Alwtw Unit Plan
Alwtw Unit Plan
Alwtw Unit Plan
UNIT INFORMATION
Grade/Subject: 6th Grade ELA
UNIT STANDARD
A Long Walk to Water Unit Plan
Arizona State Standards
ELA
6.RL.4 Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the impact
of a specific word choice on meaning and tone.
6.RL.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
6.RI.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
6.W.1 Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
Learning Goals b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to clarify the relationships among
claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the
argument presented.
Concept 3:
PO 2. Describe how sunlight, water quality, climate, population density and
pollution affect quality of life.
Concept 4:
PO 5. Identify cultural norms that influence different social, political, and
economic activities of men and women.
Remedial (R)
Enrichment (E)
(to be completed
after receiving
diagnostic
assessment results)
A Long Walk to Water by Linda Sue Park
God Grew Tired of Us by National Geographic
Curricular Water For South Sudan media resources
Resources A Long Walk to Water Unit Guide by Teach with Erika
Grade 7: Module 1 Unit Guide by New York Common Core
A Long Walk to Water Unit Plan
Conflict – Students will explore the three forms of conflict – Man vs Man, Man vs Nature, and
Man vs Self and determine not only how these conflicts shape Salva and Nya’s lives, but also our
own lives as well.
Juxtaposition – A Long Walk to Water uses juxtaposition as a storytelling device; showing two
characters or circumstances next to each other and using it to compare and contrast the two.
Students will explore the concept of juxtaposition and how it creates a more rich, diverse story.
Humanitarian Aid – Using knowledge gained through the book and by exploring the real-life
story of Salva Dut students will learn about past and current crisis around the world and be
encouraged to take steps towards correcting them.
Two-Voice Poem – Students will create a poem in two voices that compares and contrasts the lives and
experiences of Salva and Nya. This will provide them an opportunity to use all they have learned
throughout the course of the unit and create a meaningful final product.
A Long Walk to Water Unit Plan
TOTAL: 5 20
A Long Walk to Water Unit Plan
STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
January 2019
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7 8 9 10 11
NO INTERVENTION
FRIDAY
A Long Walk to Water Unit Plan
14 15 16 17 18
6.W.7 Conduct short 6.W.7 Conduct short 6.W.7 Conduct short 6.W.7 Conduct short NO INTERVENTION
research projects to research projects to research projects to research projects to FRIDAY
answer a question, answer a question, answer a question, answer a question,
drawing on several drawing on several drawing on several drawing on several
sources and refocusing sources and refocusing sources and refocusing sources and refocusing
the inquiry when the inquiry when the inquiry when the inquiry when
appropriate. appropriate. appropriate. appropriate.
PO 1. Construct maps, PO 1. Construct maps, PO 1. Construct maps, PO 1. Construct maps,
charts, and graphs to charts, and graphs to charts, and graphs to charts, and graphs to
display geographic display geographic display geographic display geographic
information. information. information. information.
PO 2. Describe how the PO 2. Describe how the PO 2. Describe how the PO 2. Describe how the
following environmental following environmental following environmental following environmental
conditions affect the conditions affect the conditions affect the conditions affect the
quality of life: quality of life: quality of life: quality of life:
• water quality • water quality • water quality • water quality
• climate • climate • climate • climate
• population density • population density • population density • population density
• smog • smog • smog • smog
PO 5. Identify cultural PO 5. Identify cultural PO 5. Identify cultural PO 5. Identify cultural
norms that influence norms that influence norms that influence norms that influence
different social, political, different social, political, different social, political, different social, political,
and economic activities of and economic activities of and economic activities of and economic activities of
men and women. men and women. men and women. men and women.
Daily Objective: SWBAT Daily Objective: SWBAT Daily Objective: SWBAT Daily Objective: SWBAT
differentiate between differentiate between differentiate between differentiate between
history, geography, and history, geography, and history, geography, and history, geography, and
culture. culture. culture. culture.
STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
February 2019
Monday Tuesday Wednesday Thursday Friday
1
NO INTERVENTION
FRIDAY
4 5 6 7 8
Read chapter 6 6.RL.3 Describe how a 6.RL.3 Describe how a Read chapter 7 NO INTERVENTION
particular story’s or particular story’s or FRIDAY
6.RL.3 Describe how a drama’s plot unfolds in a drama’s plot unfolds in a 6.RL.3 Describe how a
particular story’s or series of episodes as well series of episodes as well particular story’s or
drama’s plot unfolds in a as how the characters as how the characters drama’s plot unfolds in a
series of episodes as well respond or change as the respond or change as the series of episodes as well
as how the characters plot moves toward a plot moves toward a as how the characters
respond or change as the resolution. resolution. respond or change as the
plot moves toward a 6.RL.4 Determine the 6.RL.4 Determine the plot moves toward a
resolution. meaning of words and meaning of words and resolution.
