You are here

ELA G8:M4

Sustainability of the US Food Supply Chain

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Analyzing Author’s Purpose and Evaluating Claims in The Omnivore’s Dilemma

Instructional FocusLong-Term TargetsAssessments
  • Begin The Omnivore’s Dilemma
  • Analyze The Omnivore’s Dilemma for author’s purpose and for how the author responds to conflicting viewpoints and evidence
  • 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 technical meanings). (RI.8.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)
  • I can analyze the purpose of information presented in different media and formats. (SL.8.2)
  • I can evaluate the motives behind a presentation. (SL.8.2)
  • Mid-Unit Assessment: Analyzing Author’s Purpose in Speech and Text (RI.8.6, SL.8.2)
  • Evaluate Michael Pollan’s claims in The Omnivore’s Dilemma for sound reasoning and relevant and sufficient evidence.
  • Practice advocating persuasively and speaking and listening skills.
  • 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 technical meanings). (RI.8.4)
  • I can determine an author’s point of view or purpose in informational text. (RI.8.6)
  • I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints. (RI.8.6)
  • 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 sound and 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 read, annotate, and analyze informational texts on topics related to diverse and nontraditional cultures and viewpoints (RI.8.9a)
  • I can apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”) (W.8.9a)
  • I can think analytically, address problems creatively, and advocate persuasively (Sl.8.2a)
  • 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)

  • End of Unit 1 Assessment: Evaluating Claims and Advocating Persuasively (RI.8.8, RI.8.9a, W.8.9b, SL.8.2, SL.8.3)

Weeks 3-5 Unit 2: Researching Consequences and Stakeholders of Michael Pollan’s Four Food Chains

Instructional FocusLong-Term TargetsAssessments
  • Analyze each of Michael Pollan’s food chains for consequences.
  • Research further the consequences of each of Michael Pollan’s food chains using other resources than The Omnivore’s Dilemma and determine the stakeholders.
  • I can conduct short research projects to answer a question (including a self-generated question). (W.8.7)
  • I can use several sources in my research. (W.8.7)
  • I can generate additional research questions for further exploration. (W.8.7)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively. (W.8.8)
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • Mid-Unit 2 Assessment: Research Simulation (W.8.7, W.8.8)
  • Practice speaking and listening skills in preparation for a presentation.
  • I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning and well-chosen details). (SL.8.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume and clear pronunciation). (SL.8.4)
  • I can integrate multimedia components and visual displays in a presentation to clarify information, strengthen claims and to add emphasis. (SL.8.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.8.6)
  • End of Unit 2 Assessment: Position Speech: Which of Michael Pollan’s four food chains would best feed the United States? (SL.8.4, SL.8.5, SL.8.6)

Weeks 6-8 Unit 3: Position Paper: Which of Michael Pollan’s Four Food Chains Would You Choose to Feed the United States?

Instructional FocusLong-Term TargetsAssessments
  • Analyzing a model position paper to determine criteria.
  • Building a draft position paper, piece by piece, in which a claim is made to answer the question: Which of Michael Pollan’s food chains would you choose to feed the US?
  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)
  • I can determine a theme or the central ideas of an informational text (RI.8.2)
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (W.8.1a)
  • I can support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (W.8.1b)
  • I can provide a concluding statement or section that follows from and supports the argument presented. (W.8.1e)
  • I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.8.4)
  • With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can gather relevant information from a variety of sources. (W.8.8)
  • I can use search terms effectively.
  • I can evaluate the credibility and accuracy of each source. (W.8.8)
  • I can quote and paraphrase others’ work while avoiding plagiarism. (W.8.8)
  • I can use a standard format for citation. (W.8.8)
  • I can use evidence from informational texts to support analysis, reflection and research. (W.8.9)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
  • I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). (L.8.4b)
  • I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (L.8.4c)
  • I can verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L.8.4d)
  • I can accurately use 8th grade academic vocabulary to express my ideas. (L.8.6)
  • I can use resources to build my vocabulary. (L.8.6)

  • Mid-Unit Assessment: Draft Position Paper (RI.8.1, W.8.1, W.8.1a, W.8.1b, W.8.1e, W.8.9, L.8.4, L.8.4b, L.8.4c, L8.4d)
  • Revise and edit draft position paper ready to publish.
  • I can cite text-based evidence that provides the strongest support for an analysis of an informational text. (RI.8.1)
  • I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (W.8.1c)
  • I can establish and maintain a formal style. (W.8.1d)
  • End of Unit 3 Assessment: Final Draft of Position Paper and Reflection on Writing the Position Paper (RI.8.1, W.8.1c, W.8.1d)
  • Final Performance Task: Published Position Paper: Which of Michael Pollan’s food chains would you choose to feed the US? Why? (RI.8.1, W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e, W.8.9).

 

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up