ELA 2019 G7:M1:U1

Build Background Knowledge: The Lost Boys of the Sudan

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Discover Our Topic: The Lost Children of Sudan
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.7.1 (5 minutes) 2. Work Time A. Infer the Topic – RI.7.1 (15 minutes) B. Introduce the Performance Task and Module Guiding Questions (10 minutes) C. Launch the Text: A Long Walk to Water (10 minutes) 3. Closing and Assessment A. Reflect on Learning Targets – SL.7.1 (5 minutes) 4. Homework A. Read and Reflect: Students complete Homework: Module Guiding Questions anchor chart to read and reflect on the guiding questions for the module. With their family, they talk about how the questions make them feel and why, and what the questions make them think about. Students can sketch or write their reflections. B. Preread Anchor Text: Students should preread chapter 1 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can use evidence to infer the topic of this module from the resources. (RL.7.1, RI.7.1)	Entrance Ticket: Unit 1, Lesson 1 (RI.7.1) Work Time A: Infer the Topic: I Notice/I Wonder note-catcher (RL.7.1, RI.7.1)

Lesson 2Establish Reading Routines: A Long Walk to Water
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4c (5 minutes) B. Reflect on the Module Guiding Questions – SL.7.1 (10 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 1 – RL.7.1 (20 minutes) B. Find the Gist: A Long Walk to Water, Chapter 1 (5 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Answer Selected Response Questions: Students complete Homework: Selected Response Questions: A Long Walk to Water, answering selected response questions about plot unfolding in chapter 1 of A Long Walk to Water and identifying the strategies used to answer the questions. B. Preread Anchor Text: Students should preread chapter 2 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can determine the difference between academic and domain-specific vocabulary. (L.7.4) I can show empathy and respect as I listen to my classmates. I can use evidence from the text to find the gist of chapter 1 of A Long Walk to Water. (RL.7.1)	Entrance Ticket: Unit 1, Lesson 2 (L.7.4c) Opening A: Vocabulary logs (L.7.4c) Opening B: Module Guiding Questions anchor chart and Work to Become Ethical People anchor chart Work Time A: Questions about A Long Walk to Water anchor chart (RL.7.1) Work Time B: Sticky notes (RL.7.1)

Lesson 3Analyze Setting, Characters, and Plot: A Long Walk to Water, Chapters 1–2
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4a (5 minutes) B. Strategies to Answer Selected Response Questions (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 2 (15 minutes) B. Analyze Setting, Characters, and Plot – RL.7.3 (10 minutes) 3. Closing and Assessment A. Introduce Point of View – RL.7.6 (10 minutes) 4. Homework A. Determine Meaning of Unfamiliar Vocabulary: Students use context and if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in chapter 2 of A Long Walk to Water. Then they record the words and their definitions in the correct section of their vocabulary log. B. Preread Anchor Text: Students should preread chapter 3 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify strategies to answer selected response questions. I can analyze how the setting shapes the characters and plot in chapters 1 and 2 of A Long Walk to Water. (RL.7.1, RL.7.3) I can explain how the author developed Salva's and Nya's points of view of life in chapter 2 of A Long Walk to Water. (RL.7.1, RL.7.6)	Opening A: Entrance Ticket: Unit 1, Lesson 3 (L.7.4a) Work Time B: Setting/Characters/Plot anchor chart (RL.7.3) Work Time B: QuickWrite: Setting Shapes Character and Plot in A Long Walk to Water (RL.7.3) Closing and Assessment A: Point of View anchor chart (RL.7.6)

