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ELA G7:M1:U2

Case Study: Survival 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 1Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1–5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) 
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can effectively engage in discussions with different Discussion Appointment partners.
  • I can identify a central theme in A Long Walk to Water.

  • Observation of student participation
  • Student contributions to Survival anchor chart
  • Exit ticket
  • Admit and Exit Ticket

Lesson 2Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. 
  • I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in A Long Walk to Water. 

  • Reader’s Notes from Chapter 6 (from homework)
  • None

Lesson 3Practicing Routines for Discussing A Long Walk to Water and Gathering Textual Evidence (Chapters 7 and 8)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 a literary text. (RL.7.1)
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water.
  • I can break a word into parts in order to determine its meaning and figure out what words it is related to. 
  • I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in A Long Walk to Water. 
  • I can cite several pieces of text-based evidence to support my claims about the factors that allowed Salva and Nya to survive in A Long Walk to Water. 

  • Reader’s Notes for Chapters 7 and 8 (from homework)
  • None

Lesson 4Using Routines for Discussing A Long Walk to Water and Introducing Juxtaposition (Chapters 9 and 10)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • I can use context clues (in the sentence or on the page) to determine the meaning of words in 
  • A Long Walk to Water. 
  • I can break a word into parts in order to determine its meaning and figure out what words it is related to. 
  • I can explain what juxtaposition means and list several ways in which Salva and Nya are juxtaposed in A Long Walk to Water
  • I can explain one way in which juxtaposing these characters helps the author compare and contrast their points of view.

  • Reader’s Notes from Chapters 9 and 10 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 6-8 (from homework)
  • Exit ticket
  • Admit and Exit Ticket
  • Take a Stand

Lesson 5Practice Evidence-Based Constructed Response: Explaining One Factor That Helps Nya or Salva Survive (Chapters 11–13)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 literary text. (RL.7.1) 
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can select evidence from literary or informational texts to support analysis, reflection and research. (W.7.9)
  • I can define words from A Long Walk to Water in my Reader’s Dictionary. 
  • I can continue to select evidence to explain what happens to Salva and Nya in 
  • A Long Walk to Water.

I can select a quote from A Long Walk to Water and explain how it illustrates a factor in how Nya and/or Salva survive. 

  • Reader’s Notes from Chapters 11-13 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 9 and 10 (from homework)
  • Student contributions to Salva/Nya anchor chart and Survival anchor chart 
  • Evidence-based constructed response
  • Admit and Exit Ticket

Lesson 6Comparing Historical and Fictional Accounts: Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip”)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L. 7.4)
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9.)
  • I can cite several pieces of evidence to support an analysis of informational text. (RI 7.1)
  • I can use context clues to deter Gathering Textual Evidence graphic organizer for Chapters 11-13 (from homework) mine word meanings. 
  • I can compare the accounts of survival in “Time Trip: Sudan’s Civil War” and A Long Walk to Water.
  • I can cite several pieces of text-based evidence to support my comparison of “Time Trip: Sudan’s Civil War” and the novel A Long Walk to Water.

  • Reader’s Notes from Chapters 14-15 (from homework)
  • Gathering Textual Evidence graphic organizer for Chapters 11-13 (from homework)
  • Exit Ticket
  • Admit and Exit Ticket

Lesson 7Considering Author’s Purpose: Comparing Fictional and Historical Experiences of the Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip,” Continued)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of evidence to support an analysis of informational text. (RI 7.1)
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9.)
  • I can analyze how authors of fiction use or alter history based on my comparison of a fictional and historical account of the same time, place, or character. (RL.7.9)
  • I can cite several pieces of text-based evidence from “Time Trip: Sudan’s Civil War” to support my analysis of the experience of people in South Sudan. 
  • I can compare and contrast the accounts of survival in “Time Trip: Sudan’s Civil War” and A Long Walk to Water.
  • I can analyze how Linda Sue Park used or altered history in A Long Walk to Water. 

  • Two-column chart from Work Time
  • Exit ticket
  • Admit and Exit Ticket
  • Chalk Talk

Lesson 8World Café to Analyze Theme and Character in A Long Walk to Water (Chapters 16–18)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL 7.1)
  • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L 7.4) 
  • I can analyze the development of a theme throughout a literary text. (RL.7.2)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • I can effectively engage in discussions with my classmates about our reading.
  • I can explain how comparing and contrasting Salva’s and Nya’s points of view in the second part of the novel helps Park convey ideas about how people in Sudan survive.
  • I can explain the physical and emotional factors that helped Nya and Salva to survive in A Long Walk to Water.

  • Reader’s Notes from Chapters 16-18 (from Lesson 6 homework)
  • Gathering Textual Evidence graphic organizer for Chapters 14-18 (from Lesson 6 homework)
  • World Café charts
  • Admit and Exit Ticket
  • World Cafe

Lesson 9Mid-Unit 2 Assessment: Comparing Fictional and Historical Texts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of evidence to support an analysis of informational text. (RI.7.1)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RL.7.1)
  • I can analyze how authors of fiction use or alter history based on my comparison of a fictional and historical account of the same time, place, or character. (RL.7.9)
  • I can explain how Water for South Sudan involves Sudanese villagers in the process of drilling wells, and the effects that drilling a well can have on a village.
  • I can explain how the author of A Long Walk to Water both used and altered history (based on my comparison of the novel and Water for South Sudan’s website).