6.RL.4 Determine the phrases as they are used phrases as they are used 6.RL.4 Determine the
meaning of words and in a text, including in a text, including meaning of words and
phrases as they are used figurative and connotative figurative and connotative phrases as they are used
in a text, including meanings; analyze the meanings; analyze the in a text, including
figurative and connotative impact of a specific word impact of a specific word figurative and connotative
A Long Walk to Water Unit Plan
meanings; analyze the choice on meaning and choice on meaning and meanings; analyze the
impact of a specific word tone. tone. impact of a specific word
choice on meaning and 6.RL.6 Explain how an 6.RL.6 Explain how an choice on meaning and
tone. author develops the point author develops the point tone.
6.RL.6 Explain how an of view of the narrator or of view of the narrator or 6.RL.6 Explain how an
author develops the point speaker in a text. speaker in a text. author develops the point
of view of the narrator or PO 2. Describe how the PO 2. Describe how the of view of the narrator or
speaker in a text. following environmental following environmental speaker in a text.
PO 2. Describe how the conditions affect the conditions affect the PO 2. Describe how the
following environmental quality of life: quality of life: following environmental
conditions affect the • water quality • water quality conditions affect the
quality of life: • climate • climate quality of life:
• water quality • population density • population density • water quality
• climate • smog • smog • climate
• population density PO 5. Identify cultural PO 5. Identify cultural • population density
• smog norms that influence norms that influence • smog
PO 5. Identify cultural different social, political, different social, political, PO 5. Identify cultural
norms that influence and economic activities of and economic activities of norms that influence
different social, political, men and women. men and women. different social, political,
and economic activities of and economic activities of
men and women. Essential Question: How Essential Question: How men and women.
do our actions reflect our does the availability of
Essential Question: How character? water affect human Essential Question: How
do our actions reflect our civilization? does the availability of
character? Daily Objective: SWBAT water affect human
identify character traits of Daily Objective: SWBAT civilization?
a fictional character and illustrate and describe
Daily Objective: SWBAT provide text-based environments based on
identify character traits of evidence to support their written text. Daily Objective: SWBAT
a fictional character and claims. compare and contrast the
provide text-based Materials: Nile River Nile River in Sudan with
evidence to support their Materials: A Long Walk to gallery walk images the Colorado River in
claims. Water by Linda Sue Park Arizona
Character Trait Anchor
Materials: A Long Walk to Chart. Materials: : A Long Walk
Water by Linda Sue Park to Water by Linda Sue
Character Trait Anchor Park
Chart. Chromebook
Writing materials
A Long Walk to Water Unit Plan
11 12 13 14 15
Read chapter 8 Read chapters 9&10 God Grew Tired of Us God Grew Tired of Us NO INTERVENTION
Documentary Documentary FRIDAY
6.RL.3 Describe how a 6.RL.3 Describe how a
particular story’s or particular story’s or PO 2. Describe how the PO 2. Describe how the
drama’s plot unfolds in a drama’s plot unfolds in a following environmental following environmental
series of episodes as well series of episodes as well conditions affect the conditions affect the
as how the characters as how the characters quality of life: quality of life:
respond or change as the respond or change as the • water quality • water quality
plot moves toward a plot moves toward a • climate • climate
resolution. resolution. • population density • population density
6.RL.4 Determine the 6.RL.4 Determine the • smog • smog
meaning of words and meaning of words and PO 5. Identify cultural PO 5. Identify cultural
phrases as they are used phrases as they are used norms that influence norms that influence
in a text, including in a text, including different social, political, different social, political,
figurative and connotative figurative and connotative and economic activities of and economic activities of
meanings; analyze the meanings; analyze the men and women. men and women.
impact of a specific word impact of a specific word 6.RI.7 Integrate 6.RI.7 Integrate
choice on meaning and choice on meaning and information presented in information presented in
tone. tone. different media or formats different media or formats
6.RL.6 Explain how an 6.RL.6 Explain how an (e.g., visually, (e.g., visually,
author develops the point author develops the point quantitatively) as well as in quantitatively) as well as in
of view of the narrator or of view of the narrator or words to develop a words to develop a
speaker in a text. speaker in a text. coherent understanding of coherent understanding of
PO 2. Describe how the PO 2. Describe how the a topic or issue. a topic or issue.
following environmental following environmental Essential Question: How
conditions affect the conditions affect the are our identities Essential Question: How
quality of life: quality of life: connected to the place are our identities
• water quality • water quality and the culture we come connected to the place
• climate • climate from? and the culture we come
• population density • population density from?