Lesson 4Analyze Point of View: A Long Walk to Water, Chapter 3
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Strategies to Determine the Meaning of Unfamiliar Vocabulary – L.7.4b (5 minutes) B. Engage the Learner (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 3 (15 minutes) B. Analyze Setting, Character, and Plot: A Long Walk to Water, Chapter 3 – RL.7.3 (5 minutes) 3. Closing and Assessment A. Analyze Point of View: A Long Walk to Water, Chapter 3 – RL.7.6 (15 minutes) 4. Homework A. Determine Meaning of Unfamiliar Vocabulary: Students use context, word parts, and if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in chapter 3 of A Long Walk to Water. Then they record the words and their definitions in the correct section of their vocabulary log. B. Text-Dependent Questions: Students complete Homework: Text-Dependent Questions: A Long Walk to Water, Chapter 3, using evidence to support their responses.	I can identify strategies to determine the meaning of unfamiliar vocabulary. (L.7.4, L.7.4b) I can analyze how the setting shapes the characters and plot in chapter 3 of A Long Walk to Water. (RL.7.1, RL.7.3) I can explain how the author develops the points of view of Salva and Nya in chapter 3 of A Long Walk to Water. (RL.7.1, RL.7.6)	Opening A: Entrance Ticket: Unit 1, Lesson 4 (L.7.4b) Opening A: Vocabulary logs (L.7.4b) Work Time B: Setting/Characters/Plot anchor chart (RL.7.3) Closing and Assessment A: Point of View anchor chart (RL.7.6)

Lesson 5Close Read: “The Lost Boys of the Sudan”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.7.4 (5 minutes) 2. Work Time A. Close Read: “The Lost Boys of the Sudan” – RI.7.2 (25 minutes) B. Language Dive: “The Lost Boys of the Sudan,” Paragraph 4 – RI.7.2 (10 minutes) 3. Closing and Assessment A. Make Connections – RL.7.1, RI.7.1 (5 minutes) 4. Homework A. Determine Meaning of Unfamiliar Vocabulary: Students use context and if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in “The Lost Boys of the Sudan.” Then they record the words and their definitions in the correct section of their vocabulary log. B. Preread Anchor Text: Students should preread chapter 4 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can determine central ideas and how they are developed in "The Lost Boys of the Sudan" informational text. (RI.7.2) I can objectively summarize "The Lost Boys of the Sudan" informational text. (RI.7.2) I can use evidence from both texts to make connections between "The Lost Boys of the Sudan" and A Long Walk to Water. (RL.7.1, RI.7.1)	Opening A: Entrance Ticket: Unit 1, Lesson 5 (RL.7.4) Work Time A: Close Read: "The Lost Boys of the Sudan" note-catcher (RI.7.1, RI.7.2, RI.7.4, L.7.4) Work Time B: Language Dive: "The Lost Boys of the Sudan," Paragraph 4 note-catcher (RI.7.2, L.7.4) Closing and Assessment A: QuickWrite: Make Connections (RL.7.1, RI.7.1)

Lesson 6Launch Independent Research Reading: The Lost Children of Sudan
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4c (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 4 – RL.7.1 (15 minutes) B. Analyze Setting, Characters, and Plot: A Long Walk to Water, Chapter 4 – RL.7.3 (5 minutes) 3. Closing and Assessment A. Launch Independent Research Reading – RI.7.10 (20 minutes) 4. Homework A. Analyze Point of View: Students complete Homework: Analyze Point of View: A Long Walk to Water, Chapter 4. B. Preread Anchor Text: Students should preread chapter 5 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can demonstrate my understanding of chapter 4 of A Long Walk to Water. (RL.7.1) I can select a research reading text that I want to read. (RL.7.10, RI.7.10)	Opening A: Entrance Ticket: Unit 1, Lesson 6 (L.7.4c) Work Time A: Sticky notes for recording gist (RL.7.1) Work Time B: Setting/Characters/Plot anchor chart (RL.7.1, RL.7.3)

Lesson 7Analyze Point of View: A Long Walk to Water, Chapter 5
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4 (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 5 (15 minutes) B. Analyze Setting, Characters, Plot, and Point of View: A Long Walk to Water, Chapter 5 – RL.7.3, RL.7.6 (20 minutes) 3. Closing and Assessment A. Review Text-Dependent Questions (5 minutes) 4. Homework A. Determine Meaning of Unfamiliar Vocabulary: Students use context, word parts, and if necessary, a dictionary to determine the meaning of unfamiliar vocabulary in chapter 5 of A Long Walk to Water. Then they record the words and their definitions in the correct section of their vocabulary log. B. Preread Anchor Text: Students should preread chapter 6 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify strategies to determine the meaning of unfamiliar vocabulary. (L.7.4) I can analyze how the setting shapes the characters and plot in chapters 4 and 5 of A Long Walk to Water. (RL.7.3) I can explain how the author develops and contrasts the points of view of Marial and Salva in chapter 5 of A Long Walk to Water. (RL.7.6)	Opening A: Entrance Ticket: Unit 1, Lesson 7 (L.7.4) Work Time B: Text-Dependent Questions: A Long Walk to Water, Chapter 5 (RL.7.1, RL.7.3, RL.7.6, L.7.4)

