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

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 5.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then add intravenously and pestilence 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 32–38 (up to “Know Your Enemy”) – SL.7.1 (15 minutes)

• Repeated routine: follow the same process as with previous lessons for students to read pages 32–38 (up to “Know Your Enemy”) of Patient Zero, using the Text Guide: Patient Zero (for teacher reference) as necessary. If students do not finish reading the excerpt within the allotted time, use the Synopsis: Patient Zero, Pages 32–38 document to review the key details from the excerpt. Then have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the overall gist on sticky notes using the following resources as appropriate: vocabulary logs, Work to Become Ethical People anchor chart, and Questions about Epidemics anchor chart.

• Gist: Baby Frances struggled then died possibly from cholera; stranger took sample of water from pump

MEETING STUDENTS' NEEDS 

Before the Think-Pair-Share in Work Time A, remind students of the language chunk they learned in the previous lesson: ". . . showed (or other verb) . . . when/because he/she . . . ." Challenge students to use this language chunk in their response.

• Once students have finished reading and reflecting on the excerpt, ask them to Think-Pair-Share:

“Which habit of character did Sarah Lewis demonstrate in this excerpt?” (Responses will vary, but may include: Sarah Lewis demonstrated compassion and empathy for her baby as she struggled with cholera. She demonstrated perseverance when she tried against all odds to keep her baby alive.)

• Now that students have read a significant portion of the text, consider asking for volunteers to share their strategies for reading this particular text. For example, do they pause their reading of the narrative to explore the additional sections? Lead a whole-class discussion of these different strategies, and consider sharing how to approach reading texts like this. Ask students to consider again why the author structures the text in this way, and how the combination of the narration and the additional sections help her achieve her purpose. Emphasize that there isn’t a correct way to read the text. Students should try different methods to find the one that works best for them.

B. Analyze Structure: Patient Zero, Pages 32–38 – 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 32–38 of Patient Zero.”

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

• 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. Refer to Text Structure anchor chart (example for teacher reference) as needed.

• Distribute the Patient Zero Lesson 5 note-catcher and the Patient Zero Lesson 5 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. ▲ Instruct students to work individually to fill out the chart in Part I, matching the gists to the section titles. Circulate and support as necessary.

• Ask for student volunteers to share out their answers to Part I of the note-catcher. Invite students to Turn and Talk with a neighbor about how they matched these sections. Reference the Patient Zero Lesson 5 note-catcher (answers for teacher reference) as needed.

MEETING STUDENTS' NEEDS 

During Work Time B, invite students to use the Patient Zero Lesson 5 note-catcher ▲. This resource supports students in analyzing structures with a descriptive list of the different organizational structures and sentence starters.

• Invite students to work individually to answer the first selected response question in Part II of the note-catcher. When students are ready, ask for volunteers to share out their answers to the first question in Part II. Circulate to offer extra support. Consider asking questions such as, “What kind of information is being given in this section? How is it organized?” ▲

• Inform students that they will continue to work independently to answer the remaining selected response questions in Part II of the note-catcher. Circulate to offer support for answering these questions.

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

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

• Ask students to work independently to answer the question in Part III of their Patient Zero Lesson 5 note-catcher, the section labeled "Be the Detectives." When students are ready, ask for volunteers to share out their answers to this question. Lead a whole-class discussion to reflect on how the author structures the text to help set up "mystery" of cholera in the text. (Responses will vary, but may include: The author tells the story of baby Frances' sickness, referring to the cesspool and the water pump. Then she introduces a mysterious man who takes a sample of water from the pump. The author tells what the man does but not why. This sets up the mystery and makes the readers want to be detectives to put the pieces together: Is the cesspool connected to the water pump? Are people getting sick from the water?)

• 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 

Before beginning the whole-class discussion, post the prompts listed in the lesson and challenge students to create sentence starters to answer each one. They can share these sentence starters with their classmates who need heavier support. Creating sentence starters gives students confidence with language structures they can use in their discussions.

Before beginning the whole-class discussion, post the prompts listed in the lesson and provide students with sentence starters to answer each one. (These may come from their classmates who need lighter support.) 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.