Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G7:M1:U1

Perspectives in Southern Sudan

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Launching the Text: Reading the Map and Beginning Chapter 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader Part I: Scenarios (10 minutes)

B. Introducing Learning Targets (10 minutes)

2. Work Time

A. Engaging the Reader Part II: Reading the Map (10 minutes)

B. Reading First Section of Chapter 1: Getting the Gist in Reader’s Notes (10 minutes)

3. Closing and Assessment 

A. Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria (5 minutes) 

4.  Homework

  • I Notice/I Wonder note-catcher
  • Reader’s Notes

Lesson 2Establishing Structures for Reading: Getting the Gist (Chapter 1)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes) 

B. Getting Started: Preparing for ‘Difficult’ Reading of A Long Walk to Water (5 minutes)

2.  Work Time

A. Reading for the Gist: Chapter 1 of A Long Walk to Water (20 minutes)

3.  Closing and Assessment 

A. Revisit Learning Targets with Exit Ticket (10 minutes)

B. Share Letter to Families (5 minutes)

4.  Homework

Reread Chapter 1 and add to Reader’s Notes. Read Chapter 2 for gist and record in Reader’s Notes.

  • Reader’s Notes
  • Exit ticket
  • Admit and Exit Ticket

Lesson 3Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

2.  Work Time

A. Engaging the Reader: Sharing Gist from Chapter 2 Reader’s Notes (15 minutes)

B. Discussing Character Points of View: Back-to-Back and Face-to-Face Protocol (20 minutes)

3.  Closing and Assessment

A. Revisit Learning Targets and Exit Ticket (5 minutes)

4.  Homework

Reread Chapter 2 and keep adding to Columns 3 and 5 of your Reader’s Notes. 

  • Reader’s Notes 
  • Exit ticket
  • Admit and Exit Ticket
  • Back-to-back and Face-to-Face

Lesson 4Establishing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapters 1 and 2)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

2.  Work Time

A. Engaging the Reader: Sharing Gist from Chapter 2 Reader’s Notes (15 minutes)

B. Discussing Character Points of View: Back-to-Back and Face-to-Face Protocol (20 minutes)

3.  Closing and Assessment

A. Revisit Learning Targets and Exit Ticket (5 minutes)

4.  Homework

Reread Chapter 2 and keep adding to Columns 3 and 5 of your Reader’s Notes. 

  • Gathering Evidence graphic organizer (focus on Character Development)
  • Admit and Exit Ticket
  • Back-to-back and Face-to-Face

Lesson 5Practicing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapter 3)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing Learning Targets and Highlighting Key Vocabulary (5 minutes)

2. Work Time 

A. Sharing the Gist from Chapter 3 Reader’s Notes (10 minutes)

B. Gathering Evidence and Inferring about Character in Chapter 3 (20 minutes)

C. Revisiting Key Vocabulary in Relation to the Guiding Question (5 minutes)

3. Closing and Assessment 

A. Revisit Learning Targets with Exit Ticket (5 minutes)

4. Homework 

A. Reread Chapter 3, focusing on vocabulary that relates to the Guiding Question 

  • Gathering Evidence graphic organizer (focus on Character Development)
  • Exit ticket
  • Admit and Exit Ticket

Lesson 6Building Background Knowledge: The Lost Boys of Sudan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Feedback on Gathering Evidence Exit Tickets from Lesson 5 (5 minutes) 

B. Introducing Learning Targets (5 minutes)

2.  Work Time

A. Reading and Annotating for Gist: “Time Trip: Sudan’s Civil War” (10 minutes)

B. Rereading and Annotating for Text-based Evidence (15 minutes)

3. Closing and Assessment 

A. Revisit Learning Targets with Exit Ticket (10 minutes)

4.  Homework

A.  Read Chapter 4 for gist; record in Columns 1, 2, and 4 of Reader’s Notes; and circle words that seem important related to our Guiding Question. 

  • Text annotations for gist and text-based evidence
  • Exit ticket
  • Admit and Exit Ticket

Lesson 7Practicing Structures for Reading: Gathering and Using Evidence to Analyze Salva’s and Nya’s Points of View (Chapter 4)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets and Highlighting Key Vocabulary (5 minutes)

2.   Work Time

A. Sharing Gist of Chapter 4 from Reader’s Notes (10 minutes)

B. Gathering Evidence from Chapter 4 (second read) (15 minutes)

C. Answering Text-Dependent Questions (10 minutes)

3.  Closing and Assessment 

A. Revisit Learning Targets (5 minutes)

4.  Homework

A.  Read Chapter 5 for gist and complete Columns 1, 2, and 4 in Reader’s Notes.

  • Reader’s Notes
  • Gathering Evidence graphic organizer (focus on Character Development) and answers to text-dependent questions
  • Exit ticket

Lesson 8Mid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Engaging the Reader: Sharing Gist from Reader’s Notes   (5 minutes)

2.  Work Time

A. Back-to-Back and Face-to-Face Discussion: Questions for Nya and Salva (10 minutes)

B. Mid-Unit 1 Assessment: Identifying Perspective and Using Evidence from a Long Walk to Water (25 minutes)

3.  Closing and Assessment

A. Introduce Independent Reading (5 minutes)

4.  Homework

Begin reading your independent reading book for this unit at home.

