The Omnivore’s Dilemma
Michael pollan, ask litcharts ai: the answer to your questions.
Welcome to the LitCharts study guide on Michael Pollan's The Omnivore’s Dilemma . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.
The Omnivore’s Dilemma: Introduction
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Historical Context of The Omnivore’s Dilemma
Other books related to the omnivore’s dilemma.
- Full Title: The Omnivore’s Dilemma: A Natural History of Four Meals
- When Written: The early 2000s
- Where Written: Berkeley, California
- When Published: April 11, 2006
- Literary Period: Contemporary
- Genre: Nonfiction
- Setting: A variety of farms and food-related sites across the United States: the first section largely in the Midwest; the second in Virginia, California, and Washington; the third in the Bay Area of California.
- Climax: Of the four meals chronicled by Pollan, the fourth and final one is the most climactic, since it is the product of the most direct and local food chain possible.
- Antagonist: The industrial food system
- Point of View: First person
Extra Credit for The Omnivore’s Dilemma
Teaching Tools. The Omnivore’s Dilemma was also adapted into a popular young readers’ edition designed to make his analysis of the food system accessible to younger people.
Multimedia. As a result of his success as a writer, Pollan developed a documentary series for Netflix that premiered in 2016. Cooked explores what ancient and modern cooking methods can tell us about the human relationship to food.
EL Education Curriculum
You are here, ela 2019 g8:m2:u1, build background: food choices.
Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.
View the unit overview
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Infer the Topic – (20 minutes) B. Introduce the Performance Task and Module Guiding Questions (10 minutes)
A. Launch Independent Research Reading – (10 minutes)
A. Read and Reflect: Students read and reflect on the guiding questions for the module and discuss them with their families. They should consider how the guiding questions make them feel. They can sketch or write about their ideas. B. Preread Anchor Text: Students preread Section 1 of in preparation for reading the section in the next lesson. C. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Read , Section 1, and Analyze Purpose and Point of View – (20 minutes) B. Language Dive: , Page 11 – (10 minutes)
A. Selected and Constructed Response Questions: Purpose and Point of View – (10 minutes)
A. Preread Anchor Text: Students preread section 2 of in preparation for reading the section in the next lesson. | . | note-catcher , Page 11 note-catcher , Section 1 Questions |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Read , Section 2, and Analyze Purpose and Point of View – (15 minutes) B. Mini Lesson: Analyze Paragraph Structure – (20 minutes)
A. Exit Ticket: Paragraph Structure: , Section 2 – (5 minutes)
A. Analyze Purpose and Point of View: Students answer selected response questions to complete Homework: Analyze Author’s Purpose and Point of View: , Section 2. B. Preread Anchor Text: Students preread section 3 of in preparation for reading the section in the next lesson. | note-catcher |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Read , Section 3, and Track Gist and Key Details (15 minutes) B. Delineate an Argument – (20 minutes)
A. Thumb-O-Meter and Pair Share – (5 minutes)
A. Delineate Arguments: Students answer selected response questions to complete Homework: Delineate Arguments: , Section 3. | . | , Section 3 graphic organizer |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Sort Relevant and Irrelevant Evidence – (10 minutes) B. Irrelevant Evidence and Conflicting Viewpoints – (20 minutes)
A. Conflicting Viewpoints – (10 minutes)
A. Preread Anchor Text: Students preread , Section 4 (pages 88–89, 91–93, 96–100) in preparation for studying an excerpt from the section in the next lesson. | , Section 3 graphic organizer |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Read The , Section 4, and Analyze Purpose and Point of View – (20 minutes) B. Jigsaw: Paragraph Structure – (15 minutes)
A. Whole-Class Share – (5 minutes)
A. Preread Anchor Text: Students preread , Section 5, in preparation for reading the section in the next lesson. | note-catcher |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Read , Section 5 (15 minutes) B. Delineate Arguments: , Section 5 – (15 minutes)
A. Delineate an Argument: “Farmers Markets” Video – (10 minutes)
A. Delineate an Argument: Students answer selected response questions to complete Homework: Delineate an Argument: , Section 5. B. Preread Anchor Text: Students preread , Section 6 (pages 168–171, 178–180, and 192–196), in preparation for studying an excerpt from the section in the next lesson. | , assessing whether the reasoning is sound and the evidence is relevant and sufficient. | , Section 5 graphic organizer |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner (5 minutes)
