Page 17 - SpringBoard_ELA_CA_Smapler_Flipbook

UNIT 3
Have students read the goals for the unit and mark any words that are unfamiliar to them. Have students add these words to the classroom Word Wall, along with definitions.
You may also want to post these goals in a visible place in the classroom for the duration of this unit, allowing you and your students to revisit the goals easily and gauge progress toward achieving goals throughout the unit.
VOcaBULarY DeVeLOPMeNT
Important terms in this unit are divided into Academic Vocabulary (those words that are used in multiple curriculum areas) and Literary Terms, which are specific to the student of literature and language arts.
Adding to vocabulary knowledge is essential for reading fluency. Students will encounter new vocabulary in this course in multiple ways:
• Academic Vocabulary
• Literary Terms
• Academic Vocabulary in Context
(unfamiliar terms glossed in text
selections)
• Word Connections
• Oral Discussions
Continue to support students’ efforts to keep a Reader/Writer Notebook
in which they record new words and their meanings (and pronunciations if needed). Having students use word-study graphic organizers to study key vocabulary terms in
depth will greatly enhance their understanding of new words and their connection to unit concepts and to the broader use of academic terms.
See the Resources section at
the back of this book for examples of graphic organizers suitable for word study. As students become more familiar with using graphic organizers to explore the meaning of a word, you may want them to create their own graphic organizers.
160 SpringBoard® English Language Arts Grade 6 eLL Support (continued)
turn-taking rules, asking relevant questions,
light support. ELD.PI.6.6c Expanding* Use knowledge of morphology, context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics. ELD.PI.6.8 Bridging* Explain how phrasing, different words with similar meaning, or figurative language produce shades of meaning, nuances, and different effects on the audience. ELD.PI.6.10a Bridging* Write longer and more detailed literary and informational texts collaboratively and independently using appropriate text
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160 SpringBoard® English Language Arts Grade 6
9781457304620_TCB_LA_SE_L6_U3_P4.indd 160
affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback. ELD.PI.6.4 Bridging Adjust language choices according to task, purpose, task, and audience. ELD.PI.6.6a Bridging* Explain ideas, phenomena, processes, and text relationships based on close reading of a variety of grade- level texts and viewing of multimedia with
UNIT 3
Changing Perspectives
aCademIC voCabUlary
controversy argument claim reasons evidence research citation plagiarism credible relevant sufficient
literary Terms
editorial tone
formal style rhetorical appeals logos
pathos
GoalS:
• To analyze informational texts
• To practice nonfiction reading strategies
• To support a claim with reasons and evidence
• To engage effectively in a variety of collaborative discussions
• To write an argumentative letter
• To understand and use simple, compound, and complex sentence structures
Contents
Activities
3.1 Previewing the Unit ..................................................................162 3.2 It Is Time to Argue and Convince ..............................................163
Introducing the Strategy: Paraphrasing
3.3 Peanuts and Pennies: Identifying Claims in an Argument................................................................................. 166 Editorial: “Don’t ban peanuts at school, but teach about the dangers,” by Des Moines Register Editorial Board
News Article: “Penny Problem: Not Worth Metal It’s Made Of,” by Yunji de Nies
3.4 Support the Sport? Creating Support with Reasons
and Evidence ............................................................................172
Introducing the Strategy: Rereading
Online Article: “Should Dodge Ball Be Banned in Schools?” by Staff of TiMe for Kids
News Article: “Most Dangerous ‘Sport’ of All May Be Cheerleading,” by Lisa Ling and Arash Ghadishah
News Article: “High School Football: Would a Pop Warner Ban Limit Concussions?” by Tina Akouris
3.5 Do Your Research: Sources, Citation, and Credibility................................................................................ 186
3.6 The Formality of It All: Style and Tone..................................... 192 Historical Document: “Letter on Thomas Jefferson,” by
John Adams (1776)
3.7 A Graphic Is Worth a Thousand Words .................................... 197 News Article: “E-Readers Catch Younger Eyes and Go in Backpacks,” by Julie Bosman
3.8 Debate It: Organizing and Communicating an Argument................................................................................. 203
Introducing the Strategy: Metacognitive Markers
Article: “Social Networking’s Good and Bad Impacts on Kids,” from Science Daily
Informational Text: “Pro & Con Arguments: ‘Are social networking sites good for our society?’”
M
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.