A. Engage the Learner – RI.7.1 (5 minutes)

• As students enter the classroom, have them complete Entrance Ticket: Unit 1, Lesson 1.

• Direct students’ attention to the posted learning target, and select a volunteer to read it aloud:

“I can use evidence to infer the topic of this module from the resources.”

MEETING STUDENTS' NEEDS

Invite a student to paraphrase the key points of the learning targets in language that makes sense to them.

• Guide students through an intentional Think-Pair-Share:

1. 1. Move students into pairs, and invite them to label themselves A and B.

   2. Pose the question, and give students time to think independently and silently about their answer to the question.

   3. Invite partner A to ask partner B the question.

   4. Give partner B a specified time frame (e.g., 30 seconds, 1 minute) to share his or her response.

   5. Have partners reverse roles and repeat steps 3–4.

   6. Using a total participation technique (e.g., cold call, equity sticks), invite students to share their responses with the whole group.

   7. Repeat this process with remaining questions.

“Why do we have learning targets? What is the purpose of learning targets?” (To give us a goal. The goal is to be able to say “I can . . . ,” which means that the target has been achieved.)

• Underline the word infer in the learning target.

MEETING STUDENTS' NEEDS

When introducing the word infer, provide some visuals and ask students to make an inference about them—for example, a broken window with a baseball next to it (someone threw a baseball and it shattered the glass) or a dog that is covered in mud (the dog played in the mud and got dirty)

• Ensure that students have access to an online or print translation dictionary.

• Invite students to Turn and Talk with their partner:

1. 1. When prompted, students turn to a partner.

   2. In a set amount of time, students share their ideas about the question.

   3. Students may be instructed to share some key ideas from their paired discussions with the whole class.

“What does infer mean? If you are going to infer the topic, what does that mean?” (When we make an inference, we make a good guess based on the evidence we have seen. Inferring the topic means making a good guess about the topic based on the content of the resources we will look at.)

• Cold call students using equity sticks to share their responses:

1. 1. Name the question before identifying students to answer it.

   2. Call on students regardless of whether they have their hands raised.

   3. Scaffold questions from simple to increasingly complex, probing for deeper explanations.

   4. Connect thinking threads by returning to previous comments and connecting them to current ones; model this for students and teach them to do it, too.

• With student support, record the meaning of infer on the academic word wall with translations in students’ home languages (make a good guess about the topic based on the content of the resources). Consider writing synonyms or sketching a visual above each key term to scaffold students’ understanding.

A. Infer the Topic – RI.7.1 (15 minutes)

• Revisit the learning target, relevant to the work to be completed in this section of the lesson:

“I can use evidence to infer the topic of this module from the resources.”

• Focus students on the Infer the Topic resources posted around the room.

• Display and distribute the Infer the Topic: I Notice/I Wonder note-catcher, and the Infer the Topic: I Notice/I Wonder note-catcher ▲ for students who need extra support. The differentiated note-catcher supports students’ analysis with prompts and sentence starters. ▲ Review the note-catcher with all students to ensure they understand how and why they are completing it.

• Ask:

“What are you going to record in this column? How does that information connect to the information in the next column?” (Possible response: I will record things I notice or see in the first column. I will record things I’m thinking or wondering about and questions I have in the second column. The second column might be questions or wonderings about the things I see. So I will align the questions and wonderings with the the noticings.)

MEETING STUDENTS' NEEDS

During Work Time A, fill out a row or two of the I Notice/I Wonder note-catcher as a whole class so that students have a very concrete model of how to do this work independently.

• Focus students on the question at the top, and read it aloud:

“What do you think you will be learning about in this module?”

• Tell students that the purpose of the note-catcher is to take notes to help them remember their thinking. It isn’t something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

• Be transparent about why students are noticing and wondering (because it is a helpful way to understand and explore a new topic or text).

• Display, read aloud, and ensure students understand the Directions for Infer the Topic. (Refer to the Classroom Protocols document located on the Tools Page http://eled.org/tools for the full version of the protocol.)

• Guide students through the protocol. Allow them to choose what resources to observe, so those who may not be able to read independently have the option to view an image. Mixed-proficiency pairs can choose the resources they want to observe and begin by discussing what the text means. Encourage students to agree or disagree with one another about what the text means using sentence frames. Examples: “I agree because _____.” “I disagree because _____.” ▲

• Refocus whole group. Think-Pair-Share:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but could include: water, war, long journeys, facing adversity.)

