Q3W5 (Jan 31 – Feb 4)

Boy Who Harnessed the Wind
http://www.skylineschools.com/wp-content/uploads/2018/10/7-M1-A-Long-Walk-To-Water.pdf

TeacherKevin Kearney
Subject AreaELA/Journalism
Grade Level7
Week #5
Unit of Instruction
Standard(s) Taught

ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.
ELA.7.R.1.1 Analyze the impact of setting on character development and plot in a literary text
ELA.7.R.3.2 Paraphrase content from grade-level texts.
ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same or related topics or themes.
ELA.7.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.7.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.
ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Learning Targets and Learning Criteria

I can…
– Explain the main point of a text and assess the validity of its claim
– Determine meanings of unfamiliar vocabulary using knowledge of Greek and Latin roots
– Discuss how different elements of text, like location and point of view, affect the story and how it is told
– Interpret a question, find relevant, factual information sources to answer that question, and develop follow up questions
– Use grade-level appropriate grammar when writing and speaking

Classroom Activities

Monday 1/31
– Do Now: Describe a time you tried to develop a creative solution to a problem.
– Intro new vocab
– Paper return
– Finish video “Boy Who Harnessed the Wind” and worksheet
Tuesday 2/1
– Do Now: What do you need to survive? What do you need to be happy or content? Would you ever choose to have less technology? Why or why not?
– Read and discuss chapters 4-7 in A Long Walk to Water
– Team duty assignments
– Make up work time (progress report grades will be entered tonight)
Wednesday 2/2
– Do Now: Generate 3 questions that you think would make good “Do Now’s”
– Stream-of-consciousness free write (“burn after writing”)
– Independent Work Time
Thursday 2/3
– Do Now: Describe a challenging journey you have made.
– In teams: For each chapter, generate a quiz including the following:

Write 4 “recall” questions. These are simple questions about details from the story which can be answered in just a few words. EXAMPLE: How does Nya carry the water back to her home? Answer: balanced on her head. EXAMPLE: Who is Salva’s village named after? Answer: his grandfather

Write 3 “short answer” questions. These are questions about character motivations, story elements, theme, etc which require 2 or 3 sentences to address. EXAMPLE: What is the cause of conflict between North Sudan and South Sudan? What is a typical day in Nya’s life like, and how does it differ between the wet season and the dry season?

Write 2 “extended response” questions. These are open-ended questions about the larger ideas, themes, and situations in the book, and need a full paragraph to answer. EXAMPLE: Evaluate the choice made by the Dinka group to abandon Salva at the barn. Why did they decide to do this, and is it morally defensible?

(IF YOU ARE WORKING ALONE: write 2 recall, 1 short response, and 1 extended response question PER CHAPTER)
– (period 3: centers)

Friday 2/4
– Vocab quiz
– Review Game Day!

Assignments Due

Monday: video worksheet (“Boy Who Harnessed the Wind”)
Tuesday: read thru chapter 7 “A Long Walk to Water”
Friday: vocab quiz

Additional Resources

Q3W5 (ALWTW chap 4-7)

Furrowed (adj)
(of land or earth) covered in long, narrow trenches formed by plowing.
“furrowed fields”
(of the forehead or face) marked with lines or wrinkles.
“he stroked his furrowed brow”

Luscious (adj) richly verdant or opulent.
“the luscious brush strokes and warm colors of these late masterpieces”
(of food or wine) having a pleasingly rich, sweet taste.
“a luscious and fragrant dessert wine”

Generation (n) all of the people born and living at about the same time, regarded collectively.
“one of his generation’s finest songwriters”
the production of something.
“methods of electricity generation”

Makeshift (adj) serving as a temporary substitute; sufficient for the time being.
“arranging a row of chairs to form a makeshift bed”

Solemn (adj) formal and dignified.
“a solemn procession”
not cheerful or smiling; serious.; characterized by deep sincerity.
“Tim looked very solemn” “he swore a solemn oath to keep faith”

Stride (n) a long, decisive step.
“he crossed the room in a couple of strides”
“the horse shortened its stride”
a step or stage in progress toward an aim.
“great strides have been made toward equality”
(verb) walk with long, decisive steps in a specified direction.
“he strode across the road”
“a woman striding the cobbled streets”
cross (an obstacle) with one long step.
“with a little leap she could stride across like a grown-up”

Inhabit (verb) (of a person, animal, or group) live in or occupy (a place or environment).
“a bird that inhabits North America”

Wailing (adj) crying with pain, grief, or anger; making a prolonged high-pitched sound.
“wailing toddlers” “wailing sirens”
(verb) give a cry of pain, grief, or anger.
“Tina ran off wailing”

Fortunate (adj) favored by or involving good luck or fortune; lucky.
“she’d been fortunate to escape more serious injury”
auspicious or favorable.
“a most fortunate match for our daughter”
materially well-off; prosperous.
“less fortunate children still converged on the soup kitchens”

Papyrus (n) a material prepared in ancient Egypt from the pithy stem of a water plant, used in sheets throughout the ancient Mediterranean world for writing or painting on and also for making rope, sandals, and boats.
“the text was preserved, probably on papyrus”
a document written on papyrus.
“a remarkable papyrus recently acquired by the British Museum”