What is the main idea of rice for thanksgiving

Discussion Jazz

"As we have discovered, jazz is a music that could only have developed in the United States. Only here did one find all the circumstances in place that lead to this great art form. However, as you will see, there are some brilliant jazz musicians that hail from around the world and may never have stepped foot on US soil or experienced the hardship of the people from whom this music sprung. How do you reconcile this seeming contradiction of great jazz emanating from musicians in say Europe or Asia?"

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Unit 2: Main Ideas and Supporting Details
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Unit 2: Main Ideas and Supporting Details
Content
Item
Unit Introduction
This unit will introduce you to more reading and writing skills that college students need. In order to actively experience and engage with this material, you should understand how to use NROC software, be able to read at a high school level, use basic parts of speech, have a basic understanding of sentence structure, and be able to express personal opinions in paragraph form using Standard Written English.

Item
Unit Assignment Summary
The following assignment summary lists the due dates and assignment weight for the assignments included in this unit.

Foundations Assignment: (run-on sentences, comma splices, and sentence fragments) The assignment should be completed by 06/07/20 at 11:59 p.m.
Reading Assignment: “Rice for Thanksgiving” by Jocelyn Fong The assignment should be completed by 06/07/20 at 11:59 p.m.
Writing Assignment: Summary response The assignment should be completed by 06/07/20 at 11:59 p.m.
Unit 2 Assessment The assignment should be completed by 06/07/20 at 11:59 p.m.
Item
Unit Objectives
Upon successful completion of this unit, you will have:

Read, analyzed, and annotated a passage for structural elements. (SLO 1)
Utilized the reading process. (SLO 1)
Created a summary paragraph and a responsive opinion-based paragraph using the writing process. (SLO 1) (SLO 2)
Corrected grammatical errors such as run-ons, comma splices, and fragments. (SLO 2)
Defined vocabulary words based on context clues and word parts. (SLO 1)
Student Learning Outcomes

Student Learning Outcome 1: You will have demonstrated use of pre-reading, reading, and post-reading strategies.
Student Learning Outcome 2: You will have demonstrated the use of the writing process (including pre-writing, drafting, revising, proofreading, and editing).
Item
Key Terms and Concepts
Here is a list of key terms and concepts with which you should become familiar as you work through this unit:

Annotate
Comma splice
Context clue
Main idea
Run-on
Sentence fragment
Summary
Supporting details
Thesis statement
Topic
Word parts
Item
Lecture Narrative
In this unit the video narrator will walk you through the reading and writing processes. You will read “Rice for Thanksgiving” by Jocelyn Fong. This passage was originally part of the “This I Believe” series on NPR. It will encourage you to think about traditions and their connections to culture. This passage is personal in nature and should inspire you to connect in some way to the main idea and the details. The NROC program provides support features to assist you such as an audio version of the passage. Once the writing assignment is introduced, the video narrator will continue to assist you by guiding you step-by-step as you write. This unit includes engaging activities to help you learn and practice analyzing for structural elements that enable you to write summaries. Additionally, you will benefit from practice with run-ons, fragments, and vocabulary skills. The unit ends with a test.

LTI Link
Click here to begin Unit 2 (opens in a new window)
Test
Unit 2 Assessment Short
Important Quiz Information
There is a quiz on this unit. The quiz will be available once you have completed the writing assignment for Unit Two. You will have two attempts for this assessment. Use your first attempt, and before completing the second attempt, allow your instructor to grade attempt one and provide feedback. If your grade on attempt one is an 80 and higher, you will not need to use your second attempt.

This assignment fulfills:

Unit Objective 1: You will have read, analyzed, and annotated a passage for structural elements. (SLO 1)
Unit Objective 4: You will have corrected grammatical errors such as run-ons, commas splices, and sentence fragments. (SLO2)
Unit Objective 5: You will have defined words based on context and word parts. (SLO1)
Student Learning Outcome 1: You will have demonstrated use of pre-reading, reading, and post-reading strategies.
Student Learning Outcome 2: You will have demonstrated the use of the writing process (including pre-writing, drafting, revising, proofreading, and editing).
The Quiz Will Cover:
Identifying structural elements of a piece of writing as well as summarizing a piece of writing. Other concepts include vocabulary development and sentence level skills such as run-ons and sentence fragments.

The Quiz Format:
Number of questions: 10 Type of questions: Multiple choice Materials students are allowed to use: Students can use the resources contained within the course itself, and if necessary can use google for additional assistance. Time limit: not timed Number of times students can take quiz: two

Item
Unit 2: Foundations Resources
Stated Main Ideas (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/stated-main-ideas.html
Supporting Details (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/supporting-details.html
Annotating a Reading (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/annotating-a-reading.html
Developing a Thesis Statement and Supporting Ideas (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/developing-a-thesis-statement-and-supporting-ideas.html
Writing a Summary (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/writing-a-summary.html
Writing a Summary-Response (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/writing-a-summary-response.html
Run-on Sentences (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/run-on-sentences.html
Comma Splices (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/comma-splices.html
Sentence Fragments (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/sentence-fragments.html
Using Context Clues (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/using-context-clues.html
Identifying Word Parts (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/identifying-word-parts.html
Essential College Skills: Critical Thinking (opens in a new window) https://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/unit02/Foundations/essential-college-skills-critical-thinking.html
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Clauses, Sentence Fragments, Run-ons, Comma Splices
Clauses, Sentence Fragments, Run-ons, Comma Splices item options
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Stated Main Ideas & Supporting Details
Stated Main Ideas & Supporting Details item options
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Annotation, Summary, & Summary Response
Annotation, Summary, & Summary Response item options
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Thesis Statement
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Essential College Skills: Critical Thinking
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Transition Words
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