Entrance Ticket: Please Place Your Order

Transcription

Entrance Ticket: Please Place Your OrderName:Date:Directions: Order one of the four meals posted on the Specials Board by checking the box next to themeal’s number. Then explain why you chose this meal. Meal 1 Meal 2 Meal 3 Meal 4Why did you choose this meal?Exit Ticket:What Is the Omnivore’s Dilemma Anyway?Based on the reading and discussion in today’s class, what is the meaning of the title of the book, TheOmnivore’s Dilemma? Your answer should be at least three complete sentences.1

Text-Dependent Questions:Pages 1–4 of The Omnivore’s DilemmaName:Date:I can cite text-based evidence that provides the strongest support for my analysis of literary text.(RI.8.1)QuestionsNotes1. How did the author, Michael Pollan, makedecisions about what to eat before he beganworking on this book? How do you know?2. In Paragraph 2, the author states that hedecided what to eat based on what tasted gooduntil he “had the chance to peer behind thecurtain of the modern American food chain.”Based on what you can figure out about these keyvocabulary words, explain what he means.3. Cite specific details from the text that describethe potato farm.4. In the first paragraph on page 3, the authorwrites: “I was driving through a feedlot, with tensof thousands of animals bellying up to a concretetrough that ran along the side of the highway forwhat seemed like miles.” Using context clues,what do these words mean? What do these wordshelp the reader understand about wherehamburgers come from?2

QuestionsNotes5. At the top of page 4, it says: “That’s thedilemma—we can eat anything, but how do weknow what to eat?” Based on context clues, whatdo you think this word means? What does theauthor’s use of the word help us to understandabout the book’s title?6. In the last paragraph on page 3, Pollan saysthat an omnivore eats “plants, meat,mushrooms—just about anything.” Based on thecontext clues in this paragraph and the followingparagraph, what is the omnivore’s dilemma?7. What can you infer about Pollan’s purpose inwriting this book? What makes you think so?Homework:Which of Michael Pollan’s Food Chains Does theMeal You Chose at the Beginning of the Lesson Best Match?Which of Michael Pollan’s food chains does the meal you chose at the beginning of the lesson bestmatch? Why do you think that? Use evidence from the text to support your claim.3

Entrance Ticket:Meal and Food Chain MatchName:Date:Which meal do you think comes from which food chain? Why do you think that?Food ChainMealWhy Do You Think That?IndustrialIndustrial OrganicLocal SustainableHunter-Gatherer4

Reading Closely:Guiding Questions HandoutGuiding Questions 1I. Approachingthe textReading closelybegins byconsidering myspecific purposes forreading andimportantinformation about atext.I am aware of my purpose(s) forreading: Why am I reading this text?I take note of information aboutthe text: Who is the author? In my reading, should I focus on: What is the title? The content and information about the What type of text is it?II. QuestioningTextsReading closelyinvolves:1) initiallyquestioninga text to focus myattention on itsstructure, ideas,language, andperspective, then2) questioningfurther as I read tosharpen my focus onthe specific detailsin the textI begin my reading with questions to helpme understand the text.Structure: How is the text organized?topic? Who published the text? The structure and language of the text? When was the text published? The author’s view? How do the text’s structure and featuresinfluence my reading?Topic, Information, and Ideas: What is this text mainly about? What information or ideas does the textpresent? What details stand out to me as I read?Language: What key words or phrases do I notice asI read? What words or phrases are critical formy understanding of the text? What words and phrases are repeated?Perspective: What is the author thinking and sayingabout the topic or theme? Who is the intended audience of thetext?I pose new questions while readingthat help me deepen myunderstanding.Structure: Why has the author structured thesentences and paragraphs this way?Topic, Information, and Ideas: What information/ideas arepresented at the beginning of thetext? What information/ideas aredescribed in detail? What do I learn about the topic as Iread? How do the ideas relate to what Ialready know?Language: What words and phrases arepowerful or unique? What do the author’s words causeme to see or feel? What words do I need to know tobetter understand the text?5

