MCES Module - LifestyleChoices Affect U.S. Impact on

the Environmentby Chris Hoffman and Diana L. Rogers

Montgomery County Environment Services offer tours of the Montgomery County Environmental LearningCenter Tours. This LDC Module is recommended as a pre-and or post-lesson before and after the tour.During the tour, students can use the information as one of their text sources. The focus in on Ohio'sLearning Standards: "some of Earth's resources are limited." Some of Earth's resources become limited dueto overuse and/or contamination. Reducing resource use, decreasing waste and/or pollution, recycling andreusing can help conserve these resources.

GRADES

6 - 7DISCIPLINE

ScienceCOURSE

SciencePACING

4hr

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Section 1: What Task?Section 1: What Task?

Teaching Task

Task Template IE3 - Informational or Explanatory

How do U.S. lifestyle choices impact the environment? After reading articles: Greendex Americans 18th -National Geographic and What to do with all the old TVs, laptops and cell phones people throw away? , write areport in which you explain how U.S. lifestyle choices impact the environment. Support your discussion withevidence from the texts.

Standards

Common Core State Standards for English Language Arts & Literacy in History/Social Studies,Science, and Technical Subjects

Texts

RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences fromthe text.

RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarizethe text.

RI.5.7 Focus

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to aquestion quickly or to solve a problem efficiently.

RI.5.9 Focus

Integrate information from several texts on the same topic in order to write or speak about the subjectknowledgeably.

W.5.4 Focus

Produce clear and coherent writing in which the development and organization are appropriate to task,purpose, and audience.

W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning,revising, editing, rewriting, or trying a new approach.

W.5.7 Focus

Conduct short research projects that use several sources to build knowledge through investigation of differentaspects of a topic.

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EPA Article Advancing Sustainable Materials Management 2013 Facts.pdf

Article Old TVS laptops cell phones.pdf

Greendex-Americans_FINAL-cb1409253792.pdf

Recommendations for Sustainable Lifestyle.pdf

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Informational/Explanatory Rubric for Grade 6-12 Teaching Tasks

Not Yet

1

ApproachesExpectations

2

Meets Expectations

3

Advanced

4

Focus

Attempts to address promptbut lacks focus or is off task.D: Attempts to addressadditional demands but lacksfocus or is off task.

Addresses promptappropriately but with a weakor uneven focus.D: Addresses additionaldemands superficially.

Addresses promptappropriately and maintains aclear, steady focus.D: Addresses additionaldemands sufficiently.

Addresses all aspects ofprompt appropriately andmaintains a stronglydeveloped focus.D: Addresses additionaldemands with thoroughnessand makes a connection tocontrolling idea.

Controlling IdeaAttempts to establish acontrolling idea, but lacks aclear purpose.

Establishes a controlling ideawith a general purpose.

Establishes a controlling ideawith a clear purposemaintained throughout theresponse.

Establishes a strongcontrolling idea with a clearpurpose maintainedthroughout the response.

Reading/Research(when applicable)

Attempts to presentinformation in response to theprompt, but lacks connectionsor relevance to the purpose ofthe prompt.

Presents information fromreading materials relevant tothe purpose of the prompt withminor lapses in accuracy orcompleteness.

Presents information fromreading materials relevant tothe prompt with accuracy andsufficient detail.

Accurately presentsinformation relevant to all partsof the prompt with effectiveselection of sources anddetails from reading materials.

Development

Attempts to provide details inresponse to the prompt,including retelling, but lackssufficient development orrelevancy.

Presents appropriate details tosupport the focus andcontrolling idea.

Presents appropriate andsufficient details to support thefocus and controlling idea.

Presents thorough anddetailed information to stronglysupport the focus andcontrolling idea.

Organization

Attempts to organize ideas,but lacks control of structure.

Uses an appropriateorganizational structure toaddress the specificrequirements of the prompt,with some lapses in coherenceor awkward use of theorganizational structure

Maintains an appropriateorganizational structure toaddress the specificrequirements of the prompt.

Maintains an organizationalstructure that intentionally andeffectively enhances thepresentation of information asrequired by the specificprompt.

Conventions

Attempts to demonstratestandard English conventions,but lacks cohesion andcontrol of grammar, usage,and mechanics. Sources areused without citation.

Demonstrates an unevencommand of standard Englishconventions and cohesion.Uses language and tone withsome inaccurate,inappropriate, or unevenfeatures. Inconsistently citessources.

Demonstrates a command ofstandard English conventionsand cohesion, with few errors.Response includes languageand tone appropriate to theaudience, purpose, andspecific requirements of theprompt. Cites sources usingan appropriate format with onlyminor errors.

Demonstrates and maintains awell-developed command ofstandard English conventionsand cohesion, with few errors.Response includes languageand tone consistentlyappropriate to the audience,purpose, and specificrequirements of the prompt.Consistently cites sourcesusing an appropriate format.

ContentUnderstanding

Attempts to includedisciplinary content inexplanations, butunderstanding of content isweak; content is irrelevant,inappropriate, or inaccurate.

Briefly notes disciplinarycontent relevant to the prompt;shows basic or unevenunderstanding of content;minor errors in explanation.

Accurately presentsdisciplinary content relevant tothe prompt with sufficientexplanations that demonstrateunderstanding.

