grade 8 literacy in english language arts: economics and the ...

GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT UNIT OVERVIEW The following bundle includes guidance for implementing a 4-6 week unit on the connection between economics and the environment. The instructional supports contain scaffolds for students as they work to meet the standards. The scaffolds should be used strategically, based on the needs of students, and removed gradually, and then completely, in order to assess independent mastery of the standards. The unit introduces informational writing to students and is useful for the start of the school year. Texts used throughout the unit are of similar complexity and are at the lower end of the grade 6-8 range. If the suggested scaffolds are used throughout the unit, an additional final task would be required in order to effectively assess independent mastery of the standards.

Task Details Task Name: Economics and the Environment Grade: 8 Subject: English Language Arts Depth of Knowledge: 3 Task Description: This task asks students to write an informative/explanatory essay, demonstrating how economics and the environment relate to the depletion of our Earth’s resources. Student must be able to use evidence from at least two texts and analyze the cause and effect relationship between the economy and the environment. Standards for Culminating Assessment: W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Materials Needed: 1. Stopping the Desert 2. There’s Gold in that Ocean 3. Coral Reefs Need Care 4. Having Their Fish and Eating It Too

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TABLE OF CONTENTS The task and instructional supports in the following pages are designed to help educators understand and implement Common Core–aligned tasks that are embedded in a unit of instruction. We have learned through our pilot work that focusing instruction on units anchored in rigorous Common Core–aligned assessments drives significant shifts in curriculum and pedagogy. Additional supports and scaffolded activities are included to help aid instruction for diverse learners. PERFORMANCE TASK ................................................................................................................ 3 RUBRIC ..................................................................................................................................... 5 ANNOTATED STUDENT WORK ................................................................................................... 9 INSTRUCTIONAL SUPPORTS ...................................................................................................... 18 UNIT OUTLINE ................................................................................................................ 19 LESSON PLANS ................................................................................................................ 22 TEXT SUPPORTS ........................................................................................................................ 50 FULL TEXTS FOR PERFORMANCE TASK ............................................................................. 53

Acknowledgments: This unit was developed by teachers at NYC Public School 10X118: Leiny Sosa, Teacher; Gail Litwak, Literacy Coach/UFT Teacher Center; Anne Piotrowski, Assistant Principal; Elizabeth Lawrence, Principal; Network 608: Elsa Lulaj, Deputy Network Leader; and Mariuxi Luna-Bautista, Achievement Coach; and the NYC Common Core Fellows.

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GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT PERFORMANCE TASK After teaching a unit on economics and the environment, the following task could be used as a stand-alone assessment. Alternatively, this task could be taught with the scaffolded supports outlined in the unit plan and instructional supports. The unit introduces informational writing to students and is useful for the start of the school year. Texts used throughout the unit are of similar complexity and are at the lower end of the grade 6-8 range. If the suggested scaffolds are used throughout the unit, an additional final task would be required in order to effectively assess independent mastery of the targeted standards.

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Task: Write an informative essay in which you identify how economics and the environment affect the depletion of our Earth’s resources. Cite relevant textual evidence from two of the four texts we have previously read.

Texts: Stopping in the Desert There’s Gold in that Ocean Coral Reefs Need Care Having Their Fish and Eating It Too Your informative essay should be at least five paragraphs and should include an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis should be logically sequenced and present many reasons to support the relationship between the economy and the environment. Your essay should include transitional words that we have studied and should consistently use standard English, as well as standard capitalization, punctuation, and spelling.

Grade 8; PBA on Informational Writing, Task 3 W.8.2

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GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT RUBRIC This task was scored using a primary trait rubric and a secondary trait rubric. Primary trait rubrics focus attention on rating of a single trait considered to be the most essential for demonstrating success regarding a particular product or performance. They can be used most effectively by teachers with the ELA model of assessment tasks for several reasons. First, by isolating one component of written discourse to assess, primary trait scoring allows raters or teachers to focus sharply on that component without being distracted by many other possibilities. The component that is chosen for assessment is not just any component but one that is essential to success on a particular assessment task. The study of the work is focused on the heart of the task. If students are weak on the heart of the task, teachers have sufficient data to plan lessons for reteaching and/or modification of lessons. Also, because the scoring guide uses language from the task and the Common Core standards to define its score levels, it allows for greater alignment between the task assigned and the trait or dimension being assessed. At the very least, anyone who looks at the scoring guide rubric should expect to see such a connection. For its specificity and clarity alone, primary trait rubrics offer important advantages over other means of scoring. Secondary trait rubrics identify assessed skills and content from the task that have not been identified in the primary trait rubric. They accompany primary trait rubrics and are used after primary trait rubrics.

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Grade 8 Literacy in English Language Arts: Economics and The Environment Primary and Secondary Trait Scoring Guides Primary Traits: Explanation of a topic, which cites and organizes relevant evidence from two texts. Scoring Guide

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Informative/ explanatory essay that uses evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay includes an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis is logically sequenced and presents many reasons to support the relationship between the economy and the environment.

Informative/ explanatory texts that use evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay explains the causes and effects that the economy and environment have on one another. The explanation of the analysis is logically sequenced and presents some reasons to support the relationship between the economy and the environment.

Informative/ explanatory texts that use evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay includes an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis is logically sequenced and presents limited reasons to support the relationship between the economy and the environment.

Informative/ explanatory texts that use evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay includes an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis is not logically sequenced and presents no evidence to support the relationship between the economy and the environment. 6

Grade 8 Literacy in English Language Arts: Economics and The Environment Primary and Secondary Trait Scoring Guides Secondary Trait #1 of Assessment Task 3: Informative/ Explanatory text includes domainspecific vocabulary and connecting words and phrases (i.e., transitions) to clarify relationships among ideas. Scoring Guide

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Informative/ explanatory text includes accurate and fully integrated domainspecific vocabulary. The transitions are appropriate to the content and help to clarify relationships among ideas.

Informative/ explanatory text includes accurate domain-specific vocabulary, but fewer instances that necessary given prompt’s requirements to communicate as a forensic anthropologist to a knowledgeable audience. The transitions are limited but appropriate.

Informative/ explanatory text includes accurate domain-specific vocabulary, or it is used inappropriately. Transitions are limited or used inappropriately.

The paper has zero or one example of domain-specific vocabulary or most uses are inaccurate. There are no transitions that help to clarify relationships among ideas.

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Grade 8 Literacy in English Language Arts: Economics and The Environment Primary and Secondary Trait Scoring Guides Secondary Trait #2 of Assessment Task 3: Student explanation demonstrates use of standard English focusing on standard capitalization, punctuation, and spelling.

Scoring Guide

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Consistently uses standard English and standard capitalization, punctuation, and spelling.

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Generally uses standard English and standard capitalization, punctuation, and spelling.

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Only sometimes uses standard English and standard capitalization, punctuation, and spelling.

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Little evidence of use of standard English and standard capitalization, punctuation, and spelling.

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GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT ANNOTATED STUDENT WORK This section contains annotated student work at a range of score points and suggested next steps for students. The student work shows examples of understandings and misunderstandings of the task.

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Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work Student A: level 3 Economics and our Environment

[L1]: The student introduces the Did you know that the environment and economics relate to the depletion of our earth’s resources?Comment I topic clearly. (W.8.2a)

didn’t know that, until I read two articles called “Having their Fish and Eating it Too” and “Coral Reefs Need

Care.” The environment and economics relate to the depletion of our earth’s resources because in the article “Coral Reefs Need Care” pollution, commercial fishing, and land development are harming coral reefs. But, the reefs themselves are important to tourism. The writers in each of these articles show that the environment and economics relate to the depletion of our earth’s resources.

