Teacher Guide All materials are all housed in Long Walk to Water folder in the Schoology Building Blocks Course
Before you begin: 1. Print journals for all students 2. Vocabulary: Add A Long Walk to Water words to Infercabulary and star them. 3. Add Long Walk digital slides as Google Drive assignment. 4. Have students create copy of Long Walk to Water book in Book Creator. 5. If you are going to do the SS connections within the teacher guide, follow the “Teacher Prep” guidelines under “Culture Exchange” in Schoology. Then within the student lessons, go over Culture Exchange unit overview, have students choose a country, open up their Culture Exchange slideshow, and complete slide 1.
These activities will help students to build background knowledge before they begin the book: 1. Anticipation Guide: LW Digital Slide 2 (left columns only- right side will be done at the end of the book). 2. Map of South Sudan: Have students create a map of South Sudan and surrounding countries using this template. Once finished, scan all the maps and place in them into a Google Drive folder. *Don’t have them color unless you have access to color scanner! 3. Interview with Linda Sue Park: LW Digital Slide 3 4. Clean water gallery walk: Print pictures and place around room have kids divide a piece of notebook paper into 4 boxes. Label each ¼ see, think, feel, & wonder. Add to boxes as they look at pictures. When finished, summarize ideas on LW Digital Slide 4. After they have completed the map (step 7 below), the students should take a screenshot of slide 4 and insert into Book Creator book (page 4) along with two images from slideshow. 5. Have students make a copy of the Long Walk to Water Book Creator book. They should add their name to the cover, their screenshot of clean water images (slide 4 of digital slideshow) to page 4 and screenshot of map (from the G. Drive folder you have shared with them) to page 5 of their Book Creator book. At the end of the book, the students will come back to this page and write a statement about how knowing the geography of the counties in the book helps them to comprehend the story better. 6. Stand With Eva video LW Digital Slide 5 (3 min.) 7. Clean water exploration guide LW Digital Slide 6 8. Water for South Sudan video LW Digital Slide 7 (4 min.) 9. Sudanese history video and questions LW Digital Slide 8 (2 min.)
Two-Person Poem: Print the poem on the next two slides and read together, stopping to discuss as you read. Have students work in pairs to practice and then video record themselves reading the poem in their Book Creator book on page 7. Fluency RF 5.4 Read with sufficient accuracy and fluency to support comprehension. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
SS Connection: Slide 2 (parts 1 and 2) Where people live directly affects how people live. Looking at the location of South Sudan, what do you notice about its location in relation to the equator? What might this tell us about the climate? As you find the location of your assigned country, think about how the location might affect the people living there.
SS Connection: Slide 3 For our purposes, we are going to define a region as an area of land that has common physical (climate, environment, etc.) characteristics. Looking at the example of South Sudan and the countries that are part of the North African region, what might be some common characteristics all these countries share? How might moving to a different region affect people? Think about the country you are assigned. As you look at the countries that are part of your region, think about what are some commonalities they may share?
SS Connection: Slide 4 The landforms within a country can be used to create regions. Often times mountain ranges and rivers form natural boundaries between areas. The landforms within a country have a direct impact on the ecosystem. Often times in novels, landforms can play a role in character vs. nature conflicts. As you complete slide 4 today, be thinking about how they landforms in YOUR country might impact the people living there.
Chapters 1-3 RL.5.3 “Character Traits” Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). While reading I am looking for character traits of Nya and Salva. I am also trying to identify how they are different and the same. Chapter 1 Slides Chapter 2 Slides Chapter 3 Slides
Character Traits Mini Lesson: Use this slideshow to review character traits. As a class create an anchor chart that focuses on and emphasizes the difference between character traits and physical traits. Direct students to open their journals and look at the character trait lists. Create a double bubble anchor chart and have kids label their own in their journal. Draw the two main bubbles in the middle of the paper and write Nya and Salva. Then as you read through chapters 1-3 they can add things that are the same in the middle and different to the edges. Tell them to add page numbers next to the trait to refer back to later. Kids can add to this graphic organizer the entire book. They will go back to these slides at the end of the book and add additional information. They can use these to help them with their two person poem and essay which both serve as summative assessments at the end of the book. Extension: Add 3-2-1 Bridge to Student slideshows Create vertically in journal!
