Welcome to English 7!Today, we will be acquiring background knowledge about the big idea of “surviving challenging environments.” We will also build our background knowledge about the

historical context of our first novel A Long Walk to Water by Linda Sue Park.

Module 1, Unit 1, Lesson 1A-Day September 6, 2017

B-Day September 7, 2017

Do Now

Learning Target Tracker –

– I can close read for gists of sections as we begin our central text, A Long Walk to Water by Linda Sue Park.

– I can determine the meaning of visual representations on a map of Sudan.

– I can effectively participate in class discussions with my classmates.

Do Now

1. Copy the priority learning target on your LT tracker.

2. Complete the anticipation guide, agree/disagree with the 12 statements. Be ready to share and discuss and share your answers.

Class Agenda – September 6 & 7 2017 • Do-Now: LT Tracker and ALWTW Anticipation Guide

• Anticipation Guide Statements – Take a Stand Protocol

• Back-to-back, face-to face ALWTW Scenarios 1 & 2

• Make inferences based on Map of Sudan (1985)

• ALWTW Close Reading of Chapter 1 (focus on gisting sections)– Teacher Model of Close Reading

– Independent Practice of Close Reading and Gisting

• Playdoh Sculpture – How does this sculpture symbolize you?

• Exit Ticket: Sentence Starters/Finishers

– Reflection on Learning Target Tracker

– One thing I learned in class today was….

– I learn best when my teacher….

Take a Stand- Agree or Disagree?• People are basically good.

• Government should solve its people’s problems.

• Physical force may be needed to get things done.

• A leader is born, not made.

• Humans will behave badly without laws.

• A government’s job is to help its people when they can’t help themselves.

• One must care for his/herself first before he/she can help others.

• When a government is corrupt, the people must rebel.

• War is a necessary evil.

• The differences between right and wrong are very clear.

• A person’s character is born by overcoming challenges.

• Water is our most precious resource.

Take a StandAgree or Disagree

Take a side of the room silently

One minute discussion

ALWTW Scenarios 1 & 2Back-to-back, face-to-face protocol

Back-to-back (think)

Face-to-face (speak & listen)

Scenario #1SCENARIO 1 You are 11 years old. You have been separated from your family by a war. In order to survive, you must walk to an area of safety hundreds of miles away. On the journey you must avoid soldiers and dangerous wildlife, and manage to find food and water. The journey will take months. You do not know if you will survive or ever see your family again.

If this was an experience you had to live through, how do you think it would affect the person you grew up to be?

Back-to-back (think)

Face-to-face (speak & listen)

Scenario #2SCENARIO 2You are 11 years old. You live with your family in an area far from towns or cities. Your family does not have any running water or electricity. You are responsible for getting water for your family to drink. To do this, you must walk eight hours every day to a pond and back. You will have to do this every day for years and years.

If this was an experience you had to live through, how do you think it would affect the person you grew up to be?

Back-to-back (think)

Face-to-face (speak & listen)

I can determine the meaning of visual representations on a map of Sudan.

Review Map of Sudan (1985) and record what you notice and what you wonder.

I notice…(this

is what I see on this map)

I wonder… (this is what I think about/wonder when I see this map)

Things Close Readers Do …

• Get the gist – figure out what the text is mostly about

• Re-read

• Cite evidence

• Use details from the text to make inferences

• Use context clues to figure out word meanings

• Talk with others about the text

Before we read, let’s talk about what we do when we read closely.

As we close read chapter 1 in ALWTW, we’d like you to annotate your text

for important information:

Exit Ticket – Learning Target Tracker

At the beginning of each English class, we copy down the lesson’s priority Learning Target. Then, at the end of each class, we self-assess and provide evidence of our progress on meeting the target after

engaging in the class’s learning activities.

Exit Ticket – Learning Target Tracker

After completing the reflection on the Learning Target Tracker, flip it over and finish the following sentence starters (be as specific as possible):

1. One thing I learned in class today was….

2. I learn best when my teachers….

HomeworkBring English 7 Introduction Letter Home, go over it with

your families and have an adult sign the sheet. Keep the letter home for your parents to have our

informationDue next class and will be your first grade in English class!