A. Engage the Learner – RI.7.5 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 3 and Entrance Ticket: Unit 1, Lesson 3 ▲ as necessary. The differentiated note-catcher supports students in analyzing structures with a descriptive list of the different organizational structures and sentence frames. ▲

MEETING STUDENTS' NEEDS 

Before Work Time A, ensure students understand the excerpt they will close read by allowing time for them to share with a partner (who may need heavier support) their highlights and illustrations on the Synopsis: Patient Zero, Pages 14–20 and 23 from the previous lesson’s homework.

• Once all students are ready, use total participation techniques (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 contribute (to give for a reason; to help develop). Record the word on the academic word wall with translations in home languages, where appropriate, and invite students to record it in their vocabulary logs.

MEETING STUDENTS' NEEDS 

During Opening A, invite students to use the Entrance Ticket: Unit 1, Lesson 3 ▲. This resource supports students in analyzing structures with a descriptive list of the different organizational structures and sentence starters.

Before Work Time A, ensure students understand the content of the excerpt they will close read by allowing time for them to review with a partner (who may need lighter support) their highlights and illustrations on the Synopsis: Patient Zero, Pages 14–20 and 23 from the previous lesson’s homework.

A. Close Read: Patient Zero, Pages Pages 18, 20, and 23 – RI.7.1, RI.7.5 (25 minutes)

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

“I can identify the structures Peters uses to organize pages Pages 18, 20, and 23 of Patient Zero.”

“I can explain how sections of Patient Zero contribute to the whole chapter.”

• Focus students on the Close Readers Do These Things anchor chart, and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt from the text through close reading.

MEETING STUDENTS' NEEDS 

After the close read in Work Time A, encourage students to create their own “mental maps” that visually depict the structural relationship between pages 18, 20, and 23. Students can then reproduce these mental maps on a sticky note and place them in their texts, sharing them with ELLs who need heavier support. Students can refer to these maps in the future when analyzing the structure of other sections of the text.

• Move students into predetermined triads. 

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and review what collaboration looks and sounds like. Explain that students will use collaboration as they closely read part of Patient Zero.

• Use Close Reading Guide: Patient Zero, Pages Pages 18, 20, and 23 (for teacher reference) to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the following:

  • Patient Zero by Marilee Peters

  • Close Reading: Patient Zero, Pages Pages 18, 20, and 23 note-catcher 

  • Close Reading: Patient Zero, Pages Pages 18, 20, and 23 note-catcher ▲ as necessary. The differentiated note-catcher supports students in analyzing structures with a descriptive list of the different organizational structures and sentence starters. ▲

  • Domain-specific word wall

• Refer to Close Reading: Patient Zero, Pages Pages 18, 20, and 23 note-catcher (example for teacher reference) as necessary. Also, use the Synopsis: Patient Zero, Pages 14–20 and 23 to review the text if students need support.

MEETING STUDENTS' NEEDS 

During Work Time A, invite students to use the Close Reading: Patient Zero, Pages 18, 20, and 23

note-catcher ▲. This resource supports students in analyzing structures with selected responses and sentence starters.

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

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

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

"I can select a research reading text that I want to read."

• Launch independent reading for this module. There is a suggested independent reading launch in Independent Reading Sample Plans (see the Tools page). Remind students that they were introduced to independent research reading in Module 1.

• At the end of 5 minutes, distribute students' independent reading journals.

• Remind students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Display the independent reading pages of the Homework Resources (for Families), and focus students on the information they need to record using the example on the same page.

• As necessary, model how to log independent reading without the prompt. Remind students that they will log their research reading in the front of the book and choice reading in the back. Ensure that students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

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

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