Alignment to Assessment Standards and Purpose of Lesson

• Repeated routines occur in the following:
• Opening A: In the entrance ticket activity, students use strategies to determine the meaning of unknown vocabulary in the learning targets. 
• Opening A: Students review the learning target.
• Work Time A: Students read the next chapter of the text, finding the gist, and adding to the Questions about A Long Walk to Water anchor chart.
• Closing and Assessment A: Students engage in a collaborative discussion about how comparing the audio to text will help them create their own narrative e-books.
• New skills are introduced in the following:
• RL.7.7 – Work Time B: Students listen to an audiobook excerpt from the chapter and complete a note-catcher to support analysis of how the techniques in the audiobook create certain effects.
• Throughout this unit, if possible, partner with an art teacher for students to begin creating illustrations for their narratives in art class. ▲ If necessary for context, share with the art teacher the illustrations from the children’s book Brothers in Hope: The Story of the Lost Boys of Sudan by Mary Luana Williams. Or, if students have access to or can be given access to art supplies, they can create their illustrations for homework. Students will have a sense of the illustrations they want to create beginning in Lesson 4. Encourage them to use any medium to create the illustrations (paint, marker, crayon, colored pencil, torn paper, photographs, etc.) For the performance task, students will have to scan their illustrations in order to include them in their ebook. Another option is for students to modify photographs by changing size, shape, and coloring to match the tone and content of their narratives. These images can be found online. Finally, if none of these options work, students can use the illustrations for A Long Walk to Water by Jim Averbeck provided in the Unit 1, Lesson 6 Teacher Supporting Materials.
• Also, consider partnering with an elementary school class so students can share their narrative ebooks with an actual audience, giving the assignment real context and purpose.
• The Think-Pair-Share and the Back-to-Back and Face-to-Face protocols are 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 chapter 16 of A Long Walk to Water, Salva demonstrates perseverance with the English language and with the challenges he faced in returning home. He also demonstrates courage to return to Sudan and initiative in creating travel plans.

Opportunities to Extend Learning

• In addition to analyzing the audiobook in this lesson, students will have an opportunity to reflect on how their analysis will support them in the writing of their narratives for the end of unit and performance tasks at the end of the module. Therefore, encourage those students who are proficient at analyzing the audio to begin considering ways to apply their learning to their own narratives. This may take the form of analyzing parts of the text that the note-catcher didn’t cover or asking students to experiment by writing their own sentences or paragraphs and finding opportunities to show emphasis.

How It Builds on Previous Work

• Students have been analyzing A Long Walk to Water and deepening their understanding of its context with informational sources over the previous two units. This lesson gives them the opportunity to engage with the text through a different medium and in the process consider elements of the storytelling from a fresh perspective.

Support All Students

• Students may need additional support engaging with the comparison of audio to text. Create deliberate partnerships where one student can assume a mentoring role with the other. ▲ For those students with difficulty discerning tones of voice and their emotional content, focus on the objective qualities of the voice, such as volume or accent, to help them make the connection between changes in voice and emotional states.
• 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 struggles to assimilate and to find family members separated in war. Continue to monitor students to determine if there are issues surfacing as a result of the content of this lesson that need to be discussed as a whole group, in smaller groups, or individually.
• Note there is a differentiated version of Compare Audio to Text: A Long Walk to Water, Chapter 16 note-catcher used in Work Time B in the supporting materials download. ▲

Assessment Guidance

• In addition to asking student pairs to share out as they complete the note-catcher, move about the room to monitor discussion between partners to ensure comprehension and correct misunderstanding.

Down the Road

• In the next lesson, students will continue comparing the text and audio versions of A Long Walk to Water, drawing on their work in this lesson and in preparation for their mid-unit assessment, which assesses the same skills. Make arrangements for students to read their ebooks to a real third-grade audience.