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Unit 3
Changing Perspectives: Analyzing and Creating Arguments
Unit Overview
Unit Overview
To change one’s perspective is to change one’s viewpoint, opinion, or position about something. How many times have you tried to change someone else’s mind or have others try to change your mind? In
this unit, you will learn about creating an argument. Through analyzing informational and argumentative texts, you will see how others write and create argumentative texts. You will debate, and you will write your own argumentative text.
Introduce Unit 3
Introduce the unit by naming a current event, statement, or policy that has caused people to debate or argue about. Tell the students that people often have exciting discussions about things that they have strong opinions about. Introduce the definition of the word opinion by saying: An opinion is a belief or view about something. Give an example of a topic such as a questionable school policy or a celebrity’s actions. State the issue in words similar to these: Students are not allowed to decorate the insides of their lockers. Is this a good policy? Why or why not? Have students turn and talk encouraging them to discuss the issue with a partner. Tell them that they do not have to agree, only discuss respectfully. After the students have a short time to talk, write the following sentences on the board: I agree. I disagree. It doesn’t make
a difference to me. Then call for a show of hands to poll the students’ opinions. Make tally marks under each sentence to show the vote. Explain to students that throughout this unit, they will be analyzing types of writing in which people discuss opinions and explore the different sides of issues.
TeACher TO TeACher
Help the students relate to the topic of argumentative writing by asking what newsworthy issues they’ve seen or heard about on the news. Model for the students by bringing up a current event and relating a couple of details you know about it. Encourage the students to recall what they might have seen on television or news feeds and jot a sentence about one or two. Then ask
a few students to share using complete sentences. Give positive feedback that encourages students to think more deeply about the topic by saying something such as: You are really observant! I saw that story about the water main break, too. I wonder about the cause.
Vocabulary Development
To help reinforce the vocabulary and language students will be accessing throughout this lesson, review the vocabulary with students by having them turn to the vocabulary page in the student book. Have them work in small groups to write the words and their definitions on index cards. Have students add these new words to the Word Wall they created in Unit 1. As each word is encountered, have students refer to the word wall and read the definition.
Oral Fluency Strategies
Play a read-aloud game using something funny and culturally appropriate to represent a microphone such as a stapler, a remote control, or even a banana! Explain that you will begin reading aloud and you expect the students to follow along because you will hand over the “microphone” to someone in the room unexpectedly and that person will have to begin reading where you left off. Students will continue reading and passing the “microphone” around until the material is finished. Tell them that they must read at least one sentence, but they can pass the “microphone” to the next person whenever they want. Challenge them to see if they plan it so that everyone gets a chance to read.
140 SpringBoard® English Language Development Grade 6
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