- I can analyze the main ideas and supporting details in a clip from God Grew Tired of Us. (RI.7.2, SL.7.2)
- I can research to answer questions about the Lost Boys of Sudan. (W.7.7, W.7.8)
Focus Standards: These are the standards the instruction addresses.
- RI.7.1, RI.7.2, W.7.7, W.7.8, SL.7.2
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.7.10, RI.7.10, SL.7.1
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 2, Lessons 5-6
- Work Time B: Mid-Unit 2 Assessment: Research to Answer a Question, Part I (RI.7.2, SL.7.2)
- Work Time C: Mid-Unit 2 Assessment: Research to Answer a Question, Part II note-catcher (student generated) (RI.7.1, W.7.7, W.7.8)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Return End of Unit 1 Assessments with Feedback (5 minutes) B. Engage the Learner (5 minutes) 2. Work Time A. Read A Long Walk to Water, Chapter 14 - SL.7.1 (15 minutes) B. Mid-Unit 2 Assessment: Research to Answer a Question, Part I (20 minutes) C. Mid-Unit 2 Assessment: Research to Answer a Question, Part II (30 minutes) 3. Closing and Assessment A. Track Progress: Research - W.7.7, W.7.8 (15 minutes) 4. Homework A. Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
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 online resources for the Mid-Unit 2 Assessment: Research to Answer a Question (see Assessment download on this page for details).
- Ensure there is a copy of Entrance Ticket: Unit 1, Lessons 5-6 at each student's workspace.
- Cue the link to the video God Grew Tired of Us to the correct time frame (2:30-4:20).
- Gather devices on which students can conduct research (computers or tablets). Make sure they work, are charged, and can access the internet.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Work Time B: A computer or tablet with projector to show video clip of God Grew Tired of Us
- Work Time C: Computers or tablets for each student to research to answer a question
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.A.2, 7.I.B.6, 7.I.B.7, 7.I.B.8, 7.II.B.3-5, and 7.II.C.6-7.
Important Points in the Lesson Itself
- To support ELLs, these lessons intentionally use the same documentary video used in Lesson 2 for the mid-unit assessment on researching to answer a question. Using a video from a previous lesson supports ELLs by ensuring that they have the necessary background knowledge and familiarity with the language of the video to comprehend the assessment task.
- ELLs may find understanding the abstract terms main idea and supporting details challenging because those terms are academic language, which students would not necessarily have become familiar with through everyday speech. Therefore, additional supports such as the ones listed below may be useful.
Vocabulary
main ideas, research, supporting details (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
End of Unit 1 Assessments with feedback (one per student; from Unit 1, Lessons 15-16, Work Time C)
- Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening A)
- Academic word wall (one for display; from Unit 1, Lesson 1, 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)
- Work to Become Ethical People anchor chart (example for teacher reference) (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)
- Strategies to Answer Selected Response Questions anchor chart (one for display; from Unit 1, Lesson 3, Opening B)
- Work to Become Effective Learners anchor chart (one for display; from Unit 1, Lesson 5, Work Time A)
- Work to Become Effective Learners anchor chart (example for teacher reference) (from Unit 1, Lesson 5, Work Time A)
- God Grew Tired of Us documentary (2:30-4:20; to show the class; from Unit 2, Lesson 2, Work Time B)
- Researchers Do These Things anchor chart (one for display; from Unit 2, Lesson 3, Work Time A)
Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
- A Long Walk to Water (text; one per student; from Unit 1, Lesson 1, Work Time C)
- Choose and Use Credible Internet Sources (one per student; from Unit 2, Lesson 3, Work Time A)
- Track Progress folders (one per student; from Unit 1, Lessons 15-16, Closing and Assessment A)
New Materials
Teacher
Student
Entrance Ticket: Unit 2, Lessons 5-6 (answers for teacher reference)
- Device to play the God Grew Tired of Us clip
- Mid-Unit 2 Assessment: Research to Answer a Question (answers for teacher reference) (see Assessment download)
- Entrance Ticket: Unit 2, Lessons 5-6 (one per student)
- Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
- Synopsis: A Long Walk to Water, Chapter 14 (one per student)
- Sticky notes (one of each gist color per student; additional ones for tracking progress)
- Mid-Unit 2 Assessment: Research to Answer a Question (one per student; see Assessment download)
- Device for internet research (one per student)
- Track Progress: Research (one per student and one for display)
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 | Levels of Support |
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A. Return End of Unit 1 Assessments with Feedback (5 minutes)
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For Lighter Support
For Heavier Support
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B. Engage the Learner (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 14 - SL.7.1 (15 minutes)
"Which habits of character did you see in this chapter? Who demonstrated them? What did they look or sound like?" (Possible response: Nya demonstrates perseverance as she continues to walk all day to water. Salva demonstrates perseverance and taking responsibility for his own learning as he learns English despite the challenge of not having resources [books, time, and a consistent teacher].) |
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B. Mid-Unit 2 Assessment: Research to Answer a Question, Part I (20 minutes)
"I can analyze the main ideas and supporting details in a clip from God Grew Tired of Us."
"I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for help if I need it."
"Using the anchor chart as a guide, what does persevere mean?" (to keep trying and not give up) "What does perseverance look like? What might you see when a person is persevering?" (See Work to Become Effective Learners anchor chart [example for teacher reference].) "What does perseverance sound like? What might you hear when a person is persevering?" (See Work to Become Effective Learners anchor chart [example for teacher reference].)
"How does Panther describe Southern Sudan before the war? How does this description differ from the descriptions Linda Sue Park gives in A Long Walk to Water? What do these two different descriptions of Southern Sudan tell us about the country?" (Panther describes Southern Sudan as "beautiful," having a "good climate" with "a lot of food throughout the year." Linda Sue Park describes the setting as dry, violent, and without a lot of food. These two descriptions show how the war changed Southern Sudan. They also show how not everyone's experience in Southern Sudan is the same. Salva's life is different from Nya's and different from Panther's.)
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For Lighter Support
For Heavier Support
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C. Mid-Unit 2 Assessment: Research to Answer a Question, Part II (30 minutes)
"I can research to answer questions about the Lost Boys of Sudan."
"What value does the task of researching have for you beyond this class? Why?" (Responses will vary. Possible response: This task has a lot of value for me because I will have to research in most of my high school and college classes and in most careers.) "What will help you succeed on this assessment?" (Responses will vary. Possible response: using the research skills I learned in class and trying hard will help me succeed on this task.)
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Closing & Assessments
Closing |
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A. Track Progress: Research - W.7.7, W.7.8 (15 minutes)
"What helped you to be successful at that assessment task? How much effort did you put in on the task? How did your effort affect your learning?" (Responses will vary. Possible response: Using the research skills I learned in class and trying hard helped me succeed on this task. I worked very hard on this task, so I was able to complete it and confirm my understanding of how to research to answer a question.) |
Homework
Homework |
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A. Independent Research Reading
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