A. Engage the Learner (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 2, Lesson 2. Once students have completed their entrance tickets, use a total participation technique to review their responses.

• 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.

• At this time, students can share their analysis of the difference between the terms main and central ideas.

A. Read A Long Walk to Water, Chapter 13 (15 minutes)

• Repeated routine: follow the same process as with previous lessons for students to read chapter 13 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 13 document to review the key details from chapter 13. 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.

• Gists:

  • Nya: trouble drilling but boss keeps them working

  • Salva: leads boys to new camp in Kenya; 11/2 years walking

"Which habits of character did you see in this excerpt? Who demonstrated them? What did they look or sound like?" (The drill boss demonstrates that he takes initiative and shows collaboration, empathy, and respect for his workers when he uses joking, hard work, and stern talks to keep them working. Salva also demonstrates that he takes initiative and shows collaboration, empathy, and respect when he uses joking, hard work, and stern talks to keep the boys walking and working together. The boys show perseverance as they endure hardships and yet keep walking from Ethiopia to Kenya.)

B. Analyze Main Ideas and Supporting Details in Video – SL.7.2 (20 minutes)

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

“I can analyze the main ideas and supporting details in a clip from God Grew Tired of Us.”

• Inform students that they will now watch a clip from the documentary God Grew Tired of Us and use a note-catcher to keep track of their ideas. Display and distribute the Main Ideas and Supporting Details: God Grew Tired of Us note-catcher and the Main Ideas and Supporting Details: God Grew Tired of Us note-catcher ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ analysis and summary writing with images and sentence starters. ▲

MEETING STUDENTS' NEEDS

In Work Time B, before playing the video clip a second time, list and state three or four images students should pay attention to, and notice how they convey the main ideas in the video. Encourage students to analyze these images in their note-catchers. By focusing and narrowing the scope of the viewing task, this support scaffolds ELLs, who may not understand all the language in the video.

• As necessary, have students grapple to explain and give examples of the video techniques from the key (images, maps, graphics, narration, interviews, music). Also, review the note-catcher and where they will write notes about details, main ideas, and the summary. As necessary, model using the note-catcher.

• Then play the video clip once through without interruption or note-taking, to support engagement and comprehension.

• Invite students to Turn and Talk with their partner, and then select volunteers to share out. (To support all students, break down this activity: students Turn and Talk and then share out on each question separately.)

“What is the gist of this clip? What is it mostly about?” (life in a refugee camp)

“What is the main idea of the clip?” (The boys were safer in the new camp, but life was still difficult.)

• Explain that students will view the video another time, so if they don’t yet know the main idea, they will have another chance to identify it. Play the clip for students again, inviting them to identify important images and dialogue from the movie, writing the details in the appropriate boxes on their note-catchers.

• Use equity sticks to select students to share out their responses to the following questions:

“How do certain images or conversations from the video help you understand it better? How do these details help support the main idea?” (Refer to Main Ideas and Supporting Details: God Grew Tired of Us note-catcher [example for teacher reference] as necessary.)

• Play the clip again as necessary.

• Focus students on the supporting details section of the note-catcher, and invite them to work with their partner to identify and record details that support the main idea.

MEETING STUDENTS' NEEDS

In Work Time B, in addition to following the steps for supporting ELLs suggested in the lesson itself, provide students with a list of specific images to attend to when watching the video. These should be images that embody the main idea of the video and that students can use to help them fill out the note-catcher and participate in the whole-class share. Preselecting some images for students to focus on supports ELLs by allowing them to pay more attention to understanding the language of the video and less attention to searching for the most relevant images.

As always when showing video, consider using or creating captions or subtitles. This supports ELLs by giving them more than one modality through which to understand the language of the video and also by helping them to better connect spoken and written English.

• Use equity sticks to select students to share out. Refer to Main Ideas and Supporting Details: God Grew Tired of Us note-catcher (example for teacher reference) as necessary.

• Ask students to complete the summary section of the note-catcher by writing about the main idea and the supporting details of the clip.

• Display the Criteria of an Effective Summary anchor chart, and ask students to Think-Pair-Share about the differences between a literary and an informational summary. Record student responses on the anchor chart. (Responses should include the following: Informational summaries include evidence such as facts, quotes, data, and images. Informational summaries don’t end with a theme statement.)

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

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

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

"I can explain how the ideas in the video answer our questions about the Lost Boys of Sudan."

• 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 video. Have students record the question(s) and how it was answered by the video on the Make Connections note-catcher. As volunteers share their responses with the class, record them on the anchor chart to support all students.

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

MEETING STUDENTS' NEEDS

Prior to asking students to do the note-catcher activity, record a sample question with students and a sample example of how the video answered the question. Modelling a task and providing a concrete example of how to do a task directly provides ELLs with some of the language they will need to do the task.

Prefill questions that were answered in the video.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.