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ELA G7:M1:U1

Perspectives in Southern Sudan

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Launching the Text: Reading the Map and Beginning Chapter 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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. 

  • I Notice/I Wonder note-catcher
  • Reader’s Notes
  • None

Lesson 2Establishing Structures for Reading: Getting the Gist (Chapter 1)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can effectively participate in discussion with my classmates.
  • I can determine the central ideas of Chapter 1 of A Long Walk to Water.
  • I can determine the meaning of visual representations on a map.

  • Reader’s Notes
  • Exit ticket
  • Admit and Exit Ticket

Lesson 3Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the central ideas of a literary text. (RL.7.2)
  • I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can determine the central ideas of Chapter 2 of A Long Walk to Water.
  • I can analyze how the author, Linda Sue Park, develops and contrasts the points of view of Nya and Salva in A Long Walk to Water.
  • I can effectively engage in discussions with my classmates about our reading of A Long Walk to Water.

  • Reader’s Notes 
  • Exit ticket
  • Admit and Exit Ticket
  • Back-to-back and Face-to-Face

Lesson 4Establishing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapters 1 and 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.

  • Gathering Evidence graphic organizer (focus on Character Development)
  • Admit and Exit Ticket
  • Back-to-back and Face-to-Face

Lesson 5Practicing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapter 3)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.

  • Gathering Evidence graphic organizer (focus on Character Development)
  • Exit ticket
  • Admit and Exit Ticket

Lesson 6Building Background Knowledge: The Lost Boys of Sudan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • 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.

  • Text annotations for gist and text-based evidence
  • Exit ticket
  • Admit and Exit Ticket

Lesson 7Practicing Structures for Reading: Gathering and Using Evidence to Analyze Salva’s and Nya’s Points of View (Chapter 4)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.

  • Reader’s Notes
  • Gathering Evidence graphic organizer (focus on Character Development) and answers to text-dependent questions
  • Exit ticket
  • None

Lesson 8Mid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • 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.

  • Reader’s Notes
  • Mid-Unit 1 Assessment: Gathering Evidence graphic organizer (focus on Character Development) and answers to text-dependent questions
  • Back-to-back and Face-to-Face

Lesson 9Inferring about Character: World Café to Analyze and Discuss Points of View (Chapters 1–5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

  • I can analyze how 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.
  • I can select ideas from my notes to support my analysis of the characters Nya and Salva.

  • Written Self-Reflection
  • World Café charts
  • Pre-writing Ideas
  • Admit and Exit Ticket
  • World Cafe

Lesson 10Building Background Knowledge: The Dinka and Nuer Tribes Until the Mid-1980s (“Sudanese Tribes Confront Modern War” Excerpt 1)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel A Long Walk to Water.
  • I can annotate text to help me track important ideas in Excerpt 1 of “Sudanese Tribes Confront Modern War.” 
  • I can use context clues to determine word meanings. 

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)
  • Exit ticket
  • None

Lesson 11Building Background Knowledge: The Dinka and Nuer Tribes (“Sudanese Tribes Confront Modern War” Excerpts 1 and 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel A Long Walk to Water.
  • I can use context clues to determine word meanings. 
  • I can cite several pieces of text-based evidence to support an analysis of excerpts from the article “Sudanese Tribes Confront Modern War.”

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)
  • None

Lesson 12Building Background Knowledge: The Dinka and Nuer Tribes after 1991 (“Sudanese Tribes Confront Modern War” Excerpt 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can make connections from the text “Sudanese Tribes Confront Modern War” to the novelA Long Walk to Water.
  • I can use context clues to determine word meanings. 
  • I can cite several pieces of text-based evidence to support an analysis of excerpts from the article “Sudanese Tribes Confront Modern War.”

  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)
  • None

Lesson 13Building Background Knowledge: The Dinka Tribe (“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” Excerpt 1)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

  • I can select evidence from the article “Sudanese Tribes Confront Modern War” to support analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.
  • I can annotate text to help me track important ideas. 
  • I can use context clues to determine word meanings. 

  • Text annotations for gist
  • Selecting Evidence graphic organizer
  • Exit ticket
  • None

Lesson 14End of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can cite several pieces of text-based evidence to support an analysis of the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps.”
  • I can select evidence from the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” to support analysis of the perspectives of the Dinka tribe of Southern Sudan.

  • End of Unit Assessment: Identifying Perspective and Using Evidence from Informational Texts about the Dinka and Nuer Tribes
  • Back-to-back and Face-to-Face

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