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English 12: Informational Text Unit

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Lisa Knudson

on 1 March 2016

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Transcript of English 12: Informational Text Unit

English 12:
Informational Text Unit
Pre-Unit Assessment informational Reading
Pre-Unit Survey of Reading Habits
Answer the following questions honestly
Please read the article and answer the questions on the back of the survey
Session 1: Historical and Cultural Connections to Literature
Readers apply their knowledge of historical and cultural contexts to the reading of literature; since literature is heavily influenced by the time and place it was written.
Essential Questions:
Respond in your WNB
What are historically significant social issues?
Write 3 examples in your WNB

Who is responsible for social problems?
How are foundational documents, informational texts, and literature connected?
How do artists explore and challenge social problems? (Artists include photographers, poets, essayists, painters, graphic designers, novelists, short story writers, song writers, journalists, etc.)
Give an example of an artist who explores social problems.
First Draft Reading:
CIRCLE historical details. Identify details that place the poem in history: historical events, society, and/or culture.
What details in the literature/art indicate a period in history? Cite the details that describe the period in history.
What do I know about this period in history or the society and culture of that time?
Second Draft Reading:
UNDERLINE words phrases, or lines that are examples of craft decision (metaphor, simile, repetition, diction, ect.) that defines the author's intention to expose or challenge. Write a marginal note that briefly states the possible intent/meaning of the words, phrases, or lines.
Third Draft Reading
: Do two things to examine the structure and identify the possible purpose for these structural decisions.
STAR and DRAW AN ARROW to the line that creates a shift in the focus, place, person, or emotion of the poem/memoir. Label the SHIFT and its possible purpose in the margin.
BRACKET KEY or REPEATED WORDS/LINES or a STANZA/PARAGRAPH that seems to state or imply the central idea of the poem/memoir. Label the idea suggested in these lines or stanza/paragraph.
Use your annotations to explain how the poem is an example of an artist exposing or challenging a social problem.
Write about your own reactions (emotional and intellectual) to the poem's central idea.

Glue-In
Read the memoir excerpt "On Dumpster Diving". Using the 3 draft approach annotate as you go.
Mini-Task
Independently analyze another set of texts. Read a poem and a memoir excerpt. Do a multi-draft reading of the two texts provided. Then, complete the MY THINKING side of your handout.
Mid-Workshop Shift to Collaborative Inquiry:
Is a role of art to protest social issue?
Form a group with 2-3 partners. Compare your answers and take notes on the range of thinking in the group. Discuss the essential question and determine your answer. Identify an individual to report out for the group.
Metacognative Exit Slip:
What literature that you have viewed recently could be classified as challenging a social problem? Do you agree or disagree with the view of the artist(s)? Explain your answer by providing examples from the text and details from current events.
Session 2: Analyzing Visual Texts
Readers of informational text use a multi-draft approach to analyze texts. They pay close attention to craft decisions as they view visual texts.
Dwight D. Eisenhower's Farewell Address
The Quiet World
By Jeffrey McDaniel


In an effort to get people to look
into each other’s eyes more,
and also to appease the mutes,
the government has decided
to allot each person exactly one hundred
and sixty-seven words, per day.


When the phone rings, I put it to my ear
without saying hello. In the restaurant
I point at chicken noodle soup.
I am adjusting well to the new way.


Late at night, I call my long distance lover,
proudly say I only used fifty-nine today.
I saved the rest for you.


When she doesn’t respond,
I know she’s used up all her words,
so I slowly whisper I love you
thirty-two and a third times.
After that, we just sit on the line
and listen to each other breathe.


Jeffrey McDaniel, “The Quiet World” from The Forgiveness Parade.
Copyright © 1998 by Jeffrey McDaniel. Reprinted with the permission of Manic D Press.

Hunger, The Pang

Our mother earth gives
For one good grain sown
Hundreds of fresh grains
For our food in return.

How many sweet fruits
For a life time she gives
For one seed she takes
As one tree it grows?

Any animal on the land
Or any bird on the air
For its morrow's food
Does it take all the care?

For the food on the ground
How a crow makes a sound
Of 'caw' to call crows around
Just to share what it found?

When big cooked rice balls
An elephant in its mouth takes
A part of it on the floor spills
That feeds hundreds of ants.

