Grade 7: Module 1: Unit 2: Lesson 2

Establishing Routines for Discussing A Long

Walk to Water (Chapter 6)
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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
I can analyze the development of a theme throughout a literary text. (RL.7.2)

Supporting Learning Targets Ongoing Assessment

• I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long • Reader’s Notes from Chapter 6 (from homework)
Walk to Water.
• I can analyze the development of a theme in a novel by identifying challenges to and factors in survival
for Salva and Nya in A Long Walk to Water.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Agenda Teaching Notes

1. Opening • Lessons 2 and 3 establish the classwork and homework routines that will guide students’ reading, note-
A. Vocabulary Entry Task (5 minutes) taking, and discussion of A Long Walk to Water throughout Unit 2. Later in the unit, students will move
more quickly with each routine, but initially the routines are slowed down to give teachers and students
B. Introducing Learning Targets and Reading Closely
time to master them.
for Details (10 minutes)
• The Vocabulary Entry Task will be a feature of almost every lesson through Lesson 9. The entry task can
2. Work Time
be posted on a document camera or overhead for students to complete in a spiral notebook, or it can be
A. Introducing Reader’s Dictionary (10 minutes) distributed to students on small sheets of paper. Decide and set the routine that will work best for your
B. Reviewing Reader’s Notes, Starting Salva/Nya students, beginning with this lesson.
Anchor Chart, and Adding to Survival Anchor Chart • This lesson also introduces the Odell Education resource called Reading Closely: Guiding Questions
(15 minutes) Handout (provided here in supporting materials and also available as a stand-alone document on
3. Closing and Assessment EngageNY.org and odelleducation.com/resources). Students will refer to this document regularly as a
way of understanding and connecting their learning targets. Preview this document in advance, thinking
A. Previewing Homework and Revisiting Learning
in particular about how it relates to the “Things Close Readers Do” anchor chart that students created
Targets (5 minutes)
during Unit 1.
4. Homework
• As they read the novel for homework, students will take Reader’s Notes for each reading assignment.
A. Read Chapters 7 and 8 in A Long Walk to Water. Part 1 of the Reader’s Notes is gist notes about each chapter. This builds on their work with gist notes in
Complete Reader’s Notes, Parts 1 (Gist Notes) and 2 Unit 1. Part 2 of the Reader’s Notes for each assignment is a Reader’s Dictionary, a tool that will support
(Reader’s Dictionary), for these chapters. students in learning new words in the novel and in developing their ability to determine the meaning of
unfamiliar words as they read any text. Students gradually begin combining their initial gist notes to
create gist notes for an entire chapter. These notes are still informal, but move students closer to more
formal summaries.
• The Reader’s Dictionary includes two to eight words per chapter that students may not know and that
are central to understanding the novel and completing the assessments. Some of these target words can
be determined from context; others cannot. The definitions for words that cannot be determined from
context are provided in the dictionary. Students will attempt to determine the meaning of the other
words from context and then check their work in class the next day.
• A Reader’s Notes Teacher’s Edition is provided in the unit overview. It provides definitions for the
vocabulary that students encounter as they read chapters 6-18 of A Long Walk to Water. It is explicitly
mentioned in this lesson. Consider using it in a similar fashion in the following lessons.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Agenda Teaching Notes (continued)

