nonfiction article of the week - i'm lovin' lit...cookie dough from the grocery store is...

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Nonfiction Article of the Week8-17: Don't Eat the Dough!

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Don’t Eat the Dough! 10-11

*Modified Article: Don’t Eat the Dough! 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Article 2 (from CDC.gov) – “Say No to Raw Dough!” 24-46

Activity 5: Skill Focus – RI.8.9 Analyze Conflicting Information & Interpretation 27-30

Activity 6: Integrate Sources –Video Clips & Questions w/Key 31-32

Activity 7: Skills Test Regular w/Key 33-36

Activity 8: Skills Test *Modified w/Key 37-40

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Conflicting Information & Interpretation***

Activity 6: Integrate Sources – Video Clip***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Analyze Conflicting Information & Interpretation***

Activity 6: Integrate Sources – Video Clip***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

RI.8.1

RI.8.1

RI.8.1

RI.8.1

RI.8.9

RI.8.9

RI.8.1, RI.8.9

RI.8.1, RI.8.9

ELAR.5(F)

ELAR.5(F)

ELAR.5(F), 6(C)

ELAR.5(F), 6(C)

ELAR.6(B)(I) 8(F)

ELAR.12(D)(F)

ELAR.6(B)(I) 8(F)

ELAR.6(B)(I) 8(F)



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.*

LINK OMITTED FROM PREVIEW FILE

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teacher’s Guide

A Couple of Options for Teaching Article of the Week UnitsHere are my favorite suggestions for organizing these units with your schedule.*Please note that thumbnails show article 6.1 and activities.

Option A: Quickie UnitSimply complete all lesson activities in order OR pick and choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row.Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing.Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of eighth graders during the middle part of the school year. The articles, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Activities 1-2• *There are no higher order thinking questions

included here – only basic, literal comprehension.• These activities are designed to be completed on

an either/or basis, meaning your students should only complete one of them, not both.

• Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation.

• Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Article Modified Article

Activity 1

Activity 2



Activities 3-4• Again, these activities are either/or, so choose

one or the other but not both.• Activity 3 requires students to annotate text

evidence in the article and includes an article annotation key.

• Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods.

Activity 5• This activity is focused around the

main skill for this article: RI.8.9, Analyze Conflicting Information on the Same Topic.

• Complete answer keys included, as always.

• Article 2 from the CDC is also included.

Activity 6• This activity requires students to integrate

information from another source or media. • Here, students view a short video clip and

answer several questions about conflicting information and interpretation.

• Youtube: https://youtu.be/tgXXa7mfyto• Backup: https://goo.gl/yutq2c

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

Activities 7-8• Skills assessments should ALWAYS be given

with access to the text. ALWAYS. This is always the case on standardized tests, and hey, in real life too, right?!

• What’s the best way to make sure your students are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field.

• Activity 7 is the regular assessment.• Activity 8 is the modified assessment. The

modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown).

• In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Self-grading Google Forms assessment always included for: • Activity 1 (Comprehension Quiz)• Activity 7 (Skills Test)• Activity 8 (Modified Skills Test)

Google Forms assessments always included!

Activity 7

Activity 8


derived from a grain that comes directly from the field and typically is not treated to kill bacteria,” says Leslie Smoot, a senior advisor in FDA’s Office of Food Safety. So if an animal heeds the call of nature in the field, bacteria from the animal waste could contaminate the grain that is later harvested and milled into flour.

But not every person who consumes contaminated flour will become ill. The Center for Disease Control (CDC) reported in 2016 that 63 Americans were made ill from contaminated flour. That’s about one in every five million Americans. Statistically speaking, you’re more likely to get struck by lightning than to get sick from eating the flour in raw cookie dough.

So what happens to a person who contracts E. coli? Well, he or she can expect an

Preventing Foodborne Illnesses

extremely unpleasant illness to take hold within three or four days. Stomachache, diarrhea, and vomiting are common symptoms. Contracting salmonella may give you similar symptoms, but you’ll fall ill much faster. Salmonella can start sickening you within a few hours.

The truth is, eating raw dough or batter of any kind, whether it’s for bread, cookies, cake, or pizza, could make you sick. So is there ever a time when it’s acceptable to take a risk for a small taste? The Food and Drug Administration (FDA) reports that pre-made cookie dough from the grocery store is usually made with pasteurized flour and pasteurized eggs. This means that the chance of infection is significantly reduced. However, it is important to know that some level of risk remains.

