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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 5.

• Once students have completed their entrance tickets, use the Dance Card protocol to have students share their responses.

• As time allows, review the homework from the previous lesson, ensuring students understand how to identify dangling modifiers.

• 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 

To promote independence on the entrance ticket, challenge students to work independently to highlight key words and phrases in the transcript and grapple to answer the questions. Grappling will increase students' confidence and success on independent tasks such as assessments.

To promote independence on the entrance ticket, challenge 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.

A. 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 be viewing another clip from A Plastic Ocean. In this lesson, students will analyze the clip with the first half of their note-catchers independently, before moving into groups to analyze the claim made in the clip.

• Distribute the Analyze A Plastic Ocean (1:18:30–1:23:53) note-catcher and the Analyze A Plastic Ocean (1:18:30–1:23:53) note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ Ask students to focus on the first part of the note-catcher, explaining that the first part is the same as the one they used in the previous lesson.

• Play the clip of A Plastic Ocean (1:18:30–1:23:53), and ask students to individually note the gist and main ideas of the clip.

• Tell students that because this is a longer clip, for the zoom-in on the transcript section, they will only view the part of the clip that goes with the transcript (1:21:34–1:22:07). Invite students to reread this excerpt of a transcript, and play the clip for students to analyze. If necessary, play the whole clip (1:18:30–1:23:53) again for students. Display the Techniques anchor chart to guide students in their analysis.

• Use the Dance Card protocol to review student responses. For model responses, see the Analyze A Plastic Ocean (1:18:30–1:23:53) note-catcher (example for teacher reference).

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

MEETING STUDENTS' NEEDS 

In Work Time A, after they analyze the video, invite students to participate in a Mini Language Dive in small groups to examine a sentence that offers a suggestion for decreasing plastic waste. This Mini Language Dive also gives students the opportunity to determine the grammatical function of a noun clause in the sentence (L.7.1a). 

During Work Time A and B, assess whether students need the support of the Analyze A Plastic Ocean (1:18:30–1:23:53) 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.

B. Delineate and Evaluate a Speaker's Argument - SL.7.3 (20 minutes)

• Review the appropriate learning targets 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."

"I can evaluate a speaker's evidence and reasoning in A Plastic Ocean."

• Focus students on the second part of the Analyze A Plastic Ocean (1:18:30-1:23:53) note-catcher. Note that the second part is the same as the one they used in the previous lesson. As necessary, have students Turn and Talk to remind each other of what they write in each row and how the rows and columns relate to each other.

• Remind students of their work in evaluating a claim in the documentary in the previous lesson. Invite students to form small groups to look more closely at the claim they will be focusing on for this clip: "You can't go anywhere without seeing food wrapped in plastic. You can't go to a restaurant without, you know, takeout boxes being in plastic, hot foods going into plastic."

• Inform students that the speaker is also speaking in hyperbole, or in an exaggerated way. She doesn't mean that you literally can't go anywhere without seeing plastic. Rather, her claim should be evaluated as saying that it is very difficult to buy food without encountering plastic. Record hyperbole (an obvious and deliberate exaggeration or overstatement) on the academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

• Play the clip (1:18:30-1:23:53) of A Plastic Ocean. Invite students to discuss in small groups what evidence and reasoning the speaker and the filmmakers use to support the claim "You can't go anywhere without seeing food wrapped in plastic. You can't go to a restaurant without, you know, takeout boxes being in plastic, hot foods going into plastic." For model responses, see Analyze A Plastic Ocean (1:18:30-1:23:53) note-catcher (example for teacher reference).

• Play the clip again and invite students to complete this section of their note-catchers, including the questions about who is making the claim and how this affects their evaluation of the claim. For model responses, see Analyze A Plastic Ocean (1:18:30-1:23:53) note-catcher (example for teacher reference).

• Review student responses and conduct a brief discussion about the weak evidence and reasoning in this argument. Ask students to Think-Pair-Share:

"Since Craig didn't go everywhere, and only visited a small sample of restaurants, does his evidence sufficiently support Tanya's claim? Therefore, is the reasoning sound? How might Craig and Tanya's bias about plastic being bad affect how we evaluate their evidence? How does this weak evidence and reasoning affect the overall argument?" (The evidence is not sufficient as it just shows one person going to several places, and it is not a large enough sample to conclude that plastic is "everywhere." The reasoning isn't very sound because the speakers did not gather sufficient evidence. The speakers may be biased because they believe plastic is bad, and they also chose the restaurants to go to, which affects our evaluation of the claim. Therefore this argument is not very strong since the evidence is insufficient, affecting the reasoning and the overall argument.)

• 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 (1:18:30-1:23:53) 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, 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.

During Work Time A and B, assess whether students need the support of the Analyze A Plastic Ocean (1:18:30–1:23:53) 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.

As in the lighter support, for Work Time B, ensure that students are strategically grouped to best support them. Consider language, content proficiency, and grouping students by home language.

A. Answer Questions - RI.7.7 (5 minutes)

• Invite students to answer the questions in Part III of their note-catchers independently. Circulate and support as necessary. If students need additional time, they can answer the remaining questions for homework. Ensure students understand the task and can answer the questions by using a total participation technique to review the first few items.

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