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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Finding Solutions to Food Waste: Persuasion in a Digital World
|Grades||7 – 9|
|Lesson Plan Type||Unit|
|Estimated Time||Nine or more 45-minute sessions, at least four with Internet access|
Students explore the problem of food waste using electronic and traditional modalities. They begin by tracking food waste in the school cafeteria. Then they examine the waste on a larger scale, using multimodal resources and applying metacognitive reading strategies. Considering radical and basic solutions to the problem, students plan persuasive arguments and create blog posts appropriate to their purpose and audience. By interacting with videos, blogs, and online articles, students become more flexible and confident in this emerging area of literacy, learning not only to access and analyze, but also to produce and publish persuasive text in a multimodal environment.
- ReadWriteThink Persuasion Map: Students use this interactive to help analyze and deconstruct persuasive arguments and to plan their own blog posts.
- TED Video Talk: Marcel Dicke: Why Not Eat Insects?: This video shows students how a persuasive argument can be presented in a different format than words on the page.
- Food Waste Basics: This website gives students an overview of food waste in the United States.
Gainer, J. (2010). Critical media literacy in middle school: Exploring the politics of representation. Journal of Adolescent & Adult Literacy, 53(5), 364-373.
- Researchers agree that multimodal literacy should become a standard part of literacy curriculums.
Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reaching the millennial generation through media literacy. Journal of Adolescent & Adult Literacy, 52(6), 471–481.
- Students should be exposed to multiple texts that evoke emotional responses and tap into popular culture.
Coiro, J. (2012). Understanding dispositions toward reading on the Internet. Journal of Adolescent & Adult Literacy, 55(7), 645-648.
- There is a correlation between overall dispositions toward reading on the Internet and online reading comprehension ability.
- Positive interactions with online text lead to successful online readers who are able to manage complex texts with confidence and flexibility.