A. Engage the Learner - RI.7.3 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 11.

• Once students have completed their entrance tickets, have partners share students' strengths and learning opportunities with one another. Consider sharing strengths and learning opportunities as a total participation technique or having volunteers share their own personal strengths and learning opportunities, as discussed with their partner.

• 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 79–83 (15 minutes)

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

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

• Repeated routine: Follow the same process as with previous lessons for students to read pages 79–83 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 79–83 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 79–83. For further practice with dashes from the Language Dive in Lessons 6–7, ask students to work with a partner who needs heavier support to determine the purpose of each dash on that page. 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?”

• Gist: Mary Mallon quarantined

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

“What habits of character and academic mindsets did you see in this excerpt? Who demonstrated them? What did they look/sound like?” (Dr. Sara Josephine Baker demonstrated perseverance as she tracked down Mary Mallon.)

• Ask students to retrieve their Mindsets and Habits of Character handout, their 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. ▲ Have students fill in the note-catcher independently with details from the reading. Student responses will be reviewed in the following activity. Consult the Solve Patient Zero, Chapter 4 note-catcher (pages 79–83) (for teacher reference) as necessary.

MEETING STUDENTS' NEEDS 

During Work Time A, students may note the author’s use of dashes on pages 79–83. For further practice with dashes from the Language Dive in Lessons 6–7, ask students to work with a partner who needs lighter support to determine the purpose of each dash on that page. 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?”

B. Create an Interactive Flowchart of Individuals, Events, and Ideas – RI.7.3 (15 minutes)

• Distribute the Interactive Flowchart directions to each triad, and read aloud the steps. Then model how to complete the activity.

• Place the precut text and arrow cards from the Interactive Flowchart cards and arrows document on the board using magnets, tape, or technology. Leave space between the cards. Invite students to make a connection between two cards.

• Review the Interactive Flowchart activity directions:

1. Choose an Interactive Flowchart card. Read the card aloud (e.g., Dr. Sara Josephine Baker tracked down Mary and found she was still working as a cook.).

2. Using an arrow card, connect this card to another Interactive Flowchart card (e.g., The idea of an asymptomatic carrier was still brand new and frightening.).

3. Read the second card aloud.

4. Explain why the two Interactive Flowchart cards belong together, how one influences the other (e.g., Mary kept working as a cook because she didn’t think she could be an asymptomatic carrier. Being an asymptomatic carrier was a new idea at that time.).

5. Another member of the group takes a turn by either

• • • adding a new arrow and another card anywhere on the “flowchart”;

    • verbally explaining a new connection between any of the cards already connected on the table; or

    • writing an event, action of a key individual, or an idea from the text on an index card and then using an arrow to add it to the flowchart.

6. Take turns using the remaining Interactive Flowchart cards and continuing to explain the connections between them. 

7. The activity ends when time is up or when all cards have been used and group members have explained all the connections they see.

MEETING STUDENTS' NEEDS 

During Work Time B, invite students to use the Solve Patient Zero, Chapter 4 note-catcher ▲ from Lesson 10. The sentence starters in this resource support students in analyzing the interactions of individuals, events, and ideas.

• Invite students to create the Interactive Flowchart in triads. Once students complete their flowcharts, ask volunteers to share with the class one new connection they made.

A. Discuss Interactions of Individuals, Events, and Ideas – RI.7.3 (10 minutes)

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

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

• Tell students that they will now look at how these individuals interacted with one another and how events and ideas of the time all interacted to help them solve the mystery of typhoid.

• Distribute Discussion Prompts: Patient Zero, Pages 79–83 and Discussion Prompts: Patient Zero, Pages 79–83 ▲ as necessary. The differentiated note-catcher supports students in discussing and analyzing interactions among individuals, events, and ideas with sentence starters. ▲ Organize students into triads to have a discussion, referring students to the handout to ask one another questions and to the Solve Patient Zero, Chapter 4 note-catcher for their responses. Remind students to follow discussion norms and utilize conversation cues. Refer them to the Discussion Norms anchor chart as necessary. Circulate to prompt students with the follow-up questions on the handout. Refer to Discussion Prompts: Patient Zero, Pages 79–83 (for teacher reference) for possible student responses.

MEETING STUDENTS' NEEDS 

Before Closing and Assessment A, if students need the support in preparation for their collaborative discussion, distribute the Discussion Prompts: Patient Zero, Pages 79–83 handout, and challenge students to create sentence starters to answer each question. Remind students to also create sentence starters to give evidence that supports their responses. Creating sentence starters gives students confidence with language structures they can use in their discussions.

Before Closing and Assessment A, if students need the support in preparation for their collaborative discussion, distribute the Discussion Prompts: Patient Zero, Pages 79–83 handout ▲. This resource includes sentence starters to support students in generating language during a discussion. 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.

For students who do not need as much support at this point, just distribute the Discussion Prompts: Patient Zero, Pages 79–83 handout ▲ during Closing and Assessment A. This resource includes sentence starters to support students in generating language during a discussion. 

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