But when a have on this earth
For his self, the food he hoards,
Doesn't the have-not's mouth
Go unfed for days countless?

The food in a pompous feast
A junk of it goes as rubbish.
If this goes to the poor atleast
Will that not fulfill God's wish?

The worst pain in the world
Is what the hunger gives
But this can be solved
If all follow the crows.
Rajaram Ramachandran


http://www.huffingtonpost.com/2011/06/02/usda-food-pyramid_n_870457.html#s286509&title=2011_MyPlate
Evolution of the american food guides
The Trifles


We drove - we never liked to walk,
The shortest distance was too far.
A wheel felt pleasant in our hands,
We simply loved to drive a car.
And so we found it hard at first,
To wait at corners for a bus,
But after doing it for months,
We know it has been good for us.


We drank our coffee good and strong;
We always liked two cups, or three,
And often, in the afternoon,
We had an extra cup of tea.
And so we found it hard, at first,
But now we'd almost blush with shame
To think that anyone we knew
Would hesitate to play the game.


We liked our bacon brown and crisp,
With lots of butter on our toast.
Without a thought we order up
A juicy steak, a five-pound roast.
We'll find it rather hard, at first,
When rationing begins in May,
But there are lots of substitutes
To cook upon a meatless day.


The things we do are trifling things,
We still have plenty, safety, ease.
We still can say the things we think;
We still can worship as we please.
Ours is the smooth and easy path,
While, for our safety, others fight -
The little burdens that we bear,
Beside a knapsack, are so light!


Dorothy Dumbrille

http://bedfordjfhs.sharpschool.net/common/pages/DisplayFile.aspx?itemId=12041589
http://issuu.com/fifteen/docs/why_we_need_to_support_school_food__2074be55aae0c1?e=2761371/4042046
Jamie Oliver
The Men Who Made Us Fat- Jacques Peretti Part 1/3
On Dumpster Diving
vs.
What an American Consumes
in a Year
http://www.victorianweb.org/science/health/hunger.html
A History of Hunger in Victorian Literature (weird--but interesting)
"Bacon & Eggs"
Howard Nemerov

The chicken contributes,
But the pig gives his all.
Perhaps the World Ends Here
Joy Harjo


... It is here that children are given instructions on what it means to be human. We make men at it, we make women.

At this table we gossip, recall enemies and the ghosts of lovers.

Our dreams drink coffee with us as they put their arms around our children. They laugh at us at our poor falling-down selves and as we put ourselves back together once again at the table.

This table has been a house in the rain, an umbrella in the sun.

Wars have begun and ended at this table. It is a place to hide in the shadow of terror. A place to celebrate the terrible victory.

We have given birth on this table, and have prepared our parents for burial here.

At this table we sing with joy, with sorrow. We pray of suffering and remorse. We give thanks.

Perhaps the world will end at the kitchen table, while we are laughing and crying, eating of the last sweet bite.
(a poem about the kitchen table "where we all share and are all equal")
http://www.huffingtonpost.com/2013/10/07/pro-athletes-market-junk-food-kids-endorsements_n_4059682.html?utm_hp_ref=@food123
Athletes Market Junk Food to Kids
http://www.huffingtonpost.com/2013/10/07/michigan-pint-bill-pour-beer-_n_4057939.html?utm_hp_ref=@food123
Michigan Law Would Outlaw Beer Pints Less Than 16 Ounces
http://www.huffingtonpost.com/2013/10/04/whats-in-chicken-nuggets_n_4045641.html?utm_hp_ref=@food123
What's Actually in A Chicken Nugget
http://www.huffingtonpost.com/michael-winship/playing-chicken-with-food_b_4057210.html?utm_hp_ref=@food123
Playing Chicken with Food Safety
http://www.huffingtonpost.com/2013/10/04/restaurant-calories-sodium-menu-meals_n_4031674.html?utm_hp_ref=@food123
Despite Push for Healthier Options, Restaurant Meals Stay Same in Calories and Sodium
Poems
How Do Artists Expose and Challenge a Social Issue?
POEM
MEMOIR
VISUAL
INFOGRAPHIC
Draw this chart in your WNB.
Answer the central question for each text as we read.
SESSION 3: INFOGRAPHICS
Jamie Oliver's Food Revolution
Part 1 (10:57)
Jamie Oliver's Food Revolution
Part 2 (10:33)
One Tray.Org (1 minute)
http://movies.netflix.com/WiPlayer?movieid=70183870&trkid=2361637&t=Dive%2521&tctx=-99%2C-99%2C8328ca31-105d-49b8-9b4d-ce8a7388ccd1-46830659
Dive!
Documentary
(One Hour)
Dumpster Diving and Wasting Food
Dive! Questions

1. What details in the piece indicate a period in history or other historical events? Cite the details that describe the period in history or event.

