Roundtable Preparation - PGA 060214 - for PACKET · The)Roundtable)Process:)Who)!...

Preparing)Your)Student)for)Roundtable)Success)

Community)Charter)School)of)Cambridge)Parent)Guardian)Association)~)June)2,)2014)

Contents)! The$Roundtable$process:$Who)

! The$Roundtable$process:$When$

! The$Roundtable$process:$Why$

! The$Roundtable$process:$What$

! The$Roundtable$process:$How$

! Binder$Checklist$

! Presentation$Requirements$

! Suggested$Questions$

The)Roundtable)Process:)Who)! All$students$must$pass$the$Roundtable$presentation$in$order$to$move$on$to$the$next$grade$at$CCSC.$

! A$parent$or$guardian$must$attend$the$Roundtable$presentation.$

! The$student’s$advisor$is$also$there,$as$well$as$at$least$one$other$CCSC$staff$member.$Community$members$often$attend,$too.$

The)Roundtable)Process:)When)!  Presentations$begin$every$hour,$on$the$hour:$

!  Monday,$June$16$(start$times:$7$AM$–$4$PM)$!  Tuesday,$June$17$(start$times:$7$AM$–$6$PM)$!  Wednesday,$June$18$(start$times:$12$PM$–$7$PM)$

!  Presentations$are$45$minutes$long$and$must$start$on$time.$

!  Advisors$make$the$schedule,$in$consultation$with$students$and$parents.$

!  Your$student’s$advisor$has$scheduled$all$appointments$already.$If$you$have$not$yet$conUirmed$your$appointment$time,$please$speak$to$your$student’s$advisor$right$away.$

The)Roundtable)Process:)Why)! Roundtables$serve$two$main$purposes:$!  Students$reUlect$all$year$on$the$quality$and$content$of$their$work$(“How$did$I$do?”$and$“What$did$I$learn?”)$

!  Students$prepare$for$a$serious,$public,$oral$performance$in$which$they$demonstrate$what$they$have$learned$in$their$classes.$

! Parents$and$guardians$every$year$say$that$Roundtables$are$one$of$their$favorite$things$about$CCSC.$Our$amazing$scholars$inspire$us$with$their$learning$and$their$poise!$

The)Roundtable)Process:)What)!  All$year$long,$students$write$reDlections$in$which$they$discuss$what$they$learned$through$class$projects$and$assessments$(“artifacts”).$

!  In$advisory,$students$write$report)card)reDlections$and$the$Roundtable)Letter$(a$“personal$essay”$in$which$they$reUlect$upon$the$whole$school$year).$

!  Students$compile$a$binder$that$holds$their$letter,$reUlections,$and$artifacts.$

!  This$binder$forms$the$basis$of$the$Roundtable$Presentation.$

Related'document'in'this'packet:'Binder'Checklist'

The)Roundtable)Process:)What)In$the$Roundtable$Presentation,$$

!  The$student$reads$his/her$letter$to$the$audience$(parent[s]$/$guardian[s],$advisor,$and$other$adult[s]).$

!  The$audience$looks$through$the$artifacts.$

!  The$audience$asks$the$student$questions$about$all$three$artifacts.$$

!  The$audience$gives$the$student$feedback.$

Related'documents'in'this'packet:'Presentation'Requirements'and'Suggested'Questions'

The)Roundtable)Process:))How+can)you)help)your)student)prepare?)

! Help$him$/$her$make$sure$the$Roundtable$Binder$is$complete.$Use$the$binder)checklist.$

! Listen$while$he/she$reads$the$letter.$Use$the$requirements)handout$to$make$sure$he/she$is$on$track.$!  Students$should$practice$over$…$and$over!$…$until$it$sounds$natural.$

!  Students$should$make$eye$contact$frequently,$looking$up$from$the$letter$more$than$they$look$down$at$it.$

Related'documents'in'this'packet:'Binder'Checklist'and'Presentation'Requirements'

! Ask$your$student$questions$(see$the$questions$handout$at$the$end$of$this$packet).$!  Students$are$practicing$these$questions$in$class$and$in$advisory.$

!  Answers$are$not$provided$–$students$should$take)notes$while$practicing$at$school.$