Integrates relevant andaccurate disciplinary contentwith thorough explanationsthat demonstrate in-depthunderstanding.

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Background for Students

Some of Earth's resources are limited due to overuse and/or contamination. Changing lifestyle choices mayreduce resource use. Student will identify other ways that lifestyle choices impact the environment (i.e. goods -reuse, reduce, recycle; energy efficient; housing, transportation, food).

Extension: Collect and analyze the waste one person generates in a week. Determine if this amount is typical ofthe average U.S. citizen. List the type of resources that are limited and unlimited, explain why certain resourcesare limited and how we can conserve resources.

Extension

Extension Suggested: Conduct a waste audit in the school and write a report with recommendations forimplementing a school-wide reduce, reuse and recycling program.

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Section 2: What Skills?Section 2: What Skills?

Preparing for the TaskACTIVATING PRIOR KNOWLEDGE:

READING OF THE RUBRIC:

Reading ProcessANNOTATION:

NOTE-TAKING: Ability to select important facts and passages for use in one's own writing.

ESSENTIAL VOCABULARY:

Transition to WritingDEBATE:

PREPARING FOR WRITING: Ability to begin linking reading results to writing task.

Writing ProcessESTABLISHING THE CONTROLLING IDEA: Ability to establish a claim and consolidate informationrelevant to task.

PLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to anargumentation task.

INTRODUCTORY PARAGRAPH:

BODY PARAGRAPHS:

CONCLUDING PARAGRAPH:

PEER EDITING:

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Section 3: What Instruction?Section 3: What Instruction?

PACINGSKILL ANDDEFINITION

PRODUCT ANDPROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES

Preparing for the Task

40 mins ACTIVATING PRIORKNOWLEDGE:

QUICK WRITEGenerate a Quick Writebefore, during, or afterreading in response to theteacher's prompt.

Meets expectationsif student:

Completes a 3-5sentenceinformal QuickWrite.Addresses theteacher's promptin the QuickWrite.Incorporateshis/her priorknowledge,connections, andpredictions in theQuick Write.

Note: Typically aQuick Write isgraded only forcompletion, not forquality or accuracy.

Introduction: Explain that a Quick Write helps engagestudents in thinking about a content topic before,during, and after reading. As a warm-up, Quick Writesfocus attention on activating prior knowledge, criticalthinking (by making connections, predictions, etc.), andsetting a purpose for reading. After reading, they canpromote critical reflection (through summary,synthesis, explanation, and questioning).

1. Stress that in a Quick Write, students write freely for2-10 minutes about whatever comes to mind inresponse to previewing a text or a prompt withoutconcern for conventions (e.g. organization, spelling, orgrammar).

2. To model, the teacher reads a text to the class anddemonstrates a Quick Write. The focus here is on theideas generated, thus emphasizing how some of theideas are disorganized or disjointed and that's okay.

3. Introduce the prompt or a text to be read. Givestudents an opportunity to skim the text, illustrations,captions, etc. to get a sense of the text's main ideas.

4. Provide a focus for the Quick Write. Below are somesuggestions:

• Make predictions, inferences, and hypotheses.

• Connect to background information or students’ lives.

• Explain content concepts or vocabulary (e.g. whatdoes "bully" mean?)

• Critical thinking (e.g. respond to statement posed inthe text: vending machines should not be allowed inschools).

• Summarize what was learned (e.g. In your ownwords, summarize the article: What was the thesis, ormain point? What specific details or examples did theauthor use for support? Did particular passages orphrases make a particular impression on you? Do youagree or disagree with the author? Why?)

5. Invite students to voluntarily share and revisit theirQuick Writes. Check in periodically with students totrack progress, spot difficulties, offer feedback, andfollow-ups to their Quick Writes.

*See below under Teacher Resources for moreinformation about the rationale behind Quick Writesand for sample prompts.

Standards:

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CCR.W.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of tasks, purposes, and audiences.

W.6.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.6.10 : By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, withscaffolding as needed at the high end of the range.

CCR.R.10 : Read and comprehend complex literary and informational texts independently and proficiently.

Additional Attachments:

Quick Writes: Heinemann

Quick Writes: Scholastic

Quick Writes: Literacy Support Initiative

40 mins READING OF THERUBRIC:

WHAT WILL COUNT ASA STRONG ANSWER?Complete the "What WillCount as a StrongAnswer? Handout".

Student work meetsexpectations if itincludes areasonable set ofwords for eachdescriptor.

Provide students with computer access or thesauri.With the handout, demonstrate how you wouldrestate the first descriptor, and ask students forsuggestions on how to restate the second one.Example: "One of the major components of therubric is FOCUS. In order to meet this expectation, Iwill need to - Address the prompt appropriately andmaintain a clear, steady focus. Another way ofsaying this is - I will need to answer the essayquestion and stay on topic throughout my paper. Ifthere is a word that I need to paraphrase, I can usemy thesaurus to find a synonym. Remember, asynonym is - a word that means exactly or nearlythe same as another word. For example shut is asynonym of close.Have students fill in the others individually.Discuss as a class.Ask students to revise their answers before turningthem in.

Source: www.dictionary.com

Standards:

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidencewhen writing or speaking to support conclusions drawn from the text.

Additional Attachments:

What Will Count as a Strong Answer? Handout

Reading Process

30 mins ANNOTATION: ANNOTATING TEXTRead the text and makeannotations eitherindividually or with apartner. Then, reflect witha partner to share yourannotations.

