- 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)
Focus Standards: These are the standards the instruction addresses.
- RL.7.3, RI.7.10, L.7.4, L.7.4c
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.7.1, RL.7.4, RL.7.10, SL.7.1, L.7.6
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare independent reading journals.
- Review Independent Reading Sample Plans in preparation for launching independent reading in this lesson (see the Tools page at http://eled.org/tools).
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 6 at each student's workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous lessons to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing. ▲
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.B.6, 7.I.B.7, 7.I.B.8, 7.II.B.3, and 7.II.B.4.
Important Points in the Lesson Itself
- To support ELLs, this lesson introduces the concept of research, enables students to practice finding the gist, provides opportunities for discussion—which encourages students to hear diverse perspectives—and using evidence to support opinions.
- ELLs may find choosing independent reading and research reading for homework challenging if they are not familiar with the options in English. Be prepared to offer more guidance in this area or a variety of recommended options at students’ independent reading level.
Vocabulary
- research (A)
- stunted (DS)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
- Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening A)
- Text Guide: A Long Walk to Water (for teacher reference) (from Unit 1, Lesson 2, Work Time A)
- Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 2, Opening B)
- Questions about A Long Walk to Water anchor chart (one for display; from Unit 1,
- Lesson 2, Work Time A)
- Questions about A Long Walk to Water anchor chart (example for teacher reference) (from Unit 1, Lesson 2, Work Time A)
- Equity sticks (from Unit 1, Lesson 1, Opening A)
- Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)
- Setting/Characters/Plot anchor chart (one for display; from Unit 1, Lesson 3, Work Time B)
- Setting/Characters/Plot anchor chart (example for teacher reference) (from Unit 1, Lesson 3, Work Time B)
- Homework Resources (for families) (one for display; from Unit 1, Lesson 1, Closing and Assessment A)
- A Long Walk to Water (text; one per student; from Unit 1, Lesson 1, Work Time C)
- Vocabulary log (one per student; from Unit 1, Lesson 1, Opening A)
- Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 6 (answers for teacher reference)
- A Long Walk to Water illustrations by Jim Averbeck ▲ (optional; see Teaching Notes)
- Independent Reading Sample Plans (see Teaching Notes; download from Tools page)
- Entrance Ticket: Unit 1, Lesson 6 (one per student)
- Entrance Ticket: Unit 1, Lesson 6 ▲
- Synopsis: A Long Walk to Water, Chapter 4 (one per student)
- Sticky notes (one of each gist color per student)
- Independent reading journals (one per student)
- Homework: Analyze Point of View: A Long Walk to Water, Chapter 4 (one per student; in unit download)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner – L.7.4c (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read A Long Walk to Water, Chapter 4 - RL.7.1 (15 minutes)
"I can demonstrate my understanding of chapter 4 of A Long Walk to Water."
"The terrain changed from scrub to woodland; they walked among stands of stunted trees" (22-23). "Use a print or online dictionary and copy the meaning of the word stunted as it is used in this sentence." (Possible response: stopped or slowed the growth of)
"Which habit of character does Nya show when she listens to her mother and takes her sister to the pond? Which habit of character do the Dinka woman and man show when they allow Salva to join their group?" (Possible response: Nya shows respect for her mother when she listens and takes her sister to the pond. The Dinka man and woman show empathy for Salva, understanding that he is alone and afraid.)
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For Lighter Support
For Heavier Support
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B. Analyze Setting, Characters, and Plot: A Long Walk to Water, Chapter 4 - RL.7.3 (5 minutes)
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Closing & Assessments
Closing | Levels of Support |
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A. Launch Independent Research Reading - RI.7.10 (20 minutes)
"I can select a research reading text that I want to read."
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Analyze Point of View
B. Preread Anchor Text
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