2. What do I know about this period in history or the society and culture of that time? What questions do I have?

3. How is this piece an example of a social problem? What craft or structural decisions does the film maker or writer use to expose or challenge a a social problem of that time period or place?

4. What are your reactions to the film? Explain what details in the text caused you to react in these ways.
Mini-Task
Do a first and second draft reading of the photo above to finish the chart you copied into your notebook. Basically, write down what you see going on her. Make a claim and support it with details.
Report Out
How is their approach to educating or providing news a protest on a social issue?
Metacog/Exit Slip
What is the responsibility of individuals and/or groups who publish their art, report on events in the world, or speak in public presentations?
1
2
3
4
http://www.dailymail.co.uk/news/article-2318155/Waste-want-Meet-woman-scavenged-80-000-worth-food-family-BINS.html
TLC - My Crazy Obsession
Dumpster Diver
http://www.pbs.org/pov/foodinc/video_dollar.php#.UlylZWTk-YQ
The Dollar Menu (5 minutes)
What's for Lunch?
http://www.pbs.org/pov/foodinc/photo_gallery_american_lunchroom.php#.UlympGTk-YQ
Slideshow of American School Lunches
Session 4: Analyzing Articles
Readers of informational text use a multi-draft approach to analyze texts.
They evaluate an author’s implied or stated claim(s) and evidence in informational print text.

The text choices are complex in their own ways. Read each text 3 times.

Draft 1
:
Reading for the gist and central idea.
Draw arrows to details, (images and words) that seem important.
Label these details by briefly stating what the image or words suggests.




Draft 2: Reading to identify key facts and details.
Put a star in the margin to indicate the line that contains important information.
Label the information to quickly summarize a key fact and/or detail.




Independent Reading: Draft 3: Reading to identify the range of reader responses.
Identify details that a reader might be drawn to, based on a personal view.
Circle details (or use a smiley face) that connect to you and your point of view. Consider your life experiences and identify facts and details that might suggest how this problem might have an impact on your life or the lives of friends and family members.
Put a question mark near facts you don't agree with or have questions about.



Images:
Describe the Image (suggest a possible meaning)
Word(s):
List words: state historical information that the word(s) provide (suggest a possible meaning)
Summary:
5—7 sentences that capture the main ideas and evidence found in the text(s). Reflect and comment on what you learned.
Draft #1: Notice Images
Draft #2: Notice Words
http://foodmatters.tv/articles-1/what-the-world-eats-shocking-photos

What People Eat Around the World
Is the infographic from a reliable source?
Session 5
http://world.time.com/2013/09/20/hungry-planet-what-the-world-eats/
What the World Eats: One Week
Remember to make your thinking visible on the picture and article!
Perform a multi-draft read of one text. Look in your WNB for the glue-in, if needed.

Write a paragraph summarizing the text. Make sure you identify the main claim and talk about the evidence that supports that claim.

You will turn in both the article and the picture, three paragraphs, and the rubric.

Go to the Reading Section of your WNB and spend a couple of minutes writing about the text.

Move to the Writing Section and spend about a about 5 minutes writing about the issue. Add to this after each text.

We'll use this tomorrow for the second part of the assessment.

Session 6
Reading for Central Idea: Draft 1 Read
As you read annotate in the left margin about the type of details included in each paragraph:

History: background, references to people, events from the past
Current Events: news stories relevant to the occasion
Views: the speaker's point of view
Statement: about the state of the union
Foundational Knowledge: National policy, constitutional rights, Democracy, American values, civil rights; etc.
Identify Chunks: Draft 1 Read
Star and underline sentences that connect multiple paragraphs and state a central idea for a chunk of text.


Write a brief summary of the chunk in the margin.

Do the next section with a partner...