Studentsknow the valueand purpose ofannotating text. Studentsdemonstratea procedure forannotating text. Students

Note. For students new to annotating text, they willbenefit from an instructional sequence that graduallyreleases responsibility from teacher to student.Students will greatly benefit from explicit instructionthat provides an instructional rationale for annotating,demonstrates a procedure for annotating, and modelshow to apply annotations to enhance comprehension.

1. Tell/remind students the benefit of annotating text

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apply annotationsto help determinemeaning and tolocateinformation. Studentsapply annotationsto resolvequestions,queries, andsurprises.

while reading: annotations mark important or confusingideas in the text -they are more effective thanhighlighting because the symbol you choose indicateswhy you marked the text.

2. Handout and review an annotation guide that showsstudents how to mark text (there are two samplehandouts below that can be adapted). You can addfeatures such as number the paragraphs in the textand write a "gist" statement for each chunk of text.

3. Model/Guided Practice. Demonstrate to studentshow to move through a text and make notes. Whenfinished, demonstrate how to resolve confusions andhow to synthesize across the gist statements.

4. Student Practice. Give students an opportunity topractice making annotations with a short text. Studentscan either work with a partner or annotateindependently and then reflect with a partner to shareannotations.

5. Reflection. Bring the class back together to discussthe annotating activity: what was hard, what was easy,what were some observations?

6. Review the benefits of annotation and encouragestudents to continue to use this active readingstrategy.

Standards:

RI.6.2 : Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct frompersonal opinions or judgments.

RI.6.1 : Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.3.2 : Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.4.2 : Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.5.2 : Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.1 : Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.1 : Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from thetext.

Additional Attachments:

Annotation Bookmark

Note catcher: A Day in the Life

50 mins NOTE-TAKING: Abilityto select importantfacts and passages foruse in one's ownwriting.

SPLIT PAGENOTETAKINGComplete the Split PageNote Taking Handout orNotebook Guide* by doingthe following:

1. In the right column,write down the mainideas and key pointsfrom what you haveread in the text or from

Also see RubricCards in theTeacher Resourcessection.

Work MeetsExpectations if:

Formatting iscorrect (the pageis split with ideasand notes from

* Disclaimer: This strategy can be used for oral lecturesor for taking notes after reading a complex text. It is tothe teacher's discretion to decide what information istargeted for the notes.

If using the handouts: Distribute one handout to eachstudent. Instruct students to write the title of the text orlecture at the top of the page.

If using notebooks: Instruct students to draw a linedown the length of the page, about 3 inches from theleft margin. At the top of the left column, instruct them

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what you have heardduring the lecture.Watch for cues fromthe teacher forimportant points, andbe sure to noteanything he or shewrites on the board.Write down ideas andconcepts that areworthy of revisiting andthat will support you incompleting your writingproduct (or whatevertask is beingaddressed in theclassroom).

2. In the left column, writedown cues and keywords from what youhave read or heard aswell as questionspertaining to thatinformation. Thesequestions should makeyou think deeper aboutthe information andconnect it to existingideas or topics.Additionally, if you arecompleting a writingtask, the questions youwrite in the left columnshould connect to yourwriting task.

3. At the bottom sectionof the split page, inyour own words and incomplete sentences,write a 3 – 4 sentencereflection paragraph.Your reflection shouldsummarize the mainconcepts of the notes,be accurate, andcontain adequatedetails.

* If you are recordingnotes in yournotebook, draw a line 1/3of the way through thehorizontal axis.

the lecture/texton the right andquestions andkey words on theleft)Two or moremain ideas arenotedInformationselected fornotes are of highquality andconnect to thetask at handLeft columnincludesquestions worthyof closeinspection andrevisitingSummaryreflectionincludes mainconcepts gleanedfrom thestudent's notes,is accurate, andis detailedenough todetermine whatthe student haslearned

Work NeedsImprovement if:

Formattingissues preventthe student fromaccuratelyreferring to thenotesOnly one mainidea is noted ormain ideas notedlack accuracyInformationselected fornotes make littleconnection to thetask at hand or isunnecessaryQuestions orwords selectedfor the leftcolumn are of lowquality and do notwarrant revisitingthe notesSummaryreflection ismissing orinaccurate; it is

to label that column "Key Words/Questions about theImportant Ideas" and label the right column "ImportantIdeas from the Text/Lecture." Tell students to write thename of the text (or lecture) at the top of the page.

Model the process of taking split page notes prior toreleasing the full responsibility to students.

1. Use the first two paragraphs of the text to model.Think aloud as you read, pausing to clarify why youchose to note that part of the text.

2. Model how to use the left column for keywords andor questions, making certain to state why the wordwas chosen or how the question connects to theircurrent task, writing or otherwise.

3. Repeat this modeling with the next paragraph,prompting the students to identify important ideasand concepts as you mark on the handout.

4. Invite students to identify key words or questions forthe left column. (If students are listening to alecture, pause to model the note taking processafter important ideas are presented.)

5. After modeling is complete, instruct students torepeat this process on their own (or in peer groups)with the remainder of the text or lecture.

6. Instruct students to complete the reflectionparagraph in which they summarize what they havegleaned from the lecture or text, makingconnections to the notes they took.

