{"CACHEDAT":"2026-09-24 18:24:02","SLUG":"model-solution-60G4I6OmkE","MARKDOWN":"1. The student locate words or expressions int these two titles correlated with immigration and resource scarcity:  “mais atenção e investimento público”, “municípios com mais imigrantes [greater attention”, “public investment”, “higher numbers of immigrants”]; **“os invisíveis”, “os invisíveis que nos alimentam [**“the invisible people who feed us]**”.**\n2. The student select one image in each article related with the word(s)/expression(s) identified.\n3. The student describe the image selected in each article: \n\n a. Are there people in the picture? - “Yes, one.”, “Yes, two.”, “No.”\n\n b. Who is represented? - “An immigrant”, “Nobody is represented”, “A researcher”, “A municipality member”.\n\n c. Is the setting in the picture urban or rural? - “It is rural/urban.”, “It is not possible to say”.\n\n d. Does the image show an action or not? - “Yes, it shows someone working/cycling…”. “No.”, “It shows someone smiling.”\n4. The student demonstrate the emotional impact that ONE word/expression/image selected can have in the readers: \n\n \n 1. **Name the word/expression** — The student clearly identify the specific word/expression/image chosen from the text.\n 2. **Explain the emotion it creates** — The student describe what feeling or reaction it can trigger in a reader (example: fear, sadness, excitement, discomfort).\n 3. **Say *why* it has that effect** — The student connect the word/expression to its emotional power. Is it because of its connotation? Its imagery? Its intensity? Its sound?\n 4. **Consider the reader** — The student think about *who* is reading. Would all readers feel the same way, or might different people react differently? Why?\n 5. **Use evidence from the text** — The student support the idea by referencing the context in which the word/expression appears, not just the word in isolation.","RENDERMODE":"markdown","HTML":"
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  1. The student locate words or expressions int these two titles correlated with immigration and resource scarcity:  “mais atenção e investimento público”, “municípios com mais imigrantes [greater attention”, “public investment”, “higher numbers of immigrants”]; “os invisíveis”, “os invisíveis que nos alimentam [“the invisible people who feed us]”.
    2. \n
  2. The student select one image in each article related with the word(s)/expression(s) identified.
    3. \n
  3. The student describe the image selected in each article:
    4. \n
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a. Are there people in the picture? - “Yes, one.”, “Yes, two.”, “No.”

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b. Who is represented? - “An immigrant”, “Nobody is represented”, “A researcher”, “A municipality member”.

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c. Is the setting in the picture urban or rural? - “It is rural/urban.”, “It is not possible to say”.

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d. Does the image show an action or not? - “Yes, it shows someone working/cycling…”. “No.”, “It shows someone smiling.”

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    \n
  1. The student demonstrate the emotional impact that ONE word/expression/image selected can have in the readers:
    2. \n
\n
    \n
  1. Name the word/expression — The student clearly identify the specific word/expression/image chosen from the text.
    2. \n
  2. Explain the emotion it creates — The student describe what feeling or reaction it can trigger in a reader (example: fear, sadness, excitement, discomfort).
    3. \n
  3. Say why it has that effect — The student connect the word/expression to its emotional power. Is it because of its connotation? Its imagery? Its intensity? Its sound?
    4. \n
  4. Consider the reader — The student think about who is reading. Would all readers feel the same way, or might different people react differently? Why?
    5. \n
  5. Use evidence from the text — The student support the idea by referencing the context in which the word/expression appears, not just the word in isolation.
    6. \n
","UPDATEDAT":"2026-05-14T10:19:46.869Z","ID":"6e16d036-01e5-420b-8347-5b16d6fb21ac","TITLE":"Model Solution"}