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A Long Walk to Water
By Linda Sue Park
Unit 1, Lessons 9 - 14
Name:______________________________
Date:____________________________
Learning Objectives:
★ I can cite several pieces of text-based evidence to support my analysis of a literary text. ★ I can analyze how an author develops and contrasts the points of view of characters and narrators.
Essential Question:
How do culture, time, and place influence the development of identity?
*Task = Any blank that is required to be filled in by the student. The response must be relevant to receive points.
Grading
4 (Advanced) 3 (Proficient) 2 (Developing) 1 (Well-Below) 0
Missing 0 to 2 tasks. Missing 3-5 tasks. Missing 6-10 tasks. Missing 11 or more tasks.
Not turned in/ turned in blank
Unit 1 Lesson 9
Learning Targets: ➔ I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water
Do Now: Circle the best answer for each question.
- In which of the following phrases should the two adjectives not be separated by a comma?
a. Tough soccer team b. Kind generous actions c. Hot humid weather d. Rousing energetic speech
- Which of the underline words in the sentence is not spelled correctly? “Congradulations!” my uncle shouted. “We were certain that you were qualified to join the organization!”
a. Organization b. Certain c. Qualified d. Congradulations
GAME TIME: Long Walk to Water Dodgeball
- Your teacher will break you up into two teams. Notice the line dividing the class into teams and the mutual safety box at the front of the class.
- You will find quotes from the novel related to Nya’s or Salva’s identity taped to two opposing walls.
- When your teacher instructs you to start, you will grab quote from the wall. Read the quote and understand its meaning.
- Afterwards, run into the safety box. You must tell your teacher if the quote you picked is about Nya or Salva. You must then tell your teacher if that quote talks about their identity in terms of time, place, or culture.
- No one can get you out when you are in the safety box.
- If you answer these two questions correctly, you may leave the safety box and crumble up the quote.
- The crumbled paper becomes a live ball. You may throw the ball at anyone on the other side.
- If your ball hits the other member of the team, they will be forced to sit and remain “out” for the rest of the game.
- The only team with member(s) standing, wins the game.
- If you are still “alive” and standing up you may pick up other crumbled papers on the ground to use as ammunition against the other team.
- Don’t forget to dodge any quotes coming your way! Otherwise you will be out!
- Any questions?
Unit 1 Lesson 10
Learning Targets: ➔ I can make connections from the text ‘Sudanese Tribes Confront Modern War’ to the novel A Long Walk to Water.” ➔ I can annotate text to help me track important ideas in Excerpt 1 of ‘Sudanese Tribes Confront Modern War.’” ➔ I can use context clues to determine word meanings.”
Do Now: Circle the best answer for each question.
- Which is the correct way to combine these two sentences:
Olivia is a speedy soccer player. Olivia is a skillful player.
a. Olivia is a speedy skillful soccer player. b. Olivia is a speedy, skillful soccer player. c. Olivia is a speedy skillful, soccer player. d. Olivia is a, speedy skillful soccer player.
- Which of the following shows one way to make a correctly punctuated sentence from these words?
Cristina speech long tiresome representative new young
a. Cristina dozed through the long, tiresome speech by the young new representative. b. Cristina dozed through the long tiresome speech by the young, new representative. c. Cristina dozed through the long, tiresome speech by the young, new representative. d. Cristina dozed through the long tiresome speech by the young new representative.
READING TIME: Get into groups of three. Take turns as you read the excerpts below (one paragraph per person, then repeat). After each paragraph, answer the questions that follow.
Sudanese Tribes Confront Modern War By Karl Vick, Washington Post Foreign Service Wednesday, July 7, 1999; Page A
EXCERPT 1
- They are the Dinka and the Nuer, the largest tribes in southern Sudan. Both greet the dawn by singing. Both live in square huts with round, uneven roofs. Both walk the roadless plain split by the White Nile. And both honor their scrawny, hump-backed cattle as the center of the temporal world, at once wealth on the hoof and a mystical link to the spiritual plane [level].
Reread paragraph 1 out loud. What does the word “both” refer to? Why does the author use the word “both” four times?
In Paragraph 1, what do you think the word temporal might mean? Use context clues.
- The Nuer word for “thousand” means “lost in the forest,” because that’s where your cattle would be if you had that many of them. Almost no one does, however—in no small part because Dinka and Nuer have been stealing cattle from each other for as long as anyone can remember. Cattle raiding is a hoary [old, ancient] tradition of pastoralists [farmers] throughout East Africa, as natural here as a young man’s hungering for enough cows to pay the bride price for a wife, as normal as a neighbor striking at the intruders he sees hogging prime grazing land.
