- 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)
Focus Standards: These are the standards the instruction addresses.
- RI.7.1, RI.7.6, SL.7.4
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.7.2, RI.7.4, SL.7.1, SL.7.3, L.7.4
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
---|---|
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. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 2 at each student's workspace.
- Review the article "Five Things You Can Do to End Plastic Pollution" and the Close Reading Guide.
- Designate student triads for the close read, grouping students heterogeneously or by reading or content proficiency.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, and 7.I.B.8.
Important Points in the Lesson Itself
- To support ELLs, this lesson provides students the opportunity to work with guidance in a close read of the article "Five Things You Can Do to End Plastic Pollution."
- ELLs may find it challenging to understand the domain-specific vocabulary in the article. In addition to the supports suggested in the lesson and below, work with students in a group to highlight and use strategies to determine the meaning of unfamiliar vocabulary.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Plastic Life Cycle anchor chart (example for teacher reference) (from Module 4, Unit 2, Lesson 1, Opening A)
- Plastic Life Cycle anchor chart (one for display; from Module 4, Unit 2, Lesson 1, Opening A)
- Equity sticks (from Module 1, Unit 1, Lesson 1, Closing and Assessment A)
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Debate Steps anchor chart (one for display; from Module 4, Unit 2, Lesson 1, Closing and Assessment A)
- Discussion Norms anchor chart (one for display; from Module 1, Unit 1, Lesson 13, Work Time C)
- Homework: Find Solutions (example for teacher reference) (from Module 4, Unit 2, Lesson 1, Homework B)
- Trash Vortex by Danielle Smith-Llera (text; from Module 4, Unit 1, Lesson 8, Work Time A)
- Text: "Five Weird Materials That Could Replace Plastic" (text; from Module 4, Unit 2, Lesson 1, Work Time A)
- Homework: Find Solutions (one per student; from Module 4, Unit 2, Lesson 1, Homework B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 2 (example for teacher reference)
- Close Reading Guide: "Five Things You Can Do to End Plastic Pollution" (for teacher reference)
- Close Read: "Five Things You Can Do to End Plastic Pollution" note-catcher (example for teacher reference)
- Practice Debate Planner (for teacher reference)
- Middle of Debate note-catcher (example for teacher reference)
- Entrance Ticket: Unit 1, Lesson 2 (one per student)
- Text: “Five Things You Can Do to End Plastic Pollution” (one per student)
- Close Read: “Five Things You Can Do to End Plastic Pollution” note-catcher (one per student)
- Close Read: “Five Things You Can Do to End Plastic Pollution” note-catcher ▲
- Middle of Debate note-catcher (one per student)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
---|---|
A. Engage the Learner - RI.7.1 (10 minutes)
|
For Lighter Support
For Heavier Support
|
Work Time
Work Time | Levels of Support |
---|---|
A. Close Read: “Five Things You Can Do to End Plastic Pollution” – RI.7.6 (25 minutes)
“I can identify the central ideas in an article about targeting plastic pollution at the middle of its life cycle.” “I can identify the point of view in an article about targeting plastic pollution at the middle of its life cycle.”
“What habits of character did you see in this article? Who demonstrated them? What did they look/sound like?” (Possible response: The people who recycle and reuse plastic demonstrate perseverance and initiative.)
|
For Lighter Support
For Heavier Support
|
Closing & Assessments
Closing | Levels of Support |
---|---|
A. Debate Beginning and Middle of Plastic Life Cycle - SL.7.4 (10 minutes)
"I can present my claims about plastic pollution in a clear way, supported by evidence."
|
For Lighter Support
For Heavier Support
|
Homework
Homework |
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A. Reread Articles
B. Find Solutions
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