A Long Walk to Water

1. ELA Module 7.1.1L1 Agenda A Long Walk to Water • Opening • Engaging the Reader Part I: Scenarios Introducing Learning Targets • Work Time • Engaging the Reader Part II: Reading the Map • Reading First Section of Chapter 1: Getting the Gist in Reader’s Notes Closing and Assessment • Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria • Homework

2. Learning Targets Long-Term Targets • I can determine the central ideas of a literary text. (RL.7.2) • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) • Today’s Lesson Targets • I can effectively participate in discussion with my classmates. • I can determine the meaning of visual representations on a map • I can read for gist as we begin Chapter 1 in A Long Walk to Water.

3. A Long Walk to Water, a novel by Linda Sue Park Materials • Discussion Scenarios • Fist to Five chart • A Long Walk to Water • I Notice/I Wonder note-catcher • Reader’s Notes

4. A Long Walk to Water: Lesson Vocabulary • scenario • determine • representation, • central ideas • literary text • plains • route • cradle (v) (1)

5. A Long Walk to Water: Engaging the Reader Part I Learning Target #1 “I can effectively participate in discussion with my classmates.”

6. A Long Walk to Water: Engaging the Reader Part I • Learning Target #2 & 3 • #2. “I can determine the meaning of visual representations on a map.” • #3 “I can read for gist as we begin Chapter 1 in A Long Walk to Water.”

7. A Long Walk to Water: Engaging the Reader Part I Learning Target #2 “I can determine the meaning of visual representations on a map.” Partner up! With your partner, discuss the meaning of determine and representations. Be prepared to share out with the class.

8. A Long Walk to Water: Engaging the Reader Part I determine

9. A Long Walk to Water: Engaging the Reader Part I representation

10. A Long Walk to Water: Engaging the Reader Part I #3 “I can read for gist as we begin Chapter 1 in A Long Walk to Water.” With your partner, discuss the meaning of gist. Be prepared to share out with the class.

11. A Long Walk to Water: Engaging the Reader Part I gist

13. A Long Walk to Water: Engaging the Reader Part II Notice Wondering

14. A Long Walk to Water: Engaging the Reader Part II With your partner, talk about something you “notice” and something you “wonder.” Generate some “wonder” questions that connect the map back to the scenarios we read and discussed earlier.

15. A Long Walk to Water: Engaging the Reader Part II

16. A Long Walk to Water: Engaging the Reader Part II I wonder…

17. A Long Walk to Water: Getting the Gist in Reader’s Notes What do you notice about how this text is laid out?” “What do you notice about the type? The dates?”

18. A Long Walk to Water: Closing Lesson Targets • I can effectively participate in discussion with my classmates. • I can determine the meaning of visual representations on a map • I can read for gist as we begin Chapter 1 in A Long Walk to Water. “When working with a partner, what are important expectations you should have for each other?”

19. A Long Walk to Water: Closing “When working with a partner, what are important expectations you should have for each other?”

20. A Long Walk to Water: Homework • No homework for this assignment.