Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Entrance Ticket: Unit 2, Lesson 2

RI.7.1

(Example for Teacher Reference)

Directions: As you enter class, respond in writing to the following prompts.
What are some additional ideas or examples you found about the beginning of the plastic life
cycle from Trash Vortex?
On page 24, the author writes that the “federal Clean Water Act added strict rules” about
placing industrial plants near water. This shows how government action can help reduce
pollution of all kinds. On page 51, the author writes that “more than 200 U.S. cities have
banned plastic bags.” This also shows how governments and communities can target
plastic pollution before plastic is made and sold.

Read the following excerpt from Trash Vortex for hints about what happens at the middle of
the plastic life cycle. Then Turn and Talk with a partner about what the beginning of the plastic
life cycle might be. Support your thinking with ideas and information from A Plastic Ocean or
other places in Trash Vortex. Note your thoughts in the appropriate sections below.
“Yet humans have always found new forms for old materials. Objects made of
metal were repaired or the materials were used again. Worn-out clothing could
be mended, redesigned, or shredded to make paper. But then it sometimes
became cheaper to buy new plastic goods than repair old ones. ‘The idea that
you threw stuff out when it wore out is a 20th century idea,’ wrote Susan
Strasser, author of Waste and Want: A Social History of Trash.” (24)

What happens in the middle of the plastic life cycle?

The middle of the plastic life cycle is where people buy and use plastic and decide
whether to throw it away, recycle it, or reuse it.

What can be done to reduce plastic pollution at the middle of the plastic life cycle?
People can reuse it or recycle it before throwing it away. People can choose to buy other
products instead.

Who can do it?

Consumers, or people who buy plastic or use it on a regular basis.

Source: Smith-Llera, Danielle. Trash Vortex. Capstone, 2018.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Entrance Ticket: Unit 2, Lesson 2

RI.7.1

Name: Date:

Directions: As you enter class, respond in writing to the following prompts.

What are some additional ideas or examples you found about the beginning of the plastic life
cycle from Trash Vortex?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Read the following excerpt from Trash Vortex for hints about what happens at the middle of
the plastic life cycle. Then Turn and Talk with a partner about what the beginning of the plastic
life cycle might be. Support your thinking with ideas and information from A Plastic Ocean or
other places in Trash Vortex. Note your thoughts in the appropriate sections below.
“Yet humans have always found new forms for old materials. Objects made of
metal were repaired or the materials were used again. Worn-out clothing could
be mended, redesigned, or shredded to make paper. But then it sometimes
became cheaper to buy new plastic goods than repair old ones. ‘The idea that
you threw stuff out when it wore out is a 20th century idea,’ wrote Susan
Strasser, author of Waste and Want: A Social History of Trash.” (24)

What happens in the middle of the plastic life cycle?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

What can be done to reduce plastic pollution at the middle of the plastic life cycle?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Who can do it?

_______________________________________________________________________________

_______________________________________________________________________________

Source: Smith-Llera, Danielle. Trash Vortex. Capstone, 2018.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Text: “Five Things You Can Do

to End Plastic Pollution”

Name: Date:

Five Things You Can Do to End Plastic Pollution

By Anjali Acharya

The news headlines are grim. A male pilot whale dies on a Thai beach having swallowed 80
plastics bags; images of turtles stuck in six-pack plastic rings; a sad photo of a tiny seahorse
clinging to a plastic ear-bud goes viral. Plastic products wash up daily on beaches worldwide—
from Indonesia to coastal west Africa, and waterways in cities are increasingly clogged with
plastic waste.

But the world is taking note and countries, the private sector, and communities are starting to
act. From bans and taxes on various single-use plastics, to investments in waste collection, and
policies on reduced plastics packaging, to beach clean-ups. We are trying to break the addiction
to plastics, and contribute to healthier lives and a healthier planet.

