A. Engage the Learner (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 2, Lesson 1. Once students have completed their entrance tickets, use a total participation technique to review their responses. Explain to students that they will see which questions the article answers as they closely read it in this lesson.

• 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.

MEETING STUDENTS' NEEDS

In the opening discussion of the difference between finding the central idea or theme in informational and fictional texts, use a visual analogy to make this discussion more comprehensible to ELLs, who may find following a discussion with unfamiliar academic language difficult without a supporting visual analogy. For example, contrast a photograph of people doing something in a real landscape against an illustration of people doing something in a fantastic made-up landscape. Ask students to describe the central idea or theme for each picture. Then invite them to point out how figuring out the main idea or theme for the photograph is similar to figuring out the main idea in an informational article, and how figuring out the main idea or theme in the illustration is similar to figuring out the main idea or theme in a literary text. To further support metacognitive language development, ask students to discuss how using a visual analogy helps them understand complex text structures. In general, using visual analogies to convey complex concepts supports language development by giving students a chance to very directly and immediately understand a concept through sight, and then bring their own language to the concept.

• With student support, record the meaning of the phrase central ideas (the main point[s] an author is making and wants the reader to take away) and the word summarize (to give a brief statement of the main points) on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above each key term to scaffold students' understanding.

• Lead a brief discussion about the meaning of central ideas in a literary text. First, point out that the word ideas is plural. Tell students that there is often more than one central idea in a text, which is why the learning target says "central ideas" rather than just "central idea."

MEETING STUDENTS' NEEDS

Extend the process described at left by following it up with a Pair Share in which partners discuss the main ideas and themes of a different set of photos and illustrations. In addition to supporting ELLs' comprehension of the opening task about central ideas, this activity also develops their listening and speaking skills by giving them opportunities to speak about a complex concept with a peer.

• Engage students in a discussion of central ideas in informational texts as compared to central ideas and themes in literary texts. Ask:

"How are central ideas and themes the same in literary and informational texts, and how they are different?" (In literary texts, the author develops themes and central ideas through the characters, settings, description, and plot, but in informational texts, the author uses different tools, like interviews, historical information, and different kinds of evidence. But in both cases, central ideas are what the books or articles are mostly about. In literary texts, themes are also about a message or a statement the author is trying to make about the world outside the book.)

A. Close Read: “The ‘Lost Girls’ of Sudan” – RI.7.2 (25 minutes)

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

“I can determine two or more central ideas in ‘The “Lost Girls” of Sudan’ article and analyze their development over the course of the text.”

“I can write an objective summary of ‘The “Lost Girls” of Sudan’ article.”

• Focus students on the Close Readers Do These Things anchor chart, and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt from the text through close reading. Also, display the Criteria of an Effective Informative Summary anchor chart, which students can consult as they write their summaries at the end of the close reading.

MEETING STUDENTS' NEEDS

Instead of distributing vocabulary logs for students to fill in, provide a list of definitions for difficult words in the article to use as a kind of glossary, and highlight the words defined in the article itself. Glossing unfamiliar vocabulary supports ELLs by providing them with definitions for words they may not know or know only partially.

Use the differentiated note-catcher with central ideas filled in. The differentiated note-catcher focuses and narrows the scope of the task to scaffold ELLs, who may not understand all the language in the video.

• Move students into predetermined triads.

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and review what collaboration looks and sounds like. Inform students that they will have the opportunity to practice collaboration during the close reading. Also, direct students’ attention to the Work to Become Ethical People anchor chart, and review what it means to show empathy. Inform students that they will have the opportunity to practice empathy as they read about the Lost Girls of Sudan.

• Display and distribute the “The ‘Lost Girls’ of Sudan” by Ishbel Matheson text and “The ‘Lost Girls’ of Sudan” by Ishbel Matheson ▲ text as necessary for students who need extra support. The differentiated text supports students’ understanding with gists for each section. ▲

• Use Close Reading Guide: “The ‘Lost Girls’ of Sudan” (for teacher reference) to set the purpose of the close read and to guide students through a close reading of this excerpt. Refer to the guide for how to integrate the following:

  • Close Read: “The ‘Lost Girls’ of Sudan” note-catcher and Close Read: “The ‘Lost Girls’ of Sudan” note-catcher ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ understanding and analysis with central ideas and sentence starters. ▲

• After guiding students through the close read of the article, ask them to Think-Pair-Share:

“Which habit of character did you see in this article? Who demonstrated them? What did they look or sound like?” (Possible response: The lost girls demonstrate perseverance as they work hard in a bad situation. Mr. Mable shows empathy when he says that the girls are truly lost. He understands the difficult situation the girls are in.)

• Refer to Close Read: “The ‘Lost Girls’ of Sudan” note-catcher (example for teacher reference) as necessary. Students can use their vocabulary logs to record vocabulary they learn during the close reading.

MEETING STUDENTS' NEEDS

During Work Time A, distribute a partially completed copy of the "The 'Lost Girls' of Sudan" note-catcher to support ELLs, who may not be familiar with the language necessary to connect the abstract concepts in the note-catcher's header with specific examples from the text.

Refer to the provided examples in "The 'Lost Girls' of Sudan" note-catcher, and select one or two to include in students' note-catchers for reference. Explain the examples and why they are there while distributing the note-catcher.

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

B. Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 – RI.7.2 (10 minutes)

• Repeated routine: follow the same routine as with the previous lessons to facilitate a Language Dive with the following sentence:

“But while many of the boys—who became known as the ‘Lost Boys’—were resettled in the United States, the girls’ claim for equal treatment was overlooked.”

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: “The ‘Lost Girls’ of Sudan,” Paragraph 10 (for teacher reference)

  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 sentence chunk strips

  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 note-catcher

  • Language Dive: “The ‘Lost Girls’ of Sudan,” Paragraph 10 note-catcher (for teacher reference)

A. Make Connections - RL.7.9 (5 minutes)

• Display the Questions about A Long Walk to Water anchor chart from Unit 1. Guide students through the Back-to-Back and Face-to-Face protocol so they can discuss with a partner which questions from the chart were answered by the article. Students can draw on their responses on the entrance ticket.

• Use the following steps to guide students through an intentional Back-to-Back and Face-to-Face:

1. 1. Have students find a partner and stand back-to-back, being respectful of personal space.

   2. Have students wait for the question that they will be asked to discuss with their partner.

   3. Have students think about what they want to share and how they might best express themselves.

   4. Say, "Face-to-Face," and have students turn, face their partners, and decide who will share first if not already indicated.

   5. Have students listen carefully when their partner is speaking, and be sure to make eye contact.

   6. Give the signal for students to find a new partner, stand back-to-back, and wait for a new question.

   7. Repeat for as many rounds as appropriate or needed.

• Have students record the question(s) and how it was answered by the article "The 'Lost Girls' of Sudan" on their Make Connections note-catcher. Ask volunteers to share their responses with the class, recording them on the anchor chart to support all students.