zoos—are they good or bad? · 2017-12-20 · for all of the animals in the world who are...

Should There Be Zoos?A Persuasive Text

Written by Tony Steadwith Judy Ballester and her

fourth-grade class

Zoos—are they good or bad?

Do zoos protect animals from enemies and extinction, or do they harm animals by removing

them from their natural habitats?

Is the main purpose of a zoo to care for and learn more about animals, or is it to provide entertainment at

the expense of the animals‘ health?

In this book, a fourth-grade class presents their arguments both in favor of and against zoos. Read why

some of them think zoos are helpful to animals, and why others believe zoos are harmful. Then, make

your own decision—should there be zoos? What do YOU think about zoos?


Written by Tony Steadwith Judy Ballester and her fourth-grade class

For all of the animals in the world who are diseased,are used for entertainment purposes, or are endangered,

we hope this book makes a difference.

AcknowledgmentsThe authors would like to thank the following people for their assistance and support—Nancy Birson, Staff Developer at District 10; Lenore Mironchik, Children’s Librarian at Hillcrest Library; Pat Nevins, School Librarian at P.S. 148; our parents; our principal, Mr. Sal Romano, and the staff at P.S. 148; Gina Shaw at Mondo Publishing.

Photo Credits

Copyright © by Richard and Jacob Hutchings: Cover, p. 1, p. 3, p. 5, p. 7 (top), p. 8 (left), p. 9, p. 10, p. 11, p. 13 (top photos),

p. 14 (bottom), p. 15 (top photos), p. 17 (top), p. 19 (top photos), p. 21 (all photos), p. 23 (top), p. 25 (both photos), p. 27, p. 28, p. 29, p. 30.

Copyright © by ANIMALS ANIMALSp. 7 (bottom) © George Bernard, p. 8 (right) © Stouffer Productions, Ltd.,

p. 11 (bottom) © Richard Kolar, p. 12 (left) © Mickey Gibson, p. 12 (right) © Joanne F. Huemoeller, p. 13 (bottom) © Lynn Stone, p. 14 (top) © Michael Dick, p. 14 (middle) © Fred Whitehead,

p. 15 (bottom) © John Chellman, p. 16 (left) © William B. Robinson, p. 16 (right) © David Barron, p. 17 (bottom) © James Watt, p. 18 (left) © Joe McDonald, p. 18 (right) © R. Cannon,

p. 19 (bottom) © M. Colbeck, p. 20 (left) © Ken Cole, p. 20 (right) © John Nees, p. 23 (bottom) © Norbert Rosing, p. 24 © Terry G. Murphy, p. 26 © Stewart D. Halperin

Zooasaurus illustration copyright © by Marilyn Zucker

Text copyright © by Tony SteadAll rights reserved. No part of this publication may be reproduced, except in the case of quo-tation for articles or reviews, or stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher.

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980 Avenue of the Americas, New York, NY 10018Visit our website at www.mondopub.com

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Printed in Guangding, China – 12011

Designed by Jean CohnPhotoshop collage of question mark by Steven Umansky

ISBN 978-1-57255-817-5 (PB) ISBN 1-57255-818-0 (BB)

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Contents

IntroductIon ........................................................................5

An Argument for Zoos: Extinction and Endangered Animals .....7

An Argument AgAInst Zoos: Zoochosis ..................................11

An Argument for Zoos: Captive Breeding and Reintroduction ..13

An Argument AgAInst Zoos: Entertainment ...........................17

An Argument AgAInst Zoos: Death and Disease .....................19

An Argument for Zoos: Research and Education ....................21

An Argument AgAInst Zoos: Natural Habitats .......................23

An Argument for Zoos: Protection and Care ..........................25

should there Be Zoos? ........................................................... 27

cAst Your Vote ........................................................................ 28

our Authors At Work ............................................................. 29

glossArY ................................................................................. 31

Index ..................................................................................... 32

IntroductionWhat Is a Zoo?

This book focuses on the question, Should animals be kept in zoos? When we began researching this topic, the first thing we had to do was define the word zoo. This is our definition. A zoo is a public place where living animals are kept in some type of enclosure. For aquatic animals, a zoo can be an aquari-um. For the purposes of this book, we are including aquariums as zoos. We also feel that wildlife centers, safari parks, and refuge centers can be thought of as zoos.

