A. Engage the Learner (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lessons 10-11. Students will share their responses to the entrance ticket at the end of Opening A.

• 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.

• Focus students on the Performance Task anchor chart, and remind them of the criteria for an effective ebook. Remind students that in this lesson, they will create their ebooks from their narratives and their author's note (and illustrations that they may have developed outside of class).

• Also remind students of the goal for the work they are doing with their ebook: creating a story that displays the habits of character of the Lost Boys and Girls of Sudan in order to share with third-grade students what they learned.

• Display Nasreen's Secret School (via technology) while using cues and prompts to emphasize critical features that show how the ebook is effective. At this time, have students Turn and Talk about their responses to the questions they answered in the entrance ticket activity.

A. Create Ebook - W.7.6 (60 minutes)

• Review the learning target:

"I can use technology to create an ebook."

• Model for students the process of copying their text into the ebook format. Remind students that in books for third-grade students, the number of words per page is limited.

• Focus students on the Work to Contribute to a Better World anchor chart, specifically on the habit of using strengths to help others grow. Remind students that some of them have strengths in working with technology, and some need help growing in their use of technology. Invite students to offer themselves as experts in technology and other students to partner with these students as necessary to grow.

MEETING STUDENTS' NEEDS

In Work Time A, after modeling the process for making the ebook, invite students to paraphrase and explain the directions in their own words. This strategy of paraphrasing directions supports ELLs and gives them a second chance to hear the language associated with the directions, as well as a chance to use their own speaking skills to express what they have just heard.

Carefully, define or point out the meanings of any linking words, such as also, since, while, etc., in the directions given for making the ebooks, as such linking words can seem particularly elusive to ELLs, who may have trouble understanding precisely what words and concepts they connect.

• Have students retrieve their Student response to End of Unit 3 Assessment: Write a Narrative about a Lost Boy or Girl of Sudan, their Student-generated author's note drafted in the previous lesson, and any visuals or illustrations they created for their narratives. Invite students to begin transferring their author's note, narrative, and illustrations to ebook format.

• Depending on time, students can also work on designing a cover for their ebooks. If they were able to create images in art class or for homework, students can work on transferring them (by scanning them). If not, consider guiding students through an image search using a free online source. If not, consider guiding students through an image search using a free online source (see Technology and Multimedia for suggestions).

MEETING STUDENTS' NEEDS

During Work Time A, strategically group newcomers with bilingual partners, if possible, so that the more fluent English speakers can support the newcomers with the ebook-making process. Simultaneously doing the task themselves and explaining it to a partner extends their own language skills as well.

• If there is no time to find pictures or illustrations, have students generate ideas for what kinds of pictures would add to the story and why.

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

A. Partner Share - W.7.5 (25 minutes)

• If time allows, have students share their ebooks with a partner, each reading their stories aloud and showing their illustrations.

• Refocus whole group.

• Give students one minute to think before inviting volunteers to share with the whole group:

"What was a highlight of this activity for you? Why?" (Responses will vary.)

• Display, repeat, and invite students to rephrase the question. If productive, cue students to expand the conversation by giving an example:

"Can you give an example?" (Responses will vary.)

• Give students specific, positive feedback on their ebooks, and encourage them to celebrate this accomplishment (e.g., "I saw a lot of you choosing which text to put on each individual page and deciding what kinds of font to use").

• Focus students on the Work to Contribute to a Better World anchor chart, specifically on the habit of applying their learning to help in their school or communities.

• Ask students to Think-Pair-Share:

"How did this task give you a chance to apply your learning to helping your school or community?" (Responses will vary. Possible response: By learning how to publish this ebook, I was able to spread the message of the Lost Children. This will help others learn from their story and habits of character.)