A. Engage the Learner - L.6.5c (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 1, Lesson 6. Refer to the Entrance Ticket: Unit 1, Lesson 6 (example for teacher reference) as necessary.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

A. Analyze Photos: Chalk Talk - RI.6.7 (15 minutes)

• Explain that students will be participating in a Chalk Talk to share their ideas and reflections about four photos. These photos depict some of the information that students read about in the Meriam Report in the previous lesson.

• Ensure students understand the directions for a Chalk Talk. (Refer to the Classroom Protocols document for the full version of the protocol.)

• Display the Chalk Talk Resources, and distribute colored pencils or markers to each student.

MEETING STUDENTS' NEEDS

During the Chalk Talk of Work Time A, invite students who need lighter support to "code" the written responses they see on the chart paper in order to track recurrent themes or ideas they see. This information can be shared with the class or synthesized into summary statements.

• Direct students to rotate among the four photos and the pieces of chart paper. Students should silently and carefully examine the photos, and then write answers to the questions on each chart paper. Make it clear that everyone is responsible for writing their own comments, reading others' comments, and responding to at least one to three comments on every chart paper. All comments should be thoughtful and further the discussion.

• This technique works only if everyone is writing and responding throughout the designated time period and remains silent throughout. No one should sit down until the time period is over.

• As needed during the Chalk Talk, walk around, read, and gently point students to interesting comments.

• Refocus whole group. Think-Pair-Share:

"What patterns and themes do you notice across the comments?"

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

B. Integrate Photos and the Meriam Report – RI.6.7 (20 minutes)

• Distribute and display the Integrate Information: Photos and the Meriam Report handout or the optional Integrate Information: Photos and the Meriam Report ▲. Explain that this handout is meant to help them elaborate on connections between the photographs they saw during Work Time A and the excerpts of the Meriam Report that they read in Lesson 6. Tell students that you will complete the first pair of sentence frames together, and then they will complete the remaining three frame pairs in small groups.

• Draw students’ attention to the first item on the Integrate Information: Photos and the Meriam Report handout, which contains excerpt A. Invite students to follow along on their own handouts as you reread excerpt A aloud.

MEETING STUDENTS' NEEDS

During Work Time B, invite students who need heavier support to use the Integrate Information: Photos and the Meriam Report ▲ handout. This resource highlights, in bold, key sentences from the excerpts of the Meriam Report to hone students’ attention to central ideas.

• Turn and Talk:

“Which of the photos—photo 1, 2, 3, or 4—most closely relates to the content of excerpt A? How do you know?” (Photo 4 relates to excerpt A because it illustrates the kind of simple and bland food that students may have eaten. It gives a better sense of the small amounts of food students were eating.)

• Students may refer to their Jigsaw: Meriam Report task cards and/or their Analyze Point of View: Meriam Report note-catcher from the previous lesson to review their notes about the excerpts of the Meriam Report.

• Draw students’ attention back to the first item on the Integrate Information: Photos and the Meriam Report handout and have them fill in the first sentence frame (“Photo ___ shows . . .”). In the second excerpt A frame, “This photo relates to this excerpt because . . .”, model completing the sentence with students’ ideas as students complete the sentence on their handouts. Refer to the Integrate Information: Photos and the Meriam Report (example for teacher reference) as necessary.

• Field student questions about this activity as needed. Invite students to return to their heterogeneous Jigsaw groups from the previous lesson to complete the remaining sentence frames on their own. As students work, monitor their collaboration and progress completing the frames. If productive, cue students to expand the conversation with their groups:

“Do you agree or disagree with what your classmate said? Why?”

“How is what ____ said the same as/different from what ____ said?”

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

A. QuickWrite: Reflect on the Meriam Report - RI.6.7 (5 minutes)

• Distribute QuickWrite: Reflect on the Meriam Report. Remind students that the goal of a QuickWrite is to get their ideas on the page without pausing to edit for conventions. Encourage students to write continuously for the allotted time. Refer to QuickWrite: Reflect on the Meriam Report (example for teacher reference) as necessary.

• With one minute remaining, refocus whole group.

• Collect the handout. Scan student responses and make a note of students who might need support. Check in with them moving forward.

• Repeated routine: Invite students to reflect on their habit of character focus for this lesson.