Guiding Questions 1III. AnalyzingDetailsReading closelyinvolves thinkingdeeply about thedetails I have foundthrough myquestioning todetermine theirmeaning,importance, and theways they helpdevelop ideas acrossa text.I analyze the details I find through myquestioning.Patterns across the text:What details, information, and ideas arerepeated throughout the text?How do details, information, or ideaschange across the text?Meaning of Language:Why has the author chosen specificwords or phrases?Importance:Which details are most important to helpme understand the text?Which sections are most challenging andrequire closer reading?Relationships among details:How are the details I find related in waysthat build ideas and themes?What does the text leave uncertain orunstated? Why?Analyzing and connecting details leadsme to pose further text-based questionsthat cause me to reread more deeply.From Odell Education’s “Reading Closely for Details: Guiding Questions” handout. Used by permission.6

Word CatcherName:Date:WordDefinition7

Text-Dependent QuestionsPages 22–25 of The Omnivore’s DilemmaName:Date:I can cite text-based evidence that provides the strongest support for my analysis of literary text.(RI.8.1)QuestionsNotes1. What reasons doesPollan give for his claimthat corn “succeeded sowell”?2. How did farmers likeGeorge Naylor’sgrandfather get theirseed?3. Why don’t they do thatanymore?4. What is so great aboutthese new hybrid seeds?How do they help thefarmer?5. How is geneticallymodified corn seedcreated? Why is it betterthan the hybrid seed?6. Why do farmers likeGeorge Naylor refuse togrow GMO crops?7. What do you think“GMOs are a recklessexperiment with thenatural order of things”means?8

Food Chain graphic organizerFood Chain for1. Inputs: Whatresources are used togrow the food (cropsand animals)?Additional Information2. Growing(crops and animals):Describe where the foodgrows. What does it looklike? What happens tomake the food grow? Howis the food harvested?6. UnintendedOutputs: Besides theactual food, what else isproduced?3. After the Harvest:Where does it go next?How is it processed?5.Consumers:4.Transportation:What is theproduct theyget? How doesit impact them?How is it movedfrom the farm tothe factory orfrom the factoryto the consumer?9

Page 25: Author’s Purpose Graphic OrganizerName:Date:Part 1: Author’s PurposeFood chain:Page numbers:What is the author’s purpose for this excerpt of text?How do you know? Support your answer with at least three details from the text.1.2.3.10

Page 25: Author’s Purpose Graphic OrganizerPart 2: Conflicting Viewpoints and EvidenceIf the purpose of the text is to persuade you to believe or to do something by presenting anargument:What claim is the author making?What evidence does the author use to support the claim?1.2.3.What conflicting viewpoints has the author put forward? Why?How has the author responded to the conflicting viewpoints?11

Text-Dependent QuestionsPages 47-49 of The Omnivore’s DilemmaName:Date:QuestionsNotes1. Why had “thestench of the placebeen rising for morethan a mile?”2. How often doesthe corn mill run?3. What does thecorn mill do?4. What does CAFOstand for?5. What is thedifference betweenthe “old-fashioned”way of raising cattleon small familyfarms and raisingcattle in CAFOs?6. According toMichael Pollan, whatis bad about raisingcattle in CAFOs?12

Pages 47-49: Author’s Purpose Graphic OrganizerName:Date:Part 1: Author’s PurposeFood chain:Page numbers:What is the author’s purpose for this excerpt of text?How do you know? Support your answer with at least three details from the text.1.2.3.13

Pages 47-49: Author’s Purpose Graphic OrganizerPart 2: Conflicting Viewpoints and EvidenceIf the purpose of the text is to persuade you to believe or to do something by presenting anargument:What claim is the author making?What evidence does the author use to support the claim?1.2.3.What conflicting viewpoints has the author put forward? Why?How has the author responded to the conflicting viewpoints?14

