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

• As students enter class, hand each student a Card Swap card. If students enter class at different times, write the directions on the board. If students enter class at the same time, model the activity, explaining that students each meet with a partner. They take turns reading their transcript paragraphs from the film A Plastic Ocean and identifying the speaker's claim.

• Then, they swap cards with their partner and find a new partner, repeating the process with their partner's paragraph.

• Ask:

"What are some norms and habits of character we need to keep in mind as we do this activity?" (Staying on task, working quickly, being responsible, showing initiative, and collaborating.)

• As time allows, direct students to participate in several rounds of the Card Swap activity.

• 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 

In Opening A, students may need additional time to comprehend the transcript excerpts and identify the claims. Allow for extra wait time and encourage students to highlight key words and phrases in the excerpt to assist them in identifying the claim. As necessary, prompt students with questions such as the following:

What is the gist of this excerpt? Which line tells the main claim or opinion? Can you paraphrase that in your own words?

In Opening A, students may need support to comprehend the transcript excerpts and identify the claims. Allow students to work in pairs to highlight key words and phrases in the excerpt and to identify the claim. As necessary, prompt students with questions such as the following:

What is the gist of this excerpt? Which line tells the main claim or opinion? Can you paraphrase that in your own words?

A. Delineate and Evaluate a Speaker’s Argument – RI.7.7, SL.7.3 (25 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.”

“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.”

• Inform students that they will be viewing another clip from A Plastic Ocean. In this lesson, students will analyze the clip on their note-catchers independently and answer questions about the clip independently.

• Distribute the Analyze A Plastic Ocean (1:25:41–1:26:46) note-catcher and the Analyze A Plastic Ocean (1:25:41–1:26:46) note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ As necessary, note that this note-catcher is the same as the ones they have used in previous lessons. Reference the Analyze A Plastic Ocean (1:25:41–1:26:46) note-catcher (example for teacher reference) for example student answers.

• Play the clip of A Plastic Ocean (1:23:59–1:26:46) one time, to watch for enjoyment. Then, play the clip a second time, and ask students to individually note the gist, main ideas, and techniques of the clip in Part I of the note-catcher. Finally, play the clip a third time, and ask students to identify the claim and the evidence and reasoning that support the claim. Direct students to complete Part II of the note-catcher.

• If students need support in identifying the claim, ask:

“What is the film claiming about a plastic pollution solution with the example of Germany and Rwanda? Who is solving the problem? How?” (Laws can limit the use of plastic. Governments can make plastic-producing companies responsible for setting up recycling systems. Or governments can ban plastic bags.) ▲

• Then, direct students’ attention to Part III of the note-catcher. Invite students to answer the questions about the clip in Part III of the note-catcher. Using equity sticks, briefly review responses, correcting misconceptions if needed.

• Once students have finished watching and analyzing the film clip, ask students to Think-Pair-Share:

“What habits of character did you see in this film clip? Who demonstrated them? What did they look/sound like?” (Answers will vary, but may include: The government, plastic producers, and consumers of Germany demonstrate contributing to make the world a better place through helping the environment by creating a recycling system. Also, Rwandan citizens in general demonstrate making the world a better place through helping the environment by banning plastic bags.)

• 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 Analyze A Plastic Ocean  (1:25:41–1:26:46) 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. Launch Independent Research Reading - RI.7.10 (15 minutes)

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

"I can select a research reading text that I want to read."

• Launch independent reading for this module. There is a suggested independent reading launch in Independent Reading Sample Plans (see the Tools page). Remind students that they were introduced to independent research reading in Module 1.

• Remind students they will use their independent research reading journals to log their independent reading, both choice and research reading, and to answer reading prompts.

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

• 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 

After the Independent Research Reading launch, allocate time for debriefing. Invite students to discuss with partners the value of independent research reading and set goals for this module's reading. Reflection and goal-setting will increase student-engagement with and appreciation for independent research reading.

In the next lesson, students will participate in a Language Dive using a sentence from the transcript of A Plastic Ocean. 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.

After the Independent Research Reading launch, ensure students understand the purpose of independent research reading is to read on-level texts in order to increase their knowledge of and engagement with the topic of plastic pollution. Explain that reading many texts at their level about one topic increases their reading, vocabulary, and analysis skills. Then invite students to discuss with partners the value of independent research reading and set goals for this module's reading. Reflection and goal-setting will increase student engagement with and appreciation for Independent Research Reading.

In the next lesson, students will participate in a Language Dive using a sentence from the transcript of A Plastic Ocean. 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.