Literature Unit Lesson Plan – Language Arts: “Reduce, Reuse, Recycle”
Date: October 28, 2009
Learners: class of twenty 3rd grade students
Teachers: Erica Carter and Loren Van Huss
Reading Goals/Rationale:
As communities continue to be ever-growing, the collection of waste and trash is becoming a problem throughout the world. Waste and trash in
landfills poses a threat to the environment and puts a damper on the beauty of the earth. Students will research the benefits of recycling on the earth
using various forms of media concerning reducing consumption, reusing materials, and recycling wastes. This is important for the student since
children need to feel as though they can make a real difference in the world in order to find motivation to change their ways and influence those
around them. The knowledge about different ways to make a change in the world can provide this motivation. Also, through the use of various
resources, TLW be able to see the topic of recycling displayed through many different mediums, each of which will present facts and opinions in
different ways that will keep the students’ interest. By presenting the report orally, TLW build their vocabulary, speech, tone, and pitch skills. Each
of these skills is a necessary oral speech tool all communicators must learn to use in order to convey their ideas effectively to listeners.
Lesson Objectives:
The learner will (TLW):
1. TLW use facts about recycling to present an oral persuasive report.
Learner TEKS objectives (Write out in full):
(3. 12. H) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The student is
expected to: (H) demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations
Text(s) selected and why:
I am using the book You can do it, too: Recycling because it is an age-appropriate book that discusses the advantages recycling has on the earth in
specific detail. It also presents several different ways that a child can do their part to protect their environment from further damage caused by
collecting waste and trash. I will also use Recycling because it shows how the ever-growing trend of refusing to recycle threatens the environment
and wastes natural resources. This book also shows ways kids can do their part to help in conservation efforts. I will also use Recycling Paper and
Glass because this book discusses problems caused by the manufacturing and disposal of paper products. It also proposes methods for recycling.
This book presents in-depth information not found in most children’s books about recycling, making it a wonder research tool for the students to use.
I will also use Waste Disposal because it examines the each of the different forms of waste - from household trash to industrial contaminated waste.
The book goes on to describe where the trash goes after you improperly dispose of it and how it affects the environment. I am also using the
children’s book Where Does the Garbage Go? because the book explains in an entertaining way what happens to solid waste, what exactly goes into
landfills, and how aluminum, newspapers, glass bottles, jars, and plastics are each recycled. I will also collect current newspaper and article
clippings from the New York Times, National Geographic, and The Houston Chronicle that concern reducing, reusing, and recycling in order to
present the students with a real community’s point of view on the urgencies of changing our wasteful ways. Clippings from a nearby newspaper will
hit-home with the students since the issue applies specifically to their own community. I will also use several movies on recycling to provide another
form of media to educate and entertain them. Seeing footage of recycling and conservation efforts should keep students interested and make a strong
impression on them.
Teaching Plan (all parts of the plan must match
the objectives)
1. Introduction (introducing text & strategies,
concept building)
The first day of the literature unit instruct students
to arrange themselves in groups of five at their
desks. Explain to the students that we will finally
begin our literature unit on reducing, reusing, and
recycling today! Ask the students if they have ever
driven past a house and thought, “Wow! That yard
is so trashy! Someone should really clean it up?”
Allow a few minutes for student discussion. Nod
in agreement with the students, explaining that as a
community grows and more and more people settle
in to an area, more and more trash is added to our
environment. Explain that we each need to do our
part to help keep our earth clean and beautiful.
Exclaim, “And what better way to do that with
recycling the trash that our community uses?!”
Explain that not only is recycling well for the earth
and all living creatures on it, but it has other
benefits as well. Pause for a few seconds and ask
the students if anyone knows of another benefit
recycling offers. Afterwards, ask the students if
anyone knows that you can actually get paid to
recycle as well? Ask, “Has anyone ever collected
and taken aluminum cans to turn in for money? Or
is there anyone in here whose family has a plan for
actively recycling within their home?” Allow
students to share their experiences with recycling.
Afterwards, describe my own family’s plan for
recycling. “I, for one, have a receptacle set up in
my kitchen for sorting away plastic bottles, used
Materials
1. Books, newspaper clippings, movies, and
articles that discuss reducing, reusing, and
recycling.
Learners’ Responses
paper, and aluminum cans, and hopefully
after you have researched recycling and
learn about the benefits recycling has to
offer, you will choose to do so as well if
your family isn’t already.” Explain that
TLW be given time to research facts about
recycling from a variety of sources. Explain
that after they have gathered up enough
information, they will prepare a report based
on their research, which they will then orally
present to the class in order to persuade the
audience (classmates) to start recycling.
Refresh the students’ memories about the
elements that create effective persuasive
statements, such as a main statement,
supporting details, etc. Remind the students
about our previous lesson on plagiarism and
the correct way to use and cite sources in
order to avoid the issue. “Remember, I will
need the name of the movie, book, website,
or newspaper title you have researched, as
well as the author and publication date listed
at the end of your paper in a source list.”
Teaching Plan (all parts of the plan must match
objectives)
2. Instruction (observing, monitoring,
supporting) Notify the students that we will
be working with various forms of research
today on recycling, which have already been
broken up into different stacks and places in
centers throughout the classroom. In pairs of
five, TLW spend 20 minutes in each center
and write down as many notes as you can
using the sources provided at the center.
Materials
Learners’ Responses
Also, be sure to write down the information
about the sources you use in your research
2. Reduce, reuse and recycling books,
newspaper clippings, movies, articles,
notebook paper, several computers, and a
writing utensil.
for use when compiling your works cited list
later. During the twenty minutes at each
center, TLW find as many interesting facts
as they can in the allotted time. Explain that
at the computer center the list of the
websites you are allowed to use are posted
on a post-it note on the computer monitor.
After time has expired in several centers,
TLW begin writing their researched
persuasive report urging their audience to
recycle.
Teaching Plan (all parts of the plan must match
objectives)
3. Closure (revisiting & extending reading
& writing) After the students have each
written their notes for their persuasion
report, they will then stand up in front of the
class and present their speech to their
audience orally. Before beginning, remind
students that they are essentially trying to
persuade the class to recycle through use of
interesting facts they found in their research.
Materials
Learners’ Responses
3. Persuasive report notes and a writing
utensil.
Assessment of Student Learning (how will you know the students have learned; how will you know you succeeded? Complete before teaching.)
The students’ presentation must be persuasive, contain at least 5 facts, list 2 sources, and TLW spend at least a minute speaking on the topic.
Reflection:
What went well for the learner/teacher?
What did not go well for the learner/teacher?
What is your plan for the next session? Why?