Long Walk to Water March 16, 2017

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Unpack Learning Target: Bell Work Unpack Learning Target: I can use text evidence to support my analysis of the experience of people in South Sudan. 1. Write it down, 2. Circle Verbs, 3. Underline key terms, 4. Re-write in your own words Movement: In your seat. Voice: Silent Purpose: Set goals for today, warm up for work session.

Learning Target I can use text evidence to support my analysis of the experience of people in South Sudan.

Agenda 1. Opening: Review Learning Targets (5 minutes) 2. Work Time A. Gathering Evidence (5 minutes) B. Chalk Talk Protocol (15 minutes) C. Debrief Chalk Talk (10 minutes) 3. Closing and Assessment: Exit Ticket (10 minutes) 4. Homework: Read Chapters 16–18 and complete the Reader’s Notes (both parts) for these chapters.

Gathering Evidence: Chapters 14-15 Select 2 Quotes Explanation: “This quote shows____. So, ________.” Summary + So what? Significance: “This quote shows ______, but now ________. So, _______________________________.”

Gathering Evidence With your shoulder partner, add to column 3 and 4 of your graphic organizer.

For each “Round” you will get 2 minutes to answer the question. Pass-Pass-Pass For each “Round” you will get 2 minutes to answer the question. When the timer goes off, pass your paper back and answer the next question on your new sheet!

Pass-Pass-Pass 1. “Why did Linda Sue Park write this book?” 2. “Why did Park include so many historical facts in the book?” 3. “If you wanted to best understand what happened in Sudan and how it affected people, would you read the novel or the article?” 4. “Why did Park include details like Salva learning to read?”

Learning Target I can compare and contrast accounts of survival in “Time Trip” and A Long Walk to Water.

Exit Ticket Why did Linda Sue Park use details in A Long Walk to Water that did not really happen?

Homework Read Chapter 17-18 and complete Reader’s Notes (both parts) for these new chapters. Pick 2 Quotes from 16-18 Membean