UNIT X UNIT 3 | 107 DIFFERENTIATED INSTRUCTION Scaffold Provide sentence frames for students to give their own opinion about whether or not the community farm should be saved. 1. I agree with Marta. I think Community Farm should be saved because ________________ _________________. 2. I disagree with Marta. I don’t think _______________________ is a good enough reason to save Community Farm. Amplify Give students a chance to present their letters to the editor in support of or against keeping Community Farm open. Remind students to use presentation skills such as speaking with appropriate volume and pacing and making eye contact with the audience. Academic Vocabulary Identify and read academic vocabulary words Point out the Academic Vocabulary box and read it aloud. Say: In Marta’s letter to the editor, she gives reasons which support her opinion. Her opinion requires this support so she can persuade the editor to agree with her. TEXT ELEMENTS: Persuasive Writing Understand and analyze genre Read the Text Elements box aloud. Review with students how opinions are different from facts. Direct them to find an example of an opinion in the letter to the editor on page 106. For example: “We are losing an important part of our heritage.” Ask: Why is this an opinion and not a fact? (This is an opinion because the idea that the farm is important is the view of the writer, not something that can be proven to be either true or false.) A Demonstrate understanding by responding to questions Read the directions and each sentence aloud. Ensure that students understand the task. Discuss the first item together and what makes it an opinion, a supporting reason, or a call to action. (It is a call to action because it is what the writer wants the reader to do.) Then ask students to complete the exercise with a partner. ANSWERS 1. a call to action; 2. an opinion about the issue; 3. a reason to support the opinion B Use support from peers to confirm understanding Model finding another reason that supports the opinion in the letter to the editor. Then direct students to work together in pairs and refer to the letter to complete Activity B. ANSWERS Sample answers: The farm makes it easier for the community to get fresh food that’s cheaper and healthier. The organic farm helps keep the air clean. C Identify supporting reasons Have students read the supporting reasons from Activity B aloud. Ask them if any of those reasons can be found among the sentences in Activity C. Then have students complete the activity. ANSWERS 1. Many animals eat the corn the farmers grow on Community Farm. 3. Children visit Community Farm to learn about farming. Practice Book p. 58 Assessment Program p. 46 PRACTICE COMMUNICATE EXPLORE AND LEARN UNIT X3 / CONNECT TO LANGUAGE ARTS A Discuss and decide which sentence from the letter to the editor gives an opinion about an issue, gives a reason to support the opinion, or gives a call to action. 1. Please call our city council members and tell them to save Community Farm. 2. We can’t lose the farm. 3. Many people work on the farm and need the jobs. B Find two other reasons that support the writer’s opinion in the letter to the editor. C Identify two sentences that also support the writer’s opinion. 1. Many animals eat the corn the farmers grow on Community Farm. 2. The new houses will provide places for many local people to live. 3. Children visit Community Farm to learn about farming. 4. City council members have never even been to the farm. ACADEMIC VOCABULARY support (verb) Definition to show something is true with evidence Example I found three sentences in the text to support my opinion. TEXT ELEMENTS Persuasive Writing In persuasive writing, you try to persuade the reader to agree and act. • First, give your opinion about an issue. • Then, give reasons to support your opinion. Give facts and relevant details. • Finally, give a call to action. Ask your reader to do something. 107 UNIT 3
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