The best way to avoid E. coli and salmonella is to thoroughly heat anything you cook that contains eggs or flour. The next best way is to carefully clean your kitchen surfaces, mixing bowls, and your own hands after cooking with these ingredients. If you follow these basic cooking rules, you should be able to enjoy your sweet treats risk-free. Just remember – don’t eat the dough!

Simply not eating the cookie dough won’t keep you safe from foodborne illnesses. It’s important to thoroughly wash your hands after handling raw dough of any kind.



Informational Text

Finding Text EvidenceFind each piece of text evidence in the article and highlight OR underline it with the color specified. Be sure to choose the piece or pieces of evidence that most strongly support the statement.

Skill: Text Evidence

Activity 3

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.

1. Find the sentence that reveals the number of people sickened by bacteria in raw eggs

each year and highlight it in blue.

2. Find the sentence that explains how raw flour may come to be contaminated.

Highlight it in green.

3. Find the sentence that tells us why some experts say raw egg can be good for you.

Highlight it in purple.

4. Find the sentence that identifies the type of cookie dough that may be the safest to eat.

Highlight it in gray.

For items 5-8, you’ll be citing one piece or multiple pieces of textual evidence to support

inferences drawn from the text.

5. Find one piece of text evidence that proves that many young adults do not take the

dangers of eating raw cookie dough seriously. Highlight it in orange.

6. Find one piece of text evidence that proves that eating raw cookie dough may actually kill

you. Highlight it in yellow.

7. Find two pieces of text evidence that support the idea that raw cookie dough may be more

dangerous to some people than others. Highlight them in pink.

8. Find three pieces of text evidence to support the statement below. Highlight them in red.

You can take steps to prevent getting sick from raw dough.



Informational TextSkill: Text Evidence

Activity 3



Informational Text

Activity 5

Skill: Analyze Presentation of Topic

Central Ideas

A. Analyze Two Articles About the Same TopicUsing information from both texts, complete the graphic organizer.

Article 1 “Don’t Eat the Dough!” Article 2 “Say No to Raw Dough!”

Major Points From Article: Major Points From Excerpt:

Author’s Purpose



Informational Text

Activity 5

Skill: Analyze Conflicting Information

B. Analyze Conflicting Information Between TextsUsing information from both texts, write a 2-paragraph response according to the instructions below. Use the prompts to guide you in writing your paragraph.

You have read two texts about the dangers of eating raw cookie dough. In 2 well-organized paragraphs, analyze at least two ways in which the articles agree and one way in which the articles disagree on the topic. Be sure to provide text evidence to support your claims and discuss possible reasons for these differences

P1: Identify both articles by name and state one major way (the most prominent way) the articles are similar.

P1: Provide text evidence from each article to support the claim you made in the previous sentence.

Both “Don’t Eat the Dough!” and “Say No to Raw Dough!” agree that the two main culprits of food poisoning from raw dough are the eggs and the flour.

In “Don’t Eat the Dough,” the authors provide evidence to show that salmonella can be contracted from raw eggs and E. coli can be contracted from raw flour. In “Say No to Raw Dough,” the CDC states that a 2016 outbreak of E. coli infections was linked to raw flour. The CDC also claims that eggs that are raw or lightly cooked may contain the germ Salmonella.

P1: Identify at least one other way that the articles agree about the topic.

P2: State one fundamental way that the articles disagree on the topic.

Both texts also agree that it is important to wash your hands thoroughly after handling raw dough of any kind.

However, the two articles disagree on whether or not everyone should avoid consuming raw eggs.

P2: Explain the position of the second article and provide evidence.

P2: Explain the position of the first article and provide text evidence.

According to “Don’t Eat the Dough,” only about 1 in every 20,000 eggs is contaminated with salmonella, and the risk of contracting salmonella is extremely low for the average healthy person. And some health care professionals say that eating raw eggs is actually good for your health.

Yet the CDC’s article, “Say No to Raw Dough,” does not recommend consuming raw eggs by any person, ever. It simply states that eggs are only safe to eat “when cooked and handled properly.”

nonfiction article of the week - i'm lovin' lit...cookie dough from the grocery store is...

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