The main idea of the article “Having their Fish and Eating it too” is that there are endangered

Comment [L2]: The student does not completely preview what is to follow in the essay. Details from only one article are mentioned in the introduction. (W.8.2a)

fish species and the industry is trying to save the species without imposing fishing bans. Economies are

Comment [L3]: Student cites textual evidence that most strongly supports what the text says. (RI.8.1)

Fishing industries would have been affected by a plan to close a major cod region of the sea. This

Comment [L4]: Student selects well chosen facts and concrete details that support the topic. (W.8.2b)

largely dependent on fishing, EU’s officials agreed not to set limits on one type of fish, anchovies.

means that if they closed the region of the sea, the fishing industry would have been affected badly.

The EU’s fisheries were disappointed at having to make so many compromises, but they understood

the nation’s concerns. One effect on this will be less fishing and more protection of stocks. Therefore,

the security on stocks would increase and fishing would decrease. This article supported the fact how the environment and economy relate to the depletion of Earth’s resource because of the decisions of the EU officials had to make.

The main idea of “Coral Reefs Need Care” is that the reefs are endangered and need to be

saved because it’s hurting Florida’s economy. For instance, a climate event such as El Nino increases the surface temperature of the water. This harms the coral; it turns their bight colors to white or

grey. This is called coral bleaching, meaning the coral is getting bleached, which is harming the reefs. A lot of problems are happening in Florida’s economy. Another problem is pollution and commercial

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Comment [L5]: Student uses domain specific vocabulary to inform about the topic. (W.8.2d)

Comment [L6]: The writer uses transitional language such as “therefore,” “one effect,” and “This article supported,” establishing a formal style and clarifying relationships between ideas. (W.8.2e, W.8.2c) Comment [L7]: Student creates cohesion and clarifies the relationship between the topic and the article. (W.8.2c)

Comment [L8]: Student cites textual evidence that most strongly supports what the text says. (RI.8.1) Comment [L9]: The student uses language such as “for instance,” and “another problem,” establishing a formal style. (W.8.2e)

Comment [L10]: Student selects well-chosen facts and concrete details that supports the topic. (W.8.2b) Comment [L11]: The student uses definitions to develop the topic. (W.8.2b)

Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work fishing, which are also harming the reefs. Scientist says this means that in 2045, coral reefs could be extinct. This article supports the fact that the environment and the economy relate to the depletion

Comment [L12]: The student uses domain specific vocabulary to inform about the topic. (W.8.2d)

of earth’s resources by stating facts and doing research.

In addition, did you know that the environment and economics relate to the depletion of our

earth’s resources because of things like pollution, commercial fishing, and fishing bans? In the article

“Coral Reefs Need Care:, it’s all about endangered reefs needing to be saved because it is harming the

environment. In the other article, “Having their Fish and Eating It Too” it’s all about how they want to

save the fish without imposing fishing bans but can’t seem to do both. Both of these articles taught me a great deal about the environment and the economy. We should all pitch in occasionally; you know,

just to help the cause. The official’s who are trying to do both, we should admire them for that because they’re not only trying to save their environment and there economy, they’re trying to save ours too.

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Comment [L13]: The student provides a concluding statement that follows from the information presented in both articles. (W.8.2f)

Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work Student A Scoring Guide Summary Overall Level – 3 (Proficient) This student work sample provides an example of a score point 3 on the primary trait and 3 and 4 on secondary traits.

Criterion & Score Point

Evidence

Instructional Next Steps*

Primary Trait: Explanation of a topic, which cites and organizes relevant evidence from two texts. (Score Point 3)

This informative/ explanatory essay uses evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay includes an analysis of the causes and effects that the economy and environment have on one another. The student states that pollution and commercial fishing harm coral reefs. In addition, the student also writes about how the fishing industry is trying to save endangered species without imposing fishing bans. The explanation of the analysis is logically sequenced and presents many reasons to support the relationship between the economy and the environment. The student writes about the topic in the essay, using examples and definitions, however, further development of ideas and topics would benefit the essay.

One next step for this student would be to include lessons on excluding extraneous information in order to be clear and concise.

Secondary Trait #1: Informative/ Explanatory essay includes domain-specific vocabulary and connecting words and phrases (i.e., transitions) to clarify relationships among ideas. (Score Point 3)

Secondary Trait #2: Student explanation demonstrates use of standard English focusing on standard capitalization, punctuation, and spelling. (Score Point 4)

The informative/explanatory essay includes accurate and fully integrated domain-specific vocabulary. For example, the student included the sentence “One effect on this will be less fishing and more protection of stocks.”

The transitions are appropriate to the content and help to clarify relationships among ideas. Some examples include “therefore,” “another problem, ”but,” and “for instance.”

Student consistently uses standard English including appropriate capitalization, punctuation, and spelling.

Another next step for this student would be to work towards stronger development of topics in paragraphs throughout the essay.

One next step for the student would be to include more relevant, domain-specific, and academic vocabulary in order to support the topic. In addition, supplying further details about how coral reefs are habitats that provide shelter, food, and breeding sites to numerous plant and animal species would support the topic.

Instructional next steps focus on the primary trait or the “heart” of the task. Suggestions to improve achievement of a secondary trait(s) can go in multiple directions and are more easily determined after the student writer has achieved at least a satisfactory achievement of the primary trait.

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Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work Student B: Level 2 Economics and Our Environment

Did you know that there are endangered species in our oceans? Well, in the ocean there are

fish that are soon becoming endangered because of what others are doing to our natural oceans. I think that they should allow the fish to remain in their habitats instead of them trying to ruin their environment. Fish that live in our oceans are becoming endangered. In the two articles “There’s Gold in That Ocean” and “Coral Reefs Need Care” they talk about the soon to be

endangered species and how people are trying to kill the fish in our ocean for there own greed. I think this is unfair to the fish and this needs to be stopped. These fish should not be killed for others who think or want to extract the minerals under our precious waters.

After reading the article “There’s Gold In That Ocean” there is a good example of how the

economy and environment relate to the depletion of our earth’s resources. In the article we learn about how people do things for money and they will persist until they get what they want.

“Nations such as China and India need more resources to fuel their growing economies: other

nations also wish to claim ownership of the metals.” This shows that China and India need more

resources to fuel their economies so they are also trying to get the metals for their nation to fuel

Comment [L14]: The student introduces the topic and previews what is to follow. (W.8.2a)

Comment [L15]: Student uses transitions such as “After reading the article,” “In the article,” and “this shows.” (W.8.2c) These transitions establish and maintain a formal style (W.8.2e)

Comment [L16]: Student cites textual evidence that most strongly supports what the text says explicitly as well as inferences drawn from the text. (RI.8.1) Comment [L17]: Student selects well-chosen facts and concrete details that supports the topic (W.8.2b)

their own economy. These nations are also trying to get their hands on these valuable metals for themselves. According to the article “Nautilus Minerals Inc. the company would extract deposits using 180-ton remotely operated machines, which would pump a mixture of the deep seawater and the minerals from the deposits up to a ship.” This tells us that these 180-ton machines are

Comment [L18]: Student selects well-chosen facts and concrete details that support the topic. (W.8.2b)

helping them get to the vents without touching it or harming the species under there water.

Comment [L19]: The student uses domainspecific vocabulary such as “vents,” “Nautilus Minerals,” and “extract deposits” to inform about the topic. (W.8.2d)

helping and making them get to these valuable minerals much easier because these machines are

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Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work The article “Coral Reefs Need Care” is another good example of how the economy and

environment relate to the depletion of our earth’s resources because in the article we learn about

how there is gold under Florida waters and big business is trying to destroy the Coral Reefs to get to the gold extracted from water. “A climate event such as El Nino increases the surface

temperature of the water, which harms the coral, turning their bright colors to white or grey.”

