Emily+Eshuis

** Food Consumption will never cease; therefore, we will never be suppressed by time in our effort to establish a healthier, more sustainable, more efficient, way of living. But let us not take for granted the opportunities we have today that can benefit the global population tomorrow, mentally, physically, and socially. **
 * The Affects of Global Food Production and Consumption **

http://roseemily.weebly.com



 * With more than one third of the adult population in the U.S. being obese, 8 million Americans battling an eating disorder, 16.7 million children living in food insecure households, and a steadily rising national debt, what can we do to revolutionize food consumption in America, and establish a more balanced, sustainable nation? **


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** Overview: **
It is of greater challenge today than ever before for our country’s youth to access nutritional foods. This is severely affecting children’s future physical and mental health, academic achievement and economic productivity. According to the United States Department of Agriculture (USDA), 16.7 million children under 18 in the US live in households where they are unable to consistently access enough nutritious food necessary for a healthy life.

While most students and families are aware of the distinctions between healthy and unhealthy food choices, it is not strongly emphasized how important a balanced diet is for overall development and success; furthermore, people need to learn how to take the beginning steps once they have committed to implementing a healthier lifestyle, so they will be able to maintain it confidently. As a result, our communities will be healthier and happier, and we may also be able to reduce the serious health issues that our country is facing.

Let’s focus on food consumption as an effort to combat national and social issues of the U.S. We will always need food, so let’s learn how we can change our eating habits as a way to reduce health problems, reduce poverty and hunger, and generate more academically advanced, more motivated, and more confident students. This unit will last approximately 4-6 weeks, depending on the amount of time allotted for each class period, but has the capacity to stretch much further. This particular unit is organized for 50-minute class sessions.

The goal of this unit is to support and strengthen student’s literary skills of reading and writing through the analysis of various facets of food production and consumption. We will explore the various ways in which food is produced, study how different types of foods affect us emotionally and physically, learn about the foods most frequently consumed in various regions of the U.S. and how that is affecting them; also, students will take into consideration every issue related to food production and consumption, such as, health problems caused by food or lack there of, emotional issues, such as anorexia nervosa, GMO’s and MSG’s, poverty and hunger, farming, school lunches, healthy eating in Urban settings, etc.. Listing as many as possible, students will collaboratively choose the issue that they believe is most critical and/or most relevant to their community, and they will develop a solution for the chosen issue.
 * Goals and Methods: **

In addition, students will research what organizations, if any, are already making efforts to combat the issue, and learn how they can either support the current organization, or develop their own.

Engaging students in literature that broadens their understanding of the consequences of food consumption, will allow them to be more strongly equipped to make wise choices about their own eating habits and also maintain a healthier, more productive, lifestyle. Likewise, students will be able to recognize how food and eating has influenced our country politically, socially, and environmentally, and as a result, be more prepared to think critically about the food-related issues our country and its communities faces.

Students will be asked to write letters to their state representatives, explaining the issues they have been exploring, stating its significance, and presenting a solution. This will help students to not only practice persuasive, well-organized writing, it will also provide an opportunity for students to review what they have learned concisely, so they can share their new knowledge comfortably and confidently with others.

As students learn more facts about food in the U.S., they will be able to reflect on their own experiences with food through journals and scrapbooks, online blogs, and possibly other resources of personal interest. As students study this topic, they will be able to document their findings on a class forum, such as Nicenet, and also respond to one another through comments, questions and suggestions. I also plan to utilize a website where students can upload their writing samples so that the whole class has access to each other’s.

The teacher’s role is to be well informed about the topic so as to provide as much to support to the students as possible through ideas, prompt questions, creativity, visual and audio aide, peer interaction through small and large group tasks, and by providing as many resources as possible. The teacher will have to help students make literary connections to current events and personal lives. By the end of this unit, students will have read two books, developed a personal blog and classroom online discussion forum, and submitted weekly journal or scrapbook entries, and also fulfilled many writing tasks analyzing food production and consumption in America. Students will also have participated in a solutions project, allowing them to practice creating awareness and taking action in an effort to create possible change in the world.


