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166 SpringBoard® English Language Arts Grade 6
aCTIvITy 3.3
Peanuts and Pennies: Identifying Claims in an argument
PLaN
Teach
learNING STraTeGIeS:
Chunking, Close Reading, Paraphrasing, Quickwrite, Marking the Text
aCademIC voCabUlary
In argumentation a writer makes a claim stating a position or opinion about a topic. To claim is to assert or maintain as a fact. A claim is the overall thesis describing the author’s position on an issue.
literary Terms
An editorial is a short essay
in which someone speaking
for a publication expresses an opinion or takes a stand on an issue. News sources—such as television, radio, magazines, newspapers, or online sources— often publish editorials for their
editorial
acTIVITY 3.3
Materials: Opinion page from online or local newspaper to show students authentic editorial texts
Suggested Pacing: 2 50-minute class periods
1 Begin by asking students to think about what they already know about the genre of editorial. Ask where an editorial is found and why someone might write an editorial. Have any students ever read an editorial? If so, what was it about? Show students that an editorial is found in the Opinion section of print and online newspapers. Stress that editorials are a real-life form of argumentative/ persuasive writing.
2 Conduct a shared reading of
the “What Is a Claim?” text at the beginning of the page to give students a baseline definition of the term claim.
3 Read the Preview and Setting a Purpose for Reading sections with your students.
4 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small group reading • choral reading
• read aloud
5 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating for ideas that they agree and disagree with. Evaluate whether the selected reading mode is effective.
Text Complexity Overall: Complex
Lexile: 1120L
Qualitative: Moderate Difficulty Task: Moderate (Analyze)
6 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud
readers.
ban: to not allow
discourage: attempt to stop an action
unenforceable: unable to make happen
Learning Targets
• Identify a writer’s claim and explain the reasons presented for or against a topic.
• Write a claim stating a position or opinion about a topic.
What Is a Claim?
In argumentative writing, the author’s position is known as a claim. The claim functions like a thesis statement in expository writing. Identifying the author’s claim helps you understand the author’s opinion or point of view on a topic.
Often, an author’s claim appears in the opening paragraph. Sometimes the author states the claim in the middle of the text or even leaves it until the end. To identify a writer’s claim, look for a statement of position or opinion that reflects what the author is trying to say about a controversial topic. A claim will be a statement that is not fact, so the author should provide reasons that support the claim.
Preview
In this activity, you will read an editorial and a news article and think about the claims in an argument.
Setting a Purpose for Reading
• As you read the following editorial, mark the text with an asterisk (*) next to anything you agree with and an X next to anything you disagree with.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
Don’t ban peanuts at school, but teach about the dangers
Des Moines Register Editorial Board
Chunk 1
1 Waukee school officials were considering banning peanut products for all students in kindergarten through seventh grade to try to protect children with peanut allergies. The public outcry made officials change their minds. Now the district is proposing a policy that would “strongly discourage” the products in schools.
2 Fine. “Strongly discouraging” may help raise awareness about the danger of nut products. Just a whiff can trigger a reaction in some people with severe allergies. Schools also can do more of what they’re already doing--such as having “peanut free” lunch tables.
3 And they can do what they do best: Educate. Schools should work with parents and students to help them learn about the life-threatening dangers nut products pose for some children. Schools also should provide a list of “safe” foods to send for classroom treats.
4 Banning peanut products would be unenforceable.
166 SpringBoard® English Language Arts Grade 6
cOMMON cOre STaTe STaNDarDS
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
Additional Standards Addressed:
RI.6.1; RI.6.2; RI.6.3; RI.6.5; RI.6.6; RI.6.9; RI.6.10; SL.6.1a; SL.6.1c; SL.6.4; SL.6.6; L.6.4a; L.6.6
Focus Standards:
RI.6.6: Determine an author’s point of view or
purpose in a text and explain how it is conveyed in the text.
13/04/15
4:33 PM
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.