Lesson plan

Lesson 8 - Compare an Informational Text to A Long Walk to Water

  • From EL Education Language Arts
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teaches Common Core State Standards RL.7.9 http://corestandards.org/ELA-Literacy/RL/7/9
teaches Common Core State Standards W.7.9.a http://corestandards.org/ELA-Literacy/W/7/9/a
teaches Common Core State Standards W.7.9.b http://corestandards.org/ELA-Literacy/W/7/9/b
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To learn more about this lesson and English Language Learner considerations, read the Lesson 8 Narrative and Lesson 8 Teacher's Guide for ELLs found under the Additional Materials tab.

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

  • CCSS.RL.7.9NC.RL.7.9CCSS.W.7.9.aCCSS.W.7.9.b

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.RL.7.1NC.RL.7.1CCSS.RI.7.1NC.RI.7.1CCSS.RI.7.10NC.RI.7.10CCSS.W.7.2NC.W.7.2CCSS.W.7.2.bNC.W.7.2.cCCSS.SL.7.1NC.SL.7.1CCSS.L.7.6NC.L.7.6

Daily Learning Targets

  • I can begin gathering and analyzing evidence to use in planning and writing my essay.
  • I can compare and contrast events in A Long Walk to Water with an informational text describing the same events.

Purpose of Lesson:

  • In this lesson, students read Chapter 15 of A Long Walk to Water and then compare the novel with an informational article titled, “The ‘Lost Girls’ of Sudan.”

In Advance:

  • Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student’s workspace.
  • Post the Learning Targets and applicable Anchor Charts (see Materials list).

Vocabulary: 

  • Academic (Tier Two): compare and contrast, staggered
  • Domain-Specific (Tier Three): N/A

Materials from Previous Lessons:

Teacher

  • Equity Sticks (from Unit 1, Lesson 1, Opening A)
  • 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)

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)
  • “The ‘Lost Girls’ of Sudan” article (one per student and one for display; from Unit 2, Lesson 1, Work Time A)

New Materials:

Teacher

  • Entrance Ticket: Unit 2, Lesson 8 (Answers for Teacher Reference)
  • Images of Juba (one for display)
  • Similarities and Differences: A Long Walk to Water and “The ‘Lost Girls’ of Sudan” Note-Catcher (Example for Teacher Reference)

Student

  • Entrance Ticket: Unit 2, Lesson 8 (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 15 (one per student)
  • Sticky notes (one of each gist color per student)
  • Similarities and Differences: A Long Walk to Water and “The ‘Lost Girls’ of Sudan” Note-Catcher (one per student and one to display)

 

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