Module VI: Good Food/ Bad Food

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Module VI Good Food Bad FoodExpository Reading and Writing CourseMs Moshtagh Activity 1 Getting Ready to.
Read QuickwriteAmericans are at increasing risk of diseasebecause of the unhealthy food we eat Whatwill it take to get us to change our eating Activity 2 Surveying the.
What do the titles Attacking the ObesityEpidemic by First Figuring Out Its Cause and Bad Food Tax It and Subsidize Vegetables tell you about what the articles will be about Can you guess what No Lunch Left Behind is.
going to be about from its title All three articles were published in the NewYork Times in 2009 and 2011 What can youpredict about the articles How do you think thearticles will be the same How do you think they.
will be different Activity 3 Making Predictions Anticipation GuideBefore reading Attacking the ObesityEpidemic indicate in the first column which.
of the statements below you believe are trueand which are false After reading go backand label the statements true or false basedon what you learned by reading the article Record the number of the paragraph in which.
you found the information Activity 3 Making Predictions Anticipation Guide Americans now need far fewer calories to be healthythan people did in the 1800s .
Since the 1970s the food industry has made iteasier to eat a healthy diet Efforts to reduce smoking show that it s almostimpossible to get people to change habits Taxing unhealthy food would be an inexpensive way.
to improve American health Offering healthy lunches at school means kids aremore likely to eat healthy food at home Activity 4 Making Predictionsand Asking Questions.
Read the first paragraph of No Lunch Left Behind What do Waters and Heron think should happen toschool lunches Now that you ve read the first paragraph explainwhat the title of the article means .
Now read the first five paragraphs of Bad Food What is it going to be about Why does Bittman puta question mark after Bad Food Who do you think is the intended audience for thispiece How do you know this Is it the same.
audience for No Lunch Left Behind Turn the title of Bittman s article into a question toanswer as you read the essay Activity 5 Reading forUnderstanding.
AttackingThe first reading ofthe Obesityan essay reading with the grain or playing the believing game Epidemic .
Which of your predictions turned out to be true What surprised you If your predictions turned out to be wrong whatmisled you Can you answer the question you created from the.
What if anything is still confusing to you Understanding KeyVocabulary Bad Food Subvert 2 Indisputable 1 Culpable 5 Fix 4 .
Laden 6 Subsidizing 5 Crave 11 Staple foods 7 Push factors 13 Ubiquitous 17 Obesogenic 13 Borne 21 Interventions 16 Precedent 21 .
Controversial 24 Comprehensive 32 Activity 5 Reading forUnderstanding continued Read with the grain and play the believinggame as you read Bittman s Bad Food .
Circle the words on the previous slide as wellas any others you may not know Define Highlight underline main ideas Write personal connections notes symbolsin the right column of the article.
Activity 5 Reading forUnderstanding continued Bad Food Which of your predictions turned out to be true What surprised you .
If your predictions turned out to be wrong whatmisled you Can you answer the question you created from the What if anything is still confusing to you Activity 5 Reading for.
Understanding continued Read with the grain and play the believinggame as you read Bittman s Bad Food Identify eight similar key words in No LunchLeft Behind .
Compare your key words with a partner Didyou define different words Share themeanings and add them to your article Highlight underline main ideas Write personal connections notes symbols.
in the right column of the article Activity 5 Reading forUnderstanding continued No Lunch Left Behind Which of your predictions turned out to be true .
What surprised you If your predictions turned out to be wrong whatmisled you Can you answer the question you created from the What if anything is still confusing to you .
Activity 7 Considering theStructure of the Text Descriptive OutlineCreate a descriptive outline of No Lunch Left Behind bydescribing the content of purpose of each section .
For example for the first section after paragraph 1 Content and Purpose The National School LunchProgram is a failure and should be reformed to improvechildren s health The purpose is to make arecommendation for how to improve children s health.
Then write a statement summarizing the content andpurpose of the entire article on the last page Activity 8 Considering theStructure of the Text Quickwrite.
Do you eat healthy lunches when you are atschool Why or why not Annotating and QuestioningIn rereading it is helpful to read against the grain or play the doubtinggame This is where the conversation about solving the obesity epidemic.
shifts and you should begin to question the texts and their authors As youfinish rereading Bad Food make marginal notations 1 In the left margin label what the author is saying as follows The introductionThe issue or problem the author is writing about.
The author s main argumentsThe author s examplesThe author s conclusion2 In the right margins write your doubting reactions in a different color3 Share your annotations with a partner Did you agree on what the main.
idea was Did you mark the same arguments and examples Did youagree on the conclusion How did your responses differ Activity 12 Summarizing andResponding RhetoricalUse the article with your annotations to help.
you write a rhetorical pr cis of Bittman sarticle Bad Food Tax It and SubsidizeVegetables Be sure to paraphrase whatBittman says in your own words do not Activity 12 Summarizing and.
Responding RhetoricalPr cis 1 Note the name of the author thegenre and title of the work the publicationdate in parentheses a rhetorically accurateverb and a that clause containing the major.
assertion or thesis statement of the work Sentence 2 An explanation of how the authordevelops and supports the thesis followingthe order of the article Activity 12 Summarizing and.
