A. Engage the Learner - RI.7.6 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 9.

• Once students have completed their entrance tickets, use equity sticks to review their responses.

• 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.

• Ask students to Turn and Talk with a partner about what point of view and position mean in an informational text:

"How is point of view in an informational text different from point of view in a fictional text, such as the stories you studied in the previous module or A Long Walk to Water in Module 1? Whose point of view do we analyze in an informational text? How are point of view and position related?" (In a fictional text, we analyze the point of view of the characters or narrator. In informational texts, we analyze the point of view of the authors, determining what they think about a topic. Point of view in an informational text is what an author thinks about a topic. A position is similar to this. It is the larger point of view that someone takes on a topic or argument.)

• Confirm that point of view and position mean an author's perspective or opinion on a topic. Explain that although this might be most noticeable in argument texts, in which an author has a clear point of view or position about a claim to argue for or against, we also use these terms to talk about the views that authors take when explaining something and choosing which "angle" to look at it from. Tell students that they will have further practice examining point of view in this and future lessons in this unit.

• As necessary, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the word distinguish (to tell apart by seeing differences). Record distinguish on the academic word wall and point of view and position (author's perspective or opinion on a topic) on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record it in their vocabulary logs.

MEETING STUDENTS' NEEDS 

To promote independence on the entrance ticket, challenge students to work independently to 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 grapple to answer the questions. Then they can share their 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. Read and Analyze Central Ideas – RI.7.2 (15 minutes)

• Review the appropriate learning target 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.”

• Tell students they will now read the second half of chapter 2 of Trash Vortex together as a class. Ask for a volunteer or read aloud pages 22–25 (from “Beginning in the 1950s” to “Now we know better”), using the Text Guide: Trash Vortex (for teacher reference) and the Synopsis: Trash Vortex, Chapter 2 to support students’ comprehension as necessary. ▲ Then have students work in pairs to identify the meaning of unfamiliar vocabulary and reflect on their reading as they choose, using vocabulary logs and Work to Become Ethical People anchor chart as resources. 

• After students finish reading and reflecting on the excerpt, ask them to form predetermined small groups. Assign each group one of the following questions. (For large classes, more than one group may have the same question.) Ask groups to discuss their question and be prepared to share their responses with the class. Then conduct a whole-class discussion, inviting group members to share their responses.

“If plastic is so damaging to the environment, why did people start using so much of it?” (People started using plastic because it was convenient and cheap. Plastic could be used to replace other materials and also allowed people to dispose of it after using.) 

“What explanations and details does the author give about how and why people create new materials?” (The author explains that people “have always been searching for the best materials” (22) to make their lives easier and improve things. Inventing or discovering a new material can make life easier and also make a lot of money for the inventor.)

“Why does the author say that people started using plastic?” (People started using it because it “could be molded, drilled, bent . . . to create objects of almost any shape” [20]. It was also fashionable and cheaper than other materials.)

“What habits of character did you see in chapter 2 (either what was reread in class or for homework)? Who demonstrated them? What did they look/sound like?” (Possible response: Bakeland, Hyatt, Goodyear, Macintosh, and other inventors show initiative and perseverance by working to invent and perfect new materials.)

• Distribute the Author’s Point of View and Purpose: Trash Vortex, Chapter 2 note-catcher and the Author’s Point of View and Purpose: Trash Vortex, Chapter 2 note-catcher ▲ as necessary. The differentiated note-catcher supports students’ comprehension and writing with sentence starters. ▲ As necessary, review the format of the note-catcher, explaining that it is the same as the one they used in the previous lesson. Invite students to Turn and Talk about the following questions in their groups:

“What is the overall gist of this excerpt?” (Plastic became very popular and people threw a lot of it away; this became a problem.) As necessary, consult Gists: Trash Vortex (example for teacher reference).

“What are the central ideas in this excerpt?” (Two central ideas are that plastic quickly became very popular, and people became used to throwing plastic away, which became a problem.) If students have trouble identifying the central ideas, ask: “What big ideas does the author want us to know about the history of plastic?” ▲

“What are some of the ways the author develops the central ideas in this excerpt?” (The author explains how plastics became popular by quoting another author and providing details of how plastic became so useful. The author includes a picture from a Life magazine article and uses quotes to explain how people got used to throwing away plastic.) If students have trouble identifying the details, ask: “What important details, facts, or examples does the author use to tell us about the history of plastics and show us the problem with throwing it away?” ▲

• Invite students to note these central ideas and how they are developed in the appropriate boxes of their note-catchers. Remind students to include quotes and other evidence in their descriptions of how the central ideas are developed. For more examples, see the Author’s Point of View and Purpose: Trash Vortex, Chapter 2 note-catcher (example for teacher reference).

