Renaysha Goode-Bailey

LLT496
Prof Cohen
Reading Lesson Plan
Objectives:
SWBAT distinguish between facts and opinion

SWBAT summarize the main idea of an article

SWBAT summarize the article

SWBAT identify the purpose of the article

SWBAT compare the articles they read

Activity 1: (15 min)

1. Teacher will ask students how do they know when something is fact or opinion. Ask for
examples.
2. Teacher will write examples and students answers on the chalk board
3. Teacher will ask what are some reasons to write an article? Give them hints, Give answer
if they dont answer
a. Descriptive, expository, imaginative, persuasive, narrative
4. Ask for some examples of a kind of writing that has those purposes. (Give them hints,
give an answer and elicit the rest)
a. i.e. Descriptive-emails, journal, advertisement/ Expository-recipe, directions,
resume/ Imaginative-fairy tales, novels, science fiction/ Narrative-biographies,
plays, magazine articles/ persuasive-critiques, editorials, brochures

Activity 2 (10 minutes)

1. Teacher will pass out reading and handout while explaining what they are about to read.
2. Teacher will instruct students to complete the handout about the reading in pairs with
people who have the same reading as them (A or B)
3. Teacher will walk around and assess the progress of group and assist where needed.
4. Teacher will call on individuals from each group to answer questions about the reading.
a. What do you think the article is about after reading the first paragraph
b. What do you think the purpose for this article is by reading the first paragraph?
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
c. After skimming the article, are there any words that you dont know? If so what
are they. Can anybody in the class explain what the word means?

Activity 3 (30 minutes):

1. Students will take 15 minutes to read their articles.

2. Students will then get in pairs with someone who has a different article and they will each
give each other a summary of what they read.
3. Students will then answer the questions on the second half of the handout
4. Teacher will assign homework, which is to read their partners article and re-evaluate the
answers to their questions.
5. Teacher will wrap up class by explaining that they will discuss the activity tomorrow in
class.
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
Reading A:

As public attention focuses on the impact of policy changes on the climate, we may overlook an
important contributor to the climate crisis: our food systems and the daily food choices we make.
It may sound hyperbolic that our roast beef sandwich is contributing to environmental
degradation of the planet. But mounting evidence of the impact requires our attention and action
as global citizens.

And each of us can do something about it, today, by taking what we eat as seriously as we take
climate change.

An assessment by the Food and Agriculture Organization of the United Nations indicated the
contribution of the livestock sector to global greenhouse gas emissions exceeds that of
transportation.

Emissions from the production of beef and lamb are 250 times higher than those from legumes,
per gram of protein, and pork and poultry are 40 times higher than legumes. A large amount of
methane and nitrous oxide, gases that are more than 20 times and 250 times more powerful than
carbon dioxide as a greenhouse gas, are generated through livestock-raising activities.

The effect of greenhouse gas emissions seems like an intransigent problem to curb, much less to
solve. How can we play a role in influencing what humans are doing to the planet? And how can
we approach these issues when political and economic forces can undermine efforts to address
the climate crisis?

One answer lies in the choices that we make every day: what we eat.

A study published in Nature found that, by 2050, a projected 80% increase in global greenhouse
gas emissions from food production can be avoided, if the global diet is an equal-parts mixture of
the Mediterranean, pescetarian and vegetarian diets.

Within that spectrum, fewer animal products are what's best for the planet, and our collective
future. The Mediterranean diet alone (one that includes lower amounts of animal products) will
still result in increased emissions, and the pescetarian diet (a vegetarian diet that includes fish)
will lead to only a small degree of reduction in emissions.
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
However, a global vegetarian diet, the same study showed, would be the most effective of all
diets (not including vegan) in achieving a reduction in greenhouse gas emissions, as well as a
decrease in agricultural land demand and land clearing.

It follows that the vegan diet, by eliminating dairy and egg, would reduce emissions the most, as
confirmed by a subsequent study. Adopting a plant-based diet is, therefore, one of the most
powerful choices an individual can make in mitigating environmental degradation and depletion
of Earth's natural resources.

Beyond contributing significantly to greenhouse gas emissions that cause rising temperatures and
sea levels, here's what eating meat also does to our world: While almost 800 million people
suffer from chronic undernourishment and insecure food supplies, 35% of grains worldwide are
fed to livestock.

