Lesson plan

Lesson 1 - Close Read: “The ‘Lost Girls’ of Sudan”

  • From EL Education Language Arts
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teaches Common Core State Standards RI.7.2 http://corestandards.org/ELA-Literacy/RI/7/2
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To learn more about this lesson and English Language Learner considerations, read the Lesson 1 Narrative and Lesson 1 Teacher's Guide for ELLs found under the Additional Materials tab.

Focus Standards (These are the standards the instruction addresses.)

  • CCSS.RI.7.2NC.RI.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.)

  • CCSS.RI.7.4NC.RI.7.4CCSS.RI.7.10NC.RI.7.10CCSS.RI.7.1NC.RI.7.1CCSS.L.7.4CCSS.L.7.6NC.L.7.4NC.L.7.6

Daily Learning Targets

  • I can determine two or more central ideas in “The ‘Lost Girls’ of Sudan” article and analyze their development over the course of the text.
  • I can write an objective summary of “The ‘Lost Girls’ of Sudan” article.

Purpose of Lesson

  • In this lesson, students participate in a close reading of “The ‘Lost Girls’ of Sudan,” focusing on identifying main ideas and details in order to write a summary of the article. Students also participate in a Language Dive to analyze a rich and meaningful sentence from the article “The ‘Lost Girls’ of Sudan."

In Advance

  • Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 1 at each student’s workspace.
  • Strategically group students into pairs or triads for the work in this lesson, with at least one strong reader per group.
  • Preview the Close Reading Guide: “The ‘Lost Girls’ of Sudan” and Close Read: “The ‘Lost Girls’ of Sudan” Note-Catcher to be familiar with what will be required of students.
  • Post the Learning Targets and applicable Anchor Charts (see Materials list).

Vocabulary 

  • Academic (Tier Two): central ideas, commodity, dominated, summarize
  • Domain-Specific (Tier Three): human rights violations

Materials from Previous Lessons

Teacher

  • Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
  • Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)
  • Close Readers Do These Things Anchor Chart (one for display; from Unit 1, Lesson 4, Opening A)
  • Work to Become Effective Learners Anchor Chart (one for display; begun in Unit 1, Lesson 5, Work Time A)
  • Work to Become Ethical People Anchor Chart (Example for Teacher Reference)
  • 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)

Student

  • 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)
  • Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)

New Materials

Teacher

  • Entrance Ticket: Unit 2, Lesson 1 (Answers for Teacher Reference)
  • Criteria of an Effective Informative Summary Anchor Chart (For Teacher Reference) (one for display)
  • Close Reading Guide: “The ‘Lost Girls’ of Sudan” (For Teacher Reference)
  • Close Read: “The ‘Lost Girls’ of Sudan” Note-Catcher (Example for Teacher Reference)
  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 Note-Catcher (Example for Teacher Reference)
  • Make Connections Note-Catcher (Example for Teacher Reference)
  • Homework Resources (answers for teacher reference)

Student

  • Entrance Ticket: Unit 2, Lesson 1 (one per student)
  • “The ‘Lost Girls’ of Sudan” by Ishbel Matheson (text; one per student and one for display)
  • ELL: “The ‘Lost Girls’ of Sudan” by Ishbel Matheson (triangle) (text; optional; see Teacher's Guide for English Language Learners)
  • Close Read: “The ‘Lost Girls’ of Sudan” Note-Catcher (one per student and one for display)
  • ELL: Close Read: “The ‘Lost Girls’ of Sudan” Note-Catcher (triangle) (optional; see Teacher's Guide for English Language Learners)
  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 Sentence Chunk Strips (one per pair of students and one for display)
  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 Note-Catcher (one per student and one for display)
  • Make Connections Note-Catcher(one per student and one for display)
  • Homework Resources (for families) (one for display; one per student)
  • Homework: Main Idea and Details: “The ‘Lost Girls’ of Sudan” (one per student; from Homework Resources)

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.