However, we have chosen not to include circuses because we think circuses are different from zoos. A circus uses animals exclusively to entertain people. A zoo provides animal entertainment for people as only part of its purpose.

What Is a Persuasive Text? This book is a persuasive text. We’ve written our opinions about a topic and supported them with facts. We have found these facts on the Internet, in newspaper and magazine articles, on a field trip, and in books. We have used all of the facts to try to persuade, or convince, you to feel the same way we do.

— 5 —

Some of us are going to try to convince you that zoos are necessary. We will argue that zoos help prevent extinction, provide protection and care for animals, and help us learn more about animals and their habitats. Others of us are going to try to persuade you that animals should not be confined to zoos. We will argue that such confinement can cause death, disease, and a mental illness known as zoochosis. We will also argue that it is not natural to confine animals, and that zoos do not always provide protection and care. At the end of the book, we will show you the steps we used to write this persuasive text in case you want to write your own.

Should Animals Be Kept in Zoos? You Make the Decision. At the end of each argument in this book, you will see a cartoon character. This is Zooasaurus.

If Zooasaurus is holding up a green flag, it means this is an argument for zoos. If Zooasaurus is holding up a red flag, it means this is an argument against zoos. After you read each argument, you will need to decide how convincing the argument was. Give the argument 3 points if you think it was a very strong one. Give the argument 2 points if you think it was adequate, and 1 point if you think it was poor. Keep a piece of paper and a pencil handy as you read through the book so that you can record your points. At the end of the book, tally up all the points that were in favor of having zoos; then tally up all those against having zoos. This will help you decide how effective we were at convincing you whether or not animals should be kept in zoos. Happy reading!

— 6 —

An Argument for Zoos

Extinction and Endangered Animals“Zoos must intervene, to help prevent extinction.”—RONNY CALLE

Our world is losing wildlife at an alarming rate. Scientists estimate that 50,000 species of plants and animals are doomed to extinction each year—that’s about six an hour. From toads to tigers, animals everywhere are in a fight for their future. Who’s to blame? We are. The global human population of almost six billion is increasing by about 85 million each year. As our species takes over wildlife habitats, other species are threatened, and in many cases, lost. As the naturalist William Beebe wrote in 1906, “When the last individual of a race of living things breathes no more, another heaven and earth must pass before such one can be again.”

Dodo birds roamed our earth hundreds of years ago, but now they are extinct—gone forever! Dodos were fat birds with tiny wings. They were unable to fly. In the late 1500s, people from Europe came to the islands where dodos lived. They found the dodos tasty and easy to catch. In less than 100 years, dodos became extinct. People were shocked. How could an entire species be wiped out in such a short period of time? It was truly unbelievable!

— 7 —

dodo bird

Animals like the Atlas bear were not killed primarily by people. Their population slowly diminished as their habitat began to disappear. Atlas bears lived in the forests of North Africa. These forests had an abundance of trees. People started cutting down the trees. The Atlas bears were losing their habitat quickly! Over time, the land became a desert. By the late 1800s, these bears became extinct as well.

Another example is the passenger pigeon. These birds migrated in flocks, so you would think they would be safe. Wrong! Humans started shooting these pigeons for pure enjoyment. Others sold the birds for food. The last living passenger pigeon was seen in September 1914. Has our species, the human race, ever been hunted for food? I can’t even begin to think what this would feel like. Imagine going to bed each evening and wondering if you would see the next sunrise. Unfortunately, if you were a Rodriquez greater tortoise, you would understand. These tortoises were the main meal for

— 8 —

passenger pigeon

tombstone listing extinct animals of the 1500s

the French and the English navies. Ships would stop at the Rodriquez Islands to round up tortoises before embarking on a long voyage. The tortoise population began to shrink. Laws were passed about the number of tortoises the people onboard the ships could take with them. However, no one obeyed these laws. Didn’t these people realize that if they kept eating these animals at such a fast pace, there wouldn’t be any left? Apparently not. By 1795, the Rodriquez greater tortoises were gone forever!

