A Long Walk to Water

1. ELA Module 7.1.1L4 Agenda A Long Walk to Water • Opening • Introducing Learning Targets • Work Time • A. Engaging the Reader: Framing the Guiding Question • B. Guided Practice: Gathering Evidence and Inferring about Character • Closing and Assessment • Revisit Learning Targets with Exit Ticket • Homework

2. Learning Targets Long-Term Targets • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1) • I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6) • Today’s Lesson Targets • I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water. • I can analyze how Linda Sue Park develops and contrasts the points of view of Nya and Salva in A Long Walk to Water.

3. A Long Walk to Water, a novel by Linda Sue Park Materials A Long Walk to Water Gathering Evidence graphic organizer for Character Development )

4. A Long Walk to Water: Lesson Vocabulary

5. A Long Walk to Water: Learning Targets • “I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water.” • “I can analyze how Linda Sue Park develops and contrasts the points of view of Nya and Salva in A Long Walk to Water.”

6. A Long Walk to Water: Opening Pair Up with your “B Day” partner! With your partner, Think-Pair-Share about what evidence means and give examples of evidence. Be prepared to share out with the class.

7. A Long Walk to Water: Opening Evidence

8. A Long Walk to Water: Framing the Guiding Question “How do culture, time, and place influence the development of identity?”

9. A Long Walk to Water: Framing the Guiding Question “What are examples of how someone’s culture shapes their identity?”

10. A Long Walk to Water: Framing the Guiding Question “What are two examples of how the time period in which someone lives shapes their identity?”

11. A Long Walk to Water: Framing the Guiding Question “What is one example of how the physical place in which someone lives shapes their identity?”

12. A Long Walk to Water: Gathering Evidence and Inferring about Character Gathering Evidence graphic organizer The first column, titled “Detail/Evidence,” is where you will gather quotes from the text. The third column, titled “Inference/Reasoning,” is where you will right your ideas about how the text is related to the Guiding Question.

13. A Long Walk to Water: Gathering Evidence and Inferring about Character With your partner, Think-Pair-Share about “What does it mean to infer?” Be prepared to share out with the class.

14. A Long Walk to Water: Gathering Evidence and Inferring about Character As a class, open A Long Walk to Water to page 2, near the beginning of Chapter 1. Read silently as the teacher reads aloud the first two paragraphs on the page, ending with the line, “…which was why he was letting his mind wander down the road ahead of his body.”

15. A Long Walk to Water: Gathering Evidence and Inferring about Character With your partner, Think-Pair-Share about “What does it mean to infer?” Be prepared to share out with the class.

16. A Long Walk to Water: Gathering Evidence and Inferring about Character Focus on the Gathering Evidence graphic organizer, specifically row 1: “Salva had three brothers and two sisters. As each boy reached the age of about ten years, he was sent off to school.” With your partner, discuss “Based on the example in the first row of the graphic organizer, how do you think the cited evidence from the text supports the inference?” Be prepared to share out with the class.

17. A Long Walk to Water: Gathering Evidence and Inferring about Character With your partner, repeat with the second row. (The right-hand column is only partially completed for you. Think, then turn and talk with your partner about how you might finish the sentence “This affects his identity…” “How did the time period when Salva grew up affect who he is?” Be prepared to share out with the class.

18. A Long Walk to Water: Gathering Evidence and Inferring about Character With your partner, repeat with the third row, with the quotation about Nya. “How did where Nya lives affect who she is?” Be prepared to share out with the class.

19. A Long Walk to Water: Gathering Evidence and Inferring about Character I will now read aloud from the remainder of Chapter 1. I will pause along the way so you can add your thinking to the Gathering Evidence graphic organizer. DO NOT put any mark in the final (right-hand) column of the graphic organizer.

20. A Long Walk to Water: Reading for the Gist • Chunk 1: Nya’s story (page 1; corresponds to row 3 on the graphic organizer) • Chunk 2: Salva’s story (page 1 “Southern Sudan 1985” through page 4 “…but, oh, how delicious those bites were!” • Chunk 3: Salva’s story, cont. (page 4 “Salva swallowed and turned his eyes back…” through page 6 “Go! All of you, now!”) • Chunk 4: Salva’s story, cont. (page 6 “The war had started…” through end of the chapter “Away from home.”

21. A Long Walk to Water: Gathering Evidence and Inferring about Character Turn your attention to Chapter 2. Focus on either Nya or Salva; reread at least one page of Chapter 2, and add at least one more piece of evidence and reasoning on the Gathering Evidence graphic organizer without help from others.

22. A Long Walk to Water: Closing • I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water. • I can analyze how Linda Sue Park develops and contrasts the points of view of Nya and Salva in A Long Walk to Water.

23. Ticket Out the Door: Long Walk To Water, a novel by Linda Sue Park . Circle one row on their Gathering Evidence graphic organizers that you think best exemplifies your ability to analyze how Linda Sue Park develops and contrasts the Nya and Salva’s points of view. Write on the graphic organizer an explanation of why they selected this evidence. Possible Sentence Starters I think this example shows my abilities to cite evidence because… or “I selected this evidence because it tells me ____ about the characters in the book.”

24. A Long Walk to Water: Homework Read Chapter 3 for gist and record in Columns 1, 2, and 4 in Reader’s Notes.