Responding RhetoricalSentence 3 A statement of the author sapparent purpose followed by an in order to Sentence 4 A description of the intendedaudience the relationship the author.
establishes with the audience or both Activity 13 Thinking Critically NEED QUOTATIONS Group 1 Questions about Logic Logos 1 What are Bittman s major claims and assertions .
Do you agree with his claims 2 What evidence does he use to support hisclaims How relevant and valid do you think theevidence is How sound is the reasoning Isthere any claim that appears to be weak or.
unsupported Which one and why do you think3 What would Brody and Waters and Heron say inresponse to Bittman s proposal Activity 13 Thinking CriticallyNEED QUOTATIONS .
Group 2 Questions about the Writer Ethos 1 What can you infer about Bittman from the text Does he have the appropriate background tospeak with authority on the subject Is heknowledgeable on this subject .
2 What does Bittman s style and language tell youabout him 3 Can you trust Bittman based on the evidence heprovides and the way he addresses his readers How trustworthy do you think he is compared to.
Brody To Waters and Heron Activity 13 Thinking CriticallyNEED QUOTATIONS Group 3 Questions about Emotions Pathos 1 Does Bad Food affect you emotionally .
What parts 2 Do you think Bittman is trying to manipulateyour emotions In what ways 3 Does Bittman appeal to your emotions morethan Brody and Waters and Heron If so does.
that make you agree with his proposal more or Activity 14 Designing andAdministering a SurveyField research can be a valuable way to gatheradditional evidence about a problem and the.
ways people might respond to possiblesolutions You will now administer a survey tostudents at your school Designing and Administering aSurvey 3rd period.
Directions This survey is designed to find out more about the eatinghabits and preferences of students at our school Please answerY yes or N no to the following statements Your name willnot appear on the survey 1 Do you drink a sugar sweetened beverage at least once.
2 Do you dine out at least twice a week 3 Do you get your recommended amount of fruits andvegetables daily 4 Would you be in favor of a higher tax on unhealthy food Designing and Administering a.
Survey 5th periodDirections This survey is designed to find out more about the eatinghabits and preferences of students at our school Please answerY yes or N no to the following statements Your name willnot appear on the survey .
1 Do you drink a sugar sweetened beverage at least once 2 Do you think Foothill offers healthy food choices 3 Do you exercise for at least 30 minuets five times a 4 Do you look at the nutrition facts on the foods you buybefore purchasing them .
Activity 16 Considering theSpeaking TaskYou have learned about and discusseddifferent causes of the obesity epidemic including the unhealthy food available to.
students in schools and young peoples unhealthy eating habits For this project youwill write a proposal for how to encouragehealthier eating at your school Further Instructions are on handout.
Activity 17 Taking a StanceAs you review your annotated reading quickwrites summaries predictions and answers to the criticalreading questions consider how you would proposeencouraging healthier eating at your school .
Brainstorm possible ideas and select the one thatyou feel would have the biggest impact in yourparticular setting Then write answers to thefollowing questions as you begin to think about your on next slide .
Activity 17 Taking a Stance What is your proposal for encouraging healthier eating at your school Who is your audience Why should they agree with your proposal How does your idea relate to what others have to say aboutencouraging healthy eating .
What might others say in response to your proposal Who might agreeand who might disagree with it What evidence from the readings and research including the data fromthe survey will persuade your audience to agree with your proposal How much background information will your audience need to.
understand your proposal What will those who disagree with your proposal have to say about it What evidence might they use How did your views change during your reading and research Whatfactors caused you to change Could you use these factors to change.
someone else s view Gathering Evidence to SupportYour Claims Attacking the Obesity Epidemic by First Figuring Out Its Cause byJane E Brody.
Bad Food Tax It and Subsidize Vegetables by Mark Bittman No Lunch Left Behind by Alice Waters and Katrina Heron My 600 lb Life Penny and Melissa s Stories Dr Robert C and Veronica Atkins Center for Weight and Health UCBerkeley http cwh berkeley edu resource... .
Michael Pollan http michaelpollan com Food Inc http www takepart com foodinc The Edible Schoolyard http edibleschoolyard org Yale Rudd Center for Food Policy and Obesityhttp www yaleruddcenter org.
The Campaign for Junk Food by Michelle Obama nyti ms 1itNxeJ Activity 18 ConsideringThe content of your proposal should include thefollowing 1 Provide the background of your proposal You will.
need to consider the answers to the followingquestions What s your purpose in writing theproposal Who is the target audience for yourproposal How much does your target audienceunderstand about the problem What kind of.
attitude positive or negative does your targetaudience have toward you Why do you think yourtarget audience might help you solve the problem What strategies do you plan to use to convince yourtarget audience .
Activity 18 Considering2 Clarify the problem Describe the problemspecifically and explain why it potentiallyaffects students at your school Also .
Module VI: Good Food/ Bad Food Expository Reading and Writing Course Ms. Moshtagh

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