A. Engage the Learner – L.7.4c (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 6 and Entrance Ticket: Unit 1, Lesson 6 ▲ as necessary for students who need extra support. The differentiated entrance ticket supports students’ understanding with an image. ▲ Students will review their responses to the entrance ticket in Work Time A.

• 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 word research (the collecting of information about a topic). Record on the academic word wall with translations in home languages, where appropriate, and invite students to record in their vocabulary logs.

A. Read A Long Walk to Water, Chapter 4 - RL.7.1 (15 minutes)

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

"I can demonstrate my understanding of chapter 4 of A Long Walk to Water."

• Repeated routine: follow the same process as with previous lessons for students to read chapter 4 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 the Synopsis: A Long Walk to Water, Chapter 4 document to review the key details from chapter 4. 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: stops at home, goes back to pond with little sister Akeer

  • Salva: leaves the old woman's house, joins a new group of people escaping

• Once students have finished reading and reflecting on the chapter, remind them of the question from the entrance ticket, and use total participation techniques (equity sticks, cold calling) to select students to share their responses:

"The terrain changed from scrub to woodland; they walked among stands of stunted trees" (22-23).

"Use a print or online dictionary and copy the meaning of the word stunted as it is used in this sentence." (Possible response: stopped or slowed the growth of)

MEETING STUDENTS' NEEDS

During Work Time A, highlight some key sentences in individual copies of the text in advance. Explain that this keeps the gist in sight for students as they read along.

• Invite a student to model for the group how they found the meaning of the word in either a print or online dictionary. Record the meaning on the domain-specific word wall. Ensure students understand that when looking up a definition in the dictionary, there are often multiple definitions of the same word, and so they need to read each one and think about which definition makes the most sense in the given context. Add the steps to the Close Readers Do These Things anchor chart.

• Then ask students to Think-Pair-Share:

"Which habit of character does Nya show when she listens to her mother and takes her sister to the pond? Which habit of character do the Dinka woman and man show when they allow Salva to join their group?" (Possible response: Nya shows respect for her mother when she listens and takes her sister to the pond. The Dinka man and woman show empathy for Salva, understanding that he is alone and afraid.)

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

MEETING STUDENTS' NEEDS

During Work Time A, in addition to highlighting some key sentences to help with finding the gist, read some of the selected sentences aloud and explain how they will help with finding the gist of the chapter.

B. Analyze Setting, Characters, and Plot: A Long Walk to Water, Chapter 4 - RL.7.3 (5 minutes)

• Repeated routine: invite students to help complete the Setting/Characters/Plot anchor chart. Refer to the Setting/Characters/Plot anchor chart (example for teacher reference) for answers.

A. Launch Independent Research Reading - RI.7.10 (20 minutes)

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

"I can select a research reading text that I want to read."

MEETING STUDENTS' NEEDS

Display a model response for the prompt students will be answering in their journal. Ask students to make connections between the model and the prompt.

• Launch independent reading. There is a suggested independent reading launch in Independent Reading Sample Plans.

• At the end of 5 minutes, distribute independent reading journals.

• Tell students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Display the independent reading pages of the Unit 1 Homework Resources (for families), and focus students on the information they need to record using the example on the same page.

• Model how to log independent reading without the prompt. Explain that they will log their research reading in the front of the book and choice reading in the back. Ensure that students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

• Explain that they will analyze the points of view of Nya and Salva in Chapter 4 of A Long Walk to Water using an organizer like the one they completed in a previous lesson.

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

MEETING STUDENTS' NEEDS

For students who will benefit from hearing the texts read aloud multiple times, use a text-to-speech tool such as Natural Reader, SpeakIt! for Google Chrome, or the Safari Reader to record some options for independent and research reading. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari Reader, an online doc will need to be created--for example, a Google Doc, containing the text. Also, offer audiobooks for independent reading. Providing audio support helps ELLs by giving them more than one way to access English text, as listening skills and reading skills in a second language can develop at different rates. For students whose listening skills are more developed in English, the audio supports their reading of the text as they follow along. Audio enables students whose English reading skills are more developed to hone their listening skills with the scaffold of the text. As students listen to the audio, they also learn how to pronounce words.