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ELA 2019 G7:M1:U2

Write to Inform: The Lost Children of South 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 1Close Read: “The ‘Lost Girls’ of Sudan"
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Close Read: “The ‘Lost Girls’ of Sudan” – RI.7.2 (25 minutes)

B. Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 – RI.7.2 (10 minutes)

3. Closing and Assessment

A. Make Connections – RL.7.9 (5 minutes)

4. Homework

A. Selected Response Questions: Students complete Homework: Main Idea and Details: “The ‘Lost Girls’ of Sudan” to scaffold their understanding about main ideas and details and to prepare for similar questions on the mid-unit assessment.

B. Preread Anchor Text: Students should preread chapter 13 of A Long Walk to Water in preparation for studying the chapter in the next lesson.
  • I can determine two or more central ideas in "The 'Lost Girls' of Sudan" article and analyze their development over the course of the text. (RI.7.2)
  • I can write an objective summary of "The 'Lost Girls' of Sudan" article. (RI.7.2)
  • Opening A: Entrance Ticket: Unit 2, Lesson 1 (RI.7.1)
  • Work Time A: Close Read: "The 'Lost Girls' of Sudan" note-catcher (RI.7.1, RI.7.2)

Lesson 2Analyze Main Ideas in a Video
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 13 (15 minutes)

B. Analyze Main Ideas and Supporting Details in Video – SL.7.2 (20 minutes)

3. Closing and Assessment

A. Make Connections – RL.7.9 (5 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.

B. Selected Response Questions: Students complete Homework: Main Idea and Details: God Grew Tired of Us (11:07–13:30) to scaffold their understanding about main ideas and details and to prepare for similar questions on the mid-unit assessment.
  • I can analyze the main ideas and supporting details in a clip from God Grew Tired of Us. (SL.7.2)
  • I can explain how the ideas in the video answer our questions about the Lost Boys of Sudan. (RL.7.9)
  • Opening A: Entrance Ticket: Unit 1, Lesson 2 (SL.7.2)
  • Work Time B: Main Ideas and Summary: God Grew Tired of Us (SL.7.2)
  • Closing and Assessment A: Make Connections note-catcher (RL.7.9)

Lesson 3Introduce Research
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.4 (5 minutes)

2. Work Time

A. Mini Lessons: Introduction to Research – W.7.7 (20 minutes)

B. Research – W.7.8 (15 minutes)

3. Closing and Assessment

A. Partner Share (5 minutes)

4. Homework

A. Continue Refining Questions: As necessary, students complete Homework: Continue Refining Questions to continue refining their research questions based on the research they conducted today.

B. 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 research to answer questions about the Lost Children of Sudan. (W.7.7, W.7.8)
  • Work Time B: Research on the Lost Boys of Sudan note-catcher (student generated) (RI.7.1, W.7.7, W.7.8)

Lesson 4Research
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.4d (5 minutes)

2. Work Time

A. Mini Lessons: Continue Research – W.7.7 (15 minutes) 

B. Research – W.7.8 (15 minutes)

3. Closing and Assessment

A. Whole-Group Summary Critique – W.7.5 (10 minutes)

4. Homework

A. Revise Summary: Using the lessons learned from the whole-group summary critique activity, students complete Homework: Revise Summary to revise their own summaries.

B. Preread Anchor Text: Students should preread chapter 14 of A Long Walk to Water in preparation for studying the chapter in the next lesson.
  • I can research to answer questions about the Lost Children of Sudan. (W.7.7, W.7.8)
  • I can determine the central ideas in an informational text and analyze their development over the course of the text. (RI.7.2)
  • I can write an objective summary of an informational text. (RI.7.2)
  • Opening A: Entrance Ticket: Unit 2, Lesson 4 (L.7.4d)
  • Work Time A: Research on the Lost Boys of Sudan note-catcher (student generated) (RI.7.1, W.7.7, W.7.8)
  • Work Time A: Summary of a source (RI.7.2)

Lesson 5Mid-Unit 2 Assessment: Research to Answer a Question (Lessons 5-6)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Return End of Unit 1 Assessments with Feedback (5 minutes)

B. Engage the Learner (5 minutes)

2. Work Time

A. Read A Long Walk to Water, Chapter 14 – SL.7.1 (15 minutes)

B. Mid-Unit 2 Assessment: Research to Answer a Question, Part I (20 minutes)

C. Mid-Unit 2 Assessment: Research to Answer a Question, Part II (30 minutes)

3. Closing and Assessment

A. Track Progress: Research – W.7.7, W.7.8 (15 minutes)

4. Homework

A.  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 analyze the main ideas and supporting details in a clip from God Grew Tired of Us. (RI.7.2, SL.7.2)
  • I can research to answer questions about the Lost Boys of Sudan. (W.7.7, W.7.8)
  • Opening A: Entrance Ticket: Unit 2, Lessons 5-6
  • Work Time B: Mid-Unit 2 Assessment: Research to Answer a Question, Part I (RI.7.2, SL.7.2)
  • Work Time C: Mid-Unit 2 Assessment: Research to Answer a Question, Part II note-catcher (student generated) (RI.7.1, W.7.7, W.7.8)

Lesson 7Write a Compare and Contrast Essay: Analyze a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.7.1 (5 minutes)

