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

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ELA 2012 G7:M1:U2

Case Study: Survival 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 1Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1–5)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Entry Task: Introducing Learning Targets (5 minutes)

B. Introducing Discussion Appointments (5 minutes)

2.  Work Time

A. Defining the Concept of Theme and Discussing Possible Themes in A Long Walk to Water (20 minutes)

B. Identifying One Central Theme in A Long Walk to Water: Beginning the Survival Anchor Chart (10 minutes) 

3.  Closing and Assessment

A. Exit Ticket: Revisiting Learning Targets (5 minutes) 

4.  Homework 

A. Read Chapter 6 in A Long Walk to Water and complete Gist on Reader’s Notes

  • Observation of student participation
  • Student contributions to Survival anchor chart
  • Exit ticket
  • Admit and Exit Ticket

Lesson 2Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

B. Introducing Learning Targets and Reading Closely for Details (10 minutes) 

2. Work Time 

A. Introducing Reader’s Dictionary (10 minutes)

B. Reviewing Reader’s Notes, Starting Salva/Nya Anchor Chart, and Adding to Survival Anchor Chart (15 minutes)

3.  Closing and Assessment

A. Previewing Homework and Revisiting Learning Targets (5 minutes)

4.  Homework

A. Read Chapters 7 and 8 in A Long Walk to Water. Complete Reader’s Notes, Parts 1 (Gist Notes) and 2 (Reader’s Dictionary), 
for these chapters.

  • Reader’s Notes from Chapter 6 (from homework)

Lesson 3Practicing Routines for Discussing A Long Walk to Water and Gathering Textual Evidence (Chapters 7 and 8)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

B. Reviewing Reader’s Dictionary, Chapters 7 and 8 (5 minutes)

C. Introducing Learning Targets and Connecting to Reading Closely: Guiding Questions Handout (5 minutes)

2.  Work Time 

A. Using Reader’s Notes to Add to Salva/Nya and Survival Anchor Charts (10 minutes)

B. Introducing the Focus Question and Gathering Textual Evidence about Survival (20 minutes)

3.  Closing and Assessment

A. Previewing Homework (5 minutes)

4.  Homework

A. Reread Chapters 6–8 and add two quotes to the Gathering Textual Evidence graphic organizer. 

B. Read Chapters 9 and 10 and complete Reader’s Notes (both parts) for these new chapters. 

  • Reader’s Notes for Chapters 7 and 8 (from homework)

Lesson 4Using Routines for Discussing A Long Walk to Water and Introducing Juxtaposition (Chapters 9 and 10)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

B. Reviewing Reader’s Dictionary and Introducing Learning Targets (10 minutes)

2.  Work Time 

A. Take a Stand: Survival in Chapters 9 and 10 (10 minutes)

B. Introducing Juxtaposition (15 minutes)

3.  Closing and Assessment

A. Exit Ticket (5 minutes) 

4.  Homework

A. Reread Chapters 9 and 10 and add two quotes to the Gathering Textual Evidence graphic organizer. 

B. Read Chapters 11–13. Complete Reader’s Notes (both parts) for these new chapters. 

  • Reader’s Notes from Chapters 9 and 10 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 6-8 (from homework)
  • Exit ticket
  • Admit and Exit Ticket
  • Take a Stand

Lesson 5Practice Evidence-Based Constructed Response: Explaining One Factor That Helps Nya or Salva Survive (Chapters 11–13)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Vocabulary Entry Task: Chapters 11–13 (5 minutes) 

B. Returning Reader’s Notes and Gathering Textual Evidence Organizers (5 minutes)

2.  Work Time

A. Reviewing Chapters 11–13: Adding to Our Anchor Charts (5 minutes)

B. Modeling, Partner Practice, and Independent Practice: Writing a Short Evidence-Based Constructed Response (25 minutes)

3.  Closing and Assessment 

A. Self-Assessment of Evidence-Based Constructed Response (5 minutes)

4.  Homework

A. Reread Chapters 11–13 and add quotes to Gathering Textual Evidence graphic organizer. 

B. Read Chapters 14–15 and complete Reader’s Notes (both parts) for these new chapters. 

  • Reader’s Notes from Chapters 11-13 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 9 and 10 (from homework)
  • Student contributions to Salva/Nya anchor chart and Survival anchor chart 
  • Evidence-based constructed response
  • Admit and Exit Ticket

Lesson 6Comparing Historical and Fictional Accounts: Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip”)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

B. Reviewing Reader’s Dictionary and Introducing Learning Targets (5 minutes)

2.  Work Time

A. Reviewing Chapters 14 and 15: Adding to Our Anchor Charts (10 minutes)

B. Rereading “Time Trip: Sudan’s Civil War” (10 minutes)

C. Comparing Historical Accounts in “Time Trip: Sudan’s Civil War” and A Long Walk to Water (10 minutes)

3.  Closing and Assessment

A. Exit Ticket: Challenges to Survival in the “Time Trip” and the Novel (5 minutes) 

4.  Homework: Note: this homework is due at the start of Lesson 8. 

A. Reread Chapters 14 and 15 and add two quotes to your Gathering Textual Evidence graphic organizer. 

B. Read Chapters 16–18 and complete the Reader’s Notes (both parts) for these chapters. 

C. Reread Chapters 16 – 18 and add two quotes to your Gathering Textual Evidence graphic organizer. 

  • Reader’s Notes from Chapters 14-15 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 11-13 (from homework)
  • Exit Ticket
  • Admit and Exit Ticket

