A. Engage the Learner - L.7.3 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 8.

MEETING STUDENTS' NEEDS 

On the entrance ticket, challenge students to first grapple to try defining the vocabulary from the context of revision 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 to items 1 and 2. Note that students will review their responses to item 3 in Work Time A. Then add precisely, concisely, eliminating, wordiness, and redundancy to the academic word wall with translations in home languages where appropriate. Consult the Entrance Ticket: Unit 3, Lesson 8 (answers for teacher reference) for sample definitions. Invite students to add the words to their vocabulary logs.

• 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.

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. Combine Narrative Leads - W.7.5 (15 minutes)

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

"I can work with my peers to strengthen the narrative lead of my podcast script."

"I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy."

• Tell students that they will now work in their triads to share and combine their narrative leads to produce one strong lead for their podcast script. Ask students to retrieve their copies of the narrative leads that they wrote in the previous lesson as well as their Epidemic Research note-catcher and Narrative Writing checklist to help guide their decisions about how to combine their leads. Offer some strategies for using their drafts to create a strong narrative lead for the group's podcast. They may want to use the hook or opening of one lead, the middle of another lead, and the ending of another lead. They may want to try to knit together the "best parts" students shared with one another in the previous lesson. Or they may want to use one triad member's lead as the base and add sentences from the other two members' leads. Explain that they will each be writing another section of the podcast, so they will have other opportunities to contribute to the podcast as well.

MEETING STUDENTS' NEEDS 

In Work Time A, challenge students to model revising for precision, concision, wordiness, or redundancy by sharing a before and after sentence, explaining why they made the changes.

• Focus students on the Work to Become Effective Learners and Work to Become Ethical People anchor charts, specifically: collaboration, respect, empathy, and compassion. Remind students that since they will be working together to create one lead out of their three leads, they must collaborate and keep in mind respect and the feelings of their triad-mates when they share their written work.

• Invite students to join with their triad and begin sharing and combining their leads. Circulate to support students as they work, making suggestions on how they can create the strongest lead from their three drafts. When students have finished, invite them to edit the collaborative draft, recognizing and eliminating wordiness and redundancy.

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

MEETING STUDENTS' NEEDS 

In Work Time A, students may be reluctant to share their narrative leads with their triad. Encourage them to reread their leads and choose a best sentence or section that they feel comfortable sharing. Or, if time allows, work with students to edit a sentence or section to ensure they have a best sentence they feel comfortable sharing.

A. Draft a Podcast Script – W.7.2 (25 minutes)

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

“I can write one section of a podcast script to convey ideas and information from my research.”

• Inform students that, together, they will now draft the other three sections of their podcast script: the scientific and social effects or ideas section, the tools/mindset/character section, and the message section. Remind students that they researched information for each of these sections. Explain that each member of the triad will use this information to write and present one section of the podcast script. As needed, assign the sections or allow several minutes for triads to assign responsibility for each section. Then ask students to retrieve their Epidemic Research note-catcher and begin drafting their section. If students need more support, encourage them to orally rehearse with a partner what they will write in their section. ▲

MEETING STUDENTS' NEEDS 

Encourage students to orally rehearse their ideas for their section with their triad to allow students to generate ideas and solidify language use.

Also as they write their section of the podcast script, challenge students to include one example of an adverbial phrase with the word like to make a comparison, as they learned in the Language Dive from Lessons 5-6.

• Circulate and provide support as needed, directing them to the research questions and answers on their Epidemic Research note-catcher as well as the language and structures used in the same section of the Model Podcast Script.

• Invite students to reflect on the learning target and habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

Encourage students to use the corresponding section of the Model Podcast script as a template for their own writing. Students can use sentence frames from the model script to form the sentences of their own script. As necessary, work with students to identify which sentences would work in their own script, or provide sentence frames such as the following:

Scientific and Social Ideas Section:

During this epidemic, many people believed . . . because . . .

These beliefs caused people to . . . , which led to . . .

Tools/Mindset/Character Section:

To solve the epidemic, scientists/researchers/the government . . .

Doing this helped . . .

During the epidemic, _____ had the mindset/habit of character . . .

_____ showed this mindset/habit of character when . . .

This mindset/habit of character helped . . .

 Message Section:

From this epidemic, we learned . . .

From this epidemic, people learned . . .

During epidemics like this, people should . . .

If we do this, then . . .