!  Ask$your$student:$“Can$I$see$the$notes$you$took?”$to$make$sure$he/she$wrote$detailed$answers$at$school.$

Related'document'in'this'packet:'Suggested'Questions'



! All$students$are$encouraged$to$make$notecards$to$help$them$prep$for$the$Q&A$portion$of$the$Roundtable.$$

! Use$the$question)documents,$plus$notes$your$student$should$be$taking$when$doing$ineclass$review$time,$to$help$them$make$these$notecards.$

Related'document'in'this'packet:'Suggested'questions'

! Most$of$all$…$!  ENCOURAGE$your$student.$Be$positive$–$this$is$nerveewracking!$

!  Give$CONSTRUCTIVE$feedback$such$as$“make$sure$you$sit$with$your$back$straight”$and$“be$careful$not$to$use$the$word$‘um.’”$

!  Tell$your$student$what$he$/$she$is$doing$RIGHT,$e.g.$“Your$eye$contact$was$great$when$you$read$the$letter”$and$“You$used$a$lot$of$evidence$in$your$answer$to$that$third$question.”$

!  Make$sure$you$arrive$20e30$minutes$early$to$your$Roundtable$appointment!$Families$who$arrive$late$will$have$to$reschedule$the$Roundtable$for$a$makeeup$time$with$other$teachers$or$administrators,$and$the$student’s$advisor$will$likely$not$be$there.$


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Roundtables,2014,Presentation,Requirements,

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Part,One:,Presentation,of,Letter,and,Artifacts!! !,

First,,the,student,reads,the,Roundtable,Letter,to,the,audience:,Requirements:,,

• All!students!must!have!professional!posture,!eye!contact,!and!volume!as!they!read!the!letter.,

• All!students’!letters!must!clearly!and!specifically!describe!his!or!her!goals!for!the!future.,

• Grade;specific!Roundtable!Letter!expectations:,o 7th,graders,and,NEW,8th,&,9th,graders:,The!letter!reflects!clearly!on!what!he/she!learned!this!year!about!what!it!means!to!be!a!CCSC!scholar.!

o Returning,/,veteran,8th,graders:!The!letter!reflects!clearly!on!his!or!her!strengths!and!areas!of!improvement!as!a!scholar.!

o Returning,/,veteran,9th,graders:!The!letter!reflects!clearly!on!how!he!or!she!has!changed!and!grown!as!a!scholar!during!his!or!her!time!in!the!Lower!School.!

o 10th,&,11th,graders:!The!letter!reflects!clearly!on!how!he!or!she!has!grown!during!his!or!her!time!at!CCSC.!

• All!students!letters!must!provide!a!1;2!sentence!description!of!THREE!Roundtable!artifacts.!For!each!artifact,!the!student!must!describe!its!name,!what!class!it!is!from,!and!the!process!used!to!create!it.,

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,Part,Two:,Question,and,Answer!

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The,student,answers,questions,about,all,three,artifacts:!Requirements:!

• The!student!provides!correct!answers!to!questions!from!the!audience.!

• The!student!provides!thoughtful!answers!to!questions!form!the!audience.!

• The!student!has!professional!posture,!eye!contact,!and!volume.!

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Roundtables,2013,1,2014,Suggested!Questions:!HUMANITIES

Humanities*7:!!Poetry!Project:!Q1.! Define!the!five!main!genres!of!text!that!you!studied!this!year.!Describe!at!least!two!ways!that!poetry!is!different!

from!the!other!four!genres.!Q2.! What!is!figurative!language!and!why!do!poets!use!it?!Use!and!explain!two!types!of!figurative!language!in!

describing!a!recent!meal!that!you!had.!!MultiKParagraph!Essay!Project:!Q1.! What!are!leads!and!clinchers?!Why!are!they!so!important!to!a!composition?!What!options!can!a!writer!use!for!

each?!Q2.! What!are!our!revision!symbols!for!revising!a!composition?!What!does!each!stand!for!and!why!is!each!so!

important?!**ELA*78:*!Hero's!Journey!Essay:!Q1.! What!is!the!writing!process?!!Why,!as!a!writer,!do!you!use!the!writing!process?!Q2.! What!is!the!Hero's!Journey?!!Please!choose!a!story!that!we!all!might!know,!and!analyze!it!using!the!Hero's!

