Alignment to Assessment Standards and Purpose of Lesson

• Repeated routines occur in the following:
• Opening A: Students review learning targets.
• Work Time A: Students read the next chapter of the text, noting unfamiliar vocabulary and the gist of the chapter.
• RL.7.3 – Work Time B: Students analyze how the setting shapes the characters and plot and add this analysis to the Setting/Characters/Plot anchor chart.
• New skills are introduced in the following:
• L.7.4c – Opening A: Entrance ticket activity provides students with practice in using the dictionary to determine the meanings of unfamiliar words.
• RI.7.10 – Closing and Assessment A: Students begin to read literary nonfiction texts at their level as they choose independent research reading texts. See Independent Reading Sample Plans located on the Tools Page (http://eled.org/tools) for ideas on how to launch independent reading. If there are existing routines for launching independent reading, in this lesson students will choose a research reading text.
• 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, Nya listens to her mother and takes her younger sister with her to the pond, which shows respect for her mother and for her sister. Also, the Dinka man and his wife who allow Salva to go with the group show empathy to Salva, understanding how alone and scared he feels.
• The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the Lost Boys of Sudan and, specifically, the context of A Long Walk to Water. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of this topic.

Opportunities to Extend Learning

• Allow those students who are identifying the gist and other elements quickly the opportunity to develop their own text-dependent questions about the chapter, related to the setting, characters, and plot as in Lesson 4. Ask these students to share their questions with the group as a way of generating discussion.
• In this lesson, students do not contrast the points of view of Salva and Nya, so students who need an extension could complete a QuickWrite similar to the one in Lesson 5 for chapter 4. (RL.7.6)

How It Builds on Previous Work

• In previous lessons, students read chapters 1–3 of A Long Walk to Water and discussed the gist of the chapters, as well as how the setting shapes the characters and plot and the different points of view in the novel. Students also read an informational text, “The Lost Boys of Sudan,” related to the war in Sudan in Lesson 5, where they began making connections between the novel and related informational texts. Their independent research reading will allow them further opportunities to build on that work.

Support All Students

• Note there is a differentiated version of Entrance Ticket: Unit 1, Lesson 6 used in Opening A in the supporting materials download. There is also a set of illustrations by artist Jim Averbeck of A Long Walk to Water, beginning with an illustration of the honey harvest scene in chapter 4. These illustrations may be used throughout the module to support ELLs and other students with comprehension of the novel, beginning in chapter 4 of A Long Walk to Water. Also, any students may access these images for the Performance Task children’s ebook they create if they cannot draw or find online images they can manipulate. ▲
• 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 hunger and displacement. 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. Students may need additional support rereading the text to determine the gist. Pair students strategically to ensure that each pair includes at least one strong reader.

Assessment Guidance

• Check student gist statements to ensure they understand the chapter.
• Listen to student book discussions to identify common issues that can be used as whole-group teaching points against the criteria recorded on the Work to Become Ethical People anchor chart.

Down the Road

• In the next lesson, students will continue reading A Long Walk to Water and also continue their independent research reading for homework. Students will use the information gathered from these sources for the performance task of the module: creating an ebook about a Lost Boy of Sudan for elementary school-aged readers.
• The independent reading journals introduced in this lesson will be referred to throughout the module and the school year.