• Online dictionaries such as the Longman Dictionary of Contemporary English

(http://www.ldoceonline.com) can be a good source. Bear in mind that Youtube, social media video
sites, and other website links may incorporate inappropriate content via comment banks and ads. While
some lessons include these links as the most efficient means to view content in preparation for the
lesson, be sure to preview links, and/or use a filter service, such as www.safeshare.tv, for actually
viewing these links in the classroom.
• Lesson 2 includes a chance for students to have supported practice with the reading routines that they
will use for homework: taking gist notes and determining the meaning of words in context. Take the
time now to build this capacity; this will ensure that all students are successful with and learning from
the homework assignments.
• In addition to practicing homework routines, students will use their Reader’s Notes to add to the two
anchor charts, which will record their thoughts about the novel and prepare them for the End of Unit 2
and End of Unit 3 assessments. The Salva/Nya anchor chart, begun in this lesson, captures the main
events that happen to each character, sorted by chapter. The Survival anchor chart (begun in Lesson 1)
focuses on challenges the characters face and factors in their survival.
• Both anchor charts are used daily; both will contain quite a lot of text. Consider keeping these charts
electronically; if not, be aware that each chart will require several pieces of flip chart paper. Create the
Salva/Nya anchor chart in advance of this lesson (see supporting materials).
• As you launch this unit, decide how you will organize the materials students are using as they complete
their reading and note-taking homework assignments. See the Unit 2 overview “Preparation and
Materials,” which explains several options. Review this in advance.
• As students do a “first read” of chapters of the novel each night for homework, they will complete their
Reader’s Notes. They will use this work in class each day as they discuss the novel.
• Starting in Lesson 3, students also will use the Gathering Textual Evidence graphic organizer each night
as they reread chapters to identify and analyze quotations about survival.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Agenda Teaching Notes (continued)

• In each lesson, the “Materials” box lists the section of the Reader’s Notes and Gathering Textual
Evidence graphic organizer that students will use for that night’s homework. Those specific sections of
the overall documents are also provided as supporting materials at the end of the lesson, for ease of
reference. If you chose to make packets for chapters 6-18 (a Reader’s Notes packet for students “first
read” and a Gathering Textual Evidence Packet for their “reread”), you of course do not need to also
copy the supporting materials at the end of the lesson.
• In advance: Review the Fist to Five strategy, Reading Closely for Details, the Teacher’s Edition of the
Reader’s Notes for Chapter 6, and Chapters 6–8 of A Long Walk to Water.
• Create the Salva/Nya anchor chart (see supporting materials).
• Post: Learning targets, entry task, Salva/Nya anchor chart, Survival anchor chart, Fist to Five chart
(from Unit 1, Lesson 1).

Lesson Vocabulary Materials

determine, context, immediate, • A Long Walk to Water (book; one per student)
broader, analyze, development;
• Vocabulary Entry Task (one per student)
generations (33), makeshift (33),
hopes were dashed (34), solemn (35, • Things Close Readers Do anchor chart (from Unit 1)
37), topi (35), aroma (36), cold fist • Reading Closely: Guiding Questions (from Odell Education; also see stand-alone document on EngageNY.org and
gripped his heart (38) odelleducation.com/resources) (one per student)
• Reader’s Dictionary Teacher’s Edition (one to display)
• Reader’s Notes for Chapters 7 and 8 (one per student)
• Salva/Nya anchor chart (new; teacher-created)
• Survival anchor chart (begun in Lesson 1; see Supporting Materials)
• Survival anchor chart (Student’s Notes; from Lesson 1; one per student)

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Opening Meeting Students’ Needs

A. Vocabulary Entry Task (5 minutes)

• Post the Vocabulary Entry Task in advance:
* That very day he shot a young antelope, the kind called a topi.
• “What does topi (page 33) mean? Underline the phrase in the sentence that helped you figure it out.”
* “What does solemn (page 35) mean? What on the page tells you that?”
• Ask students to take out their Reader’s Notes so you can check Part 1 (gist notes) for Chapter 6 in a moment.
• Introduce the entry task routine for students. Tell them that this will be a daily routine and that the vocabulary work will
always focus on words from the previous night’s reading. Sometimes students will look closely at unfamiliar words;
sometimes they will look closely at a word that they may have seen before but that has a particular importance or meaning in
this text.
• The expectation is that students work silently and individually to complete the entry task. Tell students the format you have
chosen to use for this task (they complete it either in a daily work notebook or on a paper you distribute each day).
Focus students on the posted entry task. Ask them to take 2 to 3 minutes to individually complete their entry task. As
students work, circulate to check that their Reader’s Notes for Chapter 6 (Part 1) are complete. Do not collect students’
notes, since they need them later in the lesson.
• Focus students whole group. Cold call two students to share their answers to the entry task, making sure they explain how
they figured the words out. Remind them that they determined word meaning from context when they worked with
informational text in Unit 1 and ask them to name some strategies they learned. Listen for them to explain that they kept
reading (the sentence or page) or reread (the sentence or page) to gather clues; that they checked a guess by rereading and
substituting the word; or other strategies for determining vocabulary in context (see Unit 1, Lessons 10–14).
• Point out that in the novel, as in informational text, readers use both immediate (in the sentence) and broader (on the page;
maybe even after the word) context to determine the meaning of a word.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Opening (continued) Meeting Students’ Needs