Journey.!!ThinkKTacKToe:!Q1.! This!project!asked!you!to!make!a!choice!about!what!activites!you!wanted!to!create!(based!on!the!ticKtacKtoe!

grid),!but!all!of!the!actviities!dealt!with!a!larger!theme!in!either!Part%Time%Indian!or!Flight!in!some!way.!Identify!one!of!your!projects!that!you!completed,!and!explain!how!it!illustrates!a!theme!from!either!of!these!texts.!

Q2.! How!did!you!use!the!writing!process!when!creating!this!project?!!Why!is!this!process!important?!!!Humanities*8:!!Night!Essay:!Q1.! Imagine!you!are!educating!next!year's!8th!graders!about!the!evils!of!the!Holocaust.!Explain!to!them:!what!was!

the!most!inhumane!act!perpetrated!by!the!Nazis!against!the!Jews!during!the!Holocaust?!Why!was!this!act!more!evil!than!others?!

Q2.! Compare!and!contrast!Christianity!and!Judaism!!Islam!Project:!Q1.! Describe!the!Five!Pillars!of!Islam.!Q2.! Compare!and!contrast!Islam!and!Christianity.!!!Humanities*9:!!Unit!3!Essential!Question!analytical!essay:!Q1.! The!essential!question!for!Unit!3!was,!“How!much!of!destiny!is!predetermined?!!How!might!our!actions!alter!

our!destinies?”!Choose!either!Romeo,!Juliet,!or!a!character!from!your!outside!reading!book.!!What!was!this!character’s!destiny?!!What!motivated!him!or!her!to!alter!his!or!her!destiny?!!How!did!he!or!she!alter!her!destiny?!!Connect!the!motivations!of!these!characters!to!your!own!destiny!and!how!your!actions!alter!it.!

Q2.! What!does!the!writing!process!look!like!for!you,!when!writing!personal!vs.!analytical!essays?!What!do!you!do!that!is!similar?!What!is!different?!What!are!the!steps!and!why!do!they!matter?!

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Roundtables,2013,1,2014,Suggested!Questions:!HUMANITIES

Unit!5!EQ!History!Presentation:!Q1.! Describe!the!historical!character(s)!you!researched.!

KWhere!was/were!he/she/they!from?!KWhat!was!his/her/their!role!in!the!Age!of!Exploration?!KWhat!did!he/she/they!do!that!was!significant?!KWhat!does!the!Unit!EQ!mean?!(Who!do!we!remember?!!Who!should!we!remember?)!KDoes!he/she/they!deserve!to!be!remembered?!!Why!or!why!not?!

Q2.! Give!at!least!two!reasons!for!and!two!reasons!against!celebrating!Columbus!Day.!**Humanities*10:**Slave!Narrative!Project:!Q1.! How!did!European!and!American!slave!traders!and!owners!justify!their!actions?!Q2.! What!were!the!stages!of!a!slave’s!journey!from!West!Africa!to!the!New!World!in!the!Atlantic!slave!trade?!!

Include!details!about!each!stage.!!Othello!Composition:!Q1.! Describe!a!major!theme!of!the!play!Othello,!and!describe!how!that!theme!was!important!to!the!work!as!a!whole.!Q2.! Is!the!play!Othello,!at!its!heart,!a!play!about!race,!or!could!it!have!been!written!with!a!white!man!as!its!central!

character?!!!English*Language*and*English*Language*AP:*!War!on!Povery!Letter!to!the!Editor:!Q1.! What!are!traditional!liberal!and!conservative!views!about!the!causes!of!and!solutions!to!poverty?!Name!two!

famous!politicians!associated!with!each!side.!Q2.! Define!rhetoric!and!the!three!modes!of!persuasion.!Then!identify!and!explain!a!place!in!your!letter!whether!

either!you!or!your!source!text!uses!one!of!these!modes!of!persuasion.!!!US*History:*!1920s!Research!Paper:!Q1.! What!issues!did!Americans!publicly!debate!in!the!1920s,!and!what!were!their!strongest!arguments?!Identify!at!

least!2!specific!examples!that!Americans!debated,!and,!for!each,!explain!the!arguments!that!both!sides!made.!Q2.! Why!do!many!historians!claim!that!the!1920s!was!the!decade!in!which!the!United!States!became!"modern",!and!

how!does!the!topic!that!you!researched!show!how!people!in!the!United!States!welcomed!or!resisted!modernity?!