 * Unit Objectives: **
 * Raise awareness of global food production and consumption [[image:reflection-wordle.jpg width="431" height="276" align="right"]]
 * Students will learn how to use technology for the purpose of presentation, reflection, discussion, and project-sharing
 * Students will learn how to develop their own website
 * Students will use literature to better understand the physical and emotional consequences of daily eating habits
 * Students will have the tools necessary for making positive choices about their diet, for a healthier, fuller, more productive lifestyle
 * Student will analyze literature, paying attention to the use of vocabulary and imagery and how it influences the readers interpretation and the emotions it evokes
 * Students will make connections between literature and current events
 * Students will be able to write concise, persuasive pieces and will use them to influence change in their communities
 * Students will evaluate problems and resources
 * Students will be able to collaborate and network

** Food day! **
 * Resources: **
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** Food production and manufacturing **
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 * Food consumption and Health **
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 * Sustainability **
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 * Activities **
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 * § [] - Inviting Anna or Frances Lappe’ to attend our class!


 * Articles **
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 * Ideas for Solutions Project **
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 * § [] - Knockpatrick is practicing self-sustainability during nationwide drought

** Books **
 * § // We got Issues // by Rha Goddess and Jlove Calderon
 * § // Insatiable: The Compelling Story of Four Teens, Food and Its Power // by Eve Elio
 * § // The One Straw Revolution // by Masanobu Fukuoka (1) Look at This Grain, (2) Four Principles of Natural Farming, (3) One Farmer Speaks Out, (4) Confusion About Food, (5) Foolishness Comes Out Looking Smart
 * // What to do after You turn the TV off // by Frances Moore Lappe’
 * § // The Quickening of America: Rebuilding our Nation, Remaking our Lives // by Frances Moore Lappe’ and Paul Martin Du Bois


 * Videos **
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 * For the Teacher **
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 * Writing Prompts **
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 * Let’s invite author, educator and sustainable food advocate, Anna Lappe’, to our class! **
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 * Writing Assignments **
 * Free writing
 * Personal inquiry
 * Daily in-class response papers (one page maximum) for class discussion
 * Written responses on classroom forum (such as Nicenet or wiki)
 * Journal or scrapbook entries
 * Poem
 * Reflective paper about //The One Straw Revolution//
 * Interview questions for Anna Lappe’ and Frances Moore-Lappe’
 * Letter or email
 * Narrative about how food makes you feel
 * 2-page paper about the most critical food-related issue in the world, including a possible solution
 * Multi-genre project


 * Common Core State Standards: **

[|CCSS.ELA-Literacy.W.9-10.2] Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

[|CCSS.ELA-Literacy.W.9-10.3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

[|CCSS.ELA-Literacy.W.9-10.5] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

[|CCSS.ELA-Literacy.W.9-10.6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

[|CCSS.ELA-Literacy.W.9-10.7] Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

[|CCSS.ELA-Literacy.W.9-10.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.

[|CCSS.ELA-Literacy.W.9-10.10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


 * Day 1-Introduce the Unit **
 * Read syllabus, unit objectives, unit goals and projects
 * Encourage class to join the Writing for Change Facebook page, as a way for the class to develop a stronger learning community. Also, encourage them to use this site for sharing and networking!
 * Students will journal what their expectations are of the class, of themselves, and of the teacher, including what they hope to learn and what area of reading and writing in which they hope to improve
 * Literary exploration activity:
 * For this activity, students will be split into two groups, each with a topic of inquiry and a stack of scrap paper. Books, magazines, photographs, articles, journals and other resources will be scattered on a table at the front of the class. When prompted, each student will begin reading and observing anything they can find that will help them answer their initial question. If they find answers, they jot it down on the scrap paper so they can also record it on the white board for everyone to see. If they develop a new inquiry during the process, then they also have the option to record it and share it on the white board, also allowing classmates to (1) share answers and (2) make further inquiries. At the conclusion of the literary exploration, the questions and answers will be organized carefully and displayed in the class as a reference throughout the rest of the unit. Students will also be encouraged to make further contributions to the original list throughout the unit
 * Homework: Read part I, Look at this Grain of //The One Straw Revolution//