Lesson 8Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4c (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 6 (10 minutes) B. Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6 (25 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Preread Anchor Text: Students should preread chapter 7 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify strategies to determine the meaning of unfamiliar vocabulary. (RL.7.4, L.7.4) I can analyze how the setting shapes the characters and plot in chapter 6 of A Long Walk to Water. (RL.7.3) I can analyze how an author develops and contrasts the points of view of different narrators in chapter 6 of A Long Walk to Water. (RL.7.6)	Opening A: Entrance Ticket: Unit 1, Lesson 8 (L.7.4c) Work Time B: Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6 (RL.7.1, RL.7.3, RL.7.4, RL.7.6, RL.7.10, L.7.6)

Lesson 9Introduce Themes: A Long Walk to Water
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.4 (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 7 (15 minutes) B. Introduce Theme – RL.7.2 (15 minutes) 3. Closing and Assessment A. Analyze a Model Summary – RL.7.2 (10 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can identify themes in A Long Walk to Water and how they have developed over the course of the text. (RL.7.1, RL.7.2) I can identify the characteristics of an effective summary. (RL.7.1, RL.7.2)	Opening A: Entrance Ticket: Unit 1, Lesson 9 (L.7.4) Work Time B: Stars and additional themes recorded on Common Themes in Literature handout (RL.7.2) Closing and Assessment A: Criteria of an effective summary on sticky notes (RL.7.2)

Lesson 10Analyze Development of Theme: A Long Walk to Water, Chapter 7
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.2a (5 minutes) 2. Work Time A. Language Dive: A Long Walk to Water, Page 44 – RL.7.2 (10 minutes) B. Analyze Themes: A Long Walk to Water, Chapter 7 – RL.7.2 (15 minutes) C. Write a Summary: A Long Walk to Water, Chapter 7 – RL.7.2 (10 minutes) 3. Closing and Assessment A. Pair Share: Summaries (5 minutes) 4. Homework A. Answer Questions: Students complete Homework: Themes and Summary: A Long Walk to Water, Chapter 7. B. Preread Anchor Text: Students should preread chapter 8 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify how themes in A Long Walk to Water have developed in chapter 7. (RL.7.2) I can write an objective summary of chapter 7 of A Long Walk to Water. (RL.7.2)	Opening A: Entrance Ticket: Unit 1, Lesson 10 (L.7.2a) Work Time A: Language Dive: A Long Walk to Water, Page 44 note-catcher (RL.7.2) Work Time B and C: Themes and Summary: A Long Walk to Water, Chapter 7 (RL.7.1, RL.7.2)

Lesson 11Analyze Development of Theme: A Long Walk to Water, Chapter 8
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.7.2a (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 8 (15 minutes) B. Analyze Themes: A Long Walk to Water, Chapter 8 – RL.7.2 (10 minutes) C. Write a Summary: A Long Walk to Water, Chapter 8 – RL.7.2 (10 minutes) 3. Closing and Assessment A. Pair Share: Summaries – SL.7.1 (5 minutes) 4. Homework A. Text-Dependent Questions: Students complete Homework: Summary and Theme: A Long Walk to Water, Chapter 8, answering questions related to the use of language to develop tone and theme. B. Preread Anchor Text: Students should preread chapter 9 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify how themes in A Long Walk to Water have developed in chapter 8. (RL.7.2) I can write an objective summary of chapter 8 of A Long Walk to Water. (RL.7.2)	Opening A: Entrance Ticket: Unit 1, Lesson 11 (L.7.2a) Work Time B and C: Themes and Summary: A Long Walk to Water, Chapter 8 (RL.7.1, RL.7.2)

Lesson 12End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Return Mid-Unit 1 Assessments (5 minutes) B. Engage the Learner (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 9 (10 minutes) B. End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9 (20 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Preread Anchor Text: Students should preread chapter 10 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify how themes in A Long Walk to Water have developed in chapter 9. (RL.7.2) I can write an objective summary of chapter 9 of A Long Walk to Water. (RL.7.1, RL.7.2)	Opening A: Entrance Ticket: Unit 1, Lesson 12 Work Time B: End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9 (RL.7.1, RL.7.2, RL.7.10)