2. Work Time

A. Determine Central Ideas in the Model Essay – RI.7.2 (20 minutes)

3. Closing and Assessment

A. Explore the Painted Essay® – W.7.2 (20 minutes)

4. Homework

A. Preread Anchor Text: Students should preread chapter 15 of A Long Walk to Water in preparation for studying the chapter in the next lesson.
  • I can determine the central ideas of a model essay. (RI.7.2)
  • I can use the Painted Essay® structure to analyze a model. (W.7.2, W.7.4)
  • Opening A: Entrance Ticket: Unit 2, Lesson 7 (RI.7.1)
  • Work Time A: Model Essay note-catcher (RI.7.2)
  • Closing and Assessment A: The Painted Essay® template (W.7.2, W.7.4)

Lesson 8Compare an Informational Text to A Long Walk to Water
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.4 (5 minutes)

2. Work Time

A. Read A Long Walk to Water, Chapter 15 – SL.7.1 (15 minutes)

B. Compare and Contrast Texts – RL.7.9 (20 minutes)

3. Closing and Assessment

A. Whole-Group Share (5 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 begin gathering and analyzing evidence to use in planning and writing my essay. (RL.7.1, RI.7.1)
  • I can compare and contrast events in A Long Walk to Water with an informational text describing the same events. (RL.7.9, W.7.9a, W.7.9b)
  • Opening A: Entrance Ticket: Unit 2, Lesson 8 (RL.7.4)
  • Work Time B: Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (RL.7.1, RL.7.9, RI.7.1, W.7.9a, W.7.9b)

Lesson 9Write a Compare and Contrast Essay: Plan an Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2a (5 minutes)

2. Work Time

A. Compare and Contrast Texts – RL.7.9 (10 minutes)

B. Language Dive: Focus Statement – W.7.2a (10 minutes)

C. Plan an Introduction – W.7.2a (15 minutes)

3. Closing and Assessment

A. Pair Share – W.7.5 (5 minutes)

4. Homework

A. Focus Statements: Students complete Homework: Focus Statements to review and revise their focus statements and to ensure they are answering the prompt.

B. 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 plan the introduction of a compare and contrast essay with a strong focus statement. (W.7.2a, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 9 (W.7.2a)
  • Work Time A: Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (RL.7.1, RL.7.9, RI.7.1, W.7.9)
  • Work Time C: Introduction of part of the Informative Writing Plan graphic organizer (W.7.2a, W.7.4, W.7.5, W.7.9a, W.7.9b)

Lesson 10Write a Compare and Contrast Essay: Plan Proof Paragraphs 1 and 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2b (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code Proof Paragraphs 1 and 2 – W.7.2b (10 minutes)

B. Plan Proof Paragraphs 1 and 2 – W.7.2b (20 minutes)

3. Closing and Assessment

A. Pair Share – W.7.5 (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 plan the Proof Paragraphs of a compare and contrast essay. (W.7.2b, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 10 (W.7.2b)
  • Work Time A: Proof Paragraph parts of the Informative Writing Plan graphic organizer (RL.7.1, RL.7.9, RI.7.1, W.7.2b, W.7.5, W.7.9a, W.7.9b)

Lesson 11Write a Compare and Contrast Essay: Plan Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2f (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.7.2f (10 minutes)

B. Language Dive: Conclusion – W.7.2f (10 minutes)

C. Plan a Conclusion – W.7.2f (15 minutes)

3. Closing and Assessment

A. Pair Share – W.7.5 (5 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 plan a conclusion that includes a strong reflection. (W.7.2f, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 11 (W.7.2f)
  • Work Time C: Conclusion part of the Informative Writing Plan graphic organizer (RL.7.1, RL.7.9, RI.7.1, W.7.2f, W.7.4, W.7.9a, W.7.9b)

Lesson 12End of Unit 2 Assessment: Compare and Contrast A Long Walk to Water and “The ‘Lost Girls’ of Sudan” (Lessons 12-13)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Return Mid-Unit 2 Assessments with Feedback (5 minutes)

B. Engage the Learner — W.7.2 (5 minutes)

2. Work Time

A. End of Unit 2 Assessment: Compare and Contrast A Long Walk to Water and “The ‘Lost Girls’ of Sudan” (65 minutes)

3. Closing and Assessment

A. Track Progress – W.7.2 (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 write an essay comparing and contrasting the events in A Long Walk to Water with a historical account of the same events. (RL.7.9, W.7.2)
  • Opening A: Entrance Ticket: Unit 2, Lessons 12-13 (W.7.2)
  • Work Time A: End of Unit 2 Assessment: Compare and Contrast A Long Walk to Water and "The 'Lost Girls' of Sudan" (RL.7.1, RL.7.9, RI.7.1, W.7.2, W.7.4, W.7.6, W.7.9, W.7.10)

Lesson 14Peer Critique: Compare and Contrast A Long Walk to Water and “The ‘Lost Girls’ of Sudan”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.2c (5 minutes)

2. Work Time

A. Language Dive: Transitions – W.7.2c (10 minutes)

B. Introduce Peer Critique Protocol – W.7.5 (10 minutes)

C. Peer Critique – W.7.5 (10 minutes)

3. Closing and Assessment

A. Revise Writing – W.7.2c, W.7.2d (10 minutes)

4. Homework

A. Preread Anchor Text: Students should preread chapter 16 of A Long Walk to Water in preparation for studying the chapter in the next lesson.
  • I can provide kind, specific, and helpful feedback to peers.
  • I can revise my essay to use appropriate transitions among ideas. (W.7.2c, W.7.5)
  • I can revise my essay to use precise language and domain-specific vocabulary. (W.7.2d, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 14 (W.7.2c)
  • Closing and Assessment A: Revisions to End of Unit 2 Assessment essay (W.7.2c, W.7.2d, W.7.4, W.7.5, L.7.2.b, L.7.3, L.7.6)

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