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ELA 2019 G7:M4:U2

Take a Stand: Ways to Reduce Plastic Pollution

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Close Read: “Five Weird Materials That Could Replace Plastic”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.1 (10 minutes)

2. Work Time

A. Close Read: “Five Weird Materials That Could Replace Plastic” – RI.7.6 (25 minutes)

3. Closing and Assessment

A. Introduction to Plastic Life Cycle Debate – SL.7.3 (10 minutes)

4. Homework

A. Understand Word Relationships: Students complete Homework: Understand Word Relationships: “Five Weird Materials That Could Replace Plastic” to better understand the meanings of words in the article.

B. Find Solutions: Students complete the first part of Homework: Find Solutions by doing research in their anchor text, Trash Vortex, to find examples of solutions to plastic pollution at the beginning of the plastic life cycle.
  • I can identify the central ideas in an article about the beginning of the plastic life cycle. (RI.7.2)
  • I can identify the author's point of view in an article about the beginning of the plastic life cycle. (RI.7.6)
  • Opening A: Entrance Ticket: Unit 2, Lesson 1 (RI.7.1)
  • Work Time A: Close Read: "Five Weird Materials That Could Replace Plastic" note-catcher (RI.7.1, RI.7.2, RI.7.4, RI.7.6)
  • Closing and Assessment A: Beginning of Debate note-catcher (SL.7.3, SL.7.4)

Lesson 2Close Read: “Five Things You Can Do to End Plastic Pollution”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.1 (10 minutes)

2. Work Time

A. Close Read: “Five Things You Can Do to End Plastic Pollution” – RI.7.6 (25 minutes)

3. Closing and Assessment

A. Debate Beginning and Middle of Plastic Life Cycle – SL.7.4 (10 minutes)

4. Homework

A. Reread Articles: Students reread “Five Things You Can Do to End Plastic Pollution” and “Five Weird Materials That Could Replace Plastic” to prepare to compare the articles, focusing on how the authors present their evidence.

B. Find Solutions: Students do research in their anchor text, Trash Vortex, to find examples of solutions to plastic pollution at the middle of the plastic life cycle to complete the second part of Homework: Find Solutions from Lesson 1.
  • I can identify the central ideas in an article about targeting plastic pollution at the middle of its life cycle. (RI.7.2)
  • I can identify the point of view in an article about targeting plastic pollution at the middle of its life cycle. (RI.7.6)
  • I can present my claims about plastic pollution in a clear way, supported by evidence. (SL.7.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 2 (RI.7.1)
  • Work Time A: Close Read: "Five Things You Can Do to End Plastic Pollution" note-catcher (RI.7.1, RI.7.2, RI.7.4, RI.7.6)

Lesson 3Analyze How Authors Present Evidence Differently in Articles
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.1 (5 minutes)

2. Work Time

A. Discuss to Compare Evidence – RI.7.9 (15 minutes)

B. Answer Questions to Compare Evidence – RI.7.9 (10 minutes)

C. Debate Rebuttal and Summary Practice – SL.7.4 (10 minutes)

3. Closing and Assessment

A. Choose Debate Position and Role (5 minutes)

4. Homework

A. Understand Word Relationships: Students complete Homework: Understand Word Relationships: “Five Things You Can Do to End Plastic Pollution” to better understand the meanings of words in the article.

B. Find Solutions: Students do research in their anchor text, Trash Vortex, to find examples of solutions to plastic pollution at the end of the plastic life cycle to complete the third part of Homework: Find Solutions from Lesson 1.
  • I can compare how two authors emphasize different evidence when presenting information on plastic pollution. (RI.7.9)
  • I can present my claims about plastic pollution in a clear way, supported by evidence. (SL.7.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 3 (RI.7.1)
  • Work Time A: Compare Evidence note-catcher (RI.7.9)
  • Work Time B: Compare Evidence (RI.7.6, RI.7.9)

Lesson 4Analyze How Authors Present Evidence Differently in Articles and Trash Vortex
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.1 (5 minutes)

