A. Engage the Learner - W.7.7 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 2.

MEETING STUDENTS' NEEDS 

As necessary, encourage students to work in their triads on the entrance ticket to ensure comprehension and allow for oral language practice.

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

• Repeated routine: follow the same routine as with the previous lessons to review the learning target and the purpose of the lesson, reminding students if the learning target is similar or the same as in previous lessons.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to review the following word: script (the written text of a play, movie, television show, or podcast). Record on the domain-specific word wall with translations in home languages, where appropriate, and invite students to record in their vocabulary logs.

MEETING STUDENTS' NEEDS 

As necessary, explain that students are copying their topic and research questions from their exit tickets in Lesson 1 onto the entrance ticket, then they are refining their research questions, which they can do in their triads to ensure comprehension.

A. Analyze a Model Podcast Script - W.7.4 (15 minutes)

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

"I can determine the purpose and content of an effective podcast script about an epidemic."

• Display and distribute the Model Podcast Script: "Story of the Epidemic of 1994." Read the model aloud as students follow along.

• Using a total participation technique, invite responses from the group:

"What is this script about?" (It is the story of two epidemics in India and how government officials changed their responses to manage the outbreaks better.)

• Ask students to join with their podcast triads to discuss the purpose of each section of the script and the type of information included in each section. Note the spaces where students can record notes on their copies of the Model Podcast Script.

MEETING STUDENTS' NEEDS 

During Work Time A, encourage students to record the gist of each section in the margins of the Model Podcast script. They can share these gists with classmates who need heavier support and together they can highlight the key individuals, events, and ideas in the script. This partner work ensures comprehension and recall of the key details of the script. 

Also, during Work Time A, challenge students as they read the Model Podcast script to identify and explain language structures from Language Dives throughout the module, such as: use of the word that to join clauses, the empty subject it, and passive voice.

After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore a sentence that conveys a key takeaway from the content of a podcast script. The sentence also helps students to address L.7.1a and L.7.2a by providing an opportunity to explain the function of a phrase that contains coordinate adjectives.

• As a class, reread the narrative lead and determine the purpose, recording responses on the board, so that students have a model for determining the purpose of the other three sections of the podcast script. Consult the Model Podcast Script: "Story of the Epidemic of 1994" (for teacher reference) for sample answers as necessary. Then release triads to reread the rest of the script and determine the purpose of the other three sections.

• Use a total participation technique to ask students to share their answers. To support visual learners, record student responses in the notes of the displayed Model Podcast Script. Consult the Model Podcast Script (for teacher reference) for sample answers as necessary.

MEETING STUDENTS' NEEDS 

During Work Time A, encourage students to record illustrations in the margins of the Model Podcast script. They can share these illustrations with classmates who need lighter support and together they can highlight the key individuals, events, and ideas in the script. This partner work ensures comprehension and recall of the key details of the script.

• If mindset and habits of character are not mentioned, ask students to Think-Triad-Share:

"What habits of character did you see in this script? Who demonstrated them? What did they look/sound like?" (Responses will vary, but may include: the Indian government officials take initiative, persevere, and collaborate to learn from and correct the mistakes made in the plague outbreak of 1994.)

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

B. Generate and Refine Research Questions - W.7.7 (10 minutes)

• Redirect students' attention to the learning target:

"I can research to answer questions about epidemics."

• Ask:

"What are some research questions you could ask in order to create a script like the Model Podcast Script? What do you need to know about your epidemic?" (Responses will vary, but may include: Where and when did the epidemic take place? Who was affected? What was it like to be in the epidemic? How might the epidemic have started? What were the medical effects of the epidemic? What were the social effects of the epidemic? What tools did epidemiologists use to solve the problem? What character traits and mindsets did individuals involved in the epidemic exhibit? What lessons were learned from this epidemic?)

• Add these to the Questions about Epidemics anchor chart. Remind students that research questions should be

  • not too narrow nor too broad;

  • specific to this topic;

  • significant: important not only to you, but to others; and

  • answerable using sources (i.e., not philosophical questions).

• Note these criteria for research questions on the Researchers Do These Things anchor chart. See the Researchers Do These Things anchor chart (example for teacher reference).

• Ask students to work in their podcast triad to generate research questions for each section of the podcast and record them in the Purpose and Research Questions box on their scripts. Circulate and support students using the suggestions in the Research Mini-Lessons (for teacher reference) on Refining Research Questions, drawing them into a small group as necessary.

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

C. Create a Research Note-Catcher – W.7.7 (10 minutes)

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

“I can research to answer questions about epidemics.”

• Display and distribute the Epidemic Research note-catcher, and the Epidemic Research note-catcher ▲ as necessary. The differentiated note-catcher supports students by listing the discrete steps of the research process and supporting students’ processing of information in those steps. Students who use this note-catcher will not need to design their own note-catcher. ▲ Release podcast triads to design a note-catcher together using the notes on their scripts as a starting point. Circulate and support students in creating a note-catcher. Consult the Epidemic Research note-catcher (example for teacher reference) as necessary, and ask questions such as:

“What are the different sections of the podcast script?” (the story or narrative opening section, the social and scientific effects or ideas section, the tools/mindset/habits of character section, and the message section)

• If necessary, record these four sections on the board for students who need more visual support. ▲ Also, as necessary, explain that although the Model Podcast Script includes two different outbreaks of the plague, their epidemic is unlikely to have two outbreaks in the same place. Therefore, their podcast scripts should follow the structure of the four sections but not necessarily include a jump in time.

“How might you include the different sections of the podcast script on the note-catcher?” (The story section includes characters, setting, problem, response, and resolution. The scientific and social ideas section is its own part on the note-catcher. The tools/mindset/character is its own section on the note-catcher. The deeper message is its own section on the note-catcher.)

“Do your research questions have a space to get answered on the note-catcher? Where on the note-catcher do the research questions belong?” (Yes, the research questions get answered in the story section, the social and scientific ideas section, the tools/mindset/character section, and the deeper message section.)

• Remind students that the focus of their research is to answer their questions about epidemics. If necessary, use one group’s work as a model note-catcher to improve others’ note-catchers.

MEETING STUDENTS' NEEDS 

During Work Time C, encourage students to use the Epidemic Research note-catcher ▲. This resource supports students by listing the discrete steps of the research process and supporting students’ processing of information in those steps.

• Ensure that each student has created their own version of the same note-catcher as the rest of their triad. Invite students to record their additional related research questions above the note-catcher.

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

A. Partner Share - W.7.7 (5 minutes)

• Ask students to join with a classmate not in their triad and share their note-catcher. They can then use ideas from their partner's note-catcher to improve their own. Students can share their improvements with their triads before researching in the next lesson.