A Long Walk to Water Unit Plan

A Long Walk to Water Unit Plan

Name: Aaron Estes & Natasha Nethero Date: Spring 2019

UNIT INFORMATION
Grade/Subject: 6th Grade ELA

Unit Name: A Long Walk to Water Book Study

Length of Unit: 8 Weeks (29 days x 1 hour)

UNIT STANDARD
A Long Walk to Water Unit Plan
Arizona State Standards
ELA

6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a 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.5 Analyze how a particular sentence, chapter, scene, or stanza fits

into the overall structure of a text and contributes to the development of
the theme, setting, or plot.

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.RI.7 Integrate information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.

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.

6.W.7 Conduct short research projects to answer a question, drawing on

several sources and refocusing the inquiry when appropriate.

6.SL.1 Engage effectively in a range of collaborative discussions

(one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared having read or studied required
material; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail
by making comments that
contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed, draw conclusions, and
demonstrate understanding of multiple perspectives through reflection
and paraphrasing.
A Long Walk to Water Unit Plan
Science
Strand 4:
Concept 1:
PO 1. Construct maps, charts, and graphs to display geographic information.

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

Step 1: Creating Vision and Planning for Assessment

1st Unit Plan – GOAL

1st Unit Plan – Planning For Assessment

How will I measure my 1st Unit Goal?
At the end of reading A Long Walk to Water students will write a Two-Voice Poem that compares and
contrasts Nya and Salva, the two main characters from the text, and provides some meaning about their
lives or circumstances. Students will be measured on not only the conventions and formatting of the poem,
but also in showing an understanding of the setting of Sudan/South Sudan, the context of the past and
present wars, the realities of life in areas without water or utilities, and other concepts addressed
throughout the readings.

How will I measure progress toward the 1st Unit Goal?

The first step in the process is to familiarize students with the setting of the story – Sudan and
South Sudan during the 2nd Sudanese Civil War. This is done through a multigenre research
project in which students select their own topic from a large list to research and create a
product to showcase their new knowledge. With this context, students will then begin reading
through the book. As each chapter or pair of chapters are read, students will begin to contruct
products such as anchor charts, tables, graphic organizers, notes, and more that will be used
as resources when students eventually create their poems.

1ST Unit Plan – Big Ideas

Setting – Students will explore for History, Culture, and Geography all contribute to creating the
setting of a story. As well as how individuals are intrinsically linked to the setting where they were
raised,

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

UNIT ASSESSMENT ALIGNMENT GUIDE

Standard Aligned Item Points Points Grade
Standard
# #’s Correct Possible (%)
6.RL.3 Describe how a particular 1 (Comparing 4
story’s or drama’s plot points of view)
unfolds in a series of
episodes as well as how the
characters respond or
change as the plot moves
toward a resolution

PO 5. Identify cultural norms that

influence different social,
political, and economic
activities of men and women.

PO 2. Describe how the following

environmental conditions
affect the quality of life:
• water quality
• climate
• population density
• smog
6.W.4 Produce clear and coherent 3 8
writing in which the (Organization),
development, organization, 4
and style are appropriate to (Conventions)
task, purpose, and audience.
(Grade‐specific expectations
for writing types are defined
in standards 1–3 above.)

6.W.7 Conduct short research 2 (Evidence) 4

projects to answer a
question, drawing on several
sources and refocusing the
inquiry when appropriate.
6.SL.1 Engage effectively in a range 5 (Group 4
of collaborative discussions Activity)
(one‐on‐one, in groups, and
teacher‐led) with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly.
a. Come to discussions
prepared having read or
A Long Walk to Water Unit Plan
studied required material;
explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed.
c. Pose and respond to
specific questions with
elaboration and detail by
making comments that
contribute to the topic, text,
or issue under discussion.
d. Review the key ideas
expressed, draw conclusions,
and demonstrate
understanding of multiple
perspectives through
reflection and paraphrasing.