This year, World Environment Day focuses on “Beating Plastic Pollution.” The World Bank is
contributing to this effort, using our suite of lending instruments and policy dialogue with key
countries and cities to help identify and finance solutions to address the marine plastics issue.
For example, the World Bank is a long term strategic investor in the improvement of municipal
solid waste management systems that, if not correctly managed, are a major contributor to the
ocean plastics problem. Since 2000, the World Bank has invested over $4.5 billion to help
improve more than 300 solid waste management programs to reduce pollution leakage,
including plastics, into our environment. The Bank is also studying the flow of plastics into the
ocean through a series of plastics pollution hotspot analyses to prioritize investments and look
for quick wins.

But it is going to take more than building better solid waste management systems. Everyone
needs to be on board to solve this problem and individual actions count.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Here are five things YOU can do—starting TODAY—to end plastic pollution:

1. Say NO to Plastic Bags

There are an estimated 1 million plastic bags used every minute, and a single plastic bag can
take 1,000 years to degrade. Over the last two decades, more and more countries and cities
are either banning plastic bags (examples include Rwanda, California) or introducing levies
and taxes on them (examples include Ireland, Washington D.C.) to discourage people from
the plastic option. These actions have had varying degrees of success, but you can set an
example by bringing your own reusable bag when you shop. Not the nylon or polyester kind
because they’re also made from plastic—choose cotton ones instead.

2. Bottle your Own Water

Did you know that humans now buy an estimated million plastic bottles per minute, and
that most of this plastic is not recycled? How many did you buy this week? Here is a quick
win . . . bottle your own water or whatever you are drinking. Keep a recyclable bottle in your
bag, place two on your desk—a mug for the hot drink; a tumbler/glass for something cold.
Plastic bottles typically made from polyethylene terephthalate (Pet) take over 400 years to
naturally decompose.

3. Skip Plastic Straws

Plastic straws are among the top items of marine plastics found around the world, and
they’re generally not recyclable. As a customer, use your voice at restaurants, cafes and
eateries to refuse straws and plastic stirrers. Help a movement towards paper straws, as
Starbucks and McDonalds are starting to do, or give up straws entirely. If you are desperate
to use straws, carry your own. There are metal and bamboo straws that are now more
widely available.

4. Avoid Plastic Cutlery

Ordering take-out? Tell the vendor to skip the plastic cutlery. Catering events? Use reusable
cutlery (and plates and cups). France became the first country to pass a law that will go into
effect by 2020 to ban plastic plates, cups and cutlery—hoping to spur on innovation in
biodegradable products. Shop around, and change your own attitude towards choosing
more ocean-friendly practices.

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5. Make Better Choices at Home

Make Green choices at home in choosing products with less plastic packaging. Move away
from the throwaway culture. Avoid cosmetics and personal hygiene products with
microbeads. Microbeads, a type of microplastic, are the little dots in your toothpaste, and
facial scrubs. New research shows increasing amounts of damage from microbeads to
marine life, leading to potential harm to human health. Shop around before investing in
clothing that has synthetic microfibers. Often when these items are washed, they release
microfibers into the water, which make their way to oceans, and may then be ingested by
fish and other marine creatures.

Today, on World Environment Day 2018, please join the Plastics Detox movement. These five,
relatively simple, actions can revolutionize our relationship with plastic. Let’s use our voice, and
behavior to stem the tide of plastics pollution. Maybe then we’ll read stories about pristine
beaches and happy turtles.

Source: Acharya, Anjali. “Five Things You Can Do to End Plastic Pollution.” World Bank, 4 June 2018. Web.
Used by permission.
1240L

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Close Reading Guide: “Five Things You

Can Do to End Plastic Pollution”

RI.7.1, RI.7.2, RI.7.4, RI.7.6, L.7.4

(For Teacher Reference)

Purpose and Notes

 The purpose of this close read is for students to trace the way the author
develops her purpose and point of view.
 In this close read, students will focus only on the selected sections of the
text, which are related to the author developing her purpose in the text.
 For the sake of time, first read aloud the text.
 After the text is first read aloud, students reread portions of the text as
they answer text-dependent questions.
 A note-catcher along with text-dependent questions provide an
opportunity for students to determine central ideas and the author’s
purpose and point of view.
 Continue to use discussion protocols (e.g., Think-Pair-Share,
Conversation Cues, and total participation techniques) to engage all
students in collaborative discussion about the text.

