Ji-Young Ham Ted Young Literacy Jigsaw Lesson Plan: Sustainability Practices Total Time: 1hr and 20 mins

. Goals and Objectives: Students will be able to summarize the main ideas of the sustainability articles, question sustainability practices, and identify at least three restrictions on sustainability practices. Such sustainability practices include: green chemistry movement, recycling plastic, metals, paper, and glass, preserving plants and trees, and purifying water. Standards (and Assessment Anchors, if applicable): Common Core: CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Materials and Preparation: 1. 5 copies of 6 different sustainability articles 2. 6 copies of general article questions 3. Blackboard and chalk Classroom Arrangement and Management Issues: Students desks will be arranged in groups of 4 or 5. They will count off and they will be assigned to that group. Check-in with each group to make sure they are on task. If they do not seem to be on task, then they will be moved. Remind the students to be respectful. Plan: 1. Introduce Writing Prompt, which will be written on the blackboard: What do you think sustainability means? Give examples of sustainability practices and explain why. -10 min. The students will write their responses in their writing notebooks. 2. Ask some students to volunteer or call on students to share their writings - 10 min. 3. Explain Jigsaw directions - 5 mins. The students will be split into 6 groups of 5 students by counting off by 5. Each group will read a different article, but the students will be reading the same article in their group. The articles are: “Green Grass, Green Beans, Green Thumb, but Green Chemistry?”, “Milli Recycles & You Can Too!”, “Plants That Eat Trash,” “Washing Water,” and “ChemisTREE.” After reading

the articles independently, the groups will write their answer questions on the review sheet as a group. Then each group will present the main ideas of their articles and identify the sustainability practices that were mentioned. The other groups will take notes on the groups’ presentations. 4. Split the students into groups - 5 mins. The students are counted off by 5’s. 5. Hand out articles and review sheets- 5 mins. 6. Students read their articles independently and answer the questions - 20 mins. While students are reading and discussing, we will be checking in with each group. We will ask them if they need any clarifications on the directions or the articles. 7. Groups will present a summary of their articles and critique - 15 mins. The other groups, who are not presenting, will take notes on the presentations in their writing journals. Students should be instructed to put the title of the article at the top on one side of the page and a summary of that article on the other in a T-Chart. After each presentation call on students who have not presented to summarize what the group that presented has just said and have other students repeat that. 8. Class discussion: How can we put these into practices? What are the limitations? If students struggle provide examples such as: “If plants can turn Carbon Dioxide into Oxygen than we should plant more trees, but that might not be practical in a city like Philadelphia because of space”. Call on students to repeat what other students have said to make sure students are engaged and paying attention, as well as have other sources of information.- 15-20 mins. Assessment of the Goals/Objectives Listed Above: 1. Conferencing with each group 2. Evaluate groups’ review question sheets: Have students answered all the questions fully and correctly? Have they TAG-ed their answers? 3. Informal assessment of groups’ presentation and class discussion: Have the presenting groups presented the articles accurately? Have students correctly summarized the presentations? Have they correctly identified the main ideas of the articles? 4. Collect students’ notes on group presentations: Have students correctly summarized the articles in their notebooks based on the presentations? Anticipating Students’ responses and Your Possible Responses: A: Management Issues- Remind the classroom norms, expectations, and compliments. B: Response to the content of the lesson- Students might not understand certain terminology and concepts. Remind them to use context clues. If they still have trouble give them a working definition of the term. Accommodations: A: Accommodations for students who may find the material too challenging: Individual conferencing and peer help. Emphasize the students to keep each other accountable. Have other students repeat the material to the student in their own words. B: Accommodations for students who may need greater challenge and/or finish early:

Emphasize the students to keep each other accountable. Help other group members with the articles and review questions. If there is nothing for them to do, have them work on their 100 Book Challenge, work on unfinished work, or clean up the classroom.



Informational Text Worksheet What is the main idea of this piece of writing?

Who is the audience for this piece of writing? What is the author trying to convince the audience of?

How is this article related to sustainability? How do you know?

Give 3 details or facts that you learned about sustainability or pollution from this article. 1) 2) 3)