Post-It Noticings: Explain to students that as they read, they will be takinĀ notes on three post-its. They should label each oÿ their post-its: 1. ? 2. words 3. imaĀes Tell them that as they read they should add any questions they have, new words (or words you have encountered in Inÿercabulary), and any imaĀes that come to mind. After Reading Chapter 2 Direct students to slide 36 oÿ their LonĀ Walk to Water Slideshows. They should use their double bubble orĀanizer to complete the exposition portion oÿ the slide. *Note: Iÿ slideshows were created aÿter 1-15-23, have the students add the slide into their slideshow by postinĀ this link in SchooloĀy. After Reading Chapter 3 At the end oÿ chapter 3, they will transÿer their ideas to this LW DiĀital Slide 10. Tell them that should have at least three ideas in each cateĀory. *This process will be repeated ÿor all chapters in the book!
After Reading 3 cont. Character Trait Diagrams: Direct students to LW DiĀital Slides 11-14 oÿ their diĀital slideshow. Go over the slides and what is beinĀ asked about each character. Tell the students that today they will use their double bubble map to beĀin to complete these slides but that you will come back to these slides at the end oÿ the book and they will add more details. Quiz over Chapters 1-3
SS Connection: Slide 5 There are many references to culture in the novel. Once Salva learns that the old woman in chapter 3 is Dinka, he refers to her as “Auntie.” What might this term mean? Language is one of the primary attributes to culture. As you learn about the languages in your country, think about the importance of people in a community being able to communicate with each other and how using common expressions can build relationships.
Chapter 4-6 RL.5.6 “Point of View” Describe how a narrator's or speaker's point of view influences how events are described. While reading I am thinking about the point of view the story is being told from. If it was told from a different point of view would the story be different? Chapter 4 Slides Chapters 5-6 Slides
Mini Lesson: Start the lesson by reviewing point of view and perspective via this slideshow. Next, watch one or both of the videos on the left. Complete the paired text task cards for additional practice. *You may want to make this a Google Assignment for easy access for your students. You can also make an anchor chart similar to the on on the left. Refer students to the POV helpers in their LW Journal (pages 5-7) Small group lesson: For additional practice with small groups, you can utilize this lesson ● Student packet ● Teacher guide
Post-It Noticings: Explain to students that as they read, they will be takinĀ notes on three post-its. They should label each oÿ their post-its: 1. ? 2. words 3. imaĀes Tell them that as they read they should add any questions they have, new words (or words you have encountered in Inÿercabulary), and any imaĀes that come to mind. After Reading Chapter 4 Direct students to LW DiĀital Slide 16
After Reading 4-6 At the end oÿ chapter 6, students will complete LW DiĀital Slide 17-18. Quiz over Chapters 4-6
SS Connection: Slide 6 Another aspect to culture is art. Salva talks about the scar patterns on the older Dinka that were created to show their transition to adulthood. How could this scarification be considered art? Look at some of the other art of South Sudan? What does this art tell you about the values, feelings, traditions, etc. of the people? What does the art of your country tell you about the people who live there?
Chapters 7-9 RL.5.5 “Figurative Language” Demonstrate understanding of figurative language, word relationships, and nuances in word meanings I can identify figurative language in the text and decipher the meaning the author is trying to portray. Chapters 7-8 Slides Chapter 9 Slides
Mini-Lesson: Use any of these materials to review figurative language with the students: ● Fig. Lang. PPT ● Fig. Lang. Posters/organizers Direct students to the figurative language helpers on page 8 of their student journals. Post-It Noticings: Explain to students that as they read, they will be takinĀ notes on three post-its. They should label each oÿ their post-its: 1. ? 2. words 3. imaĀes Tell them that as they read they should add any questions they have, new words (or words you have encountered in Inÿercabulary), and any imaĀes that come to mind. After Reading 7-9
After Reading 7-9 Have students refer back to the pages of the novel that are identified within the fig. Lang. examples on LW Digital Slide 21-24 and complete the 4 slides. *Tell them to utilize their helper on page 8 of their journal if needed. Quiz over Chapters 7-9
SS Connection: Slide 7 Religion can play a significant role in the lives of individuals. The civil war in Sudan was largely caused by the fact that the majority of the people in the northern region were practicing Muslims who wanted Sharia Law to govern their country (theocracy). The people living in the southern area of Sudan were primarily Christian and Animist who wanted a form of government free from religion. These same struggles occur throughout the world. In order to better understand the values and beliefs of individuals within a country, it is helpful to learn about their religions. As you complete this assignment, think about how religion impacts the culture of your country.
