Medicine and Vaccines
Two Weeks
ELA
Lesson Plan
Teacher:
Sixth Grade ELA Teacher
Grade:
Sixth Grade
Lesson Title:
Illnesses: Past and Present
STRANDS
Reading Literature
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The historical fiction will add to their background knowledge that will be required for their research project. The culminating event in this unit will be a
documentary-style video using Fever 1793 as a template. The text explains how the disease started and how the primal medical experts attempted to cure
the sick. With research, students will understand the medical advances that have been made throughout the centuries. Fever 1793 also demonstrates the
emotional side of the effects epidemics throughout social classes in a way that the students can relate and understand the importance of vaccinations. The
information gained will be used to create a documentary that will show the natural history of the influenza virus and what medical science has achieved in
fighting the disease. Along with the medical information, students will gain insight of the culture in the northern United States at the turn of the century.
MOTIVATORS
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day One: Hook: Setting- The setting Fever 1796 is a coffee shop. Arrange the classroom similar to a coffee shop, but do not discuss why. Give students a
drink and a sugar cookie. Allow time for the students to socialize with their peers. After a few minutes, have a class discussion focused on the purposes of
coffeehouses. Relate this experience to the setting of Fever 1793.
DAY
Objectives
(I can….)
1
I can make
inferences.
I can find
evidence to
support my
understanding of
a text.
Materials
&
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
Coffee Shop:
Kool-Aid
Sugar
cookies
Essential Question:
How can you infer information from a fictional text and apply it to real life?
Literature Circles will
be created based on
reading ability. This
will allow for quality
discussions by
everyone. Students of
lesser abilities will not
feel stifled to share
their thoughts and
answers and visa versa.
Formative
Assessment:
Through classroom
observation during
the literature circles,
an assessment of
understanding will
be made.
Intro to Fever 1793
Set-
The setting Fever 1793 is a coffee shop. Arrange the classroom
similar to a coffee shop, but do not discuss why. Give students a
Multiple
drink and a sugar cookie. Allow time for the students to socialize
Resources for with their peers. After a few minutes, have a class discussion
a Literature
focused on the purposes of coffeehouses. Relate this experience to
Study of
the setting of Fever 1793.
Fever 1793
Fever 1793
DI Materials
Text to
Speech appWeb Reader
HD - Text to
Speech Page
Reader
Audiobook:
Fever 1793
Teaching Strategy (s)
 Divide the class into Literature Circles containing 3-4 students within
each group. Explain the roles within the group. Allow students time to
choose their role. (Students will take on a role and be responsible for
fulfilling the job each day. Literature Circles will meet each day for 1015 at the beginning of each class period. Explain to the students that
this is an opportunity for them to gain clarity about the text from their
peers, but everyone must stay current with the assigned reading.)
Roles:
o Albert Einstein: Leads the group through conversations
about the text.
o John Madden: Recalls the plot for the group.
o Jim Carry: Reads humorous sections from the text.
o Brian Williams: Make real-world connections related to
the text.

Chapter One to the class. Then model the different Literature
Circle jobs.
Differentiated
Instruction for
Remediation:
Peer TutoringLiterature Circles
Audiobooks
Differentiated
Instruction for
Enrichment:
Literature circles will
be conducive for DI.
Summarizing Strategy
Wrap-up by explaining that everyone will be responsible for nightly
reading and an assignment. Remind the students that it is imperative that
they do not get behind.
2
I can identify
unknown words
based on context
clues.
I can infer factual
information from
text to help me
comprehend a
fictional text.
Fever 1793
DI Materials
Audiobook:
Fever 1793
Homework- READ CH 1-5
Essential Question:
How can nonfictional text help you comprehend a historical fictional text?
Plagues
Vocabulary: concede, droll, implore, taut
Set
When students walk into the classroom, the teacher will have a recording
of children singing “London Bridges” playing. Explain that yellow fever in
Philadelphia is and was not the only plague or epidemic that has ever
occurred, and that “London Bridges” was written about the bubonic plague
in London.
Teaching Strategy
Read, Record, Report
Divide the students into groups of 3-4. Divide the sections for the groups
to read from appendix. This information will give the students the
background information so they will fully understand the story.
Once the text is read, students will summarize the most important facts by
making a bulleted list. When students have completed the summaries,
they will present the information to the entire class. The teacher may
choose to use the “Background Notes Task” questions to guide the class
discussion.
Differentiated
Instruction for
Remediation:
Peer Tutoringthroughout the
summarizing activity
Shorter texts can be
assigned.
Differentiated
Instruction for
Enrichment:
More difficult texts can
be assigned.
Formative
Assessment:
Through classroom
observation of the
summarizing/sharing
activity an
assessment of
understanding will
be made.
Summarizing Strategy
Literature Circles
3
I can infer
Macbooks
information about
Homework- Read CH 6-10
Essential Question:
What inferences do you make from photos in your everyday life?
Differentiated
Instruction for
Formative
Assessment:
the setting and
events of a photo
I can create an
illustration that
others can make
inferences based
on the setting and
plot.
Yellow Fever
Photos (See
Resource
Folder)
A Picture Says 1,000 Words
Fever 1793
Display an ordinary picture (children playing, people laughing, etc.) Ask
the students to describe the events from the picture. The answers should
be based on events that are familiar to the students.
DI Materials
Audiobook:
Fever 1793
Vocabulary: weary, abide, destitute, placid
Set
Teaching Strategy


