A. Return Mid-Unit 1 Assessments (5 minutes)

• As students enter the classroom, invite them to respond to the questions on Entrance Ticket: Unit 1, Lesson 12 using their Mid-Unit 1 Assessment: Analyze Setting and Plot: A Long Walk to Water, Chapter 6 with feedback.

MEETING STUDENTS' NEEDS

Invite a student to paraphrase the key points of the distinction between discussing theme and summarizing. After one student has offered a paraphrase, encourage other students to build on his or her paraphrase with the following Conversation Cues:

• Who can repeat what your classmate said?

• She said _____.

• Who can tell us what your classmate said in your own words?

• He said that _____.

These opportunities to paraphrase complex ideas provide ELLs with opportunities to stretch their listening and speaking skills and their capacity to manipulate academic language.

• Circulate as students review their feedback, and offer guidance and support as necessary.

• Once all students are ready, invite them to share their "stars" and "stairs" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

MEETING STUDENTS' NEEDS

To set themselves up for success for the end of unit assessment, students need to generalize the skills that they learned from previous sessions. Before administering the assessment, activate their prior knowledge by recalling the learning targets from previous sessions and the summary writing that they have already completed. Additionally, present the directions for the assessment both visually and verbally. Facilitate comprehension by displaying a map of the assessment parts.

B. Engage the Learner (5 minutes)

• Repeated routine: follow the same routine as with the previous lessons to review learning targets reminding students of any learning targets that are similar or the same as in previous lessons.

A. Read A Long Walk to Water, Chapter 9 (10 minutes)

• Repeated routine: follow the same process as previous lessons for students to read chapter 9 of A Long Walk to Water, using the Text Guide: A Long Walk to Water as necessary. For struggling readers only, if they do not finish reading the chapter within the allotted time, use the Synopsis: A Long Walk to Water, Chapter 9 ▲ as needed to ensure these students are able to practice paragraph writing in the assessment later in the lesson. ▲ Then have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the gist on sticky notes using the following resources as appropriate: vocabulary logs, Work to Become Ethical People anchor chart, and Questions about A Long Walk to Water anchor chart.

• Gists:

  • Nya: strangers come to village to talk to chief about water

  • Salva: can’t make it through desert but uncle tells him to walk step by step

• Focus students on the Work to Become Effective Learners anchor chart, especially on persevere.

• Read aloud the habit of character recorded:

“I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for help if I need it.” Invite students to Turn and Talk to their partner. Then cold call students to share: “Using the anchor chart as a guide, what does persevere mean?” (working hard through difficult tasks; not giving up)

“What does persevering look like? What might you see when a person is persevering?” See Work to Become Effective Learners anchor chart (example for teacher reference).

“What does persevering sound like? What might you hear when a person is persevering?” See Work to Become Effective Learners anchor chart (example for teacher reference).

• As students share, record their responses in the appropriate column on the Work to Become Effective Learners anchor chart.

• Then ask students to Think-Pair-Share:

“Which characters demonstrate perseverance in this chapter? How do they persevere?” (Salva and the other members of the groups demonstrate perseverance when they don’t give up and keep walking through the desert. Salva’s uncle helps him persevere by encouraging him to go one step at a time.)

B. End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9 (20 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can identify how themes in A Long Walk to Water have developed in chapter 9.” (RL.7.2)

“I can write an objective summary of chapter 9 of A Long Walk to Water.” (RL.7.1, RL.7.2)

• Tell students that, for this part of the assessment, they will analyze how themes are developed in chapter 9 of A Long Walk to Water and examine how the author develops themes throughout the text. They will also will write an objective summary to show their understanding of the chapter.

• Distribute End of Unit 1 Assessment, Part I: Analyze Development of Theme: A Long Walk to Water, Chapter 9.

• Read the prompt aloud as students follow along, reading silently. Answer clarifying questions.

• Focus students on the Work to Become Effective Learners anchor chart, and review perseverance and what this looks and sounds like. Remind students that as they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

• Remind students that since this is an assessment, they should complete it independently in silence.

• Invite students to begin the assessment. Remind them to refer to the following resources:

  • Common Themes in Literature handout

  • Criteria of an Effective Literary Summary anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

• While students are taking the assessment, circulate to monitor and document their test-taking skills.

A. Reflect on Learning Targets (5 minutes)

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

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

• Ask students to Think-Pair-Share:

"What helped you to be successful at this assessment? How much effort did you put in on this task? How did your effort affect your learning?" (Possible responses: I was successful on the assessment because I focused and worked hard. I persevered even though it was hard.)