A. Engage the Learner - L.7.4a (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 4.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then add proclamation and speculating to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the word to their vocabulary logs.

• 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 21–31 (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 21–31 of Patient Zero.”

• Invite students to retrieve their Patient Zero text and to turn to page 21. Read aloud pages 21–31 of chapter 1 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, they will benefit from this reading of the text as a whole class. ▲

• Think-Pair-Share:

“What happened?” (The chapter describes how people did not understand what caused the plague or how to cure it, so they used many strange things and ideas to try to help, but these didn’t work. It was many years later that someone discovered the bacteria that caused the plague and people were able to begin developing cures that actually worked.)

“What is the gist? What is this excerpt mostly about?” (People tried all sorts of things to battle the plague; only later did people discover what caused and cured the plague.)

• 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 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 21–31 to review and note key details for the entire excerpt. This will help to complete students’ understanding of the events of this chapter excerpt, especially if they are 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.

• As students share out, capture any questions on the Questions about Epidemics anchor chart. If a student has raised a more research-aligned question, note it and explain why it lends itself better to research (it is more open-ended and has more than one possible answer). Also, note that students should continue to raise specific questions about the text as well, because doing so helps with engagement and comprehension. Once students have generated new questions, ask them to reread the questions from previous excerpts to see if their reading in the text has answered any previous questions. Record student responses on the anchor chart.

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

B. Analyze Structure: Patient Zero, Pages 21–31 – RI.7.5 (20 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 21–31 of Patient Zero.”

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

MEETING STUDENTS' NEEDS 

In Work Time B, scaffold the Think-Pair-Share by recording the sentences on the board and encouraging students to reframe the questions to create sentence starters to support their peers who need heavier support, which clarifies students' own use of language and analysis of the text. If necessary, model doing so with the first question:

"Some text structures I've seen are . . . For example, on page . . ."

• Draw students’ attention to the Text Structure anchor chart, and remind them that they will use this as a reference when analyzing the structure of the text. Remind students that authors often use different text structures to organize the sections of an informational text. Then ask students to flip through their copy of Patient Zero and Think-Pair-Share to grapple with the following questions:

“What are some text structures you have seen in Patient Zero thus far?” (narration, descriptive, explanatory, etc.)

“Why does Peters use so many different text structures?” (She has lots of different kinds of information to give about epidemics.)

“Why does the author interrupt the narration with new sections?” (She wants to explain certain ideas or events from the narrative.)

“How do the additional sections relate to the narration?” (They provide definitions or explanations of ideas or events from the narration.)

“How does using these different structures further the author’s purpose in the text?” (The author’s purpose is to help the reader deeply understand epidemics, so using these different structures helps her give many kinds of information about epidemics and also show the experiences of the people living through them.)

• Confirm that Peters uses different text structures to convey different kinds of information: narration tells the story of the epidemic. Descriptive passages, explanatory or informational passages, and arguments in other sections add to our understanding of science and history related to the epidemics. The sections deepen our understanding of the narrative by providing definitions and explanations about certain aspects in the narrative.

• Distribute the Patient Zero Lesson 4 note-catcher and the Patient Zero Lesson 4 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. ▲ Reference the Patient Zero Lesson 4 note-catcher (answers for teacher reference) as needed.

• Inform students that they will be participating in a Jigsaw activity to analyze the structure of this chapter, during which they will first discuss two sections of the text with a home partner and then switch partners to explain their learning and learn from each other.

• Guide students through the Jigsaw protocol:

1. 1. Invite students to choose a partner.

   2. Assign each partner group one of two pairings of sections:
      
      a) Option 1:  “New Knowledge, but No Cure” and “Unequal Treatment”
      
      b) Option 2: “A Perfect Pair: Cities and Disease” and “Finding Answers in Hong Kong”

   3. Inform students that they will fill in the relevant boxes for their two sections and then answer the question on the note-catcher.

   4. Allow time for students to reread their two sections of text, discuss them, and fill in the chart on the note-catcher.

   5. Circulate among students to offer extra support as necessary. Consider asking questions such as: “What kind of information is being given in this section? How is it organized?”

   6. Instruct students to move away from their home partnerships and work with another student who looked at the other set of sections.

   7. Instruct students to take turns explaining to their new partners which text structures they identified as well as how they filled in the chart.

   8. Students should take notes on their new partner’s sections in the chart and on the lines below the questions.

MEETING STUDENTS' NEEDS 

In Work Time B, scaffold the Think-Pair-Share by providing the sentence frames from student peers who need lighter support. Or, for even more support, provide selected responses in a sheet or on the board, allowing students to focus their cognition on text structure rather than language. For example, for the second and third questions:

She wants to tell lots of different information about epidemics.

She wants to make the reader feel as overwhelmed as the patients felt.

She wants to explain some of the important events or ideas in the story.

She wants the reader to understand how to become an epidemiologist.

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

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

• Direct students' attention to the practice selected and constructed response questions on their Patient Zero Lesson 4 note-catchers. Instruct students to work with their home partners from the Jigsaw activity to answer the selected response question regarding the pairing of sections they focused on for their original discussion, and if they feel they have sufficient understanding, for the other question as well. After partners have finished, ask for student volunteers to share the answers they chose and explain why they chose them.

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

MEETING STUDENTS' NEEDS 

In their constructed responses for Closing and Assessment A, students will likely use the language chunks “. . . showed (or other verb) . . . when/because he/she . . .” To deepen students’ understanding of language structures and their achievement on the unit assessments, record these frames on the board and invite volunteers to give examples that they might use to answer the constructed response question (e.g., Yersin showed perseverance when he kept investigating even though no one helped him. He also used his skills to help others because he wanted to solve the mystery.) Challenge students to work independently or in pairs to use these language chunks in their constructed responses.

During Work Time B and Closing and Assessment A, invite students to use the Patient Zero Lesson 4 note-catcher ▲. This resource supports students in analyzing structures with a descriptive list of the different organizational structures and sentence starters.