7. Permit students to communicate with their peergroups to exchange information and talk about whatnotes they chose to take and what they learnedfrom the information provided through lecture or textfor approximately 5 minutes.

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difficult toascertain whatthe student haslearned

Standards:

CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidencewhen writing or speaking to support conclusions drawn from the text.

CCR.R.2 : Determine central ideas or themes of a text and analyze their development; summarize the key supporting details andideas.

Additional Attachments:

Split_Note_Taking_Rubric_cards.docx

Split Page Notes.docx

20 mins ESSENTIALVOCABULARY:

ESSENTIALVOCABULARY WORDSORTSort the provided essentialvocabulary words intovarious categories (e.g.,parts of a cycle, type ofmicrobe). Then, write anexplanation to justify yourgrouping of vocabularywords.

Meets expectationsif:

The student isable to justifytheir grouping ofwords with afeasibleexplanation.

“Word sorts” help students recognize the relationshipsamong key concepts. Students are asked to sortvocabulary terms into different categories. A word sortmay be used as a before reading assignment toactivate students’ background knowledge or as areview at the end module.

Procedure:

1. In random order, write words on board or provide thevocabulary words on small cards. Note: If you aredoing this activity at the beginning of a module, you willneed to define these words for students or make timefor them to find the definitions themselves.

2. Students copy each vocabulary word on an indexcard or a sticky note )or use the provided cards).

3. Individually or in pairs, students sort the words intocategories. Instruct students to group words accordingto meanings, not according to some superficial traitsuch as length of word.

4. Students next create a fitting title/label for eachgroup of words.

5. Students then write an explanation to justify theirthinking process to sort the words.

6. Students finally share their explanation with theclass or another group.

This process enables students to review (or learn)terms and to practice classification. Be prepared tocruise the room to help students create logical wordgroupings (since there is not one right answer).

ALTERNATIVE:

“List—Group—Label” is similar to a word sort.However, in a List-Group-Label, students alsogenerate the list of terms. The teacher provides thetopic, and students brainstorm a list of terms. Thenstudents categorize the terms and assign a title/label toeach category. This activity can be used to activatebackground knowledge before starting a new unit(“What do you know about World War II?”) or as

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review at the end of a unit (“List—group—label termsrelated to French cooking”).

Standards:

CCR.L.6 : Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabularyknowledge when encountering an unknown term important to comprehension or expression.

CCR.L.3 : Apply knowledge of language to understand how language functions in different contexts, to make effective choices formeaning or style, and to comprehend more fully when reading or listening.

Additional Attachments:

PowerPoint to support the Word Sort Activity

Strategy 10 Word Sort

LDC Essentail Vocabulary

Transition to Writing

40 mins DEBATE: DEBATE(PARTICIPATION ANDGRAPHIC ORGANIZER)Complete the graphicorganizer by (1)Describing on side of anarguable viewpoint, (2)Stating three reasons thatwould convince someonethat your viewpoint isvalid, (3) Writing 3 facts orexamples to support eachof your main reasons, and(4) Concluding yourargument by summarizingthe most important detailsof the argument. Finally,participate in the classdebate by orallyexplaining your viewpoint.

- Viewpoints areclear and organized.- Arguments aresupported with factsand examples.

- All supportingarguments arerelevant.

- All arguments arestrong andconvincing.

- Voice can alwaysbe heard.

- Student is wellprepared withcompleted graphicorganizer.

Session 1 -1. Explain that the class is going to have a debateabout ________ (persuasive topic).

2. Assign students to groups and stances. Groupsshould be no larger than four students per group, but atleast three students. Half of the groups will beassigned to the For stance; the other half will beassigned to the Against stance. (For example, a classwith 24 students will have six groups of four studentseach, and three of those groups will be for the change,three against it.) You will decide who is assigned towhich stance. Discuss with students that this is simplyan activity to teach a concept, and they may or maynot be assigned to the group that they agree with.

3. Provide students with text. Ask them to read the textthoroughly and highlight or underline important ideasthat will help them in their debate. Also, ask students towrite at least three questions about this text in themargins, to be addressed at the beginning of the nextsession.

4. Help students answer their questions about the text.

5. Show students the Debate Graphic Organizer andexplain that they will use it to formulate theirarguments. For the Goal or Thesis step, ask studentsto write a sentence explaining what they hope toaccomplish during the debate.

6. Each student is to come up with three reasons he orshe is for or against ________ [topic] (depending ontheir assigned stances, regardless of students? initialopinions) along with three pieces of support (from theprovided text). Encourage students to think ofcompromises and alternatives that will appeal to theiropposition. What middle-ground might appeal to themost people? How does the text support thesecompromises?

Session 2 -

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1. When they have finished their Debate GraphicOrganizer they should meet in their small groups (3 or4 members) to share their goals, reasons, and supportwith their group members. The purpose of the smallergroups initially is to keep the logistics around planning,sharing, and debating manageable, since groupslarger than four aren?t generally a good idea.Ultimately, several small groups will work together todebate.

2. Explain that each group is to elect a grouprepresentative to choose a ?group goal,? from the 3 or4 individual goals, to present during the debate. Toensure that goals aren?t repeated, grouprepresentatives will meet for the For and Againstgroups to choose a ?group goal? for every group ontheir side. (Example: One of the ?Against? groupsmight use this as their goal: Our goal is to convincepeople ___________. Our main reason for this is that_________. The support to back this up was found inthe article we read. It stated that __________.)