This process is called coral bleaching and careless boaters who pass by each year are the cause of the coral reefs being destroyed. According to the article, “Florida is also spending two million

Comment [L20]: While student attempts to cite evidence, the information based on the article is inaccurate. (RI.8.1, W.8.2b) Comment [L21]: The student uses domainspecific vocabulary to inform about the topic. (W.8.2d)

Comment [L22]: The student uses a definition to develop the topic. (W.8.2b)

dollars to clean up a failed artificial reefs project .” the artificial reef project is something that Florida has made for the reefs to help protect it from people trying to destroy its habitat and

other fishes habitats. This shows us that people in Florida are also trying to clean up the artificial

reefs to protect the reefs and have a habitat for the fish that also live in the reefs. This also tells us that people in Florida care about our coral reefs and are trying there hardest to protect them.

In conclusion there two articles give us a clear account on how the environment relates

to the depletion of our earths resources. People are depleting the reefs and are killing the reefs for their own use and people are trying their ideas on how to get the money. In both of these

articles people try to get these valuable gold and metals but don’t know that they are also hurting

the environment. This essay tells us that the people who are hurting the environment and need to know that these species are becoming extinct because of other people’s action. Everyone thinks

about money but don’t realize that money isn’t everything if your hurting the environment. I hope that people understand that money isn’t everything and you shouldn’t try or do things that

Comment [L23]: The student provides a concluding statement that follows from the information presented in both articles. (W.8.2f)

sacrifice the environment. The environment is what you should care about the most and you

should not destroy your environment for money. The economist and the environmentalist need to communicate in order to compromise.

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Comment [L24]: The student supports the concluding statement with an analysis of the information both stated and implied from the articles. (RI.8.1)

Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work Student B Scoring Guide Summary Overall Level – 2 (Developing) This student work sample provides an example of a score point 2 on the primary trait and 3 and 4 on secondary traits.

Criterion & Score Point Primary Trait: Explanation of a topic, which cites and organizes relevant evidence from two texts. (Score Point 2)

Evidence


Secondary Trait #1: Informative/ Explanatory text includes domain-specific vocabulary and connecting words and phrases (i.e., transitions) to clarify relationship among ideas. (Score Point 3) Secondary Trait #2: Student explanation demonstrates use of standard English focusing on standard capitalization, punctuation, and spelling. (Score Point 4)

This informative/explanatory essay uses evidence from at least two texts, however one of the explanations about how the economy and the environment relating to the depletion of our Earth’s resources is inaccurate (Coral Reefs Need Care.) The essay includes an analysis of one article (There’s Gold In That Ocean) regarding the causes and effects that the economy and environment have on one another. The explanation of the analysis is logically sequenced and presents few reasons to support the relationship between the economy and the environment. This informative/explanatory essay includes accurate domain-specific vocabulary, but fewer instances than necessary to completely support the topic.

An instructional next step for the student would be to engage in lessons around figurative language. Student misunderstood the expression “there is a virtual gold mine” off Florida’s southeast coast in the article “Coral Reefs Need Care.” Additionally, student needs further instruction around identifying cause and effect in order to address the topic and develop ideas and paragraphs more thoroughly.

The transitions are limited but appropriate.

One next step for the student would be a lesson on how to include more relevant, academic, and domainspecific vocabulary including extracting mineral deposits, hydrothermal vents, and mining metals economically.

Student consistently uses standard English including appropriate capitalization, punctuation, and spelling.

Instructional next steps focus on the primary trait or the “heart” of the task. Suggestions to improve achievement of a secondary trait (s) can go in multiple directions and are more easily determined after the student writer has achieved at least a satisfactory achievement of the primary trait.

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Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work Student C: Level 2 Economics and our Environment

Do you know that there are many environmental issues going on in Florida? Well in Florida

the Government officials, aware that the reefs are an important part of Florida’s economy are trying to

ensure their survival. Economics and the environment relate to the depletion of these coral reefs because people do not take care of the environment. The two articles that I have chosen are “Coral Reefs Need

Care” and “Having Their Fish and Eating It Too” because they both show that there are problems with the depletion of coral reefs because of the environment and the economy.

The article “Coral Reefs Need Care” is a good example of how the economy and the

Comment [L25]: Student includes domainspecific vocabulary to inform or explain the topic. Further examples are “depletion of coral reefs” and “regulations against fishing.” (W.8.2d)

Comment [L26]: Student attempts to introduce a topic. However, the reference to coral reefs in both articles is inaccurate. (W.8.2a)

environment relates to the depletion of our Earths resources because in the article we learned that if

the reefs are not fixed it may effect Florida’s economy. What is happening to the coral reefs will effect and lower number of tourists visiting for example, in the article it says, “coral reefs attract tourists to Florida, helping to ensure the states economic well being.” This shows that the economy can suffer.

Another example from the articles is that, “ the reefs are also breeding grounds for many commercial fisheries, so without them, an important food source for humans could be lost.” This proves that

without the reefs the humans won’t be able to get anything from the reefs. People want better for their economy and environment so in order for that to happen they have to make sure the coral reefs are good.

The article “Having Their Fish And Eating It Too” is a good example of how the economy

and the environment relate to the depletion of our Earth’s resources because in the article we learned

that the people take advantage of all the fish and that there’s no regulation against fishing. For example, in the article it says “concerns about the fishing industry led the nations of Europe to reject outright fishing bans suggested by EU’s fisheries officials in favor of lesser restriction.” This shows that the

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Comment [L27]: Student develops the topic with facts and details about Florida’s economic interest in coral reefs. (W.8.2b)

Comment [L28]: Student cites textual evidence that supports what the text says explicitly as well as inferences drawn from the text. (RI.8.1)

Comment [L29]: Student uses transitions such as “in both,” “another example,” and “for example,” creating cohesion and clarifying the relationship between the topic and the article. (W.8.2c).

Grade 8 Literacy in English Language Arts: Economics and the Environment Annotated Student Work nations are forbidding and restricting people from fishing. Another example from the article is that

“They will also cut the number of fish that each nation i allowed to catch.” This also proves that they are

Comment [L30]: Student demonstrates some confusion in citing textual evidence accurately. RI.8.1

limiting the amount of fish a nation can catch. This means that the people want to be able to get limited of fishes and don’t take all, just some.

In both the passages the environment is at risk because the economy is put before the well being of the

Comment [L31]: Student provides a ecosystem. This further concludes my point that the economy can cause a great effect on the environment. People

concluding statement that follows and supports the information presented. (W.8.2f)

need to realize that things don’t last forever. Also if you don’t start taking care of your environment now, things will really start to have a effect on everything.

Student C Scoring Guide

Summary Overall Level – Low 2 (Developing) This student work sample provides an example of a score point 2 on the primary trait and 2 and 3 on secondary traits. Criterion & Score Point Primary Trait: Explanation of a topic, which cites and organizes relevant evidence from two texts. (Score Point 2)

Secondary Trait #1: Informative/explanatory text includes domain-specific vocabulary and connecting words and phrases (i.e., transitions) to clarify relationship among ideas. (Score Point 2) Secondary Trait #2: Student explanation demonstrates use of standard English focusing on standard capitalization, punctuation, and spelling. (Score Point 3)

Evidence


This informative/explanatory essay uses evidence accurately from one text “Coral Reefs Need Care” and states the cause and effect relationship between the coral reefs and the economy. However, the second text cited, “Having Their Fish and Eating It Too” is weakly and incorrectly analyzed. Though some evidence is included, a clear interpretation is missing. Use of domain-specific vocabulary is limited or used inappropriately in this informative/ explanatory essay.