Text-Dependent QuestionsPages 112–115 of The Omnivore’s DilemmaName:Date:QuestionsNotes1. What does“organic” mean?2. When did the ideaof organic food catchon? Why?3. When was the firstEarth Day?4. What are organicfood co-ops?5. What drove thefood co-ops out ofbusiness?6. Why does MichaelPollan call this foodchain “industrialorganic”? Whatfactors make itindustrial? Whatfactors make itorganic?15

Pages 112-115: Author’s Purpose Graphic OrganizerName:Date:Part 1: Author’s PurposeFood chain:Page numbers:What is the author’s purpose for this excerpt of text?How do you know? Support your answer with at least three details from the text.1.2.3.16

Pages 112-115: Author’s Purpose Graphic OrganizerPart 2: Conflicting Viewpoints and EvidenceIf the purpose of the text is to persuade you to believe or to do something by presenting anargument:What claim is the author making?What evidence does the author use to support the claim?1.2.3.What conflicting viewpoints has the author put forward? Why?How has the author responded to the conflicting viewpoints?17

Food Chain graphic organizerFood Chain for1. Inputs: Whatresources are used togrow the food (cropsand animals)?Additional Information2. Growing(crops and animals):Describe where the foodgrows. What does it looklike? What happens tomake the food grow? Howis the food harvested?6. UnintendedOutputs: Besides theactual food, what else isproduced?3. After the Harvest:Where does it go next?How is it processed?5.Consumers:4.Transportation:What is theproduct theyget? How doesit impact them?How is it movedfrom the farm tothe factory orfrom the factoryto the consumer?18

Speaker’s Purpose Graphic Organizer:Media clipName:Date:Use the space below to take notes for gist.Part 1: Speaker’s PurposeFood chain:Source of speech:What is the speaker’s purpose or motive for saying what he or she does?19

Speaker’s Purpose Graphic Organizer:Media clipHow do you know? Support your answer with at least three details from the speech.1.2.3.What are the motives of this media clip? Why was it made? (To encourage you to buy a product? Toencourage you not to buy a product? To inform you about a certain type of food?)Why do you think that? (Is it just what the speaker said? Is it a camera angle that makes you feel acertain way? Is it music or images that are playing at the same time?)Provide two pieces of evidence from the clip to support your claim.1.2.20

Food Chain graphic organizerFood Chain for1. Inputs: Whatresources are used togrow the food (cropsand animals)?Additional Information2. Growing(crops and animals):Describe where the foodgrows. What does it looklike? What happens tomake the food grow? Howis the food harvested?6. UnintendedOutputs: Besides theactual food, what else isproduced?3. After the Harvest:Where does it go next?How is it processed?5.Consumers:4.Transportation:What is theproduct theyget? How doesit impact them?How is it movedfrom the farm tothe factory orfrom the factoryto the consumer?21

ELA Assessment 2-Point Rubric—Short-ResponseScoreResponse FeaturesThe features of a 2-point response are Valid inferences and/or claims from the text where required by the prompt Evidence of analysis of the text where required by the prompt2Point Relevant facts, definitions, concrete details, and/or other information from the text todevelop response according to the requirements of the prompt Sufficient number of facts, definitions, concrete details, and/or other information fromthe text as required by the prompt Complete sentences where errors do not impact readabilityThe features of a 1-point response are A mostly literal recounting of events or details from the text as required by the prompt1Point Some relevant facts, definitions, concrete details, and/or other information from thetext to develop response according to the requirements of the prompt Incomplete sentences or bullets0PointThe features of a 0-point response are A response that does not address any of the requirements of the prompt or is totallyinaccurate No response (blank answer) A response that is not written in English A response that is unintelligible or indecipherableIf the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.22