Whole Text

Excerpt of Text Questions and Directions

Read the  Read the whole article aloud as students read along
text. silently. Invite students to Turn and Talk with a partner,
and then cold-call students to share out: “What is this
text about?”
 Explain that now you will look closely at sections of the
text to better understand how the author develops her
purpose in the text. Remind students of the work they
did in the previous unit analyzing an author’s purpose
and point of view, as well as in the previous lesson’s
close read. For this close read, they will again analyze
how an author uses language to make her position
clear. Specifically, they’ll look at how the author takes

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other positions on the issue into account, and how that

makes her own position more clear.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Paragraph 1

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Excerpt of Text Questions and Directions

Reread the first  Focus students on the first sentence: “The news
paragraph. headlines are grim.”
 Ask:
– “Why would the author choose to start an article this
way?” (It creates an emotional response in the reader
and makes them curious about what the headlines
are.)
– “How does the word grim clue you into the point of
view of the article?” (The word grim lets you know
that the point of view will be negative, at least at
first.)
 Focus students on the second sentence: “A male pilot
whale dies on a
Thai beach having swallowed 80 plastics bags; images of
turtles stuck in six-pack plastic rings; a sad photo of a
tiny seahorse clinging to a plastic
ear-bud goes viral.”
 Ask:
– “Why does the author list facts about a whale, turtles,
and a tiny seahorse?” (To provide evidence for the
problem of plastic pollution.)
– “How is this approach effective?” (It makes you feel
sorry for the plight of the animals.)
 Focus students on the third sentence: “Plastic products
wash up daily on beaches worldwide—from Indonesia to
coastal west Africa, and waterways in cities are
increasingly clogged with plastic waste.”
 Ask:
– “How does the word clogged help to support the
author’s point of view?” (It shows what a big problem
plastic pollution has become.)
– “Why does the author name specific beaches where
plastic is being washed up?” (It helps to make the
problem real and provide specific evidence to further
the claim.)
 Distribute and display the Close Read: “Five Things You
Can Do to End Plastic Pollution” note-catcher, and direct
students’ attention to the box labeled Paragraph 1.
Remind students of their work in the previous lesson,
and explain that they will do similar work today.
 Ask:

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– “Identify in the first paragraph the words that help

develop the author’s purpose and point of view.”
(Words that reveal point of view include grim, dies,
sad, and clogged.)
– “What kinds of words are these?” (Strong verbs and
precise nouns.)
– “What do these kinds of words do?” (They create
powerful images and convey the author’s attitude or
point of view.)
 Invite students to complete the note-catcher in the
Paragraph 1 box. Ask: “Why would the author choose to
begin the article way?” (This approach makes her own
differing point of view more clear.)

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Paragraph 2

Excerpt of Text Questions and Directions

Reread the  Focus students’ attention on the first sentence of the
second second paragraph: “But the world is taking note and
paragraph. countries, the private sector, and communities are
starting to act.” Invite students to Turn and Talk:
“How does this sentence help you to understand the
purpose of the paragraph?” (It lists groups who are
taking action with plastic pollution, so you know that
the purpose of the paragraph is to describe ways in
which people have taken action to solve the problem
of plastic pollution.)
 Ask students to record the purpose of the paragraph
on their note-catchers.
 Focus students’ attention on the second sentence of
the second paragraph: “From bans and taxes on
various single-use plastics, to investments in waste
collection, and policies on reduced plastics packaging,
to beach clean-ups.” Invite students to Turn and talk:
“What evidence does the author provide that people
are taking action?” (Bans, taxes, investments, policies,
and beach cleanups.) Ask students to record this
evidence on their note-catchers in the appropriate
section.
 Focus students’ attention on the third sentence of the
second paragraph: “We are trying to break the
addiction to plastics, and contribute to healthier lives
and a healthier planet.” Invite students to Turn and
Talk:
– “Which words jump out at you as naming the
author’s point of view?” (“break the addiction to
plastics,” “healthier lives,” “healthier planet.”)
– “How do these words contribute to the author’s
point of view?” (The idea that we are addicted to
plastic furthers the author’s point of view that
plastic is something harmful that we need to rid
ourselves of and stop consuming.)
– “What other words in this paragraph contribute to
the author’s point of view?” (“the world is taking
note,” “starting to act.”)
 Invite students to record the author’s point of view

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along with the revealing language on their note-

catchers. “What is the implicit point of view here in
the first two paragraphs?” (The problem of plastic
pollution in the water is overwhelming.)