Instructional next steps would include developing reasons and explanations with concrete details and accurate, relevant evidence. Another next step for the student would be instruction to engage the student in referring back to and utilizing graphic organizers completed throughout the unit to organize ideas prior to writing.

This student generally uses standard English including standard capitalization, punctuation, and spelling. The student uses multiple run-on sentences.

One next step for the student would be instruction on run-on sentences.

Transitions are limited.

One next step for the student would be to include more relevant, domain-specific vocabulary. Teachers should include instruction on how to access domain specific vocabulary when reading texts and how to purposefully use vocabulary when writing essays.

Instructional next steps focus on the primary trait or the “heart” of the task. Suggestions to improve achievement of a secondary trait(s) can go in multiple directions and are more easily determined after the student writer has achieved at least a satisfactory achievement of the primary trait.

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GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT INSTRUCTIONAL SUPPORTS The instructional supports on the following pages include a unit outline with formative assessments and detailed lesson plans with suggested learning activities. Teachers may use this unit outline as it is described, integrate parts of it into a currently existing curriculum unit, or use it as a model or checklist for a currently existing unit on a different topic. There are also additional supports that provide multiple entry points for diverse learners.

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Unit Outline

INTRODUCTION: This unit outline provides an example of how to integrate performance tasks into a

unit. Teachers may (a) use this unit outline as it is described below; (b) integrate parts of it into a currently existing curriculum unit; or (c) use it as a model or checklist for a currently existing unit on a different topic. The length of the unit includes suggested time spent on the classroom instruction of lessons and administration of assessments. Please note that this framework does not include individual lessons.

Grade 8 Literacy in English Language Arts: Economics and the Environment UNIT TOPIC AND LENGTH This 4-6 week unit explores the connection between economics and the environment. The unit culminates with students writing an informative/explanatory essay that demonstrates how economics and the environment relate to the depletion of our Earth’s resources. Students must be able to use evidence from at least two texts and analyze the cause and effect relationship between the economy and the environment. COMMON CORE LEARNING STANDARDS W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. BIG IDEAS/ENDURING UNDERSTANDINGS • Reading non-fiction texts promotes a deeper understanding of global issues. •

Unpacking informational texts leads to a greater understanding of a complex topic.

ESSENTIAL QUESTIONS: • How can I use the features of informational texts to deepen my understanding of environmental issues? •

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How does reading informational texts help me to understand the world?

CONTENT Informational Text Reading: • Elements of informational texts • Fact/ opinion • Relevant/ irrelevant details • Main Idea • Figurative language • Developing and refining questions • Identifying information within a resource • Selecting, paraphrasing, summarizing, citing and recording relevant information • Connecting ideas among several sources • Supporting thesis with evidence and Navigating Text Complexity: (headings, graphics, tables, charts, captions etc.) • Decoding strategies • Process for drawing conclusions from text

Informational Text Writing: • Write informative essay to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content. • Organize information by using transitional words and phrases. • Draw evidence from literary or informational texts to support analysis, reflection and research. • Cite and quote information and data. • Variety of graphic organizers • Topic sentence • Supporting details • Concluding statements • Conventions of standard English

Language: • Domain specific and Tier 2 vocabulary word roots • Subject-verb agreement • Irregular verbs • Modifiers: adverbs • Connotation/ denotation

SKILLS • Determine the meaning of words and phrases as used in the text • Analyze and interpret idiomatic expressions • Gain a working knowledge of domain specific vocabulary in context • Read and decode complex informational text • Decipher relevant informational texts • Determine a central idea and analyze its development • Identify clues in the text that lead to inferring information • Describe connections between word choice and impact on meaning • Support conclusions with relevant words or phrases from the text • Cite textual evidence to support written responses • Develop a topic with relevant, wellchosen facts, definitions, concrete details, quotes, and examples • Clarify the relationships among ideas and concepts using transitions • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories • Revise for appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts • Edit for capitalization and spelling in writing • Edit for punctuation (comma, ellipsis, dash) to indicate a pause or break

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VOCABULARY/KEY TERMS Tier 2 Deplete, sustainable, resources, issues, global, economics, relevant, environment, analyze, compensate, conciliatory, engender, erode, prosperity, province, reservoirs, urban, concentrations, conserved, demand, divergence, extracting, feasible, leach, negotiate, remotely, resemble, sprout, sustained, thrive, undisturbed, vents, endangered, enhancement, habitat, jeopardize, nurseries, recovery, sanctuaries, transplanted, virtual, vulnerable, bans, impose, momentum, opposition, placate, quotas, restrictions Domain Specific Vocabulary Reefs, organism, global warming, lagoon, breed, economy, pollution, hydrothermal, mining, compound, revenue, ecology, recycle, coral, coast, evaporation, metal, policy-makers, desertification, water table, coral reefs ASSESSMENT EVIDENCE AND ACTIVITIES FORMATIVE ASSESSMENT: Summarizing Information (Task 1) Students will write a summary in which they demonstrate their understanding of a central idea and cite evidence that supports their analysis of the text “There’s Gold in That Ocean”.

Writing Prompt (Task 2) Students will explain the figurative and literal meaning of the title “Having Their Fish and Eating It Too”. FINAL PERFORMANCE TASK:

This task asks students to write an informative/explanatory essay, demonstrating how economics and the environment relate to the depletion of our Earth’s resources. Students must be able to use evidence from at least two texts and analyze the cause and effect relationship between the economy and the environment. (See Performance Task section for student instructions). LEARNING PLAN & ACTIVITIES: See instructional supports for detailed lesson plans and explanations of the formative assessments. RESOURCES:

TEXTS FOR TASK (SEE TEXT SUPPORTS SECTION FOR COPIES OF TEXTS LISTED BELOW):

1. Stopping in the Desert 3. Coral Reefs Need Care

2. There’s Gold in that Ocean 4. Having Their Fish and Eating It Too

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Instructional Supports Economics and The Environment Literacy in English Language Arts 8th Grade Task Big Ideas & Enduring Understanding • Reading non-fiction texts promotes a deeper understanding of global issues. • Unpacking informational text leads to a greater understanding of a complex topic. Essential Questions • How do reading informational texts help me to understand the world? • How can I use the features of informational texts to deepen my understanding of environmental issues? Unit Vocabulary Earth’s resources: materials found in the Earth that people need and value (natural resources) economy: the way people manage money and resources for the production of goods and services goods: anything that anyone wants or needs services: the performance of any duties or work for another person; helpful or professional activity economics: The study of the decisions that go into the production, distribution, and use of goods and services. The study of the choices people make to attain their needs and wants in a world where resources are limited. environmental issues: Problems with the environment point of view: Perspective Vocabulary Specific to Today’s Article: Water Park Makes Waves artificial: made by human beings as opposed to nature coastal environment: along the coast where land and water meet landlocked environment: surrounded entirely or almost entirely by land drought: a long period of time without rain global warming: an increase in the average temperature worldwide lagoon: a small, fairly shallow stretch of saltwater specialized: developed or designed for a particular purpose Additional Support Strategy: For students who need additional support with academic and domain-specific vocabulary, incorporate strategies that target a variety of learners. Selecting Tier II words as well as domain-specific words provide students with the opportunity to learn high-frequency, cross-content vocabulary. Relating words to a familiar context visually (semantic map, concept definition map, Frayer Model, semantic features map, etc.) can help students construct meaning. In addition, teaching word relationships (such as cognates, synonyms, antonyms, multiple meaning words, etc.) supports students as they build academic vocabulary skills.