 * Day 2- **




 * Having read the first chapter of //The One Straw Revolution//, students will share their three discussion questions in small groups of 3-4 people. Afterwards, the class will discuss a few of these questions as a whole
 * After discussion, the class will watch this short clip about Fair Trade, and write an in-class response essay in their journal or scrapbook []
 * Finally, students will have a short time to explore various blog-creating websites for the blogs that they will be creating the following day.
 * Students need to understand the importance of feeling comfortable working on a blog and knowing how to access it regularly, because they will be using it frequently in class. Provide time for questions, ideas, or discussion about using a blog
 * Homework: Read parts 2 and 3 of //The One Straw Revolution//
 * Day 3- **
 * []
 * While watching this video, have students document any vocabulary words they do not know
 * After viewing, provide time for video response essays in journals
 * In groups of 3-4, have students share the words that are unknown, and see if students can help define them together through dictionary (or online dictionary) searches
 * Allow time for class discussion if some words are still unclear
 * Next, with each student at a computer, access the blog websites which the students have chosen, and instruct the class to spend a short time editing with fonts, website names and titles, pictures and other audio/visuals etc.
 * Show an example of personal blog as an aide
 * Next, have students write a “Raised By” poem, using the example from Linda Christensen’s //Teaching for Joy and Justice//
 * This poem needs to be completed by the end of the following class period
 * Homework: Read part 4 of //The One Straw Revolution,// documenting likes and dislikes about the reading for future discussion//;// update blog
 * Day 4- **
 * []
 * in groups of 2-3 (maximum), have students check out this website that shares real life stories of how people are implementing healthy diets, learning about nutritious foods and practicing sustainability in their own communities. Students will choose one or two from the list, and list the ideas that are of greatest interest
 * o once completed, allow students to share their findings with the whole class, and give one example of how they could also implement that same idea in their own community
 * Give students time to create a page or section on their blog for the current reading. Once they have done this, students should share (1) what they have learned so far, (2) what they have most enjoyed, (3) what they want to share with others about what they have read, listing as many examples as possible. Encourage students to post pictures of the book and/or the author, find videos about the author and his story, gather information about his personal demographics, what inspired the writing of this book, etc.
 * Exit slip: the list of Likes and Dislikes from latest reading assignment
 * Homework: Make-up day. Students should have read everything up until part 4 of //The One Straw Revolution//. Also, if students had to express these first few days in a song, which song would it be and why? Students will publish this on their blog before class begins the following day. Finally, students need to bring in one food or beverage item that has a harvest mark code
 * Day 5- **
 * Share with the class the song that your chose as an expression of the first few days. For two minutes, have students turn to the person next to them and say which song they chose and why. Then, allow a few students to share with the class the song that they chose if so desired
 * Students should go online to [] and enter the HarvestMark number found on their food item into the computer to “track” their food to the source. Be prepared to show students what a harvestmark looks like. Be prepared with items at your desk in case students forgot or were unable to bring in their own item.
 * o Next, students should access their blogs and open a new section to discuss the harvestmark activity. Have them share what food or beverage item they chose, and list findings from the tracker
 * Explain reflection essay. Tell what the assignment is. Provide examples of what the reflection could possibly look like. Allow students to discuss the assignment and ask questions
 * Homework: Begin reflection essay and come to class with questions or concerns regarding the assignment. Finish reading //The One Straw Revolution//, and pick three discussion questions for day 6
 * Day 6- **
 * Students will break into four teams: Team 1 is the Proteins group ([]); Team 2 is the Sugars group ([]); Team 3 is Carbohydrates group ([]); Team 4 is the Fats group ([]).
 * Students will have time to read and discuss the article related to their team’s topic and answer the questions listed on the board. (Students are challenged to make more discoveries than just the answers to the questions).
 * Define your term
 * Explain how it affects the body (a) positively and (b) negatively
 * Give examples of foods or beverages that contain this element
 * § Individual Free-Writing Assignment: When the groups have finished researching their element, provide time for free writing about what they think is the BEST way in which to consume this element. What food or beverage would it come from? How often should you consume it? How will it benefit your overall physical and mental health? And what would you tell someone with a (sugar, protein, carbohydrate, fat) deficiency to do? Turn in papers for credit.
 * In a circle, have each student turn to the person next to them and share the 3 discussion questions that were chosen from the reading assignment. Once discussed, open up the conversation to the whole class
 * In addition, discuss the progress of the reflection essay. Then, have each student list on the white board at least one thing they took away from the reading; something that they thought about most or something that challenged them
 * Homework: Complete reflection essay for day 8. On personal blog, briefly share what you learned from each of the teams in today’s activity. Also, update //The One Straw Revolution// page on blog and include the Like/Dislikes list. For class Day 7, students will be allowed to listen to music during reading time. Remind them before the conclusion of class
 * Day 7- **
 * Pass out //Insatiable//
 * Have the class read for 30 minutes and in their journals/scrapbooks list each of the characters they have met so far with a one-two sentence description. Then, either write about how you have been influenced by someone in this book so far, OR how you would like to influence this person if you were to meet them. What would this look like? Do you know someone similar to the character you are describing? Are you at all similar to the character you are describing?
 * Homework: Read until page 32 of //Insatiable//
 * Day 8- **
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 * Before we read this article, write in your scrapbook or journal what you already know about eating disorders. Where did you gain this understanding? Friends, family, media, books, movies, doctors, teachers? Does it really have anything to do with food?
 * When the class is finished journaling, pass out the article and have each student read it independently. When finished, students will share with one other person how they think eating disorders influence everyday activity such as school, work, and social life. What are the short-term and long-term affects of an eating disorder? What does an eating disorder have to do with food?
 * Introduce online discussion forum. Show students how they can make submissions anonymously if they prefer. With the remainder of class time, students can begin discussing eating disorders on the forum, expressing what they already know, or are clueless about it, in regards to eating disorders. Allow students to share personal stories or experiences with eating disorders or friends or family members who have had an eating disorder
 * Collect first draft of reflection essay
 * Homework: Read until page 64 of Insatiable
 * Day 9- **
 * Lecture on the different roles that food plays in society; socially, politically, economically, emotionally, and physically.
 * Take a look at the cause and affects of food, and the importance of a healthy, balanced diet.
 * How is food production influenced the natural world, by businesses and the government, and by the media?
 * Discuss for few moments the influence of natural disasters, government laws on food and/or drink consumption, magazine articles and celebrity diet trends, the economy including the financial crisis, and others on Food Production and Consumption. When finished, write in your journal or on your blog of an example of Cause and Affect
 * Teacher will also share an idea or personal story regarding this topic and will write at the front of the room for the class to see
 * Homework: Read up to page 92 in //Insatiable;// edit your character list and description


