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

• Repeated routine: students respond to prompts on Entrance Ticket: Unit 3, Lesson 1.

• Repeated routine: follow the same routine as in previous lessons to review the learning target and the purpose of the lesson, reminding students of any similarities between this learning target and those from previous lessons.

• Once students have completed their entrance tickets, use a total participation technique to review their responses (except for prompt 3, which will be shared during Work Time B). With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the words techniques (specific methods for doing something), version (a particular form of something), audio (related to or using sound), and effect (something produced by something else) in the learning target. Record on the academic word wall, with translations in students' home languages where appropriate, and invite students to revise the definitions in their vocabulary logs.

MEETING STUDENTS' NEEDS

Write or type the words while deconstructing them so students have both a visual and aural representation of the words. This supports ELLs by giving them more than one mode through which to understand and recall the word.

Instead of deconstructing all of the words on the list with students, directly define some of the words, and then carefully deconstruct one or two words. The reduction in the amount of metacognitive language makes it easier for ELLs and others to grasp the definitions of all the words covered but still provides opportunities for all students to practice deconstructing the meanings of words.

A. Read A Long Walk to Water, Chapter 16 - SL.7.1 (15 minutes)

• Repeated routine: follow the same process as previous lessons for students to read chapter 16 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 16 document to review the key details from chapter 16. 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: men clearing land for new building

  • Salva: 6 years in Rochester: study business, play volleyball; finds father, goes to visit

• Once students have finished reading and reflecting on the chapter, ask them to go Back-to-Back, Face-to-Face:

"Which habits of character did you see in this chapter? Who demonstrated them? What did they look or sound like?" (Responses will vary. Possible response: Salva demonstrates courage [to travel back home], perseverance [to deal with the challenges], and initiative [to create a plan].)

B. Compare Audio to Text – RL.7.7 (20 minutes)

• Review the learning target:

“I can compare and contrast a written story to the audio version of the story and analyze the effect of the techniques.”

• Inform students that they will now listen to an audio version of a section of chapter 16 from A Long Walk to Water, which they just read. Tell students that they will be comparing the text and the audio to look for ways that the audio adds to the text or is different from it. Invite students to retrieve their entrance tickets. Ask for volunteers to share their thoughts in response to the entrance ticket questions:

“What are some ways that listening to something read is different from reading it? What can a reader do that words on a page can’t do alone?” (Responses will vary, but may include: When listening to something, you can hear different voices or different emotions. A reader can change how loud or soft or fast or slow they read the text to create different effects.)

• Distribute the Compare Audio to Text: A Long Walk to Water, Chapter 16 note-catcher and Compare Audio to Text: A Long Walk to Water, Chapter 16 note-catcher ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ analysis with sentence starters and images. ▲ Tell students that they will now listen to a minute of the audiobook from pages 100–101. Place students in pairs for listening to the audio and answering the questions on the note-catcher. Ask students to only listen to this first reading, paying attention to what they notice about the reader’s voice or technique, so that they can grapple with what is new and different about the audio version of the text. Invite students to write down what they notice in the first portion of the Compare Audio to Text Chapter 16 note-catcher, under “First Listen.” Consult Compare Audio to Text: A Long Walk to Water, Chapter 16 note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

In Work Time B, preview the audio recording by pointing out particular sections students should pay attention to that add to the text or are different from it. Letting students know which sections of the recording to pay close attention to in advance makes the task of following the recording more accessible for ELLs and others.

• Ask for student responses. (Responses will vary but may include: The reader was a man. He changed his voice for certain parts. He became excited and louder as he read.)

• Now inform students that they will listen to the audio again, and this time, they should focus on the first two questions on the note-catcher. Read these questions aloud. Replay the audio, and invite students to answer the first two questions with their partners. Ask for volunteers to share their responses, and correct any misunderstandings before moving forward.

• Inform students that they will listen to the audio one more time to answer the remaining questions on the note-catcher with their partners. Read the questions aloud. Tell students that for the reflection question, there is no “right” answer, but students should think about how the audio affected their understanding of the text. Direct students’ attention to the graphic organizer. Ask the following questions:

“What are you going to record in this first column? How does that information connect to the information in the next few columns?” (Possible response: All of the columns relate to the same kind of effect, so the effect must show up in the text and in the audio, and have an example that is about both the text and the audio. Each item in each row relates to the next.)

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

MEETING STUDENTS' NEEDS

In Work Time B, let students control how many times they listen to, pause, stop, start, and replay the audio recording if they are using individual laptops and headphones. This repeated listening strategy allows ELLs to repeat language they may not understand and think it through again to improve their comprehension.

A. Review Student Answers - SL.7.1 (5 minutes)

• Invite students to share their responses to the "Reflection" section of the Compare Audio to Text Chapter 16 note-catcher. Remind students that they will be writing a narrative for elementary school students that is meant to be read aloud. Invite students to Think-Pair-Share about the following questions:

"How will comparing the audio and text versions of A Long Walk to Water help you write your own stories that are meant to be read aloud?" (Since our stories are going to be read aloud for elementary school students, listening to audio versions of the text will help us write in ways that could be more exciting or interesting to listeners.)

• Incorporate reflection on and awareness of the following academic mindset: "My ability and competence grow with my effort."

• Think-Pair-Share:

"How much effort did you put into comparing the audio to the text? How did your effort affect your ability?" (Possible response: I tried really hard, and that helped me grow my ability to compare audio to text. If I hadn't tried as hard, I wouldn't have learned as much.)

• Distribute the Homework Resources, and review the format of the document and this lesson's specific assignment with students.