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Lesson 1 Text #1 – “Water Park Makes Waves” Objective: To define main idea and supporting details and to identify the main idea of an entire text. Aim: How do we determine the main idea of the article? Mini Lesson: What is the main idea? The main idea describes what a passage is mostly about. Paragraphs, articles, and books all have main ideas. Every good writer has a main idea that is supported with details. Supporting details: Details that are related to the main idea. Why is learning how to find the main idea important? Keeping track of lots of details is hard. The main idea explains how the details relate to each other. If you can find the main idea, you’ll understand what’s most important in your reading. It helps us understand what the author’s main point is. How do we find the main idea? Strategy – Chunking a Text During reading: complete steps 1-3 for each paragraph 1. First, find the topic of the paragraph (use the headings/features to help). 2. Now, find what the author is trying to say in the paragraph about the topic. Use a text structures handout and topic sentences to help you. 3. Summarize the main idea of the paragraph in one sentence. Topic + what author thinks of topic = main idea. After reading: Complete steps 4-5 4. Check it: Reread and connect all your sentences. Then ask yourself, what do these paragraphs have in common? What are they telling me together? 5. Decide on the main idea of the entire passage Model: Model identifying the main idea using Step 1-3 on paragraph #1 Main idea of text: A new water park called Waveyard may be built in Mesa, Arizona. If it’s built, the park will use huge amounts of groundwater each year. Some believe that the water park will be beneficial for the economy, while others are concerned that too much water will be wasted and that the park will hurt the environment.

Additional Support Strategy: For students who need support organizing their ideas, as well as those students that require texts to be “chunked” into smaller parts to complete a close reading of the entire text, the “Finding the Main Idea of a Passage” graphic organizer can be used.

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Assessments: Independent Work K-W-L Chart is an instructional activity for assisting students in developing a framework and actively engaging students in constructing meaning from text. Know – What do you know about water parks/deserts?

Want – After reading paragraph #1, what do you want to know more about? What questions do you have?

Learn – What did you learn after reading the article? (Author’s Purpose)

Guided Practice: Continue guided practice with the same article As I continue to read the text, students follow along. We continue to identify the main idea of each paragraph as a class. Closing activity: Group discussion How did finding the main idea help you improve your understanding of the text?

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Finding the Main Idea of a Passage Directions: Find the main idea of each paragraph in the passage. Then ask yourself, “What do these paragraphs have in common? What are they telling me together?” When you have figured it out, write down the main idea of the entire passage. Main Idea of Paragraph 1: ___________________________________________ ___________________________________________

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Main Idea of Paragraph 3: ____________________________________________

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Main Idea of Passage: _______________________________________________

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_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

Name: ______________________

Date: ________________________

H.W. Finding the Main Idea of a Passage – Read the article below, then complete the worksheet on the back. “Plastic’s Not Fantastic” SYDNEY, Australia (Reuters, August 3, 2004) Many places around the world have common laws meant to help preserve the environment. The Australian town of Huskisson, though, has gone a step further. It has outlawed plastic bags – and it’s not alone. People around the world have used tens of billions of plastic bags each year for decades. Why? They replaced paper in many places because they are lightweight and cheap to produce. The Earth, though, pays a heavy price for these bags. Ordinary plastic bags can take up to 1,000 years to disintegrate. Left to blow around where they may, the bags become an eyesore or even a danger. Even in remote locations, like the Himalayan foothills, there are thousands of used bags on the ground. Sacred cows that roam the streets of India have died after chewing bags with scraps of food in them. Around the world’s oceans, turtles and other animals mistake floating bags for squid and jellyfish. They try to eat them and die because they cannot digest plastic. The bags have become such a problem that places are taking steps to limit or even ban them. In Ireland, stores now charge 19 cents for each plastic bag. As a result, their use has fallen by 95 percent. The government uses the money to take on environment projects. In India, one city is looking into the use of recycled plastic to build roads. In Britain, major supermarkets are giving out bags made from eco-friendly materials. One type of bag uses an additive that causes the plastic to eventually break down. These solutions are not perfect, however. Alternative products are more costly than plastic. That means that poorer nations may not be able to make the switch. Also, critics say that some of these products could still be harmful to wildlife. For its part, the plastic industry says it has had to bear too much blame for environmental problems. Why? Officials argue that plastic bags make up only a small percentage of worldwide litter. Laws against the bags, then, will not solve the litter problem. They also point out that they have been forced to lay off workers because fewer people are using the bags. For many people, though, shunning the bags is a step toward easing many problems. additive outlaw remote sacred

(noun) (verb) (adjective) (adjective)

Substance added to another to give it specific qualities to make something against the law far away from everything connected with religion

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Finding the Main Idea of a Passage Directions: Find the main idea of each paragraph in the passage. Then ask yourself, “What do these paragraphs have in common? What are they telling me together?” When you have figured it out, write down the main idea of the entire passage. Main Idea of Paragraph 1: ___________________________________________ ___________________________________________

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Lesson 2 Text #2 –“Stopping the Desert” Aim: To improve our understanding of an article by practicing rereading strategies. compensate: to make payment to, to make up for; to repay for services conciliatory: cooperative desertification: the gradual transformation of fertile land into desert, usually caused by climate change or by destructive use of the land engender: to produce or cause erode: to wear away prosperity: economic growth province: region reservoirs: a place where water can be collected and stored for later use urban: having to do with a city water table: the level below which the ground is completely saturated with water Mini Lesson – Reading steps to analyzing non-fiction texts: • Read to get the gist. • Reread to interpret the ideas in the text. • Read again differently to analyze the author’s methods. • Write and talk to demonstrate understanding of ideas and genre. Read to get the gist – questions: What is the text structure? What are the main ideas in each section of the text? What are the supporting ideas in each section and how do they relate to the main ideas? What does the author want us to understand in each section? How does each section relate to previous sections? Step Back What did you do and think about in order to identify the main idea and supporting ideas?

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Lessons 3-4 Text #2 “Stopping the Desert” Aim: To improve our understanding of an article by examining cause and effect. Objective: Students will improve their understanding of a news article by reading to determine cause and effect relationships. Mini Lesson Explain that text structure improves understanding. In a text with cause-and-effect structure, you will look to see what happens (the effect) and what caused it to happen. Articles that use a causeand-effect structure may follow one of these patterns: • single cause and single effect • multiple causes and single effect • single cause and multiple effects • an effect that becomes the cause for another effect (a cause-and-effect chain) With the class, preview the article by reading titles, headings, graphics, captions, and the first paragraph. Point out the highlighted vocabulary words and review their definitions. This will activate students’ prior knowledge and allow them to begin looking for evidence of the causeand-effect structure. Briefly discuss what students think the article is about. During Rereading Explain that good readers look for patterns in the text while they read. Remind them that the cause and-effect questions can help them find evidence of the cause-and-effect pattern in the text. Cause-and-Effect Questions: • What signal words indicate that this might be a cause- and – effect text? • What cause-and-effect pattern does this article follow? (single cause and single effect, single/multiple cause and single/multiple effect, cause-and-effect chain) • What happens? • What causes it to happen? • What are important factors related to the cause? • Will this result always happen from these causes? Why or why not? • Divide the text into two meaningful sections. Sections may include a single paragraph or multiple paragraphs. • Ask students to read the first section of the text and to mark places in the text where they find information about the cause-and-effect structure. Student Practice • When they are done reading the first section of text, ask students which of the cause-andeffect questions they can answer at this point. • Remind them that there may be more than one cause or one effect. • Ask students to read the second section of text.

