TRIPLE E FRAMEWORK LESSON TEMPLATE

Lesson Overview & Rationale: Share the rationale for and purpose of the lesson and how the activities in the lesson will help to meet the
learning goals. How will technology play a role in meeting the learning goals?

As students read the story ‘A Long Walk to Water’ they will do research on the history of Sudan/South Sudan, build timelines and will also map
the character development throughout the text as it contains two stories; in their place using the history they learned. This lesson will help
students to see character development and also use their background knowledge to help them understand the time and place of the text.

Content Standard(s) W.7.6. Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.

R.L.6. Analyze how an author develops and contrasts the perspectives of different characters in a text.

R.L.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history.

Learning Goals What are the learning goal(s)? How will the goals be met? How will the goals be assessed?

Content Specific Goals
W.7.6. - Students will take their
sources and gather the relevant
information (since it is teacher
scaffolded there isn’t a need for
checking credibility on the student
side) Students will also quote and
paraphrase the information
relevant to understanding the
events of the Sudanese Civil War.
R.L.6. Students will view the
differences between two character
perspectives in the book, Nya &
Salva, and grow in their
understanding about how it builds
the narrative.
1. Students will view
resources given from the
instructor and build their
own conclusions and
paraphrase the source to
add to their background
knowledge timeline
2. As students read the Book
they will keep track of big
dates and pull quotes to
support both the books
stories (Nya & Salva)
3. Students will compile their
notes on both the
scaffolded research and
their own quotes and
● Students will be given a few
quizzes to determine their
reading comprehension
every 5 chapters,
● Also their notes/quotes will
be discussed as a class to
ensure everyone is on a
similar page
● Annotation will be modeled
to help students see what
they should be looking for.
● Students will build a final
timeline to show the
similarities/differences
between the historical
events and the novel.
 R.L.9. Students will compare and
contrast the realities of the novel
with the realities of Sudan they
have learned, to understand the
author's purpose.
perspective notes into the
timeline to compare and
contrast the story and the
history
4. Students will build
conclusions on author's
purpose and how fictional
events are related or
different from the history
they have learned

Technology-based Goals
● Empowered Learner
● Digital Citizen
● Knowledge Constructor
● Innovative Designer
● Computational Thinker
● Creative Communicator
● Global Collaborator
Students will go through three
sources they have previously
annotated and curate their
timelines in pairs utilizing the
information they have learned the
past 3 days.
Students will curate a series of Students will work together to
events on a timeline comparing utilize different digital tools to utilize
and contrasting the novel and their resources.
story

Triple E Framework Considerations

Name of Tool Tool 1: [TimeLine] Tool 2: [Padlet] Tool 3: [Book/ Audiobook/Slides]

Learning Goal(s) met by using the
tool
W.7.6.Students will take their
sources and gather the relevant
information; Students will also
quote and paraphrase the
information relevant to
understanding the events of the
Sudanese Civil War.
Students will view the differences
between two character
perspectives in the book, Nya &
Salva, and grow in their
understanding about how it builds
the narrative.
Students will compare and
contrast the realities of the novel
with the realities of Sudan they
have learned, to understand the
author's purpose.

How is the tool being integrated Pairs Individually Teams

(team, individual, pairs, other)?

What features of the technology
tool have elements of
engagement (active learning, time
on task, co-use or co-
engagement)?
To help students organize
information and view important
information and differences in a
streamlined view.
Global collaborator
To allow students to engage
viewing and commenting on what
their peers found important to the
book perspectives chapter by
chapter, to extend learning and
To allow students to collaborate
and synthesize their findings about
the differences and similarities
about the Novel and the History
they have learned.