About 80% of all Amazon deforestation is due to cattle-raising. Meanwhile, livestock production
plays an important role in the global biodiversity crisis that we are now facing, unprecedented
since the end of the last ice age.

So, what keeps us from following a plant-based diet? It requires overcoming our habits and our
tastes, learning new ways to cook, planning during travel, and navigating the social aspects of
eating and meal sharing. However, when seen through the lens of the fate of Earth's climate and
resources, don't these challenges all of a sudden seem minuscule?

Choosing plant-based diets can promote environmental sustainability.

It is rare that a single choice of ours can have a broad and decisive impact on the climate crisis.
We have a moral imperative to choose and advocate for plant-based diets for the health of our
planet and the well being and survival of generations to come.

Adaption of Go vegan, save the planet.

Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan

Reading B:
Why bother going vegan? Arent there a million more important things to worry about?
What about world peace? What about poverty? What about human suffering? What about plant
suffering? Vegans just seem like misguided idealists; moreover, isnt veganism extreme,
inconvenient and ultimately only for people who are hippies, animal rights nut jobs or elitist
liberals trying to explore a new fad diet? We know what youre thinking: I try to buy
humanely raised meat; whats wrong with that? Arent local and organic meat and dairy
products great for the environment? Cant I be a vegetarian (come on, no milk and eggs and NO
cheese?) Cows and hens dont have to die for it? Cant I be a pescetarian (fish dont have
feelings, right)? Or maybe a flexitarian, or veganish (Oprah approves of it)? How will I get my
protein? What about calcium? I love the taste of meat and doesnt vegan food taste like feet?
How will I ever be able to experience joy in my life knowing I cant eat steak, drink a milk shake
or wear a leather jacket? Why, oh why should I even consider this?
Heres why:
Youre curious and you know deep inside that this is something you need to think about.
It could be because you have a pet and wonder if theres a difference between him/her and the
pig that turned into the bacon you ate for breakfast. Maybe you saw an eye-opening video about
societys treatment of animals. Or maybe you have been reading about the environmental impact
of industrial animal agriculture or the health benefits of a plant-based diet. Whatever the reason
may be, the fact that this seems mildly interesting to you means that you have already taken the
first step towards thinking vegan. Dont panic! Thats a good thing and is reason enough to not
turn back now.
The good news is you dont actually need to eat animal flesh or drink animal milk to lead a
happy, healthy and productive life, and you certainly dont need to wear animal skin to look
good. You can still enjoy the taste of meat, creamy desserts, snacks and stock up your fridge and
pantry with all kinds of delicious food. More importantly, you can get enough protein, even
calcium, without any animal having to suffer or die for it. Worried about your health? Really?
You think not consuming animal products that are full of saturated fat and cholesterol will do
your body harm? As long as your idea of vegan food is not eating potato chips, Twizzlers and
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
vegan cupcakes all day, youll do fine (but trust us, you should eat a good vegan cupcake every
now and then). If youre still concerned, take a supplement or two (which you probably do on
any diet). Worried about losing your sense of style if you cant wear leather boots or fancy
cashmere sweaters? You can buy all kinds of clothes and accessories, including designer coats
and handbags, and fashionable shoes that not only look and feel great, but also wont dampen
your karma or your style. Think about it; the only reason we eat and use animals is because
weve been doing it for eons and animal-free alternatives did not exist. It is 2011, people; we
need to get with the program and evolve!
Veganism is not hard; ever noticed how picky almost every person placing their drink
order at Starbucks is? Being vegan isnt that different. So, youll probably need to ask a few
questions while ordering food, read a few labels while buying stuff, deal with a few raised
eyebrows and answer a couple of questions about protein and calcium. So what! You dont have
to go vegan overnight if you dont want to, but you have to be certain that youre ready to get
started. Do some research on recipes and start with a few vegan meals a week. If after a few
weeks, you find that your body and mind havent descended into the depths of hunger and
depression respectively, you can consider doing this long-term and going completely animal-
free. Take the time you need, and you will realize that veganism is not a huge sacrifice, but just a
matter of making some adjustments to how you cook, shop and order at a restaurant.
Now remember that veganism is more than food, because you dont want to be that
person talking about making ethical and ecological food choices, while strutting around town in
a fur coat or wearing makeup thats tested on animals. Again, dont obsess over it; just do some
basic research into vegan alternatives to various products you use and when you feel comfortable
enough, make the switch to the animal-free version. Worried about having to throw away all
your leather, wool and other clothes? Dont! No one says you have to get rid of it all, the
moment you decide to go down the vegan path. If you can afford it, donate your non-vegan stuff
and go ahead and embark on a shopping spree. However, realistically, very few can do that, so
just wear them out and discard or donate them when you feel like youre ready for a replacement.
Relax; the vegan police is not going to fine you!