“What evidence supports your inference?” (Responses will vary.)

“Can you say more about that? I’ll give you some time to think and write or sketch.” (The resources seem to be about people facing difficult circumstances and searching for peace. Many of the pieces seem to focus on a group of young men from Sudan who were forced to escape from a war.)

• Invite students to reflect on their progress toward the learning target, using a checking for understanding technique—for example, using Thumb-O-Meter or Red Light, Green Light.

  • Thumb-O-Meter:

1. 1. 1. Tell students they are going to use the Thumb-O-Meter strategy to reflect on their comfort level or readiness on the learning target.

      2. When prompted to reflect on the learning target, students show their comfort level with it by holding their thumb up, down, or sideways. By holding their thumb sideways, they are indicating they will need some support. By holding their thumb down, they are indicating they feel uncomfortable with the learning target.

      3. Use students’ self-assessment to adjust instruction, and check in with students showing a thumb-down or thumb-sideways.

• • Red Light, Green Light:

1. 1. 1. Provide students with red, yellow, and green objects (popsicle sticks, poker chips, cards, etc.).

      2. When prompted to reflect on the learning target, students place the color on their desk that reflects their comfort level or readiness (red: stuck or not ready; yellow: need support soon; green: ready to move on).

      3. Target support for the reds first, then move on to the yellows and greens.

      4. Students change their colors as needed to describe their status.

• Scan student responses, and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS

During Work Time A, distribute a partially completed copy of the I Notice/I Wonder note-catcher. This will provide students with models for the kind of information they should enter while relieving the volume of writing required

B. Introduce the Performance Task and Module Guiding Questions (10 minutes)

• Tell students that they will now look at a few additional artifacts as they continue to hone their understanding of the module topic.

• Direct students’ attention to the Performance Task anchor chart, and read the task aloud.

• As students may be overwhelmed by the Performance Task anchor chart, assure them that they will continue to explore the meaning of the chart in subsequent lessons and units.

• Turn and Talk:

“What do you notice?” (We will be creating an illustrated ebook. We will be explaining the stories of the Lost Children as well as telling a story.)

“What do you wonder?” (Responses will vary, but may include: How will our ebooks be different from regular books? Where will we get the information to better understand the Lost Children’s stories?)

“Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?” (Responses will vary.)

• Clarify anything pertinent to this specific performance task. Consider displaying a model performance task from a former student. Ask students to make connections between the model and the performance task.

• Display the Module Guiding Questions anchor chart, and read the questions aloud.

• Turn and Talk:

“Why do we have guiding questions for each module?” (Responses will vary, but may include the following: to help focus our learning and to help us think about the performance task.)

• Underline the phrase habits of character. Ask students to help break down the phrase by defining habits and character. Turn and Talk:

“What do these words mean? What strategies can you use to find out?” (Habits are actions we do regularly, or routines; character means strong moral and ethical qualities; I used the context of the chart and a dictionary as strategies to define these words.)

• Invite students to work in their triads to determine the meanings of the words habits and character, and use a total participation technique to select a student to share with the whole group.

• Ask for a volunteer to combine the meanings of the words to find what the phrase means. (Habits of character are the traits that help us succeed in life and school, like working hard, treating one another well, and helping others.)

• Add these to the domain-specific word wall.

• Repeat this process to determine the meaning of the word haven (a place of safety or refuge).

• Add the new word to the academic word wall, including translations in home languages.

• Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:

“What do you notice?” (Responses will vary, but may include: that we are focusing on the history of the Lost Children as well as their habits of character.)

“What do you wonder?” (Responses will vary, but may include: What were the causes of the Sudanese civil war? What happened to the Lost Children when they came to the United States? Which “lost children” will we be writing about?)

“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)

“What evidence did you find to support your inference?” (Responses will vary.)

Conversation Cue: “How is what _____ said the same as/different from what _____ said? I’ll give you time to think and write.” (Responses will vary.)

• Clarify that this module will be about the story of the Lost Children of Sudan, who were forced from their home by war.