Although there is no hope left for these animals, there is a lot we can do for so many other animals whose existence is in danger. If your mom or dad or your best friend was very ill, wouldn’t you want to help? Of course you would. We need to aid those animals who are in danger of becoming extinct, and zoos are our best answer. Animals in the wild are never free from predators, disease, loss of their natural habitats, and starvation. A good zoo, however, can provide food, shelter, and preservation of wildlife.

— 9 —

tombstone listing endangered animals of the 1900s

“Imagine endangered animals out in the wild, all alone.”—GUCCI ATEHONTUA

Animals that live in very small numbers and are in danger of disappearing forever are called endangered. People cause three main types of danger to animals. First, animals are overhunted for food, for their hides, or just for sport. Second, animals are losing their natural habitats. People chop down trees for lumber. They clear fields to plant crops, and they fill swamps to build towns and highways. Third, animal habitats are

becoming unhealthy due to pollution. Oil spills pollute the water, harming aquatic animals. The spraying of pesticides by farmers causes harm to other animals. Imagine never seeing a bird fly in the sky or never hearing a bee buzzing in an energetic search for pollen. Imagine never seeing a caterpillar transform into a glorious butterfly. Hard to believe, isn’t it? You know that if you break the food chain, everything slowly ceases to exist. That means, people will die as well. There are many animals throughout the world, like the giant panda, the tiger, and the orangutan, that are in great danger. How can we save our wildlife? We can ask zoos to help.

— 10 —


Written by Tony Steadwith Judy Ballester and her

fourth-grade class

Zoos—are they good or bad?

Do zoos protect animals from enemies and extinction, or do they harm animals by removing

them from their natural habitats?

Is the main purpose of a zoo to care for and learn more about animals, or is it to provide entertainment at

the expense of the animals‘ health?

In this book, a fourth-grade class presents their arguments both in favor of and against zoos. Read why

some of them think zoos are helpful to animals, and why others believe zoos are harmful. Then, make

your own decision—should there be zoos? What do YOU think about zoos?

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LITERACY STANDARDS ADDRESSED IN ThIS PLAN

KEY IDEA student authors, with teacher guidance, have written arguments debating whether zoos ultimately help or harm animals, and whether a zoo’s main purpose is to provide a safe environment for animals or to provide entertainment, sometimes at animals’ expense.

Written by Tony stead with Judy Ballester and her Fourth-Grade Class

should ThereBe Zoos?

RI.3.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.4 Craft & Structure sessions 1, 3 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area

RI.3.6 MAIN FOCUS Craft & Structure Session 2, 3 Distinguish their own points of view from that of the author of a text.

RI.3.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the most important points and key details presented in two texts on the same topic.

RI.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2–3 text complexity band independently and proficiently.

SL.3.1d Comprehension & Collaboration sessions 1, 2, 3 explain their own ideas and understanding in light of the discussion.

L.3.4a Vocabulary Acquisition & Use session 2, additional instruction use sentence-level context as a clue to the meaning of a word or phrase.

L.3.4c Vocabulary Acquisition & Use session 1, additional instruction use a known root word as a clue to the meaning of an unknown word with the same root.

RF.3.3c Phonics & Word Recognition session 2 decode multisyllable words.

RF.3.3d Phonics & Word Recognition additional instruction Read grade-appropriate irregularly spelled words.

RF.3.4a Fluency session 2 Read grade-level text with purpose and understanding.

W.3.1 Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.8* Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade.

W.3.10 Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

®

GR_G3_B2_ShouldThereBeZoos_LP_R_JO.indd 1 12/17/14 7:10 PM

2 should there be zoos?

Session 1 Text selection: pp. 5–10

Key Idea: Text Selection The introduction sets out the structure and purpose of the book. The first argument in favor of zoos is based on the idea that zoos help prevent extinction by providing animals with a safe environment.

PrevIewIng The TexT 5 minutesread the title and author credit with students. Mention that a fourth grade class helped write this book. Invite students to read the back cover.

I think it’s interesting that this book was written by a group of fourth graders with help from their teachers. Read the back cover quietly to yourselves. What do you think this book is about?

These students wrote arguments about if there should be zoos.

Do we think the title states that clearly to the reader?

