1. What Type of Trash or Garbage Do You Leave Behind? 1.Think about the trash and garbage you produce each day. Where does it go? What happens to the trash and garbage? 2.Complete an online K-W-L chart of: a) What you know about recyclable, reusable, and compostable trash/garbage. b) What you WANT to know about recyclable, reusable, and compostable trash/garbage. 3. Save your draft online following the directions given on the website provided. 4.Read the poem entitled “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” on pages 582 and 583 in your Holt literature textbook. 5.Research the words recyclable, reusable, and compostable trash. 6.Keep a log of the trash you produce in three days (for example: a banana peel, an apple core, a chip bag, a water bottle, etc.) 7.Revisit your saved draft of your K-W-L chart and complete the last column: What you LEARNED about recyclable, reusable, and compostable trash. 8.Write a well-developed paragraph in Microsoft Word about what types of trash or garbage you leave behind and include a commentary on how you can make an environmental difference. 9.Click on FILE, and then SAVE AS. Enter your first initial and your last name followed by kwl. Save to DOCUMENTS. Example: tthibodeauxkwl Students will complete an online K-W-L chart on the trash/garbage before reading the poem entitled “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” Follow the directions below to complete the activity. This task uses: http://www.readwritethink.org/classro om-resources/student- interactives/creator-30846.html Common Core/NG Standard(s): 7.W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 7.W.6- Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 7.W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

2. Rubric for a Well-Written Paragraph Categories of Performance:Beginner (1)Basic (2)Intermediate (3)Advanced (4) ToneThe tone is inappropriate for the writing purpose. The tone shifts from formal to informal and is not consistent. The tone shifts occasionally from formal to informal, or vice versa. The appropriate tone is used consistently. Opening sentenceThe sentence is incomplete and does not state the main idea. The sentence is complete, but does not state the main idea. The sentence is complete and adequately states the main idea. The sentence is complete and clearly states the main idea. Supporting sentencesSome sentences are incomplete or run- on and do not support the main idea. Some sentences are incomplete or run-on, but support the main idea. Most sentences are complete and support the main idea. All sentences are complete and support the main idea. Closing sentence The sentence is incomplete and does not sum up the paragraph. The sentence is complete, but does not sum up the paragraph. The sentence is complete and adequately sums up the paragraph. The sentence is complete and clearly sums up the paragraph. Organization of ideasIdeas in the paragraph are disorganized and do not support the main idea, causing a confusion of meaning. A few ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning. Ideas in the paragraph support the main idea, but could be organized more clearly. Ideas flow in the paragraph and clearly support the main idea, creating meaning. Vocabulary or word useSome inappropriate vocabulary is used and some words are used in the wrong context. Some words are used in the wrong context. All words are used appropriately.All words are used appropriately and there is evidence of some new vocabulary being used. Spelling, capitalization, and punctuation There are many errors in spelling, capitalization, and punctuation. There are some errors in spelling, capitalization, and punctuation. There are only a few errors in spelling, capitalization, and punctuation. There are no errors in spelling, capitalization, or punctuation