Using the Yellow Fever photos, display five different pictures set
up through out the room for students to view. Use the Gallary
Walk Method: students will move in small groups to visit each
picture. Once a student looks at a picture, they need to write their
thoughts of the first glimpse of the photo. What can they infer
about the events, setting, and/or subjects of the picture? Students
will have 5 different photo reflections upon completion.
Afterwards, hold a class discussion to share inferences. At the end,
give explanations for each of the pictures.
Within Literature Circles, consider the events of Chapter 10 and
create an illustration that would allow for inference on the setting
and events.
Summarizing Strategy
Allow time for Literature Circles to share their illustrations. The audience
will make inferences based on the illustrations and the groups will assess
for correctness.
HOMEWORK: Read chapters 11-16.
Adapted from Literature Study of Fever 1793
4
Remediation:
Peer Tutoring:
throughout the gallery
walk
No evidence will be
required
Differentiated
Instruction for
Enrichment:
Students will be
required to provide
evidence to back up
their reflection during
the Gallery Walk.
Through classroom
observation of the
gallery walk activity
an assessment of
understanding will
be made.
Project Day 1– refer to Unit Plan
Topic – “Docudrama”- Medicine and Vaccines
5
I can describe
how a particular
story’s or drama’s
plot unfolds in a
series of episodes
as well as how the
characters
respond or
change as the plot
moves toward a
resolution.
Candy,
Cereal,
carrots,
napkins
Essential Question:
How do life experiences help you connect to a character within a text?
Matilda's
Behavior
Chart (See
Resource
Folder)
Set
Social Classes- Fair?

Fever 1793
DI Materials
Audiobook:
Fever 1793

The teacher will have three sets of tables arranged in the room:
one with a tablecloth, flowers, napkins, tongs, and Oreos on a
platter, one with napkins, pretzels in a bowl and a cup for serving,
and one with Cheerios in a bucket. In a bag, place an equal
number of slips of paper numbered 1, 2, or 3, one for each
student.
Students will draw a number to determine which table they will be
placed. The ones will represent the upper class. The twos
represent the middle class. The threes represent the lower class.
Teaching Strategy


