A. Engage the Learner - SL.7.3 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 4.

• Once students have completed their entrance tickets, use equity sticks to review their responses. Record argument, claim, evidence, reasoning, relevance, sufficiency, and soundness on the academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words delineate (to trace or tell the details of) and evaluate (to judge). Record the words on the academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

MEETING STUDENTS' NEEDS 

For the entrance ticket in Opening A, encourage students to independently grapple to recall the definitions of the argument terms before using their vocabulary logs, peer support, or a dictionary. Grappling first and then working with a partner will increase student engagement, independence, and language acquisition skills.

For the entrance ticket in Opening A, encourage students to work in pairs to grapple to recall the definitions of the argument terms before using their vocabulary logs or a dictionary. Grappling first will increase student engagement, confidence, and language acquisition skills. 

A. Watch and Analyze the 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.”

• Inform students that they will view another clip from A Plastic Ocean, analyzing the first half of their note-catchers with partners, before moving on as a class to look at the argument.

• Invite students to join with partners and distribute the Analyze A Plastic Ocean (36:50–40:35) note-catcher and the Analyze A Plastic Ocean (36:50–40:35) note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ Note that the first part of this note-catcher is the same as the one they used in the previous lesson but that the second part is different. The class will review and use the second part of the note-catcher in the following activity.

• Tell students that they will view the clip twice for this section of analysis on the note-catcher. Remind students to focus on finding the gist, main ideas, and some techniques for how the main ideas are developed in the video. Display the Techniques anchor chart to guide students in their analysis. Play the clip (36:50–40:35) of A Plastic Ocean. Invite students to Turn and Talk with their partners about what they noticed for the gist, main ideas, and techniques in this clip.

• Play the clip again and give students the opportunity to complete Part I of their note-catchers. Use a total participation technique to review student responses. For model responses, see the Analyze A Plastic Ocean (36:50–40:35) 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 clip? Who demonstrated them? What did they look/sound like?” (Possible response: In the clip of A Plastic Ocean viewed in this lesson, the people involved in cleaning up the ocean demonstrate perseverance and taking initiative. They also collaborated with others and contributed to a better world by improving their shared spaces and environment.)

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

MEETING STUDENTS' NEEDS 

During Work Time A and B, invite students to use the Analyze A Plastic Ocean (36:50–40:35) note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

B. Delineate and Evaluate a Speaker's Argument - SL.7.3 (15 minutes)

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

"I can delineate a speaker's argument and claims in A Plastic Ocean."

• Tell students they will now analyze a claim made by a speaker in the clip. Ask students to refer back to their entrance tickets to remind them of their work with argument terms in Modules 2 and 3.

• Point out Part II on the note-catcher, where students will delineate and evaluate a claim and note that the second part of the note-catcher is similar to note-catchers they used in Module 2. As necessary, review the note-catcher with students, asking them to Think-Pair-Share:

"What do we record in each row for Part II of the note-catcher?" (We record the claim in the first row, the evidence in the second row, and the reasoning in the third row.) 

"How does the information in each row relate to each other?" (The evidence and reasoning in the second and third rows support and explain the claim in the first row.) 

"What do we do in the second column? How does the information in the second column relate to the information in the first column?" (We underline yes or no to evaluate the evidence and reasoning in the first column.) 

• Ask students to Think-Pair-Share:

"What do we look for when evaluating claims? How might a filmmaker develop and support claims differently than a writer?" (We look for evidence to back up a claim and for reasoning to show how the evidence and claim are related. Filmmakers can use images, graphics, and other elements to present evidence that develops a claim. For example, someone could use an image of plastic in the ocean to support the claim that plastic ends up in the ocean.)

• Ask students to keep these techniques and terms in mind as they watch the clip and take notes using their note-catchers. Point out that the claim they will evaluate is provided on their note-catchers: "Once you let people know what the problem is, people have their own ideas and can contribute their own ingenuity to help solve the problem." Ask students to Turn and Talk to paraphrase this claim, explaining to what "problem" the claim is likely referring. (When people know about the problem of plastic pollution, they use their own ideas and innovations to help solve the problem.)

• Inform students that they will watch the clip twice and discuss how the claim is supported as a class.

• Play the clip (36:50-40:35) of A Plastic Ocean. Use a whole-class participation technique to ask students what evidence the speaker and the filmmakers use to support the claim "Once you let people know what the problem is, people have their own ideas and can contribute their own ingenuity to help solve the problem." For model responses, see the Analyze A Plastic Ocean (36:50-40:35) note-catcher (example for teacher reference).

• Play the clip again and ask students to pay attention to the reasoning the speaker uses to support his claim. After the clip is finished, use a whole-class participation technique to ask students about the reasoning used to support the claim and how it connects the evidence to the claim. For model responses, see the Analyze A Plastic Ocean (36:50-40:35) note-catcher (example for teacher reference).

• Direct students' attention to the questions below the chart in Part II of their note-catchers: "Who is stating the claim and why? How does this affect your evaluation of the claim?" (The narrator of the movie is making the claim in order to support the idea that plastic pollution should be reduced. We know he believes this because he helped make the movie. However, this doesn't necessarily change how we evaluate the claim if we believe his argument is sound.)

• Ask for student volunteers to share why they are answering these questions. Why is it important to think about who is stating the claims in the video and why this person is stating these claims? (We are answering these questions because analyzing the source of a claim is important. People have different reasons for making claims, and understanding their biases can help us determine if a source is credible.)

• Review student responses, then ask them to work in pairs to synthesize their evaluation of the argument on the note-catcher. Students will determine whether the overall argument is strong by evaluating the relevance and sufficiency of evidence and the soundness of reasoning. For model responses, see Analyze A Plastic Ocean (36:50-40:35) 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 B, students may need more support in addition to the whole-class analysis of the speaker’s argument. Provide additional wait time for students to process the questions, film evidence, and formulate their responses. Students may also need time to orally process their responses with a partner before sharing out.

During Work Time A and B, invite students to use the Analyze A Plastic Ocean (36:50–40:35) note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

For Work Time B, students may need more support in addition to the whole-class analysis of the speaker’s argument. Provide additional wait time for students to process the questions, film evidence, and formulate their responses. Also, record student responses on the board or a displayed version of the note-catcher to support students visually. Before sharing out, students may also need time to orally process their responses with a partner in English or their home language.

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

• Direct students’ attention to the questions on Part III of their note-catchers. Play the clip one more time, and have students answer the questions in Part III. Invite students to work in small groups to answer the questions.

• Play the clip, and circulate and support students as necessary. Then use equity sticks to review student responses.

• Ask students to retrieve their homework resources and find the assignment for this lesson. Read the instructional information aloud, and ensure students understand dangling modifiers. Remind students that they have learned about dangling modifiers in the Language Dives throughout Modules 2 and 3. Then read the directions aloud and model completing the first item, explaining that modifying phrases refer to a noun in the sentence. Have students work with a partner to complete the second item. Use a total participation technique to review their responses. As necessary, draw together a group of students who need more support to further review dangling modifiers by completing the remaining item as a group. ▲

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