Page 16 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.3
Plan
Materials: daily newspaper with an editorial page, Idea and Argument Evaluator graphic organizer, baseball- sized foam ball, sticky notes
Suggested Pacing: 2 50-minute class periods
California English Language Development Standards
ELD.PI.6.1 Exchanging Information and Ideas
ELD.PI.6.3 Supporting Opinions and Persuading Others
ELD.PI.6.6 Reading/Viewing Closely ELD.PI.6.10a Writing
ELD.PI.6.11a Justifying/Arguing ELD.PII.6.1 Understanding Text Structure
DaY OnE Teach
1 Ask a student volunteer to read aloud the Learning Targets. When finished, explain to students that in the next two lessons, they will complete a close read of the unit text: “Don’t ban peanuts in school, but teach about the dangers.”
2 Introducethegenrebyreminding students that “Don’t Ban Peanuts” is an editorial. Ask a student to repeat the definition of the word editorial
in his or her own words framing the sentence like this: An editorial is. ... Be sure the student includes something similar to these key phrases in his or her definition: short essay, in a publication, someone expresses an opinion on
an issue. Instruct the students to
study the text to locate the name of
the publication in which this editorial appeared. Explain that the Des Moines Register is a newspaper in Iowa. Display the daily newspaper and show the students which is the editorial page. Say: The editorial page is where you would likely find letters to the editor of the paper and cartoons about politics. It is the page where people are invited to express their opinions in editorials.
3 Introduce the annotating activity by calling students’ attention to the directions. Read the directions aloud.
TCB_SE_G6_U3_P1&P2.indd 93
Then model annotating the first and second paragraphs of the text for students doing a Think Aloud. Use the notes section to ask a question, such as: What does the word “ban” mean? Why are peanuts dangerous? Engage students in the model annotation by asking: Is this a supporting detail? Do you see a word you don’t know?
4 Read aloud the second paragraph, and have students annotate as you read. Once students have completed their annotation, ask the students to form a definition of the word “ban” based on clues in the paragraph. Say: These clues are called context clues because we find them in the context or content of the paragraph. Context clues around words we don’t know help us figure out what the words means. Have the students turn and talk to generate a definition for the word ban. Then ask one or two students to share their definitions and what context clues helped them understand the word.
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2:17 PM
interpret the text Using Close reading
Learning Target
• Read closely to identify the author’s claim. PI.6.6
• Read closely and use knowledge of word structure and context clues to
determine the meaning of unknown and multiple-meaning words. PI.6.6c
Read and Annotate
Read “Don’t ban peanuts at school, but teach about the dangers” and annotate the text as you read.
■ Use the My Notes area to write questions or ideas you have about the essay. ■ Underline the supporting details.
■ Put a star next to the author’s claim.
■ Circle unknown words.
editorial
Don’t ban peanuts at school,
but teach about the dangers
by the Des Moines Register Editorial Board
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.
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?
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.
aCtivitY 1.3
My notes
discourage: attempt to stop an action
unenforceable: unable to make happen
Unit 3 • Changing Perspectives • Part 1: Don’t ban peanuts at school, but teach about the dangers 93
146 SpringBoard® English Language Development Grade 6
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.