A. Strategies to Determine the Meaning of Unfamiliar Vocabulary - L.7.4b (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 4 using the affix lists available at their workspaces.

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

"I can identify strategies to determine the meaning of unfamiliar vocabulary."

• Focus students on the entrance ticket questions. Ensure students understand that the root of the word provides the central meaning and that the affixes are parts of the word before or after the root, which alter that central meaning. A prefix comes before the root and a suffix comes after.

• Post the chart from the entrance ticket, and invite students to help complete the chart for the word protest.

• Think-Pair-Share:

"Using the breakdown of the word, what would you say the meaning of protested is in your own words?" (Student responses will vary, but may include: publicly saying with force or confidence.)

"What other words can you think of that contain test?" (Student responses will vary, but may include: testify, attest.)

"How might knowing the meanings of affixes and roots like test help you determine the meanings of other words?" (Now that we know test means to assert or witness, we will know any words ending in -test are connected to the idea of asserting or witnessing.)

• Emphasize to students that breaking a word down in this way is a strategy to determine the meaning of unfamiliar vocabulary. Focus students on the first learning target:

"I can identify strategies to determine the meaning of unfamiliar vocabulary."

• Invite students to Turn and Talk:

"Besides breaking a word down into its affixes and roots, what are some strategies for determining the meaning of unfamiliar vocabulary?" (using context, guessing and checking the dictionary)

• Note student responses on the new Close Readers Do These Things anchor chart under a subheading "Vocabulary Strategies." See Close Readers Do These Things anchor chart (example for teacher reference), and ensure all strategies listed on the example are represented on the student anchor chart.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS

Model one strategy from the Close Readers Do These Things anchor chart—such as using a dictionary—rather than just referring students to the anchor chart in general. This demonstration provides visual support and focus that makes the anchor chart’s language more accessible.

B. Engage the Learner (5 minutes)

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

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words contrasts (looks at how two or more things are different) and develops (builds over time) in the final learning target. Record on the academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs.

MEETING STUDENTS' NEEDS

Use images that show contrasts (night/day, small animal/big animal, etc.) or how something develops (three pictures of the same tree at different stages of development, etc.) to support students' explorations of these words, starting out with the more concrete definitions demonstrated by the images and moving to the more academic meaning intended for the academic word wall.

A. Read A Long Walk to Water, Chapter 3 (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read chapter 3 of A Long Walk to Water using the Text Guide: A Long Walk to Water as necessary. If students do not finish reading the chapter within the allotted time, use Synopsis: A Long Walk to Water, Chapter 3 to review the key details from chapter 3. 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, Questions about A Long Walk to Water anchor chart.

• Gists:

  • Nya: gets to pond, fills container, begins long walk home

  • Salva: stays with old woman for a few days, must leave with other walkers

• Once students have finished reading and reflecting on the chapter, ask them to Think-Pair-Share:

"How does the old woman treat Salva? How does Salva treat the old woman?" (The old woman treats Salva kindly and with empathy. She understands he feels alone and gives him a place to stay. Salva treats the old woman with respect. He does her chores and speaks kindly to her.)

Explain that the old woman demonstrates empathy and Salva treats the old woman with respect. These actions give evidence of both the old woman and Salva being ethical people. Direct students to the Working to Become Ethical People anchor chart, and add this habit of character to the chart.

MEETING STUDENTS' NEEDS

During Work Time A, demonstrate understanding of what this part of the story made them think about through sketching, guided movement, or gestures.

B. Analyze Setting, Character, and Plot: A Long Walk to Water, Chapter 3 – RL.7.3 (5 minutes)

• Display the Setting/Characters/Plot anchor chart. Review what setting, character, and plot mean. Refer to the Setting/Characters/Plot anchor chart (example for teacher reference) for answers.

• Refer to the following posted learning target, and read it aloud:

“I can analyze how the setting shapes the characters and plot in chapter 3 of A Long Walk to Water.”

• Remind students that in this context, shapes means the how the setting gives direction or character to the characters. In other words, the setting and characters’ responses to the setting help to reveal things about the characters. The setting and characters’ responses to the setting help to move the plot forward.

