"A Long Walk to Water" Full Unit; coincides with Module 1; Unit 1 Grade 7 ELA

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7th
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PRODUCT DESCRIPTION

“A Long Walk to Water” by Linda Sue Park
Full Unit
NYS Module One; Unit One


This product is a Zip File Which Includes 3 PowerPoint Presentation; 9 PDF Files; 2 WORD Documents; student examples and the New York State Module included in word documents for reference.

PowerPoint Presentation - corresponds with the novel (144 slides)
The NYS Common Core teacher's instruction guides for the first module, first unit is almost 200 pages (this includes student handouts). I have created a 148 PowerPoint slideshow that walks both the teacher and student through the module. I thought it might be helpful to other teachers as it helped me to become familiar and confident with the unit. I created this PowerPoint to coincide with all the additional handouts I created on this unit as well as many handouts found on the NYS ELA Common Core engageny.org website. I thought some of the student material was confusing for twelve-year-olds, so I created outlines and a final assessment that was much clearer. I put a free sample of the paragraph 2 expectations on this site. At the end of the unit there are instructions for students to follow to organize all their papers and write an extended response.
The PowerPoint includes the lessons that correspond with the Module. In addition, there are 30 new slides (added in 2016) that serve as post reading activities. This includes “Big Questions using a “Back to Back, Front to Front” discussion technique, examples of student work, and an activities discussion nuances in a personal narrative.
The entire unit required them to close read, gather evidence, and answer the essential question: "How do culture, time, and place influence Salva or Nya's identity?" My students really enjoyed reading the book. The assessment was challenging, but an excellent culmination for gathering and organizing information in addition to making thought provoking inferences. This PowerPoint had daily agenda with “sponge” activity, Learning Targets, Vocabulary development, learning strategies, seating placements, cooperative learning activities, homework assignments, a link to Salva’s nonprofit Water for South Sudan website, and much, much more. There are many colorful photographs and maps embedded within as well. You can add/delete slides for your own teaching preferences. I hope you find this useful.

PDF: Salva and Nya Foldables:
Foldables are creative ways for students to take notes about each of the characters as they read. They simply cut it into a square, then cut up the red lines and take notes under each of the flaps. (I included some photos in the file of the foldables)

PDF: Chapter Activities PRINTABLE – 16 pages
Page 1: Cover
Page 2: Graphic organizer: Used to follow the characters through their journey in the novel. It is based off Jim Burke’s idea of character orientation, their challenges that lead to a disorientation, and a conclusion where their new orientation is discovered.
Page 3: Chapter 1 vocabulary is a one page vocabulary activity for Chapter 1 in Linda Sue Park's book "A Long Walk to Water". The activity is a chart where students will find their assigned words in the text, write down the sentence the word is found in, the page it is found on, and the definition in their own words. This could be an individual activity, a partner activity, or a jigsaw activity. I like to use it as a warm-up or follow activity for Chapter one and assign different partners different words then we discuss each word. It takes about 10 minutes.
Page 4: Chapter 2 Vocabulary Activity:
A one page vocabulary activity for Chapter 2 in Linda Sue Park
's book "A Long Walk to Water". The activity is a chart where students will find their assigned words in the text, write down the sentence the word is found in, the page it is found on, and the definition in their own words. This could be an individual activity, a partner activity, or a jigsaw activity. I like to use it as a warm-up or follow activity for Chapter one and assign different partners different words then we discuss each word. It takes about 10 minutes.
Page 5: Chapter 3 & 4 graphic organizers to chart character development.
Page 6: Graphic organizers and two questions to correspond with the chapters 5 & 6
Page 7: Chapter 7 & 8 vocabulary development
Page 8: Chapters 9-11 graphic organizers beginning to develop the themes of hard work and survival.
Page 9: Nya’s story. Specific questions showing the growth of Nya’s character in Chapters 9-11.
Page 10: Salva’s story. Specific questions showing the growth of Salva’s character in Chapters 9-11.
Pages 11-13: The article found directly from the NYS Module. I did NOT write this article and am merely including it in the packet for a non-fiction connection.
Page 14: Development of theme in chapters 12-14
Page 15: Completing the graphic organizers of Nya and Salva’s new orientation. Questions contribute to this activity.
Page 16: “Big Ideas”. Students use Back to back and Face to face style to discuss the big ideas presented in the book.

PDF: Personification Worksheet:
This is an activity to be completed individually or with a partner after the students have finished reading "A Long Walk to Water". This is part of the Common Core ELA7 Module One, Unit One. Students will analyze text to view figurative language, specifically personification and illustrate the example. Students will cite specific evidence from the text. There are also photographs of student examples included.