Chapter 10-12 RL 5.1“Quote Accurately when Inferring” Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. I will quote accurately from the text when I make an inference. Chapter 10-11 Slides Chapter 12 Slides
Mini Lesson: One way to start out teaching inferences is by putting a few different items in a paper bag. You can use anything from a bunch of tennis balls to glue sticks to a sandwich. Really, anything you have in your room will work. Allow a few students to reach their hand into the bag and make a guess. Then ask them why they made that guess. Already, students are learning that inferences are made from what we sense (in this case touch) and what we already know (our schema). Next, as a class you can create this mini anchor chart in order to help students wrap their heads around what an inference is.
Inferences lesson cont.:For students that are understanding inferences and are ready for a challenge… Present each student secretly with a scenario. For example, “Your mom is going to a yard sale.” Then, the student must write a paragraph that would lead someone to infer that their mother went to a yard sale. However, the catch is that they cannot explicitly state that their mother went to a yard sale. After they have written their paragraphs, Have the students share it with another student to see if they can draw the proper inference. If they cannot, maybe some editing needs to be done. List of Scenarios ● The electricity just went out ● It’s snowing outside ● You are in outer space ● Kelsey is on a farm ● Emily is eating spaghetti ● A man is skydiving ● A monkey escaped from the zoo Sample Paragraph: My mom walked across the street last Saturday and she took her wallet with her. She was gone for about a half of an hour and came back with some books, an old clock and a T-shirt for my brother. She said she saw Miss Sally, our neighbor while she was there. Inference Drawn: Based on the paragraph, I can infer that the girl’s mom went to a yard sale
After Reading 10-12 At the end oÿ chapter 12, students will complete LW DiĀital Slide 26-28. Quiz over Chapters 10-12
SS Connection: Slide 8 In Chapter 12, we learned that the government of Ethiopia “was near collapse.” What do you think this means? We also know that the government of Sudan was unstable due to opposing views of religions. Furthermore, the government wanted control of oil that was in the north which created a huge financial disparity between the people in the north and those in the south. In order to truly understand the experiences of people within a country, we must understand the laws that govern them. As you research the government of YOUR country, be thinking about these things.
Chapter 13-15 RL.5.5 Explain How Scenes Fit Together” Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. I can explain how chapters and scenes fit together to build a story. Chapter 13 Slides Chapter 14-15 Slides
Before Reading 13-15 Post-It Noticings: Explain to students that as they read, they will be taking notes on three post-its. They should label each of their post-its: 1. ? 2.words 3. images While Reading 13-15 Optional Mini Lesson: Work your way through this lesson (can be done in small groups over the week). RL 5.5 Student Copy RL 5.5 Teacher Copy After Reading 13-15 Review Plot Elements. You can use this plot diagram slideshow to guide your discussion. Students can take notes on page 9 of their journal. As a class, discuss what the climax is of both story lines (Nya chap. 14 when water sprays up from the well and Salva Chap. 13 when he escapes Ethiopia and becomes the leader of the Lost Boys as they head to Kenya.) Discuss what has changed for each character. Have students work in teams to complete slides 10-11 in their journal where they create plot maps up to and including the climax for both characters’ storyline. *They will add the falling action, resolution, conflict, point of view, and theme after they finish the book. Optional Puzzle: As a fun final project, you can use this puzzle slideshow. Print on 11x14 paper. Hand out the 2 conflict pieces today to each student and have them identify the main conflict for each of the characters. Have them cut out the pieces and place in a ziplock bag with their name written in sharpie. Collect the bags. Have students complete LW DiĀital Slide 30 Quiz over Chapters 13-15
SS Connection: Slide 9 In Chapter 15, Salva talks about the time when his father brought back Coke for his family. He remembers the first time the bubbles hit his mouth and what a “wonderful treat it was.” On the plane, he is once again offered the pop. While it was only the second time that Salva had been offered a Coke, for many people on board, this was a regular beverage that they enjoyed daily. Think about the food and drinks you consume on a regular basis. How did those foods get to America? Think about this as you learn about the Columbian Exchange and research the crops and livestock that are eaten in YOUR country.