• Use equity sticks to have students report out on the gist of chapter 3. Record their correct responses in the first column of the anchor chart (under What happened?). To support students, read the gist while recording it. Encourage students to add to or modify their own gist based on this sharing. Refer to the Setting/Characters/Plot anchor chart (example for teacher reference) for answers.

• Think-Pair-Share:

“What is the setting?” (Sudan, dry, dangerous with thorns for Nya and war for Salva)

“How does the setting shape characters? Hint: What kind of people do the characters have to be in this setting?” (The setting makes Nya have to be tough and persevere—keep walking even though it’s hard. The setting makes Salva have to be brave and persevere—keep walking even though he’s lonely and it’s dangerous.)

“How does the setting shape plot? Hint: What do the characters have to do in this setting?” (The setting shapes the plot by making the characters work hard: Nya to get water and Salva to escape war. They can’t play or go to school.)

• Model looking in the chapter to find evidence as necessary. Record appropriate student responses on the Setting/Characters/Plot anchor chart. See the Setting/Characters/Plot anchor chart (example for teacher reference).

• Ensure students understand that the dryness of the setting forces Nya to walk a long way for water, and her ability to do so shows that she is strong and perseveres in the face of difficulty. For Salva, the ongoing war forces him to flee his village and family, and to do so he must be brave and also persevere through obstacles.

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

MEETING STUDENTS' NEEDS

During Work Time B, highlight or underline key phrases in individual copies of the text in advance. Explain that this lifts up the gist for students as they read along.

A. Analyze Point of View: A Long Walk to Water, Chapter 3 – RL.7.6 (15 minutes)

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

“I can explain how the author develops the points of view of Salva and Nya in chapter 3 of A Long Walk to Water.”

• Draw students’ attention to the posted Point of View anchor chart, and invite students to chorally read the definition. Use total participation techniques to select students to say back the definitions in their own words to check for understanding.

• Display and distribute Analyze Point of View: A Long Walk to Water, Chapter 3 and Analyze Point of View: A Long Walk to Water, Chapter 3 ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ analysis with sentence starters. ▲ Invite students to read the directions and prompt aloud chorally.

• Focus students on the consider questions on their organizer, and invite them to Turn and Talk to their partner about each of the questions:

“What is Nya’s point of view of arriving at the pond? How do you know? How has the author developed this point of view?” (Nya’s point of view of arriving at the pond is positive. She likes the pond because it is full of life and has cool water for her to drink. We know this because the author shows her perspective through the narrator’s eyes: “so much life” and “felt a little cooler inside” (14).)

“What is Salva’s point of view of finding the old woman? How do you know? How has the author developed this point of view?” (Salva feels relieved at finding the old woman. He sees that she is from his same tribe and that she is kind and will let him stay. We know Salva’s point of view from his thoughts, “Maybe I can stay here until the fighting stops” (17).)

• Direct students’ attention to the top on their handout, and invite them to Turn and Talk to their partner to answer.

“What is a common feeling/emotion both Nya and Salva have in this chapter?” (They both feel relief in this chapter.)

• Provide an example to illustrate the scale of intensity of an emotion like relief: “I’m relieved when I find out I got a good grade for my last assessment. This relief is on a completely different level from the relief I have when I find out I don’t have a life-threatening illness.”

• Invite students to return to Nya’s story in this chapter, and model completing the first column for Nya with students’ input. See Analyze Point of View: A Long Walk to Water, Chapter 3 (example for teacher reference).

• Invite students to work in pairs using the relevant sections of the chapter to complete the second column on their handout.

• Circulate to monitor and guide students. Note common misconceptions, and take note of a student who has composed an exemplary response. See Analyze Point of View: A Long Walk to Water, Chapter 3 (example for teacher reference).

• After 5 minutes, invite students to share their ideas with the whole group. See Analyze Point of View: A Long Walk to Water, Chapter 3 (example for teacher reference). Invite students to revise/update their charts as they hear other student responses. Update the Point of View anchor chart with student answers. See Point of View anchor chart (example for teacher reference).

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