Learning Targets:
RI.1: Orally and in writing, students will use several citations to support what an informational text says explicitly as well as make inferences.
RI.2: Using a graphic organizer, students will evaluate particular details in a text and use them to determine the central idea of informational text.
RI.3: Orally and in writing, students will analyze how the key idea is introduced and elaborated in informational text.
RI.6: Student’s will determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
W 1: In multiple paragraphs, students will identify and introduce a claim and support the claim with relevant evidence.
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Standards:
RI.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
W 1 Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons
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Teacher Background Knowledge: This week you will be using the text: “But It’s Just a Bottle of Water”. These tasks are designed to support the Reading Informational Text Standards. Several tasks will follow the same procedures as those established in Unit 1: Evidence Based Claims with Steve Jobs.
Begin instruction on Plot Structure. Explicitly teach the five levels of plot structure: exposition (with the triggering action), rising action, climax, falling action, resolution. Review elements of a story: character, setting, point of view, plot, theme, conflict. This can be done with a short story in the anthology or a smaller text that students are familiar with.
Be sure to continue supporting the writing process for argumentative writing. Students have had practice writing argumentative pieces focused on informational text, but will need support on writing arguments that they develop not based on informational text. Students can begin creating one and two paragraph arguments that address any number of topics, not just centered on the unit. Any chance to make a claim and provide relevant, supportive reasoning will increase the students’ ability to be successful in the writing application component of the unit. Students also need practice on the process of revision. Editing and revising should be explicitly taught.
Tasks
Analyzing Key Ideas in a Text (RI.3)
Explain to students that an anecdote is a brief story about an interesting, funny, or strange event, told to entertain or to make a point. An author might use examples and anecdotes to introduce unfamiliar ideas or events in a way that helps readers better understand them.
Using the example in Appendix B titled “Lost Cities”, model the process of reading a passage and analyzing what the author is attempting to convey.
Use the example in Appendix B titled “Atlantis- Lost City” to practice analyzing the key ideas in a short piece of informational text.
In what ways do people recycle?
What are some things that can be recycled?
What are some natural resources that are nonrenewable?
What happens when nonrenewable resources run out? (such as water?)
Introduce the key concepts and vocabulary: recycle, landfills, ozone layer, greenhouse gases, aquifer, pollution, groundwater, polyethylene terephthalate (PET), FDA (food and drug administration), Environmental Protection Agency (EPA), nonrenewable resource
Introduction: “But It’s Just a Bottle of Water”
Ask students to create a T-Chart (Optional-Save this list and refer to it at the close of the lesson, to measure and reflect on learning.)
Close Reading “But It’s Just a Bottle of Water” Part 1—Moving In (Appendix D)
Students will read the text three times.
First, students read independently to get the gist of the text.
During the second reading, have students circle the unknown words. First, have students review the unknown words with a shoulder partner and then review them as a whole group.
In the third reading have students underline powerful or interesting words or phrases and take notes in the margins.
Discussion Questions (whole group or partner/group discussion) (SL.1c)
What point was Jane trying to make about bottled water?
How did Sally and her mother react to Jane’s statements? What evidence suggests/shows those reactions?
What evidence was strong and supported Jane’s belief? Was there evidence that did not support Jane’s belief? (RI.1)
How do the authors convey the information? Did they use an anecdote? Why did the author choose to introduce the topic of recycling with a story? (RI.3)
What facts, examples and elaborations did the authors use to provide the information?
Point of View
Using the sample in Appendix B, model the process of identifying the author’s point of view. Use this example as a think-aloud for students to follow along.
Using Part 1 of “It’s Just a Bottle of Water”, discuss how the author develops the point of view in the text.
To determine an author’s point of view, ask these four questions:
1. What main idea is the author trying to convince readers to agree with?
2. How does the author’s choice of words influence how readers think about the topic?
3. How does the author’s choice of facts or examples influence how readers think about the topic?
4. What does the author want to accomplish in this text?
Additional Support can be found in Appendix D. (another short example for students to work on).
Close Reading “But It’s Just a Bottle of Water” Part 2—Background (Appendix D)
Students will read the text three times.
First, students read independently to get the gist of the text.
During the second reading, have students circle the unknown words. First, have students review the unknown words with a shoulder partner and then review them as a whole group.
In the third reading have students underline powerful or interesting words or phrases and take notes in the margins.
Discussion Questions (whole group or partner/group discussion) (SL.1c)
What point is the author trying to make about bottled water?
What are the specific reasons the author gives for not using bottled water?
Thinking of the entire article, how does the author introduce and elaborate on the information?
What facts, examples and elaborations did the authors use to provide the information?
Main Idea/Details (RI.2) (save to use in later task).
Give students a main idea/details graphic organizer (appendix A; can also use the fishbone graphic organizer or another of your choosing that allows students to organize their work)
Students reread the first paragraph and complete the graphic organizer.
For the first paragraph, have students identify the main idea (example: Consumers do not know all of the risks and costs associated with using bottled water).
The supporting details may include:
Bottled water is more expensive than tap water.
The material, polyethylene terephthalate is expensive to recycle.
There are no guarantees that bottled water is safe.
Provide students with another main idea/details graphic organizer (Appendix A).
Students reread the three paragraphs under the heading Safety and complete a main idea/details graphic organizer.
Repeat task for the information under headings Recycling and Groundwater.
Point of View
Using Part 2 of “It’s Just a Bottle of Water”, discuss how the author develops the point of view in the text.
To determine an author’s point of view, ask these four questions:
1. What main idea is the author trying to convince readers to agree with?
2. How does the author’s choice of words influence how readers think about the topic?
3. How does the author’s choice of facts or examples influence how readers think about the topic?
4. What does the author want to accomplish in this text?
Forming Evidence Based Claims (RI.1)
Students will use textual evidence to form a claim to answer the following question: What will be the future impact on the environment if we continue to use bottled water like we do today?
Using the Forming Evidence-Based Claims graphic organizer (Found in Appendix A in Steve Jobs Unit 1) students will create a claim based on the details they found while reading Part 2—Background. (If students saved their work from the main idea/details task, they can use some of that information here).
Students will use the following prompts to develop a claim:
Although some people believe _____, it may actually be argued that _____.
Some people feel that _____. In reality, however, _____.
Despite _____, I want to argue that _____.
While it may be true that _____, the real point to consider is that _____.
Even though most people don’t see _____, I want to suggest _____.
(Teacher Piece- If you would rather students use the Making Evidence Based Claims graphic organizer that is okay. If you want to give the students the choice that is fine as well.)
Organizing Evidence Based Claims
Students will use their completed Forming Evidence Based Claims (or Making Evidence Based Claims) graphic organizer as well as their main idea/details graphic organizers to complete either the 2-Point or 3-Point Organizing Evidence Based Claims graphic organizer.
(Teacher Piece- At this point, students should be planning out ahead of time how they want to form their writing piece. Deciding on the number of points they will use to support their claim should be discussed and used as a guiding point in explaining that the writing process takes pre-planning on the part of the writer. This is also a good time to remind students that this writing piece is not a summary of the text.)
Writing
W.1: Students will use their Organizing Evidence Based Claims graphic organizer to create a multiple paragraph essay that answers the writing prompt. Use the Evidence Based Writing Rubric (Appendix C) to evaluate student writing.
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