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acTIVITY 3.3 continued
0 Have students read the three sentences in the first paragraph
of the editorial and decide which
one is the best example of a claim. Explain that the title of the editorial, particularly the independent clause at the beginning, is the BEST example because it clearly states
the writer’s opinion on the subject. The other sentences are reasons and commentary about the writer’s claim.
a Direct students to paraphrase the claim. This may be a simple task, but the goal is to have students practice making a clear, concise statement that shows the writer’s position on
a topic.
b Have students review how
they marked the text while they were reading and identify what their position is on the claim. Ask students if they marked more stars or more Xs. Have students explain in a quickwrite why they agree
or disagree with the claim. Allow students to share their ideas in order to practice the speaking and listening skills necessary for debate.
c Read the Setting a Purpose for Reading section with your students. Ensure that students know that the synonyms for “for” and “against” are “pro” and “con.” These are other terms to describe two sides of a controversy.
168 SpringBoard® English Language Arts Grade 6
3. Craft and Structure (RI.6.4): What is the
meaning of the word exposed in the second 97s8e14n57t3e04n62c0_eTCoB_fLAp_aSEr_aL6g_Ur3a_Pp4.hindd6?168Use context clues to
help you determine the meaning. Reread the second sentence in paragraph 6 with students. How could the trail mix cause an allergic reaction to peanuts if there were no peanuts or peanut oil in the item? What else can one be exposed to without being in physical contact with it?
4. Key Ideas and Details (RI.6.1): Cite examples in the text that show an opinion about banning peanuts in school. Lead students to portions of the text where the author makes a statement that is not fact. Does the author believe that banning peanuts from school would protect all students with peanut allergies? Where does he address this idea?
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168 SpringBoard® English Language Arts Grade 6
aCTIvITy 3.3
continued
Peanuts and Pennies: Identifying Claims in an argument
my Notes
Working from the Text
5. Which of these sentences from the editorial is the BEST example of a claim?
a. Schools also should provide a list of “safe” foods to send for classroom treats. (Chunk 1 )
b. A ban would offer little beyond a false sense of security. (Chunk 2)
c. Don’t ban peanuts at school, but teach about the dangers. (Chunk 1, title)
6. Paraphrase the claim of this editorial:
Schools should not ban peanuts, but they should teach students about the dangers that certain foods pose for some people.
7. Quickwrite: Explain why you agree or disagree with the claim. Then share your position with one or more classmates. Practice speaking clearly, and refer to evidence from the text to support your position.
Setting a Purpose for Reading
• The following news article presents both sides of an issue about the future of the penny. As you read, mark the reasons for (F) keeping the penny and reasons against (A) keeping the penny.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
About the Author
Yunji de Nies is a journalist who has worked as a reporter, news producer, and television news anchor. While working at a TV station in New Orleans, she reported on events as Hurricane Katrina struck the area. She has also worked as a White House correspondent for ABC News. De Nies grew up in Hawaii and now works as an anchor at a local television station there.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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