A. Engage the Learner – L.7.4c (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 2. Encourage ELLs and other students who need more support to use a dictionary (print, online, ELL, or translation) to define the terms on the entrance ticket. ▲

• Once all students are ready, use a total participation technique (equity sticks, cold calling) to select students to share their responses to the entrance ticket question.

• 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 deconstruct the word structure (how something is organized, how the parts relate to the whole). Also, as necessary, review the meanings of the words determine and gist. Record these words on the academic word wall and domain-specific word wall, with translations in home languages, where appropriate, and invite students to record these words in their vocabulary logs.

B. Reflect on the Module Guiding Questions - SL.7.1 (5 minutes)

• Remind students that in the previous lesson they were introduced to the guiding questions for the module. Invite students to reread the Module Guiding Questions anchor chart.

• Invite students to share stories about their own personal connections to the topic and the guiding questions.

• Remind students that for homework they were asked to reflect on what those guiding questions mean to them and how they feel about them.

• Focus students on the Work to Become Ethical People anchor chart, and review respect, compassion, and empathy as needed.

• 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.

• Invite volunteers to share their reflections with the whole group. Be prepared to discuss any issues students feel they need to discuss further.

• Incorporate reflection on and awareness of the following academic mindset: "I belong in this community."

• Ask: 

"How do empathy, compassion, and respect help you feel a sense of belonging in this classroom community?" (Responses will vary, but may include: when my classmates listen to me and show they understand my feelings, I feel like I have a safe place in this classroom.)

A. Read Patient Zero, Pages 9–14 (up to “The Fear Builds”) and 17 (15 minutes)

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

“I can find the gist of pages 9–14 and 17 of Patient Zero.”

• Invite students to retrieve their Patient Zero text, and to turn to page 9. Read aloud pages 9–14 (up to “The Fear Builds”) and 17 as students read along silently. Use the Text Guide: Patient Zero (for teacher reference) for comprehension and vocabulary questions as needed. Note that while students may read in small groups or individually in future lessons, students will benefit from this reading of the text as a whole class. ▲

• Think-Pair-Share:

“What happened?” (Goodwoman Phillips noticed a dead rat covered in fleas. She became sick and died of plague. The text explains why people were concerned about comets and how medicine worked during this time. A doctor visited Goodwoman Phillips, but she died anyway. Neighbors were frightened when they discovered it was plague and avoided the house.)

“What is the gist? What is this excerpt mostly about?” (Goodwoman Phillips died from the plague; people responded in fear.)

• Invite a student to paraphrase the key points in more comprehensible language for those who need more support. ▲

• Model recording the gist of the excerpt (keywords, not full sentences) on a sticky note, and invite students to do the same, sticking them at the front of the chapter for quick reference. Students will also benefit from adding the page numbers and their initials on the sticky note for easier materials management. As needed, refer to the Gists: Patient Zero (example for teacher reference).

• Remind students that their goal is to understand what the story is mostly about, and it is okay if there are parts they don’t quite understand yet. ▲

• Use the Synopsis: Patient Zero, Pages 9–14 and 17 to review and note key details for the entire chapter. This will help to complete students’ understanding of the events of this chapter excerpt, especially if they were not able to complete the reading of the full excerpt. ▲

• Give students 3 minutes to silently reflect on the text. Encourage them to consider how the excerpt made them feel. They can write or sketch, or just sit and think.

• Direct students’ attention to the Work to Become Ethical People anchor chart, and review respect, compassion, and empathy as needed before inviting students to share their reflections if they choose.

• Capture any questions students have about what is happening in the text on the displayed Questions about Epidemics anchor chart. Reference Questions about Epidemics anchor chart (example for teacher reference) as needed. This first day, encourage students to ask any question. As the weeks progress, guide students to refine the questions to better align to research questions. If necessary, for this lesson, provide sentence frames such as: Who is . . . ? What is . . . ? How does . . . ? Why does . . . ?

• Note that although Patient Zero does contain graphic descriptions of disease and dying, students are supported throughout the reading of the text. Additionally, inform students that they will be given opportunities to reflect on the text following each reading.

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

B. Analyze Structure: Patient Zero, Pages 9–14 and 17 – RI.7.5 (15 minutes)

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

“I can identify the structures Peters uses to organize pages Pages 9–14 and 17 of Patient Zero.”

• Display the Text Structure anchor chart, which should have the text structures listed with enough space for the class to record definitions and examples. Consult the Text Structure anchor chart (example for teacher reference). Explain that this anchor chart lists common informational text structures. As students may have noticed already, the author of Patient Zero uses different text structures throughout the book to describe or explain people, events, and information.

