Food, Inc. -- the analysis

What

Food, Inc. -- the analysis

When

3/2/2021

ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
ELAGSE9-10RI5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums(e.g., a person's life story in print and multimedia), determining which details are emphasized in each account.
ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”)

Learning Targets: can identify and analyze methods of persuasion in a documentary.
I can evaluate the success or failure of methods of persuasion in a documentary.

Success Criteria: Students can determine the argument being presented or made in a particular article or film.

Introduction/Connection:
What do I mean by analyze what someone says?

DIRECT INSTRUCTION:

Thinking about Food, Inc., let's go a little deeper. Using the PART 2 handout. HOW did they manipulate their audience?

I will remind students about the analysis of watching BLACKFISH. Using the same techniques, weI will begin by replaying part of the movie and doing a THINK ALOUD as I fill out my answer sheet. Then, we will move to filling it out in pairs.


Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:
How do documentarians manipulate their audience?

Rewatching Food, Inc. TOGETHER as necessary Students will look at the context of the film. Why did they feel the need to create it? What did they hope accomplish?

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
You Do:

Working in pairs students will analyze the reasoning behind the film, it's context and purpose.

Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Do you think the film made a legitimate argument? Yes/No. Vote on the way out the door.