B. Introducing Learning Targets and Reading Closely for Details (5 minutes) • Learning targets are a research-
• Direct the class’s attention to the two learning targets for the day: based strategy that helps all
• “I can use context clues (in the sentence or on the page) to determine the meaning of words in students, but especially challenged
A Long Walk to Water.” learners. Discussing and clarifying
the language of learning targets
• “I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in
helps build academic vocabulary.
A Long Walk to Water.”
• Ask students: “Which learning target have we been working on so far today? When you know, raise your hand.” Pause. When
most of the class has a hand up, call on one student to read the target aloud (“I can use context clues …”). Confirm that
students understand the meaning of context; remind them that the prefix con means “with,” so context means the additional
information that comes with the text.
• Focus students on the second target. Ask them: “When did you work on this target? When you know and can explain your
thinking, raise your hand.”
• Wait until at least two-thirds of the class has a hand up. Call on one student to share. Probe to make sure the student
explains the connection between Lesson 1 and the learning target. Confirm that students remember the meaning of theme
from their work in Lesson 1. Point out that yesterday they identified a theme; today they are analyzing its development.
Analyzing means taking something apart to see how it fits together. Development refers to the process of building. It may
help students to connect this term to housing development. In a literary sense, development means how some component—
an idea, a character—is built over the course of a book. So analyzing the development of theme means noticing how an
author used different pieces, such as characters or scenes or words, to build a theme in a book.
• Focus students on the Things Close Readers Do anchor chart (from Unit 1). Ask students to read the chart silently and
choose one item on the list that they think is very important. When they have one in mind, they should raise their hands.
After all hands are up, select three students to read their choices out loud.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Opening (continued) Meeting Students’ Needs

• Distribute Reading Closely: Guiding Questions. Explain the general purpose of the handout and connect it to the
Things Close Readers Do anchor chart. (For example: “In our first unit, we spent a lot of time talking about things close
readers do. Our Things Close Readers Do anchor chart lists a lot of strategies to use when reading closely and carefully, and
we practiced those strategies a lot. This document is going to help us get even better at reading closely. It explains in a lot
more detail many things readers do in order to read a text closely and understand it fully. We will work with this document
throughout the year, even though we won’t get to talk about every single bullet on this page. But on different days, we will
focus on a different skill and then practice that skill for a while. I want you to remember that these skills are important not
on their own, but because when you put them all together, they will help you become a stronger reader. This handout will
help us see how the different skills we are working on are connected.”)
• Give students 2 minutes to silently skim the handout. Then ask questions to help students notice the overall organization of
the document. For example:
* “What is the first row mostly about? The second? The third?”
* “Why are the rows arranged in this order?”
• Explain to students that they will often make connections between their learning targets and this document. Point students
to the first supporting learning target:
* “I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long
Walk to Water.”
• Ask them to look over the “Questioning the Text” row in Reading Closely: Guiding Questions and find phrases that they
think describe this learning target. When they find one, they should put their finger on it.
• When most students have their fingers on one, ask a few students to share out. Listen for them to say: “What words or
phrases are critical for my understanding of the text?” and “What words do I need to know to better understand the text?”
Ask all students to star a statement that relates to this learning target.
• Point the class to the second supporting learning target:
* “I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya
in A Long Walk to Water.”
• Ask students to again look over the Reading Closely: Guiding Questions handout and put their finger on a statement that
connects to this learning target. Tell them that there are several possibilities.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Opening (continued) Meeting Students’ Needs

