For this assignment, you will read about food environments and social justice issues related to our food system.
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Before reading the text, open, copy, and save the Study Guide to your Google Drive so you know what to focus on while you read.
The Food Environments text explores the various food environments we live in. As you read, think about your personal food environments and how the information in the text connects with your experience and what you already know about food choices. The text also speaks to the inequity in our food system in the context of food environments and access.
After completing the study guide, submit it as a Google Link. Bring a digital or printed copy of your study guide with you to class.
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This criterion is linked to a Learning OutcomeCCR Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to text of appropriate complexity as outlined by Standard 10.)785029_1667
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL 9-10.1) · Application: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL. 8.1)
This criterion is linked to a Learning OutcomeCCR Reading Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)785029_5029
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 1
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and characters, setting, and plot; provide an objective summary of the text. (RI/RL. 8.2) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
Attempts to select information relevant to task, purpose, and audience but some information may not be relevant Attempts to organize information Demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion Occasionally uses varied sentence structures, but these appear alongside mostly simple sentences Transitions are simple and infrequent May use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted Demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. Provides minimal or irrelevant examples and/or details for support.
Offers little or no organizational structure, placing ideas in no logical order Uses little if any variety in sentence structures Ineffective or absent information creates a lack of cohesion Few, if any, transition words or phrases are used Minimally develops ideas (may be too much or too little information, or the wrong approach)
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This criterion is linked to a Learning OutcomeCCR Reading Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Apply this standard to texts of appropriate complexity as outlined by Standard785029_3565
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.5)
With prompting and support, analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). With prompting and support, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (RI .8.5)
With the support of a teacher and classmates, participate in a close reading in order to analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
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This criterion is linked to a Learning OutcomeCCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.785029_8628
This criterion is linked to a Learning OutcomeCCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.785029_4879
This criterion is linked to a Learning OutcomeCCR Reading Anchor 6: Assess how point of view or purpose shapes the content and style of a text.785029_1126
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).
Identify multiple examples of common rhetorical appeals in a text (logos, pathos, ethos) and describe how the author uses this rhetoric to advance the point of view or purpose, independently. Identify specific examples in a case which require distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) and describe how these examples reveal the author’s point of view or purpose, independently.
Identify multiple examples of common rhetorical appeals in a text (logos, pathos, ethos) with some teacher and/or peers assistance. Identify specific examples in a case which require distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) with some teacher or peer assistance.
Identify examples of common each rhetorical appeals in a text (logos, pathos, ethos) with teacher assistance. Identify a specific example in a case which requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement) with teacher assistance.
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