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A Long Walk to Water

A Long Walk to Water. Scenarios. View the card on your desk Black – scenario 1 Red – scenario 2 Read your scenario from the board Get in to partners (1 red and 1 black card) scenario 1 people go first - describe your reaction Scenario 2 – share your reaction. Download Book. Open Enlight

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A Long Walk to Water

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  1. A Long Walk to Water Unit 1 Lesson 1

  2. Scenarios • View the card on your desk • Black – scenario 1 • Red – scenario 2 • Read your scenario from the board • Get in to partners (1 red and 1 black card) • scenario 1 people go first - describe your reaction • Scenario 2 – share your reaction Unit 1 Lesson 1

  3. Download Book • Open Enlight • Log in • wbb36931 Unit 1 Lesson 1

  4. Reading the Map • Create a I Notice/I Wonder Chart • Looking at the map – share out what you notice or wonder Unit 1 Lesson 1

  5. Where is Southern Sudan Unit 1 Lesson 1

  6. Initial Thoughts • Turn and talk to a partner – what is this story going to be about? Unit 1 Lesson 1

  7. Let’s Get Started • As we read, think about SURVIVAL. What does it mean to survive? How do people survive? Unit 1 Lesson 1

  8. Review Gist • What is a gist? • What was the gist in Middle School, the Worst Years of My Life? Unit 1 Lesson 1

  9. Gist Notes • MBC – Our Group – Resources – ALWTW – Gist Notes • Put them in to Noteability • We will be writing gists for each chapter on each character Unit 1 Lesson 1

  10. Background Video • Watch the following videos for background information • A Walk in Sabina’s Shoes (13 minutes) • http://www.youtube.com/watch?v=-bEtqZoD4V4 • Life in Southern Sudan (37 minutes) • https://www.youtube.com/watch?v=_lesvJ7MTdQ Unit 1 Lesson 1

  11. Homework • Read Chapter 1-2 Unit 1 Lesson 1

  12. Review Gist • Get out gist notes • Class discuss – gist for Nya and Salva from chapter 1 • Write it • Turn and talk – gist for Nya in chapter 2 • Discuss/write it • On own, write gist for Salva chapter 2 • Write it Unit 1 Lesson 1

  13. Let’s Read • We will continue to read the entire book. • After each chapter we will stop and write a gist for each character. • Homework will be told at the end of each class Unit 1 Lesson 1

  14. What do Close Readers Do? • What did we do during our first read of the text? • So…Get the gist of what a text is about Unit 1 Lesson 1

  15. Let’s Read • We will continue to read the entire book. • After each chapter we will stop and write a gist for each character. • Homework will be told at the end of each class Unit 1 Lesson 1

  16. Learning Targets Lesson 3 I can determine the central ideas of literary text. I can analyze how an author develops and contrasts the points of view of characters in literary text. I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. Unit 1 Lesson 1

  17. Learning Targetfor this lesson I can determine the central ideas of Chapter 2. I can analyze how the author, Linda Sue Park, develops and contrasts the points of view of Nya and Salva. I can effectively engage in discussions with my classmates about our reading of the novel. Unit 1 Lesson 1

  18. Learning Target Discussion • Reader’s Note act as evidence for their progress with learning target • Target about contrasting POV is important for the study of Sudan. • Think-Pair-Share what does the 2nd learning target mean? • How will you meet this learning target? … “pay close attention to Nya and Salva” “think about how they are the same or different” Unit 1 Lesson 1

  19. Back-to-back and Face-to-face Prompt questions on next slide • Instructions for activity… • With your partner, stand back to back. Be respectful of space • Wait for the question • After question is asked - think about your answer • When teacher says, “Face-to-face” turn to your partner and decide who will share their answer first. • Rotate to new partner and wait for new question • Repeat until all questions have been covered • Summarize protocol with class • Arrange partners • Discuss question – may use text • Take notes on a chart paper Unit 1 Lesson 1

  20. Activity Questions In chapter 1, it says that Salva “was letting his mind wander down the road ahead of his body.” He begins to daydream about when he and his friends “made cows out of clay.” What does this daydream tell you about the importance of cattle in Salva’s life? In Chapter 2, we learned that thorns littered the ground were Nya is. It says that Nya “looked at the bottom of her foot. There it was, a big thorn that had broken off right in the middle of her heel.” What does the thorn in her heel tell you about Nya? Explain why the thorn tells you this about Nya. Where do you think Nya is going? What part of the reading makes you think this? What does this tell you about Nya’s character? Unit 1 Lesson 1

  21. Activity Questions When the rebel soldiers arrive, Salva hesitates for a moment, but then steps forward to join the group of men. Salva then scurries over to the women’s side. What does Salva’s choice to step forward tell you about Salva’s character? In Chapter 2, Salva asks the same questions many times: “Where are we going? Where is my family? When will I see them again?” What does this tell you about how Salva is feeling? Unit 1 Lesson 1

  22. Quick Write “Describe one way that Linda Sue Park has created different points of view for Nya and Salva. How are the two characters different?” Unit 1 Lesson 1

  23. Review Quick Write What was good what was bad? Unit 1 Lesson 1

  24. Formating a Quick Write (Short Answer Response) ACE • What do you remember about a short answer? • New way to remember it… A = Answer the question C = Cite the text E = Explain using your own words Unit 1 Lesson 1

  25. Rewrite Quick Write • Take the comments and suggestions from the teachers and your classmates. • Rewrite your Quick Write so it follows this format. • ACECE • (Answer the question, Cite text, explain, cite text, explain) • Turn in to your basket when done Unit 1 Lesson 1