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Roundtables,2013,1,2014,Suggested!Questions:!MATH

Integrated*Math*1:!!Proportional!Relations!Newspaper:!Q1.! When!given!the!coordinates!of!two!points!on!a!line,!how!can!you!determine!the!slope!of!that!line?!Q2.! Create!two!tables!of!values:!one!showing!a!direct!variation!between!the!number!of!hours!worked!and!the!

money!earned!and!one!that!shows!a!nonKproportional!relationship.!Q3.! What!is!the!most!efficient!way!to!multiply!a!number!less!than!1!but!greater!than!0!by!1,000,000?!Algebra!Newspaper!Project:!Q1.! What!is!the!solution!to!4x!–!10!=!K2!?!Identify!3!properties!(rules)!you!use/follow!when!determining!the!

solution.!(Hint:!you!will!have!to!solve!this!algebraically!)!Q2.! What!is!the!difference!in!solving!K2x!=!8!and!K2x!>!8!?!Q3.! Create!and!simplify!an!algebraic!expression!by!combining!like!terms.!The!expression!must!have!at!least!4!

terms,!addition!and!subtraction,!and!two!pairs!of!like!terms!(not!all!4!terms!should!be!like!terms).!!!Integrated*Math*2:!!Unit!1!Scientific!Notation!In!the!Real!World!Project:!Q1.! What!is!(34!×!37y6)/(32y)3?!!Use!laws!of!exponents!to!justify!your!response.!Q2.! An!elf!butterfly!weighs!0.00004!kg.!!What!is!this!written!in!scientific!notation?!Q3.! If!the!average!weight!of!the!elf!butterfly!is!!0.00004!kg!and!there!are!5.6!×!106!of!them!in!New!England,!what!is!

the!total!weight!of!the!elf!butterflies!in!New!England?!Explain.!Unit!3!Airline!Project:!Q1.! a)!What!are!the!three!ways!in!which!you!can!solve!systems!of!equations?!

b)!How!do!you!decide!which!is!the!best!to!use!for!any!given!system!of!equation?!Q2.! a)!What!does!the!graph!look!like!for!a!system!of!equation!with!no!solution?!

b)!!Write!a!system!of!equations!that!would!result!in!no!solution.!!! Given:!y!=!3x!+!4!! come!up!with!the!other!equation!that!would!result!in!NO!SOLUTION.!!c)!If!you!could!change!ONLY!ONE!term!to!make!your!system!of!equation!have!ONE!SOLUTION,!what!change!would!you!make?!

Q3.! Solve!this!system!of!equations:!! 3x!K!4y!=!K30!! K6x!+!2y!=!24!

**Algebra*1:*!Linear!Systems!Problem:!Q1.! Define!linear!system.!What!does!it!look!like!graphically!and!what!does!it!look!like!algebraically?!Q2.! If!you!look!at!the!graph,!how!do!you!know!how!many!solutions!there!are!in!a!linear!system?!Q3.! Briefly!describe!the!three!ways!that!we!have!learned!how!to!solve!linear!systems.!How!do!you!know!which!

method!is!best!to!use?!**Geometry:*!Architecture!Project:!Q1.! What!does!it!mean!for!two!figures!to!be!congruent?!!Give!an!example!of!two!figures!that!are!congruent!and!two!

figures!that!are!not!congruent.!!Explain.!Q2.! If!a!triangle!lies!in!the!first!quadrant,!what!is!one!way!you!could!transform!the!triangle!so!that!it!lies!in!the!

second!quadrant?!What!is!another!way!you!could!transform!the!triangle!to!move!it!from!the!first!quadrant!to!the!second!quadrant?!