Lesson 13Generate Discussion Norms
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 10 – RL.7.1 (15 minutes) B. Analyze Themes: A Long Walk to Water, Chapter 10 – RL.7.2 (5 minutes) C. Generate Discussion Norms – SL.7.1 (15 minutes) 3. Closing and Assessment A. Reflect on Habits of Character (5 minutes) 4. Homework A. Text-Dependent Questions: Students complete Homework: Text-Dependent Questions: A Long Walk to Water, Chapter 10, answering questions related to the use of language to develop tone and theme. B. Preread Anchor Text: Students should preread chapter 11 of A Long Walk to Water in preparation for studying the chapter in the next lesson.	I can identify how themes in A Long Walk to Water have developed in chapter 10. (RL.7.2) I can generate norms for a productive discussion. (SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c)	Opening A: Entrance Ticket: Unit 1, Lesson 13 (SL.7.1) Work Time A: Themes: A Long Walk to Water, Chapter 10 (RL.7.1, RL.7.2) Work Time C: Discussion Norms anchor chart (SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c)

Lesson 14Prepare for Text-Based Discussion: Themes: A Long Walk to Water
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.7.8 (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 11 (15 minutes) B. Prepare for a Text-Based Discussion – RL.7.2 (15 minutes) 3. Closing and Assessment A. Peer Feedback – SL.7.1 (10 minutes) 4. Homework A. Preread Anchor Text: Students should preread chapter 12 of A Long Walk to Water in preparation for studying the chapter in the next lesson	I can identify how themes in A Long Walk to Water have developed in chapter 11. (RL.7.2) I can prepare for a text-based discussion about how themes are developed in A Long Walk to Water. (RL.7.2, SL.7.1)	Opening A: Entrance Ticket: Unit 1, Lesson 14 (W.7.8) Work Time A: Prepare for a Text-Based Discussion: Themes: A Long Walk to Water note-catcher (RL.7.1, RL.7.2, SL.7.1)

Lesson 15End of Unit 1 Assessment, Part II: Text-Based Discussion: Themes: A Long Walk to Water (Lessons 15-16)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 12 – SL.7.1 (15 minutes) B. End of Unit 1 Assessment, Part II: Text-Based Discussion: Themes: A Long Walk to Water (55 minutes) 3. Closing and Assessment A. Track Progress (15 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can quote accurately from the text to support my ideas during a text-based discussion. (RL.7.1) I can follow discussion norms to have an effective text-based discussion. (SL.7.1a, SL.7.1b, SL.7.1c)	Opening A: Entrance Ticket: Unit 1, Lessons 15-16 Work Time B: End of Unit 1 Assessment, Part II: Text-Based Discussion: Themes: A Long Walk to Water (RL.7.1, RL.7.2, SL.7.1a, SL.7.1b, SL.7.1c) Closing and Assessment A: Track Progress: Collaborative Discussion

EL Education Curriculum

ELA 2019 G7:M1:U1

Build Background Knowledge: The Lost Boys of the Sudan

Lesson 1Discover Our Topic: The Lost Children of Sudan

Lesson 2Establish Reading Routines: A Long Walk to Water

Lesson 3Analyze Setting, Characters, and Plot: A Long Walk to Water, Chapters 1–2

Lesson 4Analyze Point of View: A Long Walk to Water, Chapter 3

Lesson 5Close Read: “The Lost Boys of the Sudan”

Lesson 6Launch Independent Research Reading: The Lost Children of Sudan

Lesson 7Analyze Point of View: A Long Walk to Water, Chapter 5

Lesson 8Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6

Lesson 9Introduce Themes: A Long Walk to Water

Lesson 10Analyze Development of Theme: A Long Walk to Water, Chapter 7

Lesson 11Analyze Development of Theme: A Long Walk to Water, Chapter 8

Lesson 12End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9

Lesson 13Generate Discussion Norms

Lesson 14Prepare for Text-Based Discussion: Themes: A Long Walk to Water

Lesson 15End of Unit 1 Assessment, Part II: Text-Based Discussion: Themes: A Long Walk to Water (Lessons 15-16)

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