PDF: Create a timeline worksheet:
This is an activity to be completed individually or with a partner after the students have finished reading "A Long Walk to Water". This is part of the Common Core ELA7 Module One, Unit One. Students will analyze text to create a timeline of major events in Salva's journey. Explanation of task and checklist included. There are also photographs of student examples included.

PDF: Mid Unit Quiz - 10 multiple choice questions with answer sheet and key

PDF Final Assessment: 14 page assessment:
Although my seventh graders and I enjoyed reading and participating in the NTS ELA7 Module One; Unit One, I felt the final assessment was a little too broad for a seventh grader to organize and answer in the way the state was asking. What I did is I took the essential question from the unit, “How do culture, time, and place influence Salva/Nya’s identity?” and created a detailed outline for the expectations in each paragraph. One of the primary strategies in this unit was gathering evidence from the text and used these details to clarify thinking and deepen understanding. My students did a good job gathering the evidence, but it was difficult for them to make the connection between the evidence and using that as support to answer the essential question. So, I created this outline to allow the students to organize their papers and have the expectations clearly stated for each paragraph. I also rewrote the final assessment in a way that I felt was much more “user friendly” for a twelve year old. I put the first outline, for paragraph 2, on this site for teachers to view and see if this would work for you. Then, I put all of the outlines combined with the final assessment as one large document. I used the NYS 4 point rubric to assess the extended response.

Two Powerpoint presentations:
1. “South Sudan Virtual Field trip” with a corresponding handout. I used slides 1-8 as a pre-reading assignment. The end slides are repeated in the next PowerPoint.
2. Salva’s Journey – I used this as an end of the unit task. Some of the slides are repeated in both presentations. I would be up to the teacher how they wanted to use these activities.

Teacher Overview:
The NYS Common Core teacher's instruction guides for the first module, first unit is almost 200 pages (this includes student handouts). I have condensed it to 12 pages of instruction, initially to help myself become organized and gain a firm handle on the unit. I thought it might be helpful to other teachers as well. I created this timeline that coincides with the PowerPoint and all the additional handouts I created on this unit. I thought some of the student material was confusing for twelve-year-olds, so I created outlines and a final assessment that was much clearer. I put a free sample of the paragraph 2 expectations on this site. At the end of the unit there are instructions for students to follow to organize all their papers and write an extended response. The entire unit required them to close read, gather evidence, and answer the essential question: " How do culture, time, and place influence Salva or Nya's identity?" My students really enjoyed reading the book. The assessment was challenging, but an excellent culmination for gathering and organizing information in addition to making thought provoking inferences.

Word Document:
Calendar:
A reading calendar, fully editable, to distribute to students upon the beginning of your unit.

Bonus:
This product also contains a 4 page editable document I created to host your own “Walk for Water” to raise money for Salva Dut’s organization: Water for South Sudan.

 

There are numerous standards addressed in this unit.  Reciprocal Learning is one of the driving instructional means.  These are activities where students coach each other through exercises that apply to the content.

There are two types of Reciprocal Learning used in this unit.  The first is a “Think, Pair, Share” and the second is a “Back to Back and Front to Front”.  In a “Think, Pair, Share”, students in pairs or small groups are given a question or topic.  Then, they are given time to think about their response.  Then, the partners share their thoughts with each other.  Finally, they share their responses with the class.  In the “Back to Back and Front to Front” method, students stand back to back with a partner.  The same procedure is followed.  Partners continually change throughout the unit.

The reason this works:  Students who work in peer partnerships make measureable academic gains, develop more positive attitudes toward subject matter, become less dependent on the teacher, and spend more time on a task when working with a partner than when working independently (King-Sears & Bradley, 1995).

 

Stay connected with me:

Blog:  https://wordpress.com/posts/educationisland.wordpress.com

Pinterest:  https://www.pinterest.com/educationisland/

 

 

People who have used this product have said:

“Used this as a supplement for my 1st time teaching the module. It helped with pacing and clarified lessons from the module that were confusing.”

“Very helpful!”
Total Pages
over 100
Answer Key
N/A
Teaching Duration
1 Month

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"A Long Walk to Water" Full Unit; coincides with Module 1;
"A Long Walk to Water" Full Unit; coincides with Module 1;
"A Long Walk to Water" Full Unit; coincides with Module 1;
"A Long Walk to Water" Full Unit; coincides with Module 1;
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