A. Read , Section 6 (15 minutes) B. Analyze Author’s Purpose and Point of View – (20 minutes)
A. Point of View: , Section 6 – (5 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. | . ) | note-catcher , Section 6 question |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Gallery Walk: Paragraph Structure – (30 minutes)
A. Whole-Class Share – (10 minutes)
A. Preread Anchor Text: Students preread , Section 7, in preparation for reading the section in the next lesson. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner (10 minutes)
A. Read , Section 7, and Delineate Arguments – (20 minutes)
A. Delineate an Argument in a Video – (15 minutes)
A. Delineate Arguments: Students answer selected and constructed response questions to complete Homework: Delineate Arguments: , Afterword. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. | , assessing whether the reasoning is sound and the evidence is relevant and sufficient. | , Section 7 graphic organizer |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner (5 minutes)
A. Mid-Unit 1 Assessment: Analyze Structure, Determine Point of View, and Evaluate Arguments in Video and Text (35 minutes)
A. Reflect on Learning Targets (5 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (5 minutes)
A. Advantages and Disadvantages of Different Mediums – (10 minutes) B. Purpose and Motive – (10 minutes) C. Explore Conflicting Information – , (15 minutes)
A. Review Advantages and Disadvantages of Different Mediums – (5 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. B. Analyze Mediums: Students complete Homework: Analyze Mediums: Industrial Organic Farming to answer questions about the advantages and disadvantages of using photographs and text to explain a topic. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner– (10 minutes)
A. Review Anchor Charts – (10 minutes) B. Analyze Mediums: Industrial Meat and Farming – (15 minutes)
A. Analyze Conflicting Information: Industrial Meat and Farming – (10 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. B. Analyze Mediums: Students review a photograph and a text section of and then complete Homework: Analyze Mediums: Industrial Farming and CAFOs. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner – (10 minutes)
A. Analyze Mediums: Local Sustainable Food – (15 minutes)
A. Independent Research Task – (20 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
| Agenda | Daily Learning Targets | Ongoing Assessment | Anchor Charts & Protocols |
|---|---|---|---|
|
A. Engage the Learner (5 minutes)
A. End of Unit 1 Assessment: Analyze the Purpose of Information, Evaluate Mediums, and Analyze Conflicting Information in Video and Text (35 minutes)
A. Reflect on Learning Targets (5 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
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Homework: Delineate Arguments: The Omnivore's Dilemma, Afterword Preread the text sections for today's Work Time A, and review the Text Guide, to ensure understanding of the material and content. Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 10 at each student's workspace.
Summary. In the postscript to The Omnivore's Dilemma, written 10 years after its original publication in 2006, Pollan recalls the first two "farms" he visited. One was a 10,000-acre potato-growing operation managed from a bank of computers. The fields were doused with Monitor, a pesticide so toxic that the farmer had to stay out of his field up to five days after spraying it to avoid brain damage.
Study with Quizlet and memorize flashcards containing terms like delineate, sound reasoning, argument and more. ... Omnivore. A consumer that eats both plants and animals ... dilemma. a choice between two unpleasant or difficult options; a hard choice. organic. of, relating to, or derived from living matter; natural ...
Using a preferred classroom routine, collect or review the answers to Homework: Delineate Arguments: The Omnivore's Dilemma, ... Refer to Homework: Delineate Arguments: The Omnivore's Dilemma, Section 3 (answers for teacher reference) as needed. Work Time . Work Time Levels of Support; A. Sort Relevant and Irrelevant Evidence - RI.8.8 (10 minutes)
Homework. A. Delineate an Argument: Students answer selected response questions to complete Homework: Delineate an Argument: The Omnivore's Dilemma, Section 5. B. Preread Anchor Text: Students preread The Omnivore's Dilemma, Section 6 (pages 168-171, 178-180, and 192-196), in preparation for studying an excerpt from the section in the ...
argument. claim. Reasoning. relevant. sound. sufficient. Some images used in this set are licensed under the Creative Commons through Flickr.com. Click to see the original works with their full license. Mrs. Benton Learn with flashcards, games, and more — for free.
