A. Engage the Learner - SL.7.2 (10 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 11.

• Once students have completed their entrance tickets, partner students with their Close Viewing protocol partners.

• Direct students to discuss with their partners:

"Which details did you notice?" (Answers will vary.)

"What did you learn or infer from those details?" (Answers will vary.)

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS 

For the entrance ticket in Opening A, allow students to respond to the prompts in the modality that best suits them. They may want to record their responses in writing or practice their oral responses with a partner before writing them. Allowing students to respond in multiple ways increases their confidence and success in analyzing an image.

For the entrance ticket in Opening A, allow students to respond to the prompts in the modality that best suits them. They may want to record their responses in writing or practice their oral responses with a partner before writing them. They may want to share their responses in their home language. Allowing students to respond in multiple ways increases their confidence and success in analyzing an image.

A. Read and Analyze Trash Vortex – RI.7.6 (25 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can determine two or more central ideas and analyze their development over the course of Trash Vortex.”

“I can determine an author’s point of view and purpose in Trash Vortex.”

“I can analyze how the author of Trash Vortex distinguishes her position from that of others.”

• Direct students to independently read pages 44–49 of Trash Vortex, using the Text Guide: Trash Vortex (for teacher reference) as necessary. If students do not finish reading the excerpt within the allotted time, use the Synopsis: Trash Vortex, Pages 44–49 document to review the key details from the excerpt. Then have students identify the meaning of unfamiliar vocabulary and reflect on their reading as they choose, using the following resources as appropriate: vocabulary logs and Work to Become Ethical People anchor chart.

• Once students have finished reading and reflecting on the excerpt, ask students to Think-Pair-Share:

“What habits of character did you see in this excerpt? Who demonstrated them? What did they look/sound like?” (Possible response: the scientists and experts interviewed demonstrate contributing to a better world by applying their learning to help the environment.)

• Distribute the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher and the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ Ask students to record the gist of the excerpt and the central ideas and their development. If students need support, ask them to Think-Pair-Share:

“What is the gist of this excerpt?” (There are many solutions for solving plastic pollution problem.) As necessary, consult the Gists: Trash Vortex (example for teacher reference) document.

“What are the central ideas in this excerpt?” (One main way to reduce plastic pollution is to figure out how to get plastic to biodegrade. Another way to reduce plastic pollution is by reusing and recycling.) If students have trouble identifying the central ideas, ask: “What main kinds of solutions does the author share in this excerpt?” ▲

“What are some of the ways the author develops the central ideas in this excerpt?” (The author explains how scientists study plastic-eating organisms and are creating new kinds of biodegradable plastic. The author tells the story of Plastiki, the “bottle craft,” and quotes from experts about reusing and recycling.) If students have trouble identifying the details, ask: “What important details, facts, or examples does the author use to tell us about the main solutions for reducing plastic pollution?” ▲

• Allow several minutes for students to independently grapple with identifying the author’s overall point of view and purpose as well as the other points of view she includes in the text. Students should record their initial ideas on their note-catchers. Then review students’ responses by asking them to Think-Pair-Share:

“What is the author’s overall point of view and purpose in this excerpt? Why does she discuss so many solutions to the plastic pollution problem? Does she favor one solution over another?” (Her overall purpose and position is to explain that there are many different solutions to the plastic pollution problem. She doesn’t seem to favor one over another.)

“What different perspectives does she include in this excerpt? How does she distinguish each perspective from the others?” (She includes scientists’ perspectives that biodegradable plastic is a good solution. She quotes the scientists and explains the process. Then she quotes other scientists and environmentalists who directly disagree with the biodegradable plastic. She quotes them explaining how recycling and reusing plastic is a better solution.)

• For additional answers, consult the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher (example for teacher reference).

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS 

For Work Time A, explain to students that completing the analysis and note-catcher independently will prepare them for doing so on their assessment in the following lesson. Remind students that they have completed similar analysis and note-catchers throughout the unit and are prepared for this challenge.

During Work Time A, assess whether students need the support of the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher ▲. This resource features sentence starters that support students with comprehension and writing. If students can forgo using this support, they will grow in independence and achievement for similar analysis tasks on assessments.

A. Collaborative Discussion: Author’s Point of View and Purpose – RI.7.6 (10 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can determine an author’s point of view and purpose in Trash Vortex.”

• Direct students to form the predetermined groups for discussion. Remind students to show respect, empathy, and compassion as they follow the classroom rules for collegial discussion. They will also take initiative as they participate in a discussion. Refer to the Work to Become Ethical People and Work to Become Effective Learners anchor charts as necessary to review the habits of character.

• Remind students to use the following materials during their discussion:

  • Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher

  • Trash Vortex

  • Discussion Norms anchor chart

  • Quote Accurately from the Text

• If silent discussion is preferable, direct students to record their responses to the questions on a piece of paper and pass that paper to another student in the group, adding ideas each time the paper is passed. Use the questions below for further silent discussion. ▲

• Invite students to begin the discussion by responding to the following prompts and drawing on their responses in the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher for evidence to support their responses:

“What is Danielle Smith-Llera’s purpose in pages 44–49 of Trash Vortex? How can you tell? What is her overall point of view?” (For more examples, see the Author’s Point of View and Purpose: Trash Vortex, Chapter 4 note-catcher.)

• Circulate as students discuss to ensure they are using evidence to support their responses. As necessary, prompt further discussion by asking: 

“Are there other examples of the author’s purpose in these pages? What other points of view does she include? How does she distinguish their points of view from each other?” ▲

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

In Closing and Assessment A, ensure that students are strategically grouped to best support them. This may mean mixed groupings by language or content proficiency. However, since groups include about four students, ensure that there are two students from each level and no more than one level of difference among the students in a group. Strategic grouping affords students the opportunity of supporting and being challenged by others.

In the next lesson, students will participate in a Language Dive using a sentence from the anchor text Trash Vortex. Provide ELLs with the Language Dive sentence ahead of time. Invite students to predict some of the questions that the Language Dive may ask. This will improve students' metacognition and challenge their awareness of the most interesting or meaningful elements of the sentence.

As in the lighter support, for Closing and Assessment A, ensure that students are strategically grouped to best support them. In addition to the lighter supports, consider grouping students who need heavier support by home language.

In the next lesson, students will participate in a Language Dive using a sentence from the anchor text Trash Vortex. Provide ELLs with the Language Dive sentence ahead of time. Encourage students to independently reflect on this sentence and its meaning before the next lesson. Students may also wish to use dictionaries to add any unknown vocabulary and meanings to their vocabulary logs.