A. Engage the Learner - RI.7.1 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 1.

• Repeated routine: follow the same routine as with the previous lessons to review the learning target and the purpose of the lesson, reminding students that they have seen this learning target in the previous module.

• Use a total participation technique to have students share their inferences from the entrance ticket. Then ask them to record the words infer and cracking in their vocabulary logs.

MEETING STUDENTS' NEEDS 

If it is feasible, host individual reading check-ins with ELLs before they begin the Module 2 anchor text. During these meetings, work with students to identify their reading strengths, as well as pinpoint areas of possible growth. Help students develop action plans for working toward their goals. Plan to meet with students again at the beginning of the next module to track their progress and adjust goals as needed. This process supports a growth mindset for developing readers and facilitates opportunities for students to take charge of their own learning.

If it is feasible, host individual reading check-ins with ELLs before they begin the Module 2 anchor text. Before these meetings, create a list of clear and specific statements that students can use to help them pinpoint their strengths and areas of growth. Students can use a 1-5 scale to express the extent to which they believe the statements apply to them. These statements might include:

I can read quickly in English and still understand what I read.

I enjoy reading in English.

I enjoy reading in other languages.

I understand most of the words I read in class.

I know how to determine the meanings of words I don't know.

I feel comfortable using a dictionary.

I can usually determine the central idea of what I read.

A. Infer the Topic – RI.7.1 (15 minutes)

• Review appropriate learning target relevant to the work to be completed in this section of the lesson:

“I can infer the topic of this module from the resources.”

• Focus students on the Infer the Topic resources posted around the room.

• Distribute the Infer the Topic: I Notice/I Wonder note-catcher and the Infer the Topic: I Notice/I Wonder note-catcher ▲ as necessary. The differentiated note-catcher supports students’ inferences and note-taking with images and sentence starters. ▲ Focus students on the question at the top, and read it aloud:

“What do you think you will be learning about in this module?”

MEETING STUDENTS' NEEDS 

Before releasing students to infer the topic in Work Time A, do a think-aloud in which you infer a few—but not all—aspects of the topic from the cover picture to model the inferring activity for students and get them started. Modeling supports ELLs by giving them a preview of the kind of language they will need to use to complete the activity independently or with a partner.

In Work Times A and C, students will use the language chunk “I wonder . . .” To deepen students’ understanding of language structures, explain that this chunk begins a statement that is really asking a question. Give a few examples of “I wonder” statements and invite volunteers to do so as well, recording the statements on the board (e.g., “I wonder what this is a picture of. I wonder who this person is. I wonder where they are.”). Note how a question word often follows the “I wonder . . .” chunk but then a noun or pronoun follows the question word, then a verb. Leave the example statements on the board for students to consult as they make their own “I wonder” statements throughout the work time.

• Tell students that the purpose of the note-catcher is to take notes to help them remember their thinking. It isn't something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

• Be transparent about why students are noticing and wondering (because it is a helpful way to understand and explore a new topic or text).

• Remind students that they used the Infer the Topic protocol in Module 1, and review as necessary using the Directions for Infer the Topic. (Refer to the Classroom Protocols document—see the Tools page for the full version of the protocol.)

• Guide students through the protocol. Allow them to choose what resources to observe, so those who may not be able to read independently have the option to view an image. Mixed-proficiency pairs can choose the resources they want to observe and begin by discussing what the text means. Encourage students to agree or disagree with one another about what the text means using sentence frames. Examples: “I agree because _____.” “I disagree because _____.”

MEETING STUDENTS' NEEDS 

During Work Time A, invite students to use the Infer the Topic: I Notice/I Wonder note-catcher ▲. This resource features more specific questions and sentence starters which hone students’ attention and reduce cognitive overload.

In Work Time A, pair newcomers with other students who speak their native language, and allow them to infer the topic in their native language. This practice supports ELLs by giving an opportunity to express ideas more fluently, quickly, and deeply than they may be able to in English, and also affirms the class’s respect for their native language. By encouraging pairs working in their native language to report out in English, you also help to foster bilingualism.

• Refocus whole group. Think-Triad-Share:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but may include: diseases, epidemics, COVID-19, ideas that spread, fads.)

“Can you say more about that? I’ll give you some time to think and write or sketch.” (Responses will vary.)

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

B. Introduce the Performance Task and Module Guiding Questions – SL.7.1 (10 minutes) 

• Direct students' attention to the Performance Task anchor chart (example for teacher reference), and read the task aloud.

• As students may be overwhelmed by the Performance Task anchor chart, assure them that they will continue to explore the meaning of the chart in subsequent lessons and units.

• Turn and Talk:

“What do you notice?” (We will create a podcast about epidemics. We will work in groups. We will choose a topic related to epidemics.)

“What do you wonder?” (Responses will vary, but may include: How do you create sound effects and use technology to sound edit? May we choose our own groups? Do we need to include a narrative, or is another kind of writing okay?)

“Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?” (Responses will vary.)

• Clarify anything pertinent to this specific performance task. Consider listening to a model performance task from a former student or an exemplar podcast. Ask students to make connections between the model or the exemplar and the performance task.

• Direct students’ attention to the Module Guiding Questions anchor chart, and read the questions aloud. Turn and Talk:

“Why do we have guiding questions for each module?” (Responses will vary, but may include: to help focus our learning, to help us think about the performance task.)