 * Day 10- **
 * []
 * How does food make you feel?
 * While listening to music, students will have to illustrate in their journals/scrapbooks how food makes them feel. They can include magazine cutouts, drawings, bullet points, a poem, list of words, tell a story, or anything else they prefer. At the end, students have to develop one concise paragraph about how food makes them feel, and publish it somewhere on the page.
 * Introduce the Narrative assignment; explain what a narrative is, show examples of what it could look like, and provide enough time for students to ask questions or express concerns before class has ended
 * Homework: Read until page 120 of //Insatiable;// list three discussion questions for day 11


 * Day 11- **
 * Class will open up with a discussion from the reading. Students will ask one another their questions, and then the whole class will work together to answer as many as possible.
 * Let’s take a look at hunger around the world. In Africa, many people are starving as a result of government corruption, limited resources, and poverty in general. A fellow classmate of mine, who is a native of the Ivory Coast has expressed the dangers of living in certain parts of Africa because of the civil wars that are still occurring today. In Jamaica, there has been a drought a several years, and the country does not have sufficient resources to provide the whole population with enough food.
 * Chase has a compelling story about his experiences with food in Kenya. He spent a couple weeks working in an orphanage that is located near Kibera, Africa’s largest urban slum. He has agreed to share some of his experiences with the class, and also show us how we can make a difference in Africa, without even leaving the country.


 * My close friend Cassie and I traveled with a team of servicemen and women to Knowckpatrick, Jamaica, where we helped a deaf community become self-sustainable. The country had been enduring a drought for almost three years by the time we arrived. Cassie has also agreed to speak to the class about, not only the importance of sustainability, but also about the efficiency and the health benefits involved
 * []
 * Where do we see hunger in our own communities? Students will journal for the remainder of class time about the times they have either experienced hunger personally, or have witnessed it in their own community, and then share how that has affected them.
 * Homework: Read up to 148 of //Insatiable//; consider the role that relationships play in this story. As the teens face various issues within this story, how do their relationships impact their lives? On a sticky note, briefly describe your most treasured relationship (not necessarily referring to a romantic relationship), and tell me why it’s so meaningful. The sticky note is your entrance slip on your way into class


 * Day 12- **
 * Calling on the students, ask what they would like to say about relationships. What is the significance of relationships in your own life, and how are they significant in the novel? If relationships were not important, and nobody cared each other, what would happen? What would happen to some of the characters from //Insatiable// and what might happen to you if you were completely lonely?
 * The highlight for understanding allows students to recognize specifically how much information they do understand, and how much information they still need to be clarified. Students will read this article with a highlighter in their hand, and trace over each line to confirm whether or not the words have been read and understood.