Now finish on your own

After Reading and Viewing Metacognitive Exit Slip
Write about one of the following options below. Be specific. Cite details from the text in your response to each item below.

1. Discuss the ways you effectively engaged with a difficult and complex text either while listening to the speech. How did listening, highlighting, and summarizing chunks of the text help you understand Eisenhower's central idea and purpose?

2. Discuss the ways you identified and labeled the paragraphs in the re-reading and how this labeling supported you to identify the central idea and summarize the chunk. How did this reading process help you understand Eisenhower's central idea and purpose?
Reading for craft/ structural decisions used by the speaker: Draft 2 read

Identify examples of the craft used in the passage.

Oreos as Addictive as Cocaine?
1:17
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/18/rats-find-oreos-as-addictive-as-cocaine-an-unusual-college-research-project/
Article:
http://www.doctoroz.com/videos/brain-hijackers-4-most-addictive-foods
ARTICLE: Brain Hijackers: The 4 Most Addictive Foods
Session 6
http://www.trumanlibrary.org/audio/players/play.php?aud=../mp3s/sr64-59.mp3
Audio of Truman's Speech
Readers approach difficult texts various times, each with a different purpose to discover what is meant and how the text influences the reader’s views.
Draft 1: Reading for the Central Idea and Details in Chunks of the Text.

• Read the chunk you plan to annotate As you read, ask students to highlight words that seem to be emphasized.

• Pause after each paragraph to determine each paragraph’s purpose.
Annotate in the left margin about the type of details included in each paragraph:
 History: background knowledge, references to people, events from the past
 Current Events: news stories relevant to the occasion
 Views: the speaker’s ways of seeing the situation both past and present
 Statement: about the state of the union, the current position of America
 Foundational Knowledge: National Policy, Constitutional Rights, Democracy, American values, civil rights, etc.

• Identify sentences that connect multiple paragraphs and state a central idea for a chunk of the text.
STAR and underline these sentences.

• Write a brief summary of the chunk in the margin. Summary will connect all the paragraphs in the chunk in the margin.

• Discuss the process and the how labeling, connecting, and summarizing the chunk will increase reading comprehension of a long and complex historical text.

FIRST DRAFT READING

Paired Reading:
Continue the annotating process modeled. With a partner, complete the summary of the next chunk.

Report Out:
Discuss the labeling and summaries.


Find the five most used words in the transcript and highlight them.
What is the effect of those word choices?
Draft 2: Reading for the Craft and Structural Decisions Used by the writer/speaker.

Reread key sections of the speech to study the craft and structural decisions the speaker used to engage his audience and to emphasize his key points.

Craft
: Identify examples of the craft the speaker uses in this passage as well as other passages. How does the craft contribute to meaning? Underline the craft and label its purpose in the left margin. Less is more in close reading of craft and structure in long texts. Identify two or three craft decisions that create emphasis and clarity of purpose (parallelism, repetition, transitional words and phrases, strong verbs, or other craft you identify) to ensure the reader can tell the distinct points he is making as well as tell the shifts in the content of the speech.

Structure:
Using the labels in the left margin, identify the structural organization in one chunk. Name the organizational pattern: list, problem-solution, cause-effect, comparison-contrast, definition. Create a theory suggesting why this organization pattern is effective and how it strengthens the central idea of the chunk.

Second Draft Reading
http://voices.yahoo.com/a-historic-tv-speech-fight-against-hunger-12355479.html
Session 7
Conducting Research
https://owl.english.purdue.edu/owl/resource/559/01/

Annotated Bibliography
http://bcs.bedfordstmartins.com/writersref6e/lmcontent/ch07/PDF/Hacker-Orlov-MLA-Biblio.pdf

Example: note the summary, evaluate, and reflect
http://www.un.org/en/globalissues/
What is a Social Issue?
Good Question. Lookie here.
A social issue (also called a social problem or a social ill) is an issue that relates to society's perception of people's personal lives.
Different societies have different perceptions and what may be "normal" behavior in one society may be a significant social issue in another society.
Social issues are distinguished from economic issues.
Some issues have both social and economic aspects, such as immigration.
There are also issues that don't fall into either category, such as wars.
A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic.

Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using.

