Overview “T he Dead Zone”swenglish9.weebly.com/uploads/6/9/2/5/6925541/... · Gladwell...

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PDF0374 (PDF)READ 180 Next Generation Stage C

by Ma lcolm Gladwell“T he Dead Zone”

Text Selection: In his article “! e Dead Zone,” which appeared in ! e New Yorker in 1997, award-winning writer Malcolm Gladwell discusses several aspects of infl uenza, including its deadly nature and scientists’ attempts to study and track it. In this excerpt, he focuses on one scientifi c team’s preparations to extract samples of the Spanish fl u, which killed millions of people around the world in 1918, from seven of its victims buried in Norway. By reading and rereading this excerpt closely and focusing their reading through a series of questions and discussions about the text, students will identify and analyze how Gladwell uses tone, descriptive language, historical anecdotes, facts, and comparisons to present the deadly nature of the fl u. When combined with writing about the text, students will further explore how Gladwell presents his key ideas and they will understand how deadly the Spanish fl u was.

Workshop Connection: ! e Workshop Readings discuss several deadly pandemics, including small pox and the plague. ! e RDI 1 Stretch Text tells about teenagers attending a camp at the Centers for Disease Control (CDC) to learn how to investigate a disease outbreak. Like those texts, “! e Dead Zone” explains a deadly disease and the e" orts to study it.

Words and Phrases to Know: ad-hoc, cryogenically, duckboards, # ords, genteel, lichen, tarpaulins, trachea, unfl appable

Workshop Vocabulary: contagious, epidemic, impact, internal, resistance

CCSS: RI.9–10.1, RI.9–10.2, RI.9–10.4, RI.9–10.5, RI.9–10.6, W.9–10.1, W.9–10.2, W.9–10.4, W.9–10.6, W.9–10.10, SL.9–10.1, SL.9–10.2, SL.9–10.4, RI.11–12.1, RI.11–12.2, RI.11–12.4, RI.11–12.5, RI.11–12.6, W.11–12.1, W.11–12.2, W.11–12.4, W.11–12.6, W.11–12.10, SL.11–12.1, SL.11–12.2, SL.11–12.4

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READ 180 Next Generation Stage C

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Stretch 2 ReadingPDF0374 (PDF)

“The Dead Zone”Lesson Overview:

Whole Group: Reading Text Definitions

Introduce the text.

included in the Student Packet.

Have students read independently.

underlined words.

Read aloud the text.

aloud to students, asking students to follow along.

to encourage

¶1 I—PERMAFROST On September 24, 1918, three days after setting sail from Norway’s northern coast, the Forsete arrived in Longyearbyen, a tiny mining town on one of the Norwegian islands north of the Arctic Circle. It was the last ship of the year, before ice made the Arctic #ords impassable, and it carried among its passengers a number of fishermen and farmers going north for the winter to earn extra money in Longyearbyen’s coal mines . . .

[read the intervening text]

¶9 . . . So why not just slowly twist it in?” He rotated his hand. “!ey use hole saws on trees to get core samples of rings. !ey’re very useful. But no one has ever used them here. I mean”—he laughed—“how often do you do core samples of frozen bodies?”

narrow strips, or inlets, of sea between cliffs

READ 180® Stretch 2 ReadingWhole-Group Instruction

Day 1

Whole Group: (5 minutes) (15 minutes)

Small Group: (20 minutes)

READ 180® Stretch 2 ReadingSmall-Group Instruction

Day 1

3 Stretch 2 Reading

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Small Group: Text-Based Questioning Text Definitions

(Q1) QuickWrite What tone does the author create in the opening paragraph? What words and phrases does the author use to create this tone?

o The author creates a tone that is ____.

o To create this tone, the author uses words and phrases like ____.

o ominous; threatening; foreboding

o “last ship”; “impassable”; “outbreak”

(Q2) What does Gladwell achieve by using the word “hit” when writing that the “ship had been hit with an outbreak of flu”?

emphasizes the violent nature of the !u by using the word “hit”—which has a violent connotation.

sentence would change if he had instead written, “people on the ship became sick with the !u.”

(Q3) Why did “seven of them” die?

were “passengers.”

outbreak of the !u on the ship.