I’m not sure what persuasive means; I think it means you’re trying to convince someone about something.

reADIng The TexT CLOSeLY 10 minutesInvite students to read the Introduction. Discuss it together.

Who will share what they learned in the Introduction?

We’ll read different opinions about if animals should be in zoos; they all want us to agree with their opinions, but they don’t agree with each other.

explain the learning focus for students. Ask them to read a portion of page 7. Check to see how they are doing with the application of the focus. Provide support if needed. Then have them read the rest of this argument.

As we read, we’re going to think about the main idea of the first argument, and about important details the author chose to support his opinion. Let’s read the chapter title and subheading and then the first paragraph. . . . What do you think is the main idea so far? Listen to each other so you can add to what your friends have said.

It tells a lot about extinct animals; It says zoos help prevent extinction.

Show us the text evidence you found. We’ll talk about how details support this argument before reading on.

If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to the title, subtitle, and first paragraph to read and think through what the author is trying to convey. Students may not read the entire selection during this session.

Our work as readers today is to think about the main idea of this argument and find the critical facts the authors use to persuade us to agree. We want to understand the reasons and decide if we think they are strong and convincing. Now read through page 10.

LEARNING FOCUS RI.3.2

Students read closely to analyze each argument, determine the main idea, cite key supporting details, and explain how text evidence (facts and details) work to support each argument.

VOCABULARY

RI.3.4 If students appear uncertain about the words extinction and endangered, suggest that they check the glossary for definitions.

Corrective FeedbackHave students closely reread the title, subtitle, and first sentences to find the author’s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.



DISCuSSIng The TexT 10 minutesInvite students to share a central idea from the first argument. encourage them to provide a key detail that supports it.

As we talk together, listen to each other’s thoughts so you can add your own. Who will tell us the central idea from the argument we just read? Share your idea in your own words. Then I’ll ask you to back up your thinking with evidence from the text.

It said that lots of animals are getting extinct every year, and pandas and tigers are endangered and can get extinct, too; so maybe zoos can keep these animals safe.

If we put these ideas together, we may have the main idea of this argument. Show us the facts you found to support it.

It says here 50,000 species are doomed to extinction each year, and here it says how the Atlas bear disappeared because humans destroyed its habitat.

I’m still trying to find where in the text it says this is an argument in favor of zoos.

Right here on page 9 it says a good zoo can provide food and shelter to preserve wildlife.

Focus on the word preservation at the bottom of page 9.

Let’s have a close read of the last paragraph on page 9. The word preservation is in the last sentence. Think about what it means to our understanding of both this sentence and the argument. Who has an idea?

I think it means keeping something alive. Like when you preserve something, you save it.

You can see the root word preserve. Preserve means “ protect.” A life preserver protects people. So what does preservation mean in the big idea of this sentence and argument?

It means protecting all different animals so they don’t become extinct.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read arguments such as these.

You did a great job identifying the big idea of the argument and details that support it. Think about the work we just did whenever you are reading a persuasive text and especially when we read more of this book.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPrehenSIOn: MAIn IDeA AnD KeY DeTAILS

E-RESOURCEE-RESOURCE Formative Assessment hve students use the blackline master on page 10 to record main ideas and key details in the text Should There Be Zoos? review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: COLLeCT TexT evIDenCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the black-line master on page 11 for collecting evidence as they answer the following question: What are the arguments for and against keeping animals in zoos? Identify two reasons that people support it and two reasons that people are against it. review students’ collected evidence as you evaluate their mastery of the learning focus.

SL.3.1d DISCUSSION Collaborative

L.3.4c VOCABULARY Root Words

W.3.8*, RI.3.2 WRITING Gather Information

RI.3.2 COMPREhENSION Main Idea and Key Details

DISCUSSION TIP

As key ideas are mentioned during a discussion, you may want to have a volunteer make notes about them in a place where all can see.

ELL SUPPORT

L.3.4 Vocabulary Support vocabulary such as the verbs researching, extinction, and persuade in context using the ELL vocabulary strategies in Getting Started.





reTurnIng TO The TexT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We read the introduction to a book of arguments about zoos. Then we read an argument saying zoos are good because they help keep animals safe so they don’t become extinct.

