A. Engage the Learner – L.7.6 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 1 and Entrance Ticket: Unit 2, Lesson 1 ▲ as necessary. The differentiated entrance ticket supports students’ language acquisition and use with sketches, hints, and examples. ▲

MEETING STUDENTS' NEEDS 

Pair students with a native speaker so that students can assist them with completing the entrance ticket, cementing their own language acquisition in the process.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then add social contagion (ideas, behaviors, or emotions that spread rapidly through groups) to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the words to their vocabulary logs.

MEETING STUDENTS' NEEDS 

Invite students to use the Entrance Ticket: Unit 2, Lesson 1 ▲. This resource supports students’ language acquisition and use with sketches, hints, and examples.

• 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. Close Read: Determine Central Ideas: “Kindness Contagion” – RI.7.2 (35 minutes)

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

“I can determine two or more central ideas of a text.”

“I can trace the development of central ideas over the course of a text.”

• 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 

Before Work Time A, encourage students to share with their classmates who need heavier support their annotations and notes on the “Kindness Contagion” article that they preread for Unit 1, Lesson 14 homework. Sharing their annotations and notes will help students recall the work they did and cement their comprehension of the article before they delve deeper into analysis during the close read.

If time allows, extend students’ practice with adjective phrases from the Language Dive in Unit 1, Lesson 12. Pair or group students with classmates who need heavier support. Challenge students to review the purpose of adjective phrases (to describe or tell more about words or other phrases in a sentence). Then ask students to identify a sentence with an adjective phrase from the “Kindness Contagion” article. Their classmates who need heavier support can then identify the adjective phrase within the sentence and work with these students to identify what the phrase is describing or telling more about. The following are some sentences with adjective phrases in the “Kindness Contagion” article (with adjective phrases in italics and word or phrase modified in bold):

This implies that kindness itself is contagious, and that it can cascade across people, taking on new forms along the way. (paragraph 1)

This suggests that kindness evolves as it diffuses, “infecting” behaviors through which new individuals can express it. (paragraph 5)

• 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.

• Use Close Reading Guide: Determine Central Ideas in “Kindness Contagion” 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:

  • “Kindness Contagion” 

  • “Kindness Contagion” ▲ as necessary. The differentiated article supports students’ comprehension with gist statements at the end of each paragraph. ▲

  • Close Read: “Kindness Contagion” note-catcher

  • Close Read: “Kindness Contagion” note-catcher ▲ as necessary. The differentiated note-catcher supports students’ writing and comprehension with sentence frames. ▲

• Refer to Close Read: “Kindness Contagion” note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS 

Before Work Time A, encourage students to partner with their classmates who need lighter support to review their annotations and notes on the “Kindness Contagion” article ▲ that they preread for Unit 1, Lesson 14 homework. At this time, students can ask any lingering questions of their classmates. Sharing their annotations and notes will help students recall the work they did and increase their comprehension of the article before they delve deeper into analysis during the close read.

During Work Time A, invite students to use the Close Read: “Kindness Contagion” note-catcher ▲. This resource supports students’ writing and comprehension with sentence frames.

If time allows, extend students’ practice with adjective phrases from the Language Dive in Unit 1, Lesson 12. Pair or group students with classmates who need lighter support who will review the purpose of adjective phrases (to describe or tell more about words or other phrases in a sentence). Then these students who need lighter support will identify a sentence with an adjective phrase from the “Kindness Contagion” article. Students who need heavier support can then identify the adjective phrase within the sentence and work with their classmates to identify what the phrase is describing or telling more about. The following are some sentences with adjective phrases in the “Kindness Contagion” article (with adjective phrases in italics and word or phrase modified in bold):

This implies that kindness itself is contagious, and that it can cascade across people, taking on new forms along the way. (paragraph 1)

This suggests that kindness evolves as it diffuses, “infecting” behaviors through which new individuals can express it. (paragraph 5)

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

A. Write a Summary: “Kindness Contagion” – RI.7.2 (5 minutes)

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

“I can write an objective summary of a text.” (RI.7.2)

• Instruct students to write a summary of the article “Kindness Contagion,” referring to the Criteria of an Effective Summary anchor chart and their peer feedback on the entrance ticket as they do so. For students who need additional support, consider beginning the summary together, modeling and asking for student modeling in writing a topic sentence and several body sentences. ▲

MEETING STUDENTS' NEEDS 

Before summary writing, ask students to orally rehearse with a partner what they will write for their summary. Rehearsal allows for both oral and written language development.

• Repeated routine: invite students to reflect on their progress toward the relevant learning target and the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

Provide the following frames to support students in writing a summary of the complex article:

The article "Kindness Contagion" is about . . . 

For example, . . . 

Also, . . . 

These examples show that . . .