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.