• When most students have their fingers on one, ask a few students to share out. Possible answers include but are not limited
to: “What is this text mainly about?” “What is the author thinking and saying about the topic or theme?” “How are the details
I find related in ways that build ideas and themes?” Ask all students to star a statement that relates to this learning target.
• Direct students to put Reading Closely: Guiding Questions in a place where they can easily find it each day.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Work Time Meeting Students’ Needs

A. Introducing Reader’s Dictionary (10 minutes) • For students who struggle with
• Point the class to Part 2 of the Reader’s Notes: the Reader’s Dictionary. Tell students they will be using these pages to keep complex vocabulary, consider
track of words they learn so that they can remember them and use them in their writing later in the unit. adding visual images to the
• Ask them to locate the Reader’s Dictionary for Chapter 6. Ask: definitions in the Reader’s
Dictionary. To further support
* “Why are definitions provided for words in bold but not words in regular type? How will you get the other
definitions?” ELLs, consider providing definitions
• Listen for them to use and explain the word context in their answers. Ask: of challenging vocabulary in the
* “What words might you add to this list?” students’ home language. Resources
such as Google Translate and
• Briefly review the definitions of the words in bold from Chapter 6. Notice that the definitions are student-friendly and match
bilingual translation dictionaries
the usage of the word in the novel; they are not comprehensive dictionary definitions.
can help.
• Next, ask students to turn to Chapter 6 in A Long Walk to Water and work with their seat partners to determine the meaning
• Asking students to identify
of other words. Remind them that the purpose of a Reader’s Dictionary is to record a definition that they understand, not to
challenging vocabulary helps them
copy one from a dictionary. Emphasize that you would prefer a mostly accurate definition in their own words to a formal
monitor their understanding of a
dictionary definition. As they read, they will be mostly working with context clues at home, so today is their chance to
complex text. When students
practice this skill with a partner. Reassure students that they will get better at figuring out what a word means from context
annotate the text by circling these
and writing it down in their own words as they practice over the course of the novel. Prompt them to use their entry task
words, it can also provide a
work to fill in definitions for solemn and topi.
formative assessment for the
• After students have worked for a few minutes, post definitions on a flip chart or a screen. (Posting the Teacher’s Edition of teacher.
the Reader’s Dictionary would work.) Ask students how many they got correct or close to correct. Model what correct
means: (“For example, the posted definition for ‘his hopes were dashed’ is ‘he completely lost hope.’ If you put that ‘hopes
were dashed’ means that Salva was confused, I would call that not correct, since the emotion you named is wrong. However,
if you put ‘he was discouraged,’ I would say that was mostly correct because you got the emotion right, even though you
didn’t quite capture how strong the emotion was, as the posted definition does.”)
• Ask students to show you with their fingers how many they got correct or close to correct and celebrate their success. Prompt
them to correct any definitions that were wrong.
• (If not part of a packet, distribute the Reader’s Notes for Chapters 7 and 8). Direct the class’s attention to the Reader’s
Dictionary for Chapters 7 and 8. Read all listed words aloud and briefly review the provided definitions. Do not define words
that do not have definitions, as students will be trying to determine their meaning from context as they read for homework.
Remind students that they will encounter these words as they do their homework and encourage them to refer back to the
definitions here as needed to make sure they understand the reading assignment.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Work Time (continued) Meeting Students’ Needs