Q3.! What!are!the!postulates!and!theorems!you!learned!to!use!to!prove!that!two!triangles!are!congruent?!* *

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Algebra*2:**Linear,!Quadratic,!and!Exponential!Models:!Q1.! In!Part!1,!why!did!you!decide!a!linear!function!would!best!fit!the!data?!!In!your!answer,!explain!why!a!quadratic!

and!exponential!function!do!not!fit!the!data!well.!!!Q2.! In!Part!2,!why!did!you!decide!an!exponential!function!would!best!fit!the!data?!!In!your!answer,!use!the!context!

of!the!problem!to!explain!why!a!linear!or!quadratic!function!would!not!fit!the!as!well!as!an!exponential!function.!

Q3.! Proficient:!Given!a!table!of!values!where!x!increases!by!1!and!the!yKvalues!have!a!common!ratio!(provide!link?),!and!the!yKintercept!is!not!explicitly!stated,!determine!an!exponential!equation!for!a!line!of!best!fit.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Advanced:!Given!a!table!of!values!where!x!increases!by!some!number!other!than!1!and!the!yKvalues!have!a!common!ratio!(provide!link?),!and!the!yKintercept!is!not!explicitly!stated,!determine!an!exponential!equation!for!a!line!of!best!fit.!

**PreCCalculus:*!Modeling!Population:!Q1.! How!can!you!use!your!model!to!predict!the!population!of!your!country!in!the!year!2030?!In!your!explanation,!

please!include!definitions!of!variables!and!explain!your!numerical!answer!in!the!context!of!the!problem.!Q2.! Study!this!graph!of!Boston's!population.!State!an!interval!of!years!that!shows!a!positive!average!rate!of!change.!

What!does!a!positive!rate!of!change!tell!you!about!the!population?!State!an!interval!of!years!that!shows!a!negative!average!rate!of!change.!What!does!a!negative!rate!of!tell!you!about!the!population?!

!Source:%http://www.iboston.org/mcp.php?pid=popChart&laf=rg!

!***PreGCalculus%is%continued%on%the%next%page.***! !

! !


Q3.! Below!is!a!graph!of!yeast!grown!in!ideal!conditions.!! Suppose!you!want!to!apply!a!regression!in!order!to!model!the!population.!You!are!deciding!to!select!between!

an!exponential!decay!model,!logistic!model,!or!a!logarithmic!model.!Explain!how!to!determine!which!regression!model!is!best!suited!to!represent!the!population!of!yeast.!!Additionally,!explain!what!the!dashed!line!tells!you!about!the!population.!!

!Source:%https://www.boundless.com/biology/populationGandGcommunityGecology/environmentalGlimitsGtoGpopulationGgrowth/logisticGgrowth/images/figGch45_03_02/!

,*Calculus*AP:!!AP!Problem!set:!Q1.! Water!is!entering!a!tank!at!a!rate!of!ecos(x)!gal!per!minute,!and!exiting!the!tank!at!a!constant!rate!of!500!gal!per!

minute.!!Assume!there!is!no!water!in!the!tank!at!time!t=0.!!Write!a!function!that!represents!the!total!amount!of!water!in!the!tank!at!any!time!t>0.!!!

Q2.! Given!the!equation!x2!+!y2!=!4!determine!the!coordinates!of!points!on!the!curve!whose!tangent!lines!have!zero!slope!and!undefined!slope.!!Show!both!graphically!and!with!implicit!differentiation!how!you!found!the!points.!!!

Q3.! The!base!of!a!solid!is!bounded!by!the!functions!y=sin(x)!and!the!xKaxis,!from!x=0!to!x=1.!!Determine!the!volume!of!the!solid!generated!by!rotating!the!region!about!the!line!y=K1.!!Draw!a!picture!of!the!solid!too.!!!

**

! !

Roundtables,2013,1,2014,Suggested!Questions:!SCIENCE

Principles*of*Science*1:*Claymation!Project:!Q1.! Describe!the!three!plate!boundaries.!Explain!the!movement!of!the!plates!and!name!at!least!one!effect!at!each!

one!(please!provide!a!different!effect!for!each!of!the!boundaries).!Q2.! Name!the!four!layers!of!the!Earth.!Then,!describe!what!allows!tectonic!plates!to!move!in!the!first!place.!(Explain!

how!convection!currents!work)!!*Principles*of*Science*2:*!Seasons!Comic!Strips:!Q1.! Why!is!it!so!hot!during!the!summer?!Draw!a!picture!to!illustrate!your!point.!Q2.! How!does!the!position!of!the!earth!change!from!summer!to!winter?!Does!the!earth!move!further!away!from!the!

