A. Engage the Learner - W.7.3a (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 6. Students will review their responses to the entrance ticket in Work Time B.

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

• With student support, record the meanings of the words plot (the story or sequence of events in a narrative) and mirror (to follow or use as a model) on the domain-specific word wall and academic word wall, with translations in students' home languages. Write synonyms, or sketch a visual above each key term to scaffold students' understanding. Have students record these words in their vocabulary logs.

A. Language Dive: Nasreen's Secret School, Page 22 - 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:

"Now she can see blue sky beyond those dark clouds."

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: Nasreen's Secret School, Page 22 (for teacher reference)

  • Language Dive: Nasreen's Secret School, Page 22 sentence chunk strips

  • Language Dive: Nasreen's Secret School, Page 22 note-catcher

  • Language Dive: Nasreen's Secret School, Page 22 note-catcher (for teacher reference)

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

B. Explore Model Plot – W.7.3 (10 minutes)

• Display and invite students to retrieve their Narrative Writing checklist. Point out the following criterion:

  • W.7.3a: I organize events in a sequence that unfolds naturally and logically.

• Inform students that today they will plan the plot of their narratives. Explain that they will be using what they know about the journey of the Lost Boys and Girls of Sudan as an example for the plots of their stories. First, they will examine the plot of Nasreen’s Secret School to prepare for planning their own plots.

MEETING STUDENTS' NEEDS

In Work Time B, before having students fill out the plot section of the Narrative Writing Plan graphic organizer, allow them to orally rehearse their potential plots with partners. This oral rehearsal helps ELLs by allowing them to develop the language they will need to write their plots through collaborative oral discussion with peers in which they are likely to have opportunities to learn relevant new vocabulary and to practice extending their own ideas in more complex forms.

• Display the model narrative Nasreen’s Secret School on the device as well as the Nasreen’s Secret School plot map. If time allows, use a blank version of the plot map (in the Narrative Writing Plan graphic organizer), and invite students to help fill in the boxes on the plot map. Otherwise, ask students to Turn and Talk:

“What are the different parts of a narrative or story? Where do you see these in Nasreen’s Secret School?” (The different parts of a story are background, climax, reflection, and ending. In Nasreen’s Secret School, the background is given in the beginning when the author tells us about Nasreen, her parents, and her school. The climax happens near the end when Nasreen returns to school and speaks to her friend. The reflection is when the author tells how Nasreen’s skies are more blue, which is also the ending.)

• Discuss with students the background, events, climax, reflection, and ending from Nasreen’s Secret School, using the examples in the plot map to define the terms. Explain to students that they will be using the same kind of plot map to plan their narratives. ▲

MEETING STUDENTS' NEEDS

In Work Time B, before introducing the plot outline for Nasreen's Secret School, click through each of the images of the story, and have partners briefly retell the plot of the story to each other. This scaffolded retelling of the plot with visuals and partners helps ELLs by giving them an opportunity to collaboratively rehearse the kind of narrative language they will have to use independently in their writing, and also gives them a chance to practice discussing the plot in concrete terms before discussing it in abstract terms when looking at the plot outline.

• Remind students that just as with Nasreen’s Secret School, they will be writing for an elementary school audience and should keep the plot simple and appropriate for that age group. Ask students to examine the Nasreen’s Secret School plot map and Think-Pair-Share:

“How did the author of Nasreen’s Secret School use difficult events to tell the story without making it too complicated or difficult for elementary school students?” (Even though there were difficult and sad parts of the story, the story itself was simple. Also, even though not everything is happy at the end, Nasreen and her grandmother find hope.)

• Ask students to consider their responsibility in presenting the story in a certain way to elementary school students. Ask students to Think-Pair-Share:

“How will your audience affect the plot events you choose?” (We don’t want to make the plot too complicated. We don’t want to include too many sad events. We want to end with hope.)

• Remind students that an important purpose of their stories will be sharing the habits of characters that the Lost Boys and Girls of Sudan used. Ask students to Turn and Talk:

“What are Nasreen’s habits of character? How were Nasreen’s habits of character developed by the plot?” (Nasreen shows bravery and perseverance. The plot shows these habits because Nasreen had to persevere and be brave in order to learn things in school and share them with her grandmother.)

C. Plan Plot - W.7.3 (15 minutes)

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

"I can plan the plot of my narrative to mirror the story of a Lost Boy or Girl of Sudan."

• Invite students to retrieve their notes and articles from independent research reading and other nonfiction texts related to A Long Walk to Water. Ask students to Think-Write-Pair-Share to list some of the major events described in the novel and in the informational texts. Note these on the board in front of the classroom. Explain to students that as they select the events for their own plots, they should be thinking about how the character will react in those situations, and how the plot will help develop the habits of character that helped their character survive.

• Instruct students to take out their Narrative Writing Plan graphic organizer and work individually filling out their plot maps. Remind students of the time they spent for homework and in the entrance ticket activity thinking about a plot, and ask them to retrieve any notes or outlines they made based on their thinking. Circulate to ensure comprehension and to answer any questions.

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

A. Pair Share - W.7.5 (5 minutes)

• Inform students that they will now share their plot plans with a partner.

• Focus students on the Work to Contribute to a Better World anchor chart. Remind them that, as it says at the top of the chart, students learn to improve their communities.

• Read aloud the habit of character recorded:

"I use my strengths to help others grow."

• Invite students to Turn and Talk to an elbow partner:

"Using the anchor chart as a guide, what does this habit of character mean in your own words?" (helping others in our school or community or helping protect the environment)

• Ask students to Think-Pair-Share:

"What does this habit look like? What might you see when someone is showing this habit?" See Work to Contribute to a Better World anchor chart (example for teacher reference).

"What does this habit sound like? What might you hear when someone is showing this habit?" See Work to Contribute to a Better World anchor chart (example for teacher reference).

"How do you think sharing your ideas in pairs helps you work on this habit?" (Possible response: By being a good listener and offering constructive feedback to my peer, I am helping him or her grow.)

• Display and focus students on their Narrative Writing checklist.

• Invite students to provide feedback to their partner based on the Narrative Writing checklist, focusing on providing constructive (helpful and actionable) feedback to help their partner grow.

• Circulate to support students as they work together to give feedback to one another. Emphasize that students should record their peer's suggestions on their graphic organizer to incorporate when they draft their narratives.

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