A Long Walk to Water Unit 1 Lesson 1.

A Long Walk to Water Unit 1 Lesson 1

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

Download Book Open Enlight Log in wbb36931 Unit 1 Lesson 1

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

Where is Southern Sudan
Unit 1 Lesson 1

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

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

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

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

Background Video Watch the following videos for background information
A Walk in Sabina’s Shoes (13 minutes) Life in Southern Sudan (37 minutes) Unit 1 Lesson 1

Homework Read Chapter 1-2 Unit 1 Lesson 1

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 Unit 1 Lesson 1

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

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

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

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

Learning Target for 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

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

Back-to-back and Face-to-face
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 Prompt questions on next slide Unit 1 Lesson 1

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

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

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

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

Formating a Quick Write (Short Answer Response)
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 ACE Unit 1 Lesson 1

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

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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

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

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

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

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

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

Unit 1 Lesson 1

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

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

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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

Gathering Evidence/Inferring worksheet 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

Gathering Evidence Chapter 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

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

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

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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

“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

“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

Entrenched, Grueling, Hydration
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

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

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

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

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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 point of view of Nya and Salva in A Long Walk to Water. Unit 1 Lesson 1

Gathering Evidence MBG – our group – Resources – ALWTW – Gathering Evidence Chapter 4 Use gist section for chapter 4 Reread parts if necessary Take notes using graphic organizer Begin independent reading. Unit 1 Lesson 1

Text-Dependent Questions
MBC – Our Group – Resources – ALWTW – Text-Dependent Questions Chapter 4 Complete in partners Unit 1 Lesson 1

Closing and Assessment
What are new strategies that close readers use? Mid-Unit Assessment Next Unit 1 Lesson 1

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. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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 point of view of Nya and Salva in A Long Walk to Water. Unit 1 Lesson 1

Back to Back – Face to Face Discussion
What is one image that stays in your mind about how time, culture, or place has influenced Nya? What is one image that stays in your mind about how time, culture, or place has influenced Salva? What is one thing about Salva’s character that you think is changing? If you could ask Nya one question about her life, what would you ask her? Why? If you could ask Salva one question about his life, what would you ask him? Why? Unit 1 Lesson 1

Mid-Unit 1 Assessment Distribute Assessment
If you finish early, you can read your IRP book Unit 1 Lesson 1

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. I can effectively engage in discussions with diverse partners about 7th grade topics, texts, and issues. I can select evidence from literary or informational texts to support analysis, reflection and research How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

I can analyze how Linda Sue Park develops and contrasts the point of view of Nya and Salva in A Long Walk to Water. 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. Unit 1 Lesson 1

Round ‘em Up Gist Notes Graphic Organizers Chapters 1-4
“How do culture, time and place influence the development of identity?” Gathering evidence for upcoming writing Distribute the “Equal Rights for Women”: Lesson 2 Text-Dependent Questions Unit 1 Lesson 1

World Cafe You will need… Book Graphic organizer Gist Notes 2 friends
Recording chart Marker Table card prompt Unit 1 Lesson 1

Name of the Game Round 1 Each group choose a RECORDER
Read question aloud and discuss Recorder take notes After time allotted – recorder stay – other 2 members of group rotate 3 minutes at each group Unit 1 Lesson 1

Name of the Game Round 2 Recorder summarizes previous discussion
Choose new round 2 recorder for group Read questions – have discussion Recorder take notes in appropriate column Rotate – recorder stay 3 minutes at each group Unit 1 Lesson 1

Name of the Game Round 3 Recorder summarizes previous discussion
Choose new round 3 recorder for group Read questions – have discussion Recorder take notes in appropriate column Rotate – recorder stay Post notes on board 3 minutes at each group Unit 1 Lesson 1

Write On MBC – Our group – resources – ALWTW – Pre-writing Ideas graphic organizer My Pre-writing Ideas about Nya’s Identity/Point of View in terms of culture, time and place… Because Nya’s story happens in 2008, she is not fleeing from a war but is able to stay home and help her family find water every day My Pre-writing Ideas about Salva’s Identity/Point of View in terms of culture, time and place… Salva is unsure every time he meets new people, because he is Dinka, and the Dinka are at war with the Nuer and in a Civil War with the government. Unit 1 Lesson 1

I can analyze and make connections in a variety of literature to other texts and situations. I can determine the central ideas of an informational text I can cite several pieces of text-based evidence to support an analysis of information text I can use a variety of strategies to determine the meaning of unknown words or phrases. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel. 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. Unit 1 Lesson 1

