Week 1 - 9/4
Week 2 - 9/10
Week 3 - 9/17
Week 4 - 9/24
Week 5 - 10/1
Week 6 - 10/9
Week 7 - 10/15
Week 8 - 10/22
Week 9 - 10/29
In this eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay.
In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan.
In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival.
Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.
For Support with Instructional Protocols, utilize this document.
This link provides a list of engaging and accessible texts with text difficulty ranging from grades 1-8 and Lexiles 140-925. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading.
Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.
Weekly Lesson Overview
Building background knowledge to develop perspective on South Sudan
Launching the Text: Reading the Map and Beginning Chapter 1
Reader's Notes are filled out most nights for homework. Teacher will need to support reluctant writers and readers. Teacher might also need pick select tasks from Engage for students to complete.
Establishing Structures for Reading: Getting the Gist (Chapter 1)
Partner discussions begin. Strategic partnerships may be necessary for pushing student learning. Teacher can provide sentence starters if needed to help students start communicating their ideas.
RL.7.2, RL.7.6, SL.7.1, RL.7.1, RI.7.1, RI.7.2, RL.7.11
Lesson 8, Mid-Unit Assessment
Weekly Lesson Overview
Gathering evidence about point of view in a literary text
Lesson 3: Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)
See Back-to-Back and Face-to-Face Protocol
Lesson 4: Establishing Structures for Reading: Gathering Evidence about Salva's and Nay's Points of View (Reread Chapters 1 and 2)
The Gathering Evidence activity could be difficult for reluctant readers and writers. Students may need extra modeling.
Provide extra support around vocabulary by creating word walls with visuals, games to reinforce vocabulary, and opportunities for students to use vocabulary with others.
Omit Lesson 5 which is additional practicing structures for Reading using the Gathering Evidence organizer. If you have time, you can build in parts of this lesson during your flex day.
Lesson 6: Building Background Knowledge: The Lost Boys of Sudan
In lesson 6, students are asked to read and annotate independently. Consider pulling a small group and reading aloud to them follow up with comprehension questions to ensure students have understanding. Additional videos could be used to build back ground knowledge.
Combine Lessons 7 and 8. Lesson 7 is additional practicing structure of reading and Lesson 8 is the Mid-Unit assessment. The full assessment can be given on your flex day if needed. If there is not time to have students complete the entire assessment, make sure you do administer the graphic organizer on page 9 as your Biweekly #1 Artifact.
Lesson 7: Practicing Structures for Reading: Gathering and Using Evidence to Analyze Salva's and Nya's Points of View (Chapter 4)
Lesson 8: Mid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5).
The graphic organizer on page 9 will serve as Bi-weekly #1 and assesses RL.7.6.
RL.7.1, RL.7.6, SL.7.1, W.7.9, RL.7.11, RL.7.2, RL.7.1, L.7.4, RI.7.2, RI.7.1, W.7.4
Weekly Lesson Overview
Even though days on building background knowledge are combined, make sure to read the article ""Loss of Culturally Vital Cattle Leaves Dinka Tribe" which is used in End of Unit Assessment
Lesson 9: Inferring about Character: World Café to Analyze and Discuss Points of View (Chapters 1-5)
See Real World Cafe Protocol
Lesson 10, 11, 12 and 13: Lessons 10, 11 and 12, 13 are all designated to building background knowledge. Due to time constraints, only teach two days of building background knowledge. Pull resources that you feel are most appropriate from Lessons 10, 11, 12 and 13 to ensure students have exposure to background supports around The Dinka and Nuer Tribes. Make sure to read the article "Loss of Culturally Vital Cattle Leaves Dinka Tribe"
Adrift in Refugee Camps" which will be used in end of Unit Assessment.
Lesson 10: Building Background Knowledge: The Dinka and Nuer Tribes Until the Mid-1980s (“Sudanese Tribes Confront Modern War”, Excerpt 1)
Lesson 11: Building Background Knowledge: The Dinka and Nuer Tribes (“Sudanese Tribes Confront Modern War” Excerpts 1 and 2)
Lesson 12: Building Background Knowledge: The Dinka and Nuer Tribes after 1991 (“Sudanese Tribes Confront Modern War” Excerpt 2)
Lesson 13: Building Background Knowledge: The Dinka Tribe (“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps”, Excerpt 1)
Lesson 14: End of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes (RI.7.1, W.7.4, and W.7.9). Use the graphic organizer on page 10 as Biweekly #2 (Week 4).
SL.7.1, RL.7.2, L.7.4, RL.7.2, L.7.4, RL.7.1, RL.7.6
End of Unit Assessment
Lesson 14, End of Unit Assessment
Page 9, Part II
B2: RI.7.3, W.7.4
Biweekly #2 is the End of Unit Assessment. It assesses RI.7.1, W.7.4, W.7.9.
Lesson 1: Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1-5)
See Discussion Appointments Protocol
Lesson 2: Establishing Routines for Discussing A Long Walk to Water (Chapter 6)
The Reader’s Dictionary includes two to eight words per chapter that students may not know. Teachers can reduce this list as needed by picking select words for students to determine and can fill in other
Lesson 3: Practicing Routines for Discussing A Long Walk to Water and Gathering Textual Evidence (Chapters 7 and 8)
The Gathering Textual Evidence graphic organizer is practice for the mid-unit and end of unit assessments.