• Underline the domain-specific word epidemic. Invite students to work in their triads to determine the meaning of the word, and use a total participation technique to select a student to share with the whole group.

“What does this mean? What strategy can you use to find out?” (an outbreak of disease that spreads rapidly to many people)

• Repeat with the academic words character (strong moral qualities such as perseverance, respect, and collaboration) and mindset (the established set of attitudes held by someone, defined by Camille Farrington as, “I can succeed at this. With effort my ability will grow. I belong in this community. This work has value for me.”).

• Add the new words to the academic word wall and domain-specific word wall, including translations in home languages. Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:

“What do you notice?” (Responses will vary, but may include: People respond differently to epidemics. Mindset, character, tools, and methods play a role in solving epidemic crises.)

“What do you wonder?” (Responses will vary, but may include: What are the different mindsets that people might have?)

“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)

Conversation Cue: “How is what _____ said the same as/different from what _____ said? I’ll give you time to think and write.” (Responses will vary.)

• Clarify that this module will be about medical and social epidemics, how people respond in crises, and what we should do when epidemics strike.

• Turn and Talk:

“What does this topic mean to you at this point? Why might it be meaningful to study this topic?” (Responses will vary, but may include: People get sick, and this can be scary. Sometimes many people get sick at once, and this is called an epidemic. Sometimes in crises, people panic, and this can create more problems. It’s important to know what to do when things go wrong, so that you can stay calm and solve the problem. At our age, people follow what their friends do, so it’s important to know the influence of others when it comes to social epidemics.)

“From what you know so far, what are you looking forward to about this topic?” (Responses will vary, but may include: I’m interested in learning more about how the COVID-19 pandemic spread.)

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences, and that this will be discussed more at the beginning of the next lesson.

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

C. Launch the Text: Patient Zero – RI.7.5 (10 minutes)

• Distribute the text Patient Zero by Marilee Peters.

• Tell students they will now spend 2 minutes looking through the book with their partner and discussing what they notice and wonder about Patient Zero. Partner B will share a notice or a wonder first, and then partner A, and then partner B again, and so on.

• Provide boards and dry-erase markers or sticky notes as an option for students to record (in drawing or writing) their ideas. This helps scaffold active listening for key details.

• Use equity sticks to select students to share out what they notice and wonder about the book. As students share out, draw an I Notice/I Wonder chart on the board and record student responses, which may include: ▲

  • I notice that each chapter is about a different epidemic.

  • I wonder if the text structure is the same throughout, or if it changes depending on the text feature?

  • I wonder if this book is all about epidemics in history, or if it talks about epidemics today?

  • I wonder how many epidemics are discussed?

MEETING STUDENTS' NEEDS 

In Work Times A and C, students will use the language chunk "I wonder . . ." To deepen students' understanding of language structures, explain that this chunk begins a statement that is really asking a question. Give a few examples of "I wonder" statements and invite volunteers to do so as well, recording the statements on the board (e.g., "I wonder what this is a picture of. I wonder who this person is. I wonder where they are."). Note how a question word often follows the "I wonder . . ." chunk but then a noun or pronoun follows the question word, then a verb. Leave the example statements on the board for students to consult as they make their own "I wonder" statements throughout the work time.

• Ensure students notice the various text features in Patient Zero (table of contents, pictures, glossary, sources, index, about the author). Point out the text features, and tell students that they will grapple with the organization of the text in the next lesson.

• Having spent some time looking through the book, invite students to spend 3 minutes reflecting silently. Reflection can include thinking or writing/drawing on paper. Students must be silent when they do this, though. Ask the following question to guide reflection:

“What does what you read or saw in the book make you think about? Why?”

“What are the subsections and text features? How can you tell that they are not a part of the text? How does each text feature fit with the part before or the part after?”

• After 3 minutes, refocus whole group.

• Tell students that reflections can be very personal based on an individual’s background and previous experiences.

“Knowing that reflections can be very personal, how do you think we should behave when people share their reflections?” (Responses will vary, but may include: listening without interrupting, not disagreeing with how someone feels as that is personal to them, showing respect and empathy—thinking about how they feel and treating them with care.)

• Focus students on the Work to Become Ethical People anchor chart. Explain that, as it says at the top of the chart, ethical people are people who treat others well and stand up for what is right. Review the respect and empathy rows, asking students to Turn and Talk to share examples of respect and empathy from their own lives or a text they have read.

• Guide students through an intentional Think-Pair-Share about their reflections on the text, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding. 

• Tell students they will now have the opportunity to share their reflections, if they would like to, with the whole group. Remind students to respond with respect and empathy as necessary.

A. Check Understanding with an Exit Ticket - RI.7.1 (5 minutes)

• Direct students' attention to the questions on the Exit Ticket: Unit 1, Lesson 1. Reread aloud pages 1 and 2 for students. Students most likely read this during the Gallery Walk. Invite them to work with partners to answer the selected response question on the exit ticket. Invite students to add the domain-specific word epidemiologist to their vocabulary logs, and add the word to the domain-specific word wall.

• Invite students to reflect on the habits of character focus, discussing what went well and what could be improved next time.

• Distribute the Homework Resources, and review the format of the document and this lesson's specific assignment with students. (See full module or unit download for all homework materials.)