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After Reading When students are done reading the whole text, complete the cause-and-effect questions and discuss student responses. Student Practice • Ask students to restate what happened (effect) and why it happened (cause) in their own words using their answers. • Ask students how identifying causes and effects helped them understand the text. Homework: Review of today’s lesson. Read the paragraph Fire Finds and use the cause-andeffects questions to help you to identify a single cause and single effect or identify a cause-and effect chain.

Additional Support Strategy: For students who need support in understanding the concepts of cause and effect, consider using the graphic organizers on the following pages (Fishbone and/or TChart.

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Name _____________________________

Cause and Effect

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Date ________________

Name _______________________________________ Date ________________

Cause

Effect

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Name: Cause and Effect Fire Finds When many years pass, objects from older civilizations are frequently covered up by vegetation or other buildings. So when a fire burns, it can cause objects from long ago to be uncovered. As a result, scientists like to visit wildfire sites. Sometimes, scientists find small things like rock flakes that were made when ancient hunters sharpened arrowheads or beads made from shells. Sometimes, they find larger things like flat-topped boulders that ancient people used as kitchen counters and caves with rock art. After a large fire near Los Angeles, scientists found an old gold-mining camp and a farmhouse from the 1800’s. • • •

What signal words indicate that this might be a cause-and-effect text? What cause-and-effect pattern does this article follow? single cause and single effect b)single/multiple cause c)single/multiple effect

• • • •

What happens? What causes it to happen? What are important factors related to the cause? Will this result always happen from these causes? Why or why not?

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Lesson 5 Text #2 “Stopping the Desert” Aim: To analyze the author’s purpose in writing the article “Stopping the Desert.” Do Now: What do you think was the author’s purpose for writing the article “Stopping the Desert?” Questions: • Whose point of view is being conveyed in this article? • Why do you think the author included these perspectives? • Do you find the structure of this article effective?

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Lesson 6 Text #2 “Stopping the Desert” Aim: To find the main idea and summarize a complex text. Mini Lesson: Review reading steps to analyzing non-fiction texts: • Read to get the gist. • Reread to interpret the ideas in the text. • Read again differently to analyze the author’s methods. • Write and talk to demonstrate understanding of ideas and genre. Summary writing is recording the most important points in something you read. But how do you choose the 4-5 most important details in a text to include in your summary? How do you know if a detail is important? A GOOD SUMMARY HAS… • A topic sentence that includes the title and the topic of the piece • 4-5 important details Model summary for “Stopping the Desert” (text we previously read) The article “Stopping the Desert” states that the lack of regard for the environment can have a negative economic impact. Desertification is a major problem for the people of the Gansu province in China. When Mao Zedong’s “Great Leap Forward” began, it was meant to create a stronger economy, but the consequences of over farming caused the modification of the soil. As a result, the grassland became a desert. Farmers tried to reverse desertification, but this did not work and the government ordered farmers to vacate land and replace 20 villages with newly planted grass. They are hopeful that this will slow the desertification.

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Lesson 7 Text #3 – “There’s Gold in that Ocean” – (Assessment Task #1) concentration: a great deal of something conserved: protected from harm or loss demand: the quantity of goods that buyers will take at a particular price divergence: the act of coming apart extracting: pulling out feasible: practical; possible frigid: extremely cold hydrothermal: having to do with the action of hot, liquid solutions or gases within or on the surface of the earth leach: to dissolve out with liquid mining: the act of extracting metals from the earth negotiate: to work out an agreement remotely: to a small degree; slightly resemble: to be like or similar to sprout: to begin to grow sustained: supported, maintained thrive: grow stronger undisturbed: peaceful without disturbance vent: a hole for the escape of gas or air Independent Practice: Reading steps to analyzing Non-fiction texts Step #1 – Read to get the gist Underline one sentence from each paragraph that portrays the main idea of that paragraph. • What are the main ideas in each paragraph? (“Chunking the text”) • What does the author want us to understand in each section? • What is the text structure of the article? • What is the main idea of the whole text? • Reread the supporting ideas in each paragraph (lines you underlined). • How does each section relate to previous sections? • How do they relate to the big main idea?

Step #2 – Reread to interpret the ideas in the text Look back at the article and do the following: Highlight 5 key details that should be included in your summary. Leave out details that are not necessary.

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Lesson 8 Text #3 – “There’s Gold in That Ocean” FORMATIVE ASSESSMENT: SUMMARIZING INFORMATION (Task 1) You will write a summary in which you demonstrate your understanding of the text’s main idea and cite evidence that supports analysis of the text “There’s Gold in That Ocean.” As you write your summary, complete the following steps: Step 1: Look back at each paragraph and the lines you underlined as the main ideas. Step 2: Look back at the highlighted key details. STEP 3: Put the important information into a single summary paragraph (draft 5-7 sentences). The summary should include vocabulary from the text and transitional words. STEP 4: Check your work. Rethink your summary and the article. (Revise/Edit) Complete the final draft on a new sheet of paper.

Additional Support Strategy: For students that need support in applying the language of summarizing, consider using the following “Sentence Starters.” In _________by_________, we learn__________. The

article explains that _________. The author discusses ___________ and shows how ___________. The text ends with _______________.

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Lesson 9 Text #3 – “There’s Gold in that Ocean” Aim: Use the non-fiction reading steps to analyze the article “There’s Gold in That Ocean.” Do Now: Step Back: (reflect) What did you do and think about in order to identify the main idea and supporting ideas for your summary of “There’s Gold in That Ocean?” Mini-lesson: Show a 4 minute video clip to get a better understanding of the article on under water mining http”//www.abc.net.au/btn/story.s3244421.htm KRISTY BENNETT, REPORTER: Mining companies search far and wide for the next big pocket of resources. It might not look like it to us, but they’ve only just scraped the surface. Deep in the ocean could be mining’s next riches. And with most of the Earth covered in water, it’s an exciting prospect. But before you dive down with a pick and shovel, we’d better tell you that it’s not that easy. Soon we’ll get into why, but first let’s look at the creation that’s got the mining industry’s attention. These are underwater volcanoes called hydrothermal vents. They form hundreds or sometimes thousands of meters deep in the ocean. They’re made when the plates in the earth’s crust move apart. Seawater is pulled in to the cracks and is heated up. On the way out, it picks up chemicals before gushing up through the sea floor. What was seawater is now is a special hot fluid. When it meets the cold seawater, it changes again and eventually settles to form these chimneys. And in the chimneys are minerals like copper, zinc, lead, silver, and gold. And this is getting mining companies really excited. One company is planning to mine hydrothermal vents off the coast of Papua New Guinea. If it goes ahead it’ll be the worlds first open cut mine for copper and gold on the sea floor. So how will they do it? These vacuum cleaner looking machines will crush the chimneys and anything that’s left living on them. Many interesting species have thrived around these strange underwater volcanoes, like snails, mussels, crabs, certain bacteria, and other things. After viewing the video, have a discussion about the clip and complete the steps below: Reading steps to analyzing Text #3 – “There’s Gold In that Ocean” Reading to Get The Gist: (Comprehension/sorting) (cite) If mining were to take place, explain the effect it would have. Reread to interpret the ideas in the text: (Guiding Interpretive) (cite) Explain the concerns that are significant to the international authorities. If you were a policy maker, what point of view would you take on this issue? Read again differently to analyze the author’s methods: (Guiding Analytic) (cite) Marine geologist Peter Rona states, “The mining need to go forward, [and] the environments need to be sustained and conserved.” “That’s a challenge, but it is doable.” 38

Explain in your own words what does this quote above mean? What do you think was the author’s purpose in ending the article with this quote?

Step Back: What did you learn by engaging in a discussion on the above questions? How does that deepen your understanding of this article? Now that we finished analyzing the article and have a better understanding of the text, what’s the main idea of this article? (1-2 sentences). Main Idea: Officials want to extract valuable minerals from the ocean floor, but they risk harming an ecosystem. They are trying to come up with ways to harvest resources with minimal environmental harm.