MEETING STUDENTS' NEEDS 

To promote independence in Work Time A if students are ready for a challenge, encourage them to read the excerpt and complete the top of the note-catcher independently. Then they can share their responses with their group before sharing with the class.

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 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, invite students to use the Author’s Point of View and Purpose: Trash Vortex, Chapter 2 note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

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, group students who need heavier support by home language.

B. Analyze Purpose and Point of View - RI.7.6 (15 minutes) 

• Review 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."

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

• Inform students that they will now focus on a specific part of the excerpt to talk about the author's point of view. Ask students to recall their work in the previous lesson and the opening of this lesson discussing the author's purpose, point of view, and position in an informational text. Remind students that in informational texts, we analyze the point of view of the authors to determine what they think about a topic. Remind students that even when authors are explaining or informing, they can demonstrate a point of view through the words they use to convey their attitude toward a topic.

• Direct students to look at the whole excerpt of pages 22-25 Trash Vortex to identify the author's purpose. Focus students' attention on the Author's Purpose anchor chart, and review the general purposes as necessary. Invite students to form groups to go back through the excerpt to identify the author's overall purpose in it. Remind students to refer to the anchor chart and look for specific details about the topic. For example, avoid general statements such as the author's purpose is "to inform"; instead, use specific language, such as "to inform about how plastic is used." Remind students that texts can also have multiple purposes.

• Invite students to Think-Group-Share about the purpose of this excerpt. (To inform the reader about how and why plastic use first became a problem.)

• Inform students that they will now focus on the author's purpose and points of view for specific parts of the excerpt. Direct students' attention to the paragraph on page 22 beginning "Plentiful and affordable plastics helped shape a new lifestyle." Reread this paragraph aloud. Ask students to Think-Group-Share:

"What is the purpose of this paragraph in the text overall?" (To explain why plastic became so popular.)

"What is the author's purpose in describing the impact of plastics on people's lives? What key words or sentences help show how most people felt about plastic when it first came widely into use?" (The author's purpose is to explain why plastic so quickly became popular and describe the perspective of most people about using plastic in the 1950s and 1960s. She says that plastics "helped shape a new lifestyle," Sentences like "they helped people . . . get more for their money" show that plastic was viewed very positively when it first came into use.)

• Direct students' attention to the paragraph on page 24 beginning "The federal Clean Water Act . . ." and ending on page 25, at the end of the chapter. Reread this paragraph aloud. Ask students to Think-Group-Share:

"What does Charles Moore's statement on page 25 reveal about his point of view of plastic? How does the author's point of view relate to Moore's point of view? What is her likely purpose for including his point of view at the end of the excerpt?" (Charles Moore's statement shows that he thinks we were wrong that plastic was benign or harmless. The author's point of view is the same as Charles Moore's. Her purpose in including his point of view at the end of the excerpt is to develop her own point of view about the harm that plastic can cause.)

• Invite students to add these notes to their note-catchers.

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

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 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, invite students to use the Author’s Point of View and Purpose: Trash Vortex, Chapter 2 note-catcher ▲. This resource features sentence starters that support students with comprehension and writing.

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, group students who need heavier support by home language.

A. Discuss Big Ideas – SL.7.1 (10 minutes)

• Invite students to remain in their small groups. Post the following questions for students to discuss, using evidence from their note-catchers and from chapter 2 of Trash Vortex to support their responses. Ask groups to designate a note-taker to record student responses and a speaker to share their responses with the class. 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 Discussion Norms anchor chart as necessary to review discussion norms and guidelines.

• 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. ▲

“What were the attitudes people had about plastic when it was first introduced? How have these changed?” (People found plastic to be “sleek” and “fashionable.” They also treated it as something to be thrown away after using once. This changed after people realized that discarded plastic can exist for a long time. Now, people are more aware about recycling and reusing plastic.)

• After students have discussed these questions in their groups, ask for the designated speakers to share out their responses.

• Before leaving class, ensure students have their copies of Trash Vortex to complete their homework.

• 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, 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. Allowing students to respond in multiple ways increases their confidence and success in analyzing complex issues around plastic pollution.

In Closing and Assessment 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 in analyzing complex issues around plastic pollution.