Which teaching moves could be
integrated to aid technology in
helping students engage in the
learning goals?
What features of the technology
tool include elements to enhance
student learning?
● Higher-order thinking
● Supports/Scaffolds;
Differentiation/Personalization
● Help students develop a deeper
understanding of content
● Easier and more effective than
traditional tools
Which teaching moves could be
integrated to aid technology in
enhancing the learning goals?
How does technology extend the
learning goals?
● Make learning accessible
24/7 Bridge learning goals to
everyday life
● Soft skills
Which teaching moves could be
integrated to aid technology in
extending the learning goals
LESSON SET UP
Helping students by providing the
sources and guiding them to know
what information is important to
understanding and how to deal
with words they don’t know
(inferencing)
Students will build a time map of
the different events taking place in
the book and the information from
their annotated texts, building on
their scaffolding from the modeled
annotations. And also helps
students develop a deeper
understanding of the events that
they have learned about.
Scaffolding the technology, doing
a quick run through of the timeline
software to help students
understand
Making things more accessible,
and to bridge their learning to
more modern things
To make the resource explorable
for other pairs once they are
finished
perspectives
Knowledge Constructor
Helping students pick quotes, or to
help them understand why these
are important if they have
questions.
Students will individually add their
quotes they picked on their
summary sheets and add them to
the padlet, and have time to share
out within their tables their
findings. To easily have more
access to different quotes and to
support collaborative conversation
about the book.
Model using the padlet and give
students quote ideas
Making things more accessible
and working on soft skills of finding in groups and learning the skill of
quotes
Allowing the resource to be
available 24/7
Empowered Learner
Helping students synthesize their
ideas and build their conclusions
about similarities and differences.
To allow students to collaborate,
and to help students develop a
better sense about comparing and
contrasting between two things
that are similar but also focusing
on the literary aspect.
….
Making learning easier by working
comparing and contrasting.
Giving the class access to view
the presentations after they have
been finished to extend points of
view and ideas about author's
purpose.
 How will I prepare for this piece of
technology in the lesson? Guiding students to create Creating the padlet, and clearly I assume students know how to
accounts, and making sure explaining in which place students use google slides
● What do I need to do to get students have their technology put their quotes
the technology ready?
● Selecting the just right tool or
part of the resource
● Setting up Accounts
● Differentiating
● Personalizing
● Creating models or mentor

Assessment Formative assessment and will be Monitoring/Observations Formative assessment (ongoing)

graded after we finish the novel
How will you assess the activities Every time after we post quotes,
happening through the tool? But every 3 days there is a check- view who is interacting and who
in on timeline progress isn’t
● Monitoring/observations
● Formative assessment
● Informal assessments
● Summative assessment

PROCEDURES / LESSON PLAN

What is the minute-to-minute activity that will be happening in the lesson? Describe what the teacher is going to do and say, as well as what the
students are going to do. For each day of your unit/lesson be sure to indicate the specific objectives/learning goals for that specific day based on the
activities students will be completing.

DAY 1
● Objective(s): Students will view resources given from the instructor and build their own conclusions and paraphrase the source to add to
their background knowledge timeline
Time What are the students going to do/say? What is the teacher going to do/say?

5 minutes Students will talk, and recall prior knowledge. Class introduction:
- Teacher asks (assuming it’s monday) “Did anyone do
anything exciting about the weekend (2 Minutes) and
then asks “does anyone remember a fact about Sudan
 from last week?” (3 minutes)
10 minutes Students are following along if they still need help or doing their The teacher is going do a quick review of their three texts that
own annotations if they are comfortable paragraph by were previously annotated (Time Trip), Copy of Dinka & Nuer
paragraph. Article, and the The Lost Boys of Sudan | International Rescue
Committee (IRC)
7 minutes Students will discuss at their tables their understanding of the
text and their annotations (if they differ) The teacher will be walking around and helping facilitate
appropriate discussion
3 minutes Students are transitioning to pairs and the next activity.
Teacher will pair up students based on their tables and Teacher
will guide students to the begin building their timelines
20 minutes Students will begin adding dates to their timelines from the
reading for the day Teacher will be helping students that need help, monitoring the
collaborations
5 minutes Pack up and end of class
Teacher will give a time warning and students will have a few
minutes to pack up and get ready for transition to class

DAY 2
● Objective(s): As students read the Book they will keep track of big dates and pull quotes to support both the books stories (Nya & Salva)
Time What are the students going to do/say? What is the teacher going to do/say?