• smog • smog Daily Objective: SWBAT
PO 5. Identify cultural PO 5. Identify cultural recognize cultural Daily Objective: SWBAT
norms that influence norms that influence differences between recognize cultural
different social, political, different social, political, themselves and the Lost differences between
and economic activities of and economic activities of Boys of Sudan as well as themselves and the Lost
men and women. men and women. infer their own behavior in Boys of Sudan as well as
a similar situation. infer their own behavior in
Essential Question: a similar situation.
Essential Question: How What is conflict and how is Materials:God Grew Tired
can contrasting points of it shown in ALWTW? of Us documentary Materials:God Grew Tired
A Long Walk to Water Unit Plan
view contribute to the Chromebooks of Us documentary
development of a story? Daily Objective: SWBAT Chromebooks
identify sources of conflict
Daily Objective: SWBAT in a story and classify
explain what juxtaposition them as Man vs Man, Man
means and list several vs Nature, or Man vs Self.
ways in which Salva and
Nya are juxtaposed in A Materials: A Long Walk to
Long Walk to Water. Water by Linda Sue Park
Writing materials
Materials: A Long Walk
to Water by Linda Sue
Park
18 19 20 21 22
Read chapters 11-13
NO INTERVENTION 6.RL.3 Describe how a NO INTERVENTION NO INTERVENTION NO INTERVENTION
PRESIDENT’S DAY particular story’s or PARENT TEACHER PARENT TEACHER PARENT TEACHER
drama’s plot unfolds in a CONFERENCE CONFERENCE CONFERENCE
series of episodes as well
as how the characters
respond or change as the
plot moves toward a
resolution.
6.RL.4 Determine the
meaning of words and
phrases as they are used
in a text, including
figurative and connotative
meanings; analyze the
impact of a specific word
choice on meaning and
tone.
6.RL.6 Explain how an
author develops the point
of view of the narrator or
speaker in a text.
PO 2. Describe how the
following environmental
conditions affect the
A Long Walk to Water Unit Plan
quality of life:
• water quality
• climate
• population density
• smog
PO 5. Identify cultural
norms that influence
different social, political,
and economic activities of
men and women.
6.RL.3 Describe how a 6.RL.3 Describe how a PO 2. Describe how the PO 2. Describe how the
particular story’s or particular story’s or following environmental following environmental
drama’s plot unfolds in a drama’s plot unfolds in a conditions affect the conditions affect the
series of episodes as well series of episodes as well quality of life: quality of life:
as how the characters as how the characters • water quality • water quality
respond or change as the respond or change as the • climate • climate
plot moves toward a plot moves toward a • population density • population density
resolution. resolution. • smog • smog
6.RL.4 Determine the 6.RL.4 Determine the PO 5. Identify cultural PO 5. Identify cultural
meaning of words and meaning of words and norms that influence norms that influence
phrases as they are used phrases as they are used different social, political, different social, political,
A Long Walk to Water Unit Plan
in a text, including in a text, including and economic activities of and economic activities of
figurative and connotative figurative and connotative men and women. men and women.
meanings; analyze the meanings; analyze the 6.RI.7 Integrate
impact of a specific word impact of a specific word information presented in Essential Question:
choice on meaning and choice on meaning and different media or formats What actions can I take to
tone. tone. (e.g., visually, help others in difficult
6.RL.6 Explain how an 6.RL.6 Explain how an quantitatively) as well as in situations?
author develops the point author develops the point words to develop a
of view of the narrator or of view of the narrator or coherent understanding of Daily Objective: SWBAT
speaker in a text. speaker in a text. a topic or issue.
PO 2. Describe how the PO 2. Describe how the Materials: A Long Walk to
following environmental following environmental Essential Question: Water by Linda Sue Park
conditions affect the conditions affect the Does a story being true or Chromebooks
quality of life: quality of life: fiction change the impact it Art materials
• water quality • water quality can have?
