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

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 8.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then add antelope, wildebeest, and gnu to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the words 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 6 (10 minutes)

• Repeated routine: follow the same process as with previous lessons for students to read chapter 6 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 6 document to review the key details from chapter 6. 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, do an "information gap" activity with the gist of chapter 6. Write half of a gist statement on the board, and encourage students to fill in the rest themselves on the sticky notes they have been using to record the gist for chapter 6 of A Long Walk to Water.

• Gist:

  • Nya: likes lake: no walk to water; mother hates lake: no house and husband and son in danger

  • Salva: uncle in group, shoots an antelope, all get sick; Marial missing . . . lion?

B. Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6 (25 minutes)

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

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

"I can analyze how the setting shapes the characters and plot in chapter 6 of A Long Walk to Water."

"I can analyze how an author develops and contrasts the points of view of different narrators in chapter 6 of A Long Walk to Water."

• Distribute Mid-Unit 1 Assessment: Analyze Setting, Plot, and Point of View: A Long Walk to Water, Chapter 6. Ask students to read the title of the assessment and Turn and Talk to determine the meaning of the word assessment based on context, word parts, and previous experience. Use equity sticks to share the meaning of the word (an evaluation or test).

• Direct students' attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

  • Setting/Characters/Plot anchor chart

  • Point of View anchor chart

• Remind students to refer to these anchor charts as they answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Ethical People anchor chart, and specifically, on integrity.

• Read aloud the habit of character recorded:

"I behave with integrity. This means I am honest and do the right thing, even when it's difficult, because it is the right thing to do."

• Invite students to Turn and Talk to an elbow partner:

"Using the anchor chart as a guide, what does integrity mean in your own words?" (honesty, trustworthiness)

• Ask students to Think-Pair-Share:

"What does integrity look like? What might you see when someone is showing integrity?" See Work to Become Ethical People anchor chart (example for teacher reference).

"What does integrity sound like? What might you hear when someone is showing integrity?" See Work to Become Ethical People anchor chart (example for teacher reference).

"What will help you feel you can succeed at this assessment?" (Responses will vary. Possible response: Making sure I know what's expected of me, what the expectations are, how to complete the assessment, and working hard will all help me succeed.)

MEETING STUDENTS' NEEDS

During Work Time B, while introducing the series of anchor charts that students can refer to during the assessment, select one or two of the charts that are the most useful for ELLs, and read them aloud with brief descriptions of how to potentially use them to help address the text-dependent questions on the assessment. Reading aloud selected charts makes them more accessible to ELLs.

• Remind students that because they will be reading and answering questions independently for the assessment, they will have to practice integrity.

• Invite students to begin the assessment.

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

A. Reflect on Learning Targets (5 minutes)

• Give students specific, positive feedback on their completion of the mid-unit assessment.

• 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 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 understood what I was doing and what was being asked of me, which helped me succeed as well.)