A. Engage the Learner (5 minutes) 

• Return students' Mid-Unit 1 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lessons 12-13. Students may or may not choose to share their goals for this assessment with a 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 and Analyze Individuals, Events, and Ideas: Patient Zero, Pages 83–88 – RI.7.3 (35 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, events, and ideas interact with one another.”

• Repeated routine: Follow a similar process as with previous lessons for students to read pages 83–88 of Patient Zero. Then have students record the overall gist on sticky notes. Explain that, since they will be using this excerpt later, as part of an assessment, they should complete this reading independently. However, if necessary, direct students to the Synopsis: Patient Zero, Pages 83–88 ▲ to support their comprehension of the excerpt.

MEETING STUDENTS' NEEDS 

At the end of Work Time A, ensure students understand the excerpt they read by allowing time for them to share with a partner who may need heavier support to review their highlights and illustrations on the Synopsis: Patient Zero, Pages 83–88 from the previous lesson’s homework.

At the end of Work Time A, ensure students understand the excerpt they read by allowing time for them to share with a partner who may need lighter support to review their highlights and illustrations on the Synopsis: Patient Zero, Pages 83–88 from the previous lesson’s homework.

• Gist: Mary Mallon freed, returned to quarantine

• Ask students to retrieve their Solve Patient Zero, Chapter 4 note-catchers 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. ▲ Instruct students to complete their note-catcher independently with new events, individuals’ actions, and ideas from the excerpt from Patient Zero that they just read. Circulate and support students, using the Solve Patient Zero, Chapter 4 (Pages 83–88) note-catcher (for teacher reference) as necessary.

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

B. End of Unit 1 Assessment: Analyze Individuals, Events, and Ideas: Patient Zero, Chapter 4 (35 minutes)

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

“I can analyze the impact of a specific word choice on meaning and tone.”

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

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

• Remind students to use strategies to determine meanings of unfamiliar words and phrases as they complete selected response questions. Then they will complete selected and constructed response questions to analyze how the individuals, ideas, and events interact in the text. 

• Read aloud the directions for each part of the End of Unit 1 Assessment as students follow along, reading silently. Answer clarifying questions.

MEETING STUDENTS' NEEDS 

Before the end of unit assessment in Work Time B, challenge students to underline key vocabulary in the assessment directions and prompt as you read them aloud together as a class. Also, invite students who need lighter support to restate or clarify information for students who need heavier support. These supports ensure that students understand each task included in the assessment.

• Before students begin the assessment, ask them to Think-Pair-Share:

“What value does the task of a reading assessment have for you beyond this class? Why?” (Responses will vary, but may include: this task has a lot of value for me because I will have to take assessments in most of my high school and college classes and in most careers.) 

“What will help you succeed on this assessment?” (Responses will vary, but may include: using my strategies to answer selected response questions and writing a paragraph with a topic sentence, at least two pieces of evidence, and a concluding statement will help me succeed on this task.)

• Direct students’ attention to the following materials:

  • Academic word wall and domain-specific word wall

  • Strategies to Answer Selected Response Questions anchor chart

  • Solve Patient Zero, Chapter 4 note-catcher

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. As necessary, review integrity, perseverance, and the Work to Become Ethical People and Work to Become Effective Learners anchor charts. Remind students that because they will be reading and answering questions independently for the assessment, they will need to practice these habits.

MEETING STUDENTS' NEEDS 

In Work Time B, read the directions for the assessment aloud slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

Display a “map” of the assessment to reference while explaining directions to the end of unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the “map” as needed. Example:

Part I: 

1. Read the question.

2. Read each possible answer.

3. Cross out incorrect answers.

4. Select the best answer to the question. 

5. Repeat steps 1–4 for questions 1–4.

6. For item 5, rewrite the ideas, events, or individual actions from the list at the top in the correct boxes below.

7. Read the prompt for question 6.

8. Write a paragraph with:

a. a topic sentence that restates and answers the prompt.

b. two pieces of evidence (quotes or examples) from the text.

c. sentences that explain how the evidence supports your answer.

d. a concluding sentence that restates and answers the prompt.

To help students manage their time during the mid-unit assessment, display on the board or on a poster suggested times at which students move on to the next question. Allocate the most time to item 6, the constructed response.

• Invite students to begin the assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills.

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

A. Track Progress - RI.7.4 (15 minutes)

• Give students specific positive feedback on their completion of the End of Unit 1 Assessment. (Example: "I saw a lot of you using evidence to support analysis in your constructed responses.")

• Distribute the Track Progress folders, Track Progress: Read, Understand, and Explain New Text, and sticky notes. Tell students that successful learners keep track of and reflect on their own learning and that they will complete a form like this after most of their assessments this year. Remind them that they did this after previous mid-unit assessments.

• Tell students the sticky notes are for them to find evidence of the following criteria:

  • RI.7.1

  • RI.7.4

• Allow students to orally paraphrase the meaning of the Track Progress criteria, self-assess, and discuss the evidence with a partner before they begin writing. Guide students through completing the form.

• Have students place the form in their Track Progress folders, and collect students' folders.

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