A. Read The Omnivore’s Dilemma, Section 4, and Analyze Purpose and Point of View – RI.8.6 (20 minutes)

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

“I can analyze the author’s purpose and point of view in a text and explain how he acknowledges conflicting viewpoints.”

• Repeated routine: Follow the same process as with previous lessons for students to read section 4 of The Omnivore’s Dilemma, using the Text Guide: The Omnivore’s Dilemma (for teacher reference). Instruct students to read the section independently, and support struggling students as needed. If students do not finish reading the section within the allotted reading time, distribute Synopsis: The Omnivore’s Dilemma, Section 4 to each student to review the key details from the section. As time permits, have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the gist using the following resources as appropriate: sticky notes and vocabulary logs.
• Think-Triad-Share:

“Think about your favorite cereals or snacks. How do you think the shape, taste, and/or color may have attracted you to the food?” (Responses will vary, but may include: the shape and color of cheese doodles, the dipping of cookies in milk, the frosted sugar on corn flakes.)

“What do you think about the diabetes and obesity epidemic in America?” (Responses will vary, but may include: it is scary, it is a hopeless issue, we can work together to solve this problem.)

“What are you interested to learn more about now?” (Responses will vary, but may include: the history of supersizing, government subsidies for corn, how overeating causes diabetes and obesity.)

• Display the Author’s Purpose and Point of View: The Omnivore’s Dilemma note-catcher, and instruct students to retrieve their copies.
• Have students turn to page 89 of The Omnivore’s Dilemma. Reread paragraph 2, beginning with “Companies can also try . . .” and ending with “. . . flavonoids from red wine.”
• Using equity sticks, call on students, and ask the following questions from the note-catcher:

“What topic is the author addressing?” (added value in foods—vitamins)

“What is the author’s attitude toward this topic?” (Companies change foods in various ways so they can sell us more of them.)

“What is the author’s reason for writing this?” (to explain how companies manipulate consumers into believing they added value to our food)

“What words or ideas from the excerpt helped you determine that point of view?” (“We need an apple that fights cancer!”; “any old chicken”; “removed”)

“How does the author’s point of view add to our understanding of this topic?” (helps us understand how companies make money and why foods are appealing to us)

• As students share, record their responses on the displayed Purpose and Point of View: The Omnivore’s Dilemma note-catcher. Instruct students to follow along and record responses on their own note-catchers. Refer to Author’s Purpose and Point of View: The Omnivore’s Dilemma note-catcher (example for teacher reference) as needed.
• Divide the class into two groups.
• Assign one group to analyze the author’s purpose and point of view on eating more food in pages 91–93. Assign the other group to analyze the author’s purpose and point of view on government and public health in pages 99–100. Students may work in pairs, small groups, or independently. Instruct students to complete their note-catcher as they analyze their excerpt.
• Circulate as students work to ensure they are on task and can determine the author’s purpose and point of view in a text. Refer to Author’s Purpose and Point of View: The Omnivore’s Dilemma note-catcher (example for teacher reference).
• Refocus the class. Ask volunteers from the first group to share their analysis of pages 91–93:

“What topic is the author addressing?” (eating more food)

“What is the author’s attitude toward this topic?” (Companies convince us to eat more food, which causes obesity and diabetes.)

“What is the author’s reason for writing this?” (to inform readers about the dangers of overeating)

“What words or ideas from the excerpt helped you determine that point of view?” (“scheme,” “killing us,” “supersized meals,” “awful lot”)

“How does the author’s point of view add to our understanding of this topic?” (helps us understand the effect processed foods have on our body and our health)

• Ask volunteers from the second group to share their analysis of pages 99–100:

“What topic is the author addressing?” (government and public health)

“What is the author’s attitude toward this topic?” (The government is not consistent in how it supports healthy eating.)

“What is the author’s reason for writing this?” (to show the government’s role in the health crisis in America)

“What words or ideas from the excerpt helped you determine that point of view?” (“mixed messages”)

“How does the author’s point of view add to our understanding of this topic?” (helps us understand why the government funds high-calorie foods more than healthy foods)

• Remind students that they analyzed an implied claim in the previous lesson. Remind students that the author’s point of view is often very similar to the author’s implied claim. An author’s point of view often leads to an implied claim.
• Have students revisit page 89. Reread paragraphs 2 and 3, beginning with “Companies can also try . . . .”
• Think-Pair-Share:

“What is the conflicting viewpoint that is addressed in this section?” (Adding nutritional value to foods is good for the health of consumers.)

“How does the author respond to the conflicting viewpoint?” (by explaining that foods naturally contain nutritional value, but companies remove the nutrition when they process these foods)

• As students share, record their responses at the bottom section of the displayed Purpose and Point of View: The Omnivore’s Dilemma note-catcher, under “Conflicting Viewpoint.” Instruct students to follow along and record responses on their own note-catchers. Refer to Author’s Purpose and Point of View: The Omnivore’s Dilemma note-catcher (example for teacher reference) as needed.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.