Health Valley Independent School District has decided to make changes to the lunch menu in the school cafeterias. Instead of serving pizza and corn dogs with french fries, the cafeterias will now serve items such as pitas with grilled chicken and black bean burgers on whole wheat buns with a side of steamed veggies and rice. The changes have sparked mixed responses. Read two of the responses below. Passage 1
Health Valley School District may believe that it is helping students become healthier, but it is actually taking away the students’ rights and responsibilities to choose healthy foods. Although research shows that eating unhealthy foods can lead to health problems like obesity, students should be allowed to make their own choices. It is the parents’ responsibility to teach their children to make good decisions. Parents must educate their children about the results of eating healthy food versus eating unhealthy food. The parents can control what their children eat in the home, but they have to trust their children to make their own decisions outside of the home. If students are not given the freedom to choose between healthy and unhealthy items at school, they will not learn to make thoughtful decisions. Also, when students’ choices are limited to foods that they do not find appetizing, they will most likely choose to not eat. Going without food is unhealthier than eating foods that are considered to be unhealthy. For example, a piece of pizza has more nutritional value than air. When students who prefer nachos cannot find a tasty substitute, their grades will suffer because they will not have enough energy to concentrate on their lessons. Studies show that hunger diminishes a child’s ability to pay attention. Also, Health Valley School District should realize that changing the lunch menu is not going to solve students’ health problems. Research proves that health problems like heart disease are related to genetics and a lack of physical activity. Students who get plenty of exercise will not get heart disease from eating corn dogs and french fries for lunch. The school district is making a huge mistake by getting rid of the foods that students like to eat and not giving them a choice.

Passage 2
Health Valley School District is doing an outstanding job in moving students toward a healthier future. The schools’ lunch menus have been riddled with fattening and artery-clogging foods for too long. Recent findings show that the childhood obesity rate within the Healthy Valley School District has increased from 6% to 25% over the past 10 years. The changes that the school district is making aim to decrease the percent of childhood obesity. In addition to obesity, recent data indicates that the percent of diabetic students within the district has reached an all-time high of 5%. Childhood obesity and the development of diabetes have been linked to eating foods that are high in fat and high in sugar. By changing the school lunches, Health Valley School District will also help to lower the number of students that develop diabetes. At home, the parents are responsible for providing their children with a nutritious diet. But while children are at school, they should not be given the option of eating unhealthy foods. Students get the wrong message when the schools teach them proper nutrition in health class but serve them fried, processed, and sugary foods in the cafeteria. This tells the students that what they have been taught about nutrition is not important. Students may resist the changes at first. However, as soon as they are hungry enough, they will try the healthy dishes. The students will discover how delicious and beneficial healthy foods are. Health Valley School District is playing a vital role in the health of its students.
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Select the correct answer.
The authors of both passages agree that
A.
eating unhealthy foods can cause health problems.
B.
switching to a healthy diet without increasing exercise is useless.
C.
students will get hungry enough to try new, healthy dishes.
D.
students should have the right to choose to eat unhealthy foods.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Which sentence uses all its nominative case pronouns correctly? a we live on the same street b them and rachel are good skaters. c the redskins fans in the family are fred and me d have joanne and him played tennis together before?

In the metaphor or language as a layer cake ( presented in your study unit), which of the following words could be considered a "frosting" word? a. frequently b. occasionally c. prescient d. honestly