A. Engage the Learner – SL.7.1d (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 4 and Entrance Ticket: Unit 2, Lesson 4 ▲ as necessary. The differentiated entrance ticket supports students’ discussion and comprehension with sentence frames. ▲

MEETING STUDENTS' NEEDS 

Pair students with a native speaker so they are supported by the modeling of strong discussion abilities.

• Once students have completed their entrance tickets, use a total participation technique to briefly review their responses to the third item.

• 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.

Invite students to use the Entrance Ticket: Unit 2, Lesson 4 ▲. This resource supports students’ participation in a peer discussion with sentence starters. Encourage students to complete the sentence starters in writing. Writing down sentences they can use in a discussion gives students confidence to increase their successful participation.

A. Close Read: Determine Central Ideas: “Conflicting Ideas” – 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.

• Move students into predetermined triads.

MEETING STUDENTS' NEEDS 

Before Work Time A, encourage students to share with their classmates who need heavier support their annotations and notes on the “Conflicting Ideas” article that they preread for the previous lesson’s 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 “Conflicting Ideas” 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 “Conflicting Ideas” article (with adjective phrases in italics and word or phrase modified in bold):

For many years marketers, pollsters and the like have been borrowing from epidemiology, the branch of medicine that deals with how diseases spread through populations. (paragraph 1)

A new paper published in the Proceedings of the National Academy of Sciences, though, has managed to get around that problem to study exactly how "social contagion" works—in the form of signing up to Facebook, the social-networking behemoth. (paragraph 3)

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and review what collaboration and perseverance look and sound like.

• Use Close Reading Guide: “Conflicting Ideas” 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:

  • “Conflicting Ideas” 

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

  • Close Read: “Conflicting Ideas” note-catcher

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

• Refer to Close Read: “Conflicting Ideas” 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 “Conflicting Ideas” article ▲ that they preread for the previous lesson’s 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: “Conflicting Ideas” 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 “Conflicting Ideas” 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 “Conflicting Ideas” article (with adjective phrases in italics and the word or phrase modified in bold):

For many years marketers, pollsters and the like have been borrowing from epidemiology, the branch of medicine that deals with how diseases spread through populations. (paragraph 1)

A new paper published in the Proceedings of the National Academy of Sciences, though, has managed to get around that problem to study exactly how "social contagion" works—in the form of signing up to Facebook, the social-networking behemoth. (paragraph 3)

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

A. Write Summary: “Conflicting Ideas” – 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.”

MEETING STUDENTS' NEEDS 

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

• Instruct students to write a summary of the article “Conflicting Views,” referring to the Criteria of an Effective Summary anchor chart. 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. ▲

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets 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 "Conflicting Ideas" is about . . .

For example, . . .

Also, . . .

These examples show that . . .