A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation.
Therefore, an
annotated bibliography
includes a
summary
and/or evaluation
of each of the sources
.
1.
Summarize:
Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
2.
Assess:
After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
3.
Reflect
: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
http://owl.english.purdue.edu/owl/resource/614/03/
What is an Annotated Bibliography?
Sample:
Annotated bibliography
Researchers conduct primary research to gain insight into other people's experiences with the topic.
Primary Research
https://www.surveymonkey.com/
http://www.techrepublic.com/blog/google-in-the-enterprise/use-google-forms-to-create-a-survey/
http://piktochart.com/
Research Project Rubric
Focus
This means you stay focused on your topic throughout your project.
Your project is not just your opinion; it specifically uses your research findings. It includes paraphrases and at least SEVEN (7) direct quotes from your sources.
Research
Development
Ideas are fully developed and supported with examples. Key information is provided--like the causes, effects, implications, and solutions--for the issue.
Organization
Even though this is a digital product, you should have a clear organizational pattern to your writing and how you organize your writing.

Conventions
G.U.M.S. standards apply. You should proofread, edit, and revise. Ask others to do it for you, too. Your tone should be appropriate for the occasion.
Survey
Your survey results are included in your project and enhance your secondary research.

Survey results must be in the form of charts/graphs. Think "Infographic"!
Digital Product
This should look like you spent some time and effort on it! Prezi, Power Point, and an original website (like Weebly) are all good options.
MLA Citations
All information that does not come from your head must be cited in-text. All paraphrases and direct quotes need a citation after them, like this "blah blah blah" ("Oreos are as addicting as cocaine"). You must also attach a works cited page.
Create a subfolder in Google Docs and title it
RESEARCH PROJECT

In this folder, make a document for your survey questions so I can see them
Since Pipes feels that the university students were not active in early revolutionary ideas he reminds us that

“the 1880s and 1890s were a period of relative calm at the institutions of higher learning”
("Evolution of College Life")
, apparently making it clear that change came from elsewhere.
Citation: Article title (use the author if you have it!)
Your own words: The embedding
Direct quote
Citations
You must cite all paraphrases and direct quotes in MLA style, in the text.

Failure to do so = plagiarism
plagiarism = zero points

You must have 7-10 direct quotes THROUGHOUT the project.

Your quotes should be embedded with your own words. Don't just plop a quote in your writing!

All sources cited in-text should appear on your Works Cited page.
Day 1
http://www.today.com/food/colorado-college-students-rescue-healthy-food-feed-hungry-1D80236944?adbid=10152848307751350&adbpl=fb&adbpr=12566691349&cid=sm_t_main_1_20141029_34596477
Students rescue healthy food that's headed for the dumpster to feed the hungry
News Article
Memoir Excerpt
http://www.fns.usda.gov/sites/default/files/HHFKA_080112.pdf
Healthy, Hunger Free Kids Act of 2010
Mid Unit Assessment
Habit:
(Yes write it in your WNB)
Let's talk about lunch.

Take your articles from yesterday, and talk to a partner about what you thought.
You can use these as staters

What stood out for you? What surprised you? Did you see anything you thing you thought was a good idea? Really bad idea? (Trash-Cam)
Look at the poem "The trifles." Annotate using the glue in you got as I read it. (I'll read it twice.)
Look back at the poem we read yesterday and respond in your WNB. Yup, we're "making meaning." Yeah , we are!
Essential Questions:

How is this literature/art an example of exposing or challenging a social problem? What craft or structural decisions does the writer use to protest events of that time period or place?
What are your reactions to the literature? Explain what details in the text caused you to react in these ways.
Write these down in WNB.
So far we've looked at a couple of articles, and a poem. Now we're going to look at a different genre--the memoir. You remember her from 11 grade.
Let's talk trash.
What looks edible or still good in these pictures?
Turn and Talk:
Then compare your thinking with a partner and identify the historical period, key craft decisions and their purpose, and key shifts or structural decisions and their purpose. Then state the central idea of the memoir excerpt in preparation to share your thinking with the class. [Report Out]
Finish the reading for tomorrow. You'll need it at the door.
http://www.npr.org/blogs/thesalt/2014/11/17/364172105/to-end-food-waste-change-needs-to-begin-at-home
NPR Article--Food Waste w/ interview
Draw a chart like this in your WNB
Grab the handouts. There's 3 of them then do the mini task.
How Do Artists Expose and Challenge a Social Issue?
POEM
MEMOIR
VISUAL
INFOGRAPHIC
Listed below are examples of contemporary social problems. To make your topic manageable, narrow your topic or focus as you locate information.

