Page 118 - SpringBoard_ELD_Grade6_Flipbook

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.
• Express and support opinions of a topic in conversation.
• Read closely to make inferences and draw conclusions.
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.
2. What details does the author use to support the claim that a peanut ban would be unenforceable?
The title of this editorial expresses .
A peanut ban would be unenforceable because .
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?
4. Why do you think the author points out that the wider world is not peanut free?
Asking Questions
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.
Pointing out that the world is not peanut free supports .
This question is meant to show that .
Unit 3 • Changing Perspectives • Part 1: Don’t ban peanuts at school, but teach about the dangers 95
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