TOTAL: 5 20
A Long Walk to Water Unit Plan

Step 2: Lesson Objectives

# of days
Standard Daily Lesson Objective(s) 1 day =
Lesson Plan Notes
60 min.

6.SL.1 Engage effectively in a 7 Prior to beginning reading, students will engage in

range of collaborative discussions a multigenre research project that will require
(one‐on‐one, in groups, and them to differentiate between history, geography,
teacher‐led) with diverse partners and culture, as well as use online resources to
on grade 6 topics, texts, and research relevant information about South Sudan.
issues, building on others’ ideas Students will have 16 assignments as options,
and expressing their own clearly. and will complete at least 2 of them at their own
a. Come to discussions prepared discretion.
having read or studied required
material; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under
discussion. SWBAT differentiate between history,
b. Follow rules for collegial geography, and culture.
discussions, set specific goals and
deadlines, and define individual SWBAT present their Multigenre Research
roles as needed. Project products to classmates in small
c. Pose and respond to specific groups and respectfully respond to
questions with elaboration and presentations.
detail by making comments that
contribute to the topic, text, or
issue under discussion.
d. Review the key ideas expressed,
draw conclusions, and demonstrate
understanding of multiple
perspectives through reflection and
paraphrasing.
6.W.7 Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
A Long Walk to Water Unit Plan
Strand 4:
Concept 1
PO 1. Construct maps, charts, and
graphs to display geographic
information.
Concept 3
PO 2. Describe how the following
environmental conditions affect the
quality of life:
• water quality
• climate
• population density
• smog
Concept 4
PO 5. Identify cultural norms that
influence different social, political,
and economic activities of men and
women.
6.RL.3 Describe how a particular SWBAT analyze how an author develops 17 These lesson plans make up the heart of the unit
story’s or drama’s plot unfolds in a and contrasts the points of vierw of and take the majority of time. Each day involves
series of episodes as well as how characters and narrators in a literary text. an introduction activity such as; summarizing what
the characters respond or change has been read so far, drawing real-life
as the plot moves toward a SWBAT infer the meaning of vocabulary connections to the book, watching relevant media
resolution. words based on contextual clues? materials connected to the story or setting, reflect
6.RL.4 Determine the meaning of on our own lives or experiences, etc. This leads
words and phrases as they are SWBAT create a Venn diagram comparing into a set purpose that students will be paying
used in a text, including figurative their own daily routines to that of Salva and attention to during the reading and will tie into the
and connotative meanings; analyze Nya from essential questions of the day.
the impact of a specific word choice
on meaning and tone. SWBAT identify character traits of a During the readings students will have
6.RL.6 Explain how an author fictional character and provide text-based opportunities to respond to events in the text, ask
develops the point of view of the evidence to support their claims. questions, and use context clues to define
narrator or speaker in a text. vocabulary.
Strand 4 SWBAT identify character traits of a
Concept 3 fictional character and provide text-based The final portion of each class is taking what was
PO 2. Describe how the following evidence to support their claims. learned through the introductory activity and
environmental conditions affect the reading with a purpose and creating a product
quality of life: SWBAT identify character traits of a with it; be it an ancho chart of character traits, a
• water quality fictional character and provide text-based table showing forms of conflict, venn diagrams
• climate evidence to support their claims. comparing and contrasting different characters
• population density and events, etc.
A Long Walk to Water Unit Plan
• smog
Concept 4
PO 5. Identify cultural norms that
influence different social, political,
and economic activities of men and
women.
SWBAT explain what juxtaposition means
and list several ways in which Salva and
Nya are juxtaposed in A Long Walk to
Water.
SWBAT identify symbolism in the story A
Long Walk to Water.

6.SL.1 Engage effectively in a 5 The final week of class is going to be dedicated to

range of collaborative discussions creating and sharing Two-Voice Poems from the
(one‐on‐one, in groups, and perspective of Nya and Salva. This will involve a
teacher‐led) with diverse partners day where example poems are read and the
on grade 6 topics, texts, and structure of the poems are analyzed. A day for
issues, building on others’ ideas plotting out the poem using evidence from the
and expressing their own clearly. story. Two days of creating the poem in a rough
a. Come to discussions prepared draft and final draft form. And a final day for
having read or studied required sharing either in front of the class or in small
material; explicitly draw on that groups depending on time limitations.
preparation by referring to evidence
on the topic, text, or issue to probe
SWBAT write a two voice poem that
and reflect on ideas under
compares and contrasts how Salva and
discussion.
Nya survived in the challenging
b. Follow rules for collegial
environment of South Sudan.
discussions, set specific goals and
deadlines, and define individual
SWBAT present their two voice poem
roles as needed.
products to classmates in small groups and
c. Pose and respond to specific
respectfully respond to presentations.
questions with elaboration and
detail by making comments that
contribute to the topic, text, or
issue under discussion.
d. Review the key ideas expressed,
draw conclusions, and demonstrate
understanding of multiple
perspectives through reflection and
paraphrasing.
6.W.4 Produce clear and coherent
writing in which the development,
organization, and style are
A Long Walk to Water Unit Plan
appropriate to task, purpose, and
audience. (Grade‐specific
expectations for writing types are
defined in standards 1–3 above.)
Strand 4:
Concept 3
PO 2. Describe how the following
environmental conditions affect the
quality of life:
• water quality
• climate
• population density
• smog
Concept 4
PO 5. Identify cultural norms that
influence different social, political,
and economic activities of men and
women.
TOTAL 29