¶1 I—PERMAFROST On September 24, 1918, three days after setting sail from Norway’s northern coast, the Forsete arrived in Longyearbyen, a tiny mining town on one of the Norwegian islands north of the Arctic Circle. It was the last ship of the year, before ice made the Arctic !ords impassable, and it carried among its passengers a number of fishermen and farmers going north for the winter to earn extra money in Longyearbyen’s coal mines. During the voyage, however, the ship had been hit with an outbreak of flu. Upon landing, many of the passengers had to be taken to the local hospital, and over the next two weeks seven of them died. "ey were buried side by side in the local cemetery, their graves marked by six white crosses and one headstone:

¶1 continued on next page


“The Dead Zone”


Day 1

4 Stretch 2 Reading

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“The Dead Zone”


(Q4) How does the author signal to the reader to expect a list? What is this list?

that a list will follow.

the seven people buried “side by side,” who died from the !u.

(Q5) How old were these men when they died?

people (22; 28; 27; 19; 26; 25; and 28)

have in common—they are all young.

(Q6) Think-Pair-Share Why did the author list the names and dates of birth and death of the men?

o The author listed this information to ____.

o make it clear that the men were all young

o create a visual representation of their graves

o emphasize the oddness of seven people dying within days of each other—“October 1, 1918” through “October 7, 1918”

¶1 continued Ole Kristo"ersen: February 1, 1896–October 1, 1918

Magnus Gabrielsen: May 10, 1890–October 2, 1918

Hans Hansen: September 14, 1891–October 3, 1918

Tormod Albrigtsen: February 2, 1899–October 3, 1918

Johan Bjerk: July 3, 1892–October 4, 1918

William Henry Richardsen: April 7, 1893–October 4, 1918

Kristian Hansen: March 10, 1890–October 7, 1918

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“The Dead Zone”


Revisit the text.

or ask a volunteer to summarize what they read the previous day.

o The author begins his article by _____.

o One important detail he includes is ____.


underlined words.


asking students to follow along.

to encourage

¶2 !e Longyearbyen cemetery is at the base of a steep hill, just beyond the town limits. If you look up from the cemetery, you can see the gray wooden skeleton of the coal mine that used to burrow into the side of the hill, and if you look to your left you can see the icy fringes of a glacier . . .


¶3 . . . !ere, less than eight hundred miles from the North Pole, the ground beneath the lichen is hard-frozen permafrost. !e bodies of the seven miners may well be intact, cryogenically preserved in the tundra, and, if so, the flu virus they caught on board the Forsete—the deadliest virus that the world has ever known—may still be down there with them.

preserved by using extreme cold

Whole Group: (10 minutes)(10 minutes)


Lesson Overview:


Day 2

6 Stretch 2 Reading

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“The Dead Zone”


Q1) Think (Write)-Pair-Share What is one purpose of paragraph 2? How did you determine that purpose?

Provide sentence starters:

o One purpose of paragraph 2 is ____.

o Details that helped me determine this purpose include ____.

Possible responses include:

o to explain where the cemetery is located in relation to the town of Longyearbyen; to make it clear that the cemetery is visible from many places in and near Longyearbyen

o how the author starts the sentence, “the Longyearbyen cemetery is at the base of a steep hill, just beyond town limits”; what the author says one can see from the cemetery, “if you look up . . . the coal mine” and “if you look to your left . . . icy fringes of a glacier”

(Q2) How does the author remind the reader that Longyearbyen is located in an area that often has very cold weather?

Help students identify details such as “icy fringes of a glacier” and “Arctic.”

Arctic is a region around the North Pole, and is mostly very cold.

¶2 !e Longyearbyen cemetery is at the base of a steep hill, just beyond the town limits. If you look up from the cemetery, you can see the gray wooden skeleton of the coal mine that used to burrow into the side of the hill, and if you look to your left you can see the icy fringes of a glacier. Farther down the mountain are a shallow stream, a broad shale plain, and then, half a mile or so across the valley, Longyearbyen itself: a small cluster of red-roofed, brightly painted frame buildings. !ere are no trees, because Longyearbyen is many miles above the tree line, and from almost anywhere in the valley the cemetery is in plain view. Each grave site is slightly elevated and surrounded by rocks, and there are well-worn pathways among the rows of crosses. A chain-link fence rings the periphery. When I was there in late August, the ground had been warmed by the Arctic summer sun and was soft and spongy, carpeted with orange and red and white lichen. In the last row I found the miners’ graves—seven deaths separated by six days.

fungi and algae


Day 2

7 Stretch 2 Reading

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“The Dead Zone”


(Q3) What is the meaning of “lethal” (capable of causing death)? What context clues helped you determine its meaning?

