Politics of Food

1. Politics of Food Day 6

2. Students will be able to… Discuss and elaborate upon their opinions, ideas, and questions about a text. Develop questions to facilitate discussion of a text. Question credibility, effectiveness, and rhetorical appeals in media and texts. Identify the different elements and parts of a text. Analyze stylistic and structural elements of a text Summarize and respond to a text • 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. • 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

3. Documentary Review: • Discuss: • What examples of ethos did we see? • What examples of pathos did we see? • What examples of logos did we see? • What was persuasive, what wasn’t? Why? • Respond • 1st: Were you persuaded by this documentary in any way? Explain. • 2nd: Why were you or why were you not persuaded?

4. Structures • The structure of a sentence tells us how the basic parts of a sentence are arranged. • A simple sentence has only one independent clause. • A compound sentence has two independent clauses joined by a coordinating conjunction. • A complex sentence has a subordinate clause joined to an independent clause with a subordinating conjunction. • A compound-complex sentence has a two or more independent clauses and one or more subordinate clauses.

5. Sentences • Generally, Berry’s sentences are not too complex, but he often uses substantial vocabulary to describe his complex ideas. Notice the last sentence of paragraph 10 and highlight it . • Find a few sentences in Berry’s essay that you have some trouble understanding and try to write them in your own words. • Find the sentence in paragraph 9 that piles up verbs until you’re quite overwhelmed. What is the effect of such a sentence on the reader? Does it have rhythm? Does it matter? • Now take a look at the first sentence of the second paragraph in Pollan’s essay and write it in your own words (you may use more than one sentence). • Does Pollan use varied sentence structure? Underline the types of sentences he constructs. What effect does this variety have on the reader? Is it merely more interesting, or are there other reasons for his sentence structure?

6. Summarizing and Responding • Write a summary of Pollan’s essay, “When a Crop Becomes King.” Limit it to ten sentences or less. Then generate 5 questions for a class discussion. • Write a summary of Berry’s essay, “The Pleasures of Eating.” Limit it to ten sentences or less. Then generate 5 questions for a class discussion.

7. Complete any unfinished class work (sentences and summarizing & responding)