Lesson 6 - Water Walk

🕐 Lesson Overview

Bellringer - "Water Walk"
Read: Chapter 5 & 6 (pages 26-38)
DYRT Quiz

⭐ Objectives

I can make text-to-text and text-to-self connections.
I can read A Long Walk to Water.
I can correctly answer comprehension questions.

📏 Standards

🗽 NYSNGSS

7R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
7R3 - RL:
In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning.
7R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.
7R7:
Compare and contrast a written text with audio, filmed, staged, or digital versions in order to analyze the effects of techniques unique to each media and each format's portrayal of a subject.
7W4:
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
7R5 - RL:
In literary texts, analyze how structure, including genre-specific features, contributes to the meaning of themes or central ideas.
7L6:
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

💖 SEL

🗒️ Lesson Plan

Anticipatory Set

Students will independently read the poem Water Walk. The teacher will take attendance. Once all students have finished reading, the class will watch a video performance of the poem.

After viewing, students will engage in a Turn & Talk around the following questions:

How does this poem relate to A Long Walk to Water?
How does your everyday life compare to that of the speaker in "Water Walk"?
Compare your experience reading the poem versus watching the video performance. Which do you feel was more powerful? Why?
What else do you notice or wonder about the poem?

After students have had a few minutes to discuss, the teacher will prompt groups to share their responses with the whole class. The class will then review the agenda and objectives.

Developmental Activity

The class will read Chapters 5 & 6 from A Long Walk to Water.

Closure

Students will independently complete the DYRT Quiz - Chapters 5 & 6. This is designed as an open-book quiz, that is, students may freely use their copy of the text to answer the questions.

🧠 Rationale

The DYRT quiz evaluates basic reading recall and comprehension; ability to select relevant pieces of textual evidence; and ability to fully expand on and explain one's ideas.

⚙️ Modifications

The reading in this lesson is primarily intended to be independent, but it may be done in a whole class setting. Additionally, if in a co-taught class, multiple strategies may be used (e.g. some students are pulled into an intervention group to read and complete the quiz together while the other students work independently).