Dinka and Nuer Turn and talk to the person next to you…
“Why is Nya scared of the Dinka? And why is Salva scared of the Nuer? Class thoughts?? You will be listening to an excerpt from To Kill a Mocking Bird by Harper Lee Unit 1 Lesson 1

“Sudanese Tribes Confront Modern War”
MBC – our group – resources – ALWTW – “Sudanese Tribes Confront Modern War Complexity of text – excerpts – what’s that? Distribute “Structured Notes” Distribute Structured Notes sheets Unit 1 Lesson 1

Vocab Work What are strategies we use to figure out challenging words in context? Think-Pair-Share is a protocol used in the modules. Unit 1 Lesson 1

Listen and I Read Follow along as I read
Gist after each paragraph Circle unknown words Pay close attention to bold words After read through – what words did you figure out? Unit 1 Lesson 1

Questions What does the word ‘both’ refer to? Why does the author use the word ‘both’ four times? The 2 tribes are the same What do you think the word temporal might mean? Having to do with the time we live in, with the real world Now we’re going to define the vocabulary words at the bottom of the Structured Notes handout. I’ll model the first vocabulary word, assuaged. Unit 1 Lesson 1

Questions In your own words, what does the last sentence of paragraph 2 mean? The Dinka and Nuer have been stealing each other’s cows for a long, long time. Now we’re going to define the vocabulary words at the bottom of the Structured Notes handout. I’ll model the first vocabulary word, assuaged. Unit 1 Lesson 1

Questions In paragraph 3, what does the word phase mean? When did things begin to change? Key date: 1983 Now we’re going to define the vocabulary words at the bottom of the Structured Notes handout. I’ll model the first vocabulary word, assuaged. Unit 1 Lesson 1

Think-Pair-Share What is the gist of excerpt 1? Unit 1 Lesson 1
Invite to work with partner. Unit 1 Lesson 1

Gathering Evidence MBC – our group – resources – ALWTW – gathering evidence Excerpt 1 Read directions silently Column 1 – quotes from text (‘C’ in ACE) Column 3 – your thinking – (‘E’ in ACE) connection to text Reread excerpt 1 – complete gathering inference organizer Unit 1 Lesson 1

I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel. I can cite several pieces of text-based evidence to support an analysis of excerpts from the article. I can use context clues to determine word meanings. Unit 1 Lesson 1

Sharing Work “Sudanese Tribes Confront Modern War” article
Gathering Evidence Excerpt 1 Turn and talk – share evidence Class discussion Unit 1 Lesson 1

Text-dependent Question
In journal, answer… “In 1983, when the war ‘entered its current phase,’ who was fighting whom? What is the quote from the article that gives you this information?” … Dinka and Nuer were on the same side of the war, both part of the “Sudanese People’s Liberation Army” that was fighting the “Arab north” Unit 1 Lesson 1

Salva’s Point of View “How does this article help us understand Salva’s point of view? Class discussion Although Salva is scared of the Nuer, he and his tribe are not actively at war with the Nuer. Unit 1 Lesson 1

Time Period of Article When was this article written? 1999
How do you know? What time period is Excerpt 1 about? How do you know? “in 1983, when the war against the Arab north entered its current phase”. Read first line of excerpt 2 What time period is excerpt 2 about? How do you know? “until 1991” – 1991-present - Nya Unit 1 Lesson 1

Listen and I Read Follow along as I read excerpt 2
Gist after each paragraph Circle unknown words Pay close attention to bold words After read through – what words did you figure out? Unit 1 Lesson 1

I can analyze and make connections in a variety of literature to other texts and situations. I can determine the central ideas of an informational text I can cite several pieces of text-based evidence to support an analysis of information text I can use a variety of strategies to determine the meaning of unknown words or phrases. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel. I can cite several pieces of text-based evidence to support an analysis of excerpts from the article. I can use context clues to determine word meanings. Unit 1 Lesson 1

Share Work Turn and talk with partner – gist for excerpt 2
The larger Sudanese Civil War was also continuing. “Until 1991, the guns were mostly used against northerners.” In 1991, the rebel army started fighting among themselves, with the Dinka tribe fighting against the Nuer tribe.” The fighting between the Dinka and the Nuer was must more violent than ever before because the two tribes were not using military guns against each other. “Sotherners started killing each other.” Unit 1 Lesson 1

Paragraph 4 question E “the fault line was tribal” – what does that mean? “there was a split in the rebel army” What does a line do? What does fault line mean? Separation Unit 1 Lesson 1

Paragraph 4 question F What could the elders do? Class discussion
“remember” – The elders could remember something that the young people could not – specifically what it was like long ago, when the two tribes were not shooting each other. Unit 1 Lesson 1