Several of you found critical details in the text that supported this argument.

reADIng The TexT CLOSeLY 10 minutesexplain the learning focus. Invite students to read page 7. Check in to see how well they have understood the focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we’re going to think about the author’s argument and point of view. We agree it’s an argument for zoos because they protect endangered animals. Now we’ll reread to see if the authors used details to make the argument strong. Reread page 7 silently. . . . Let’s talk about the strength of the argument based on this page.

I think the first paragraph is confusing. I’m not sure what he means. There are a lot of details about dodo birds. I like zoos, but I’m not sure if I agree with this argument yet. I think maybe there are too many details, and it’s hard to figure out if I agree or not.

That’s exactly the sort of thinking I’d like you to do as you reread the rest of this first argument.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCuSSIng The TexT 10 minutesFacilitate a discussion in which students cite the main idea and important details of the opening argument in relation to their own evolving opinions. encourage them to ask questions to check understanding and evaluate the persuasiveness of the argument.

I’d like to hear how your own opinions are shaping up based on what we’ve read. Let’s talk about if we find this a good persuasive argument and why.

I like zoos and I agree with the main idea that they are important to help keep animals alive on Earth. He gave lots of examples of animals that died out, but I think he should give examples of animals that didn’t die out because zoos saved them. Then I would agree more.

Who has something to add?

So far my opinion is that zoos are nice, but I am not sure they can keep every animal from being extinct.

LEARNING FOCUSES RI.3.2, RI.3.6

Students return to text to read closely and analyze central ideas and the details that support them, citing text evidence of supporting facts. Simultaneously students think about their own opinions in light of evidence in the text they are reading and in preparation for the reading of opposing opinions.

COMPREhENSION ShARE

Keeping an open mind while reading is not the same as agreeing with the writer. When you keep an open mind, you take in the argument, try to understand it, and then decide whether you agree with it, don’t agree, or need more information.



Focus on the word pesticides on page 10.

The word pesticides is in the last sentence of the first paragraph. That’s an important word to know when discussing endangered species. . . . Who can explain what it means in this argument?

It says that farmers spray pesticides and that they harm animals. So I think pesticides are one cause of animals becoming endangered.

Any other thoughts? Think about a small word within pesticides.

The word pest is in it. I know that insecticide kills bugs, so I guess pesti-cides kill pests.

How is this an important detail supporting this argument?

I don’t know if it is because it doesn’t say how pesticides harm other animals. It doesn’t say.

guide students to use word recognition skills to decode words that may be unfamiliar. Then help them use context to arrive at the definition. return with students to the word documented, which appears in lines 2 and 21 on page 11. write the word on a small whiteboard or easel.

As I was listening to you read, I noticed that several of you seemed unsure of this word.

Let’s break it down into parts we can more easily pronounce. Who can tell us the first syllable?

doc

I’ll divide the word after the c. Next?

Maybe we could mark off the –ed at the end.

We can do that. Now what?

I think the second syllable is um.

Let’s try pronouncing that together: doc-um-ent-ed. What do you think?

I don’t know that word.

How about if I make this second syllable u, and the next syllable ment: doc-u-ment-ed.

I know a document is like an important piece of paper.

Yes, a document often provides evidence of something. So what do you think documented means?

Maybe it means that there is evidence on paper that zoo animals get zoochosis.

Does that make sense in the text? Reread it quietly to yourselves.

guide students to begin to assess the strength of the arguments as they consider their own opinions.

We’ve read arguments in favor of zoos from two authors. I hope you are thinking about your own points of view as we read. Maybe your thinking is changing as we talk about these important ideas and details. Take some time now to talk to a partner about your opinion and whether you agree with the students so far. Sometimes talking about things like this helps clarify how you really feel. We’ll talk more about this in our next session.

L.3.4a VOCABULARY Words in Context

RF.3.3c WORD RECOGNITION Multisyllable Words



E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE FLuenCY FOLLOw-uPFluency Practice use oral previewing to enhance fluency and comprehension. Follow this procedure: 1) Student listens to fluent reader read selected text aloud several times. 2) Student reads the text independently.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: COLLeCT TexT evIDenCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 for evidence-gathering as they answer the following question: What are the arguments for and against keeping animals in zoos? Identify two reasons that people support it and two reasons that people are against it. They may need multiple copies. review students’ collected evi-dence as you evaluate their mastery of the learning focus.

