A. Advantages and Disadvantages of Different Mediums - RI.8.7 (10 minutes)

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

"I can identify advantages and disadvantages of using different mediums to present information about industrial organic farming."

• Display page 148 of The Omnivore's Dilemma. Ask students to review the photograph and then Think-Pair-Share with their predetermined partner:

"What are your initial reactions to this photograph? Why?" (Student responses will vary.)

"What does this image show, and what information does this photograph provide?" (The image shows thousands of chickens inside a large building. It is hard to tell if they look peaceful and well cared for or distraught and ready for slaughter, yet it is clear that there are many chickens confined in one space.)

"Are there any advantages of presenting this information in a photograph?" (Responses will vary, but should mention that the photograph of the chickens may elicit an emotional response, which could help viewers connect to what the image is portraying, or to the author's purpose.)

"Are there any disadvantages of presenting this information in a photograph?" (Responses will vary, but may mention that there is no additional information to ground the viewer, which could make it confusing, and that no additional details are provided to help the viewer understand the purpose or content of the image.)

• Explain to students that they will now reread information from The Omnivore's Dilemma that provides information about the same topic as the photograph relates to--industrial organic farming.
• Direct partners to read aloud pages 147-150 together, paying attention to the main message the author is trying to convey.
• As partners finish reading, prompt them to Turn and Talk:

"What is your initial response to what you have just read? Why?" (Student responses will vary.)

"What information did this text give you?" (Responses should include some of the following details: the chickens are from a large industrial organic farm; they don't get to free range; the breed is fast growing, and they get so big they can't walk; when they are processed, they are killed and completely wrapped in ten minutes; 20,000 birds are in one building with minimal room to move, etc.)

"Are there any advantages of presenting this information through a medium of text?" (Responses will vary, but should mention that more details are provided in the text that help the reader understand the reality of the life and processing of the chickens at Petaluma Poultry.)

"Are there any disadvantages of presenting this information through a medium of text?" (Responses will vary, but may suggest that the text may be too challenging for some readers, or not as engaging as a photograph, it may be difficult to visualize what is happening, etc.)

• Display the blank copy of the Analyze Different Mediums anchor chart, and read aloud the various mediums listed in the left-hand column that will be examined in the lesson.
• Direct students to Think-Pair-Share:

"Why might it be helpful to analyze and discuss the advantages and disadvantages of each of these mediums?" (Responses will vary, but may mention that certain mediums may present material more clearly than others, depending on the topic.)

• Use a total participation technique to share responses with the group and lift up any answers as applicable. With student support, capture any of the advantages or disadvantages of using photographs and written text discussed on the Analyze Different Mediums anchor chart. For examples, see the Analyze Different Mediums anchor chart (example for teacher reference).
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

C. Explore Conflicting Information - RI.8.7, RI.8.9 (15 minutes)

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

"I can analyze two texts that provide conflicting information on industrial organic farming and identify where they disagree on matters of fact or interpretation."

• Explain that sometimes different mediums present conflicting information. Today students will review content about industrial organic food from The Omnivore's Dilemma, by looking at two different mediums that provide conflicting information on the same topic.
• Display the photograph from page 147 of The Omnivore's Dilemma. Think aloud to students to describe the photograph. (The photograph shows a chicken for sale in its packaging. The label displays a red barn, fields, a farmhouse, and a picturesque farm scene.)
• Explain to students that during the search for another credible image that displays similar information, other images of organic chicken packaging such as the online example were found. Project this image or a similar image, and allow students time to view it. Tell students that images like these suggest that chickens raised on these farms spend their lives happily roaming in fields and accessing the barn as needed.
• Then, read aloud from the bottom of page 147 of The Omnivore's Dilemma starting with "Petaluma [Poultry] turns out to be more animal factory than farm" and stopping at "And then all of them are slaughtered two weeks later."
• Continue thinking aloud, informing students that this text gives details about a chicken's life (such as how they do not really get to range freely on Petaluma Poultry Farm), which were not clear from the information in the photograph.
• Give students time to reflect on these questions:

"In what ways is this information conflicting?" (It's conflicting because the packing leads the consumer to believe the chicken they are buying has free range of fields, and the reality presented in the text is that the chickens are not given access to roam as presented in the photograph.)

"What might this have to do with different purposes and motives?" (Petaluma Poultry wants to convince the consumer to buy its chickens, and one way it does this is by creating an image of happy, peaceful farm life so buyers will feel good about purchasing chicken from Petaluma. In contrast, Michael Pollan wants consumers to be informed of the reality chickens experience on farms like Petaluma Poultry, and therefore the details written in his text conflict with the peaceful image presented by Petaluma Poultry.)

• Tell students that in the next lessons, they will continue to look at information through the lens of the various advantages and disadvantages of mediums. They will also examine conflicting information and interpretations in texts and analyze how that might relate to purpose and motivation on the part of the author.
• Display and distribute the Analyze Different Mediums: Industrial Organic Farming. Explain that these questions relate to industrial organic lettuce farming. Read the directions aloud as students follow along. Answer any questions students have about the directions or the task.
• Prompt students to work with their predetermined partner as they answer all of the selected response questions together, referring to the Strategies to Answer Selected Response anchor chart as needed. As students work, circulate and support pairs as needed. Refer to Analyze Different Mediums: Industrial Organic Farming (answers for teacher reference) as needed.
• As students finish their Analyze Different Mediums: Industrial Organic Farming handouts, begin to review the answers using Analyze Different Mediums: Industrial Organic Farming (answers for teacher reference) as a guide and adding any additional advantages or disadvantages to the Analyze Different Mediums anchor chart as applicable.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.