by Erin Cobb with Adrienne Zembower ©2018 erin cobb imlovinlit · 2019-07-08 · techniques used...

by Erin Cobb with Adrienne Zembower ©2018 erin cobb imlovinlit.com

©2018 erin cobb imlovinlit.com

Nonfiction Article of the Week6-3: The World’s Fastest Eaters

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: The World’s Fastest Eaters 10-11

*Modified Article: The World’s Fastest Eaters 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

Activity 5: Skill Focus – Analyzing Details 24-27

Activity 6: Integrate Sources – seeker.com video & Questions w/Key 28-29

Activity 7: Skills Test Regular w/Key 30-33

Activity 8: Skills Test *Modified w/Key 34-37

RI.6.1

RI.6.1

RI.6.1

RI.6.1

RI.6.3

RI.6.9

RI.6.1, RI.6.3

RI.6.1, RI.6.3

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 – Analyzing Details

Activity 6: Integrate Sources – Seeker Video Clip & Questions***

Activity 7: Skills Test Regular w/Key**

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

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(G)9(B)(C)

ELAR.9(B), 12(F)

ELAR.5(F)(G)9(B)(C)

ELAR.5(F)(G)9(B)(C)

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 – Analyzing Details

Activity 6: Integrate Sources – Seeker Video Clip & Questions***

Activity 7: Skills Test Regular w/Key**

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



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.*

LINKOMITTEDINPREVIEW

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 pickand 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 sixth graders during the first half the school year. The stories, 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

Note: Answer key included but not shown.

Activity 2



Teacher’s Guide

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.6.3 – Analyzing details in a text using examples and anecdotes.

• Complete answer keys included, as always.

Activity 6• This activity requires students to integrate

information from another source or media. • Here, students view a 3.5 minute Seeker.com video

clip about the same topic. Students will consider the overall approach used by each, and identify some similarities and differences. Then, they’ll have to define and discuss a new term learned in the video.

• View the video clip: https://youtu.be/7UW7ido9rm8• Backup: https://goo.gl/s9KZxV

Activity 6

Activity 5

Activity 4

Activity 3



Teacher’s Guide

Activities 7-8• 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.

Activity 8

Activity 7

Dog Eating Contest began in 1916 when four immigrants held the contest just to prove who was more patriotic. The sport, however, caught the eye of the competitive market in the early 2000s.

A Japanese contestant of the famous hot dog eating competition by the name of Takeru Kobayashi won six consecutive contests from 2001-2006. In 2001, Kobayashi shattered the standing record of 25.5 hot dogs by gobbling 50 hot dogs in 10 minutes. His incredible skill introduced the concept of true advanced speed eating and training techniques used by speed eaters today. Nathan’s Hot Dog Eating contest draws crowds of about 40,000 to 50,000 each year. It is broadcast each year on ESPN2.

Many of the top competitive eaters have made this a career. Matt “Megatoad” Stonie, age 25, has a net worth of $500 million as a competitive eater and YouTuber. “We are professionals, we aren't just average Joes who have big appetites. We've calculated our


Behind the Scenes

.

techniques and approaches to these contests, we've trained our bodies and worked for what we've accomplished,” says Stonie.

Competitors of the sport endure rigorous personal training under extreme medical supervision. The key to success is stomach elasticity. Training involves months of stretching the stomach further and further. Due to the risks involved with this type of training, the International Federation of Competitive Eating discourages anyone

from enduring this intense training.

Medical professionals have studied the effects of speed eating, or binge eating. They’ve determined that the stress put on the stomach during training and events can cause serious side effects. These include ulcers and stomach perforations, water intoxication from gulping abnormally large quantities of water, choking, nausea, vomiting, and even death. All speed eating contests are attended by emergency responders for these reasons.

Miki Sudo shows off four of her belts in 2017.



Informational Text

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

1. Find the sentence that tells how food eating contests began. Highlight it in blue.

2. Find the sentence that explains the International Federation of Competitive

Eating’s official stance on intense speed-eating training. Highlight it in green.

3. Find the sentence that tells the new world record for hot dog speed eating.

Highlight it in purple.

4. Find the sentences that tell what the word sanctioned means. Highlight it in gray.

Finding Text EvidenceFind each piece of text evidence in the article and highlight OR underline it with the color specified.

Skill: Text Evidence

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 two pieces of evidence in the article that support the idea that it was very

difficult for Joey Chestnut to break the world record for hot dog eating. Highlight

them in orange.

6. Find two pieces of text evidence that support the idea that speed eating takes a

serious amount of work and commitment. Highlight them in pink.

7. Find one piece of text evidence that highlights an individual who paved the way

for today’s competitive eating athletes. Highlight it in yellow.

8. Find one piece of text evidence that would make you assume that this sport can be

quite damaging to the human body over time. Highlight it in red.

Activity 3



Informational TextSkill: Text Evidence

Activity 3



Informational Text

1. The main topic in the article is competitive eating as a sport. Briefly explain what competitive eating is and why it should be considered a sport.

2. List two advantages to becoming a competitive eater.3. List two disadvantages to becoming a competitive eater.

A. Analyzing DetailsUse the article to answer the questions and complete the graphic organizers.

Skill: Analyze Interactions

Activity 5

Speed Eating

Competitive eating is not for everyone.

Pros Cons

4. Based on the effects of speed eating, do you think competitive eating is worth the risk? Explain your answer using the information in this activity.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

(2) (3)

(1)



Informational Text

In the spaces below, give details to elaborate on each central idea given. Use details provided by the author. Be sure to use examples and anecdotes given by the author when possible. The first one is done for you.

Skill: Objective Summary

Activity 5

B. Analyzing Details

Joey Chestnut holds 43 world records.

He went to Nathan’s Hot Dog Eating Contest to win and set a world record. He was determined during the contest. He won the Mustard belt and he broke the world record. He ate 43 hot dogs

He is ranked #1

5. Joey Chestnut is the top competitive eater. central idea

Give 2 or more details to elaborate. This one uses an anecdote (a short or interesting story or situation about a real incident or person).

6. Speed Eating became more popular over time. 7. Competitive Eating can be a career.

It began in the early 1900s with pie eating contests.

It became more popular when TakeruKobayashi broke the world record of 25.5 and ate 50.

His skill inspired others to use his techniques.

They can make a lot of money if they are successful. For example; Matt Stonie has a net worth of $500 million

They could spend their time training their body and working hard.

They can attend lots of eating contests.

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by Erin Cobb with Adrienne Zembower ©2018 erin cobb imlovinlit · 2019-07-08 · techniques used...

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