  • Water for South Sudan Homework Assignment (text-dependent questions)
  • Mid-Unit 2 Assessment
  • Admit and Exit Ticket

Lesson 10Introducing Essay Prompt: Factors for Survival in A Long Walk to Water

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 the development of a theme or central idea throughout a literary text. (RL.7.2)

  • I can select pieces of textual evidence that show the factors that help Salva survive.

  • Exit Ticket
  • Admit and Exit Ticket

Lesson 11Analyzing a Model Essay: “Challenges Facing a Lost Boy of Sudan”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2) 
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8) 
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2) 
  • I can analyze a model literary analysis essay to determine its strengths.
  • I can use quotes effectively in my writing.
  • I can punctuate quotes correctly in my writing.
  • Student contributions to What Makes a Literary Analysis Essay Effective? anchor chart
  • Student responses to observations of how quotes are used in text
  • Admit and Exit Ticket

Lesson 12Scaffolding for Essay: Examining a Model and Introducing the NYS Grade 6–8 Expository Writing Evaluation Rubric

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can quote or paraphrase others’ work while avoiding plagiarism. I can use a standard format for citation. (W.7.8)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can use correct punctuation of quotes. 
  • I can analyze a model essay on A Long Walk to Water using a rubric.
  • I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric.

  • Student homework on using quotes
  • Exit ticket
  • Admit and Exit Ticket

Lesson 13Scaffolding to Essay: Using Details to Support a Claim

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 the development of a theme or central idea throughout a literary text. (RL.7.2) 
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can make connections between details in A Long Walk to Water.
  • I can describe how these details support the theme of survival in A Long Walk to Water.
  • I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric. 

  • Students’ work on Forming Evidence-Based Claims graphic organizer
  • Exit ticket
  • Admit and Exit Ticket

Lesson 14Scaffolding for Essay: Planning Body Paragraphs for Survival Factors in A Long Walk to Water

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.7.1)
  • I can analyze the development of a theme or central idea throughout a literary text. (RL.7.2) 
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2) 
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can select details that will support my claim about the theme of A Long 
  • Walk to Water.
  • I can look at a model essay to see how it supports a claim with details. 
  • I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric.

  • Entry Task
  • Student work on Planning Your Essay graphic organizer
  • Teacher observation and notes as students work on Planning Your Essay graphic organizer
  • Student contributions to What Makes a Literary Analysis Essay Effective? anchor chart
  • Admit and Exit Ticket

Lesson 15End of Unit Assessment, Part 1a: Writing Body Paragraphs

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 the development of a theme or central idea throughout a literary text. (RL.7.2)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • 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 accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can organize my details from A Long Walk to Water so they support my claim/thesis.
  • I can ensure my quotes are accurate and punctuated correctly.

  • Entry task
  • Student work on Planning Your Essay organizer
  • Exit ticket
  • Draft body paragraphs
  • Admit and Exit Ticket

Lesson 16End of Unit Assessment, Part 1b: Writing Introduction and Conclusion

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 the development of a theme or central idea throughout a literary text. (RL.7.2) 
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2) 
  • 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 accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can write an organized explanatory essay about the theme of survival in A Long Walk to Water.
  • In my essay, I can support my claim with details and quotes from the novel.

  • Draft body paragraphs (from homework)
  • Completed essay and Planning Your Essay graphic organizer 
  • None

Lesson 17Launching the Performance Task: Planning the Two-Voice Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL 7.6)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W 7.3)
  • I can plan and write a two voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan. 
  • I can gather evidence from A Long Walk to Water for my two voice poem.
  • Two voice Poem: Gathering Evidence graphic organizer (middle three columns)
  • Admit and Exit Ticket

Lesson 18Gathering Textual Evidence for the Two-Voice Poem (Author’s Note)

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 compare and contrast a fictional and historical account of a time, place, or character. (RL 7.9)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W 7.3)
  • I can plan and write a two-voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan. 
  • I can gather evidence from informational texts for my two-voice poem.

  • Two-Voice Poem: Gathering Evidence graphic organizer (outer two columns)
  • Admit and Exit Ticket

Lesson 19End of Unit 2 Assessment, Part 2: Revise Essay Drafts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2) 
  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)  
  • I can quote or paraphrase others’ work while avoiding plagiarism. (W.7.8)
  • I can use a standard format for citation. (W.7.8) 
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9) 
  • I can use correct grammar and usage when writing or speaking. (L.7.1) 
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.7.2) 
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
  • I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water.
  • I can support my claim with details and quotes from A Long Walk to Water.
  • I can use quotes correctly in my essay. 
  • I can use correct grammar and punctuation in my essay.
  • I can use feedback from others to revise and improve my essay.
  • I can use new vocabulary appropriately in my essay.

  • Students’ final essays
  • Essay drafts and planner sheets
  • None

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