic farming. (RI.8.7) I can identify possible purposes and motives for presenting information on industrial organic farming and provide an example of each. (SL.8.2) I can analyze two texts that provide conflicting information on industrial organic farming and identify where they disagree on matters of fact or interpretation. (RI.8.9)	Opening A: Entrance Ticket: Unit 1, Lesson 12 (RI.8.7) Work Time A: Analyze Different Mediums anchor chart (RI.8.7) Work Time C: Analyze Different Mediums: Industrial Organic Farming (RI.8.7, RI.8.9)

Lesson 13Analyze Different Mediums: Industrial Meat and Farming
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner– SL.8.2 (10 minutes) 2. Work Time A. Review Anchor Charts – RI.8.7 (10 minutes) B. Analyze Mediums: Industrial Meat and Farming – RI.8.7 (15 minutes) 3. Closing and Assessment A. Analyze Conflicting Information: Industrial Meat and Farming – RI.8.9 (10 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. B. Analyze Mediums: Students review a photograph and a text section of The Omnivore’s Dilemma and then complete Homework: Analyze Mediums: Industrial Farming and CAFOs.	I can identify the advantages and disadvantages of using different mediums to present information on industrial meat and farming. (RI.8.7) I can analyze two texts that provide conflicting information on industrial meat and farming and identify where they disagree on matters of fact or interpretation. (RI.8.9) I can identify possible purposes and motives for presenting information on industrial meat and farming and provide an example of each. (SL.8.2)	Opening A: Entrance Ticket: Unit 1, Lesson 13 (SL.8.2) Work Time A: Analyze Different Mediums anchor chart (RI.8.7) Work Time B: Analyze Mediums: Industrial Meat and Farming (RI.8.7, RI.8.9, SL.8.2) Closing and Assessment A: Exit Ticket: Unit 1, Lesson 13 (RI.8.9)

Lesson 14Analyze Different Mediums: Local Sustainable Food
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.2 (10 minutes) 2. Work Time A. Analyze Mediums: Local Sustainable Food – RI.8.7 (15 minutes) 3. Closing and Assessment A. Independent Research Task – RI.8.9 (20 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can identify the advantages and disadvantages of using different mediums to present information about local sustainable food. (RI.8.7) I can analyze two texts that provide conflicting information on local sustainable food and identify where they disagree on matters of fact or interpretation. (RI.8.9) I can identify possible purposes and motives for presenting information on local sustainable food and provide an example of each. (SL.8.2)	Opening A: Entrance Ticket: Unit 1, Lesson 14 (SL.8.2) Work Time A: Analyze Different Mediums anchor chart and Analyze Purpose and Motives: Local Sustainable Food (RI.8.7) Closing and Assessment A: Independent Research Task (RI.8.9)

Lesson 15End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text (35 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can evaluate the advantages and disadvantages of using different mediums to present information about the price of healthy food. (RI.8.7) I can analyze the purpose of information presented in digital print and video format and evaluate the motives (e.g., social, commercial, political) behind its presentation. (SL.8.2) I can analyze how "No Free Lunch" and "Is Eating Healthy Really More Expensive?" provide conflicting information about the cost of healthy food and identify where these sources disagree on matters of fact or interpretation. (RI.8.9)	Opening A: Entrance Ticket: Unit 1, Lesson 15 Work Time A: End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text (RI.8.1, RI.8.7, RI.8.9, SL.8.2)

EL Education Curriculum

ELA 2019 G8:M2:U1

Build Background: Food Choices

Lesson 1Discover Our Topic: Food Choices

Lesson 2Analyze Purpose and Point of View: The Omnivore’s Dilemma, Introduction

Lesson 3Analyze Purpose, Point of View, and Structure: Corn in Our Food

Lesson 4Delineate and Evaluate an Argument: Industrial Farming

Lesson 5Delineate and Evaluate an Argument: Irrelevant Evidence and Conflicting Viewpoints

Lesson 6Analyze Purpose, Point of View, and Structure: Processed Foods

Lesson 7Delineate and Evaluate an Argument: Industrial Organic Farming

Lesson 8Analyze Purpose and Point of View: Local Food

Lesson 9Analyze Paragraph Structure: Local Food

Lesson 10Delineate and Evaluate Argument: Local Sustainable Food

Lesson 11Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text

Lesson 12Analyze Different Mediums: Industrial Organic Farming

Lesson 13Analyze Different Mediums: Industrial Meat and Farming

Lesson 14Analyze Different Mediums: Local Sustainable Food

Lesson 15End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text

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