A. Engage the Learner - RI.7.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 10. Students will review their responses to the entrance ticket in Work Time B.

• Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. Read Patient Zero, Pages 72–78 – RI.7.3 (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read pages 72–78 of Patient Zero, using the Text Guide: Patient Zero (for teacher reference) as necessary. If students do not finish reading the excerpt within the allotted time, use the Synopsis: Patient Zero, Pages 72–78 document to review the key details from the excerpt. Then have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the overall gist on sticky notes using the following resources as appropriate: vocabulary logs, Work to Become Ethical People anchor chart, and Questions about Epidemics anchor chart.

MEETING STUDENTS' NEEDS 

During Work Time A, students may note the author’s use of dashes on pages 72–78 (at least one on each page). For further practice with dashes from the Language Dive in Lessons 6–7, assign students each a page and ask them to determine the purpose of each dash on that page. They can work independently (all the students with that page working individually) or collaboratively (all the students with that page working together). To guide students’ analysis, ask, “Why did the author use a dash here?” If necessary, follow up with questions such as, “Does the dash emphasize information or make a connection between information?”

At the end of Work Time A, challenge students to prepare for the analysis work they will do in Work Time B by listing on their copies of Synopsis: Patient Zero, Pages 72–78 the key individuals (people), events, and ideas (beliefs about disease) that they read about in the chapter. They can share this list with their classmates who need heavier support.

• Gist: Mary Mallon was the first American Typhoid asymptomatic carrier.

• Once students have finished reading and reflecting on the excerpt, ask them to Think-Pair-Share:

“Which habit(s) of character did George Soper demonstrate in this excerpt?” (Responses will vary, but may include: George Soper took initiative in noticing things that needed to be done and then doing them. He also persevered when he saw that the mystery of the typhoid outbreak wouldn’t be as easy to solve as he thought.)

MEETING STUDENTS' NEEDS 

During Work Time A, note the author’s use of dashes on pages 72–78 (at least one on each page). For further practice with dashes from the Language Dive in Lessons 6–7, assign groups of students each a page and ask them to determine the purpose of each dash on that page. To guide students’ analysis, ask, “Why did the author use a dash here? Does the dash emphasize information or make a connection between information?” 

At the end of Work Time A, support students to prepare for the analysis work they will do in Work Time B by working with their classmates who need lighter support to highlight on their copies of Synopsis: Patient Zero, Pages 72–78 the key individuals (people), events, and ideas (beliefs about disease) that they read about in the chapter.

B. Analyze Interactions among Individuals, Events, and Ideas: Patient Zero, Pages 72–78 – RI.7.3 (15 minutes)

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

“I can identify key individuals, events, and ideas in a text.”

“I can analyze how individuals, ideas, and events interact with one another.”

• Inform students that for this lesson, they will continue analyzing Patient Zero for the interaction of Individuals, Events, and Ideas for a new chapter and a new outbreak. This time, students will work in small groups to fill out note-catchers for the excerpt of text they just read as well as generate discussion questions to be used during a whole-class discussion.

• Invite students to form groups of three or four. Distribute the Solve Patient Zero, Chapter 4 note-catcher and the Solve Patient Zero, Chapter 4 note-catcher ▲ as necessary. The differentiated note-catcher supports students in analyzing interactions among individuals, events, and ideas with sentence starters. ▲ Ask students to retrieve their Mindsets and Habits of Character handout for reference.

MEETING STUDENTS' NEEDS 

During Work Time B, invite students to use the Solve Patient Zero, Chapter 4 note-catcher ▲, noting for students the similarities to the note-catcher they used to analyze chapter 2. The sentence starters in this resource support students in analyzing the interactions of individuals, events, and ideas.

• Invite students to work together in small groups to fill out the note-catcher and use the information in it to generate follow-up questions for a class discussion, similar to the questions they’ve encountered in previous lessons.

• After about 10 minutes, check for understanding using the Solve Patient Zero, Chapter 4 note-catcher (pages 72–78) (for teacher reference).

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

A. Discuss Individuals, Events, and Ideas: Patient Zero, Pages 72–78 – SL.7.1 (10 minutes)

• Focus students on the Discussion Norms anchor chart, and ask them to set a goal for themselves in this class discussion. Encourage students to consider using the new question and sentence frames to acknowledge new ideas expressed by others or to modify their own views. Remind students that answering questions and responding to their peers will be informally assessed on their end of unit assessment.

MEETING STUDENTS' NEEDS 

Before releasing students to begin their small group discussions, post the follow-up questions and challenge students to create sentence starters to answer each one. Remind students to also create sentence starters to give evidence that supports their responses. They can share these sentence starters with their classmates who need heavier support. Creating sentence starters gives students confidence with language structures they can use in their discussions.

• Lead a class discussion on the following prompt: How do the events and key individuals in this excerpt interact to change our ideas about disease?

• Encourage students from each group to share their follow-up questions to help expand the conversation. As necessary, prompt a more detailed discussion by asking the following questions: 

“How did the individuals’ ideas about who could get typhoid affect how they interacted with one another?” (The “privileged” people believed that they weren’t supposed to get typhoid, and this influenced the Thompsons’ landlord to hire an investigator right away to protect his reputation.)

“How did the idea of an ‘asymptomatic carrier’ (someone without symptoms), influence Soper?” (Because of the idea of an asymptomatic carrier, Soper knew he was probably looking for someone who did not show signs of being sick, but still carried the illness.)

“Which of Mary’s actions caused Soper to suspect her of being an asymptomatic carrier?” (Mary’s leaving the Thompsons’ house shortly after some of the family members got sick caused him to suspect Mary.)

“What habits of character or mindsets caused Soper to approach Mary the way he did?” (Soper was inquisitive and determined to solve the case of typhoid, but he did not consider how Mary would react as a human instead of a “walking collection of typhoid germs” (84). This meant that he confronted her too aggressively and without compassion.)

“What habits of character or mindsets caused Mary to react to Soper the way she did?” (Mary felt that she was a hard worker and belonged in her community. She also wanted to defend herself and so reacted negatively to the way Soper approached her.)

• After about 7 minutes of discussion, ask students to Turn and Talk to self-assess how they did on the discussion norms and the goal they set for themselves at the beginning of the discussion.

MEETING STUDENTS' NEEDS 

Before releasing students to begin their small group discussions, post the follow-up questions and provide students with sentence starters to answer each one. (These may come from their classmates who need lighter support.) Allow time for students to complete the sentence starters in writing and orally rehearse their statements with a partner. Writing down and practicing sentences they can use in a discussion gives students confidence to increase their successful participation.

• Ensure students have Homework: Analyze Interactions: Patient Zero, Pages 72–78. Inform students that they will answer these questions for homework in order to synthesize their understanding of how the individuals, events, and ideas interact in this excerpt. Remind students that answering questions such as these will be part of their end of unit assessment.

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