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5 Are schools going to frisk a kindergartner or search the backpack of a second- grader to see if they’re hiding candy with peanuts inside?
Chunk 2
6 A student at Johnston Middle School suffered an allergic reaction to a pretzel- and-cereal trail mix from the cafeteria. It didn’t even contain nuts but was exposed to peanut oils in a factory that used them in other products. Are schools supposed to investigate where prepackaged foods are manufactured and ban them if there are also nuts in the factory?
7 A ban would not ensure a child with allergies isn’t exposed to harmful products. Other children will eat peanut butter for breakfast. Kids may snack on foods manufactured in a plant with peanuts.
8 The larger world isn’t peanut-free. It’s important that children with peanut allergies learn to protect themselves at a young age, the same way all kids with illnesses should. Children with severe asthma may need to carry inhalers. Diabetic children need candy nearby in case their blood sugar dips too low. Children with peanut allergies should have immediate access to emergency medications to counteract an allergic reaction. School staff need to be aware of students’ medical conditions and know what to do in the event of an emergency.
9 A ban would offer little beyond a false sense of security.
Second Read
• Reread the editorial to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Craft and Structure: How is the point of view that banning peanuts is unenforceable supported in the text?
The editorial points out the impracticality of searching students for peanut products or products made in a factory with nuts. RI.6.6
2. Key Ideas and Details: Cite evidence in chunk 1 of the text that shows the editorial writer understands the dangers of peanuts at school.
In paragraphs 2 and 3, the editorial refers to severe allergic reactions and the “life-threatening dangers” this can mean for people. RI.6.1
3. Craft and Structure: What is the meaning of the word exposed in the second sentence of paragraph 6? Use context clues to help you determine the meaning.
The text indicates that peanut oils in the factory were the cause of the allergic reaction from the trail mix, so exposed means to be in contact with. RI.6.4
4. Key Ideas and Details: Cite examples in the text that show an opinion about banning peanuts in school.
Paragraphs 4, 7, and 9 includes opinions that banning peanuts would be unenforceable, would not necessarily protect children, and would provide a false sense of security. RI.6.1
my Notes
Unit 3 • Changing Perspectives 167
aCTIvITy 3.3
continued
Grammar USaGe
Prepositions
A preposition links the noun or pronoun following it (its object) to another word in a sentence. The preposition, its object, and all words modifying the object make up a prepositional phrase. Prepositional phrases function as adjectives
or adverbs. They show relationships of time, location, or direction and add specific or necessary detail in sentences. For example:
student at Johnson Middle school (adjective phrase modifies student, provides detail)
exposed to harmful products (adverb phrase modifies exposed, tells what)
acTIVITY 3.3 continued
certain complex passages, or you may group students differently.
7 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
8 Have students answer the text- dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text Dependent Questions boxes for suggestions.
9 Tell students to chunk the text into two sections by marking it at the divisions indicated on the reduced SE page. The chunking the text strategy is deliberately used in
this activity to show students that referencing a particular part or paragraph helps them to analyze the text.
ScaffOLDINg The TexT-DePeNDeNT QUeSTIONS
1. Craft and Structure (RI.6.6): How is
the point of view that banning peanuts is unenforceable supported in the text? To support students in answering this question, ask: How is it difficult to track peanut or peanut-related products in a school?
2. Key Ideas and Details (RI.6.1): Cite evidence in chunk 1 of the text that shows
the editorial writer understands the dangers
of peanuts at school. Have students look for information in the article that discusses why schools want to raise awareness and educate people about the dangers of peanuts. How does the writer respond to these ideas?
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4:33 PM
Unit 3 • Changing Perspectives 167
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.