W.3.8*, RI.3.2WRITING

Gather Information

RF.3.4aFLUENCY

Oral Previewing




Key Idea: Text Selection The first argument in favor of zoos is based on the idea that zoos help prevent extinction. The following argument, against zoos, contends that zoo captivity can cause mental illness in animals.

reTurnIng TO The TexT 5 minutesexplain that students will reread the first argument and then an additional argument on pages 11–12, looking for points of comparison and contrast as they assess each argument and continue formulating their own opinions.

So far we’ve read one argument in favor of zoos. As we figure out our own opinions, it’s important to consider other arguments in this book so we can consider and compare them. Why do you think that might be a helpful strategy?

We can decide which arguments make the most sense and which ones have a lot of facts to support them; we can think about whether we agree or not.

reADIng The TexT CLOSeLY 10 minutesState the learning focuses and invite students to read page 11. Check to see how they are doing with application of the focuses as you have done previously. Then have students read pages 7–12, paying specific attention to points of comparison and contrast. Sticky notes may be helpful when reading across texts.

Take some time now to reread the arguments on pages 7–12. Read closely and think about ways in which they are the same and ways in which they differ. Consider the clarity of the main ideas. Do they make sense? Do you agree? Think about details. Are they important? Do they support the arguments? Do they reflect your own point of view?

DISCuSSIng The TexT 10 minutesFacilitate a discussion that links three learning focuses. remind students to think about what makes a strong argument. guide them to consider the main idea of the argument against zoos, then compare and contrast the two arguments they’ve read.

Let’s review main ideas and supporting facts as we compare and contrast these arguments.

The zoochosis argument had one main idea and lots of sad facts. If you’re an animal lover, these details really get to you, so I thought that was a stronger argument than the first one.

Who will add to that?

I agree that it’s a strong argument because all the details go with the main idea. I didn’t like the ending though—I don’t think making animals crazy is the only thing zoos do.

Who else has a comparison?


ELL SUPPORT

RI.3.9 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: ___ and ___ wrote about the same topic. The author of [title of first text] said___. That was the same as/different from what the author of [the second text] said. The author of [title of second text] said, ___.

VOCABULARY

RI.3.4 Explain to students that in a persuasive text, you state your opinion about something and give reasons why you feel that way. This opinion statement, along with all the reasons that support it, is called an argument.

LEARNING FOCUSES RI.3.2, RI.3.6, RI.3.9

Students read closely to fully grasp the main ideas and relevant supporting details of the first two arguments. They compare and contrast these ideas and details in order to assess the strength of these arguments. Students continue formulating their own points of view in light of new reading and consider how their personal points of view differ from those of the authors.



Support students to distinguish their own points of view from the authors’ points of view. remind them to compare, contrast, and take notes regarding their own opinions.

You’ll finish this book on your own, but you may already have formed some opinions.

Who shares a point of view with one of the authors?

I do think we need zoos, and I agree with the first argument about saving endangered species; I think we should not have zoos if it makes animals crazy, so I agree with the zoochosis argument; I think we should not spend money preserving animals in zoos. We should preserve their habitats.

encourage students to share understandings with a partner.

It’s helpful to compare and contrast these arguments as you think about your own points of view. Turn to a partner and discuss this. What did you decide?

We agreed that if we think about what makes a strong argument, even if we disagree with it, that will help us when we write our own so that it’s persuasive.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: wrITe TO SOurCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 for collecting evidence as they finish the text. Ask them to be finalize their thoughts and write their own response to the question: What are the arguments for and against keeping animals in zoos? Identify two reasons that people support it and two reasons that people are against it. Be sure they cite page references.

TEACHER’SCHOICE CLOSe reADIng OPTIOnS

E-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

E-RESOURCEE-RESOURCE Summative Assessment review with students what makes a compelling argument. Invite students to write their own texts expressing their opinions of zoos. remind them to make good use of factual details to support their main points. Students will work independently to write their opinions. have them use the blackline master on page 12 to write their text. Consider having students publish their own opinion text on this topic or one of their own choosing.

