Pollution and Recycling
Lesson 1 of 10
Objective: SWBAT identify the reasons an author provides to support his or her point.
Common Core Connection
This standard ask the students to determine the author's point and reasons in the text that support the point. Selecting a text that is informative, but is also about a current cultural issue, really helps teach this standard. The text structure (title, headings, topic sentences, etc.) can also be helpful in guiding students to find the reasons that support the author's point. Check out my video on how I scaffold complex text.
This is the first lesson in a series of five lessons related to the environment. I chose this topic because I felt there is a strong point being made by most author's when they write about pollution, alternate power sources, and ozone depletion.
The students work in small groups throughout the lesson and transition often to keep them engaged. We begin with guided practice, transition to partner work, and present work in the end. I have videos that explain my two main engagement strategies: Peanut Butter Jelly Partners and Transitions.
This time I am going to connect the students personal experiences to the curriculum to connect them to the lesson. This is a real world application as well. We recycle in the classroom and I am going to ask the class to discuss why we recycle paper. I am working on speaking and listening as the students talk, but I am also assessing how they are connecting to the lesson topic. My next prompt is to ask the class to discuss their own point of view on recycling. This is getting them thinking about point of view.
Then I share the lesson goal and plan for the lesson. We chant, "I can determine the author's point and reasons that support the point."