Gathering Evidence Excerpt 2
MBC – our group – resources – ALWTW – gathering evidence excerpt 2 In partners – complete gathering evidence Class discussion Unit 1 Lesson 1

Text-Dependent Question
Half sheet of paper – answer the following: “In 1991, when the war ‘entered a new phase’ and the Dinka and Nuer started fighing each other, what was different in how they fought? What is the quote from the article that gives you this information?” Turn in to bin when complete Class discussion Children, women and the elderly used to be off-limits during raids. The use of guns make arguments once settled by fighting with sticks are now being decided with assault weapons. Unit 1 Lesson 1

Salva’s Point of View How does this article help us understand Salva’s point of view? Class discussion… Tension between the Dinka and Nuer is growing during Salva’s journey, and this tension will result in fighting beween the Dinka and Nuer by 1991. Unit 1 Lesson 1

Summarize Main Idea and 3 Supporting Details Unit 1 Lesson 1

Summarize As a class – write a summary for excerpt 1
“The Dinka and Nuer both live in Southern Sudan and have been stealing each other’s cattle for a long time. Until 1983, just a few warriors used to die in these raids. In 1983, they were on the same side of the war and started to have guns”. With partner – fill out organizer for excerpt 2 and write a summary Unit 1 Lesson 1

I can analyze and make connections in a variety of literature to other texts and situations. I can select evidence from literary or informational texts to support analysis, reflection, and research. I can use a variety of strategies to determine the meaning of unknown words or phrases. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

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 lme track important ideas. I can use context clues to determine word meanings. Unit 1 Lesson 1

Selecting Evidence MBG – our group – resources – ALWTW – selecting evidence graphic organizer Read directions (1-3) on top half of page Cover up iPads. What does it mean to… Read Review Copy/explain more about Unit 1 Lesson 1

Selecting Evidence on your own
Complete the bottom half of Selecting Evidence – on your own You may use your graphic organizer to help you Write your response on a separate piece of paper Turn in your response to your class basket Unit 1 Lesson 1

“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps.”
Hand out article Skim article – focus on words in bold Ululating: howling Compound: housing for many people; group of shelters or houses Dowry: gift brought by bride to her husband’s family when they marry Primarily: mainly Unit 1 Lesson 1

Read Aloud and Annotating
You know the drill… Listen as I read Give gist for each paragraph Circle words important to text or you don’t know Unit 1 Lesson 1

Summarize What is the main idea of the article? Class discussion
Draw on summary organizer… Complete organizer together Complete summary with partner “The Dinka use cattle as dowry to celebrate weddings, but since the Dinka have no land and have no cattle because of the war, they can only make promises to give cattle in the future”. Unit 1 Lesson 1

Journal What is one strategy on our “Strategies Close Readers Use” chart that helps you the most when you read a text to gather and select evidence to support your analysis? Why is this strategy most helpful to you? Unit 1 Lesson 1

I can cite several pieces of text-based evidence to support an analysis of informational text. I can produce clear and coherent writing that is appropriate to task, purpose, and audience. I can select evidence from literary or informational texts to support analysis, reflection and research. How: You’ll experience excerpts from a lesson in the modules, and then debrief the lesson through the lens of the common core shifts in instruction. So, I am asking that you switch to your learner’s hat, and experience the lesson from the perspective of a student in your class. Unit 1 Lesson 1

I can cite several pieces of text-based evidence to support an analysis of the article. I can select evidence from the article to support analysis of the perspectives of the Dinka tribe of Southern Sudan. Unit 1 Lesson 1

End of Unit Assessment Distribute end of unit assessment gathering and selecting evidence graphic organizer. Read directions/cover sheet as class Explain graphic organizer Complete graphic organizer using the article Turn in to your basket when complete If you finish early… Read your IRP book Unit 1 Lesson 1

End of Unit Assessment Hand out part II Read directions
Complete both sheets using your graphic organizer from yesterday as well as the text. Once complete – turn in to your basket If you finish early... Read your IRP book Unit 1 Lesson 1

Back to Back, Face to Face
Review directions for activity Get partners Start activity… Now that we’ve read some articles about the Dinka and Nuer tribes in Southern Sudan, what is one image that stays in your mind about how time, culture, or place has affected the people of Sudan? What is another image that stays in your mind about how time, culture or place has affected the poeople of Sudan? If you could ask a member of the Dinka or Nuer tribe one question about his or her life, what would you ask? Why? Unit 1 Lesson 1

A Long Walk to Water Unit 1 Lesson 1.

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A Long Walk to Water Unit 1 Lesson 1.

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