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

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

MEETING STUDENTS' NEEDS 

On the entrance ticket, challenge students to first grapple to try defining the vocabulary from the context of research and using word parts. Then they can use a dictionary to confirm their guesses.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. As necessary, use the vocabulary strategies on the Close Readers Do These Things anchor chart to review the words on the entrance ticket. Record the words on the academic word wall with translations in home languages, where appropriate, and invite students to record or revise any in their vocabulary logs.

• 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.

MEETING STUDENTS' NEEDS 

On the entrance ticket, encourage students to use ELL or translation dictionaries to define the words and work in pairs to share their understanding of the meanings. Doing so will ensure comprehension and allow for oral language practice.

A. Mini-Lessons: Introduce Research – 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.”

• Inform students that in this lesson, they will begin to research to answer their epidemic research question. Display the Questions about Epidemics anchor chart, and remind students that they have been collecting questions about both medical and social epidemics. Remind students that in the previous lesson, they used the Model Podcast Script to generate and refine their research questions. They also continued this work for homework in the previous lesson.

MEETING STUDENTS' NEEDS 

During Work Time A, encourage students to explain the steps of the research process that they used in Module 1. Also, challenge them to use a self-assessment technique (such as Thumb-O-Meter) to determine which mini lessons they need to attend.

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.

• 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).

• Reference the Researchers Do These Things anchor chart as needed. See the Researchers Do These Things anchor chart (example for teacher reference).

• Before teaching students the steps of researching, display one of the questions students generated in the previous lesson (such as, “Where and when did the epidemic take place?”). Then ask students to Think-Write-Pair-Share in response to the following questions:

“How might you research to answer your question? What are the steps you would take?”

• During the Share, note the correct responses in the correct order on the Researchers Do These Things anchor chart. See the Researchers Do These Things anchor chart (example for teacher reference).

• Ask students to join with their podcast triads as you display and distribute the Epidemic Research planner. With students, review the Research Jobs and Due Dates chart, explaining that students will determine in their triads what aspects of the epidemic they need to research and which member of the triad will conduct that part of the research. As necessary, model breaking a research question into research jobs (For example, one of us will research: 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? Someone else will research: What were the medical effects of the epidemic? What were the social effects of the epidemic? And another will research: What tools did epidemiologists use to solve the problem? What character traits and mindsets did individuals involved in the epidemic exhibit? What lesson was learned from this epidemic?).

• Ensure that students make these decisions in their triads and record responsibilities on their Epidemic Research planner, in the Research Jobs and Due Dates chart. As necessary, consult the Epidemic Research planner (example for teacher reference).

MEETING STUDENTS' NEEDS 

During Work Time A, encourage students to attend all the mini lessons to ensure they understand all the steps of the research process. Also, encourage students to use the Epidemic Research note-catcher ▲ from Lesson 2. This resource supports students by listing the discrete steps of the research process and supporting students’ processing of information in those steps.

• Allow several minutes for students to determine and assign research jobs. Note that the jobs will likely change over the course of this and the next research lesson as students refine their knowledge of the epidemic, complete their tasks, and discover new tasks.

• Once students have determined and assigned their research tasks, distribute the Researcher's Toolbox and ask students to retrieve their Epidemic Research note-catcher. Review the steps in the Research Mini-Lessons and teach only those that the class needs to learn.

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

B. Research – W.7.8 (25 minutes)

• Redirect students’ attention to the learning target:

“I can research to answer questions about epidemics.”

• Release those students who are ready to research independently to begin doing so, noting that there is a space on the Epidemic Research note-catcher for them to record their refined research questions and generate a list of search terms. Also, remind students to carefully evaluate their sources.

• Circulate and support students using the suggestions in the Research Mini-Lessons on Using a Search Engine and Determining the Relevance and Credibility of Sources. As necessary, direct students to their Epidemic Research note-catcher ▲, which supports students by delineating clear steps in the research process. Students who need this support may want to transition from the planner and note-catcher they used in the previous lesson. ▲

• Circulate and identify common issues to inform the research mini-lessons students might need in the next lesson.

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

A. Triad Share - SL.7.1 (5 minutes)

• Ask students to review their notes and annotate the most interesting or strongest information they found to answer their research questions and complete their research task. Then have students join with their podcast triad to share their refined question and the interesting or strong information they found to answer it.