A. Engage the Learner - RL.7.7 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 2. Once students have completed their entrance tickets, use a total participation technique to review their responses. Invite a few volunteers to read aloud their chosen paragraph to the class.

• 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.

A. Read A Long Walk to Water, Chapter 17 - SL.7.1 (15 minutes)

• Repeated routine: follow the same process as previous lessons for students to read chapter 17 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 17 document to review the key details from chapter 17. 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: making a school for boys AND girls

  • Salva: visits with dad, has idea to help Sudan, asks many people for help

• 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: Nya's father demonstrates compassion for the children by building them a school. Salva demonstrates perseverance as he turns his idea into a reality, respect for his father as he comforts him, and responsibility as he speaks to audiences.)

B. Compare Audio to Text – RL.7.7 (15 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 17 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.

• Distribute the Compare Audio to Text: A Long Walk to Water Chapter 17 note-catcher and Compare Audio to Text: A Long Walk to Water Chapter 17 note-catcher ▲ as necessary for students who need extra support. The differentiated note-catcher supports students’ analysis with sentence starters. ▲

MEETING STUDENTS' NEEDS

In Work Time B, as in the previous lesson, 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.

• Tell students that they will now listen to an excerpt of the audiobook from pages 103–104. 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. Invite students to write down what they notice in the first section of the note-catcher, under “First Listen.” Play the Audiobook version of A Long Walk to Water (2:15:30–2:17:04) on the device. Consult Compare Audio to Text: A Long Walk to Water, Chapter 17 note-catcher (example for teacher reference) as necessary.

• Ask students to share out some of what they noticed. (Responses will vary but may include: There is music at the beginning of the chapter. The speaker is a female. She uses different accents and ways of changing her voice to show emotion or what is happening.)

• 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. Invite students to reread these silently before starting the audio. 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. Inform or remind students about what mood means when discussing texts: the feelings or emotions that a passage conveys. Place mood on the domain-specific word wall, allowing time for students to record it in their vocabulary logs. Explain that the tone of voice for a speaker can also develop a mood or emotion. 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 students to Turn and Talk:

“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.)

• Once students have completed the Compare Audio to Text:  A Long Walk to Water, Chapter 17 note-catcher, invite them to share their responses to the “Reflection” section. Remind students that they will be writing a narrative for elementary school students that is meant to be read aloud. Ask for volunteers to share their thoughts about how written books and audiobooks are both similar and different. (Responses will vary but may include: The words in both the audio and text versions are the same. An author can describe how things are said, but a reader can actually say them. In text versions, the reader imagines the voices of the characters, but in the audio version the reader chooses how they sound.)

MEETING STUDENTS' NEEDS

In Work Time B, as in the previous lesson, 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 supports ELLs by allowing them to improve their comprehension by repeating language they may not understand and thinking it through again.

• Invite students to Think-Pair-Share about the following question:

“What have you learned so far from comparing the text and audio versions of A Long Walk to Water that will help you write your own texts that are meant to be read aloud?” (We’ve learned about how readers say words that are in italics or followed by exclamation points differently from other words. We’ve also learned that readers say dialogue in different ways to make the story clearer.)

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

A. Language Dive: A Long Walk to Water, Page 103 - RL.7.4 (10 minutes)

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

"When at last she was able to speak, it was only in a whisper."

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: A Long Walk to Water, Page 103 (for teacher reference)

  • Language Dive: A Long Walk to Water, Page 103 sentence chunk strips

  • Language Dive: A Long Walk to Water, Page 103 note-catcher

  • Language Dive: A Long Walk to Water, Page 103 note-catcher (for teacher reference)

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

MEETING STUDENTS' NEEDS

Before inviting students to share their responses to the "reflection" section of the note-catcher, encourage them first to share their reflections with an elbow partner sitting close to them, enabling ELLs to practice their responses in a more supportive context before sharing them with the whole class. Such pre-sharing with partners prior to whole-class sharing builds ELLs' speaking confidence, making them more willing to speak up in whole-class settings because they have already had a chance to rehearse what they wish to say.

When doing the partner share recommended in Lighter Support, provide students with sentence stems for responding to their partner, based on the following Goal 1 Conversation Cues:

Can you say more about that?

Can you give an example?

Using these Conversation Cues with their partners helps ELLs in two ways. It provides ELLs with the language they need to keep a conversation going with a partner and also fosters the development of their oral language skills by allowing them to elaborate on and extend their initial comments.