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
1
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.
2
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.
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 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
4
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
4
3
2
1
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
4
3
2
1
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
4
Consistently uses standard English and standard capitalization, punctuation,
and spelling.
3
Generally uses standard English and standard capitalization, punctuation, and
spelling.
2
Only sometimes uses standard English and standard capitalization,
punctuation, and spelling.
1
Little evidence of use of standard English and standard capitalization,
punctuation, and spelling.
8
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.
9
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
10
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.
11
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.
12
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
13
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.
14
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
Instructional Next Steps*
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.
15
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
16
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
Instructional Next Steps*
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.
17
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:
___________________________________________
___________________________________________
+ +
___________________________________________
___________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Main Idea of Paragraph 3:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
___________________________________________
Main Idea of Paragraph 4:
____________________________________________
Main Idea of Paragraph 2:
____________________________________________
____________________________________________
+ =
____________________________________________
____________________________________________
____________________________________________
Main Idea of Paragraph 5:
____________________________________________
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:
___________________________________________
___________________________________________
+ +
___________________________________________
___________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Main Idea of Paragraph 3:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
___________________________________________
Main Idea of Paragraph 4:
____________________________________________
Main Idea of Paragraph 2:
____________________________________________
____________________________________________
+ =
____________________________________________
____________________________________________
____________________________________________
Main Idea of Paragraph 5:
____________________________________________
Main Idea of Passage:
_________________________________________________
____________________________________________
_________________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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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.”
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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.
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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?
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•
•
•
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.
•
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.
•
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.”
•
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”).
•
High knowledge demands are placed on the reader in science and social studies vocabulary.
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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
•
Although a few literary techniques are present, the language is generally straightforward.
•
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
•
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
•
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.
•
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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