Don't Throw It Away!

Activity card

Graphic Organizer: Fact or opinion?

Name/s:

List facts and opinions found in Don’t Throw It Away!

WorldWise

™

Lesson Plan Xx

Content-based Learning

Facts

Opinions Level Q (40)

Xxxxxxxxx

Don’t Throw It Away! explores how individuals and groups are working to reduce, reuse, and recycle materials to help reduce trash, and why this is important.

Informational text types: Argument/Report/Explanation/Procedure

WorldWise

Content-based Learning

Next Generation Science Curriculum links

Think about the topic. What is your opinion?

Write three opinions you have about the topic. Find three facts from the book that support each of these opinions.

My opinion

Supporting facts

1.

1.

• ESS3.A Natural resources • ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• The amount of trash being thrown away is a problem for the planet • The amount of trash can be made less by people working to reduce, reuse, and recycle different materials

Content vocabulary 2.

composting, decomposes, fertilizer, fibers, landfill, mined, monitored, nutrients, pollution, recycle, reduce, renewable, replenished, resources, reuse

2.

Text features

• Labeled diagrams, pie graph, bar graphs, interview, text boxes, flow charts, visual chart, sidebars, glossary 3.

3.

Reading strategy

• Distinguishing fact and opinion Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Don’t Throw It Away! © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(7) (C) Use text evidence to support an appropriate response.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

4(10) (E) Identify and understand the use of literary devices, including first- or third-person point of view.

Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write about their opinion, using the prompt: Everyone must take action to solve the problem of trash.

Provide the students with a template detailing how to plan and write an argument. Remind them to support their opinion using facts.

Give each student a copy of the book Don’t Throw It Away! Have the students browse through the book. Say: As you browse through the book, think about what you already know about recycling. What other ways can we reduce the trash in the world? What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about reducing, reusing, and recycling? Have students work with a partner to create a list of words. Say: When you are finished, join with another pair and share your lists.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: Factual texts contain information and facts about a topic.

Sometimes they also contain the author’s opinion: what the author believes, thinks, or feels about a topic. It is important as a reader to be able to recognize the difference between facts and opinions.

Model saying a fact and an opinion about a topic, and then ask students to take turns doing this with a partner.

Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, use sticky notes to highlight facts and opinions. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What is your reaction to the idea you might be responsible for the problem of trash? What are the facts that support your opinion? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapter 2 independently. Say: As you read, use the same process we used for the introduction and chapter 1. Read the chapter to yourself and keep track of your thinking by adding to the first table on the Graphic Organizer, then meet with your partner to discuss which opinions and facts you recorded.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete the second table on the Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about the problem of trash? Share your ideas with a partner. Have the students read chapter 2 to themselves. Review what the students have read. Ask: What new information do you have about reducing, reusing, and recycling?

Invite the students to talk about their understandings. Have the students read chapter 3 to themselves. Say: Now add your thinking about the facts and opinions to your Graphic Organizer.

On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: Can you find a place in the book where you can identify when the author expressed an opinion? How did you know?

What will happen if we don’t reduce, reuse, and recycle? Why do you think this? Are people becoming more aware of the problem of trash?

Why do you think this? What sort of things are people doing to help solve the problem of too much trash? (Inferential) Reducing, reusing, and recycling are the only ways to solve the problem of trash. What do you think? Discuss your ideas. What is your opinion on reducing trash? What actions could you take to help?

(Synthesizing) It is true to say that we can all “make a difference?” What do you think? What is the author’s opinion on reducing trash? How do you know this? Does the author want us to believe a certain message? If so, what is the message, and do you agree with it? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students in small groups discuss ways to reduce trash. A discussion leader in the group can ensure everyone has a fair turn to speak and a notetaker can record key ideas.

Vocabulary

Download the template at www.worldwise-reading.com/teacherresources

Have students work with a partner to make a set of 12 word cards related to the topic (recycle, compost, landfill, etc.). Using the word cards, students take turns forming sets of words (e.g. reduce, recycle, resources, reuse) and guessing the reason why these words are grouped together (e.g. words with ‘re’ as a prefix).

Say: Do you agree with this statement? Encourage the students to talk about their ideas with a partner, then write an argument supporting their position. Say: You will need to research information about different ways that people can help reduce trash.

Visual literacy

Alternatively, the students could choose to write a letter to their school principal outlining various ways that the school community could work toward reducing trash.

Have students make a poster to sell the “reduce, reuse, recycle” message. Encourage them to use strong, emotive language, eyecatching visuals, and facts.

Activity card

Graphic Organizer: Fact or opinion?

Name/s:

List facts and opinions found in Don’t Throw It Away!

WorldWise

™

Lesson Plan Xx

Content-based Learning

Facts

Opinions Level Q (40)

Xxxxxxxxx

Don’t Throw It Away! explores how individuals and groups are working to reduce, reuse, and recycle materials to help reduce trash, and why this is important.

Informational text types: Argument/Report/Explanation/Procedure

WorldWise

Content-based Learning

Next Generation Science Curriculum links

Think about the topic. What is your opinion?

Write three opinions you have about the topic. Find three facts from the book that support each of these opinions.

My opinion

Supporting facts

1.

1.

• ESS3.A Natural resources • ETS1.A Defining and delimiting engineering problems • ETS1.B Developing possible solutions • ETS1.C Optimizing the design solution Key concepts

• The amount of trash being thrown away is a problem for the planet • The amount of trash can be made less by people working to reduce, reuse, and recycle different materials

Content vocabulary 2.

composting, decomposes, fertilizer, fibers, landfill, mined, monitored, nutrients, pollution, recycle, reduce, renewable, replenished, resources, reuse

2.

Text features

• Labeled diagrams, pie graph, bar graphs, interview, text boxes, flow charts, visual chart, sidebars, glossary 3.

3.

Reading strategy

• Distinguishing fact and opinion Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Don’t Throw It Away! © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 4(7) (C) Use text evidence to support an appropriate response.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes.

4(10) (E) Identify and understand the use of literary devices, including first- or third-person point of view.

Writing 4(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 4(1) (C) Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.