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Lesson 10 Text #4: “Coral Reefs Need Care” Aim: To generate questions that can deepen understanding of a text Objective: Students will improve their understanding of a news article by learning to generate questions of their own and by finding answers in the text. Mini Lesson: • Explain that generating questions improves understanding. • Preview the article with the class by reading titles, graphics, and highlighted vocabulary words and their definitions and the first paragraph. This will activate students’ prior knowledge so that they can begin generating questions related to the text. Model: Model three questions while reading the first part of the text and explain why each is a good question. Include the following: • at least one question that is literal (Who? What? When?) • at least one question that requires drawing a conclusion or making an inference (Why? How?) Guidelines for Good Questions: A good question… • is related to the topic or structure of the text • attempts to link prior knowledge or previewed material to the text • requires the reader to read the text; that is, the question cannot be answered simply by previewing the text Individual Work: Before Reading Ask students to generate their own questions. Prompt them to • ask questions that are literal. (Who? What? When?) • ask questions that require drawing a conclusion or making an inference (Why? How?) • evaluate whether the question is a good question During Reading: Explain that good readers do the following: • look for the answers to their questions while they read • mark places in the text that may include answers • generate new questions during reading * Remind students that some of the questions may not be answered in the text at all. After Reading: Ask students if they have any new questions after reading, if so, students should add their questions to the list. Clarifying questions can support students in developing background knowledge/building schema. Step Back: How did generating your own questions help you understand the text? Review reading steps to analyzing non-fiction texts: 1) Read to get the gist. 40

2) Reread to interpret the ideas in the text. (Cite evidence from text). 3) How will Florida’s economy be affected if the Coral Reef Conservation Act is not passed? (Cite evidence from the text.) Closing: How did questioning help you understand the text better?

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Name ___________________________________________________________________________________ Class_________________________________ Date________________________ Title: __________________________________________________________ Author: _________________________________________ Genre: ___________________________________ Your Questions About the Text

Possible Answers(s) to Your Questions

3 Open-ended “Higher level thinking” THEMATIC

2 How/Why “Read between the lines” Inferential

1 Who/What/When “Right-there” Literal

Level

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Lesson 11 Text 4 “Having Their Fish and Eating it Too” Aim: To identify the literal and figurative meaning of an idiom with evidence from two texts. Mini Lesson: An idiom is a phrase or expression. The funny thing about idioms is that the actual meaning of the idiom is different from the individual words. So, if you took the words in an idiom apart, they wouldn’t have anything to do with the meaning of the complete phrase. Idioms are tricky, because their meanings develop and evolve over many years to the point where they no longer represent their literal meanings. In fact, people who are learning English as a second language, for example, frequently have difficulty learning idioms because they don’t make any sense if they are examined literally. Most people learn to understand their meanings from hearing them throughout their lives. Idioms don’t really translate well into other languages. Idioms are an expression whose meaning is completely different from what its words seem to say (literal meaning). Instead it has a figurative meaning, an additional layer of understanding, known only to those who are already familiar with the idiom. If you say that a statement is literal, you are saying it really happened or it will really happen. People use the word “literally” incorrectly all the time. You’ve probably heard someone say something like, “I’m so angry my head could literally explode!” No one’s head can explode from anger, so it will not “literally” happen. When people use “literally” this way, it takes away the real meaning of the word. If I wanted to get across the fact that it was raining a lot, I might say, “It literally rained 10 inches of water.” However, because people use the word incorrectly, my point that it actually did rain that much might not be understood. Vocabulary for Text #4 ban: to forbid, especially by passing a law or making a rule impose: to apply as a charge or penalty momentum: an impelling force or strength opposition: disagreement placate: to calm quotas: set numbers (established limit) restrictions: rules to prevent you from doing something Reading steps to analyzing non-fiction texts: Read to get the gist Questions to help you get the gist: • What are the main ideas in each paragraph? (“Chunking the text”) • What does the author want us to understand in each section? (Highlight important details from each paragraph) • What is the text structure of the article? 43

• • •

What is the main idea of the whole text? (Reread the supporting ideas in each paragraph (lines you underlined) How does each section relate to precious sections? How do they relate to the big main idea?

Article #5: “Having Their Fish and Eating it Too” Once you’ve eaten a piece of cake, you don’t have it anymore. So you have to make a decision to eat it or save it. In the same way, money that you’ve spent is money that you no longer have in your pocket. You have to choose what to do with what you have. The original version of this expression is “you can’t eat your cake and have it too,” meaning you can’t spend or use something up, but still expect to have it. Example: You can either go to a movie or get pizza, but you can’t have your cake and eat it too. In other words, you can’t have two things when you just choose one. ASSESSMENT Task #2: WRITING PROMPT Explain the figurative and literal meaning of the title, “Having Their Fish and Eating It Too.” To support your explanation of the idiom, cite evidence from two articles: Text #4 “Having Their Fish and eating it too.” And one other text of your choice: Text #1 “Stopping the Desert” Text #2 “There’s Gold in That Ocean” Text #3 “Coral Reefs Need Care”

ASSESSMENT Task #2: WRITING PROMPT *requirements” two paragraphs (5-7 sentences each), use transitional words to connect ideas and incorporate vocabulary from the text. 1st Paragraph: Explain the figurative meaning of the title, “Having Their Fish and Eating It Too.” Cite evidence from (Text #4) “Having Their Fish and Eating it Too,” to support your literal explanation of the idiom. 2nd Paragraph: Continue to support your explanation of the literal meaning of the idiom, “Having Their Fish and Eating It Too.” Now cite evidence from another text of your choice. Text your choice: Text #2 “Stopping the Desert” Text #3 “There’s Gold in That Ocean Text #4 “Coral Reefs Need Care” Additional Support Strategy: For students that need support in organizing their writing, consider using the graphic organizer, “CEI,” on the following page.

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Name __________________________________________________________

Class____________________________

CEI: Claim, Evidence and Interpretation

Claim:

Evidence: Examples, quotas, textual references that support the claim …

Interpretations: An explanation and/or analysis of the evidence

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Final Task Lesson Plan Aim: To draft informative essays using evidence to analyze the central idea that two texts share. Do Now: What did all four articles we read have in common? Mini Lesson: Model paragraph writing My Model Body Paragraph for Article Main Idea: The article “Water Park Makes Waves” is a good example of how the economy and the environment relate to the depletion of our Earth’s resources because in the article we learn about how a business can help some people while depleting one of our Earth’s resources. Introduce Evidence #1: The water park “Waveyard” may be built in the desert of Mesa, Arizona and includes plans that will stimulate Arizona’s economy. Evidence #1: For instance, the co-founder states, “He expects the park to eventually generate more than $1 billion in revenue.” Analyze Evidence #1: This shows how the water park would help Arizona’s economy because recreation is important to their community and it will create thousands of jobs. Introduce Evidence #2: However, one of earth’s prized resources – water – will be needed for this park. If it’s built, the park will use a lot of groundwater each year. Evidence #2: According to the article, “it will require an estimated 100 million gallons of groundwater annually to maintain its facilities.” Analyze Evidence #2: This proves how others may be concerned that even though they currently have a good supply of groundwater, it might not last. Arizona has been in a drought for a decade, and many fear that the desert will be even drier in years to come. Link: This article presents many reasons to support the relationship between the economy and the environment because it explained how a planned water park would earn profits and create jobs for economical gains and at the same time use gallons of water depleting one of our earth’s resources.

Independent Work: Work on Drafts of Task 3, using model as a reference.