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.

Essential Question: Essential Question: Essential Question: Essential Question:

What factors contribute to What factors contribute to What factors contribute to What factors contribute to
the setting of a story? the setting of a story? the setting of a story? the setting of a story?

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.

Materials: God Grew Materials: Multigenre Materials: Multigenre Materials: Multigenre

Tired of Us video excerpts. Research Rubric Research Rubric Research Rubric
Cattle Farmers of Sudan Chromebook Chromebook Chromebook
video excerpts.
A Long Walk to Water Unit Plan
21 22
NO SCHOOL 6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
PO 1. Construct maps,
charts, and graphs to
display geographic
information.
PO 2. Describe how the
following environmental
conditions affect the
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.
Essential Question:
What factors contribute to
the setting of a story?
Daily Objective: SWBAT
differentiate between
history, geography, and
culture.
Materials: Multigenre
Research Rubric
Chromebook
23
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
PO 1. Construct maps,
charts, and graphs to
display geographic
information.
PO 2. Describe how the
following environmental
conditions affect the
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.
Essential Question:
What factors contribute to
the setting of a story?
Daily Objective: SWBAT
differentiate between
history, geography, and
culture.
Materials: Multigenre
Research Rubric
Chromebook
24 25
6.W.7 Conduct short NO INTERVENTION
research projects to FRIDAY
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
PO 1. Construct maps,
charts, and graphs to
display geographic
information.
PO 2. Describe how the
following environmental
conditions affect the
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.
Essential Question:
What factors contribute to
the setting of a story?
Daily Objective: SWBAT
differentiate between
history, geography, and
culture.
Materials: Multigenre
Research Rubric
Chromebook
A Long Walk to Water Unit Plan
28 29
Read chapter 1 Read chapters 2&3
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
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
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.
Essential Question: In
what ways are we
products of our
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
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
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.
Essential Question:
What responsibilities
should should/shouldn’t a
30
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
PO 1. Construct maps,
charts, and graphs to
display geographic
information.
PO 2. Describe how the
following environmental
conditions affect the
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.
Essential Question:
What factors contribute to
the setting of a story?
Daily Objective: SWBAT
present their Multigenre
Research Project products
to classmates in small
groups andrespectfully
respond to presentations.
Materials: Multigenre
Research Project products
31
Read chapters 4&5
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
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
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.
Essential Question: How
does my environment
affect my daily routines?
A Long Walk to Water Unit Plan
environments? person have?
Daily Objective: SWBAT
Daily Objective: SWBAT Daily Objective: SWBAT create a Venn diagram
infer the meaning of infer the meaning of comparing their own daily
vocabulary words based vocabulary words based routines to that of Salva
on contextual clues? on contextual clues? and Nya from

Materials: A Long Walk to Materials: A Long Walk to Materials: A Long Walk to

Water by Linda Sue Park Water by Linda Sue Park Water by Linda Sue Park
A Long Walk to Water A Long Walk to Water Writing materials
Worksheet 1 Worksheet 2
Anchor Charts

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
Read chapter 8 Read chapters 9&10
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
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
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.
Essential Question: How
can contrasting points of
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
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
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.
Essential Question:
What is conflict and how is
it shown in ALWTW?
13
God Grew Tired of Us
Documentary
PO 2. Describe how the
following environmental
conditions affect the
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.RI.7 Integrate
information presented in
different media or formats
(e.g., visually,
quantitatively) as well as in
words to develop a
coherent understanding of
a topic or issue.
Essential Question: How
are our identities
connected to the place
and the culture we come
from?
Daily Objective: SWBAT
recognize cultural
differences between
themselves and the Lost
Boys of Sudan as well as
infer their own behavior in
a similar situation.
Materials:God Grew Tired
of Us documentary
14 15
God Grew Tired of Us NO INTERVENTION
Documentary FRIDAY
PO 2. Describe how the
following environmental
conditions affect the
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.RI.7 Integrate
information presented in
different media or formats
(e.g., visually,
quantitatively) as well as in
words to develop a
coherent understanding of
a topic or issue.
Essential Question: How
are our identities
connected to the place
and the culture we come
from?
Daily Objective: SWBAT
recognize cultural
differences between
themselves and the Lost
Boys of Sudan as well as
infer their own behavior in
a similar situation.
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.