3. Group representatives will now meet withrepresentatives from other groups who are alsoarguing their stance (For or Against). They should takeall of their group members? Debate Graphic Organizerwith them. The purpose of this meeting is for all groupswho are arguing the same stance to be aware of all ofthe proposed goals, reasons, and support for theirstance and to make decisions about how to create thestrongest argument. They may find that some of thegoals, reasons, and support overlap or are weaker thanothers, so they will need to make decisions aboutwhich goals, reasons, and support will be used duringthe debate and by which groups.

***While representatives are making these decisions,the other group members can decide who will be thefirst speaker/presenter for each group during thedebate. Each group will alternate with the opposingside, speaking one at a time.

4. Once the representatives make these decisions,have them return to their groups and share the debateplan. (Example: If you have a class of 24 students andthere are three groups arguing for _______ and threegroups against it, then the three For groups will need toagree on a plan for how they will try to persuade theAgainst groups to change their minds. This is what therepresentatives will help the groups do. All of the ?For?groups will work together during the debate, as will allof the Against groups, taking turns giving reasons andsupport to back up their stance.)

5. Once each group has decided which goals, reasons,and support to use during the debate, ask them toorganize themselves in an order. Which group will givewhat goal, reasons, and support first, second, andthird, etc.? Students should write this order down intheir notebooks or a piece of paper to keep track forthemselves.

6. Have students arrange their desks so that the Forgroups are facing the Against groups. If the room

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doesn?t allow for that, it will work to put desks in acircle. Encourage groups to arrange themselvesaccording to which group will go first, second, third,etc.

7. Flip a coin to decide who will go first.

8. Explain that students should take notes on theopposing arguments so that they can make a clearrebuttal. (Explain that a rebuttal argues against theargument that has been laid forth by the opposingside.)

9. Opening Arguments: Each side will alternate. So ifthe For side gets to go first, they will give one goalalong with reasons and support for that particular goal.Then the Against side will do the same. Each side willalternate this way until all groups have given theirgoals, reasons, and support.

10. Rebuttal: Now the groups are ready for rebuttal.Ask students to look at the notes they have taken onthe opposing side?s arguments. Tell them to raise theirhands when they are ready to refute one of thosearguments. When students make their rebuttals, theymust briefly summarize what the opposing side said toremind everyone of the point they are arguing against.Call on students on each side, one at a time, to makerebuttals. Give each side at least three chances torebut before moving on to the next step.

11. Ask students to stand up and move their desksback to their usual places. Now ask them to return tothe designated place they were in on the first day ofthe activity, either For, Against, or Undecided.

12. Tell the class that they now have the opportunity toreevaluate their original position by moving to a newposition.

13. Discuss why people did or didn't change theirminds. What aspects of the final debate were mostpersuasive? What aspects made students want to stayput?

Additional Instruction

Instructional Strategies and Handout adapted from:Jamie R. Wood and NCTE

Standards:

CCR.SL.4 : Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and theorganization, development, and style are appropriate to task, purpose, and audience.

CCR.W.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant andsufficient evidence.

Additional Attachments:

Debate - Instructional Strategies.doc

Debate Graphic Organizer.pdf

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30 mins PREPARING FORWRITING: Ability tobegin linking readingresults to writing task.

GRAPHIC ORGANIZER -3 - 5 PARAGRAPHESSAYNot Provided

Not Provided Not Provided

Writing Process

40 mins ESTABLISHING THECONTROLLINGIDEA: Ability toestablish a claim andconsolidate informationrelevant to task.

WRITE A CATCHYOPENING LINERead and evaluate thedifferent types of catchyhooks. Practice writingsome catchy hooks ofyour own. Make revisionsto your openers based ondiscussions with yourpeers. Choose your bestopener as an introductionto your paper.

Student canarticulate thepurpose ofcreating a catchyopening line. Student canname severaldifferent types ofopening lines(e.g. quote,anecdote, fact,etc.)Student can writeseveral differentexamples of anopener for asingle topic. Student revisesand builds onwrittenwork based onclass and peerdiscussion.

Introduce what it means to write a catchy opening line

Explain the purpose of writing Catchy Hooks: evennon-fiction writers use a little creative writing inorder to convince their audience right from thestart that the article is interesting and worthreading. Show examples of opening lines. Explain that thereare several approaches to writing opening lines.Introduce the Catchy Hooks handout (you canintroduce the handout in sections if you choose). Asa class, read through the types of openers and theirexamples. Ask students to think-pair-share to rank order thehandout examples from interesting to least andexplain their thinking.Bring class together to share their thoughts.Brainstorm more examples to add to the list andwrite on the board.

Practice writing your own catchy opening lines

Give students a chance to independently create 3-5versions of the openers related to their own writingtopic. Give students the opportunity to voluntarily shareopeners with a peer. Recruit a few volunteers toshare their opening line with the whole class. Writestudent examples on the board. Ask students to conclude by making any changesor additions to their openers based on the classdiscussion.

Standards:

W.5.2 : Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Additional Attachments:

Catchy Hooks

2 hrs PLANNING THEWRITING: Ability todevelop a line ofthought and textstructure appropriate toan argumentation task.

