Long Walk to Water January 30, 2017

Bell Work Take one Learning Target (green slip) from the bin. Glue it into your notebook on the next page. Circle the verbs. Underline the most important terms. Write the LT in your own words. Movement: In your seat. Voice: Silent Purpose: Set goals for today, warm up for work session.

I can use context clues to determine word meanings. Learning Target 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. In this lesson, students do not read a new chapter of the novel. Instead, they synthesize their learning from Chapters 1–5, focusing on their current understanding of the characters Nya and Salva. This prepares them for a shift in focus to informational text in Lessons 10–14. Students know that Salva is from the Dinka tribe and Nya is from the Nuer tribe and that these two tribes have a history of violence in the midst of the Sudanese Civil War. Lesson 9 thus helps create a “need to know” the content knowledge they will encounter through informational texts in Lessons 10–14.

Why is Nya scared of the Dinka? And why is Salva scared of the Nuer? Turn and Talk Why is Nya scared of the Dinka? And why is Salva scared of the Nuer?

Gathering Evidence Chart Homework Gathering Evidence Chart Next Membean Quiz is February 3rd! Keep up with Membean to prepare! “I think this example shows my abilities to cite evidence because…” or “I selected this evidence because it tells me ____ about the characters in the book.”