A. Engage the Learner - SL.7.1 (5 minutes)

• As they enter class, invite students to place their sticky dot or sticker in the correct place on the Action Plan Progress anchor chart. Then have students join with their documentary triads to discuss their action plans. Post the following prompts (also found on the Action Plan Progress anchor chart) and ask students to discuss them in their triads:

"Share with your triad where you placed your sticker on the Action Plan Progress anchor chart." (Responses will vary.)

"Given that there are two more lessons and days of homework on this assignment, discuss whether or not you are behind schedule, on schedule, or ahead of schedule." (Responses will vary.)

"What strategies do you have for completing the steps in your action plan if you are behind schedule?" (Responses will vary, but may include doing additional work on the project in the next two nights.)

"What ideas do you have for extending the work of your action plan if you are ahead of schedule?" (Responses will vary, but may include trying out another action plan that is related, such as giving up plastic straws and plastic bags.)

"What work do you plan on doing on your action plan for the next two nights?" (Responses will vary, but may include interviewing a restaurateur and journaling about how it felt to use less plastic.)

• 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 opening activity, students may be reluctant to self-assess in public. Allow those students to respond privately by recording their self-assessment on a sticky note.

For the opening activity, ensure students understand the task before asking them to complete it. Use mime and repetition to explain the task. Allow students who are reluctant to self-assess in public to respond privately by recording their self-assessment on a sticky note.

A. Triad Action Plan - W.7.4, W.7.5 (15 minutes)

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

"I can collaborate with my group to strengthen our documentary script by planning and discussing how to focus on purpose and audience."

• Inform students that in this lesson they will work in triads to plan the rest of their documentary script and then each independently write one part of the script.

• Ask students to remain in their triads and retrieve their copies of their action plan journal, Documentary Script Planner, and the texts from Module 4. Explain to students that during this planning period, they will continue to draw information from their journal and texts to record their ideas on their planner.

• Inform students that, in order to write the script, they must discuss their action plan, the information they have gathered from their research, the conclusions they have drawn, and the message they wish to convey in their documentary. As necessary, remind students that their triad action plan is similar to the personal action plans they have been working on outside of class. They will need to share what they have been researching and doing outside of class to make sure they can combine everyone's experiences and ideas into one triad action plan for the script.

• Ask triads to continue planning their documentary script. As necessary, prompt with the following questions:

"What information about the action plan will you include in your documentary film script? What key ideas and details will you include to explain your action plan?"

"What is the argument your are making in this documentary film clip about how to solve the problem of plastic pollution? What information from your research do you need to include to make your argument strong?"

"What key ideas and reflections do you want to include in the conclusion?"

• Circulate to ensure students are focused and planning their script effectively, using sample responses in the Documentary Script Planner (example for teacher reference) as necessary. Also, encourage those students who are struggling to reread the Model Documentary Script: "Lunch, Hold the Plastic" for ideas on what to include and why.

• Refocus the class and ask students to Think-Triad-Share about the following questions:

"What is the purpose of the documentary film clip?" (To convince others to take an action to stop plastic pollution.)

"How and where should the purpose be addressed in the documentary film script?" (Responses will vary.)

"Who is the audience for our documentary film script?" (Responses will vary.)

"How and where should the audience be addressed in the documentary film script?" (Responses will vary.)

• Invite students to consider where in the discussion they had the most ideas: about the information, argument, or conclusion? Encourage students to decide among their triads who will write the script for each part, preferably with students taking the section they are most interested in discussing. Remind students that their writing choices are the following:

  • An argument section about how the action research project can impact change with plastic pollution

  • An information section about the action research project

  • A conclusion reflecting on the project and leaving the viewer with a strong feeling and sense of social action

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

MEETING STUDENTS' NEEDS 

In Work Time A, encourage students to use some of the triad action plan time to discuss their ideas for each section of the rest of their documentary script, recording their ideas on the Documentary Script Planner. Oral rehearsal ensures students can articulate their ideas.

See For Lighter Support. Additionally, for students who require heavier supports, provide the sentence frames from the Closing and Assessment A support below for them to use as they discuss their ideas. 

A. Draft a Documentary Clip Script – SL.7.4 (25 minutes)

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

“I can write my documentary script with claims and findings, emphasizing important points in a focused, clear manner.”

“I can write my documentary script with key descriptions, facts, details, and examples.”

• Inform students that, together, they will now draft the other three sections of their documentary script: the argument section, the action plan section, and the conclusion. Remind students that they just discussed ideas about each of these sections and took notes on their Documentary Script Planner to plan their writing. Explain that each member of the triad will use this information to write one section of the documentary script. If students need more support, encourage them to orally rehearse with a partner what they will write in their section. They may also study the Model Documentary Script for ideas. ▲

• Circulate and provide support to students as needed, directing them to the Documentary Script Planner as well as the language and structures used in the same section of the Model Documentary Script.

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

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

MEETING STUDENTS' NEEDS 

Encourage students to use the corresponding section of the Model Documentary Script as a template for their own writing. Provide sentence frames from the model script for students to form the sentences for their own script. As necessary, work with students to identify which sentences would work in their own script, or provide sentence frames such as the following:

Argument: 

Do you know . . . 

According to . . .

There are many forms of plastic pollution, but let's just focus on . . .

. . . writing for . . . reports that . . .

Also, . . . 

It is clear that . . .

Action Plan:

Thinking about what to do about plastic pollution can be . . .

But the more I researched, the more it seemed the best way I could start to reduce plastic pollution was by . . . 

I knew from my research that . . . 

So here's what I did . . . 

In fact, I even found . . . 

 Conclusion:

It felt good to . . .

In order to keep myself motivated, I . . . 

It also helped to . . . 

According to . . . 

In my research, I found that . . . 

I will continue to . . . 

I will . . .