DEVELOPING OPINIONSAND RESPONDING TOOBJECTIONSCompletethe accompanying graphicorganizer, "If I CouldChange OneThing." Choose a topic ofpersonal interest anddetermine the targetaudience. Provide threereasons why this change

Level 3 - Students:(1) select a topic ofpersonal importanceand establishcredibility (i.e. anexplanation of whythey are atrustworthy source)to speak about thetopic, (2) list threerelevant reasons tosupport their

This exercise will help students learn how todevelop an opinion (claim), provide supportingevidence, identify audience objections(counterarguments) and create responses to theobjections, even before they have been exposed tothe vocabulary of argumentation.

Some Considerations:

It would be helpful to discuss the context of theassignment with the students and introduce thestudents to the graphic organizer. This exercise willhelp them organize their thoughts so they can plan

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is important or necessaryand an example orfact that will reinforceeach reason. Next,consider the perspectiveof your audience. List twoor three objections theaudience might make.Create a response to eachobjection. Finally, developa personalizedintroduction andconclusion.

position, (3) supplyrelevantexamples/facts tosupport eachreason, (4) listrelevant audienceobjections, and (5)use a logical oremotional appeal toconnect theirresponse to theobjection.

Level 2 - Students:(1) select a topic ofpersonal importance,(2) list three relevantreasons (i.e. reasonsdirectly connected tothe topic at hand) tosupport theirposition, (3) supply arelevant example orfact to support eachreason, (4) list two orthree relevantaudience objections,and (5) connect theirresponse to theobjection.

Level 1 - Students:(1) select a topic, (2)list three of reasonsto support theirposition, (3) supplyan example orexplanation tosupport eachreason, (4) list two orthree audienceobjections, and (5)respond to eachobjection.

a brief presentation that will be delivered to their"target audience" (the person(s) who could enactthe change). As they brainstorm topics and choosetheir target audience, they should also consider theoverall 'reasonableness' of the change they areproposing and their chance of success. This mightalso be a good time to provide a brief introduction tothe persuasive techniques of Ethos (credibility),Pathos (emotional appeals) and logos (logicalappeals).Many students will be familiar with the process oftrying to convince family and friends. However,some students may need a refresher. As a class,you could select an important change, perhaps aschool-related topic. Then using a documentcamera, the class could construct a sample graphicorganizer together. This organizer should beavailable for reference to students whole theycomplete their own organizer. This type ofmodeling is particularly important for studentswho struggle to come up with and explain ideasin writing.If students need additional support during therefresher-phase, you could pair students as theygenerate ideas for each section of the graphicorganizer and save the class derived example sothey can refer to it as they develop their individualplan.

Teacher Steps:

Hour 1-- Completing pages 1 and 2 of the organizer

**I strongly recommend modeling this process withthe class on the document camera/ overheadBEFORE asking students to do it on their own.

1. Pass out the Graphic Organizer. Ask students totake a few minutes to make a list of two or three thingsthat they would like to change, if they could. Themagnitude of the change doesn’t matter. The focus ofthe change should be personal. The student shouldalso be able to express why the change is important,who their target audience will be, and evaluatetheir potential for success.

2. Ask the student to select one of the topics to usefor the remainder of the exercise. Remind students tochoose something they really care about, as they willbe working on this for a while, and presenting to theirtarget audience. Warn students that they must presentthis, so they should pick a topic and audience they feelcomfortable talking about/ to. They should place thistopic on the line just below the brainstorming list on thegraphic organizer. Below that statement, they shouldalso note why the change is important to them, identifytheir target audience, and think of a few ways they canestablish personal credibility on the topic.

3. Next, the students will begin to create theirarguments. They should list two or three compellingreasons why they would like to make this change inclear sentences that explain each reason. "Why" is thechange important?.

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4. Moving to the right on the graphic organizer,students should list an explanation, example(illustration) or fact that will reinforce each reason."What" experience or observation backs up myreason?

Hour 2 - Completing pages 3 and 4 of the organizer

**I strongly recommend modeling this process withthe class on the document camera/ overheadBEFORE asking students to do it on their own.

5. At this point, the students should begin to thinkabout the topic through the eyes of the audience. "Putyourself in his, her, or their shoes." Students will thenlist two or three objections (counterarguments) that thetarget audience might raise in opposition to theproposal.

6. Then the students should take a few minutes toresume their position and formulate a valid responsethey can offer up to each of the objections. Willthe responses provide a logical or passionate appeal tothe audience?

7. Finally, ask students to develop an introduction andconclusion based on their reasons, evidence, and responses to the objections.

8. Now, ask students how favorable are their prospectsfor success with their target audience?

Extension:

After the students have completed the graphicorganizer, they should consider the appropriatetime and circumstances to approach their targetaudience with their "change" proposals. Forexample, they might choose a quiet time that is freeof distractions, or a time that has been reserved inadvance. Invite students to practice asking for timewith the person they want to persuade: "I havesomething that I'd like to talk with you about. Canwe find a time that would be good for both of us?"Instruct students on oral presentation skills, andhave them practice these skills in class. Student may also wish to practice their presentationwith a peer in preparation for their presentations.Next, invite students to present their writing to theirintended audience. It is also a good idea to involve the family memberor friend in the process. After the presentation, thetarget audience could provide feedback in the formof a 'reaction' sheet where they comment on theproposal, the student's use of evidence andresponses to counterarguments.