  • Reader’s Notes
  • Mid-Unit 1 Assessment: Gathering Evidence graphic organizer (focus on Character Development) and answers to text-dependent questions
  • Back-to-back and Face-to-Face

Lesson 9Inferring about Character: World Café to Analyze and Discuss Points of View (Chapters 1–5)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening 

A. Written Self-reflection (5 minutes)

B. Introducing Learning Targets and  Gathering Notes (5 minutes)

2.  Work Time

A. World Café Discussion Protocol (20 minutes)

B. Planning for Writing: Selecting Ideas (10 minutes)

3.  Closing and Assessment

A. Revisit Learning Targets (5 minutes)

4.  Homework

A. Continue reading your independent reading book for this unit at home.

  • Written Self-Reflection
  • World Café charts
  • Pre-writing Ideas
  • Admit and Exit Ticket
  • World Café

Lesson 10Building Background Knowledge: The Dinka and Nuer Tribes Until the Mid-1980s (“Sudanese Tribes Confront Modern War” Excerpt 1)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening 

A. Introducing Learning Targets and Bridging to Informational Text (10 minutes)

2.  Work Time

A. Read-aloud of Excerpt 1 of “Sudanese Tribes Confront Modern War”: Vocabulary to Support Understanding (10 minutes)

B. Rereading for Gist: Excerpt 1 (20 minutes)

3.  Closing and Assessment

A. Homework Preparation (5 minutes)

4.  Homework

A. Reread Excerpt 1 of “Sudanese Tribes Confront Modern War” and complete the Gathering Evidence graphic organizer for Excerpt 1 only

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)
  • Exit ticket

Lesson 11Building Background Knowledge: The Dinka and Nuer Tribes (“Sudanese Tribes Confront Modern War” Excerpts 1 and 2)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

2.  Work Time

A. Sharing Homework: Gathering Evidence Graphic Organizer for Excerpt 1 (20 minutes)

B. Read-aloud of Excerpt 2: Vocabulary to Support Understanding (15 minutes)

3.  Closing and Assessment

A. Revisit Learning Targets (5 minutes)

4.  Homework

A. Reread Excerpt 2 of “Sudanese Tribes Confront Modern War” and annotate the text for gist.

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)

Lesson 12Building Background Knowledge: The Dinka and Nuer Tribes after 1991 (“Sudanese Tribes Confront Modern War” Excerpt 2)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

2.  Work Time 

A. Sharing Text Annotations for Gist from Excerpt 2 of “Sudanese Tribes Confront Modern War” (15 minutes) 

B. Gathering Evidence from the Text: Excerpt 2 (15 minutes)

3.  Closing and Assessment 

A. Revisit Learning Targets and Preview of Process: Selecting Evidence for Writing (10 minutes)

4.  Homework 

A. Continue reading your independent reading book for this unit at home.

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)

Lesson 13Building Background Knowledge: The Dinka Tribe (“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” Excerpt 1)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

2.  Work Time

A. Selecting Evidence for Writing from “Sudanese Tribes Confront Modern War” (10 minutes)

B. Framing and Vocabulary Preview: Excerpt 1 of “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” (5 minutes)

C. Read Aloud and Annotating for Gist: Excerpt 1 (20 minutes) 

3.  Closing and Assessment

A. Revisit Learning Targets and Read Aloud Paragraph 9 (5 minutes)

4.  Homework

A. Reread Excerpt 1, read (first read) Excerpt 2 of “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps,” and continue to annotate the text for the “gist.” 

  • Text annotations for gist
  • Selecting Evidence graphic organizer
  • Exit ticket

Lesson 14End of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets and End of Unit Assessment (5 minutes)

2.  Work Time

A. End of Unit Assessment: Gathering, Selecting, and Using Evidence to Analyze Perspective in Informational Text (25 minutes)

3.  Closing and Assessment 

A. Back-to-Back and Face-to-Face Discussion: Questions for the People of South Sudan (5 minutes)

4.  Homework

Continue reading your independent reading book for this unit at home.

  • End of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes
  • Back-to-back and Face-to-Face

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