To learn more about this lesson and English Language Learner considerations, read the Lesson 4 Narrative and Lesson 4 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.7.2CCSS.W.7.5NC.W.7.1.gNC.W.7.2.hNC.W.7.3.gCCSS.W.7.7CCSS.W.7.8NC.W.7.5NC.W.7.6

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

Daily Learning Targets

• I can research to answer questions about the Lost Children of Sudan.
• I can determine the central ideas in an informational text and analyze their development over the course of the text.
• I can write an objective summary of an informational text. 

Purpose of Lesson:

• In this lesson, students continue drafting research questions and summarizing sources and collecting information to answer the research questions. They also review a classmate's work to provide feedback and identify opportunities for revision.

In Advance:

• Be sure student writing can be projected for the whole-class critique in Closing and Assessment A. „
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 4 at each student’s workspace. „
• Post the Learning Targets and applicable Anchor Charts (see Materials list).

 Digital Materials Preparation:

• Prepare to display and assign the lesson to students before class.
• For digital assignments, ensure that students have access to a digital device.
• Be sure students have access to their Unit 2 Digital Vocabulary Log.

Vocabulary: 

• Academic (Tier Two): analyze, central, development, objective, over the course
• Domain-Specific (Tier Three): N/A

Materials from Previous Lessons:

Teacher

• 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)
• Questions about A Long Walk to Water Anchor Chart (one for display; from Unit 1, Lesson 2, Work Time A)
• Researchers Do These Things Anchor Chart (one for display; from Unit 2, Lesson 3, 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)
• Criteria of an Effective Informative Summary Anchor Chart (one for display; from Unit 2, Lesson 1, Work Time A)

Student

• Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
• Choose and Use Credible Internet Sources (one per student; from Unit 2, Lesson 3, Work Time A)

New Materials:

Teacher

• Entrance Ticket: Unit 2, Lesson 4 (Answers for Teacher Reference)
• Model Research Note-Catcher (as needed) (one for display)
• Model Source Summary (Example for Teacher Reference) (optional; see Teaching Notes)
• Document camera or projector Austin’s Butterfly video (optional; one for display)

Student

•  Digital device for each student
• Entrance Ticket: Unit 2, Lesson 4 (one per student)
• Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
• Index card (one per student)
• Model Source Summary (optional; one per student and one for display)
• ELL: Model Source Summary (triangle) (optional; see Teacher's Guide for English Language Learners)
• Device for internet research (one per student)
• Homework: Revise Summary (one per student; from Homework Resources)
• Research Note-Catcher (one per student; student-generated)

 

 

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