Page 36 - SpringBoard_ELA_CA_Smapler_Flipbook

debate It: organizing and Communicating an argument
aCTIvITy 3.8
acTIVITY 3.8
Learning Targets
• Summarize the key ideas of an article about the pros and cons of social networking.
• Plan an argument about social networking by writing reasons and evidence that support my position.
• Present my position on the controversy in a debate using evidence from my research, and contributing my ideas clearly and responding to others’ ideas.
1. Look at the following chart. Be sure to use the tips you learned in the last lesson about reading graphics to understand the information provided. Do you relate to any of this data? Does anything surprise you? Evaluate the effectiveness of this graphic. In what other ways could the information be shown?
my Notes
PLaN
Materials: research guidelines for out-of-class research; optional articles or websites for students; scheduled computer research time Suggested Pacing: 2 50-minute class periods
How teens use social media sites
Based on teens who use social network sites or Twitter
Send instant messages or chat with a friend through the social network site
88%
Post comments on something a friend has posted 87
Post a status update
86
Post a photo or video 80
Send private messages to a friend within the social network site
76
Tag people in posts, photos, or videos 69
Play a game on a social network site
50
Median # of activities
6
Source: The Pew Research Center’s Internet & American Life Teen-Parent survey, April 19–July 14, 2011. N = 799 for teens 12–17 and parents, including oversample of minority families. Interviews were conducted in English and Spanish.
Introducing the Strategy: Metacognitive Markers
Using metacognitive markers involves marking the text with symbols to reflect the thinking you are doing as you read. After reading, you can scan the text and use your metacognitive markers to quickly find evidence when you are talking or writing about a text. Here are the markers:
? Use a question mark for questions you have about the text.
! Use an exclamation point for a reaction to what you are reading. * Use an asterisk for a comment about the text.
_ Use an underline to identify a key idea or detail in the text.
learNING STraTeGIeS:
Marking the Text, Metacognitive Markers, Graphic Organizer, Debate, Paraphrasing
Teach
1 Have students read the chart and caption to think about how they relate to the data provided. Remind students that paying attention to nonfiction text features (captions and colors) will aid comprehension. Discuss their reactions to the
data. Ask them to evaluate the effectiveness of the graphic
and think about other ways this information could be shown.
cOMMON cOre STaTe STaNDarDS
Unit 3 • Changing Perspectives 203
SL.6.1: Engage effectively in a range of
collaborative discussions (one-on-one, in
M 9781457304620_TCB_LA_SE_L6_U3_P4.indd 203 groups, and teacher-led) with diverse part1n3/e04r/1s5 4:33 PM
Focus Standards:
RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Additional Standards Addressed:
RI.6.1; RI.6.5; RI.6.5a; RI.6.6; RI.6.7; RI.6.8; RI.6.9; RI.6.10; W.6.1a; W.6.1b; W.6.1d; W.6.7; W.6.8; W.6.10; SL.6.1a; SL.6.1b; SL.6.1c; SL.6.1d; SL.6.2; SL.6.3; SL.6.4; SL.6.6; L.6.6
Unit 3 • Changing Perspectives 203
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.