Lesson Plans Linda Trotti

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12 Δεκ 2012 (πριν από 4 χρόνια και 8 μήνες)

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Lesson Plans

Linda Trotti


Genetically Modified Foods:


Standards & Benchmarks: II, II (Life Science) BM II Understand the genetic basis for
inheritance and the basic concept of biological evolution; BM III Understand the
characteristics, structures,
and functions of cells
.


Objective
s
:
Describe the basic process of genetic engineering as it relates to modifying foods.



Evaluate effects of genetically modified foods on the environment and populations.


Write a persuasive

essay using the rubric and guidelines provided.



Collaborate with peers to review and rewrite your essays.

Procedure:



Watch the following videos on YouTube:

1.
http://ww
w.youtube.com/watch?v=jAP6ZtfP9ZQ&feature=related

What is Genetically Modified Foods? Abby Media Roots

2.
http://www.youtube.com/watch?v=FTfuAbzAeB8&feature=related

Genetically mod
ified Foods, Then 3Twork

3.
http://www.youtube.com/watch?v=4fofKzn6qSo&feature=related

The Genetically Modified Zoo Mrpeterssnelling

4.
http://www.youtube.com/watch?v=hls6CDw6dVM

Genetically modified food issues, rosaryfilms

If further research is needed, read “Genetically Modified Foods: Harmful or Helpful?” by Deborah B.
Whitman at ProQuest,
www.csa.com/discovery guides/gmfood/overview.php

(attached).


You were sent an e
-
mail saying that I set up a new MixedInk project where our class
could write a
persuasive essay stating an opinion on whether genetically modified foods are
helpful or harmful. What are
the

reasons for your decision? Your

paper

should persuade
your readers that your opinion is justified. Include as many supporting facts as
necessa
ry to

make your point. Remember, you are writing to persuade your classmates
.


Together we will collaborate on a paper by following the link:
http://www.mixedink.com/LindaScience1/GMFoods
.
Fir
st watch the video to learn how to
navigate the site.

Write your own paper, using your own ideas and opinions.
Make a copy
and turn in for a grade.
Then remix
your paper with
what others have
written,

rating and
commenting on different versions as you go
. We will choose the top rated paper as the final
essay

to present

and discuss
.


Have fun.
Suggestions for writing a persuasive essay follow.
You will be graded on
your
original
version using the

attached

rubric
.







Persuasive Writing


http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm#conclusion


In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convinc
e the reader to believe
or do something.

Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other
types of writing to get the reader to accept a point of view. In order to convince the reade
r you need more than
opinion; you need facts or examples to back your opinion. So, be sure to do the research!

Persuasive writing follows a particular format. It has an
introduction
, a
body

where the argument is developed, and a
conclusion
. After
writing an essay, like any other piece of writing, you should read, revise,
conference and revise
,
before publishing the final product. Before starting, check the
rubric

to see how you will be evaluated, as well as, all
the ingredients required to write the essay.

The introduction has a "hook or grabber"

to catch the reader's attention.

The introduction should also include a
thesis
or focus statement
.

The Body:
The writer then provides evidenc
e to support the opinion offered in the thesis statement in the introduction.
The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis
statement. Since almost all issues have sound arguments on bot
h sides of the question, a good persuasive writer tries to
anticipate opposing viewpoints and provide counter
-
arguments along with the main points in the essay. One of the
three paragraphs should be used to discuss opposing viewpoints and your counter
-
argu
ment.

Elaboration
: Use statistics or research, real
-
life experiences, or examples. Generating hypothetical instance: Used
particularly when creating an argument and you want the reader to see a different point of view. Use cues for the
reader. (eg.: suppos
e that, what if...)

The Conclusion
: A piece of persuasive writing usually ends by summarizing the most important details of the
argument and stating once again what the reader is to believe or do.

1.

Restate your thesis or focus statement.

2.

Summarize the mai
n points: The conclusion enables your reader to recall the main points of your position. In
order to do this you can paraphrase the main points of your argument.

3.

Write a personal comment or call for action. You can do this:

o

With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion
may suggest or predict what the results may or may not be in the situation discussed or in similar
situations.

o

With a Question: Closing with a question l
ets your readers make their own predictions, draw their
own conclusions.

o

With Recommendations: A recommendations closing is one that stresses the actions or remedies that
should be taken.

o

With a Quotation: Since a quotation may summarize, predict, questi
on, or call for action, you may
use a quotation within a conclusion for nearly any kind of paper.



H
ave a firm opinion that you want your reader to accept.



Begin with a grabber or hook to get the reader's attention.



Offer evidence to support your o
pinion.




Conclude with a restatement of what you want the reader to do or believe.


Persuasive Essay Rubric

Area

Criteria




Score

4....3....2....1

always .............seldom




Student Score for each
area




Introduction

includes a hook to get the reader's
attention

-

-



background info provided
(optional)

-

-



thesis statement is clear

-

-




First Argument

Topic sentence states the reason.


Elaboration to back the reason is
clear and persuasive.

-




-

-




-




Second
Argument

Topic sentence states
the reason.


Elaboration to back the reason is
clear and persuasive.

-




-

-




-




Third Argument

Topic sentence states the reason.


Elaboration to back the reason is
clear and persuasive.

-




-

-




-




Opposing
Viewpoint

Topic sentence states the
opposing view.


Rebuttal is clear and makes sense.

Elaboration to back the rebuttal is
clear and persuasive.

-




-



-

-




-



-




Conclusion

Paraphrase of main points


Restate thesis statement.

Personal comment or a call to
action.

-




-

-

-




-

-




Sentences make sense

-

-

Mechanics



spelling

-

-



capitals, punctuation (space after
punct.!)

-

-



word usage; transition signals

-

-