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Paragraph 3

Excerpt of Text Questions and Directions

Reread  Ask students what understanding they can gather about
paragraph 3. the World Bank from the article. (It is a bank, and
probably serves the world.)
 Inform students that the World Bank is a global
organization that invests money in projects in developing
countries. It started right after World War II with a
mission to end world poverty.
 “What does getting rid of plastics have to do with
poverty in developing countries?” (Wealthy nations often
send their plastic waste to developing countries, and
plastic waste is more impactful in developing countries
because there are no effective systems for dealing with
the waste.)
 “Who is the author, and what is her title?” (Anjali
Acharya, senior environmental specialist.)
 “Whom does she work for?” (The World Bank.)
 “How might this impact her point of view?” (She will be
in support of the World Bank and their point of view.)
 “How might her point of view differ from a journalist’s
point of view?” (A journalist would be trying to report on
events from a more neutral perspective; Anjali works for
the World Bank, so is writing in support of their efforts.)
 Focus students’ attention on the first and second
sentences of the third paragraph: “This year, World
Environment Day focuses on ‘Beating Plastic Pollution’.
The World Bank is contributing to this effort, using our
suite of lending instruments and policy dialogue with key
countries and cities to help identify and finance solutions
to address the marine plastics issue.” Invite students to
Turn and Talk: “How does this sentence help you to
understand the purpose of the paragraph?” (To describe
the actions that the World Bank is taking to solve the
problem of plastic pollution.)
 Ask students to record their thinking about the purpose
of the third paragraph on their note-catchers. Ask
students to Turn and Talk: “What evidence does the
author provide that the World Bank is working to solve
the problem of plastic pollution?” (Investments in
municipal solid waste management systems: $4.5 billion
to help improve more than 300 solid waste management
programs to reduce pollution leakage; a series of plastics
pollution hotspot analyses.) Invite students to record this
evidence on their note-catchers.

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Excerpt of Text Questions and Directions

 “What is the author’s point of view at this point? How do
you know?” (The author feels that the World Bank can
beat plastic pollution by identifying and financing
solutions and investing. I know this because of the key
language the author uses, such as “quick wins.”)
 “What other language tells you the author’s point of
view?” (“beating plastic pollution,” “identify and finance
solutions,” “long-term strategic investor,” “help,”
“reduce pollution leakage,” “our environment.”) Invite
students to record this language as well as the author’s
point of view on their note-catchers.

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Paragraphs 4–5

Excerpt of Text Questions and Directions

Read  Ask
paragraphs – “Whom is the first and second paragraph
4–5, from addressing?” (The world.)
“but it is – “Whom is the third paragraph addressing?” (The
going to World Bank.)
take more
– “Whom is the fourth and fifth paragraph
than
addressing?” (Individuals.)
building
better solid – “How would you describe the pattern of who each
waste paragraph is addressing, moving from the first to
managemen the fifth paragraph? Are the paragraphs addressing
t systems” larger groups or smaller as the article goes on?”
to “end (The article starts with the largest group, with the
plastic worldwide problem of plastic pollution and lots of
pollution—.” different group’s solutions, and then gets smaller,
with the World Bank’s solutions, and then gets
smaller still, with what individuals can do to prompt
change.)
– “Why would the author choose to start large and
then narrow down to what you as an individual can
do?” (It makes the problem seem solvable and
inspires hope and change.)
– “What is the author’s point of view about who
should solve plastic pollution?” (The author thinks
that all people should try to solve the problem of
plastic pollution.)
– “How does this approach support the author’s point
of view?” (Starting large and then narrowing down
supports the idea that just one person can make a
difference.) Invite students to record the purpose
as well as label whom is being addressed in each
paragraph on their note-catchers.
– “What does the word but at the beginning of
paragraph 4 do?” (It points out that the author is
doing another round of distinguishing her point of
view from others.)
– “What language supports the point of view in
paragraphs 4–5?” (“it is going to take more,”
“everyone needs to be on board,” “individual
actions count,” “five things you can do,” “starting