Lesson 4: Using Routines for Discussing A Long Walk to Water and Introducing Juxtaposition (Chapters 9 and 10)
Students are introduced to the concept of juxtaposition which helps them meet standard RL.7.6.B
L.7.4, RL.7.1, RL.7.2, W.7.9, RL.7.9, SL.7.1, RL.7.6,
End of Unit 2 essay prompt is introduced.
Lesson 5: Practice Evidence-Based Constructed Response: Explaining One Factor That Helps Nya or Salva Survide (Chapters 11-13)
Students create an Evidence-based Constructed Response using the Gathering Textual Evidence graphic organizer started in Unit 1.
Lesson 6: Comparing Historical and Fiction Accounts: Second Sudanese Civil War (Chapter 14 and 15, Plus Rereading "Time Trip")
In this lesson, students Comparing Historical and Fictional Accounts which aligns to RL.7.9 and will be part of mid-unit assessment.
Lesson 7: Comparing Historical and Fiction Accounts: Second Sudanese Civil War (Chapter 14 and 15, Plus Rereading "Time Trip")
Students continue comparing Historical and Fictional Experiences aligns directly, as well as examine author's perspective.
Lesson 8: World Café to Analyze These and Character in A Long Walk to Water (Chapter 16-18)
See World Cafe Protocol
RI.7.1, RL.7.1 RL.7.9, RL.7.2, W.7.2, W.7.8, L.7.2, L.7.6
Lesson 9, Mid-Unit Assessment, 9age 10,
II. How did Park elaborate on historical facts in her novel?
Directions: Reread Chapter 18 (Nya’s Story), which tells about the opening of the well. What are two details in this chapter that show how Park added to the historical facts? Why does she include these details? What do they help the reader understand?
Essay Model is introduced
Lesson 9: Mid-Unit Assessment: Comparing Fictional and Historical Texts: Comparing “Water for Sudan” and A Long Walk to Water
Standards assessed: RI.7.1, RL.7.1, and RL.7.9. Use the graphic organizer on Page 11 as the Biweekly #3, which assess RI.7.1 and RI.7.2.
Lesson 10: Introducing Essay Prompt: Factors for Survival in A Long Walk to Water
The students are introduced to their essay prompt and students start completing Forming Evidence-Based Claims graphic organizer that they will use later when writing their essay.
Lesson 11: Analyzing a Model Essay" "Challenges Facing a Lost Boy of Sudan"
In this lesson, is the beginning of building a literary analysis essay that will be the assessment at the end of Unit 2.
Lesson 12: Scaffolding for Essay: Examining a Model and Introducing the NYS Grade 6-8 Expository Writing Evaluation Rubric
Students examine a model essay as a way for to demonstrate what is expected of the students writing. Students will also look at a Expository Writing Evaluation rubric, which will be used to assess the drafts and final copies of their essays.
RL.7.1, RL.7.2, L.7.6, W.7.2, W.7.4, W.7.9, RL.7.6, W.7.3
Students start drafting essay and work through revisions to lead up to end of unit final essay. Lessons assume that classes have computers, so the teacher may have adjust lessons to meet the needs of their class.
Lesson 13: Scaffolding to Essay: Using Details to Support a Claim
Students complete the Forming Evidence-Based Claims graphic organizer they started in Lesson 10. This organizer will help them to make connections between their details in order to come to a clear thesis for their essay.
Lesson 14: Scaffolding for Essay: Planning Body Paragraphs for Survival Factors in A Long Walk to Water
Students use the model essay to plan body paragraphs.
Lesson 15: End of Unit 2 Assessment, Part 1a: Writing Body Paragraphs
Students use the Planning Your Essay graphic organizer to construction their body paragraphs. For reluctant writers, consider reducing the number of body paragraphs students are required to write.
Lesson 16: Launching the Performance Task: Planning the Two-Voice Poem
Students draft their introduction and conclusion as they continue to build toward their complete essay.
RL.7.6, W.7.3, RI.7.1, RL.7.9, W.7.2, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.6
Lesson 17: Launching the Performance Task: Planning the Two-Voice Poem
In lessons 17 and 18, students are introduced to the task of writing their two voice poem. Students select a theme for their poems and gather textual evidence from the novel and informational texts to support that theme.
Lessons 18: Gathering Textual Evidence for the Two-Voiced Poem (Author's Note)
Lesson 19: End of Unit 2 Assessment, Part 2: Revise Essay Drafts
Students spend this lesson revising thier work. Students will be at different places in their writing so be preprepared to offer differentiated support.
Lesson 1: Analyzing Point of View in A Long Walk to Water
Students practice analyzing point of view which is preparation for the Mid-Unit assessment.
RL.7.2, RL.7.6, RL.7.9, W.7.3, RI7.1, W.7.5, W.7.4, RL.7.1, W.7.9, L.7.2
Draft, critique, and revise two-voice poem
Lesson 2: Mid-Unit Assessment and Planning the Two-Voice Poem
Students analyze how Park compares and contrasts Salva’s and Nya’s points of view. They also consider what ideas they as writers want to convey in their two-voice poem and plan for how they can use the two characters to do this.
Lesson 3: Examining a Model Two-Voice Poem and Planning a Two-Voice Poem
Students examine a model Two-Voice Poem and Planning a Two-Voice Poem using their Gathering Evidence graphic organizer.
Lesson 4: Peer Critique: Use of Evidence in the Two-Voice Poem
Use the Peer Critique Protocol in this lesson.
Lesson 5: End of Unit 3 Assessment: Using Strong Evidence
Students use strong evidence from their text in this End of Unit Assessment
Omit Lesson 6: This lesson is a student reading of the two-voice poems. Feel free to incorporate this at some other time in your school day.