A. Engage the Learner (5 minutes)

• Return End of Unit 2 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lessons 6-7. Students choose whether to share their goals for this assessment with a partner.

• 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.

A. Language Dive: Model Documentary Script, Argument Section - SL.7.4 (15 minutes)

• Repeated routine: Follow the same routine as with the previous lessons to facilitate a Language Dive with the following sentence from the Model Documentary Script:

  • "According to the documentary A Plastic Ocean, '80 million tons of waste in the U.S. alone, every year, comes from plastic food packaging.'"

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: Model Documentary Script, Argument Section (for teacher reference)

  • Language Dive: Model Documentary Script, Argument Section Sentence Chunk Chart (for teacher reference)

  • Language Dive: Model Documentary Script, Argument Section note-catcher (example for teacher reference)

  • Language Dive: Model Documentary Script, Argument Section note-catcher

  • Language Dive: Model Documentary Script, Argument Section sentence chunk strips

MEETING STUDENTS' NEEDS 

During the Language Dive of Work Time A, students analyze the use of evidence and a modifying phrase to support a claim in the Model Documentary Script. Invite students to remind their classmates of what a modifying phrase is (describes or modifies a noun) and where they should be placed in a sentence (near the noun they modify). Ask students to skim the Model Documentary Script to find additional examples of modifying phrases and share them with their classmates, identifying the nouns they modify. Teaching others helps students confirm their knowledge of language structures.

During the Language Dive of Work Time A, some students may need additional support as they complete the sentence frame in the Practice section (According to the text _______.). Allow time for students to work in their triads to find evidence they have included in their documentary script and use this frame to convey the evidence.

B. Tuning Protocol - W.7.5 (30 minutes)

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

"I can revise and strengthen a documentary script, focusing on how well the purpose and audience have been addressed."

• Explain to students that they will now share their script with another triad to get feedback on the content. Allow several minutes for triads to determine who will read the narrative lead. (See Teaching Notes for suggestions on dividing the narrative lead.) Other sections will be read by the person who wrote the section.

• Move students into groups with their own documentary triad and another documentary triad, and invite them to label their groups A and B.

• Distribute sticky notes.

• Focus students on the Work to Contribute to a Better World anchor chart, specifically "I use my strengths to help others grow." Remind students that as they work to critique the other triad's work, they will need to use their strengths, as well as other important character traits and academic mindsets. Ask students:

"Which academic mindsets and character traits are required to provide feedback, and why?" (To provide feedback, you must feel that the work has value for you, otherwise the feedback you give won't be very strong. To provide feedback, you must be able to collaborate and have empathy and compassion, because you need to work well with others to give and take feedback, and you need to be aware and considerate of the feelings of those receiving feedback so you will share it well.)

"Which academic mindsets and character traits are required to receive feedback, and why?" (To receive feedback, you must feel that your ability and competence grow with effort, so that you're able to take the feedback and use it to improve your work. To receive feedback, you must be able to persevere, so that you keep working to improve your writing.)

• Tell students they will provide the other triad with kind, specific, and helpful feedback against the first three criteria on the Presentation checklist.

• Direct students' attention to the Peer Critique anchor chart, and remind them of what peer critique looks and sounds like.

• Display, distribute, and read aloud Directions for Tuning Protocol. Invite students to ask questions to ensure that they understand the protocol. Remind them of the Tuning protocol they participated in during Unit 2.

• Tell students that for this tuning protocol, those students giving feedback can play the role of producers, who are responsible for giving feedback on the documentary and making sure it is the best it can possibly be. Students giving feedback should focus on the first three rows of the Presentation checklist, putting themselves in the roles of listeners and telling the presenting group whether their content is clear and engaging. Explain to students that in the following assessment activity, they will revise their scripts in response to this feedback.

• Invite students to retrieve their documentary script drafts and Presentation checklists. Then instruct students to begin the Tuning protocol.

• Circulate to support students as they work to give feedback to one another. Emphasize that students are not to make revisions yet, as they will do so in the following assessment activity.

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

MEETING STUDENTS' NEEDS 

For the Tuning protocol in Work Time B, ensure each student has a copy of the script under review so they can follow along. Provide sentence frames for students to use in giving feedback. For example:

This section/sentence/example is good because . . .

In this section/sentence/example, can you try . . . because . . .

A. Mid-Unit 3 Assessment: Revise and Edit a Documentary Script - W.7.5 (40 minutes)

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

"I can revise and strengthen a documentary script, focusing on how well purpose and audience have been addressed."

• Tell students they will begin revising their portion of the documentary script drafts for their effective use of claims and findings (including points, key descriptions, facts, details, or examples) to address the purpose and audience. Remind them that they should refer to the criterion just reviewed on the Presentation checklist, the feedback from a peer during the Tuning protocol, and their analysis of the Model Documentary Script as they revise. They may also need to consult their copies of the texts from Module 4 for additional examples, details, or facts.

• Ensure students use a different colored pen or pencil from the one they drafted their script, so that their revisions can be easily assessed.

• Focus students on the Work to Become Effective Learners anchor chart, specifically "I take responsibility." Remind students that since they will be self-assessing and revising their work, they will need to take ownership of their writing and think about how to change or improve it.

• Emphasize that they should revise only where it is necessary (e.g., adding points, key descriptions, facts, details, or examples) only when necessary to better address the purpose of the presentation and the intended audience).

• Invite students to begin making revisions.

• 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 

Before the mid-unit assessment in Closing and Assessment A, challenge students to underline key vocabulary in the assessment directions as they are read aloud to the class. Also, invite students to restate or clarify information for students who need heavier support. These supports ensure that students understand the assessment task.

Before the mid-unit assessment in Closing and Assessment A, read the directions for the assessment aloud slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

For the assessment, students may be overwhelmed by the amount of criteria and may be better served to focus on one or two criteria from the checklist. Limiting students' focus will ensure greater success on the revision task.