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today,” “end plastic pollution.”) Remind students to

record this language on their note-catcher.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Solutions Jigsaw

Excerpt of Text Questions and Directions

Rest of text  Assign each group one of the “five things” from the
until the article. Instruct each group to read the paragraph
concluding about their assigned material closely and note the
paragraph information on the note-catchers, including what the
action is, how it can help, what the author’s point of
view is, and the telling language that helps develop
the author’s purpose and point of view about the
material.
 Invite students to share their ideas with those who
read the same section, and ensure high-quality work
on the note-catcher.
 Invite students to meet in heterogeneous groups with
those who have not read the same section, and take
notes on the note-catcher.

Culminating Task

Excerpt of Text Questions and Directions

Culminating  Read aloud the concluding paragraph which starts:
Task “Today, on World Environment Day 2018, please join
the Plastics Detox movement.”
 Ask students to write a written response on their note-
catcher to the following questions: What is the
purpose of the last paragraph? How do the images of
“pristine beaches” and “happy turtles” contrast with
the images in the first paragraph and help to develop
the author’s purpose in this article? (The purpose of
the last paragraph is to invite readers to take action
against plastic pollution. The author wants readers to
know that change is possible. The author uses images
of “pristine beaches” and “happy turtles” to show
what would happen if we got rid of plastic pollution.
These images contrast with the first paragraph of the
article, which describes a turtle getting sick from
plastic and all the plastic products that “wash up daily
on beaches worldwide.” By using contrasting images,
the author can try to turn hopelessness to hope.)

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Source: Acharya, Anjali. “Five Things You Can Do to End Plastic Pollution.” World
Bank, 4 June 2018. Web.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Close Read: “Five Things You Can Do

to End Plastic Pollution” Note-Catcher

RI.7.1, RI.7.2, RI.7.4, RI.7.6

(Example for Teacher Reference)

What is the author’s purpose in this text? How does she distinguish her position from other
possible positions?

Paragraph 1
Below are sample responses for paragraph 1.
Purpose:
to define the problem of plastic pollution using specific examples
Evidence:
The author uses the following specific examples: “A male pilot whale dies on a Thai beach
having swallowed 80 plastic bags; images of turtles stuck in six-pack plastic rings; a sad photo
of a tiny seahorse clinging to a plastic earbud goes viral.”
Author’s Point of View:
Plastic pollution causes a lot of damage.
Language That Reveals This Purpose or Point of View:
grim, dies, sad, clogged

Paragraph 2
Purpose:
to describe the actions that are being taken to solve the problem of plastic pollution
Evidence:
The author lists the following solutions: “From bans and taxes on various single-use
plastics, to investments in waste collection, and policies on reduced plastics packaging, to
beach cleanups.”
Author’s Point of View:
The author is excited that people are taking action to reduce plastic waste.
Language That Reveals This Purpose or Point of View:
the world is taking note; starting to act; break the addiction to plastics; healthier lives;
healthier planet

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Paragraph 3
Purpose:
to describe the actions that the World Bank is taking to solve the problem of plastic
pollution
Evidence:
The author states: “The World Bank is a long-term strategic investor in the improvement of
municipal solid waste management systems” and “Since 2000, the World Bank has
invested over $4.5 billion to help improve more than 300 solid waste management
programs to reduce pollution leakage, including plastics, into our environment.” In
addition, “The Bank is also studying the flow of plastics into the ocean through a series of
plastics pollution hotspot analyses.”
Author’s Point of View:
The author is enthusiastic about the efforts of the World Bank to help reduce plastic
pollution.
Language That Reveals This Purpose or Point of View:
beating plastic pollution; identify and finance solutions; long-term strategic investor; help;
reduce pollution leakage; our environment; quick wins

