A. Engage the Learner – SL.7.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 9 and Entrance Ticket: Unit 3, Lesson 9 ▲, as necessary. The differentiated entrance ticket supports students in writing responses with a word bank and sentence starters. ▲

MEETING STUDENTS' NEEDS 

For the entrance ticket, allow a few minutes for students to first record some ideas before discussing with their classmates to give them an opportunity to generate ideas and solidify their language use.

• Once students have completed their entrance tickets, ask for volunteers to share their responses to the discussion prompts, as well as examples of how they may revise their scripts to prepare for their presentations.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words findings (information found; conclusions drawn), emphasize (to give special attention to; to stress), salient (extremely noticeable or important), and coherent (logically ordered or connected). Record on the academic word wall with translations in home languages, where appropriate, and invite students to record the words in their vocabulary logs.

MEETING STUDENTS' NEEDS 

Invite students to use the Entrance Ticket: Unit 3, Lesson 9  ▲. This resource supports students’ oral language production and comprehension with sentence frames. Students may also benefit from a few minutes to complete the sentence frames in writing before sharing them with peers.

A. Combine and Revise Podcast Script – SL.7.4 (15 minutes)

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

“I can present my findings in a focused and coherent manner, emphasizing salient

points.”

“I can use include relevant descriptions, facts, details, and examples to help the listener understand my epidemic.”

• Inform students they will combine and revise their podcast scripts, focusing on the content and language of the scripts. Tell students that today’s lesson will provide an opportunity to think more deeply about how listeners will understand the information in their script.

MEETING STUDENTS' NEEDS 

In Work Time A, challenge students as they revise their podcast script to include that to join clauses, empty subject it, and passive voice each at least once.

• Ask:

“What are some of the ways we might revise a piece of writing if we intend for people to listen to it, instead of reading it?” (Responses will vary, but may include: We should think about how people only get to listen to things once, usually, so we should focus on making sentences simple and clear. We can also think of ways to revise our writing to emphasize different words or sentences when we speak.)

• Display and distribute the Presentation checklist. Inform students that as they combine their scripts today, they will use the first three rows of this checklist. Read aloud the first three rows. Then ask students to Think-Pair-Share:

“How will the first three criteria on the Presentation checklist help you make decisions about the content and language of your presentation?” (The Presentation checklist focuses on “emphasizing salient points” and presenting findings in a “focused and coherent” way, which helps remind us to really focus on emphasizing what is most important in a spoken presentation.)

• Confirm for students that the Presentation checklist will help them consider how to refine the content and language of their written scripts so that their podcasts will be effective when the scripts are read aloud.

• Allow several minutes for students to generate criteria for the third column of the first three rows of the Presentation checklist based on this discussion. Students can work independently or in triads. Circulate to identify any criteria to review as a class, using the Presentation checklist (for teacher reference) for sample criteria as necessary.

• Invite students to join with their triads and retrieve their podcast scripts to begin combining and making revisions to their scripts, focusing on transitions between sections; using clear, concise language to present findings about the epidemic and highlight important points; and including pertinent facts, details, and examples in each section. Students should retrieve their Epidemic Research note-catcher to make sure they have included all the important facts, details, and examples in all the sections of their podcast script.

MEETING STUDENTS' NEEDS 

In Work Time A, students may be reluctant to share their section of the podcast script with their triad. If time allows, work with students to edit their section to ensure they feel comfortable sharing with their triad and in the Tuning protocol.

• Circulate to support students as they work. Ask questions to guide their thinking:

“What are the key findings you want to include about the epidemic?” (For students who need more support, ask, “What did you learn about the epidemic? Where did you include that information in your script?” ▲)

“Do you present your findings in a focused and coherent manner?” (For students who need more support, ask, “Do you tell the events of the epidemic in order? Do you use transition words between paragraphs and sections?” ▲)

“Do you emphasize salient points?” (For students who need more support, ask, “Do you have an exciting hook or opening? Do you end with a message and reflection on the epidemic?” ▲)

“Do you use descriptions, facts, details, and examples to help the reader understand your epidemic?” (For students who need more support, ask, “Do you include dialogue and description to make some events seem exciting?” ▲)

• Invite students to record “Y” for Yes and the date in the final column of their Presentation checklist if they feel the criteria marked on their checklist have been achieved in their writing in this lesson.

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

B. Tuning Protocol: Content - SL.7.4 (20 minutes)

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

"I can offer kind, specific and helpful feedback to my peers."

• Explain that they will now share their script with another triad to get feedback on the content. Allow several minutes for triads to determine who will read the narrative lead. (See Teaching Notes for suggestions on dividing the narrative lead.) Other sections will be read by the person who wrote the section.

MEETING STUDENTS' NEEDS 

In Work Time B, before sharing their podcast script, students can highlight their sentences with language structures from the Language Dives from throughout the module.

• Move students into groups with their own podcast triad and another podcast triad, and invite them to label their groups A and B.

• Distribute sticky notes.

• Focus students on the Work to Contribute to a Better World anchor chart, specifically: "I use my strengths to help others grow." Remind students that as they work to critique the other triad's work, they will need to use their strengths.

• Tell students they are going to provide the other triad with kind, specific, and helpful feedback against the first three criterion on the Presentation Checklist.

• Direct students' attention to the Peer Critique anchor chart, and remind them of what peer critique looks and sounds like.

• Display and distribute Directions for Tuning Protocol, and read them aloud for the group. Invite students to ask questions to ensure that they understand the protocol. Remind them of the Tuning protocol they participated in during Unit 2.

MEETING STUDENTS' NEEDS 

In Work Time B, ensure each student has a copy of the podcast under review so they can follow along. Also, provide sentence frames for students to use in giving feedback. For example:

This section/sentence/example is good because . . .

In this section/sentence/example, can you try . . . because . . .

• Tell students that for this Tuning protocol and the one in the next lesson, those students giving feedback can play the role of producers, who are responsible for giving feedback on the podcast and making sure it is the best it can possibly be. Students giving feedback should focus on the first three rows of the Presentation checklist, putting themselves in the roles of listeners and telling the presenting group whether their content is clear and engaging. Explain that in the next lesson, they will have a chance to revise their scripts in response to this feedback and prepare for a Tuning protocol based on how they present the content, focusing on the last four items of the Presentation checklist.

• Invite students to retrieve their podcast scripts and Presentation checklists, and instruct students to begin the Tuning protocol.

• Circulate to support students as they work to give feedback to one another. Emphasize that students are not to make revisions yet, as they will be doing this in the next lesson.

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

A. Plan Revisions - W.7.5 (5 minutes)

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

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

• Ask students to remain in their podcast triads and work together to plan their revisions based on the Tuning protocol in this lesson. Remind students that as they make a plan for revision, they should consider the work they did in the previous lesson to express themselves precisely and concisely and to eliminate wordiness and redundancy. Inform students that they will have time to revise their podcast scripts for homework and in the next lesson before engaging in a second Tuning protocol with peers on their presentation skills.

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