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6 Making Healthy Choices

Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read and analyze expository texts about healthy eating. Students will examine text features of expository writing and create their own expository writings, each consisting of a family recipe and a three-paragraph descriptive essay. Content Standards and Learning Expectations Listening/Speaking L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations. L/S.8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view. R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details. Writing W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Effective readers use a variety of strategies to construct meaning. Reading deeper for evidence helps us differentiate between facts and opinions. Content (Students will know) Main idea in expository texts Important details in expository texts Setting in non-fiction texts Text features of expository texts to enhance comprehension (charts, tables, diagrams, table of contents, index, captions, etc.) The difference between fact and opinion in expository texts about health and healthy choices Reading strategies for expository June 2011 Essential Questions: Why do decisions matter? Why use reading strategies? How do I distinguish between fact and opinion in a text?

Skills (Students will be able to) Use appropriate language structure to interact in discussions and presentations about health and healthy choices Problem-solve and explain a process (such as a recipe) Apply organizational patterns and elements of descriptive writing to construct a three-paragraph composition about health choices Distinguish between fact and opinion in non-fiction about health and healthy 1

8.6 Making Healthy Choices

Subject: ESL Length: 5 weeks texts (pre-reading and expository text choices features) Express an opinion to compare and contrast information in expository texts Content Vocabulary Non-fiction Expository Health Healthy habits Balanced diet Nutritious Responsible decisions Well-being Stage 2 - Assessment Evidence Performance Tasks: Other Evidence: As students read texts, have them Analyzing Healthy Choices complete the decision-making reading Students will analyze expository texts log to document the decisions on the topic of health and teens and characters make (See Attachment: 8.6 present a summary of their findings to Other Evidence Decision Making the class. Reading Log) Divide class into groups of four, and Create a Word Wall using unit give each group a reading assignment vocabulary and new concepts/words on health and teens. (See Attachments: students encounter in texts they read 8.6 Text Healthy Eating, 8.6 Text during the unit (See Attachment: 8.6 Adolescents Fail to Meet Recommended Other Evidence Using Word Walls to Dietary Requirements, 8.6 Text Improve Instruction). Michelle Obama fight with US childhood obesity, and 8.6 Text When Being Have students keep a word journal for Overweight is a Health Problem). this unit or for the entire school year (See Attachment 8.6 Other Evidence Have each group predict the topic of Word Journal) its article by looking at clues, ideas, headlines and pictures in the text (See Have students keep a food log of home Attachment: 8.6 Graphic Organizer recipes in a notebook Pre Reading). Have students keep healthy choices journal, including their daily diet and As students read, have them identify exercise routines and other healththe type of expository text they are related decisions they make throughout reading and take notes to summarize the day the article (See Attachments: 8.6 Graphic Organizer Summary of Expository Text and 8.6 Resource Expository Text Features). Have each group place their findings on oversized chart paper using the headings on the Summary of Expository Text graphic organizer and present their summary to the class. Family Recipes Students will write the step-by-step process of a recipe from their family, June 2011 2

8.6 Making Healthy Choices

Subject: ESL Length: 5 weeks including a descriptive three-paragraph composition describing the recipe, the setting and context when family eats this recipe, and facts and opinions about the recipe. Have students select a home recipe from their food logs and write the steps of the recipe using a graphic organizer (See attachment 8.6 Performance Task Lets Write a Recipe). Have students gather facts and opinions about the recipe. Facts would include ingredients and amounts needed, or the context of the setting when their family eats the recipe. Opinions would consist of what people think about the recipe (See Attachment: 8.6 Graphic Organizer Fact and Opinion). Students will culminate the project with presentations to the class of the step-by-step process of how to cook the recipes they selected and threeparagraph essays that provide overviews of the recipes, when and where family makes and eats the recipes and some facts and opinions about the recipes (See Attachments: 8.6 Performance Task Recipe Presentation Rubric and 8.6 Performance Task Recipe Essay Rubric). Stage 3 - Learning Plan Learning Activities Expository Text Features Text structure hunt: have students search in newspapers or magazines for five types of expository texts (descriptive, sequential, compare/contrast, cause/effect, problem/solution) and circle key words in the different expository texts that signal to the reader the type of text it is (See Attachment: 8.6 Resource Expository Text Structure) Fact and Opinion Have students read a newspaper article and use a T-chart to pull out the facts and opinions about the text (See Attachment 8.6 Graphic Organizer T-chart). Have students play the game, Two Truths and a Lie. Each student will tell two facts about himself/herself and a lie to the class. The group has to guess which one of the three statements is not a fact. Give students a set of incomplete sentences and have them complete them. After completing the sentences have them evaluate the sentences to determine if their June 2011 3

8.6 Making Healthy Choices

Subject: ESL Length: 5 weeks answers were based on facts or opinion. For example: o My neighbors are___________________. o 8th graders are _________________. Setting Have students read news or magazine articles and describe the setting. Have students read an expository text and have them answer the 5-W questions (Who, What, When, Where, Why, plus How). Discuss how much more detail they understand about the content and setting described in the text after they answer these questions. Descriptive Writing Have students use descriptive adjectives to describe their favorite foods. Have students use the senses to describe a favorite food from home. Sample Lessons Lesson on Fact and Opinion (See Attachment: 8.6 Sample Lesson Fact or Opinion) Lesson on using descriptive language to create a restaurant menu: Separating facts from opinions (See Attachment: 8.6 Sample Lesson How Do You Separate Fact from Opinion) Additional Resources Resource on Expository Writing (See Attachment: 8.6 Resource Expository Writing) Ten Healthy Recipes for Teens: Health Pizza Recipe: Literature Connections Scholastics online news: FromBrowseMod=true&Ns=Pub_Date_Sort| 1&CurrPage=scholasticNews.jsp&TopicValue=Scholastic%20News New Rules for School Lunches by Zach Jones (See Attachment: 8.6 Text New Rules for School Lunches) Goodbye, Bad Fat? New York City Considers Limits on Transfat byTiffany Chaparro (See Attachment: 8.6 Text Goodbye, Bad Fat)

June 2011