Lesson 7Considering Author’s Purpose: Comparing Fictional and Historical Experiences of the Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip,” Continued)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening 

A. Entry Task and Review Learning Targets (5 minutes)

2.  Work Time 

A. Gathering Evidence to Compare Two Texts (10 minutes)

B. Chalk Talk Protocol (10 minutes)

C. Debrief Chalk Talk (10 minutes)

3.  Closing and Assessment

A. Exit Ticket: Why Did Linda Sue Park Use Details in A Long Walk to Water That Did Not Really Happen? (10 minutes)

4.  Homework: Note: This homework was assigned in Lesson 6 and is due at Lesson 8.

A. Reread Chapters 14 and 15 and add two quotes to your Gathering Textual Evidence graphic organizer. 

B. Read Chapters 16–18 and complete the Reader’s Notes (both parts) for these chapters. 

C. Reread Chapters 16 – 18 and add two quotes to your Gathering Textual Evidence graphic organizer. 

  • Two-column chart from Work Time
  • Exit ticket
  • Admit and Exit Ticket
  • Chalk Talk

Lesson 8World Café to Analyze Theme and Character in A Long Walk to Water (Chapters 16–18)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

B. Reviewing Reader’s Dictionary and Adding to Salva/Nya Anchor Chart (5 minutes)

2.  Work Time 

A. World Café (25 minutes)

3.  Closing and Assessment

A. Previewing Water for South Sudan Homework Assignment (10 minutes)

4.  Homework

A. Water for South Sudan Homework Assignment: read informational text and answer text-dependent and vocabulary questions.

  • Reader’s Notes from Chapters 16-18 (from Lesson 6 homework)
  • Gathering Textual Evidence graphic organizer for Chapters 14-18 (from Lesson 6 homework)
  • World Café charts
  • Admit and Exit Ticket
  • World Café

Lesson 9Mid-Unit 2 Assessment: Comparing Fictional and Historical Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes)

2.  Work Time 

A. Discussing Water for South Sudan Homework Assignment: Text-Dependent Questions (15 minutes)

B. Mid-Unit 2 Assessment (20 minutes)

3.  Closing and Assessment

A. Turn and Talk (5 minutes)

4. Homework

A. Vocabulary Review

  • Water for South Sudan Homework Assignment (text-dependent questions)
  • Mid-Unit 2 Assessment
  • Admit and Exit Ticket

Lesson 10Introducing Essay Prompt: Factors for Survival in A Long Walk to Water

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Entry Task: Introducing Learning Targets and Connecting to Mid-Unit Assessment (5 minutes)

B. Introducing Essay Prompt (5 minutes)

2.  Work Time

A. Discussing the Prompt (10 minutes)

B. Introducing the Forming Evidence-Based Claims Graphic Organizer (10 minutes)

C. Completing the First Row of Forming Evidence-Based Claims Graphic Organizer (10 minutes)

3.  Closing and Assessment 

A. Exit Ticket (5 minutes)

4.  Homework

A. Finish Row 1 of Forming Evidence-Based Claims graphic organizer.

  • Exit Ticket
  • Admit and Exit Ticket

Lesson 11Analyzing a Model Essay: “Challenges Facing a Lost Boy of Sudan”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Task: Introducing Learning Targets (5 minutes)

2.  Work Time

A.  Examining a Model Essay: First Read and Partner Discussion (15 minutes)

B.   Building Criteria: “What Makes a Literary Analysis Essay Effective?” (10 minutes)

C.  Using Quotes in Essays (10 minutes)

3.  Closing and Assessment 

A.   Examining “Tips on Using Quotes” Handout and Revisiting Learning Targets (5 minutes)

4.  Homework

A.   Select three quotes from Reader’s Notes and put them in sentences, punctuating them correctly. Continue with independent reading. 

  • Student contributions to What Makes a Literary Analysis Essay Effective? anchor chart
  • Student responses to observations of how quotes are used in text
  • Admit and Exit Ticket

Lesson 12Scaffolding for Essay: Examining a Model and Introducing the NYS Grade 6–8 Expository Writing Evaluation Rubric

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing Learning Targets (5 minutes) 

B. Homework Check (10 minutes) 

2. Work Time

A. Introducing the NYS 6–8 Expository Writing Evaluation Rubric (10 minutes)

B. Analyzing the Model Essay Using the Rubric (10 minutes)

C. Comparing the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes)

3.  Closing and Assessment

A. Exit Ticket (5 minutes)

4.  Homework

A. Continue independent reading. 

  • Student homework on using quotes
  • Exit ticket
  • Admit and Exit Ticket

Lesson 13Scaffolding to Essay: Using Details to Support a Claim

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Entry Task: Introducing Learning Targets (5 minutes)