“strain of in!uenza” and “killing between twenty million and forty million people.”

version, of “in!uenza,” or the !u, is what killed millions of people. It is a strain of the !u that is deadly, fatal, or lethal.

(Q4) How does the author support his claim that the flu was “extraordinarily” lethal?

supports his claim by listing facts related to the great number of people killed—“more Americans

were killed during the First World War, the Second World War, the Korean War, and the Vietnam War combined”; “reached every continent”; “some cities were forced to convert streetcars into hearses”; and “others buried their dead in mass

¶3 It is possible to go to almost any cemetery in the world and find a similar cluster of graves from the fall of 1918. Between September and November of that year, as the First World War came to an end, an extraordinarily lethal strain of influenza swept the globe, killing between twenty million and forty million people. More Americans died of the flu over the next few months than were killed during the First World War, the Second World War, the Korean War, and the Vietnam War combined. !e Spanish flu, as it came to be known, reached every continent and virtually every country on the map, going wherever ships sailed or cars or trucks or trains travelled, killing so many so quickly that some cities were forced to convert streetcars into hearses, and others buried their dead in mass graves, because they ran out of co$ns.



Day 2

8 Stretch 2 Reading

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“The Dead Zone”


Day 2


(Q5) Idea Wave Why do the seven graves in Longyearbyen “stand apart”? Cite evidence from the text.

o The seven graves in Longyearbyen “stand apart” because _____.

o they are in ground “beneath the lichen” that is “hard-frozen permafrost”

o “the bodies . . . may well be intact”

o “the bodies . . . may well be . . . preserved”

o “the virus . . . may still be down there with them”

¶3 continued Of all those millions of graves, though, the seven in Longyearbyen stand apart. !ere, less than eight hundred miles from the North Pole, the ground beneath the lichen is hard-frozen permafrost. !e bodies of the seven miners may well be intact, cryogenically preserved in the tundra, and, if so, the flu virus they caught on board the Forsete—the deadliest virus that the world has ever known—may still be down there with them.

preserved by using extreme cold

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Revisit the text.


o Yesterday, we read how the flu _____.

o We also read that _____.


underlined words.


paragraphs aloud.

¶4 At the beginning of next month, a scientific team led by the Canadian geographer Kirsty Duncan will fly to Longyearbyen and set up a workstation in the church graveyard. !e team will map the site, and then scan it with ground-penetrating radar, passing what looks like a small black vacuum cleaner over the tundra to see how deep the bodies are buried . . .


¶6 . . . If they don’t, the hope is that they’ll at least be able to recover the virus’s genetic footprint—what scientists call RNA residue. Samples of the virus will then be sent to laboratories around the world. Its genetic code will be sequenced and compared with every major sample of the flu virus on file in the world’s virological centers.




Day 3

10 Stretch 2 Reading

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“The Dead Zone”


(Q1) Idea Wave What steps must the scientific team perform before they dig down to the bodies?

o One step the scientific team must perform before they dig is ____.

o Another step is _____.

o “map the site”

o “scan [the site] with ground-penetrating radar”

o return with “medical equipment”

o prepare the site with “tarpaulins and duckboards”

(Q2) Why must the diggers “don biohazard spacesuits”? Cite evidence from the text.

as “seven of them died” after an “outbreak” on a ship (paragraph 1), “extraordinarily lethal” (paragraph 3), “deadliest virus” (paragraph 3), and “may still be down there with them” (paragraph 3).

worried that the virus that may still exist on the bodies could make them sick or kill them if they are exposed to it. “Biohazard spacesuits” can protect them from breathing in or contracting the virus.