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Economics and our Environment (Grade 8 E.L.A.) FINAL PERFORMANCE TASK: (Task #3) How does economics and the environment relate to the depletion of our Earth’s resources? • Write an informative essay that uses evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. • The essay should include an analysis of the causes and effect that the economy and environment have on one another. • The explanation of the analysis should be logically sequenced and present many reasons to support the relationship between the economy and the environment. Use textual evidence from two of the four texts we’ve read below: Additional Support Strategy: For students who need support organizing their ideas as well as those that have difficulty identifying the main idea, the following summary/main ideas may be incorporated into the lesson, since this task does not assess reading standards. Article #2: “Stopping the Desert” Many years ago, China tried to grow more food by turning grassland into farmland. But after misuse, the grassland is becoming a desert. Explain how lack of regard for the environment can have a negative economic impact. Article #3: “There’s Gold in That Ocean” Officials want to extract valuable minerals from the ocean floor, but they risk harming an ecosystem. Explain how officials are coming up with ways to harvest resources for economic gain while minimizing environmental harm. Article #4: “Coral Reefs Need Care” Pollution, commercial fishing, and land development are harming coral reefs. But the reefs themselves are important to tourism. Explain how governments are trying to balance environmental needs with those of the economy. Article #5: “Having Their Fish and Eating It Too” Nations in Europe were unable to pass fishing bans after hearing concerns from nations that depend on fishing. Explain how efforts to protect the environment can affect entire economies. To ensure you score a 4 out of 4, review how you will be scored below: 4 Informative/explanatory text includes evidence from at least two texts to explain how the economy and the environment relate to the depletion of our Earth’s resources. The essay includes an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis is logically sequenced and presents many reasons to support the relationship between the economy and the environment. 4 Informative/explanatory text includes accurate and fully integrated domain-specific vocabulary. The transitions are appropriate to the content and help to clarify relationship among ideas 4

Consistently uses standard English and standard capitalization, punctuation, and spelling.

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Essay Format (4 paragraphs) Introduction Paragraph • • •

“Hook” sentence that grabs the reader’s attention and introduces topic. Your opinion/answer to the question – How does economics and the environment relate to the depletion of our Earth’s resources? Introduce the titles of the two articles you have chosen as your evidence and explain why.

Body Paragraphs 1-2 • • • • • • • •

Main Idea Introduce Evidence #1 Evidence/Example #1 Analyze Evidence #1 Introduce Evidence #2 Evidence/Example #2 Analyze Evidence #2 Link to whole essay

Main Idea: This should be your topic sentence, stating the point of your paragraph. (Introduce the title of the text and this text shows how the economy and the environment relate to the depletion of our Earth’s resources?) Evidence/Example: This is where you support your main idea with evidence from the text. You need to INTRODUCE your evidence by giving context, so that the example or evidence makes sense. (Present evidence to support the relationship between the economy and the environment.) Analyze Evidence: This is where you analyze and explain HOW your evidence proves your main idea. (How evidence presents the causes and effects that the economy and environment have on one another.) Link: This is where you link back to your main idea. Reinforce your main idea, or expand on it. (Concluding sentence, summing up your thoughts.) Conclusion paragraph: • • •

Restates your answer to the question – How does economics and the environment relate to the depletion of our Earth’s resources? (not necessarily in the same exact words as your introduction) Recaps/summarizes your body paragraphs and main ideas of texts #1 and #2 Has strong closure/concluding sentence

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Student Directions Economics and our Environment (Grade 8 ELA) FINAL PERFORMANCE TASK (Task 3) Task: Write an informative essay in which you identify how economics and the environment affect the depletion of our Earth’s resources. Cite relevant textual evidence from two of the four texts we have previously read. Texts: Stopping in the Desert There’s Gold in that Ocean Coral Reefs Need Care Having Their Fish and Eating It Too Your informative essay should have at least 5 paragraphs and should include an analysis of the causes and effects that the economy and environment have on one another. The explanation of the analysis should be logically sequenced and present many reasons to support the relationship between the economy and the environment. Your essay should include transitional words that we have studied and should consistently use standard English, as well as standard capitalization, punctuation, and spelling.

Additional Support Strategy: Some students such as English Language Learners my need support with the vocabulary needed to understand the essay question: How does economics and the environment relate to the depletion of our Earth’s resources? Earth’s resources: Materials found in the Earth that people need and value (natural resources) economy: the way people manage money and resources for the production of goods and services. (Goods are anything that anyone wants or needs. Services are duties or work that people do for one another; or helpful or professional activities.) depleted: used up

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GRADE 8 LITERACY IN ENGLISH LANGUAGE ARTS: ECONOMICS AND THE ENVIRONMENT TEXT SUPPORTS The following text supports include the full texts referenced in this unit and culminating performance task. Lexile levels and details about qualitative elements of text complexity are provided for each article. The qualititave analyses were developed by the NYC Common Core Fellows. All of the articles were originally published by Achieve3000 and are copyright © 2012 Achieve3000. All rights reserved. To learn more, contact Achieve3000 at 888-968-6822 or visit www.achieve3000.com.

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Economics and the Environment – Text Supports The following is a review of several articles identified in this Common Core–aligned task. Although the articles fall into the Lexile Text Complexity Band for grade level 6-8, the qualitative elements of the texts better situate them as a whole in the 5-6 grade level band. Below is an analysis of specific texts and an overall summary of the texts as a group. Coral Reefs Need Care Lexile Level: 1110 •

The text uses simple connecting words and phrases.

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The text structure is simple in that the supports for the topic of the paragraph are listed in the sentences that follow in an explicit manner.

There’s Gold in That Ocean Lexile Level: 1170 •

The text uses the question “Why?” to introduce a conclusive statement teaching a piece of information – the authors ask a question simply to add information, not to ask the reader to think deeply about the topic.

Having Their Fish and Eating It Too Lexile Level: 1090 •

There are some complex aspects of this text.

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The text contains some structurally complex elements. It asks students to understand a variety of noun phrases such as “Concerns about the fishing industry,” “the nations of Europe,” “outright fishing bans,” “EU’s fisheries officials,” and “lesser restrictions.”

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Each paragraph of the text repeats the same idea. Ideas are not further developed as they are presented.

Stopping the Desert Lexile Level: 1170 •

This is the most complex text of the set in quantitative and qualitative features. For example, the sentence “The government built the Hongyashan Reservoir in the rugged grasslands of Gansu Province with the goal of [irrigating] nearly one million acres there, and at first, the plan worked” is complex because the structure demands that readers understand that the reservoir was built (“The government built the Hongyashan Reservoir”), where it was built (“in the rugged grasslands of Gansu Province”), the reason, (“irrigating nearly one million acres”), what happened (“the plan worked”), and when (“at first”).

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High knowledge demands are placed on the reader in science and social studies vocabulary. 51

Summary: Meaning •

Students are asked to make few inferences to help them understand the texts. Ideas are clearly stated and texts seldom rely on ambiguous or nuanced information. Language

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Although a few literary techniques are present, the language is generally straightforward.

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There are instances of domain-specific vocabulary that may cause some students to struggle, but would not hinder understanding of the text. The texts often explain any unfamiliar vocabulary or phrases. Layout

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The layout of each text includes small photographs. These photographs are simple and are either unnecessary or merely supplementary to the meaning of the texts. Structure

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Quotations tend to restate information or ideas that have previously been introduced. Texts in the 6-8 grade band tend to use quotations to go more deeply into concepts and details.

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All of the texts are written in a very similar format: the topic is introduced, the problem or issue is stated, the two opposing sides are presented, and a possible solution is offered. Since all the texts have this format, each text is less complex than the previous because students become familiar with the structure.

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