Chapter 16- 18 RL.5.2 “Conflict and Theme” Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. I am able to determine the theme of the story and explain how characters react to the challenges they are faced with. Chapters 16-18 Slides Culminating Activities
After Reading: Plot Diagrams: Have students complete the rest of the plot diagrams in their student journals (except for theme). Character Analysis: Have students go back to slides 14-17 and complete the character analysis for each character. Symbolism: Review symbolism with students. Explain that when we think about the symbolism within a story it helps us to identify the author’s message/theme. Students Should choose three symbols from the novel to add to Slide 33. If students need help you could suggest: water, the Nile, thorns, gourd, walking, a well. Optional Puzzle: Hand out the conflict pieces today to each student and have them create puzzle pieces to match what they included on slide 33.Hand back out their ziplock bags so they can add their new pieces. Collect the bags. Optional Puzzle: Hand out the “Salva” and Nya pieces today to each student and have them include a brief statement about each character that shows their primary inner and outer character traits. .Hand back out their ziplock bags so they can add their new pieces. Collect the bags.
After Reading: Review main idea with students. Discuss how the term “main idea” is typically used with informational text to describe what the author wants to tell us about a topic; however, it could also be considered a one sentence summary in literature. Optional Puzzle: Hand out the main idea piece today to each student and have them write a one sentence summary of the book. Theme: Watch this video which shows how all the pieces of story come together to create the theme. You can also use this slideshow for another theme review. *You may want to add this doc to Schoology for students to reference. Optional Puzzle: Hand out the bags to each student and have them assemble their puzzle. They should notice that one piece is missing. Tell them that their missing piece is the theme. Have them look at how the settings, conflicts, characters, symbols, and main idea fit together to create a message that the author believes and wants us to learn. Hand out the missing piece and have the Students add the theme. Add theme to slide 33. Add theme to plot diagrams. Add picture of optional puzzle to slide 8 of Book Creator books (you can have kids color first if they want). I suggest you open up a Google Drive folder on your phone and just take a quick picture of each finished puzzle for kids to upload from Drive. The author believes that _______ is ___________________.
After Reading Cont.: Direct students to go back to pages 10-11 in their journals and add the falling action, resolution, conflict, point of view, and theme after they finish the book. They should then take a picture of each completed diagram and add them to LW Digital Slides 34-35. After Reading: Watch: https://education.nationalgeographic.org/resource/from-sudan/ This is a great video from National Geographic showing the Lost Boys walk, the camp, and coming to America.(5 minutes long) Discuss how the video and the book align. ● What is the same? ● What is different? ● What do you notice about the scenery and landscape? ● How do the tents compare to what you had envisioned in your mind? Quiz over Chapters 16-18
SS Connection: Slide 10 People immigrate to other countries for a variety of reasons. We call the factors that lead someone to leave their country “push factors” as they are things that are pushing individuals out. People tend to go to places that have a better standard of living. After we watch a couple of videos together, we will discuss the push factors of Sudan that forced Salva out and may have also caused Nya to leave if she and her family were able. You will then do some research to see what push factors might exist in YOUR country.
SS Connection: Slide 11 The United States has many pull factors. We know that life was much easier for Salva once he moved here. Sometimes, immigrants to the United States go to a specific state because of family they have that already live there or jobs for which they have been hired. Salva and the other Lost Boys who came to the US went to live where sponsor families were living. For this assignment, will continue your learning about immigration and find the areas of the US where the majority of the people from YOUR country have immigrated.
SS Connection: Slide 12 Yay! You did it! You have made it to the last slide. This slide is where you get to find some interesting facts about YOUR country and share them with us all.
A Long Walk to Water: Final Projects SS: Students will assemble culture balls as well as put together an oral presentation about their country for their class (oral presentation is writing/communication grade). Add geography connection paragraph to page 5 of BC book. Add culture project reflection and picture to page 10 of BC book. Writing: Two-person narrative poem (add to page 8 of BC book) and opinion essay (part 1 Long Walk assessment). Add final reflection to page 3 of BC Book and essay to page 9 of BC book. Reading: Breakout room and objective assessment (blooket review) Math: Science: Art: Clay cows All Subjects: Water walk and publishing Book Creator Books. -