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

• Repeated routine: Students respond to questions on Entrance Ticket Unit 1: Lesson 14. 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to review the words norms (a model or standard that is generally followed), text-based (using or referring to a text or reading), and discussion (talking about something in a formal or serious way). Record on the academic word wall with translations in home languages, where appropriate, and invite students to record the words in their vocabulary logs.

A. Prepare for a Text-Based Discussion – RI.7.3 (5 minutes)

• Remind students that they will conduct a text-based discussion, which means that they will talk formally about Patient Zero, drawing on the text to support their statements. Ask students to retrieve their Solve Patient Zero, Chapter 4 note-catchers. Distribute and display the Discussion Prompts: Patient Zero, Pages 83–88 and the Discussion Prompts: Patient Zero, Pages 83–88 ▲ as necessary. The differentiated note-catcher supports students in discussing and analyzing interactions among individuals, events, and ideas with sentence starters. ▲ Focus students’ attention on the discussion prompts, and remind them that they will use their note-catchers and Patient Zero text to respond to these questions in a discussion.

MEETING STUDENTS' NEEDS 

If time allows, add 10 minutes to Work Time A and challenge students to review their note-catchers by acting out the flowchart. Assign students roles of “most people,” patient zero, investigators, and narrator. (Partner students at varied levels for roles, so students who need lighter support can model actions for their classmates who need heavier support.) The narrator reads from the flowchart while the other students act out the ideas, events, and individual actions. For example, the narrator might read, “Before the typhoid epidemic, most people did not understand the concept of germs.” The students playing the role of “most people” would pantomime spreading germs by pretending to cough into food and serving it to one another. Enacting the flowchart helps students and their classmates who need heavier support visualize the abstract interactions from the text. 

At the end of Work Time A, if students need the support in preparation for their collaborative discussion in Work Time B, distribute the Discussion Prompts: Patient Zero, Pages 83–88 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.

If time allows, add 10 minutes to Work Time A and challenge students to review their note-catchers by acting out the flowchart. Assign students roles of “most people,” patient zero, investigators, and narrator. (Partner students at varied levels for roles, so students who need heavier support can follow and imitate the actions of their classmates who need lighter support.) The narrator reads from the flowchart while the other students act out the ideas, events, and individual actions. For example, the narrator might read, “Before the typhoid epidemic, most people did not understand the concept of germs.” The students playing the role of “most people” would pantomime spreading germs by pretending to cough into food and serving it to one another. Enacting the flowchart helps students and their classmates who need heavier support visualize the abstract interactions from the text.

At the end of Work Time A, if students need the support in preparation for their collaborative discussion in Work Time B, distribute the Discussion Prompts: Patient Zero, Pages 83–88 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.

• Allow students about 3 minutes to review their note-catchers and use their Patient Zero texts to ensure they have all the evidence they need to support their responses to the discussion prompts.

• Refocus the class, and have students Turn and Talk to share one piece of new evidence they found to support their responses. As necessary, ask a volunteer to model using evidence from his or her note-catcher to make a statement using text evidence.

B. Text-Based Discussion – RI.7.3, SL.7.1d (20 minutes)

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

“I can quote accurately from the text to support my ideas during a text-based discussion.”

“I can acknowledge new information expressed by others and, when necessary, modify my own views.”

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

• Direct students to form the predetermined groups and organize themselves into either the fishbowl or small group discussion format. Remind students to show respect, empathy, and compassion as they follow the classroom rules for collegial discussion. They will also take initiative as they participate in a discussion. Refer to the Work to Become Ethical People and Work to Become Effective Learners anchor charts as necessary to review respect, empathy, compassion, and taking initiative.

• Remind students to use the following materials during their discussion:

  • Solve Patient Zero Chapter 4 note-catchers (pages 72–78) 

  • Discussion Prompts: Patient Zero, Pages 83–88 

  • Discussion Norms anchor chart

  • Quote Accurately from the Text handout

• Invite students to begin the discussion. Circulate to make informal assessments on the Collaborative Discussion checklist (for teacher reference) if desired and to prompt students with the questions on Discussion Prompts: Patient Zero, Pages 83–88 (example for teacher reference).

MEETING STUDENTS' NEEDS 

For students who do not need as much support at this point, just distribute the Discussion Prompts: Patient Zero, Pages 83–88 handout ▲ during Work Time B. This resource includes sentence starters to support students in generating language during a discussion.

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

A. Independent Research Reading Share - RI.7.10 (15 minutes)

• Repeated routine: Follow the same routine as with the previous lessons to guide students to share their independent research reading, reminding students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity.

• Refer to the Independent Reading Sample Plans (see the Tools page) to guide students through a research reading share, or use another routine.

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