B. Reviewing Reader’s Notes, Starting Salva/Nya Anchor Chart, and Adding to Survival Anchor Chart (15 • Many students will benefit from
minutes) having the time available for this
• Ask students to turn to Part 1 (gist notes) of their Reader’s Notes for Chapter 6 and discuss them with their seat partner, as activity displayed via a visible timer
they did in Unit 1. Students should add anything to their Reader’s Notes that they are missing. or stopwatch.
• Tell students that the class will be keeping a Salva/Nya anchor chart. On this chart, they will record what happens to • Providing models of expected work
Salva and Nya in each chapter. This will help them notice patterns in the book and keep track of the plot. To create it, they supports all learners, but especially
will use Part 1 of their Reader’s Notes. challenged learners.
• Ask students to work with their seat partners to choose Salva or Nya and generate a one- to two-sentence gist statement • Research indicates that cold calling
about their initial sense of what happened to that character in Chapter 6 (based on their homework). improves student engagement and
• Cold call two pairs of students per character to contribute their sentence(s), and then synthesize their answers into one gist critical thinking. Prepare students
statement per character. Ask students to name what makes a strong gist statement. Listen for these answers: briefly names for this strategy by discussing the
major events, refers to other characters by name, explains time and place, is clear about the order of events and why purpose, giving appropriate
characters do certain things. Create a small checklist called “strong gist notes” near the top of the anchor chart that students thinking time, and indicating that
will be able to refer to throughout the unit as they add to this chart. Notice that this sost of chapter-wide gist statement this strategy will be used before
moves students closer to formal summaries, but is still in informal note form. students are asked questions. Some
students may benefit from being
• Prompt students to use the Salva/Nya chart to add to or revise their Reader’s Notes.
privately prompted before they are
• Finally, add to the Survival anchor chart. Tell students that each day, they will add to the Survival anchor chart that they called upon in a cold call. Although
began in Lesson 1. Today, they will work with their seat partners to add ideas to the chart from Chapter 6. Set purpose: “Find cold calling is a participation
at least one challenge to survival and at least one factor in survival for Salva and Nya from Chapter 6, which you read for technique that necessitates random
homework last night. Please be ready to share your ideas.” calling, it is important to set a
• As the class works, circulate to gauge how well students are applying the thinking embedded in the two columns of the supportive tone so that the use of
anchor chart (which was modeled during Lesson 1). Determine whether more modeling may be needed later in the lesson. the cold call is a positive experience
for all.
• When work time ends, cold call several pairs to share, making sure to probe: “What in the text makes you say that?” Possible
answers include: “challenges—Dinka, lack of water, lions.” Add to the Survival anchor chart. Prompt students to take out
their Survival anchor chart (Student’s Notes) and update it so that it includes all of the ideas on the class Survival
anchor chart.
• If a student contributes an idea that does not fit on the chart or is inaccurate, it is important not to record it. Framing your
correction with the fact that students are learning to use this anchor chart can keep the tone positive, but the anchor chart
will not serve its purpose unless this public record of class thinking is a good point of reference for students.

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Establishing Routines for Discussing A Long Walk to Water (Chapter 6)

Closing and Assessment Meeting Students’ Needs

A. Previewing Homework and Revisiting Learning Targets (5 minutes) • Opportunities for peer conversation
• Post the assignment and explain it. Say something like: “For homework tonight, you will read Chapters 7 and 8 in A Long about the book will motivate
Walk to Water and complete both parts of the Reader’s Notes for these chapters. As you complete Part 1, the gist notes, reluctant readers.
remember to think about the kinds of initial gist notes that will later help you summarize a chapter.” • Checking in with learning targets
• Invite students to turn and talk: helps students self-assess their
* “What do you think will happen to Salva in the next two chapters? Why do you think that?” learning. This research-based
strategy supports struggling
• Remind students that as they read, they should continue to use context to figure out what words mean and to record ideas in
learners most.
Part 2, the Reader’s Dictionary. Encourage them to write down at least one idea for each word.
• Do a Fist to Five with the learning target:
* “I can use context clues (in the sentence or on the page) to determine the meaning of words in
A Long Walk to Water.”

Homework Meeting Students’ Needs

• Read Chapters 7 and 8 in A Long Walk to Water. Complete both parts of the Reader’s Notes for these chapters. • Consider providing a reading
calendar for students to help them,
support teachers, and families
understand what is due when.

