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Further Research: Hunter-Gatherer Food Chain
It's time to gather nuts, berries, and lots of information. Scholars continue on their quest to determine the consequences of each of Michael Pollan's food chains from The Omnivore's Dilemma. Using research questions developed in a...
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Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain
Could the hunter-gatherer food chain feed everyone in the United States? To consider the question, pupils use their research and add to the Cascading Consequences chart based on Michael Pollan's hunter-gatherer food chain from The...
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End of Unit Assessment: Presentation of Position
What is the difference between formal and informal language? Pupils rewrite their position speeches to adapt them for an audience of adults. Next, they present their speeches in small groups, attempting to answer the question, "Which...
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Analyzing a Model Position Paper
What's the difference between a position speech and a position paper? Scholars use a rubric to analyze a model essay about Michael Pollan's food chains to understand what makes them unique. Additionally, pupils create anchor charts...
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Reading the Map and Beginning Chapter 1
Seventh graders begin their study of Linda Sue Park's A Long Walk to Water by discussing scenarios related to the novel with a partner. The discussion topics invite pupils to consider how various factors, such as war and poverty,...
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Mid-Unit Assessment: Draft of Position Paper
What is the purpose of an introduction and conclusion? Using the resource, scholars review the model position paper from activity one and discuss the author's choices. Next, they draft their position papers' introductory and concluding...
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End of Unit Assessment: Final Position Paper
All good essays must come to an end. Pupils write the final drafts of their position papers about the best food chain from Michael Pollan's The Omnivore's Dilemma. Next, they share their favorite part of their papers with their partners.
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Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)
Readers engage in discussion with partners to answer questions about A Long Walk to Water by Linda Sue Park. Next, they complete exit tickets, writing about how the author creates different points of view for her characters.
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Practicing Structures for Reading: Gathering and Using Evidence to Analyze Salva’s and Nya’s Points of View (Chapter 4)
Class members discuss the gist of chapter four of A Long Walk to Water by Linda Sue Park with a partner and share their responses with the class. Next, they complete graphic organizers to answer text-dependent questions based on a close...
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Practicing Structures for Reading: Gathering Evidence about Salva’s and Nya’s Points of View (Reread Chapter 3)
How does an author develop and contrast character points of view in a work of literature? Using a graphic organizer, readers continue gathering evidence about character point of view from Linda Sue Park's A Long Walk to Water. Next,...
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Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)
Welcome to the World Café! Readers discuss A Long Walk to Water by Linda Sue Park. They circulate throughout the classroom, stopping at different tables to answer a discussion prompt with their classmates and record their ideas on a chart.
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Building Background Knowledge: The Dinka and Nuer Tribes Until the Mid-1980s (“Sudanese Tribes Confront Modern War” Excerpt 1) (Version 1)
Readers consider comparisons between the Dinka and Nuer tribes in South Sudan, making connections between an informational article about Sudanese tribes and the novel A Long Walk to Water by Linda Sue Park. They annotate the text to help...
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Building Background Knowledge: The Dinka and Nuer Tribes
Building on a previous lesson plan, readers continue using context clues to learn new vocabulary. Additionally, they continue working on their Gathering Evidence graphic organizers, making connections between an informational text and A...
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Analyzing Point of View in A Long Walk to Water
Readers analyze how characters are juxtaposed in Linda Sue Park's novel A Long Walk to Water and discuss their ideas with the class. Then, with a partner, they complete a juxtaposition practice worksheet.
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Examining a Model Two-Voice Poem and Planning a Two-Voice Poem
Successful poetry writing requires three P's: planning, preparation, and practice. Pupils read a model two-voice poem and discuss how the author uses evidence to develop the theme. With a partner, scholars use a rubric to analyze the...
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Building Background Knowledge: The Dinka Tribe (“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” Excerpt 1)
Text annotations help readers track essential ideas. Pupils continue reading and annotating an informational article about Sudanese tribes, connecting it with A Long Walk to Water by Linda Sue Park. They also begin writing about their...
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Introducing Module 2: Working Conditions—Then and Now
Let's get visual! Scholars embark on a gallery walk around the classroom to view quotes, images, and videos about historical and modern working conditions in various professions. They consider how working conditions have changed over...
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Close Reading to Learn about Lyddie’s Character
Scholars work in pairs to analyze the characters, plot, and setting of Katherine Paterson's novel, Lyddie. Next, they apply what they learned about the characters' feelings and motivation to perform a mini reader's theater.
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Analyzing Character: Who is Lyddie?
Character analysis can help readers feel more connected to a literary text. Scholars explore the topic by writing an acrostic poem about the main character from Katherine Paterson's novel, Lyddie. Then, pupils watch a short video to help...
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Analyzing Textual Evidence: Working Conditions in the Mills
Deafening, dusty, debris. Such were the working conditions in the 1800s textile industry as portrayed in Katherine Paterson's novel Lyddie. Scholars watch a short video clip about life and work in the mills. Next, they work...
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Framing Lyddie’s Decision and Practicing Evidence Based Claims
Scholars grapple with whether the title character of Katherine Paterson's novel, Lyddie, should sign a petition about working conditions at the factory. They engage in close reading and discussion before adding their thinking about the...
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Forming Evidence-Based Claims: Should Lyddie Sign the Petition?
Pupils reread selected passages from Katherine Paterson's novel Lyddie. After they finish, individuals gather textual evidence supporting whether Lyddie should sign a controversial petition and record their findings on graphic...
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Generating Reasons: Should Lyddie Sign the Petition?
Scholars synthesize evidence from Katherine Paterson's Lyddie to create a list of the pros and cons of Lyddie signing a petition about working conditions. They use the Lyddie's Decision anchor chart to record their thoughts and ideas...
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Writing an Argumentative Essay: Analyzing the Model Essay
Models and exemplars help pupils learn. Scholars read a model argumentative essay to prepare for an upcoming writing assignment. As they read, they work with partners to complete a worksheet analyzing the essay's structure.
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