Abortion
Affirmative Action
Affordable Care Act (Obamacare)
Ageism / Age Discrimination
Airport Screening Procedures
Airport Security
Alcoholism
Animal Rights
Anorexia Nervosa
Anti-Muslim Discrimination
Binge Drinking
Birth Control
Bulimia Nervosa
Bullying
Campus Crime
Capital Punishment / Death Penalty
Chemical Weapons
Child Abuse
Child Labor
Classism
Climate Change
Cloning
Colorisim
Cloud Hacking
Computer Hacking
Corporal Punishment
Corporate Downsizing
Cyber Bullying (Cyberbullying)
Date Rape
Disaster Relief
Domestic Violence
Dream Act
Drinking and Driving
Driving While Black
Drug Abuse / Drug Addiction
Eating Disorders
Ebola Virus Disease
Embryonic Stem Cell Research
Environmental Pollution
Environmental Racism
Equal Pay
Euthanasia / Mercy Killing / Assisted Suicide
Excessive Force By Law Enforcement
Felony Disenfranchisement
Gang Violence
Gay Rights
Genetic Engineering
Genetically Modified Food
Gentrification
Global Warming
Gun Control
Gun Rights




Hate Crimes
Hazing
Health Care Disparities
Health Care Reform
HIV / AIDS
Home Forclosures
Homelessness
Honor Killings
Human Trafficking
Hunger
Identify Theft
Illegal Immigration
Legalization of Marijuana
Legalization of Prostitution
Mall Shootings
Mass Murder
Meth Labs (Methamphetamine Laboratories)
Militarization of Police
Minimum Wage
NRA
National Rifle Association
Obamacare (Affordable Care Act)
Obesity
Organ and Body Donation
Outsourcing Jobs
Photobombs
Police Brutality
Police Militarization
Pollution
Pornography
Poverty
Prayer in Schools
Racial Disparities in Health Care
Racial Disparities in Sentencing
Racial Profiling
Racism
Rape
Retail Profiling
Recycling and Conservation
Right to Work
Same-Sex Marriage
Sex Trade
Sexism
Sexual Harassment
Sexting
Shopping While Black
Single Parenting
Smoking / Tobacco Use
Social Networking and Privacy
Spousal Abuse
Stand Your Ground Laws
Steroid Use in Sports
Stereotyping
Suicide
Sweat Shops
Teen Pregnancy
Terrorism
Texting While Driving
Texting While Walking
Unemployment
Union Busting
Vigilantism
Violence in Schools
Violence in Music Videos
Violence in Video Games
Voter Disenfranchisement
Voting Rights Restrictions
Wife Abuse
Workplace Violence
SOCIAL ISSUES
Summative Task/ Project
You are going to put all of your skills to work with this project.
You are going to research and present your findings on a social issue. You will produce an Annotated Bibliography and a TED style talk.

First you have to pick a social issue that you're interested in.
What types of research can be done?
Where do I start?
Cool, I got my idea. What's an Ann O Tater Bib Ograffy?

Mrs. Knudson
English 12 Google Classroom Code: pqqvy49
Remind:@mrsknudso 81010
Just Like we did before make two sections in your WNB. Mark one READING, the other WRITING.
Now, respond to this prompt. What do you think about when this:
food waste?

Respond in your WNB. Initial thoughts, what you know, have heard, would like to know...
Respond in your WNB on the READING Side
Ron Finley: A Guerilla Gardner in South Central LA
America's Food Deserts
https://ignitechannel.com/stories/food-justice-reclaiming-food-deserts/
http://time.com/8515/hungry-planet-what-the-world-eats/
I'll collect these at the end of the period:
Annotate the Text (Visible Thinking!)
Write the Summary Paragraph

You'll us e these tomorrow:
In Your WNB:
Reading Section (3-5 Minutes)
Writing Section (5 Minutes)
Lather, Rinse, Repeat...
Requirements:
Annotated Bib
Peer Reviewed Script
TED Style Talk

TED Talk
WHAT is the issue?
WHY is it an issue?
WHAT is being done about it?

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Cost of college
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Stereotypes
Full transcript