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Lesson Plan February 10, 2016

Analyzing School Lunch Programs in Brazil and India

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SECTIONS

Questions for “Brazil’s School Meal Program Helps Support Family Farmers”

  1. Where does the article start?
  2. What is the tone of the beginning of the article? What language informs the tone? Cite evidence from the text.
  3. What has become a main source of income for the farmers interviewed in the article?
  4. What is Brazil’s National School Feeding program? How many students does it serve?
  5. What challenge did local farmers face in trying to be part of the school meals program?
  6. What steps have been taken to help farmers become more involved in the school meals program?
  7. What obstacles has Brazil faced in implementing this program?
  8. How does the article end? Why do you think the article ends this way?

Questions for “Power Lunch: India’ Mid-Day Meal Program”

  1. How does the animation begin? What is the tone? Cite examples to support why you think this is the tone.
  2. How does India’s Mid-Day Meal program work? How has it changed over time?
  3. What are the benefits of the program?
  4. What are some of the challenges that the program has faced?
  5. How many children have been fed by this program?
  6. What is the author’s purpose for this video? How do you know?

Questions for “School-Lunch Program Provides Unexpected Benefits For Rural Indian Women”
 

  1. Who is the subject of this report?
  2. What are some of the challenges that Saroj has faced in her life?
  3. What role did the mid-day meal play in Saroj’s life?
  4. How does the author structure the story? Write a brief summary.
  5. What do you think is the author’s central idea for this story? What does the author hope to communicate?

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