• Alignment to Assessment Standards and Purpose of Lesson
• Repeated routines occur in the following:
• Opening B: Students review learning targets.
• Work Time A: Students read the next chapter of the text, noting unfamiliar vocabulary and the gist of the chapter.
• Closing and Assessment A: Students use the Think-Pair-Share protocol to engage in collaborative discussions about habits of character and academic mindsets.
• New skills are introduced in the following:
• Opening A: Students’ Mid-Unit 1 Assessments are returned with feedback to give students the opportunity to see how they performed in order to improve in their next assessment, and to ask questions if they don’t understand the feedback.
• Work Time B: Students work on Part I of their end of unit assessments, in which they answer questions related to the development of theme in chapter 9 as well as throughout the novel and write a brief summary of the chapter. (RL.7.1, RL.7.2, RL.7.10)
• The Think-Pair-Share protocol is used in this lesson. Protocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning.
• In the chapter of A Long Walk to Water read in this lesson, Salva’s uncle helps him continue on through the desert even though it is the hardest thing he has ever had to do, which demonstrates that Salva learns to persevere.

Opportunities to Extend Learning

• In Work Time B, encourage those students who finish their end of unit assessments early to revise their short answer responses using the criteria they generated in the Criteria of an Effective Literary Summary anchor chart.
• Invite students to track the development of more than one theme evident in Chapter 9. (RL.7.2)

How It Builds on Previous Work

• In the lessons leading up to this end of unit assessment, students have answered scaffolded questions to analyze how an author develops theme in a text and support them in their writing of summaries. In this lesson, students continue this work by analyzing theme in chapter 9 and in the text as a whole.

Support All Students

• Students may need additional support with understanding the task and expectations of the end of unit assessment in Work Time B. Ensure understanding of the task before proceeding with individual work. ▲
• At this point, students should be reading the text independently. However, if some or all students need more support, read several pages aloud and then release students to read independently, in pairs, or in small groups.
• The subject matter in this chapter includes passage through a desert, which involves starvation, dehydration, and the deaths of strangers. Continue to monitor students to determine if there are issues surfacing as a result of the content of this chapter that need to be discussed as a whole group, in smaller groups, or individually.
• Note there is a differentiated Synopsis: A Long Walk to Water, Chapter 9 ▲ used in Work Time A in the supporting materials download. ▲

Assessment Guidance

• All assessment materials (student prompt and teacher checklist) are included in the Assessment download.
• When assessing and providing feedback on this assessment, use the answer key and sample student responses.

Down the Road

• In the next lesson, students will continue reading A Long Walk to Water and generate discussion norms in preparation for their text-based discussion of the first half of the novel, which will take place in Lessons 15–16.