In this lesson, students are introduced to and discuss the question about which they will be writing their essay: Should Lyddie sign the petition? They gather and analyze evidence using the Odell Forming Evidence-Based Claims materials.

In this lesson, students will continue to build background knowledge through close reading of the excerpt of informational text, focusing on vocabulary and using evidence in the text to support analysis.

In this lesson, students will analyze an excerpt from the Narrative of the Life of Frederick Douglass, focusing on word analysis and author's purpose.

In this lesson, students reread selected passages carefully to gather and analyze textual evidence about why Lyddie should or should not sign the petition.

In this lesson, students will continue to read another excerpt of informational text and continue building their background knowledge, focusing on the selection, "Sudanese Tribes Confront Modern War."

In this lesson, students will synthesize the evidence they have gathered and begin forming their argument of whether Lyddie should or should not sign the petition.

In this lesson, students continue to develop their ability to cite evidence in their writing. They practice gathering and using evidence in a full response to a constructed response question.

In this lesson, students will engage with questions of identity, independence, and freedom. Students will focus on character traits and how they shape events and other characters.

In this lesson, students will begin to read Lyddie, the central text of Unit 1. Students will analyze how the plot, setting, and characters in Lyddie interact.

In this lesson, students are introduced to classwork and homework routines that will guide students' reading, note-taking, and discussion of A Long Walk to Water throughout Unit 2.

In this lesson, students will work with Thinking Log and the Brain Development anchor chart. They will also add to the Domain-Specific Vocabulary anchor chart.

In this lesson, students will begin their work with excerpt 3 from the Narrative of the Life of Frederick Douglass, first reading silently while the teacher reads aloud, then reading on their own, and third, reading questions and discussing them while completing an Excerpt 2 Analysis note-catcher.

In this lesson, students will practice the routines they learned in Lesson 2.

In this lesson, students will continue to work with the theme of survival in A Long Walk to Water and practice for the type of explanation of evidence that they will do in their end of unit assessment essay.

In this lesson, students engage in character analysis of Lyddie using evidence fro the text. Students will watch a short video to help them visualize the working conditions at the mill and understand the complex descriptions of the loom and mill in the next part of the book.

In this lesson, students will be introduced to the concept of juxtaposition in A Long Walk to Water.

IN this lesson ,students will learn how a storyteller can bring a story to life. They will identify the tools of a storyteller by watching The People Could Fly video, as well as listening to the first read through of Excerpt 4 and using the Storyteller's Toolbox anchor chart as a guide.

In this lesson, students will continue to read excerpts of "The Digital Revolution and the Adolescent Brain Evolution."

In this lesson, students will compare historical accounts of the Sudanese civil war to the novel A Long Walk to Water.

In this lesson, students will review their understanding of Excerpt 4 from The Narrative of the Life of Frederick Douglass and then use storyteller techniques to retell a section of the story.