Standards:

W.6.1 : Write arguments to support claims with clear reasons and relevant evidence.

W.5.1 : Write opinion pieces on topics or texts, supporting a point of view with reasons and information

W.4.1 : Write opinion pieces on topics or texts, supporting a point of view with reasons and information

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Additional Attachments:

Sawyer's planning sheet.docx

Lila's planning sheet.docx

Josie's planning sheet.docx

If I could change one thing - graphic organizer.docx

30 mins INTRODUCTORYPARAGRAPH:

INTRODUCTIONPARAGRAPHDevelop an effective andengaging introductionparagraph for your essayincorporating a hook,explanation, and thesis.

Meets expectationsif:

Hook is engagingand relevantExplanationsucessfulybridges hook andargument.Thesis is specific,well articulated,and the actualtopic of thepaper.

*This tool should be used with students who alreadyknow their thesis, not as a tool to develop one.

1. Using the handout, do a think aloud in which youwalk through the steps to develop an introductionparagraph. Think about several hooks, and chose thebest one (emphasizing that the first idea isnt alwaysthe best).

2. Allow students to complete the handoutindependently.

3. Finish with a share, either class wide or betweenpartners.

Standards:

CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

Additional Attachments:

Intro Handout

40 mins BODYPARAGRAPHS:

BODY PARAGRAPHOUTLINEWrite an outline for yourbody paragraph including(A) Topic Sentence; (B)Two Pieces of TextualEvidence with Sources;(D) Analysis; and (E)Summary.

Includes a cleartopic sentencethat states one ofyour reasons.Includes at least2 pieces oftextual evidencewith sources.Includes a min. of3 sentenceanalysis of thetextual evidence,answering thequestions ?sowhat?Includes a min. 2sentencesummary thatconnects thereason back toyour claim.

WARM UP:1. Ask students to respond individually - How do youorganize your ideas before you write? Why is itimportant to organize your ideas?

2. Ask students to turn to the person sitting next tothem and share their response.

3. Ask students to share out responses as a wholeclass.

4. Explain to students the objective for the day.Students will organize their ideas into an outline thatacts as a road map for their body paragraph.

MODELING:

1. Distribute handouts of the sample outline to thestudents OR project the sample outline.

2. Read aloud the outline.

3. Ask students to turn and talk to the person sittingnext to them - What is the topic sentence of theparagraph? What evidence explains or supports thetopic sentence? Why is my evidence important? Howcan you summarize the main ideas of this bodyparagraph?

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4. Ask students to share out responses as a wholeclass.

INDIVIDUAL PRACTICE:

1. Have students work individually to complete theiroutlines.

2. Ask students to share their outline with anotherclassmate. Have each student grade their partner?soutline using the rubric (write the rubric on thewhile/chalk board or project it).

3. Ask students to read aloud sections of their outline tothe class.

CLOSING:

1. Ask students to turn and talk to the person sittingnext to them - What are the different components of abody paragraph outline? How does an outline allow aperson to organize their ideas effectively?

2. Ask students to share out responses as a wholeclass.

Standards:

CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

Additional Attachments:

Body_Paragraph_Outline.doc

Body_Paragraph_Outline.pdf

Body Paragraph-Student Work.pdf

Sample Body Paragraph Outline.pdf

50 mins CONCLUDINGPARAGRAPH:

FISHBOWL: PEERREVIEWParticipate in a fishbowldiscussion and work atrefining the ideas in youressay to prepare yourconclusion.

Meets Expectationsif student:

Comes preparedfor thediscussion.Participates inthe discussionanddemonstratesrespect for theideas of others.Is respectful andattentive to thediscussion whennot in thefishbowl.

Procedure

1. Preparing Students for the Fishbowl. For thepurpose of helping students write conclusions fortheir essays, you might have students write aboutone of the following questions in their journalsbefore beginning the Fishbowl discussion:

How do the ideas in your paper connect to lifetoday? What is the same? What may bedifferent?

What would you like someone to learn fromreading your essay?

What did you learn from the Educator’s Guideunit?

What questions are on your mind after writingthis essay?The Text-to-Text, Text-to-Self, Text-to-Worldstrategy also can be used to prepare students toparticipate in a Fishbowl discussion about the

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relevance of their essays.

2. Setting Up the Room. A Fishbowl requires a circleof chairs (the “fishbowl”) and enough room aroundthe circle for the remaining students to observewhat is happening in the “fishbowl.” Sometimesteachers place enough chairs for half of thestudents in the class to sit in the “fishbowl,” whileother times teachers limit the chairs in the“fishbowl.” Typically having six to twelve chairsallows for a range of perspectives while still givingeach student an opportunity to speak. Theobserving students often stand around the“fishbowl.”

3. Discussing Norms and Rules of the Discussion.There are many ways to structure a Fishbowldiscussion. Sometimes half the class will sit in the“fishbowl” for 10– 15 minutes, and then the teacherwill say, “Switch.” At this point the listeners enter the“fishbowl,” and the speakers become the audience.Another common Fishbowl format is the “tap”system. When students on the outside of the“fishbowl” wish to join the discussion, they gentlytap a student on the inside, and the two studentsswitch roles.

