A. Engage the Learner - L.7.4 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 7.

• 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."

• Once all students have completed the entrance ticket, use total participation techniques to select students to share their responses with the whole group.

• Remind students that when using a dictionary, there are often multiple definitions of a word, so they need to read each to see which fits best in the given context. Add luscious to the academic word wall with translations in home languages where appropriate, and invite students to add the word to their vocabulary logs.

• 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.

A. Read A Long Walk to Water, Chapter 5 (15 minutes)

• Repeated routine: follow the same process as with previous lessons for students to read chapter 5 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 5 document to review the key details from chapter 5. 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.

MEETING STUDENTS' NEEDS

During Work Time A, encourage students to share the group consensus on the gist of the text.

• Gists:

  • Nya: family moves to lake; must dig hole and wait for water

  • Salva: meets new friend Marial; walk together in lion-country

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

"Which habit of character does Marial show when he understands Salva's loneliness and need to find his family?" (Possible response: Marial shows empathy when he understands Salva's loneliness and need to find his family.)

B. Analyze Setting, Characters, Plot, and Point of View: A Long Walk to Water, Chapter 5 – RL.7.3, RL.7.6 (20 minutes)

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

“I can analyze how the setting shapes the characters and plot in chapters 4 and 5 of A Long Walk to Water.”

“I can explain how the author develops and contrasts the points of view of Marial and Salva in chapter 5 of A Long Walk to Water.”

• Group students strategically into triads, and display and distribute Text-Dependent Questions: A Long Walk to Water, Chapter 5 and Text-Dependent Questions: A Long Walk to Water, Chapter 5 ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ analysis with suggested central ideas and sentence starters. ▲

MEETING STUDENTS' NEEDS

During Work Time B, when setting up triads to answer the text-dependent questions on chapter 5 of A Long Walk to Water, pair ELLs with native speakers who can effectively model the language necessary for answering the text-dependent questions. Because answering text-dependent questions often requires academic language, which may be less familiar to ELLs, giving them the opportunity to initially work with native speakers can provide valuable scaffolding. This assistance can be removed in later lessons as ELLs become more familiar with the academic language associated with text-dependent questions.

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