Adaption of Why Go Vegan

Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan

Fact or opinion Reading Handout

Name:_______________________________________________ Date: ____________________
Complete Part 1 of this handout before reading your article. Please fill out the questions to the best of
your ability. You do not need to use full sentences to answer the questions.
Part 1: Before Reading
1. What do you think the article is about after reading the first paragraph?
_____________________________________________________________________________________
2. What do you think the purpose for this article is by reading the first paragraph?
_____________________________________________________________________________________
3. Take a few minute to skim the article. Are there any words that you dont know? List them
below and try to guess the meaning by examining the sentence for context clues.
1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
5.___________________________________________________________________________________
Part 2: After Reading
1. What does your article mainly consist of, Is it fact or opinion? Why? What is your partners?
Why?
A:___________________________________________________________________________________
B:___________________________________________________________________________________
2. What was the main Idea of the article you read? What was you partners?
A:___________________________________________________________________________________
B:___________________________________________________________________________________
3. After reading the article, has the purpose of it changed or stayed the same? If it changed, what
did it change to?
A:___________________________________________________________________________________
B:___________________________________________________________________________________
4. What do you think about the article? Do you agree with the author? Why or why not?
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
_____________________________________________________________________________________

Reflection

I chose the topic of veganism because its a relevant topic in todays society and one that I

have been pondering about since watching a video about it. Its important that students be able

to read about relevant topics in class that they can apply or discuss in real life. I chose these

articles because one seems more like an opinion and the other seems more fact based. The

articles were modified because they were particularly long and some of the information was

not of consequence. I focused the lesson on facts or opinions and the purpose of the article

because in academia, students should be able to decipher the kind of article they are reading,

especially when looking for valid resources or references. It will help them determine if the

source is appropriate to use as a resource or reference in research, which is common at the

college level.

The first activity is a pre-reading activity because it is important to prepare and scaffold

for the students to do the reading. The questions focus on things that I will later ask them about

in the pre-reading activity and post-reading activity. The answers to the questions I ask in

activity 1 will give them the knowledge they need to know later on to be able to describe the

purpose of the article and why they think so. They also need to be able to tell if the article is

fact or opinion based and to answer why with concrete evidence and examples. These

questions also serve to give students some guidance and things to look for while reading the

article.
Renaysha Goode-Bailey
LLT496
Prof Cohen
Reading Lesson Plan
Activity 2 consists of actually looking at the article and making some predictions. Students

should be able to guess what the article is about by reading the first paragraph for good reading

practices. Students are assigned two different reading because one if fact and the other is

opinion and later they will be able to read the other article and compare the two. Students are

asked to identify words that they dont know in order to assist with their comprehension when

they read the article.

In activity three, students read the article and then get in pairs with somebody who read

the opposite article to give a summary of the article. Students should be able to summarize

what they read to somebody else to give the signal that they understood what they read.

Students answer questions about both articles with the help of their partners because they

havent read both articles and they will use their partners answers later to compare what they

have discovered after reading the article themselves.

The homework serves to compound upon the lesson at home. Students were tasked with

reading their partners article in order to compare and contrast the two articles to have an

example of both a fact and opinion based article and how to decipher the two. The homework

also functions as a discussion point for tomorrow.

Resources:
Why Go Vegan? One Green Planet, 7 Aug. 2017, www.onegreenplanet.org/lifestyle/why-
go-vegan/.
Wang, George C. Go vegan, save the planet. CNN, Cable News Network, 9 Apr. 2017,
www.cnn.com/2017/04/08/opinions/go-vegan-save-the-planet-wang/index.html