0-5 minutes Students are going to share their answers The teacher is going to greet the students, and ask “What went
well with your timelines?” “How was it working with your
partner”? (teacher will call on the pairs to share)

20 minutes Finishing the 2 chapters of the book and students will fill out Teacher will start the last two chapters of the book, and hand out
their summary sheets their summary sheets

10 minutes Using their summary sheets students will add to the padlet their Teacher will give instruction for students to add their quotes to
4 quotes from the end of the book, 1 each for Nya and one for the padlet (the students will have done this before so unlikely
Salva that scaffolding is needed)

15 Minutes Students will share their quotes and browse through the padlet,
commenting on other quotes they find interesting or unique.
Teacher will lead students into a discussion “take the next 5-7
minutes to discuss the quotes you found.” Now take the next 8
minutes and add your quotes and comment on your peers'
quotes! Remember nothing inappropriate, and that I will be
looking at these!”
 5 minutes
Students will pack up and prepare for transition Teacher will give students a warning about the time, and then tell
them to pack up for transition.

DAY 3
● Objective(s): Students will compile their notes on both the scaffolded research and their own quotes and perspective notes into the timeline
to compare and contrast the story and the history

Time What are the students going to do/say? What is the teacher going to do/say?
15 minutes Students will answer the warm up question, and listen to Teacher will ask a warm up question, “What is the better type of
teacher instructions fried potato, fries or tater tots?” (5-7 minutes), Teacher will
introduce the assignment, “Today you will update your history
timelines to include the key events of the novel we just finished
using the events and quotes we added to the class padlet.

30 Minutes Students (in pairs) will update their timelines to include the key The teachers will help students as needed and guide them as
dates, and events from the novel in addition to the history they they need it, Students will have a copy of the book and their
have learned and added to the timeline. other resources to help them.

5 minutes Students will debrief about progress and share their thoughts Teacher will ask the students “How do you feel about your
timeline? Anything that your pair came up with that you want to
share?

5 minutes Students will pack up and prepare for transition Teacher will prepare students for transition, and dismissal.

DAY 4
● Objective(s): Students will build conclusions on author's purpose and how fictional events are related or different from the history they have
learned.
Time What are the students going to do/say? What is the teacher going to do/say?
0-5 Minutes Students will settle into the class and answer a warm up Good morning/afternoon, Does anyone remember their favorite
question. part of the book or the background knowledge?

7 minutes Students will listen to instruction and be put in teams Teacher will give instructions, Introduce the project, project
goals, and general expectations. There would also be a rubric.
“So, using your work from earlier this week, your timeline and the
 padlet we have been adding to. I want you all, as a group, to
compare and contrast the events of the book to the history you
have learned. And at the end of your slides I want you all, as a
group, to come to a consensus about “why did the author of the
book write the book in this way”?, and put the class in teams.
“Any questions, concerns, confusions?”

35 minutes Students will begin their project in teams, using their timeline The teacher will walk around and offer help as needed, pass out
and padlet to guide their findings of similarities and differences classroom notebooks, and help students gather their information
between the novel and the history they have learned. to begin their discussion and work.

5 minutes Students will debrief about their progress and suggestions for Teach will bring the class back together and do a class poll
how to carry on about the project. about the progress, and ask students for anything that could be a
“helpful tip”

3 minutes Students will pack up and prepare for transition Teacher will guide students through the end of class protocol,
and transition.

DAY 5
● Objective(s): Students will build conclusions on author's purpose and how fictional events are related or different from the history they have
learned.
0-5 Minutes Students will settle into the class and answer a warm up Good morning/afternoon, Does anyone remember their favorite
question. part of the book or the background knowledge?

7 minutes Students will listen to instruction and be put in teams Teacher will give instructions, Introduce the project, project
goals, and general expectations. There would also be a rubric.
“So, using your work from earlier this week, your timeline and the
padlet we have been adding to. I want you all, as a group, to
compare and contrast the events of the book to the history you
have learned. And at the end of your slides I want you all, as a
group, to come to a consensus about “why did the author of the
book write the book in this way”?, and put the class in teams.
“Any questions, concerns, confusions?”

35 minutes Students will begin their project in teams, using their timeline Teacher will walk around and offer help as needed, pass out
and padlet to guide their findings of similarities and differences classroom notebooks, and help students gather their information
between the novel and the history they have learned. to begin their discussion and work.

5 minutes Students will debrief about their progress and suggestions for Teach will bring the class back together and do a class poll
 how to carry on about the project. about the progress, and ask students for anything that could be a
“helpful tip”

3 minutes Students will pack up and prepare for transition Teacher will guide students through the end of class protocol,
and transition.