  26. Learning Targets Lesson 4 I can cite several pieces of text-based evidence to support an analysis of literary text. I can analyze how an author develops and contrasts the points of view of characters in a literary text. Unit 1 Lesson 1

  27. Learning Targetfor this lesson 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. Unit 1 Lesson 1

  28. Learning Target Discussion • Focus on 1st learning target today. • Think-Pair-Share – what does cite and evidence mean?... • Cite: Identifying information in the text that supports our understanding, and using that evidence to explain our ideas. • Evidence: Quotes and details from the text that provide meaning for the reader. Unit 1 Lesson 1

  29. Guiding Question • “How do culture, time, and place influence the development of identity?” • Culture: beliefs and lifestyles that a particular group of people practice. • Give examples of how culture shapes identity. • Example: Jewish people celebrate Passover – celebration of freedom for all people. Being part of this makes me realize how grateful I am to be free. Unit 1 Lesson 1

  30. Guiding Question • “How do culture, time, and place influence the development of identity?” • time: specific time period in which someone lives • Give examples of how time shapes identity. • Example: Women in 1970s were starting to push to be more equal with men. This affected women’s identity because they were able to try new things that women before them never could. Unit 1 Lesson 1

  31. Guiding Question • “How do culture, time, and place influence the development of identity?” • Place: geographic location in which someone lives, and may include weather, climate, access to resources • Give examples of how place shapes identity. • Example: Growing up in rural area, family nearby. Affects identity because you value family. Unit 1 Lesson 1

  32. Gathering Evidence • MBC – our group – resources – ALWTW – Gathering Evidence • 1st column – “Detail/Evidence” – gather notes • 3rd column – “Inference/Reasoning” – your thoughts • What is inference? (on next slide) • Turn and talk – what was an inference you made today? Unit 1 Lesson 1

  33. Unit 1 Lesson 1

  34. Gathering Evidence • 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? • Class discussion – should say… • “When I read, ‘As each boy reached the age of about ten years, he was sent off to school,’ I reasoned that is was a special privilege to go to school. I inferred that Salva felt grateful and takes school seriously.” Unit 1 Lesson 1

  35. Gathering Evidence • Repeat with second row • Finish sentence… “This affects his identity…” • Clarify the connection between time and identity • Repeat with third row • Clarify the connection between place and identity Unit 1 Lesson 1

  36. Learning Targets Lesson 5 I can cite several pieces of text-based evidence to support an analysis of literary text. I can analyze how an author develops and contrasts the points of view of characters in a literary text. Unit 1 Lesson 1

  37. Learning Targetfor this lesson 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. Unit 1 Lesson 1

  38. Gathering Evidence/Inferringworksheet from lesson 4 • What made these examples strong? • Makes a good connection between the quote and evidence. • States exactly how the evidence relates to culture, time and place. Unit 1 Lesson 1

  39. Gathering EvidenceChapter 3 • MBC – Our group – Resources – A Long Walk to Water – Gathering Evidence • Turn and talk – what is your inference? • Independently –fill in the remainder of the graphic organizer • Class discussion Unit 1 Lesson 1

  40. Visit Vocabulary • Where are the words? Gourd, ritual, flinched, uncertainty, artillery, rose • What do they mean in context? • What words surrounding them helped you to define them? Unit 1 Lesson 1

  41. Quick Check How do culture, time and place influence the development of identity? Unit 1 Lesson 1

  42. Learning Targets Lesson 6 I can cite several pieces of text-based evidence to support an analysis of informational text. I can determine the central ideas of an informational text. I can recognize, interpret, and make connections to a variety of literature and situations. Unit 1 Lesson 1

  43. Learning Targetfor this lesson I can cite several pieces of text-based evidence to support my analysis of the experience of people in South Sudan from “Time Trip: Sudan’s Civil War.” I can annotate text to help me track important ideas in the article “Time Trip Sudan’s Civil War.” I can make connections from the text “Time Trip: Sudan’s Civil War” to the novel A Long Walk to Water. Unit 1 Lesson 1

  44. “Time Trip: Sudan’s Civil War” • Review Things Close Readers Do • Get the gist of what a text is about • Using the text to answer questions • Reread the text and gather evidence (quotes) from the text Unit 1 Lesson 1

  45. “Time Trip: Sudan’s Civil War” • Teacher read aloud • Whole group annotate paragraph 1 • Circle unknown words • Give gist statement • Students repeat this for each paragraph Unit 1 Lesson 1

  46. Vocabulary Entrenched, Grueling, Hydration What does the word entrenched mean in this text? What does the word grueling mean in this text? What does the word hydration mean in this text? Reread article use details from the text to define each vocabulary word Think-Pair-Share Unit 1 Lesson 1

  47. Text-Based Evidence How does Salva’s story relate to this article? Reread article use details from the text to answer this question Think-Pair-Share Unit 1 Lesson 1

  48. Text-Based Evidence Who are the Lost Boys? Reread article use details from the text to answer this question Think-Pair-Share Unit 1 Lesson 1

  49. Quick Write How does Salva’s story relate to this article? ACE – using 2 pieces of evidence Unit 1 Lesson 1

  50. Learning Targets Lesson 7 • I can cite text-based evidence that provides the strongest support for an analysis of literary text. • I can analyze how an author develops and contrasts the points of view of characters in a literary text. Unit 1 Lesson 1

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