Essential Questions
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Learning Objectives
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- Students will analyze how authors develop characters and character relationships in both subtle and direct ways in order to understand how different literacy elements interact in a text and come together for a common purpose.
- Students will use content area-specific jargon effectively and purposefully in cross-curricular writing activities and discussions in order to expand their general thinking about the vocabulary and to prompt critical thinking about why the terms have valid and meaningful applicability outside of their usual domain.
- Students will diagram food chains and food webs in multiple, varied biomes in order to recognize the interdependence between species and how the levels of organization in an ecosystem impact its stability and productivity.
- Students will evaluate multiple forms of persuasive texts - advertisements, public service announcements, and persuasive essays - in terms of how emotional appeal, solid reasoning, tone, false information, and vocabulary techniques contribute to the intended audience's receptiveness to their messages in order to construct their own informative, emotive, and scrupulous persuasive letters in defense of an endangered species.
- Students will recognize both the positive and negative cause and effect relationships between humans and the biosphere in order to comprehend the power of inaction and the power of active respect for the natural world.
- Students will collaborative with their peers in both face-to-face and digital mediums - and thus both directly and indirectly - to use others' knowledge and ideas to enhance and inspire their own thinking and creativity and to construct an original narrative text that demonstrates individual and collective mastery of cross-curricular content.