Long Walk to Water
March 16, 2017
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Bell Work
Unpack Learning Target:
I can use text evidence to support my
analysis of the experience of people in
South Sudan.
1. Write it down, 2. Circle Verbs,
3. Underline key terms, 4. Re-write in your
own words
Movement: In
your seat.
Voice: Silent
Purpose: Set
goals for today,
warm up for
work session.
Learning Target
I can use text evidence to
support my analysis of the
experience of people in South
Sudan.
Agenda
1. Opening: Review Learning Targets (5 minutes)
2. Work Time
A. Gathering Evidence (5 minutes)
B. Chalk Talk Protocol (15 minutes)
C. Debrief Chalk Talk (10 minutes)
3. Closing and Assessment: Exit Ticket (10 minutes)
4. Homework: Read Chapters 16–18 and complete the
Reader’s Notes (both parts) for these chapters.
Gathering Evidence: Chapters 14-15
• Select 2 Quotes
Explanation: “This quote shows____. So, ________.”
Summary + So what?
Significance: “This quote shows ______, but now
________. So, _______________________________.”
Gathering Evidence
With your shoulder
partner, add to column 3
and 4 of your graphic
organizer.
Pass-Pass-Pass
• For each “Round” you will get 2 minutes to
answer the question.
• When the timer goes off, pass your paper
back and answer the next question on your
new sheet!
Pass-Pass-Pass
1. “Why did Linda Sue Park write this book?”
2. “Why did Park include so many historical facts in
the book?”
3. “If you wanted to best understand what
happened in Sudan and how it affected people,
would you read the novel or the article?”
• 4. “Why did Park include details like Salva learning
to read?”
Learning Target
I can compare and contrast
accounts of survival in “Time
Trip” and A Long Walk to Water.
Exit Ticket
Why did Linda Sue Park use
details in A Long Walk to Water
that did not really happen?
Homework
•Read Chapter 17-18 and complete
Reader’s Notes (both parts) for these
new chapters.
•Pick 2 Quotes from 16-18
•Membean