2.  Work Time

A. Analyzing Model Essay and “Command of Evidence” Row of NYS Grade 6–8 Expository Writing Evaluation Rubric (10 minutes)

B. Preparing Evidence Part I: Modeling the Use of the Forming Evidence-Based Claims Graphic Organizer (10 minutes)

C. Preparing Evidence Part II: Completing the Forming Evidence-Based Claims Graphic Organizer (15 minutes)

3.  Closing and Assessment 

A. Revisiting Learning Targets and Adding to “What Makes a Literary Analysis Essay Effective?” Anchor Chart (3 minutes)

B. Exit Ticket (2 minutes)

4.  Homework

A.  Complete Forming Evidence-Based Claims organizer if necessary. Continue reading in your independent reading book. 

  • Students’ work on Forming Evidence-Based Claims graphic organizer
  • Exit ticket
  • Admit and Exit Ticket

Lesson 14Scaffolding for Essay: Planning Body Paragraphs for Survival Factors in A Long Walk to Water

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening 

A. Entry Task: Revisit Essay Prompt (2 minutes)

B. Introducing Learning Targets (3 minutes)

2.  Work Time

A. Revisiting Model Essay: Supporting Details (10 minutes)

B. Analyzing NYS Expository Writing Evaluation Rubric Row 3 (10 minutes)

C. Planning Your Essay (15 minutes)

3.  Closing and Assessment

A. Adding to “What Makes a Literary Analysis Essay Effective?” Anchor Chart as Needed (5 minutes)

4.  Homework

A. Fill in body paragraph 2 on the Planning Your Essay worksheet.

  • Entry Task
  • Student work on Planning Your Essay graphic organizer
  • Teacher observation and notes as students work on Planning Your Essay graphic organizer
  • Student contributions to What Makes a Literary Analysis Essay Effective? anchor chart
  • Admit and Exit Ticket

Lesson 15End of Unit Assessment, Part 1a: Writing Body Paragraphs

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Entry Task and Introducing Learning Targets (5 minutes) 

2.  Work Time

A. Examining Row 4 of NYS Rubric (5 minutes)

B. Share and Discuss: Student Claims and Plans for Two Body Paragraphs (5 minutes)

C. Completing Plan for Body Paragraph 3 (10 minutes)

D. Writing Body Paragraphs for Essay (15 minutes)

3.  Closing and Assessment

A. Exit Ticket: Questions You Have about Your Essay (5 minutes)

4.  Homework

A. Finish the body paragraphs of your essay. Be sure that the details and quotes you plan to use are correct.

  • Entry task
  • Student work on Planning Your Essay organizer
  • Exit ticket
  • Draft body paragraphs
  • Admit and Exit Ticket

Lesson 16End of Unit Assessment, Part 1b: Writing Introduction and Conclusion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Introducing Learning Targets (5 minutes)

B. Review “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes)

2.  Work Time

A. Examining Introduction and Conclusion Criteria of NYS Rubric (10 minutes)

B. Planning Introduction and Conclusion Paragraphs (10 minutes)

C. Writing Introduction and Conclusion (15 minutes)

3.  Closing and Assessment 

A. Checking in and Collecting Planning Materials and Drafts (5 minutes)

4.  Homework

A. Catch up on your drafting if necessary. Continue independent reading.

  • Draft body paragraphs (from homework)
  • Completed essay and Planning Your Essay graphic organizer 

Lesson 17Launching the Performance Task: Planning the Two-Voice Poem

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Vocabulary Entry Task (10 minutes)

2.  Work Time 

A. Introducing Performance Task and Selecting Organizing Ideas (15 minutes)

B. Gathering Textual Evidence from the Novel (15 minutes)

3.  Closing and Assessment

A. Turn and Talk (5 minutes)

4.  Homework

A. Read Author’s Note in A Long Walk to Water; complete vocabulary work and text-dependent questions (see Author’s Note homework assignment).

  • Two voice Poem: Gathering Evidence graphic organizer (middle three columns)
  • Admit and Exit Ticket

Lesson 18Gathering Textual Evidence for the Two-Voice Poem (Author’s Note)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Vocabulary Entry Task (5 minutes) 

2. Work Time 

A. Modeling: Gathering Evidence from Informational Texts (10 minutes)

B. Independent Practice: Gathering Evidence from Informational Texts (25 minutes)

3.  Closing and Assessment

A. Turn and Talk: Reading Closely for Details (5 minutes) 

4.  Homework

A. Finish the Two-Voice Poem: Gathering Evidence graphic organizer.

  • Two-Voice Poem: Gathering Evidence graphic organizer (outer two columns)
  • Admit and Exit Ticket

Lesson 19End of Unit 2 Assessment, Part 2: Revise Essay Drafts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Review Learning Targets (5 minutes)

2. Work Time

A. Mini-Lesson: Addressing Common Errors (5 minutes)

B. Return Draft Essays with Feedback (5 minutes)

C. Essay Revision (28 minutes)

3.  Closing and Assessment

A. Previewing Unit 3 (2 minutes)

4.  Homework

A. Finalize your essay. 

  • Students’ final essays
  • Essay drafts and planner sheets

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