Paragraphs 4–5
Purpose:
to argue that everyone needs to help solve the problem of plastic pollution
Label who is being addressed in each paragraph:
The world:
paragraphs 1 and 2
The World Bank:
paragraph 3
Individuals:
paragraph 4
Author’s Point of View:
The author thinks that people should try to solve the problem of plastic pollution.
Language That Reveals This Purpose or Point of View:
it is going to take more; everyone needs to be on board; individual actions count; five
things you can do; starting today; end plastic pollution

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Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
1. What is it?
Say no to plastic bags.

How can it help?

The author cites this statistic: “There are an estimated 1 million plastic bags used every
minute, and a single plastic bag can take 1,000 years to degrade.” By bringing a cotton bag
alternative, you are not contributing to this problem.

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author thinks that people should use
fewer plastic bags, because they are discourage people from the plastic; set an
harmful. example

2. What is it?
Bottle your own water.

How can it help?

The author asks this question: “Did you know that humans now buy an estimated million
plastic bottles per minute, and that most of this plastic is not recycled?” To limit this waste,
use a reusable water bottle and drink from the tap. As plastic water bottles take “over 400
years to decompose,” you are not contributing to this waste.

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author encourages people to use
fewer plastic water bottles. quick win

3. What is it?
Skip plastic straws.

How can it help?

The author points out: “Plastic straws are among the top items of marine plastics found
around the world, and they’re generally not recyclable.” By refusing straws, you are not
impacting the ocean negatively with this type of plastic waste.

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author is disturbed by the harm
plastic straws cause and encourages use your voice; refuse; help a movement
others to use fewer of them.

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Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
4. What is it?
Avoid plastic cutlery.

How can it help?

Using biodegradable cutlery or skipping its use altogether will prevent this type of plastic
waste from ending up in waterways and the ocean.

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author thinks that people should
“shop around” and change how they skip; ban; change your own attitude; ocean-
think about plastic cutlery. friendly

5. What is it?
Make better choices at home.

How can it help?

Choosing items without plastic will help the environment.

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author thinks that people should
“[m]ove away from the throwaway green; less plastic packaging; move away from
culture” and use products that don’t the throwaway culture; avoid; damage; harm;
cause damage. shop around

Culminating Task:
The purpose of the last paragraph is to invite readers to take action against plastic
pollution. The author wants readers to know that change is possible. The author uses
imagery of “pristine beaches” and “happy turtles” to show what would happen if we got
rid of plastic pollution. These images contrast with the first paragraph of the article, which
describes a turtle getting sick from plastic and all the plastic products that “wash up daily
on beaches worldwide.” By creating contrasting images, the author can try to turn
hopelessness to hope.

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Concluding Paragraph
Purpose:
to invite readers to take action against plastic pollution

Author’s Point of View: Language That Reveals This Purpose or Point of

View:
The author believes it is possible to take
action to clean up and protect the simple; actions; revolutionize; voice; behavior;
environment. happy; pristine

Source: Acharya, Anjali. “Five Things You Can Do to End Plastic Pollution.” World Bank, 4 June 2018. Web.

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Close Read: “Five Things You Can Do

to End Plastic Pollution” Note-Catcher

RI.7.1, RI.7.2, RI.7.4, RI.7.6

Name: Date:

What is the author’s purpose in this text? How does she distinguish her position from other
possible positions?

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Paragraph 1
Purpose:

Evidence:

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Paragraph 2
Purpose:

Evidence:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Paragraph 3
Purpose:

Evidence:

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Paragraphs 4–5
Purpose:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Label who is being addressed in each paragraph:

The world:

The World Bank:

Individuals:

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
1. What is it?

How can it help?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
2. What is it?

How can it help?

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.

3. What is it?

How can it help?

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
4. What is it?

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

How can it help?

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
5. What is it?

