A. Engage the Learner - RI.7.1 (10 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 1.

• Once students have completed their entrance tickets, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words plastic life cycle (the full process by which plastic is produced, used, and discarded). Record the term on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record term in their vocabulary logs.

• Inform students that throughout this unit they will analyze texts and plan and write essays about different ways to reduce plastic pollution at the different stages of the plastic life cycle. Display the Plastic Life Cycle anchor chart, drawing and focusing students' attention on a circular image to represent the beginning, middle, and end of the plastic life cycle. Refer to the Plastic Life Cycle anchor chart (example for teacher reference) as needed.

• Inform students that for this unit and the rest of the module they will be thinking about the plastic life cycle in terms of what can be done to reduce plastic pollution and who has the power to make changes at different parts of the life cycle. Ask student volunteers to share their responses from their entrance tickets about their ideas about how they would describe the beginning of the plastic life cycle, who has the power to make changes, and what those changes could be.

• Conduct a whole-class discussion about the different parts of the plastic life cycle. To guide the discussion ask the following:

"How would you describe the beginning of the plastic life cycle?" (The beginning of the plastic life cycle is when plastic is getting made or even before it is made.)

"From your reading and viewing so far, who has the most power over reducing plastic pollution at the beginning of its life cycle, before it is even made?" (Companies who make plastic affect the production at the beginning of its life cycle. Governments and communities also have the power to make plastic illegal.)

"What solutions are there for reducing plastic pollution at the beginning of the plastic life cycle?" (The companies that make plastic can produce a different material at the beginning of the life cycle. Governments and communities can also ban plastic at the beginning of its life cycle.)

• On the Plastic Life Cycle anchor chart, record student responses for ways to reduce plastic pollution at the beginning of the plastic life cycle.

• Confirm for students that at the beginning, the people who have the power to make change are the companies that make the plastic or the communities and governments that have the power to ban it. Explain to students that as they examine the different solutions available at each part of the life cycle, they will encounter some solutions that overlap for different parts of the life cycle. For example, recycling can happen at the middle of the life cycle or the end. In thinking of ways to reduce plastic pollution, however, students will primarily focus on who has the most power at each part of the plastic life cycle. Tell students that today they will be reading an article to look more closely at the solutions available at the beginning of the plastic life cycle.

• 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 work independently at first to highlight key words and phrases in the excerpt and grapple to answer the questions. Direct them to 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 entrance ticket in Opening A, encourage students to work in pairs to highlight key words and phrases in the excerpt and to answer the questions. Pair students by either content or language proficiency. Strategic grouping affords students the opportunity of supporting and being challenged by others.

A. Close Read: “Five Weird Materials That Could Replace Plastic” – RI.7.6 (25 minutes)

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

“I can identify the central ideas in an article about the beginning of the plastic life cycle.”

“I can identify the point of view in an article about the beginning of the plastic life cycle.” 

• Focus students on the Close Readers Do These Things anchor chart and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt of the text through closely reading.

• Move students into predetermined triads.

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and review what collaboration looks and sounds like.

• Use Close Reading Guide: “Five Weird Materials That Could Replace Plastic” to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the following:

  • Text: “Five Weird Materials That Could Replace Plastic”

  • Close Read: “Five Weird Materials That Could Replace Plastic” note-catcher

  • Close Read: “Five Weird Materials That Could Replace Plastic” note-catcher ▲ as necessary. The differentiated note-catcher supports students’ writing and comprehension with sentence frames. ▲

• Refer to Close Read: “Five Weird Materials That Could Replace Plastic” note-catcher (example for teacher reference) as necessary.

• Once students have finished reading and analyzing the article, ask students to Think-Pair-Share:

“What habits of character did you see in this article? Who demonstrated them? What did they look/sound like?” (Possible response: Different inventors demonstrate perseverance and initiative as they try to create new materials to replace plastic and reduce plastic pollution.)

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

MEETING STUDENTS' NEEDS 

Some students may have familiarity with materials that can replace plastic. If so, before Work Time A, ask them to share their experiences with their classmates. As necessary, prompt these students with questions such as the following: 

What are some materials that can be used instead of plastic? What are the pros and cons (positives and negatives) of these materials? Have you ever used a plastic alternative? What was it like?

Asset-based instruction increases students’ confidence and engagement with the topic of materials to replace plastic pollution.

During the first reading of the article in Work Time A, pause after reading each paragraph to allow time for students to highlight key information and jot down a gist. If they are unable to understand a paragraph enough to record a gist, they should Turn and Talk with a partner to figure out the gist together. Taking time to record gists will ensure comprehension.