2. Work Time

A. Read and Compare Evidence – RI.7.9 (15 minutes)

3. Closing and Assessment

A. Practice Debate – SL.7.3, SL.7.4 (25 minutes)

4. Homework

A. Prepare for Debate: Students use Homework: Prepare for Debate note-catcher to write an opening statement, draft cross-examination questions, consider counter-claims as a responder, or draft a summary to plan for their role in the final debate.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can compare how two authors emphasize different evidence when presenting information on plastic pollution. (RI.7.9)
  • I can delineate and evaluate a speaker's claims about plastic pollution. (SL.7.3)
  • I can present my claims about plastic pollution in a clear way, supported by evidence. (SL.7.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 4 (W.7.1)
  • Work Time A: Compare Text Evidence (RI.7.9)
  • Closing and Assessment A: End of Debate note-catcher (SL.7.3, SL.7.4)

Lesson 5Mid-Unit 2 Assessment: Analyze How Authors Present Evidence Differently (Lessons 5-6)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment: Analyze How Authors Present Evidence Differently (40 minutes)

B. Track Progress (10 minutes)

C. Language Dive: “Boyan Slat: The Great Pacific Garbage Patch Kid” – RI.7.6 (10 minutes)

3. Closing and Assessment

A. Debate Plastic Life Cycle – SL.7.3, SL.7.4 (25 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze how authors treat the same topic differently by looking at how they present evidence and interpret facts. (RI.7.9)
  • I can delineate and evaluate a speaker's claims. (SL.7.3)
  • I can present my claims in a clear way, supported by evidence. (SL.7.4)
  • Opening A: Entrance Ticket: Unit 2, Lessons 5-6 
  • Work Time A: Mid-Unit 2 Assessment: Analyze How Authors Present Evidence Differently (RI.7.2, RI.7.4, RI.7.6, RI.7.9, RI.7.10, L.7.4a, L.7.5b)
  • Work Time B: Track Progress: Read, Understand, and Explain New Text (RI.7.4, RI.7.10, L.7.4)
  • Work Time C: Language Dive: "Boyan Slat: The Great Pacific Garbage Patch Kid" note-catcher (RI.7.6)

Lesson 7Write an Argument Essay: Analyze a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.1 (5 minutes)

2. Work Time

A. Analyze a Model – W.7.1 (25 minutes)

3. Closing and Assessment

A. Pair Practice: Plan an Argument Essay – W.7.5 (15 minutes)

4. Homework

A.  Phrases: Students create sentences from phrases without misplaced or dangling modifiers to complete Homework: Modifying Phrases: Lesson 7.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify the parts of a model argument essay and explain the purpose of each. (W.7.1, W.7.4)
  • I can plan an argument essay to support the claim that we should reduce plastic pollution by targeting the end of the plastic life cycle. (W.7.4, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 7 (W.7.1)
  • Work Time A: Annotated, color-coded model argument essay (W.7.1, W.7.4)
  • Closing and Assessment A: Argument Writing Plan graphic organizer (W.7.1, W.7.4, W.7.5)

Lesson 8Write an Argument Essay: Draft an Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1c (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.7.1a (15 minutes)

B. Language Dive: Model Essay, Main Claim – W.7.1a (10 minutes)

3. Closing and Assessment

A. Pair Writing: Draft an Introduction – W.7.1a (15 minutes)

4. Homework

A. Modifying Phrases: Students create sentences from phrases without misplaced or dangling modifiers to complete Homework: Modifying Phrases: Lesson 8.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

  • I can write an introduction for my essay giving context on plastic pollution, acknowledging an opposing claim, and clearly stating the main claim of the piece. (W.7.1a)
  • Opening A: Entrance Ticket: Unit 2, Lesson 8 (L.7.1c)
  • Work Time A: Annotated, color-coded model argument essay introduction (W.7.1a)
  • Work Time B: Language Dive: Model Essay, Main Claim note-catcher (W.7.1a)
  • Closing and Assessment A: Introductory Paragraph of Pair Argument Essay (W.7.1a)

Lesson 9Write an Argument Essay: Draft Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1c (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code Evidence from the Proof Paragraphs – W.7.1b (15 minutes)

B. Draft Proof Paragraph 1 – W.7.1b (20 minutes)

3. Closing and Assessment

A. Share Best Evidence – RI.7.1 (5 minutes)

4. Homework

A. Coordinate Adjectives: Students review their learning about coordinate adjectives and add commas between adjectives to complete Homework: Coordinate Adjectives: Lesson 9.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