 * []
 * Students will have to summarize this article into only a few sentences, while still including as much detail about the story as possible. Then, students will follow up with a response to the article, commenting on what they do or do not like about the article, and possibly how they would like to have a similar impact on the world.
 * re-opening the personal inquiry project, allow students time to jot down ideas for their project and ask questions if they need to. Give them the opportunity to clear up any misunderstandings
 * Homework: Read up to page 175 in //Insatiable//. Tell on Wiki how relationships may cause or prevent eating disorders. Also, have we figured out what eating disorders //really// have to do with food yet? Come to class with the list of ideas for your personal inquiry, and circle the one you want to learn about most.
 * Day 13- **
 * 30 minute independent reading; if students are already where they need to be in the book, allow them to update their blogs or edit their
 * After reading, students will begin the first page of their personal inquiry

INQUIRY RUBRIC
 * Points || Criteria || Description || Comments ||
 * /20 || Essential question: || Personal inquiry begins with an essential questions ||  ||
 * /45 || Entries: || A minimum of eight entries reflecting personal, relevant research into an essential question ||  ||
 * /10 || Citations: || Citations are evident in the body of the research or as a supplement ||  ||
 * /25 || Personal Reflection: || Personal reflection is a thoughtful discussion of the author’s learning style, and the impact this assignment has had on informing the author ||  ||
 * Total: /100 ||  ||   ||   ||


 * Homework: Check our Anna Lappe’s blog []
 * Choose one of her articles to read. Think of 2-3 interview questions you would like to ask either Anna Lappe’. Think about our readings, the videos and articles you have read, and what you have learned from her efforts with SmallPlanet and the environment as a whole. Document these questions orderly in your journals
 * Day 14- **
 * Let’s meet Anna Lappe! []
 * During the 20-30 minute interview, students will have a chance to hear from Anna (or Frances) about Sustainability and ask the questions they have come up with the day before
 * Exit slips: What did you take away from the Anna Lappe presentation, or what would you most like to tell your best friend about this experience. Think about how this may also influence your personal inquiry paper.
 * Homework: Read up to page 204 of //Insatiable;// submit a response to the questions posted on Wiki (3).


 * Day 15- **




 * I want students to think strongly about work ethic in the classroom and how it affects the rest of your life. As we have studied some brave, diligent, critical-thinkers, I want students to think about what they can accomplish by following their example. Through an in-class essay or journal submission, students will answer “what does this quote say, what does it mean and why does it matter?”
 * Give the students the majority of the class to write
 * When finished, have students continue reading the novel or edit their blog
 * Homework: read up to page 232 of //Insatiable;// what did you learn from the reading tonight? Your response should be on a sticky note as an entry slip for day 16


 * Day 16- **
 * Students will spend the class researching the most critical issues our world is facing with regards to food: food production, consumption, politics, health affects, economic factors, environmental factors etc. Topics may include:




 * After brainstorming, students will share their greatest concerns, and the class will be grouped according to similarities and common interests
 * Students will then have the option to develop a solutions project as a whole class or break into smaller group and address multiple issues
 * Next, the class will focus on the specific topic and research any organizations that are already addressing this issue. Students have the option to partner with the existing organization or establish their own
 * Homework: Read up to page 252 of //Insatiable;// how are you feeling about eating disorders, particularly in adolescents? Is this a global concern? What steps should be taken to decrease the number of people affected by eating disorders? Is it possible to combat this issue through education? Submit response on Wiki


 * Day 17- **
 * Host first meeting regarding solutions project. Divide up the roles amongst the class, and make decisions for taking action
 * Introduce multi-genre project; these will be due the last week of the unit. A sign-up sheet will be passed around so that students can have a specific time and be more prepared for their turn
 * Multi-genre project; Students will create their perspective of food in the world and present it to the class. Students have the option of including any of the works previously submitted through online blog, wiki, journal or scrapbook, or in-class essay



MULTI-GENRE PROJECT RUBRIC


 * How do you feel you did on this project and why? || Criteria || Description || Comments || Points ||
 * /10 || Original Works || You must submit work that is your own; plagiarism will result in a failed grade ||  || /10 ||
 * /10 || Used 5 unique elements || Include 5 distinct genres of your choice ||  || /10 ||
 * /10 || Use of Technology || at least one element of your presentation must include the use of technology ||  || /10 ||
 * /10 || Citations || Properly list your sources of information; give credit where credit is due ||  || /10 ||
 * /10 || Project is presentable || Your work must be submitted on presentation day, and it must be formatted so that the class can see what you have created ||  || /10 ||
 * /10 || Length || Your presentation should take approximately 5 minutes and content-rich ||  || /10 ||


 * Homework: finish reading //Insatiable,// and come to class prepared to discuss the solutions project and take on the tasks of your particular role. Also, bring one writing sample of your choice to class. The Teacher will explain that we will pair off and read each other’s writing sample and provide suggestions or comments for improvement. This could be a writing sample that the student is planning to submit in their multi-genre presentation


 * Day 18- **
 * Work Day
 * Give students time to work on multi-genre project, update their blogs, respond to Wiki, or catch up on reading and research
 * As an exit slip, students will have to report how they made good use of their time, and specify what part of the class they worked on
 * Homework: Everyone invite at least five people to join our facebook page. Depending on who has received which role, assign the task of updating the page with information about the solutions project. Let the networking begin!


