Page 20 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.4
Plan
Materials: copies of the Collaborative Dialogue graphic organizer
Suggested Pacing: 1 50-minute class period
California English Language Development Standards
ELD.PI.6.1 Exchanging Information and Ideas
ELD.PI.6.3 Supporting Opinions and Persuading Others
ELD.PI.6.5 Listening Actively ELD.PI.6.6c Use Knowledge of
Morphology
ELD.PI.6.12 Selecting Language Resources
ELD.PII.6.6 Connecting Ideas Teach
1 Give each pair of students a Collaborative Dialogue graphic organizer. Tell students that they will be discussing the questions and that discussion means actively listening as well as talking and that listening carefully to another person is just as important as speaking correctly.
2 Direct the students to cross out the box at the top of the page and decide who will be Speaker One and Speaker Two. Write these questions on the board: What is your favorite color, and why? What pets do you have if any? What is your favorite thing to do when you aren’t at school? Say: Speaker One choose a question. Turn to a partner and answer the question while Speaker Two listens carefully and makes brief notes in Speaker One’s speech bubble. When Speaker One is finished, it is Speaker Two’s turn to talk. Continue talking and listening, making notes as the other person talks about the question. When the students have had a brief time to talk, ask them to comment on how well they were able to speak and listen to each other and how they could improve.
TCB_SE_G6_U3_P1&P2.indd 95
DIFFErEnTIaTE Interacting in Meaningful Ways: Exchanging Information and Ideas
3 Introduce the academic discussions activity by asking students to look at the chart on the middle of page 95. Ask students to read the questions in each box chorally one at a time, in order. Distribute a copy of the Collaborative Dialogue graphic organizer. Point out and review the wh- questions at the top of the graphic organizer.
4 Review the expectations for having an academic discussion. Remind students that they have practiced having academic discussions before and to remember how to work together as they complete the boxes of the chart. Encourage students to flip back and use the text as needed
to respond. Remind students to ask appropriate follow-up questions, such as: How do you know? or What evidence from the text supports your answer? Encourage them to take notes. Be available to answer questions, and guide as students work.
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interact in Meaningful Ways: academic Collaboration
Learning Targets
• Ask and answer questions about the author’s claim in collaborative conversations, demonstrating active listening, and drawing upon an expanding pool of language resources for discussing literature. PI.6.1, PI.6.5, PI.6.6a–c
• Express and support opinions of a topic in conversation. PI.6.3
• Read closely to make inferences and draw conclusions. PI.6.6b
Turn to your partner or small group to discuss each question about “Don’t ban peanuts at school, but teach about the dangers.” After you have discussed a question, write notes about your answer before going on to the next question.
aCtivitY 1.4
1. Does the title of this editorial express the author’s claim? Explain why it does or doesn’t. CCSS.RI.6.6
Yes, the title does state the newspaper’s claim that peanuts should not be prohibited in schools, but that schools should educate students about their dangers.
3. The author asks if schools are supposed to investigate where prepackaged foods are manufactured. How does asking this question support the claim in the editorial? CCSS.RI.6.6
The author asks a rhetorical question; he doesn’t expect an answer but rather intends to show the unenforceable task that a ban would impose on schools.
Asking Questions
2. What details does the author use to support the claim that a peanut ban would be unenforceable?
CCSS.RI.6.3
To support his claim, the author notes that schools would not be able to check that all food were absolutely free of peanut products or that students might be accidentally exposed to peanuts.
4. Why do you think the author points out that the wider world is not peanut free? CCSS.RL.6.4
By pointing out that the wider world is not peanut free, the author supports his point that students with allergies need to be educated about dangers so they can fend for themselves in the real world.
The title of this editorial expresses .
A peanut ban would be unenforceable because .
The editorial ends with the claim that a peanut ban would give a “false sense of security.” With your partner or small group, read aloud the ending in paragraph 9. Discuss what questions you have about this claim. Write one question to share with the whole class.
Unit 3 • Changing Perspectives • Part 1: Don’t ban peanuts at school, but teach about the dangers 95
Pointing out that the world is not peanut free supports .
This question is meant to show that .
150 SpringBoard® English Language Development Grade 6
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.