• Turn and Talk:

“What does this topic mean to you at this point? Why might it be meaningful to study this topic?” (Responses will vary, but may include: The story of the Lost Children might be able to help us understand the experiences of people facing war around the world. The story of the Lost Children will have a lot to teach us about what it takes to survive in difficult circumstances and how to be good people.)

“From what you know so far, what are you looking forward to about this topic?” (Responses will vary, but may include: I am looking forward to discovering how the Lost Children survived and how they found safety. I am looking forward to creating a story that uses my knowledge.)

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences and that this will be discussed more at the beginning of the next lesson. And note that some students may know nothing about the topic—it will be fun to dig in together!

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, using Thumb-O-Meter or Red Light, Green Light. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

C. Launch the Text: A Long Walk to Water (10 minutes)

• Distribute the text A Long Walk to Water by Linda Sue Park.

• Tell students they will now spend 2 minutes looking through the book with their partner and discussing what they notice and wonder about A Long Walk to Water. Partner B will share a notice or a wonder first, then partner A, and then partner B again, and so on.

• Provide whiteboards and dry-erase markers or sticky notes as an option for students to record (in drawing or writing) their ideas. This helps scaffold active listening for key details.

• Use equity sticks to select students to share out what they notice and wonder about the book.

1. 1. Pose the question to the class.

   2. After giving students think time, call on a student for an answer. Then, move the equity stick from one location to another, indicating that the student has participated in class that day.

• Draw and complete an I Notice/I Wonder T-chart on the board as students share. Listen for suggestions such as the following:

  • I notice that each chapter seems to have two different-colored fonts. I wonder how the two fonts are related to each other.

  • I notice that the dates are given for each chapter.

  • I notice that there is a message from the author and one of the characters from the book.

  • I wonder how much of the story is made up and how much is real.

• Ensure students notice the various text features in A Long Walk to Water (map, subtitle, dates in chapter headings, author's note, and message from Salva). Briefly review the purpose of each text feature.

• Having spent some time looking through the book, invite students to spend 3 minutes reflecting silently. Reflection can include thinking or writing/drawing on paper. Students must be silent when they do this, though. Ask the following question to guide reflection:

"What does what you read or saw in the book make you think about? Why?" (Responses will vary.)

• Focus students on the world map. If students have not already mentioned this, explain that A Long Walk to Water takes place in Sudan. Using a total participation technique, invite responses from the group:

"Where is Sudan on the map?" (Students can describe or point to the country.)

• Place the labeled pin on Sudan, and explain that it is on the continent of Africa. Show students each of the continents on the map.

• Point to the pin marking your location.

• Ask students to Turn and Talk, and cold call students to share their responses with the whole group:

"Which continent do we live on?" (Responses will vary.)

"Where are we in relation to Sudan?" (Responses will vary.)

"Has anyone had any experience with Sudan that you would like to share?" (Sudan or neighboring countries may be the country of origin for some students.)

• Ensure students understand that Sudan is one country in the continent of Africa, which contains many countries, and this is one story in the history of Sudan. Emphasize that countries in Africa are all quite different and all have their own stories of success and challenge, just like we do in the United States. Help students recognize that what they are going to read about in A Long Walk to Water isn't reflective of other countries in Africa.

A. Reflect on Learning Targets – SL.7.1 (5 minutes)

• Invite students to reflect on their progress toward the learning target, using a checking for understanding technique—for example, using Thumb-O-Meter or Red Light, Green Light. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

• Incorporate reflection on and awareness of the following academic mindsets: “I can succeed at this.” and “My ability and competence grow with my effort.”

MEETING STUDENTS' NEEDS

Strategically group ELLs with native and proficient English speakers, other ELLs, or by home language when placing them in pairs.

• Ask students to Think-Pair-Share:

“What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?” (Possible responses: I was successful at that task because I focused and worked hard. I also worked and talked with my peers, which grew my learning.)

• Distribute the Homework Resources, and review the format of the document and this lesson’s specific assignment with students.

MEETING STUDENTS' NEEDS

Provide sentence stems to support the Think-Pair-Share, which will help students begin responding to the reflection on the connection between effort and success. Make the same sentence stems available the next time students participate in a similar reflection.

I was successful at that task because . . .

My effort helped me to . . .