¶4 At the beginning of next month, a scientific team led by the Canadian geographer Kirsty Duncan will fly to Longyearbyen and set up a workstation in the church graveyard. !e team will map the site, and then scan it with ground-penetrating radar, passing what looks like a small black vacuum cleaner over the tundra to see how deep the bodies are buried. If the radar shows that they are below the active layer of the permafrost—that is, below the layer that thaws each summer—the team will return next fall with enough medical equipment and gear to outfit a small morgue. !e site will be prepared with tarpaulins and duckboards. Pavement breakers—electric jackhammers—will be used to break up the tundra, and the chunks of earth will be scooped out with a shovel. As the excavation gets close to the co"ns, the diggers will don biohazard spacesuits, and a dome or a tent will be erected over the operation.

protective coverings (or tarps)

boards put on mud to create a rough floor


Day 3


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“The Dead Zone”


(Q3) What details in paragraph 5 help confirm the inference that can be made from paragraph 4—that the virus may still be on the bodies and may still be deadly?

“always the chance of the spread of micro droplets” and “if it melts, there may be a mucousy, secondary

Guide students to recognize that Lewin is saying that if the dead bodies produce “micro droplets” or

contain the !u virus.

¶5 To minimize the possibility of infection, the bodies will be left where they are, in their co$ns, and autopsies will be performed in the ground. If the clothes on the corpses are frozen to the skin or tightly matted, someone on the team might run a hair dryer over the material to loosen it up—but only briefly. “If the bodies are thawed out and this material is taken out, it will melt, and then there is always the chance of the spread of micro droplets,” Peter Lewin, one of the team members, told me.



Day 3


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Day 3

Small Group: Text–Based Questioning Text Definitions

(Q4) Why does the author mention that Lewin “helped determine that Ramses V died of smallpox”?

Guide students to think about the dif!culty in determining what killed a person who died thousands of years ago.

Help students recognize that the author includes this information about Lewin, “one of the team members,” to emphasize his skill and expertise, and the overall skill and expertise of the “scienti!c team” (paragraph 5).

¶5 continued Lewin is a pediatrician at Toronto’s Hospital for Sick Children who doubles as a medical archeologist, and he has earned international renown for his pioneering cat scans of Egyptian mummies. (He helped determine that Ramses V died of smallpox.) “Say you’re doing an autopsy”—he gestured to indicate a body spread out on the desk in front of him—“if it melts, there may be a mucousy, secondary blood product—some type of liquid exudation. !e liquid seeping out of that material may suddenly, by mistake, be aerosolized and someone inhales it. You just don’t want to take any chances.”

“The Dead Zone”


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“The Dead Zone”


(Q5) Which sentence in paragraph 6 specifically states why the scientific team is taking so many precautions with the bodies?

live virus—a virus that, once thawed, could be as deadly and infectious as it was in 1918.”

the information set off by a dash serves

in dangerous, potentially deadly, work.

(Q6) QuickWrite What do the scientists hope to do with the virus if they find it?

o Scientists hope to ____.

o sequence its “code” and compare it to “every major sample of the flu virus on file”

their lives to study a deadly strain of the !u to gather information to help protect people against future deadly strains of the !u—they want to see how the Spanish !u differs from modern, less deadly strains of the !u.

¶6 From the ad-hoc morgue in the Longyearbyen cemetery, the samples will be flown to a BSL-4 facility—4 is the highest level of biological containment—either in England or at the United States Army’s infectious-disease research facility, at Fort Detrick, Maryland. !ere’s a small possibility that what scientists will find is a live virus—a virus that, once thawed, could be as deadly and infectious as it was in 1918. If they don’t, the hope is that they’ll at least be able to recover the virus’s genetic footprint—what scientists call RNA residue. Samples of the virus will then be sent to laboratories around the world. Its genetic code will be sequenced and compared with every major sample of the flu virus on file in the world’s virological centers.

formed on the spot to meet some need


Day 3

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Revisit the text.


o Yesterday we read how the scientific team planned to _____.

o One detail Malcolm Gladwell includes about their process is _____.


underlined words.


paragraphs aloud.

¶7 !is task has a certain urgency. Scientists know that global outbreaks of deadly influenza go back at least four hundred years, and that there have been two more since 1918—the Asian flu, of 1957, which killed seventy thousand Americans, and the Hong Kong flu, which killed thirty-three thousand during the winter of 1968-69 . . .


¶9 But the drill goes so fast that it heats the tissue up, and, of course, we don’t want that. So why not just slowly twist it in?” He rotated his hand. “!ey use hole saws on trees to get core samples of rings. !ey’re very useful. But no one has ever used them here. I mean”—he laughed—“how often do you do core samples of frozen bodies?”