Also in Work Time A, ensure that students are strategically grouped to best support them. This may mean mixed groupings by language or content proficiency. However, ensure 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, some students may have familiarity with materials that can replace plastic. If so, before Work Time A, ask them to share their experiences with their classmates. If students don’t feel comfortable sharing their experiences with their classmates, they can draw or write about them. They can also share with a partner or with the teacher who can share with the class. Asset-based instruction increases students’ confidence and engagement with the topic of materials to replace plastic pollution.

During the first reading of the article in Work Time A, to support students, draw together a group of students who need heavier support and read aloud the article, pausing at the end of each paragraph for students to Turn and Talk to tell the gist, highlight keywords and phrases, and even illustrate the text in the margins. Review students’ gists, highlights, and illustrations before moving on to the next paragraph. Taking time to record gists and highlight the text will ensure comprehension.

As in the lighter support, for Work Time A, 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 and encouraging them to use their home language in their discussions and written responses if necessary. 

During Work Time A, invite students to use the Close Read: “Five Weird Materials That Could Replace Plastic” note-catcher ▲. This resource features sample responses which support students with comprehension and writing.

A. Introduction to Plastic Life Cycle Debate - SL.7.3 (10 minutes)

• Explain to students that throughout this unit they will discuss and informally debate which part of the plastic life cycle is the best to target in order to reduce plastic pollution. They will work in groups to take turns defending different parts of the life cycle and also ask questions of groups defending other parts of the life cycle. After they have practiced different roles and positions in the debate for several lessons, they will choose which position they would like to formally defend as well as what role they would like to play in a formal debate in Lessons 5-6.

• Explain to students that in the formal debate in Lessons 5-6, they will be responsible for convincing an advertising agency to design a commercial about plastic pollution. The advertising agency would like to choose a particular part of the plastic life cycle on which to focus an ad designed to reduce plastic pollution. The agency will use this debate to help them decide how to proceed with the commercial.

• Display the Debate Steps anchor chart. Ask students to Turn and Talk to define debate (a discussion about the different sides of a subject or issue) and cross-examine (to question thoroughly and insistently, often for the purpose of comparing responses with those of earlier questioning). Use a total participation technique to review student responses and record the words on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record term in their vocabulary logs. At this time, students can also review the definition of position from Module 4, Unit 1 (point of view, opinion).

• Review the Present the Position and Cross-Examine steps, explaining that for this first lesson, students will watch as the Present the Position step is modeled for the beginning of the plastic life cycle. Then they will work as a class to cross-examine. Distribute the Beginning of Debate note-catcher, and review that in the top portion of the note-catcher, students should take notes on the model presentation of the beginning position. Then in the "Cross-Examine" section of the note-catcher, students will record questions to ask about the model presentation. Explain that students will fill out the bottom of the note-catcher in a later lesson.

• Ask students to Think-Pair-Share to grapple about what kinds of questions they can ask to cross-examine or question someone defending the beginning of the plastic life cycle as the best place to reduce plastic pollution. Record the questions on the board for students to use:

  • "You mentioned ____. Why do you think that is the most helpful solution?"

  • "You mentioned ____, but what about ____?"

  • "What other evidence do you have to support your case?"

  • "Can you say more about . . . ?"

• Record some possible questions on the Debate Steps anchor chart. Present the position, consulting the Beginning of Debate note-catcher (example for teacher reference) for suggested statements and points. Then guide students to cross-examine you as a class.

• Before students leave class, ensure they have a copy of Homework: Understand Word Relationships: "Five Weird Materials That Could Replace Plastic." Explain that authors often use synonyms, antonyms, and analogies to help readers understand word meanings. Ask students to Turn and Talk and use strategies to determine the meaning of synonyms (words that have similar meanings), antonyms (words that have opposite meanings), and analogies (comparing two things based on similar features). Record these words on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record them in their vocabulary logs.

• Model completing the first item, using a Think Aloud such as:

"I know the meaning of molded, so I can use it to help me understanding malleable. Things that are malleable can be molded, so malleable must mean able to be molded."

• As necessary, allow students time to work in pairs to complete an additional item.

• 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 

To support students in understanding the teacher modeling of presenting a position in a debate, be sure to speak slowly, pausing at the end of each sentence. Also, consider using the Plastic Life Cycle anchor chart as a visual to which students can refer to increase their oral comprehension. 

To support students in understanding the teacher modeling of presenting a position in a debate, provide students with a copy of the Beginning of Debate note-catcher (example for teacher reference). Students can preread the beginning debate position notes, discuss them in pairs for comprehension, and then follow along as the position is modeled to them. Use the Plastic Life Cycle anchor chart or sketching quick images as visuals to which students can refer to increase their oral comprehension.