MEETING STUDENTS' NEEDS 

In Work Time B, the Text Structure anchor chart is introduced. Because this anchor chart is critical to the unit, yet also very abstract, ask students to make a bilingual version in English and their home language. Making bilingual versions of documents that are abstract, complex, and central to the learning of a unit supports ELLs by ensuring that they have access to critical information they need to do their work well.

• Guide students through a Jigsaw to co-construct the Text Structure anchor chart:

1. 1. Divide the class into seven groups, and give each group a large sticky note or piece of paper with tape.

   2. Assign each a different text structure from the anchor chart.

   3. Allow groups 3 minutes to define or describe their text structure and give an example from Patient Zero, or another text.

   4. Circulate to guide and correct groups as they grapple.

   5. Come together as a class and ask each group to explain their text structure and post their sticky note on the anchor chart.

   6. Work together as a class to refine or correct definitions and examples.

• Distribute the Text Structure anchor chart handout, and explain that this is their own version of the Text Structure anchor chart, so they can reference it at any point throughout the unit.

• Then, distribute the Patient Zero Lesson 2 note-catcher and the Patient Zero Lesson 2 note-catcher ▲ as necessary. The differentiated note-catcher supports students in identifying structures with a descriptive list of the different organizational structures. ▲ Point out the various parts of the graphic organizer, and explain why it was designed this way: capturing the gist of each section of the text will help students understand how the author structures the sections and how they relate to one another and to the whole text. Ask students why they think it is important to keep track of the text structures the author uses, as well as why it might make sense to analyze this particular text by looking at its sections. (Analyzing text structures show us how the different parts of the text fit together. It makes sense to analyze this text by sections because that is how the author chose to write it.)

MEETING STUDENTS' NEEDS 

In Work Time B, the Text Structure anchor chart is introduced. Because this anchor chart is critical to the unit, yet also very abstract, provide students with a bilingual version in English and their home language. (If appropriate, ELLs who need lighter support can make the bilingual version for their classmates.) Using bilingual versions of documents that are abstract, complex, and central to the learning of a unit supports ELLs by ensuring that they have access to critical information they need to do their work well.

During Work Time B, invite students to use the Patient Zero  Lesson 2 note-catcher ▲. This resource supports students in analyzing structures with a descriptive list of the different organizational structures.

• Focus students on one particular section: “God Have Mercy on Us” on pages 12–14. Instruct students to briefly skim or reread the section. Ask for a volunteer to provide a gist for the section (neighbor discovers Goodwoman Phillips died of plague; panic spreads throughout neighborhood). Instruct students to write this gist down in the proper section of the Patient Zero Lesson 2 note-catcher.

• Invite students to work with partners to identify the structure of this section, using the Text Structure handout. Circulate among students to offer extra support. Consider asking questions such as: 

“What kind of information is being given in this section? How is the information organized? Is it telling a problem and a solution? Is it comparing and contrasting two things? Is it telling a story?” ▲

• Ask for student volunteers to share which type of text structure they identified for this section. Listen for student responses, and lead students to an understanding that this section is narration, as it tells the story about what happened after Goodwoman Phillips was found dead. Ask students:

“How does this section further the author’s purpose? Why would the author structure it as narration to help get her point across?” (This section helps to explain the plague epidemic by telling the story of an individual who died from the plague. Structuring it as narration helps to make the story interesting and to give a clear example of what it was like to get the plague during that time.)

• Inform students that as they read, they will identify how the different sections contribute to the text. Ensure that students have an understanding that in general, the plain white background with black text tells the main part of the story, and the other sections add to this story.

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

A. Check for Understanding – RI.7.5 (5 minutes)

• Direct students’ attention to the selected response question on the Patient Zero Lesson 2 note-catcher. Reread the text aloud for students. Either as a whole class or in small groups, work with students to answer the selected response question on the note-catcher. Invite student volunteers to share their answers and any strategies they used to answer the question. ▲

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

MEETING STUDENTS' NEEDS 

Before students report out on their answers to the selected response question, have them first share their answer with a table partner. Enabling ELLs to rehearse their responses in a small, potentially more supportive context before they attempt to explain it to the whole class will build their confidence.

Before students report out on their answers to the selected response question, have them first share their answer with a partner in their native language. Enabling ELLs to rehearse their responses in their own language before translating them into English for the whole group will build their confidence and comprehension.