A. Engage the Learner - SL.7.2 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 3.

• Once students have completed their entrance tickets, ask them to Turn and Talk to share their reactions to the film and transcript with a partner.

• 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, encourage students to respond to the prompts in the modality that best suits them. They may want to discuss their responses instead of recording them in writing or even draw a response to the questions. Allowing students to respond in multiple ways increases their engagement and success on the task.

For the entrance ticket in Opening A, allow students to respond to the discussion 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 sharing them out. They may want to share their responses in their home language. Allowing students to respond in multiple ways increases their confidence and success on the task. 

A. Watch and Analyze the Video – SL.7.2 (15 minutes)

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

“I can identify the main ideas in a clip of A Plastic Ocean and explain how they are conveyed.”

• Explain to students that in this lesson they will analyze a new clip from the documentary A Plastic Ocean, focusing first on discovering the gist and main ideas before comparing an excerpt of a transcript to the video as they did in the previous lesson.

• Invite students to form small groups and distribute the Analyze A Plastic Ocean (25:48–28:56) note-catcher and the Analyze A Plastic Ocean (25:48–28:56) note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ Note that this is a similar note-catcher to the one they used in the previous lesson. Also, point out that the techniques they identified along with other common techniques in the previous lesson are included on the top of the note-catcher. Students can add any additional techniques they would like for reference to the note-catcher.

• Play the clip (25:48–28:56) once, and ask students to discuss the gist of the clip in their groups. Ask for student volunteers to share out their responses. (Plastics collect in gyres in the ocean and are toxic.)

• Play the clip a second time, and ask students to focus on identifying the main ideas and techniques used to convey those ideas as they watch. Display the Techniques anchor chart to guide students in their analysis.

• Invite students to discuss the ideas and techniques they identified in their small groups and share out responses with the class. (Main ideas: The plastic garbage patch is made of tiny pieces of plastic. Plastic is toxic to life in the ocean. Techniques: graphics of how the gyres are formed, images of the plastic caught in the ocean, voice-over, music, text to explain the size of the problem, videos of the fish eating toxic plastic.) For possible responses, see the Analyze A Plastic Ocean (25:48–28:56) note-catcher (example for teacher reference).

• Once students have finished watching and reflecting on the clip, 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: In the clip of A Plastic Ocean viewed in this lesson, the scientists take the initiative in studying the plastic in the ocean and collaborate with each other to try and improve the oceans. They also work to contribute to a better world by sharing their knowledge in a documentary film.)

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

MEETING STUDENTS' NEEDS 

For Work Time A and B, 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 that there is 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 Work Time A, after students watch and analyze the video, invite students to participate in a Mini Language Dive in small groups to examine a sentence from the documentary transcript that conveys a main idea of the documentary (SL.7.2). This Mini Language Dive also gives students the opportunity to analyze a noun clause that is functioning as a direct object (L.7.1a).

As in the lighter support, for Work Time A and B, 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.

During Work Time A and B, invite students to use the Analyze A Plastic Ocean (25:48–28:56) note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

B. Compare Transcript and Video - RI.7.7 (15 minutes)

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

"I can compare the way a transcript of A Plastic Ocean portrays a subject to the way it is portrayed in the video." 

• Tell students that they will now work in their small groups to compare an excerpt of the transcript to the same video clip they analyzed in Work Time A. Direct students' attention to the section on their note-catchers titled "Zoom in on an excerpt" and ask them to reread this excerpt of the transcript. Then replay the video clip. 

• Invite students to Turn and Talk with a partner about the question:

"What techniques do the filmmakers use in this section of the video? How do the techniques the filmmakers use in this section add to the words and develop the ideas in them?" (The filmmakers show an image of the ocean to show what the narrator means by "the vast expanse of clear, sparkling water." At first the image shows no plastic. But, as the narrator discusses the "contents of the trawl," the camera reveals images of the tiny plastic. These techniques help show the idea that the plastic isn't always visible in the ocean, but there is a lot of it.)

• Play the clip again, and invite students to finish writing their ideas on their note-catchers. For possible responses, see Analyze A Plastic Ocean (25:48-28:56) note-catcher (example for teacher reference).

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

MEETING STUDENTS' NEEDS 

For Work Time A and B, 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 that there is 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.

As in the lighter support, for Work Time A and B, 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.

During Work Time A and B, invite students to use the Analyze A Plastic Ocean (25:48–28:56) note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

A. Answer Questions - RI.7.7 (10 minutes)

• Direct students' attention to the questions at the end of the note-catcher. Explain to students that as part of their mid-unit assessments they will be answering similar questions.

• Play the clip once and lead a whole-class discussion of the first two-part question.

• As necessary, play the clip again, and ask students to work in groups to answer the second two-part question. Then ask volunteers to share their responses with the class.

• As necessary, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words gyre (a circular or spiral path or motion) and insidious (seemingly or outwardly harmless, but actually very dangerous). Record the words on the domain-specific word wall and academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

• 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 

For the transcript analysis in Closing and Assessment A, encourage students to work independently at first to highlight key words and phrases in the transcript and grapple to answer the questions. Then they can share their highlights and responses with a partner to check and expand their work. Grappling first and then working with a partner will increase student engagement, independence, and speaking and listening skills.

For the transcript analysis in Closing and Assessment A, encourage students to work in pairs to highlight key words and phrases in the transcript and to answer the questions. Consider pairing students by either content or language proficiency. Strategic grouping affords students the opportunity of supporting and being challenged by others.