Lesson 16 - Finish Book

🕐 Lesson Overview

Bellringer
Read: Chapter 18
TPS: Essential Questions
"I Kept Walking"
Present project (time permitting)

⭐ Objectives

I can identify themes in a literary text.
I can compare the points of view of different characters in a literary text.
I can make text-to-self connections.

📏 Standards

🗽 NYSNGSS

7R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
7R2:
Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
7R3 - RL:
In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning.
7R5 - RL:
In literary texts, analyze how structure, including genre-specific features, contributes to the meaning of themes or central ideas.
7R6 - RL:
In literary texts, analyze how an author develops and contrasts the point of view and the perspectives of different characters or narrators.
7R9:
Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.

💖 SEL

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2B.3b:
Demonstrate understanding of how culture or life experience shapes communication within and between identity groups.
2D.3a:
Describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships.

🗒️ Lesson Plan

Anticipatory Set

The teacher will remind students that a theme is a main idea or message in a story. As a bellringer, students will engage in a Turn & Talk around the following prompt:

What do you think the theme of A Long Walk to Water is?

The teacher will take attendance as students discuss. Once sufficient time has elapsed, the teacher will invite groups to share their ideas; the teacher should emphasize that a text can have multiple themes and encourage students to identify specific examples from the text where the theme is made apparent. The class will then review the agenda and objectives for the day.

Developmental Activity

The class will read Chapter 18 from A Long Walk to Water. The teacher will read the entire chapter aloud rather than invite student readers and ask that students keep any predictions to themselves. At this point, many students will have correctly identified Salva as the leader of the group building a well in Nya's village, but the surprise should be preserved for those students who have not yet put together the details. After finishing the chapter, the teacher should ask students what clues in previous chapters may have hinted at Salva's identity in Nya's story.

Students will then engage in a Turn & Talk around the following essential questions:

What is Salva's message ot those who face challenging situations? How can perseverance lead to accomplishment?

Why is the book called A Long Walk to Water?

Why does Linda Sue Park include the story of Nya alongside Salva's? How does Nya's point of view help develop the story despite very little happening in her sections?

After sufficient time for discussion has elapsed, the teacher will invite students to share their responses.

Closure

Students will watch an excerpt (06:47 to 13:48) from Salva Dut's TED Talk, "I Kept Walking." Time permitting, the teacher may choose to present the students' options for their summative unit assessment.