Learning segment theme building background knowledge

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Learning Segment Theme: Building Background Knowledge: Perspectives in Southern Sudan Resources and Materials: A Long Walk to Water by Linda Sue Park The Last Class: The Story of a Little Alsatian -CommonLit.org Paired Text Assignment Social Studies Themed Unit Lesson Plan Lost Boys of Sudan Pre-Reading YouTube Video Where are the Lost Boys Now? Part 1 & Part 2 YouTube Video Chimamanda Adichie's TED talk "The Danger of a Single Story" Multiple Perspectives Graphic Organizer Using of district-issued Chromebooks, CommonLit.org class assignment link, YouTube, and Promethean Board to display presentation of instruction. Standard
YOUNG ADULT LITERACY PROJECT State: ELAGSE7RL6: ELAGSE7RL6: ANALYZE how an author develops and contrasts the points of view of different characters or narrators in a text. L6-8RHSS1: Cite specific textual evidence to support analysis of primary and secondary sources. L6-8RHSS2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. L6-8RHSS3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Click or tap here to enter text. National: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 6-7 CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Objective: After reading the novel, A Long Walk to Water, students will create a chart of individuals involved in the historical event to identify the individuals involved, their goals, and character traits. Students will also provide evidence from the text to support analyses. Student will be able to analyze how characters’ differing perspectives help develop a text and demonstrate what techniques help develop an effective narrative. ACADEMIC LANGUAGE DEMANDS Language Demands: Students will be able to define comprehension, point of view, and character perspectives in their own words and will work with a partner to demonstrate examples. Language Supports: The teacher will post and reference the learning objectives for students to follow along with. Support students by identifying similarities and differences, summarizing, and providing notes for students to jot down while also reinforcing effort and providing recognition. Cues, questions, and advance organizers will also be facilitated through the classroom learning environment to support student learning.

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