How can it help?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
Culminating Task:

Concluding Paragraph
Purpose:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

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 Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Close Read: “Five Things You Can Do to End

Plastic Pollution” Note-Catcher

RI.7.1, RI.7.2, RI.7.4, RI.7.6

Name: Date:

What is the author’s purpose in this text? How does she distinguish her position from other
possible positions?

Paragraph 1
Below are sample responses for paragraph 1.
Purpose:
to define the problem of plastic pollution using specific examples

Evidence:
The author uses the following specific examples: “A male pilot whale dies on a Thai beach
having swallowed 80 plastic bags; images of turtles stuck in six-pack plastic rings; a sad
photo of a tiny seahorse clinging to a plastic earbud goes viral.”

Author’s Point of View:

Plastic pollution causes a lot of damage.

Language That Reveals This Purpose or Point of View:

grim, dies, sad, clogged

Source: Acharya, Anjali. “Five Things You Can Do to End Plastic Pollution.” World Bank, 4 June 2018. Web.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Paragraph 2
Purpose:

Evidence:

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Paragraph 3
Purpose:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Evidence:

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

Paragraphs 4–5
Purpose:

Label who is being addressed in each paragraph:

The world:

The World Bank:

Individuals:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Author’s Point of View:

Language That Reveals This Purpose or Point of View:

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.

1. What is it?

How can it help?

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

2. What is it?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
How can it help?

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

3. What is it?

How can it help?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
Author’s Point of View: Language That Reveals This Purpose or
Point of View:

4. What is it?

How can it help?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
Author’s Point of View: Language That Reveals This Purpose or
Point of View:

5. What is it?

How can it help?

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© 2019 EL Education Inc.
Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Solutions Jigsaw
Jigsaw the ways to reduce plastic pollution.
Author’s Point of View: Language That Reveals This Purpose or
Point of View:

Culminating Task:

Concluding Paragraph

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2 

Purpose:

Author’s Point of View: Language That Reveals This Purpose or

Point of View:

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Practice Debate Planner

SL.7.3, SL.7.4

(For Teacher Reference)

Note to teacher: Write student names in the chart. Some roles, such as cross-examiner and
responder, can be easily shared. The roles of position presenter and summarizer could be shared
if students work together to determine who will present which parts of the position or summary.

Lesson 1

Beginning Position (argues that plastic

pollution should be targeted at the Student Names
beginning of the plastic life cycle)
Position Presenter(s) teacher

Cross-Examiner(s) the whole class

Lesson 2

Middle Position (argues that plastic

pollution should be targeted in the middle Student Names
of the plastic life cycle)
Position Presenter(s)

Responder(s)

Beginning Position (argues that plastic

pollution should be targeted at the Student Names
beginning of the plastic life cycle)
Cross-Examiner(s)

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Lesson 3

Position Student Names

Beginning Position Summarizers

Middle Position Summarizers

Lesson 4 (Create as many groups as needed)

End Position (argues that plastic pollution

should be targeted at the end of the plastic Student Names
life cycle)
Position Presenter(s)

Cross-Examiner(s)

Responder(s)

Summarizer(s)

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

End Position (argues that plastic pollution

should be targeted at the end of the plastic Student Names
life cycle)
Position Presenter(s)

Cross-Examiner(s)

Responder(s)

Summarizer(s)

End Position (argues that plastic pollution

should be targeted at the end of the plastic Student Names
life cycle)
Position Presenter(s)

Cross-Examiner(s)

Responder(s)

Summarizer(s)

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Middle of Debate Note-Catcher

SL.7.3, SL.7.4

(Example for Teacher Reference)

Directions: If you are presenting, use this note-catcher to prepare your thoughts for your
assigned position and part of the presentation. If you are listening to another group, use this
note-catcher to keep track of their argument so that you can raise appropriate questions and
counterarguments during cross-examination, and also have a record of each position.

Debate Question: Which part of the plastic life cycle is the best place to target to reduce plastic
pollution?

Present the Position

Note to teacher: Possible answers listed in full sentences for use in presenting the position;
student notes can be in incomplete sentences.