sun?!Draw!a!picture!to!illustrate!the!seasons!changing.!!*Physics:**Forces!in!Action!video!project:!Q1.! How!can!you!tell!what!forces!to!include!on!a!free!body!diagram?!!Choose!an!object!from!your!video!and!draw!a!

free!body!diagram!for!it.!Q2.! How!does!inertia!affect!objects!in!motion?!!Give!an!example!from!your!video!or!from!everyday!life.!!Friendship!Detector!Circuit!project:!Q1.! Draw!a!circuit!diagram!for!3!light!bulbs!in!series,!and!another!circuit!diagram!for!3!light!bulbs!in!parallel.!!

Explain!how!current!flows!through!each!circuit,!and!which!circuit!will!have!more!total!current.!Q2.! Why!did!we!use!aluminum!foil!to!make!connections!in!the!circuit,!and!why!couldn't!you!use!black!tape!between!

the!layers!of!foil!in!your!circuit?!!*Chemistry:**Toxicity!of!Gatorade!Lab!Report:!Q1.! What!is!"dimensional!analysis"!and!why!is!it!useful!for!chemists!when!analyzing!toxicity?!Q2.! Explain!how!measuring!absorbance!can!help!a!chemist!determine!how!toxic!a!substance!is.!!Be!sure!to!

reference!Beer's!Law!in!your!answer.!!*Advanced*Biology:*!Evolutionary!drawings!&!synthesis!paper:!Q1.! What!is!the!role!of!gene!mutations!in!the!evolution!of!a!species?!Q2.! How!does!natural!selection!favor!certain!genetic!traits!over!other!genetic!traits?!**Chemistry*AP:!!Handwarmer!Challenge:!Q1.! How!do!chemical!reactions,!specifically!the!making!and!breaking!of!bonds,!cause!changes!in!temperature?!Q2.! What!parameters!do!chemical!engineers!need!to!consider!to!ensure!the!safety!of!consumers!and!the!

marketability!of!their!product?!**!

! !

Roundtables,2013,1,2014,Suggested!Questions:!SPANISH

Spanish*1:*Restaurant!Project:!Q1.! What!rules!do!you!need!to!follow!when!describing!people!or!things!(the!food,!the!waiters,!the!restaurant,!etc.)!

in!a!sentence!in!Spanish?!Cite!an!example!from!your!restaurant!description!and!explain!the!rules!that!you!are!using!in!each!part!of!that!sentence.!

Q2.! How!did!you!persuade!someone!to!visit!your!restaurant!(in!Spanish)?!Cite!the!phrase!you!used,!explain!the!verb!"deber",!and!give!your!reason.! !

**Spanish*2:**Creación!de!un!libro/!Book!project:!Q1.! Define!a!reflexive!verb.!!Give!one!example!of!a!reflexive!from!your!book!and!explain!what!it!means!in!English.!!

Then!give!another!example!not!from!your!book!and!translate!it!to!English.!!!Q2.! Distinguish!between!"ser"!and!"estar."!What!is!the!major!difference!in!meaning?!!Give!at!least!two!examples!of!

each!verb!in!a!sentence!to!demonstrate!this,!!one!from!your!book!and!one!not!from!the!book.!!*Spanish*3:,!La!televisión!y!el!cine:!Luces,!cámara,!acción:!Q1.! Describe!the!scene!that!you!selected!to!write!about?!!Why!did!you!choose!it?!!How!does!your!scene!relate!to!the!

genre!of!the!movie!or!show?!Q2.! If!you!were!going!to!give!an!explanation!about!a!particular!movie!or!TV!program!to!someone!who!isn't!familiar!

with!it,!what!would!you!talk!about?!!Why!is!it!important!to!explain!these!elements?!!*Spanish*4/5:**Problemas!en!la!naturaleza:!Q1.! Which!environmental!problem!do!you!feel!is!the!most!damaging!to!people!currently?!!Why?!How!can!it!be!

resolved!or!less!damaging?!Q2.! What!could!you!do!to!be!a!responsible!tourist!in!the!country!you!chose?!!How!would!those!actions!help!to!

address!the!environmental!problems?!!

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