Discipline: Career and Technical Education

Grade Level: 10, 11, 12

©Literacy Design Collaborative. September 2011

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Diseases in Livestock
What
Task?
  • Background to Share with Students
    • If you are seeking a career in agriculture, you are very likely to have to consult with farmers or ranchers. It is important for you to know how to communicate scientific and technical terms in common language that your clients can understand. Many agricultural firms expect their employees to be able to attractively publish their knowledge for magazines, journals, or advertisements.

  • Task/Text
    • Teaching Task

      L1: What effect do algal blooms have on marine environments off the coast of the United States? After reading scientific texts on fertilizer run-off and algal blooms, write a letter to the Environmental Protection Agency that examines the causes of algal blooms and explains the effect fertilizer run-off has on the overpopulation of algae in marine ecosystems. What conclusions or implications can you draw? Support your discussion with evidence from the texts.

      Reading Texts
  • Reading Standards for Informational
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 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.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Informational
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Language Standards for Informational
    • "Built-In" Language Standards "When Appropriate" Writing Standards (applicable in black)
      • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
      • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
      • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
      • Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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