In paragraph 2, reread the last sentence, and explain it to your partner and write it in your own words.
- If people died in these raids, it was “maybe one, two or three,” said Madut. And the victims were almost always warriors, slain with the spears that were still the weapons of choice in southern Sudan in 1983, when the war against the Arab north entered its current phase. That year, the Khartoum government imposed [forced on others] Islamic law on the entire country, including the parts that were not Muslim, like the south, where people mostly adhere [stick to] to traditional beliefs or Christianity. Rebellious southerners formed the Sudanese People’s Liberation Army, and young Dinka and Nuer began to carry AK-47s.
Write one thing you learned from this paragraph:
EXCERPT 2
- Until 1991, the guns were used mostly against northerners. But that August, there was a split in the rebel army. The fault line was tribal. A Nuer rebel officer, Riek Machar, tried to topple the rebels’ supreme commander, a Dinka named John Garang. When the coup failed, the rebel escaped with forces loyal to him, mostly Nuer. The war had entered a new phase. Southerners started killing each other.
Talk with a partner: In paragraph 4, how does the second sentence help you understand the phrase “the fault line was tribal”?
- “I used to be living here,” said Peter Wakoich, a Nuer in Dinkaland. “The Dinka and Nuer were one. It all went bad overnight.” Shortly after the rebel leaders parted ways, the man from the next hut stole all of Wakoich’s cattle and slit the throats of four of his children.
Write one thing you learned from this paragraph:
INDEPENDENT WORK TIME: Now that you have familiarized with the graphic organizer, you will work independently to fill in the columns. Refer to the text for help.
1 2 3 4 5
Quote (make sure to USE QUOTATION MARKS around your quote)
Page
Is this quote about Dinka or Nuer or both?
Does the selected quote reference time, culture, or place?
What does the quote tell us about how culture, time, or place influence Dinka’s or Nuer’s identity?
“Both walk the roadless plain split by the White Nile” (Vick, 1999)
(no page #)
“Dinka and Nuer have been stealing cattle from each other for as long as anyone can remember” (Vick, 1999).
(no page #)
“Cattle raiding is a hoary [old or ancient] tradition of pastoralists throughout East Africa” (Vick, 1999).
(no page #)
“...the victims were almost always warriors” (Vick, 1999).
(no page #)
SUMMARY TIME: You can choose to draw OR write about what you have learned about the Dinka or Nuer tribe.
Drawing: Written answer:
Unit 1 Lesson 11
Learning Targets: ➔ I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11) ➔ I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
Do Now
- In the sentence, which of the underlined words is misspelled?
The gymnast performed her routine on the parralel bars.
a. gymnast b. performed c. routine d. parallel
- Which sentence does not contain the correct punctuation?
a. The kitten was a happy, attentive per for the little girl. b. It was a cold, hard fact that Hannah was not being a good friend. c. Vanessa made a thin, paper Valentine for her best friend. d. Eric prepared a delicious pumpkin pie for Thanksgiving dinner.
REFLECTING on your own practice: What mistakes do you continue to make in the Do Nows. What are you doing wrong and how can you improve your grammar? If you don’t make any mistakes, what makes it easy for you to answer the questions correctly? How would you teach others what you know?
Reader’s Notes - A Long Walk to Water
Fill in the columns after you read the chapters.
Chapter What more have you learned about Nya’s story?
What more have you learned about Salva’s story?
MAKING CONNECTIONS: What cultural habits did you see in the chapter related to the Dinka and Nuer tribes?
● ● ●
SUMMARY TIME: Fill in the three shapes with four things that you have learned today.
Unit 1 Lesson 12
Learning Targets: ➔ I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
Do Now: Fix the sentence by using correct capitalization (there are five errors)
(1) matt cooked mashed potatoes for christmas. aunt lori lives in charlsetown and since it was nearby, we had the dinner there.
Add the correct punctuation.
(2) I like to play team sports such as football basketball and soccer Every year I join my school’s team for each of the sports
TAKING NOTES: You will learn how to write a CER. Identify what each letter stands for (use the PPT for hints)
C
E
R
TAKING NOTES: Determine the purpose of each step. Talk with the rest of the class to get ideas. Then look to the PPT for hints.
C
E
R
Analyze the rubric below with your partner and together, answer the questions that follow.