• climate • climate
• population density • population density Daily Objective: SWBAT
• smog • smog identify symbolism in the
PO 5. Identify cultural PO 5. Identify cultural story A Long Walk to
norms that influence norms that influence Water.
different social, political, different social, political,
and economic activities of and economic activities of Materials: A Long Walk to
men and women. men and women. Water by Linda Sue Park
STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
March 2019
Monday Tuesday Wednesday Thursday Friday
1
NO INTERVENTION
FRIDAY
4 5 6 7 8
Two Voice Poem Two Voice Poem Two Voice Poem Two Voice Poem NO INTERVENTION
FRIDAY
6.RL.3 Describe how a 6.RL.3 Describe how a 6.RL.3 Describe how a 6.RL.3 Describe how a
particular story’s or particular story’s or particular story’s or particular story’s or
drama’s plot unfolds in a drama’s plot unfolds in a drama’s plot unfolds in a drama’s plot unfolds in a
series of episodes as well series of episodes as well series of episodes as well series of episodes as well
as how the characters as how the characters as how the characters as how the characters
respond or change as the respond or change as the respond or change as the respond or change as the
plot moves toward a plot moves toward a plot moves toward a plot moves toward a
resolution. resolution. resolution. resolution.
6.W.1 Write arguments to 6.W.1 Write arguments to 6.W.1 Write arguments to 6.W.1 Write arguments to
support claims with clear support claims with clear support claims with clear support claims with clear
reasons and relevant reasons and relevant reasons and relevant reasons and relevant
evidence. evidence. evidence. evidence.
6.W.7 Conduct short 6.W.7 Conduct short 6.W.7 Conduct short 6.W.7 Conduct short
research projects to research projects to research projects to research projects to
answer a question, answer a question, answer a question, answer a question,
drawing on several drawing on several drawing on several drawing on several
sources and refocusing sources and refocusing sources and refocusing sources and refocusing
the inquiry when the inquiry when the inquiry when the inquiry when
appropriate. appropriate. appropriate. appropriate.
6.SL.1 Engage effectively 6.SL.1 Engage effectively 6.SL.1 Engage effectively 6.SL.1 Engage effectively
in a range of collaborative in a range of collaborative in a range of collaborative in a range of collaborative
discussions (one‐on‐one, discussions (one‐on‐one, discussions (one‐on‐one, discussions (one‐on‐one,
in groups, and in groups, and in groups, and in groups, and
teacher‐led) with diverse teacher‐led) with diverse teacher‐led) with diverse teacher‐led) with diverse
partners on grade 6 topics, partners on grade 6 topics, partners on grade 6 topics, partners on grade 6 topics,
texts, and issues, building texts, and issues, building texts, and issues, building texts, and issues, building
A Long Walk to Water Unit Plan
on others’ ideas and on others’ ideas and on others’ ideas and on others’ ideas and
expressing their own expressing their own expressing their own expressing their own
clearly. clearly. clearly. clearly.
PO 2. Describe how the PO 2. Describe how the PO 2. Describe how the PO 2. Describe how the
following environmental following environmental following environmental following environmental
conditions affect the conditions affect the conditions affect the conditions affect the
quality of life: quality of life: quality of life: quality of life:
• water quality • water quality • water quality • water quality
• climate • climate • climate • climate
• population density • population density • population density • population density
• smog • smog • smog • smog
PO 5. Identify cultural PO 5. Identify cultural PO 5. Identify cultural PO 5. Identify cultural
norms that influence norms that influence norms that influence norms that influence
different social, political, different social, political, different social, political, different social, political,
and economic activities of and economic activities of and economic activities of and economic activities of
men and women. men and women. men and women. men and women.
Essential Question: How Essential Question: How Essential Question: How Essential Question: How
can contrasting points of can contrasting points of can contrasting points of can contrasting points of
view contribute to the view contribute to the view contribute to the view contribute to the
development of a story? development of a story? development of a story? development of a story?
Daily Objective: SWBAT Daily Objective: SWBAT Daily Objective: SWBAT Daily Objective: SWBAT
write a two voice poem write a two voice poem write a two voice poem present their two voice
that compares and that compares and that compares and poem products to
contrasts how Salva and contrasts how Salva and contrasts how Salva and classmates in small
Nya survived in the Nya survived in the Nya survived in the groups and respectfully
challenging environment challenging environment challenging environment respond to presentations.
of South Sudan of South Sudan of South Sudan
Materials: : A Long Walk
Materials: : A Long Walk Materials: : A Long Walk Materials: : A Long Walk to Water by Linda Sue
to Water by Linda Sue to Water by Linda Sue to Water by Linda Sue Park
Park Park Park Writing materials
Writing materials Writing materials Writing materials
11 12 13 14 15
SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK
18 19 20 21 22
25 26 27 28 29
A Long Walk to Water Unit Plan