Mid-Unit 1 Assessment:Analyzing Author’s and Speaker’s Purpose, Part 1 (SL.8.2)Name:Date:Directions for Part 1: Listen to Birke Baehr’s speech, “What’s Wrong with Our Food System?”, while taking notes in thespace provided below. Take notes for the gist so you can remember Baehr’s main points. After listening to the speech and finishing your notes, use information from the speech to completethe Speaker’s Purpose section.Use the space below to take notes for the gist. Record the main claims of the speaker. Thiswill help you when determining his point of view.Speaker’s PurposeWhat is the speaker’s purpose or motive for saying what he or she does?Mid-Unit 1 Assessment:23

Analyzing Author’s and Speaker’s Purpose, Part 1 (SL.8.2)How do you know? Support your answer with at least three details from the speech.1.2.3.What are the motives of this speech? Why was it made? (To encourage you to buy a product? Toencourage you not to buy a product? To inform you about a certain type of food?)Why do you think that? (Is it just what the speaker said? Is it a camera angle that makes you feel acertain way? Is it images or music that are playing at the same time?)Provide two pieces of evidence from the clip to support your claim.1.2.24

Mid-Unit 1 Assessment:Analyzing Author’s and Speaker’s Purpose, Part 2(L.8.4, L.8.4b, L.8.4c, L.8.4d, RI.8.6, SL.8.2)Name:Date:Directions for Part 2: Read the excerpt “Can You Eat More, Please?” (pages 73–75) from Michael Pollan’s TheOmnivore’s Dilemma. Answer the questions in the Finding Word Meaning section. Use information from the text to complete the Author’s Purpose section. Refer to the text as oftenas you need to. Once you’ve determined author’s purpose, complete the Conflicting Viewpoints and Evidencesection.Finding Word Meaning1. Look at the words inject and infused in the second paragraph on page 74. What common affixdo they have?2. What does this affix mean?3. What do you think “infused” means?4. Look in a dictionary to check your answer. What definition does the dictionary give?5. Were you right?YesNoMid-Unit 1 Assessment:25

Analyzing Author’s and Speaker’s Purpose, Part 2(L.8.4, L.8.4b, L.8.4c, L.8.4d, RI.8.6, SL.8.2)Author’s PurposeWhat is the author’s purpose for this speech?How do you know? Support your answer with at least three details from the text.1.2.3.Conflicting Viewpoints and EvidenceIf the purpose of the text is to convince you to believe or to do something by presenting anargument What claim is the author making?Mid-Unit 1 Assessment:26

Analyzing Author’s and Speaker’s Purpose, Part 2What evidence does the author use to support the claim?1.2.3.What conflicting viewpoints has the author put forward? Why?How has the author responded to the conflicting viewpoints?27

Food Chain graphic organizerFood Chain for1. Inputs: Whatresources are used togrow the food (cropsand animals)?Additional Information2. Growing(crops and animals):Describe where the foodgrows. What does it looklike? What happens tomake the food grow? Howis the food harvested?6. UnintendedOutputs: Besides theactual food, what else isproduced?3. After the Harvest:Where does it go next?How is it processed?5.Consumers:4.Transportation:What is theproduct theyget? How doesit impact them?How is it movedfrom the farm tothe factory orfrom the factoryto the consumer?28

Text-Dependent Questions:Pages 161–166 of The Omnivore’s DilemmaName:Date:I can determine a theme or the central ideas of an informational text. (RI.8.2)I can determine the meaning of words and phrases in text (figurative, connotative, and technicalmeanings). (RI.8.4)QuestionsNotes1. Why are the pens floorless?2. Why are the pens moved 10 feet each day?3. Why does Joel wait three or four daysbefore moving the chickens to where hiscattle have been?4. Why does Joel think the “Eggmobile”would be worth it, even if the chickens neverlaid a single egg?5. Why does Joel not buy more chickenswhen the eggs bring in more money thananything else he sells?29

