Engagement
Look closely at the image below. Take a few minutes to view the image below and then record your thinking on the following questions on the comments page.
SEE - What do you see in this image?
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THINK - What do you think about that? What is the story?
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WONDER - What do you wonder about this image? What questions does this image raise for you?
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Turn and talk for two minutes with a partner to share what you wrote. Some sentence starters to use when having a collaborative discussion are:
I agree because…
That reminds me of ….
I hear you saying…
What makes you think that?
Learning Target:
We are learning how to evaluate primary and secondary source texts on the same topic in order to develop our own evidence-based interpretation on the role of the government in citizens’ lives. [HSS.12.1.6, HSS.12.2.1, HSS.12.2.5]
Success Criteria:
- I can summarize the key supporting details and ideas of a text.[R.11-12.2, W.11-2.10]
- I can draw evidence from informational texts to support analysis and reflection.[R.11-12.1]
- I can prepare for and participate effectively in a range of conversations about Mary Mallon’s freedom, building on the contributions of others, expressing my own understanding and ideas, and citing evidence from multiple sources in order to develop my own understanding and my classmates’ understanding.[SL.11-12.1, SL.11-12.4]
- I can write my own Six Word Memoir about Mary Mallon that:
- is personal and is specific to her life.
- uses words and/or tone that conveys my opinion on whether Mary Mallon should have had her freedom taken away
- uses precision in word choices and makes every word count. Eliminate "I" or useless prepositions.
- applies my knowledge of language to make effective word and punctuation choices for meaning or style in my own writing.
Today’s Essential Question: Did Mary Mallon (aka Typhoid Mary) deserve to have her freedom taken away to protect society?
Exploration
- Summarize the account of Typhoid Mary.
- Why did Mary end back up on the island after being released?
- Did Mary deserve to have her freedom taken away? Why or why not?
Turn and talk for two minutes with a partner to share what you wrote. Some sentence starters to use when having a collaborative discussion are:
I agree because…
That reminds me of ….
I hear you saying…
What makes you think that?
Explanation
- Read the Typhoid Mary letter. As you read, highlight any reasons that Mary gives for why she should be free.
- Before engaging in a discussion, spend some thinking and writing time answering the discussion questions.
- Structured Discussion: We will now discuss our thinking around the discussion questions as a whole class. Be prepared to defend your answers using evidence from the text. Here are some sentence starters for having meaningful conversations:
Elaboration
We will now be writing a Six Word Memoir about Mary Mallon (aka Typhoid Mary). Read through the Six Word
What do you notice about the components of the poems?
What do they have in common? How are they unique?
What do you notice about the words that are chosen?
Use the Six Word Memoir Planning Sheet to plan out your memoir for Mary. Choose words that will convey your opinion on whether or not Mary Mallon deserved to have her freedom taken away. Once you have completed the Six Word Memoir Planning Sheet, write the final Six Word Memoir.
Evaluation
Share your Six Word Memoir with a partner. Give each other warm/constructive feedback that is specific.
Revise as needed. Possible sentence starters:
- A strength of _____is_____.
- Something I liked is_____ because _____.
- _____is good because_____.
- I appreciate _____, the next step might be _____.
- _____ would be stronger if_____.