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Grade 7: Module 1: Unit 2: Lesson 2
Supporting Materials
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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Vocabulary Entry Task: Lesson 2

Name:

Date:

Please complete this task individually. Please refer to the pages you read last night for homework and
to your Reader’s Dictionary.

1. That very day he shot a young antelope, the kind called a topi.

What does topi (page 33) mean? Underline the phrase in the sentence that helped you figure that out.

2. What does solemn (page 35) mean? What on the page tells you that?

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
READER’S NOTES: A LONG WALK TO WATER, Chapters 7 and 8
PART 1: GIST NOTES

CHAPTERS 7 and 8

PART 1: GIST NOTES

Chapter and page What Nya’s story is about What Salva’s story is about
numbers

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
READER’S NOTES: A LONG WALK TO WATER, Chapters 7 and 8
PART 2: READER’S DICTIONARY

CHAPTERS 7–8

Word/Phrase Page Definition

terror 40

puzzled 42

reeds 43

papyrus 43

shallow canoes 43

prow 44 The front of a boat

monotonous 46

abundance 47

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
READER’S NOTES: A LONG WALK TO WATER, Chapters 7 and 8
PART 2: READER’S DICTIONARY

Word/Phrase Page Definition

massed 49

gourd 50 A round fruit whose shell can be used as a container

desperate 50

Other new words you

encountered:

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 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Survival Anchor Chart: Challenges to and Factors in
A Long Walk to Water

(For Teacher Reference: writing in italics indicates the type of content you are looking for students to
add)

Strong Gist Notes:

• Briefly name major events

• Refer to characters by name

• Explain time and place
• Are clear about the order of events and why characters do certain things

Chapter Nya Salva

6 Nya and her family are at the lake Salva meets his Uncle Jewiir, who was
camp, where she digs for water instead traveling in the same group he was. Uncle
of walking to it. Her mother is worried Jewiir is a leader in the group. He uses his
that when her father and brother to out gun to shoot a topi to eat, but they have all
hunting, they will be attacked by Dinka been so starved that it makes them sick.
Salva’s friend Marial is killed by a lion while
he is sleeping.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M1:U2:L2 • June 2014 • 17
 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Survival Anchor Chart: Challenges to and Factors in
A Long Walk to Water

Chapter Nya Salva

10

11

12

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M1:U2:L2 • June 2014 • 18
 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Survival Anchor Chart: Challenges to and Factors in
A Long Walk to Water

Chapter Nya Salva

13

14

15

16

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M1:U2:L2 • June 2014 • 19
 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Survival Anchor Chart: Challenges to and Factors in
A Long Walk to Water

Chapter Nya Salva

17

18

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M1:U2:L2 • June 2014 • 20
 GRADE 7: MODULE 1: UNIT 2: LESSON 2
Survival Anchor Chart: Challenges to and Factors in
A Long Walk to Water

(For Teacher Reference: text in italics refers to ideas students might add. This model is provided as a
guide for teachers as you begin with this chart. In future lessons, use your own professional judgment,
based on your reading of the novel, as well as notes in the lesson itself, to guide you on what to add.)

List the challenges that Nya and Salva face and the factors that help them to survive.

CHALLENGES POSSIBLE ENTRIES FROM LESSON 1

Salva’s village was attacked Salva’s teacher - told the boys to run away from
the village

No clean water near where Nya’s family lives Nya walks to get water every day

Salva is alone - no family/adult to take care of Other people help Salva

him

Salva and people travelling with him don’t have Salva and his group find food (honey)
enough food

Salva makes a friend (Marial)

CHALLENGES POSSIBLE ENTRIES FROM LESSON 2

Attacks by Dinka (on Nuer people) Family – Salva’s uncle takes care of him

Lack of water (Salva’s group can’t find any)

Lions

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G7:M1:U2:L2 • June 2014 • 21