Page 242 - SpringBoard_ELA_Grade6_Flipbook

aCTIvITy 3.8
continued
16. After completing your research, create a visual display (e.g., a graph or chart) that will help support your claim.
Debating the Topic
During the debate, be sure to
• State a clear claim.
• Support your claim with reasons and evidence; when necessary, offer new support or elaborate on a previous point.
• Maintain a formal style and appropriate tone.
• Speak clearly, slowly, and loudly enough to be heard by the audience.
• Listen to other speakers’ claims, reasons, and evidence and distinguish between claims that are supported by credible evidence and those that are not.
Try using the following types of sentence starters when you respond to the ideas of others:
• Even though you just said that . . . , I believe that . . .
• I agree with what you said about . . . , but I think that . . .
• You make a good point about . . . , and I would add that . . .
When you are in the outer circle, create and use a chart such as the one that follows to take notes on the comments made by the inner circle. Be prepared to share your observations.
my Notes
Argument FOR
Argument AGAINST
After the debate: Was your position strengthened, weakened, or changed completely as a result of the discussion? Explain.
Check Your Understanding
Respond to the Essential Question: How do you effectively communicate in order to convince someone? Add your response to your Portfolio.
Independent Reading Checkpoint
In your Reading/Writer Notebook, write a few paragraphs describing a controversy at the center of your Independent Reading text. If you have completed the text, include how the controversy was resolved.
Unit 3 • Changing Perspectives 215
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