Unit 3 Activity 3.3

Unit 3 Activity 3.3

Peanuts and Pennies: Identifying Claims in an Argument

Learning Targets pg. 166

• Identify a writer’s claim and explain the reasons presented for or against a topic.

• Write a claim stating a position or opinion about a topic.

What is a Claim? Pg. 166 

• In argumentative writing, the author’s position is known as a claim. The claim functions like a thesis statement in expository writing. Identifying the author’s claim helps you understand the author’s opinion or point of view on a topic.

• Often, an author’s claim appears in the opening paragraph. Sometimes the author states the claim in the middle of the text or even leaves it until the end. To identify a writer’s claim, look for a statement of position or opinion that reflects what the author is trying to say about a controversial topic. A claim will be a statement that is not fact, so the author should provide reasons that support the claim.

  
  

  
  

Multiple Choice

True or False: The claim functions like a thesis statement in expository writing.

• True

• False

Setting a Purpose for Reading: pg. 166 

• As you read the following editorial, mark the text with an asterisk (*) next to anything you agree with and an X next to anything you disagree with.

• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.

• Open PDF with Kami

Poll

Do you agree with the author's claim?

• Agree

• Disagree

Multiple Select

What is the meaning of the word exposed in the second

sentence of paragraph 6? Use context clues to help you determine the meaning.

• open to view

• not shielded or protected

• Not likely or liable to be influenced or harmed by a particular thing.

• not protected or covered

Poll

Working from The Text pg. 168

Which of these sentences from the editorial is the BEST example of a claim?

• Schools also should provide a list of “safe” foods to send for classroom treats. (Chunk 1)

• A ban would offer little beyond a false sense of security. (Chunk 2)

• Don’t ban peanuts at school, but teach about the dangers. (Chunk 1, title)