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“A Long Walk to Water” by Linda Sue Park
Buy as a BUNDLE and save 50% of the cost of each item individually. These handouts are all printable. The PowerPoint presentation can be edited. This is a thorough unit. You will not need any other materials to teach this book!
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.
Updated in May 2018 - All materials have been organized into folders within the zip file and labeled. In addition, 18 "Warm-up" activities have been added - one for each chapter which include Tier 3 vocabulary words and a "deep thought" for each chapter.
Also, 19 Exit tickets were added: There are 19 half page exit tickets. One to correspond with each chapter in the novel. There is a blank template. Also, a complete key is included.
Also added in May 2018 is a twenty-five word vocabulary list. These are Tier II words found directly in the text. There are three vocabulary quizzes accessible on on Google Forms. The links are provided in an instruction guide within the product.
PowerPoint Presentation - corresponds with the novel (143 slides) THIS IS ENTIRELY EDITABLE and should be used as a guide for your unit.
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 & 4: Chapter 1 & 2 questions from Nya's story and Salva's story. The questions force the students to look at text excerpts and then use a detail from the text to contribute to each character's identity.
Page 5: Chapter 3 & 4 questions primarily focusing on each character's development.
Page 6: "Split Screen" . This activity asks students to illustrate and explain the big ideas presented in the text so far.
Page 7: Chapter 5 & 6 character development. Students are asked to pose a question for Salva and Nya and add to the "Orientation" worksheet.
Page 8: 4-2-1 Summary Strategy. Students choose four important ideas from Chapters 1-6. Then, with a partner, they choose from those four, the two most important ideas. Finally deciding on the most important detail thus far in the text.
Pages 9 & 10: Chapter 7 & 8 vocabulary development and using "Window Notes" as a strategy for review in a graphic organizer.
Page 11: Theme - students are asked to describe the theme of hard work by finding relevant text based details, explaining the text and then making the inference about how the text answers the question.
Pages 12 & 13: Chapters 9-11 questions about each character.
Page 14: Graphic organizer illustrating the three primary themes: Overcoming hardship and adversity, Fear and Hard work and perseverance.
Page 15: Salva and Nya's stories.
Page 16: Front to Front, Back to Back questions
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.
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.
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.
Extra: Teacher Directions which correspond with the instruction of NYS Module. 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. The PowerPoint has slides created to inspire your own seating charts and rotations for 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.
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).
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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.”