Example of Strong and Flawed ArgumentsName:Date:Argument A (example of a flawed argument)Our food should come from nature, not industry. The food industry makes me angry. The people whorun it are bad people who just want to make money. When I went to the grocery store today, I noticedso many people buying chips and soda. We don’t want to end up obese, so we better eat food fromnature.Argument B (example of a strong argument)Our food should come from nature, not industry, for several reasons. Getting food from nature doesnot damage the world. For example, my pig’s place in the forest would soon be taken by another pigand the cherry tree would bear fruit again next year. Also, there are no hidden costs to food thatcomes from nature. For example, you don’t have to pay for manure from feedlots to be hauled away.Food from industry costs each and every one of us: in government spending, in pollution, in globalwarming, and in our health. Finally, food from nature is better for our bodies. Eating meat from cowsthat were fed grass is much healthier for us than eating meat from cows that were fed corn.Example of Irrelevant Evidence:Page 162 of The Omnivore’s Dilemma RewrittenFifty of these pens were spread out across the damp grass. Each was 10 feet by 12 feet wide and2 feet high, with no floor. Inside each one were 70 broiler chickens. The United States has the largestbroiler chicken industry in the world and 17 percent of the broiler chickens produced here areexported to other countries. Americans consume more chicken than anyone else in the world and it isthe number one source of protein in the United States. The broiler chicken pens are floorless to allowthe birds to get at the grass.30

Evaluating an Argument:Graphic Organizer for Pages 161–166Name:Date:I can identify the argument and specific claims in a text. (RI.8.8)I can evaluate the argument and specific claims in a text (assessing whether the reasoning is soundand the evidence is relevant and sufficient to support the claims). (RI.8.8)I can identify when irrelevant evidence is used. (RI.8.8)Part 1: Evaluating an Argument Graphic OrganizerAuthor/Speaker’s Claim:Relevant Evidence 1Relevant Evidence 2Relevant Evidence 3Explain how this piece ofExplain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to the claim: evidence is relevant to the claim:Relevant Evidence 4Relevant Evidence 531Relevant Evidence 6

Evaluating an Argument:Graphic Organizer for Pages 161–166Part 1: Evaluating an Argument Graphic OrganizerExplain how this piece ofevidence is relevant to theclaim:Explain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to theclaim:Did the author provide sufficient evidence? Explain why or why not.Was the reasoning sound? Explain why or why not.Part 2: Irrelevant EvidenceWhat irrelevant evidence did the author/speaker provide? Explain what makes this evidenceirrelevant.32

Food Chain graphic organizerFood Chain for1. Inputs: Whatresources are used togrow the food (cropsand animals)?Additional Information2. Growing(crops and animals):Describe where the foodgrows. What does it looklike? What happens tomake the food grow? Howis the food harvested?6. UnintendedOutputs: Besides theactual food, what else isproduced?3. After the Harvest:Where does it go next?How is it processed?5.Consumers:4.Transportation:What is theproduct theyget? How doesit impact them?How is it movedfrom the farm tothe factory orfrom the factoryto the consumer?33

Text-Dependent Questions:Pages 240-245 of The Omnivore’s DilemmaName:Date:I can determine a theme or the central ideas of an informational text. (RI.8.2)I can determine the meaning of words and phrases in text (figurative, connotative, and technicalmeanings). (RI.8.4)QuestionsNotes1. What emotions did he feel assoon as he’d killed the pig? Why?2. What was the one emotion heexpected to feel, but did not feelimmediately?3. Why did he find seeing theinside of the pig more disturbingthan the chicken guts on Joel’sfarm?4. Why did he tell Angelo hewanted to take a picture?34

Text-Dependent Questions:Pages 240-245 of The Omnivore’s DilemmaQuestionsNotes5. Why was he so disgusted?How does he explain his disgust?6. What does he feel after lookingat the pictures? Why?7. What new dilemma is he facedwith?8. What is his final feeling aboutkilling the pig? Why?9. What does he say huntersought to be aware of?35