 * Day 19- **
 * media type="youtube" key="YmwwrGV_aiE" width="560" height="315"
 * Watch video clip. Write a journal or scrapbook response. Give someone the task of uploading it on our facebook page.
 * Share with the person next to you what you believe has the most significant affect on our generation. What are you most looking forward to in the future, and what do you fear most, if anything?
 * For the remainder of class, students will get into groups and discuss how they are going to (a) raise awareness of the issue they plan to focus on, (b) raise funding to support the specific cause, (c) increase involvement at the local, state, national, and global level, and (d) summarize specifically why this topic is important to the class, and why it should be of concern to others as well
 * Homework: Work on Multi-genre project; plan to bring tools, supplies and other resources to class day 20 so you can work on your projects in class; also, choose a writing sample you would like to share in class for Day 20; a poem, an essay, a short story, a comic strip, etc.


 * Day 20- **
 * Share writing in class! As the class sits in a circle, have each student stand in the middle and recite or read the writing sample they chose. Have each student comment on their performance through pieces of scrap paper
 * Pass out presentation schedule so students can choose the day and time they want to present
 * Spend the remainder of class working on the Multi genre assignment or solutions project


 * Day 21-24- **
 * Multi genre presentations
 * While students watch each other present, have them update their journals or scrapbooks with new and interesting facts gained from the presentations
 * Seat the class accordingly so that everyone can see clearly and be seen clearly. This will help eliminate distraction for the presenter and the rest of the students
 * Day 25- **
 * Field trip! Depending on the category of the chosen issue, the city in which this unit is taking place, and the available resources, the class will partake in a field trip on the final day as way to enhance their perspective of food consumption and production in America. And bring your journals because the learning never ceases!

The demands of this course can be easily met by each one of its members. While the students may encounter difficulty comprehending some of the reading, much time will be allotted during class periods for discussion and clarification. If students are too severely challenged by the writing assignments and online activities, I will make myself readily available for support. If computer access is limited or unavailable, I will also accommodate my students by meeting them after school and allowing them to use one of the schools computers. In anticipation of having one or more ESL students, I plan to organize different social events and activities where students have the opportunity to interact with students of similar backgrounds. I also plan to create opportunities for ESL students to connect comfortably with native speakers so as to develop relationships and improve their own English. While all of the activities have been previously organized on the Unit Schedule, I intend on being flexible and open to discussing deadlines so that I can help my students produce their best work and progress as much as possible. The classroom will be set up in a circle so that every student can be easily seen and heard, and I plan to sit in a different seat each day so as to participate as a fellow learner instead of as the instructor. I want students to see the instructor within the circle, instead of at the front of the room every day.
 * Accommodation **** s: **

Students will forever be able to update blogs, journals, and scrapbooks post-unit for change; likewise, students can continue to revisit the wiki and Nicenet forums and share their latest findings. Facebook will also serve this purpose. In addition, this course will have established such a strong community of learners that students will be comfortable conversing and learning together even after the conclusion of this course. The resources, strategies, and skills they have acquired in this course will supplement their learning forever, because they will be learning for the sake of learning, and not for the purpose of getting a grade. Students will be graded on classroom participation, efficiently using class time, being active in the solutions project, and turning in assignments. I plan to document the students overall progression of reading, writing, comprehension and personal inquiry. I think inquiry plays a critical role in the learning process, and it is imperative that I pay attention to the students’ overall degree of focus and attention. As many of the assignments and activities are group-oriented, it will be difficult to avoid participation; therefore, if students deliberately choose not to participate, it will be evident. The task and assignments are clearly laid out, and I have allotted plenty of time for clarification on all of the assignments. Finally, all but one of the assignments asks the student to express their own feelings and opinions. Even though this course is task-intensive, the assignments and activities themselves are easy to complete. My focus is to create a community in which students can inquiry, respond and express themselves freely and comfortably.
 * Extensions: **
 * Assessment: **