Students will talk amongst themselves about the unfairness and how
they wish they were in another group. Some may even tease others
about not having a tasty treat. When the complaining dies down,
begin a discussion based on how this simulation made everyone feel.
Did you like the group you were assigned to? Could you control which
group you were in? Did you feel guilty for being in a better group than
your friend? Were you jealous?
Finally ask the students, “How does this relate to the story?” Explain
to the students that the Ogilvies were upper class, Matilda’s family was
middle class, and Eliza was lower class.
Summarizing Strategy
The activity will be to write one paragraph about how they felt during the
activity and another paragraph about how they would have felt in their
corresponding place in Matilda’s society. The teacher will allow time for
volunteers to share their responses with the class.
Differentiated
Instruction for
Remediation:
Summarizing Activity
may be completed
with a partner, or
shortened.
Differentiated
Instruction for
Enrichment:
Vocabulary used in the
Summarizing Activity
will be more advanced.
They will be
encouraged to use a
thesaurus.
Formative
Assessment:
Student
understanding will
be evaluated during
the discussion and
the Summarizing
Activity.
Summative
Assessment:
Matilda’s Behavior
Chart will be
assessed for a grade
Homework: Read Chapter 17
6
I can compare
and contrast two
texts based on
similar themes.
I can identify the
theme of a piece
of literature.
Themes in
Literature
(See
Resource
File)
Masque of
the Red
Death (See
Resource
File)
AudioMasque of
the Red
Death
Fever 1793
DI Materials
Audiobook:
Fever 1793
Adapted from Literature Study of Fever 1793
Essential Question:
What are the comparisons and contrasts between Fever 1793 and Masque
of the Red Death?
Masque of the Red Death vs Fever 1793
Set
Watch the short clip: Themes in Literature (See Resource File) – As the
video is playing, students will notate the different themes that are
mentioned. Explain that themes are based on opinions and are NOT oneword answers.
Teaching Strategy
Explain to the class that they will listen to another story about a deadly
disease. Using “The Masque of the Red Death” by Edgar Allen Poe, the
class will make comparisons and contrasts to Fever 1793. Distribute copies
of “The Masque of the Red Death. While the audio version is playing,
students will follow along with their personal copy of the text. Periodically,
pause the recording to assist with comprehension and reflection.
Encourage students to make note of similarities and differences between
the two stories. The story may need to be replayed for additional
understanding. As a class, create a Venn Diagram to compare and contrast
the two texts.
Literature Circles
Discuss the different themes (big ideas) of Fever 1793 and Masque of the
Red Death. (family conquers all, death is cruel, social classes aren’t fair,
science can save lives, women can be strong, etc.)
Summarizing Strategy
Exit Ticket: Based on “The Masque of the Red Death,” students will be
asked to make predictions for the ending of Fever 1793.
Read Chapters 18-22
Adapted from Literature Study of Fever 1793
Differentiated
Instruction for
Remediation:
Audio version of The
Masque of the Red
Death along with
explanations
throughout the story.
Differentiated
Instruction for
Enrichment:
The Masque of the Red
Death will be read by
these students and
discussed among the
small group.
Formative
Assessment: The
exit ticket, along
with the literature
circles’ discussions,
will be used to
assess the students’
understanding.
7
I can find
evidence to
support a
conclusion.
Fever 1793
I can relate to a
character using
inferences.
Audiobook:
Fever 1793
DI Materials
Essential Question:
How can you connect with characters within a text when you do not share
the exact experiences?
Journal Writing
Set
Allow time for the students to share their acrostic poems. Students will
explain any words or phrases that are not obvious.
Teaching Strategy
Literature Circles
Matilda has undergone several major life events within a short period of
time. Using the journal prompts, write a connection you have with
Matilda. How can you relate with someone experiencing events that you
haven’t?
Within literature circles, students will chose a prompt, respond, and
incorporate at least one quote from the text.






Matilda reminds me of somebody I know because……
The Bible gave Matilda comfort when she was scared or worried.
What makes you feel better when you feel badly?
How can you relate to this story?
Matilda changed after her grandfather’s death. How would you
have acted?
If you encountered the robbers, what would you have done?
Matilda finds herself alone. Have you ever felt that way? What
kept you going?
Summarizing Strategy
Students will share their journal writings with the class. Questions and
comments may be made from the audience for clarification purpose.
Homework: Read Chapters 23-27
Differentiated
Instruction for
Remediation:
Peer Tutoring will be
used during the writing
process.
A teacher will assist
the literature circle
with finding and citing
evidence from the text.
Differentiated
Instruction for
Enrichment:
Literature circles will
provide at least two
quotes for evidence
Summative
Assessment:
The dialogue task
will be assessed for
a grade.
8
I can identify the
story elements of
Fever 1793.
I can identify the
plot of Fever
1793.
Fever 1793
Jeopardy
(See
Resource
File)
Fever 1793
One-Pager
Task (See
Resource
File)
Essential Question:
1. What is the plot of Fever 1793?
2. What is the author’s purpose of Fever 1793?
3. What are Matilda’s characteristics?
Review
Differentiated
Instruction for
Remediation:
Gaming format
Peer Tutoring
Set
Differentiated
Instruction for
Enrichment:
Request students to
supply proof for each
of their answers during
the Jeopardy game.
Play charades with major scenes from the text. Literature circles will
become teams. They will decide on the scene and act it out for the
remaining literature circles to guess.
Fever 1793
Teaching Strategy
DI Materials
Keeping the Literature Circles in their teams. Play Fever 1793 Jeopardy to
review the text. This review will help the students prepare for the final
comprehension assessment. Give the assessment the next day.
Audiobook:
Fever 1793
Summarizing Strategy
Think, Pair, Share- What was your favorite part of the story?
Homework: Complete the One Pager Activity
9
Project Day 2 – refer to Unit Plan
Topic – “Docudrama”- Medicine and Vaccine
10
Summative
Assessment:
Fever 1793
One Pager Activity
will serve as a final
assessment
Project Day 3 – refer to Unit Plan
Topic – “Docudrama”- Medicine and Vaccines
STANDARDS







Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward
a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to
similar themes and topics.