A. Engage the Learner - RI.7.6 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 9.\

MEETING STUDENTS' NEEDS

Before asking the question about the last words of a A Long Walk to Water, remind students of the meaning of purpose and introduce the meaning of the expression walk the walk, since it is an idiomatic expression that many ELLs may not be familiar with.

• 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.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then, with student support, record the meanings of the words ebook (digital books that are read using devices such as phones, tablets, ebook readers, or computers) on the academic word wall and author's note (writer's description of how or why he or she wrote a book, or what he or she wants the reader to know) on the domain-specific word wall, with translations in students' home languages. Write synonyms or sketch a visual above each key term to scaffold students' understanding. Invite students to record the words in their vocabulary logs.

MEETING STUDENTS' NEEDS

Supply sentence starters for responding to the question about the last words in A Long Walk to Water.

I think these words mean . . .

These words explained the purpose of the book by . . .

A. Introduce the Performance Task – W.7.4 (15 minutes)

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

“I can generate criteria for an effective ebook.”

• Display and distribute copies of the Performance Task Directions and review them, asking students to Turn and Talk to summarize the directions and comment about anything that surprises or concerns them. (Ask students with concerns to write their names on the board, so they can get some support.)

• Display the Performance Task anchor chart, and ask students to Think-Pair-Share about additional criteria they must include in their ebook to make it effective and to comply with the directions. Record student responses on the chart. Consult the Performance Task anchor chart—revised (example for teacher reference) as necessary.

• Inform students that today they will be writing their author’s note to prepare for creating their ebook in the following lesson.

MEETING STUDENTS' NEEDS

In Work Time A, do one of the suggested supports listed under Heavier Support, rather than both of them combined: either provide time for students to briefly sketch or jot down their plans for their author's note before writing it, or provide time for them to briefly describe their ideas for their author's note to a partner. This strategy of sketching or doing oral rehearsal before writing supports ELLs by providing them with opportunities to generate, in advance, some of the language they will likely use in their writing, reducing the burden of mentally searching for the correct words in an unknown language as they write and freeing them up to focus more on expressing and connecting their ideas as they occur.

• Display the author’s note from Nasreen’s Secret School (with technology). Ask for volunteers to recall what the author’s note is about. (Responses may vary but could include that it explains what the author did when writing her ebook as well as talks about the habits of character of Nasreen.)

• Invite students to retrieve their copies of A Long Walk to Water and turn to the author’s note on page 118. Ask students to work with elbow partners to reread the author’s note and write down what they think the purpose of the author’s note is. Students can share their responses from the Opening activity at this time.

• After 5 minutes, refocus the whole group and cold call students using equity sticks to share what the purpose of the author’s note is. (The purpose is to explain the process the author used to write the story and to talk about what happened after the book was published. She also talks about the habits of character Salva used to survive and help others in Sudan.)

• Focus students on the way the author explains the rationale for writing the narrative and the research the author did. Using a total participation technique, invite responses from the group:

“Why does the author want you to know why the narrative was written?” (because it helps the reader understand the purpose of the narrative)

“Why does the author want you to know that he or she researched before writing?” (It gives the story credibility; even though it’s a narrative, it is important that the reader knows it is factually accurate to be able to engage more in the story.)

• Ask for student volunteers to respond to the questions:

“In preparing your narratives, what did you do to find out about the characters and events in A Long Walk to Water? Which texts or videos did you read or watch?” (We read informational texts about the Lost Boys and the Lost Girls of Sudan and watched parts of a video about the Lost Boys. We also did our own research to answer questions about the events and characters in A Long Walk to Water.)

• Ask students to Think-Pair-Share:

“How will referring to your research in your author’s note help readers understand the habits of character in the narrative better?” (By sharing our research, we will let the reader know that the habits of character in the story are based on the experiences of real people. This will make the reader more interested and possibly think more about how the habits of character can be used in their own lives.)

MEETING STUDENTS' NEEDS

In Work Time A, after the author's note task is introduced but before students begin doing the task, provide time for students to sketch or jot down some ideas for their author's notes and share their author's notes ideas with a partner. This strategy of sketching or doing oral rehearsal before writing supports ELLs by providing them with opportunities to generate, in advance, some of the language they will likely use in their writing, reducing the burden of mentally searching for the correct words in an unknown language as they write and freeing them up to focus more on expressing and connecting their ideas as they occur.

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

B. Write Author's Note - W.7.2 (20 minutes)

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

"I can use technology to create the author's note for an ebook."

• Inform students that they will now work independently to draft their author's note for their ebooks. Remind students to focus on the research they did as well as the habits of character displayed in the story. Have students Think-Pair-Share:

"What are some of the habits of character you identified for your stories? How do these habits of character help teach valuable lessons to readers?" (Responses will vary. Possible response: I identified perseverance as a habit of character in my story since the characters must continue through a lot of difficulty. This can apply in many life situations, such as facing challenges in school or facing obstacles in achieving your goals.)

• 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. Also, some students have strengths in writing and others need help growing in their writing. Invite students to offer themselves as experts in technology or writing and other students to partner with these students as necessary to grow.

• Invite students to begin their author's note using the necessary word-processing devices and software. They may need to review their Narratives from End of Unit 3 Assessment: Write a Narrative about a Lost Boy or Girl of Sudan, drafted in the previous lesson, their Narrative Writing Plan graphic organizers, or their notes and articles from throughout the module.

• Circulate and monitor the students as they draft their author's note.

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

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

• Ask students to reread their author's note and identify one strong sentence and one sentence that needs work. Have students Turn and Talk with a partner to share these sentences and get advice on how to improve the ones that need work. If time allows, ask volunteers to share with the class their sentences and plans for improvement.

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