What is the maximum number of points you can receive for claim? __________________
What differentiates a score of four on evidence from a score of three on evidence?
What differentiates a score of four on evidence from a score of three on evidence?
PARTNER TIME (feedback): Exchange your written CER with your partner. Read what they have written. For each step, tell them something they did well on and something they should improve on for next time to better their CER. Use the rubric above to help give feedback.
C One thing you did well on:
One thing you need to improve on:
E One thing you did well on:
One thing you need to improve on:
R One thing you did well on:
One thing you need to improve on:
SUMMARY TIME
You have three minutes to get to the whiteboard, find a marker and write one thing that you have learned today. After everyone has written their response on the board, you will go over the summary of the lesson whole group.
Unit 1 Lesson 13
Learning Targets: ➔ I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11) ➔ I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4) ➔ I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
Do Now: Fix the sentence by using correct capitalization and adding proper punctuation
i love to write because i can express my ideas think creatively and improve my grammar this year i plan on working on citing quotes correctly
READ the excerpt below. You must use the annotation key to annotate the text as you read. You are responsible for:
- A minimum of FIVE annotations for Excerpt One and a minimum of three for Excerpt Two (total 8)
- Every annotation must be accompanied with a note in the margin (either giving more detail about what you have marked up or asking questions about it).
discussions] used to be held in which the boy’s family agreed to give cows, sometimes as many as 100, to the Dinka girl’s relatives; several families would make such overtures [proposals; offers] toward a single girl, in a process akin to competitive bidding. (7) Nowadays the negotiations are still held, but they are about handshakes and pledges. There is no livestock available to change hands. (8) Holding the ceremony without cattle, Mabil says, reminds Dinkas that they have no property. “You cannot regain your land,” he says through an interpreter. “That is the great loss. We hope our leaders are working hard to get us back our land.”
GIST:_________________________________________________________________________________
_
EXCERPT 2
(1) Before the war caused institutions to collapse in southern Sudan, the Dinka were not only farmers and cowherds, but also high court judges and civil administrators and doctors. They were the south’s richest and proudest tribe. (2) The cow has always been the focus of their culture. Cattle stood at the heart of virtually every important tradition and ceremony in Dinka life. Myths rose up around the animal. The Dinka wrote songs about it. They created dances to honor it. (3) Dinka see the animal as the highest form of wealth. Today some Dinka retain their cattle, but many have lost their herds, which were killed in fighting or abandoned during the rush to camps for the displaced. (4) The loss has pierced the Dinka, so much so that they have altered their governing myths. Stories that once celebrated the tribe’s greatness—they believed they were a people favored by God—now describe a people full of dismay and self-doubt. One story, about how the Dinka came to love cattle, has been turned into a tale of woe, in which God is punishing the tribe for devoting so much of itself to the animal. (5) “They have been shattered,” said Francis Deng, a Dinka who is a senior fellow at the Brookings Institution in Washington. “They see themselves in a negative light for the first time. You can see how the war has torn at their self-confidence, their sense of dignity.”
GIST:_________________________________________________________________________________
_
PARTNER TIME: Back-to-Back Prompts
You and your partner will stand back-to-back. Your partner will ask you a question. Answer to the best of
your ability. You can use your packet for guidance and you can reference evidence from the novel when responding. After you have thoroughly answered the question, you will read the second question to your partner. Continue to take turns until all questions have been answered. Sit at your desks when you have completed answering all of the questions.
Partner 1 asks Partner 2: Now that we’ve read some articles about the Dinka and Nuer tribes in Southern Sudan, what is one image that stays in your mind about how time, culture, or place has affected the people of Sudan?
Partner 2 asks Partner 1: What is another image that stays in your mind about how time, culture,or place has affected the people of Sudan?
Partner 1 asks Partner 2: If you could ask a member of the Dinka or Nuer tribe one question about his or her life, what would you ask? Why?
SUMMARY TIME: Fill in the three stars with what you have learned today from the lesson.
Unit 1 Lesson 14
End -of -Unit Assessment
PACKET REVIEW
You MUST complete checklist before turning your packet in. If you did not complete one of the tasks, you can go back and make any necessary changes to your packet. Place initial in the right hand box confirming that you did the task. Extra points will be taken off if you placed your initials but failed to do the task.
Student Initial Task
- My name is on the cover page of the packet.
- I have no missing pages.
- I have no missing tasks in my packet (unless exempted by my teacher).