Background
Plastic pollution has become an undeniable problem. According to Anjali Acharya from
the World Bank, “plastic products wash up daily on beaches worldwide” and “waterways
in cities are increasingly clogged with plastic waste.” Clearly, something needs to be done.
There are many approaches to reducing plastic pollution. We can focus our energy on the
beginning, middle, or end of the plastic life cycle. Each part is important.

Claim
If we are serious about solving the problem of plastic pollution, the simplest and most
effective place to focus our energy is the middle of the life cycle.

Reason
At the middle of the life cycle, consumers, the people who buy and use plastic, have the
power to reduce plastic pollution.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Evidence and Reasoning

There are many things consumers can do to reduce plastic. Anjali Acharya, writing for the
World Bank, writes about five different things that consumers can do to reduce plastic
waste. For example, to reduce the “1 million plastic bags used every minute,” Acharya
writes that “you can set an example by bringing your own reusable bag when you shop.”
A choice like that helps reduce the amount of plastic that ends up in the environment.
Danielle Smith-Llera, in the book Trash Vortex, also provides evidence that consumers can
have the biggest impact on plastic pollution at the middle of the cycle. “Every day people
fight the war on plastic pollution, she writes. “They drink from refillable water bottles and
take cloth bags to fill at the grocery store” (50–51). This shows that consumers are already
motivated to make a change, and just need more encouragement.

Restated Claim
The middle of the plastic life cycle is the best place to reduce plastic pollution because
consumers can make an impact themselves, and because they have so many ways to do
it. By taking these steps, consumers can show that they are serious about improving our
environment and reducing plastic pollution.

Cross-Examination Questions
Responses will vary, but may include:

1. You mentioned ____; why do you think that is the most helpful solution?

2. You mentioned ____, but what about ____?

3. What other evidence do you have to support your case?

4. Can you say more about ____?

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Rebuttal and Summary

Note to teacher: Completed in Lesson 3.
Restated Claim
Although steps can be taken at the other parts of the plastic life cycle, the middle remains
the most effective place to target.

Restated Evidence and Reason

We discussed how the middle of the plastic life cycle was the best place to make change
because consumers had the power, and there were so many ways to make changes.

Counterclaim Acknowledgment
Other groups have brought up the objection that we may not be able to convince
consumers to change their habits.

Refutation (New Evidence and Reasoning)

While it is true that persuading people to change is hard, consumers are easy to reach,
through advertising or writing that explains the situation to them. It is less easy, for
example, to persuade inventors or governments to change.

Restated Claim and Brief Reflection

Although others have raised interesting points, the middle of the plastic life cycle is still
the best place to target to reduce plastic pollution. The best solution to this problem is to
make sure that the people who use plastic the most make better decisions to protect our
environment.

Sources:
Acharya, Anjali. “Five Things You Can Do to End Plastic Pollution.” World Bank, 4 June 2018. Web.
Smith-Llera, Danielle. Trash Vortex. Capstone, 2018.

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Middle of Debate Note-Catcher

SL.7.3, SL.7.4

Name: Date:

Directions: If you are presenting, use this note-catcher to prepare your thoughts for your
assigned position and part of the presentation. If you are listening to another group, use this
note-catcher to keep track of their argument so that you can raise appropriate questions and
counterarguments during cross-examination, and also have a record of each position.

Debate Question: Which part of the plastic life cycle is the best place to target to reduce plastic
pollution?

Present the Position

Background

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Claim

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Reason

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Evidence and Reasoning

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Restated Claim

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Cross-Examination Questions

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Rebuttal and Summary

Restated Claim

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Restated Evidence and Reason

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Counterclaim Acknowledgment

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Refutation (New Evidence and Reasoning)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Restated Claim and Brief Reflection

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Plastic Pollution Grade 7: Module 4: Unit 2: Lesson 2

Copyright License
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published under a Creative Commons Attribution-NonCommercial 4.0
International (CC BY-NC 4.0) License. To view a copy of this license, visit
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© 2019 EL Education Inc.