Evaluating an Argument Graphic Organizer for Pages 240-245Name:Date:I can identify the argument and specific claims in a text. (RI.8.8)I can evaluate the argument and specific claims in a text (assessing whether the reasoning is soundand the evidence is relevant and sufficient to support the claims). (RI.8.8)I can identify when irrelevant evidence is used. (RI.8.8)Part 1: Evaluating an Argument Graphic OrganizerAuthor/Speaker’s Claim:Relevant Evidence 1Relevant Evidence 2Explain how this piece ofevidence is relevant to theclaim:Explain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to the claim:36Relevant Evidence 3

Evaluating an Argument Graphic Organizer for Pages 240-245Part 1: Evaluating an Argument Graphic OrganizerRelevant Evidence 4Relevant Evidence 5Explain how this piece ofevidence is relevant to theclaim:Explain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to the claim:Did the author provide sufficient evidence? Explain why or why not.Was the reasoning sound? Explain why or why not.37Relevant Evidence 6

Evaluating an Argument Graphic Organizer for Pages 240-245Part 2: Irrelevant EvidenceWhat irrelevant evidence did the author/speaker provide? Explain what makes this evidenceirrelevant.Example of Irrelevant Evidence:Page 245 of The Omnivore’s Dilemma RewrittenI was confronted with yet another dilemma. What exactly is the joy of hunting? I know what made mefeel good when I was out in the woods. I enjoyed feeling totally alive and a part of nature. I enjoyeddiscovering new abilities that I didn’t know I had. I enjoyed succeeding in my difficult task.However, I also knew what made me feel bad about hunting. No matter how I looked at it, I felt regretabout killing that pig. The animal is at once different from me and yet as a living creature it is in someways the same. Pigs can run up to 11 miles per hour, and they like to bathe in water or mud to keepcool, although they actually prefer water to mud. So when a hunter kills a pig, they ought to be awareof the seriousness of what they are doing and never treat it lightly38

Developing a ClaimName:Date:I can use my experiences and my knowledge of language and logic, as well as culture, to thinkanalytically, address problems creatively, and advocate persuasively. (SL.8.2a)I can use my experiences and my knowledge of language and logic, as well as culture, to thinkanalytically, address problems creatively, and advocate persuasively. (RI.8.9a)Make a claim based on the question:Which food chain would you choose to feed your family—the local sustainable foodchain or the hunter-gatherer food chain?Directions:1. Review your Food Chain graphic organizers for the local sustainable and hunter-gatherer foodchains. Use the information you have recorded on your food chain to refer back to the relevantsections of your text.2. Decide which food chain you would choose to feed your family.3. Think of two reasons why, based on what you know about those food chains.4. Find evidence in The Omnivore’s Dilemma to support those reasons.Student ClaimReason 1Evidence AReason 2Evidence BEvidence A39Evidence B

Advocating Persuasively ChecklistName:Date:Directions: Place a check next to each item the speaker demonstrates in his/her speech.In the comments column to the right, add any relevant details, questions, or suggestions.if yesContentMakes a strongclaim.Provides clearreasons for makingthat claim.Provides strongsupporting evidencefor reasons fromresearch.Responds to acounterclaim madeby someone else inthe Fishbowl.PresentationEye contact withmultiple audiencemembers.Speaks clearly andslowly enough foreveryone to hear andunderstand.Speaks at anappropriate volume.40

Homework: Vote with Your ForkName:Date:After reading the Afterword, “Vote with Your Fork,” in The Omnivore’s Dilemma, name one way youcan you “vote with your fork.”41

ELA Assessment 2-Point Rubric—Short-ResponseScoreResponse FeaturesThe features of a 2-point response are Valid inferences and/or claims from the text where required by the prompt Evidence of analysis of the text where required by the prompt2Point Relevant facts, definitions, concrete details, and/or other information from the text todevelop response according to the requirements of the prompt Sufficient number of facts, definitions, concrete details, and/or other information fromthe text as required by the prompt Complete sentences where errors do not impact readabilityThe features of a 1-point response are A mostly literal recounting of events or details from the text as required by the prompt1Point Some relevant facts, definitions, concrete details, and/or other information from thetext to develop response according to the requirements of the prompt Incomplete sentences or bullets0PointThe features of a 0-point response are A response that does not address any of the requirements of the prompt or is totallyinaccurate No response (blank answer) A response that is not written in English A response that is unintelligible or indecipherableIf the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.42

