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• Partner Talk Expectations anchor chart (new; teacher-created; see Work Time A) • Examples of Nonlinguistic Representations of Learning Target Vocabulary (for Teacher Reference) • Examples of sentence starters for think-pair-share (for Teacher Reference)
In this lesson, the class will update the anchor charts, but in the context of the more engaging Take a Stand protocol. This simple protocol is described in Part A of Work Time and also in the supporting materials. Review it in advance. • This lesson introduces students to the concept of juxtaposition. This concept helps students meet
To support ELLs, this lesson introduces anchor charts for analyzing setting, character, plot, and point of view and provides a Think-Pair-Share protocol for discussing how setting shapes character.
• Starting in this lesson, students fill out the Salva/Nya anchor chart increasingly independently. This anchor chart will be a crucial resource as they begin work toward their End of Unit 2 Assessment and the Module Performance Task: a two-voice poem (see separate document on EngageNY.org). Even
• Things Close Readers Do anchor chart (begun in Lesson 2; see additions in supporting materials)—in today’s lesson, you’ll add the practice of using the text to gather evidence for answers to text-dependent questions
• Partner Talk Expectations anchor chart (from Lesson 1) • Things Close Reader’s Do anchor chart (begun in Lesson 2)—today’s focus: “using the text to answer questions” • Back-to-Back and Face-to-Face prompts (one to project on document camera or post on chart)
Anchor Charts and Protocols Lesson 1 •Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1–5) • I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) • I can analyze the development of a theme throughout a literary text. (RL.7.2) •