You have collected text evidence as you’ve been reading to help you write a clear and convincing argument. Now work on your own to write an opinion text for or against zoos. Begin by stating your opinion clearly. Then provide details to explain and support it. Use evidence from the texts in this book and from other sources if you like. Finally, conclude by clearly restating your opinion.

COMPREhENSION ShARE

Opinion is as important in nonfiction as it is in fiction. But don’t jump to a final opinion before you hear all the facts. Scientists, among others, often change their minds after they read new information.

W.3.8*, RI.3.2WRITING

Respond to Question

TEACHER’SCHOICE writing Task: Opinion

W.3.1WRITING

Opinion



wOrD STuDY Latin Roots Focus on the words aquatic and aquarium in paragraph 2 on page 5.

Take a moment to reread paragraph 2 on page 5. You will find the words aquatic and aquarium. Who will share their understanding of those words?

I have an aquarium— it has water and fish in it. A zoo aquarium is like a huge fish tank.

You can see the root word aqua in both words. Aqua means “water” in Latin, so what do you think aquatic animals are?

Animals that live in water, like fish.

That makes sense, doesn’t it? An aquarium is like a zoo in water.

vOCABuLArYMultiple-meaning Words help students develop vocabulary by understanding the correct meanings of multiple-meaning words in context.

Many words in English mean one thing in one sentence, and something different in another. To understand a sentence, you may need to use the context to help you figure out the meaning of these words. Who knows the definition of argument?

When two people don’t agree about something and they are yelling back and forth, that’s an argument.

True. Sometimes arguments get a little out of hand. But in this text, argument has a different meaning. Take a look at the contents page. What do you think the meaning of argument is on that page?

It’s someone’s opinion.

Can anyone add to that?

I think it’s an opinion that uses details and facts so that it’s convincing, so that you’ll agree.

Yes, this type of argument is meant to persuade you to agree. Arguments like these are written carefully with clear points and facts and details. No one is angry, but the authors are working hard to make their opinions clear and persuasive.

wOrD reCOgnITIOnIrregularly Spelled Words write the word tortoise on chart paper or white-board. guide students to understand that this very old word may have started out five or six centuries ago as Middle english (tortuce) or French (tortu). Then, as often happens, the spelling changed over time to what it is today.

On page 8 of the first argument, we encountered this word. Let’s pronounce it together. . . . The spelling of this word is irregular. That means it doesn’t follow the phonics rules that we know. If it did, how might we spell it? I’ll write your ideas under the word.

tortiss, tortuss, tordis.

Those are all correct—but incorrect! There is only one correct spelling for tortoise, so in order to read it, you just have to know it.

TEACHER’SCHOICE Additional Instruction

L.3.4a VOCABULARY Words in Context

ShARE

People who debate or argue usually feel very passionately about their opinions. Discussions during debates or arguments should remain calm. Raised voices don’t get a point across—words do.

RF.3.3d WORD RECOGNITION Irregular Spellings

L.3.4c VOCABULARY Root Words


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Comprehension: Main Idea and Key Detailsin the boxes, record a main idea of one of the arguments in the text should there be zoos? and key details that support the main idea.

Score:

Main Idea

explain how the key details support the main idea.

Key Detail Key Detail Key Detail


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Collecting Text evidencewhat are the arguments for and against keeping animals in zoos? Identify two reasons that people support it and two reasons that people are against it.

Fill in a section of this chart for each argument you read. in the first column, write arguments for zoos in the top section. Write arguments against zoos in the bottom section. in the second column, summarize the facts the authors use to support their opinions. include page references. use as many copies of this chart as necessary to collect the evidence you need from the entire book.

Arguments For Zoos (Main Idea) Supporting Facts/Page

Arguments Against Zoos (Main Idea) Supporting Facts/Page

Score:


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writing Task: Opinion First DraftThink about the opinions that you read about animals and zoos. Write an opinion text stating whether you are for or against keeping animals in zoos. use the text evidence you have collected as you write your opinion text. Be sure to pay attention to the structure of your response.

reMeMBer: a well-written opinion includes:

• a clear opening sentence stating your point of view

• evidence to support your opinion

• a strong closing statement

Score:


zoos—are they good or bad? · 2017-12-20 · for all of the animals in the world who are...

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