Write a short story satirizing a particular aspect of your school. keep the following questions in mind as you write: what aspect are you satirizing? is your satire obvious or subtle? how are you using hyperbole in your satire? how would you like your writing to change the aspect you are satirizing?

It was a usual school day four classes are done with and finally lunchtime. My stomach by this point is rumbling like a washing machine I am so hungry. as I approach the line I lay my eyes on the menu and realize the worst lunch of all is being served, green bean casserole. I was in line and already had my tray in hand so there was no going back now. as the lunch lady slaps the casserole onto the plate my eyes look in disgust and question if it is edible. When I sit down at the table I have no choice but to eat it at this point. When my fork diggs in the fumes of the nasty casserole fly up into my nose and make me almost vomit. Looking at the green beans nearly brown and shriveled. I plug my nose and eat it in disgust, the meat and all the vegetables all dried and cold. As I scarf down the rest of the meal as quickly as I can chugging the milk faster than a cheetah to dampen the taste.

Once done with the meal I say to myself I will never eat that lunch again. I went to the student council and begged and pleaded for them to take the casserole off the menu, but they didn't seem to care. Finally, I decided if no one else would do it then I would just have to do it myself. So I ran for student council, somehow won. So I finally accomplished it and got green bean casserole off the menu.

Explanation:

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs