A. Return Module 1 End of Unit 3 Assessments (5 minutes)

• Return students’ Module 1 End of Unit 3 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lessons 6–7. Students may or may not choose to share their goals for this assessment with a partner.

B. Engage the Learner (5 minutes)

• 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 38–41 (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read pages 38–40 (up to “The Grand Experiment”) and 41 of Patient Zero, and record the gist on sticky notes. Since this is an assessment, instruct students to read the text independently. However, if students need support, provide them with the Synopsis: Patient Zero, Pages 38–41. ▲

MEETING STUDENTS' NEEDS 

At the end of Work Time A, ensure students understand the excerpt they 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 38–40 and 41 from the previous lesson’s homework.

At the end of Work Time A, ensure students understand the excerpt they 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 38–40 and 41 from the previous lesson’s homework.

• Gist: John Snow determined cholera was not caused by miasma (bad air) or defects in character like everyone else thought; he thought it might be caused by something in food or water.

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

“Which habit of character did John Snow demonstrate?” (Answers will vary, but may include: John Snow demonstrated perseverance and initiative as he tried to solve the cholera mystery. He also demonstrated empathy and compassion by inventing an ether regulator, which would help patients feel less pain during surgery.)

B. Language Dive: Patient Zero, Page 39 – RI.7.5 (15 minutes) 

• Repeated routine: follow the same routine as with the previous lessons to facilitate a Language Dive with the following reflection sentence from the text:

  • “But he didn’t forget about them—he waited for an opportunity to prove his theory.”

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: Patient Zero, Page 39 (for teacher reference)

  • Language Dive: Patient Zero, Page 39 note-catcher

  • Language Dive: Patient Zero, Page 39 sentence chunk strips

  • Language Dive: Patient Zero, Page 39 note-catcher (example for teacher reference)

MEETING STUDENTS' NEEDS 

During the Language Dive of Work Time B, students analyze the use of the dash. Invite ELLs to remind the class what dashes are and what function they serve in a sentence. Encourage them to provide more example sentences with dashes. Teaching others helps students confirm their knowledge of language structures.

During the Language Dive of Work Time B, some students may need additional support as they complete the sentence frame in the Practice section (I had an opportunity____.). Provide a bank of options from which students can select answers to complete the frame. These may include: to sing a solo, to meet the mayor, to prove my smarts.

C. Mid-Unit 1 Assessment: Analyze Structure: Patient Zero, Pages 38–41 (35 minutes)

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

“I can determine the meanings of unfamiliar words and phrases.”

“I can identify the structures Peters uses to organize pages 38–41 of Patient Zero.”

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

• Distribute Mid-Unit 1 Assessment: Analyze Structure: Patient Zero, Pages 38–41, and invite students to take out their copies of Patient Zero.

MEETING STUDENTS' NEEDS 

Before the mid-unit assessment in Work Time C, challenge students to underline key vocabulary in the assessment directions and prompt as you read them aloud together as a class. Also, invite students who need lighter support to restate or clarify information for students who need heavier support. These supports ensure that students understand each task included in the assessment.

• Tell students that for this assessment, they will use strategies to determine the meanings of unfamiliar words and phrases as they complete selected response questions. Then they will also complete selected and constructed response questions to analyze the structures Peters uses to organize sections of Patient Zero and develop ideas, including how the sections contribute to the whole text.

• Read aloud the directions for each part of the assessment as students follow along. Answer clarifying questions.

• Before students begin the assessment, ask them to Think-Pair-Share:

“What value does the task of a reading assessment have for you beyond this class? Why?” (Responses will vary, but may include: this task has a lot of value for me because I will have to take assessments in most of my high school and college classes and in most careers.)

“What will help you succeed on this assessment?” (Responses will vary but may include: using my strategies to answer selected response questions and writing a paragraph with a topic sentence, at least two pieces of evidence, and a concluding statement will help me succeed on this task.)

• Direct students’ attention to the following materials:

  • Academic word wall and domain-specific word wall

  • Text Structure anchor chart

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

  • Print or online dictionaries

• Remind students to refer to these materials as they read the assessment text and answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart and review perseverance, taking initiative, and taking responsibility. Remind students that because they will be reading and answering questions independently for the assessment, they will need to practice these habits.

MEETING STUDENTS' NEEDS 

In Work Time C, read the directions for the assessment aloud slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

Display a “map” of the assessment to reference while explaining directions to the mid-unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the “map” as needed. Example:

Part I: 

1. Read the first excerpt and question.

2. Read each possible answer.

3. Cross out incorrect answers.

4. Select the best answer to the question. 

5. Repeat steps 1–4 for each question in Part I.

Part II:

6. Repeat steps 1–4 for questions 1–3.

7. Read the prompt for question 4.

8. Write a paragraph with:

 a. a topic sentence that restates and answers the prompt.

b. two pieces of evidence (quotes or examples) from the text.

c. sentences that explain how the evidence supports your answer.

d. a concluding sentence that restates and answers the prompt.

To help students manage their time during the mid-unit assessment, display on the board or on a poster suggested times at which students move onto the next question. Allocate the most time to Part II item 4, the constructed response.

• Invite students to begin the assessment.

• Circulate to monitor and document their test-taking skills.

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

A. Track Progress - RI.7.4 (15 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 1 Assessment.

• Distribute the Track Progress folders; Track Progress: Read, Understand, and Explain New Text; and several blank sticky notes for each student.

• Focus students on the Work to Become Effective Learners anchor chart. Remind them that they will take responsibility for their own learning as they track their progress.

• Distribute sticky notes so students can mark up their work with evidence. Tell them the sticky notes are for them to find evidence in their assessment work of the following criteria:

  • RI.7.4

  • RI.7.10

• Guide students through completing the recording form.

• Incorporate reflection on and awareness of the following academic mindsets: "I can succeed at this" and "My ability and competence grow with my effort."

• Ask students to Think-Pair-Share:

"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Responses will vary, but may include: I was successful at that task because I focused and worked hard. I also understood what I was doing and what was being asked of me, which helped me succeed as well.)