The narrative of The Omnivore's Dilemma focuses on three principal food sources: the industrial, the organic, and the hunter-gatherer food chains. Some of the ancillary questions Michael Pollan explores along the way address the moral, psychological, ecological, and economic implications of both being in touch with the source of one's food or being divorced from it—as are the majority of ...
CCSS.RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Study with Quizlet and memorize flashcards containing terms like Omnivore, dilemma, conflicting and more. ... dilemma. a difficult or perplexing situation or problem. conflicting. disagreement. concept. big idea. delineate. To describe accurately. argument. A statement put forth and supported by evidence.
Key Facts about The Omnivore's Dilemma. Full Title: The Omnivore's Dilemma: A Natural History of Four Meals. When Written: The early 2000s. Where Written: Berkeley, California. When Published: April 11, 2006. Literary Period: Contemporary.
How Corn Has Been Misused to Create a Food Monoculture. A central idea in The Omnivore's Dilemma is that corn has taken on an unhealthy role in agriculture and in the food that Americans eat. Corn is a nutritious plant and perhaps the most versatile of all grasses. It has an amazing ability to adapt and thrive in a variety of conditions.
The omnivore's dilemma is the problem of having access to wide varieties of food accompanied by the lack of guidance on how to make wise consumption choices. In the chapter "The Omnivore's Dilemma ...
The Omnivore's Dilemma: A Natural History of Four Meals is a book by Michael Pollan that argues for the consumption of sustainable, locally produced foods. In Section 1, Pollan examines common ...
Prepare: Entrance Ticket: Unit 1, Lesson 4 (one per student) Synopsis: The Omnivore's Dilemma, Section 3 (one per student) Delineate an Argument: The Omnivore's Dilemma, Section 3 graphic organizer (one per student) Homework: Delineate Arguments: The Omnivore's Dilemma, Section 3 (one per student) Preread the text sections for today's lesson, and review the Text Guide to ensure understanding ...
Start your 48-hour free trial to get access to more than 30,000 additional guides and more than 350,000 Homework Help questions ... Download the entire The Omnivore's Dilemma: A Natural History of ...
In the postscript to The Omnivore's Dilemma, written 10 years after the book's publication in 2006, Pollan summarizes some of the changes that have been made in the food industry. For example, one particularly toxic pesticide has been taken off the market. People's concerns about where their food comes from have increased along with sales of ...
Refer to the Homework: Delineate an Argument: The Omnivore's Dilemma, Section 5 (answers for teacher reference). Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.
Homework: Delineate Arguments: The Omnivore's Dilemma, Afterword. Name:Date: Directions: Answer the following questions about delineating arguments after reading pages 323-328 from the afterword of . The Omnivore's Dilemma. (RI.8.8) On page 323, Michael Pollan writes, "I suspect that reading this book will complicate your eating life."
Part 1, Chapter 6 turns to the effects of consuming cheap calories from corn. The United States is currently facing an o... Read More. Part 1, Chapter 7. Pollan concludes his investigation of industrial corn by consuming an iconic fast-food meal from McDonald's with his wif... Read More. Part 2, Chapter 8.
Pollan outlines his argument ... Start your 48-hour free trial to get access to more than 30,000 additional guides and more than 350,000 Homework ... Download the entire The Omnivore's Dilemma: A ...
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Homework. A. Delineate Arguments: Students answer selected and constructed response questions to complete Homework: Delineate Arguments: The Omnivore's Dilemma, Afterword. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their ...
Quick answer: The author uses ethos and pathos in the book The Omnivore's Dilemma to increase the credibility of his arguments. Ethos is a literary device used to establish the author's ...