Essential Question: How

can contrasting points of
view contribute to the
development of a story?

Daily Objective: SWBAT

explain what juxtaposition
means and list several
ways in which Salva and
Nya are juxtaposed in A
Long Walk to Water.

Materials: A Long Walk

to Water by Linda Sue
Park
25 26 27 28
Read chapters 14-16 Read chapters 17&18 Afterword and Salva Video Reflection

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

Essential Question: How Essential Question:

do our actions reflect our
character?
Daily Objective: SWBAT
identify character traits of
a fictional character and
provide text-based
evidence to support their
claims.
Materials: A Long Walk to
Water by Linda Sue Park
Character Trait Anchor
Chart.
What responsibilities
should should/shouldn’t a
person have?
Daily Objective: SWBAT
infer the meaning of
vocabulary words based
on contextual clues?
Materials: A Long Walk to
Water by Linda Sue Park
A Long Walk to Water
Responsibility Anchor
Charts
A Long Walk to Water Unit Plan
Monday
4 5
Two Voice Poem
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
series of episodes as well
as how the characters
respond or change as the
plot moves toward a
resolution.
6.W.1 Write arguments to
support claims with clear
reasons and relevant
evidence.
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
6.SL.1 Engage effectively
in a range of collaborative
discussions (one‐on‐one,
in groups, and
teacher‐led) with diverse
partners on grade 6 topics,
texts, and issues, building
STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
Tuesday
Two Voice Poem
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
series of episodes as well
as how the characters
respond or change as the
plot moves toward a
resolution.
6.W.1 Write arguments to
support claims with clear
reasons and relevant
evidence.
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
6.SL.1 Engage effectively
in a range of collaborative
discussions (one‐on‐one,
in groups, and
teacher‐led) with diverse
partners on grade 6 topics,
texts, and issues, building
March 2019
Wednesday
6 7
Two Voice Poem
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
series of episodes as well
as how the characters
respond or change as the
plot moves toward a
resolution.
6.W.1 Write arguments to
support claims with clear
reasons and relevant
evidence.
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
6.SL.1 Engage effectively
in a range of collaborative
discussions (one‐on‐one,
in groups, and
teacher‐led) with diverse
partners on grade 6 topics,
texts, and issues, building
Thursday Friday
1
NO INTERVENTION
FRIDAY
8
Two Voice Poem NO INTERVENTION
FRIDAY
6.RL.3 Describe how a
particular story’s or
drama’s plot unfolds in a
series of episodes as well
as how the characters
respond or change as the
plot moves toward a
resolution.
6.W.1 Write arguments to
support claims with clear
reasons and relevant
evidence.
6.W.7 Conduct short
research projects to
answer a question,
drawing on several
sources and refocusing
the inquiry when
appropriate.
6.SL.1 Engage effectively
in a range of collaborative
discussions (one‐on‐one,
in groups, and
teacher‐led) with diverse
partners on grade 6 topics,
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
write a two voice poem
that compares and
contrasts how Salva and
Nya survived in the
challenging environment
of South Sudan
Materials: : A Long Walk
to Water by Linda Sue
Park
Writing materials
Daily Objective: SWBAT
write a two voice poem
that compares and
contrasts how Salva and
Nya survived in the
challenging environment
of South Sudan
Materials: : A Long Walk
to Water by Linda Sue
Park
Writing materials
Daily Objective: SWBAT
write a two voice poem
that compares and
contrasts how Salva and
Nya survived in the
challenging environment
of South Sudan
Materials: : A Long Walk
to Water by Linda Sue
Park
Writing materials
Daily Objective: SWBAT
present their two voice
poem products to
classmates in small
groups and respectfully
respond to presentations.
Materials: : A Long Walk
to Water by Linda Sue
Park
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