  • I can write Proof Paragraph 1 of my pair argument essay using logical reasoning and relevant evidence from the text to support my point. (W.7.1b)
  • Opening A: Entrance Ticket: Unit 2, Lesson 9 (L.7.1c)
  • Work Time A: Annotated, color-coded model argument essay Proof Paragraphs (W.7.1b)
  • Work Time B: Proof Paragraph 1 of Pair Argument Essay (RL.7.1, W.7.1b)

Lesson 10Write an Argument Essay: Draft Proof Paragraph 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.2a (5 minutes)

2. Work Time

A. Analyze a Model: Transitional Phrases and Clauses – W.7.1c (10 minutes)

3. Closing and Assessment

A. Pairs: Draft Proof Paragraph 2 – W.7.1c (30 minutes)

4. Homework

A. Coordinate Adjectives: Students use commas to separate coordinate adjectives in sentences from the model argument essay to complete Homework: Coordinate Adjectives: Lesson 10.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

  • I can write Proof Paragraph 2 of my pair argument essay with phrases and clauses that show the relationship between the points, reasons, and evidence. (W.7.1c)
  • Opening A: Entrance Ticket: Unit 2, Lesson 10 (L.7.2a)
  • Closing and Assessment A: Draft Proof Paragraph 2 of Pair Argument Essay (W.7.1c)

Lesson 11Write an Argument Essay: Draft Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.2a (10 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.7.1e (10 minutes) 

B. Language Dive: Model Argument Essay, Conclusion – W.7.1e (10 minutes)

3. Closing and Assessment

A. Pairs: Draft Conclusion – W.7.1e (15 minutes)

4. Homework

A. Coordinate Adjectives: Students use commas to separate coordinate adjectives in sentences from the model argument essay to complete Homework: Coordinate Adjectives: Lesson 11.

B. Review Note-Catchers and Texts: To prepare for the end of unit assessment in the following lesson, students reread their note-catchers and texts to find evidence to support their stance on solving plastic pollution.

  • I can write the conclusion of my argument essay, restating the main claim and an opposing claim and adding a reflection. (W.7.1e)
  • Opening A: Entrance Ticket, Unit 2, Lesson 11 (L.7.2a)
  • Work Time A: Conclusion Paragraph Strips (W.7.1e)
  • Work Time B: Language Dive: Model Argument Essay, Paragraph 4 note-catcher (W.7.1e)
  • Closing and Assessment A: Draft Conclusion of Pair Argument Essay (W.7.1e)

Lesson 12End of Unit 2 Assessment, Part I: Write an Argument Essay (Lessons 12-13)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part I: Write an Argument Essay (75 minutes)

3. Closing and Assessment

A. Track Progress – W.7.1 (10 minutes)

4. Homework

A. Coordinate Adjectives QuickWrite: Students complete Homework: Coordinate Adjectives QuickWrite, using commas to separate coordinate adjectives.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

  • I can plan and write an argument essay about addressing plastic pollution in the middle of the plastic life cycle. (W.7.1)
  • Opening A: Entrance Ticket: Unit 2, Lesson 12
  • Work Time A: End of Unit 2 Assessment, Part I: Write an Argument Essay (W.7.1, W.7.5, W.7.6, W.7.9b, W.7.10)

Lesson 14End of Unit 2 Assessment, Part II: Revise an Argument Essay (Lessons 14-15)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Analyze a Model – L.7.1c (10 minutes)

B. Tuning Protocol – W.7.5 (30 minutes)

C. End of Unit 2 Assessment, Part II: Revise an Argument Essay (30 minutes)

3. Closing and Assessment

A. Independent Research Reading Share – RI.7.10 (15 minutes)

4. Homework

A. Reflect on Writing Process: Students reflect on their improvement over the course of the writing process from planning to writing to revision and set goals for future writing to complete Homework: Reflect on Writing Process.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can offer kind, helpful, and specific feedback to my peers, focusing on the effective use of modifying phrases and commas in their essays. (L.7.1c, L.7.2a)
  • I can revise my essay, focusing on effectively expressing my ideas using modifying phrases and commas. (W.7.5, L.7.1c, L.7.2a)

  • Work Time C: Revisions and Edits to End of Unit 2 Assessment, Part I (W.7.5)

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