End of Unit 1 Assessment, Part 1:Evaluating the Argument, Reasoning, and Evidence in a SpeechName:Date:I can determine a speaker’s argument and specific claims. (SL.8.3)I can evaluate the reasoning and evidence presented for soundness and relevance. (SL.8.3)I can identify when irrelevant evidence is introduced. (SL.8.3)Evaluating an Argument Graphic OrganizerSpeaker’s Claim:Relevant Evidence 1Relevant Evidence 2Relevant Evidence 3Explain how this piece ofExplain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to the claim: evidence is relevant to the claim:Relevant Evidence 4Relevant Evidence 543Relevant Evidence 6

End of Unit 1 Assessment, Part 1:Evaluating the Argument, Reasoning, and Evidence in a SpeechEvaluating an Argument Graphic OrganizerExplain how this piece ofevidence is relevant to theclaim:Explain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to theclaim:Did the speaker provide sufficient evidence? Explain why or why not.Was the reasoning sound? Explain why or why not.Irrelevant EvidenceWhat irrelevant evidence did the speaker provide? Explain what makes this evidence irrelevant.44

End of Unit 1 Assessment, Part 2:Evaluating the Argument, Reasoning, and Evidence in an Excerpt ofThe Omnivore’s DilemmaName:Date:I can identify the argument and specific claims in a text. (RI.8.8)I can evaluate the argument and specific claims in a text (assessing whether the reasoning is soundand the evidence is relevant and sufficient to support the claims). (RI.8.8)I can identify when irrelevant evidence is used. (RI.8.8)I can use my experiences and my knowledge of language and logic, as well as culture, to thinkanalytically, address problems creatively, and advocate persuasively. (RI.8.9a)Evaluating an Argument Graphic OrganizerPage numbers of excerpt:Author/Speaker’s Claim:Relevant Evidence 1Relevant Evidence 2Relevant Evidence 3Explain how this piece ofevidence is relevant to theclaim:Explain how this piece ofevidence is relevant to theclaim:Explain how this piece ofevidence is relevant to theclaim:45

End of Unit 1 Assessment, Part 2:Evaluating the Argument, Reasoning, and Evidence in an Excerpt ofThe Omnivore’s DilemmaEvaluating an Argument Graphic OrganizerRelevant Evidence 4Relevant Evidence 5Explain how this piece ofevidence is relevant to theclaim:Explain how this piece ofExplain how this piece ofevidence is relevant to the claim: evidence is relevant to theclaim:Did the author provide sufficient evidence? Explain why or why not.Was the reasoning sound? Explain why or why not.46Relevant Evidence 6

End of Unit 1 Assessment, Part 2:Evaluating the Argument, Reasoning, and Evidence in an Excerpt ofThe Omnivore’s DilemmaExample of Irrelevant Evidence:Page 74 of The Omnivore’s Dilemma RewrittenCompanies can also try to convince us that their food is healthier, even a sort of medicine. We’re usedto having vitamins added to our food. (Of course, manufacturers wouldn’t need to add them if theyhadn’t been removed during processing.) And some manufacturers are going even further than addingvitamins. One company, called Tree Top, has developed a “low moisture, naturally sweetened applepiece infused with a red-wine extract.” Natural chemicals in red wine called flavonoids are thought tofight cancer.

Pages 22–25 of The Omnivore’s Dilemma Name: Date: I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RI.8.1) Questions Notes 1. What reasons does Pollan give for his claim that corn “succeeded so well”? 2. How did fa