Regardless of the particular rules you establish, youwant to make sure these are explained to studentsbeforehand. You also want to provide instructionsfor the students in the audience. What should theybe listening for? Should they be taking notes?Before beginning the Fishbowl, you may wish toreview guidelines for having a respectfulconversation. Sometimes teachers ask audiencemembers to pay attention to how these norms arefollowed by recording specific aspects of thediscussion process, such as the number ofinterruptions, respectful or disrespectful languageused, or speaking times. (Who is speaking themost? The least?)

Debriefing the Fishbowl Discussion and JournalWriting. After the discussion, you can ask students toreflect on the ideas they heard that might be relevantfor the conclusions of their essays. What ideas andquestions interested them the most.

Rationale

As thinkers and writers, students need practicecontributing to and listening to a discussion. TheFishbowl is a teaching strategy that helps studentspractice being contributors and listeners in adiscussion. Students ask questions, present opinions,and share information when they sit in the Fishbowlcircle while students on the outside of the circle listencarefully to the ideas presented and pay attention tothe process. Then the roles reverse. This strategy isespecially useful when you want to make sure allstudents participate in the discussion, help studentsreflect on what a good discussion looks like, andprovide a structure for discussing controversial ordifficult topics.

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Standards:

WHST.11-12.1.E : Provide a concluding statement or section that follows from or supports the argument presented.

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

Additional Attachments:

Facing History and Ourselves

Facing History & Ourselves: Common Core Writing Prompts & Strategies (Strategy #26)

1 hr PEER EDITING: PEER REVISION--WHOLE CLASSUsing a writer's workshopmodel. Listen toclassmates as they readtheir papers to determineelements that support orare ineffective in thewriting.

Students participatewith specificfeedback.

*Caution: this activity assumes students know whattype of feedback to give. For students new to thisprocess, it is essential to model giving feedback,explicating on the Do's and Donts. Sentence startersare also helpful for those new to this process, andshould be posted on the room. (Example: I wasconfused when...You explained...well when you...)

It is also helpful for students to have a rubric in handwhile giving feedback, enabling them to refer to theexpectations for the assignment.

Some students may struggle with how auditory-focused this lesson is. Consider photocopying draftsand having them available, so students can takenotes.

Over two days:

In a rotating order with desks in a circle so everyonecan equally see each other, follow the following steps:

One student read his or her essay.

Other students listen and take two-column notes. Onecolumn titled "What works" and "What to Reconsider"

As students listen, they need to take specific notes thatquote actual text or moments for each column.

Once finished, in an open group dialogue, students willshare their notes about the writing. During this time, theauthor remains quiet to absorb the discussions. Onceall aspects are discussed, the author may comment.

After a few students have gone through the process,create a reflective discussion in which students areprompted to share what take-aways they gleanedabout their own writing through the discussion aboutsomeone else's writing.

Standards:

CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.

Instructional Resources

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Instructional Resources

Teacher Resource

elementary_schools_mod1_recycle_lo8.pdf

elementary_schools_mod4_green_lo3.pdf

Appendix H - Sample Letter to Parent or Guardian.pdf

Appendix I - Loudspeaker Announcement.pdf

Appendix M - Facts about Recyclable Items.pdf

Appendix J - Sample Press Release.pdf

Appendix K - Sample Container Signs.pdf

Appendix N - Troubleshooting.pdf

EPA Recycle City Activity website.doc

EPA Report Municipal Solid Waste April 2014.pdf

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Section 4: What Results?Section 4: What Results?

Student Work Samples

No resources specified

Teacher Reflection

Not provided

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All Attachments

EPA Article Advancing Sustainable Materials Management 2013 Facts.pdf :https://s.ldc.org/u/4u74sxxf1tfosrrsxsmjkrl6h

Article Old TVS laptops cell phones.pdf : https://s.ldc.org/u/9qr1qoimuk72rfxli7ou6eikr

Greendex-Americans_FINAL-cb1409253792.pdf : https://s.ldc.org/u/7cc2sq12lotule8lj9d7bwzbq

Recommendations for Sustainable Lifestyle.pdf : https://s.ldc.org/u/bfyn8xutyhmisqi83njy17nan

elementary_schools_mod1_recycle_lo8.pdf : https://s.ldc.org/u/4peolzsjaqorj0zec4ofkwb5o

elementary_schools_mod4_green_lo3.pdf : https://s.ldc.org/u/aolia4u5usrhfyb5gchph75zs

Appendix H - Sample Letter to Parent or Guardian.pdf :https://s.ldc.org/u/ef7sdozc0k55tgselx4v4crt3

Appendix I - Loudspeaker Announcement.pdf : https://s.ldc.org/u/9b6bgh2l3pcgmzwy6cilk51wp

Appendix M - Facts about Recyclable Items.pdf : https://s.ldc.org/u/b5g8kim7obc4e3gurhuaxqwcq

Appendix J - Sample Press Release.pdf : https://s.ldc.org/u/78hthimxpu8twrbgbss527p43

Appendix K - Sample Container Signs.pdf : https://s.ldc.org/u/5g8kw84z4z1jj6n7rotvocp3v

Appendix N - Troubleshooting.pdf : https://s.ldc.org/u/bx099iv8p3u8f77h2ltb4tczm

EPA Recycle City Activity website.doc : https://s.ldc.org/u/9iltwqzq3zf0c0dzxwlnmuim2

EPA Report Municipal Solid Waste April 2014.pdf : https://s.ldc.org/u/4kljfs2vj3xqbqazez9wnm256

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