Day 4


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“The Dead Zone”


(Q1) Think-Pair-Share How do the Asian and Hong Kong flu compare to the Spanish flu in terms of how “lethal” they were? Use specific numbers as evidence to support your answer.

o Compared to the Spanish flu, the Asian and Hong Kong flu were ____ because ____.

o less lethal; at least 20 million died of the Spanish flu but only “seventy thousand” died of Asian flu and “thirty-three thousand” died of Hong Kong flu

(Q2) According to paragraph 7, why can’t scientists learn about the 1918 flu by looking at “influenzas in circulation today”?

in!uenza mutates so rapidly.”

circulation today” are different, or have mutated,

reveal anything about the 1918 !u.

¶7 !is task has a certain urgency. Scientists know that global outbreaks of deadly influenza go back at least four hundred years, and that there have been two more since 1918—the Asian flu, of 1957, which killed seventy thousand Americans, and the Hong Kong flu, which killed thirty-three thousand during the winter of 1968-69. With luck, we’ll be able to anticipate the next Spanish flu before it does much damage. !e problem is that we’re not really sure what to look for. No one kept a sample of the virus in 1918, because the flu virus wasn’t isolated until fifteen years later. And, because influenza mutates so rapidly, there’s almost nothing to be learned about the peculiarities of the 1918 virus from looking at the influenzas in circulation today. !e only way to find out about the 1918 virus is to find the 1918 virus.


Day 4


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“The Dead Zone”


(Q3) Why does the author include the detail about Dr. Lewin using a “technique taken from forestry” to obtain samples from the bodies? What does this detail tell the reader about Dr. Lewin?

different area of study from the study of humans and disease.

problem solver.

(Q4) Why does Dr. Lewin plan to take samples from the internal organs he names?

symptoms the last time they had the !u.

“lung” (coughing), the “brain,” the “trachea” (sore throat), and the “bowel and liver” (intestinal problems, upset stomach).

¶8 “We’ve designed core-biopsy-removal equipment to take core samples,” Peter Lewin said. “You drill into the body, because it’s solid. It’s a technique taken from forestry. You use what’s called a hole-saw tube.” He drew a diagram on the back of a file folder, outlining a long, hollow cylinder, with circular, screw like grooves on its outside, a serrated edge on its tip, and a T-shaped handle at its other end. “It’s about nine inches long, about a quarter inch in diameter,” he went on, explaining that as the tube is twisted into a body it will collect a long cross-sectional sample of tissue. “We’ll probably take four core samples of the lung”—he pointed at the upper and lower chambers of his left and right lung—“one of the brain, one of the trachea, perhaps two of the bowel and liver.”

the tube from the throat to the lungs; air travels down it


Day 4


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“The Dead Zone”


(Q5) What can you infer about Lewin based on the fact that one of his schoolmates was “the future King Hussein” and other details that the author includes in paragraph 9?

Lewin probably went to a very prestigious or

the author describes Lewin as having a “genteel air,” that Lewin is probably from a wealthy family and he has had lots of opportunities in his life.

(Q6) Think (Write)-Pair-Share How does the author convey that Lewin had a calm attitude toward the dangerous work he is doing, attempting to obtain samples of an “extraordinarily lethal” virus?

o One way the author conveys Lewin’s calm attitude is by ____. (stating that “he ticked off the details . . . as if he were reciting a grocery list”)

o Another way the author conveys Lewin’s demeanor is by _____. (ending the section by showing Lewin laughing and asking a somewhat absurd rhetorical question)

¶9 Lewin was raised in Egypt, where his father was a British military o$cer—two of Lewin’s schoolmates were Adnan Khashoggi and the future King Hussein—and he has the unflappable, genteel air of a nineteenth-century colonial explorer. He ticked o" the details of the exhumation in Longyearbyen as if he were reciting a grocery list. “We’re doing some practice runs on frozen material—basically, on frozen pigs—to see if this thing works. We were initially going to use a drill. But the drill goes so fast that it heats the tissue up, and, of course, we don’t want that. So why not just slowly twist it in?” He rotated his hand. “!ey use hole saws on trees to get core samples of rings. !ey’re very useful. But no one has ever used them here. I mean”—he laughed—“how often do you do core samples of frozen bodies?” END

calm, not easily upset

polite and well-educated


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Teacher Packet


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PDF0374 (PDF)


Whole Group: Writing Text Definitions

Revisit the text.

the text. or ask a volunteer

to summarize the entire text. Provide sentence starters:o “The Dead Zone” is about _____.o In his article, Malcolm Gladwell explains

how ____.

