A. Reading for Gist: The Boy Who Harnessed the Wind (15 minutes) 

• Display the cover of The Boy Who Harnessed the Wind. Read the text on the back cover:
• "The true story of a boy whose great idea and perseverance lit up his home and inspired the world."
• Turn and Talk:

"What do you notice about this book? What do you wonder?" (Responses will vary, but may include: I notice a windmill on the cover. I wonder what harness means. I wonder how someone can harness wind.)

• Tell students that they will first read this text for the gist, and then read it to think about the authors' point of view about water and compare it to their own point of view or experiences with water.
• Display pages 2-3 and follow the same routine from Work Time A of Lesson 1 to guide students through reading this book for gist:
• Read the whole book aloud.
• Turn and Talk:

"What is the gist?" (It is about how a boy helped his village by building a windmill and using it to make electricity.)

• Review the Close Readers Do These Things anchor chart.
• Distribute and display Finding the Gist and Unfamiliar Vocabulary: The Boy Who Harnessed the Wind.
• Display and reread each section of The Boy Who Harnessed the Wind, using total participation techniques to discuss the gist of each section and any unfamiliar vocabulary and inviting students to record notes in the appropriate parts of Finding the Gist and Unfamiliar Vocabulary: The Boy Who Harnessed the Wind. Refer to Finding the Gist and Unfamiliar Vocabulary: The Boy Who Harnessed the Wind (example, for teacher reference) as necessary.
• Think-Pair-Share:

"What are the authors trying to tell the reader about water?" (The authors are trying to tell the reader that many people do not have access to water, but people can work to solve this problem.)

• Focus students on the Working to Become Effective Learners anchor chart and remind them of what it means to persevere.
• Think-Pair-Share:

"How did William persevere?" (Responses will vary, but may include: William wasn't able to go to school and couldn't read English, but he wanted to help his village. He kept trying to read and eventually figured out how to build a windmill that would help his village.)
"What did it look like when William persevered? What did it sound like?"(Responses will vary, but may include: William read books and gathered supplies to build a windmill; he said, "Magetsi a mphepo ... I will build electric wind.")

• Add students' ideas to the "What does it look like?" and "What does it sound like?" columns on the Working to Become an Effective Learner anchor chart.
• Repeat, discussing what it means to take care of and improve shared spaces and the environment, discussing how William improved shared spaces, and adding students' ideas to the "What does it look like?" and "What does it sound like?" columns on the Working to Contribute to a Better World anchor chart.
• Invite students to find the part of the text that tells where William lived (page 3; Malawi). Display page 3 and invite students to chorally read the text.
• Focus students on the world map. Ask whether any of them know roughly where Malawi is on the map. Invite those who think they know to go to the map to point.
• Place a labeled pin on Malawi and explain that it is in the continent of Africa. Show students each of the continents on the map.
• Display the compass points. Remind students that they can use compass points to explain where places are.
• Point to the pin marking your location. Using a total participation technique, invite responses from the group:

"Which continent do we live in?"(Responses will vary.)
"Where are we in relation to Malawi?" (Responses will vary, but students should use the compass points.)

• Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the first learning target.

C. Modeling: Comparing Point of View (25 minutes) 

• Tell students that now that they have had a chance to read this book and think about what the authors are trying to tell the reader about water, they can think about the authors' point of view and compare it to their own point of view.
• Remind students that they compared the point of view of characters in Peter Pan to their own in Module 3. Clarify that this kind of thinking is similar, except now they are working with informational texts and will think about the point of view of the authors, instead of a character in the text.
• Direct students' attention to the Describing Point of View anchor chart and read aloud the definition for point of view.
• Tell students that since an author's point of view is what the author thinks about the topic or issue and that in this unit the topic is challenges people face related to clean water, when describing the point of view of this book, they need to think about what William Kamkwamba and Bryan Mealer thought about people's ability to access water.
• Tell students that to determine an author's point of view, they must first think about the purpose of the text, or why the author wrote it. Tell students that with informational texts, authors are usually trying to answer a question, explain something, or describe something.
• Using a total participation technique, invite responses from the group:

"What is the purpose of The Boy Who Harnessed the Wind? What are William Kamkwamba and Bryan Mealer trying to answer, explain, or describe?" (They are describing how William's village did not have water, and how William solved this problem by figuring out how to build a windmill.)

"Based on this book, what do William Kamkwamba and Bryan Mealer think about people's ability to access water? What in the text makes you think so?" (They think everyone should have access to clean water.)

"Based on this book, what do William Kamkwamba and Bryan Mealer think about how this problem can be solved? What in the text makes you think so?" (They think it can be solved with hard work and perseverance.)

• If necessary, model using the sentence frames:
• "Their point of view is _____."
• "One place we see this in the text is _____."
• Example: "Their point of view is that access to water is a problem people can, and should, individually do something about. One place we see this in the text is on pages 12-13, when they write about how William realized that he could try to build a windmill as a way to bring electricity and water to his village."
• Add students' ideas to the Describing Point of View anchor chart. Refer to the Describing Point of View anchor chart (example, for teacher reference) as necessary.
• Think-Pair-Share:

"What did we do to determine the authors' point of view in The Boy Who Harnessed the Wind?" (First we thought about the purpose of the text, and then we thought about what the authors think about the topic or issue in the text. We found evidence in the text that supports our thinking.)

• Record students' ideas on the Describing Point of View anchor chart. Refer to the Describing Point of View anchor chart (example, for teacher reference).
• If productive, cue students to think about their thinking:

"How does our discussion add to your understanding of the authors' point of view? I'll give you time to think and discuss with your partner." (Responses will vary.)

• Tell students that sometimes an author's point of view is different from the reader's, and that this is usually because the author's experience with the topic he or she is writing about is different from the reader's experience.
• Think-Pair-Share:

"What is William Kamkwamba's experience with accessing water? What in the text makes you think so?" (He lived in a place that was going through a drought. Therewasn't enough water to drink or to grow crops for food.) "What is your experience with accessing water?" (Responses will vary.)

• If necessary, model using the sentence frame:
• "William Kamkwamba lived in a place that had difficulty accessing water. One place we see this in the text is _____."
• Model comparing William Kamkwamba's experience with accessing water to your own. Be sure to explain any similarities and differences between yours and William Kamkwamba's experiences.
• Think-Pair-Share:

"In the text The Boy Who Harnessed the Wind, the authors' point of view about accessing water is that everyone should have access to water and that the problem of accessing water can be solved with hard work and perseverance. How is this similar to or different from your own point of view?" (Responses will vary.)

• Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the third learning targe