Preview the writing prompts on page 20.

informational and argument writing.

Have students read independently, marking up the text.

separate paper with questions and observations about the text as they read, keeping the writing prompts in mind.

¶1 I—PERMAFROST

On September 24, 1918, three days after setting sail from Norway’s northern coast, the Forsete arrived in Longyearbyen, a tiny mining town on one of the Norwegian islands north of the Arctic Circle. It was the last ship of the year, before ice made the Arctic !ords impassable, and it carried among its passengers a number of fishermen and farmers going north for the winter to earn extra money in Longyearbyen’s coal mines . . .


¶9 . . . So why not just slowly twist it in?” He rotated his hand. “"ey use hole saws on trees to get core samples of rings. "ey’re very useful. But no one has ever used them here. I mean”—he laughed—“how often do you do core samples of frozen bodies?” END



(10 minutes)



Day 5


Teacher Packet

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“The Dead Zone”

Small Group: Writing Text Definitions

Unlock the writing prompts.

writing they would use to answer each prompt.

each writing prompt.

either writing prompt.

Guide students to select a writing prompt.

each writing prompt.

Brainstorm.

notes they made during Whole Group.

them narrow the focus of their writing.

ideas for their writing.

¶1 I—PERMAFROST

On September 24, 1918, three days after setting sail from Norway’s northern coast, the Forsete arrived in Longyearbyen, a tiny mining town on one of the Norwegian islands north of the Arctic Circle. It was the last ship of the year, before ice made the Arctic !ords impassable, and it carried among its passengers a number of fishermen and farmers going north for the winter to earn extra money in Longyearbyen’s coal mines . . .


¶9 . . . So why not just slowly twist it in?” He rotated his hand. “"ey use hole saws on trees to get core samples of rings. "ey’re very useful. But no one has ever used them here. I mean”—he laughed—“how often do you do core samples of frozen bodies?” END



Day 5

READ 180® Stretch 2 ReadingWriting Prompts


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READ 180 Next Generation Stage C PDF0374 (PDF)

Choice A: Informational Paragraph Choice B: Argument Paragraph

bodies buried near Longyearbyen

collect the samples

makes your point about the topic. Include three relevant

controlling idea.

End your paragraph with a concluding sentence that

is important.

the bodies buried near Longyearbyen? Write an argument paragraph telling whether you think they should or should not attempt to collect samples.

Start your paragraph by making a claim about the issue. Support your claim with three convincing reasons or relevant data from the article. Include a convincing reason from the Workshop Readings, if possible. Point out a weakness in an opposing argument.

Conclude your paragraph by restating your claim and making a recommendation to readers.

“The Dead Zone”

READ 180® Stretch 2 Reading


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READ 180 Next Generation Stage C PDF0374 (PDF)

Extension Reading Extension Research Extension Project

and look up books and articles about other diseases that have resulted in

cholera

malaria

measles

plague

polio

Ask students to compare the

with the diseases and pandemics they read about to what they learned in this article about the Spanish !u.

Spanish !u virus samples from the bodies buried near Longyearbyen was successful or not, and why.

Direct them to use the following search terms to identify at least three

“Longyearbyen” and “Spanish !u”

“Kirsty Duncan” and “Spanish !u”

“Peter Lewin” and “Spanish !u”

present to the class.

Remind students that the Spanish !u struck in 1918. Ask students to create a digital or paper timeline of pandemics.

Assign a different time frame, such as the 1900s, to each student or several groups of students in order to prevent students from feeling overwhelmed by research.

Encourage students to include two or three facts about each disease on their timelines, as well as visuals.

timelines to the class in chronological order so students gain an understanding of how the diseases af!icted humanity over time.

“The Dead Zone”

Overview “T he Dead Zone”swenglish9.weebly.com/uploads/6/9/2/5/6925541/... · Gladwell...

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