Last updated: 6/8/2016

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English 7th November and December 8 Weeks


This curriculum map is a work in progress.  Many factors influence this map.

English 7

This curriculum map is a work in progress.  Many factors influence the timing of this map. November-December

Jouneys and Survival:

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. This task addresses NYSP12 ELA Standards RL.7.6, RL.7.11, W.7.3, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, and L.7.2.

  • How do individuals survive in challenging environments?
  • How do culture, time, and place influence the development of identity?
  • How does reading from different texts about the same topic build our understanding?
  • What are the ways that an author can juxtapose two characters?
  • Individual survival in challenging environments requires both physical and emotional resources.

Using informational writing about a historical time, place, or people enriches our understanding of a fictional portrayal of the same time period or events.

(1) RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
(1) RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
(1) W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
(1) W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Students will cite several pieces of text-based evidence to support an analysis of literary text.
  •  Students will analyze the development of a theme or central idea throughout a literary text.
  • Students will determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings).
  • Students will be able toanalyze how an author develops and contrasts the points of view of characters and narrators in a literary text.
  • Students will cbe able toompare and contrast a fictional and historical account of a time, place, or character.
  • Students will be to able toread grade-level literary texts   proficiently and independently.
  • Students will be able toread above-grade-level texts with   scaffolding and support.
  • Students will be able to make connections between a novel and other informational texts.
  • Students will be able to effectively participate in discussion with my classmates.
  • Students will be able to determine the central ideas of Chapter 1 of A Long Walk to Water.
  • Students will be able to determine the meaning of visual representations on a map.

analyze, develop, contrast, points of view,
characters, determine, central ideas, text features; droned (2), herding (3),
aimless (4), bush, rebels (6)cite, text-based evidence, quote (n. and v.), analysis,
culture, time, place, influence, development, identity, detail/evidence,
reasoning, inference, infer; flicking (2), droned (2), herding, grazing (3),
aimless, halted (4), backfiring (5), bush, rebels (6), scattered, scrambled
(7), hesitated (11), scurried, protested, objected (12) cite, text-based evidence, analysis, culture,
time, place, identity, detail/evidence, inference/reasoning; horizon (14),
gourd (14), ritual (15), flinched, uncertainty (16), artillery, rose (v) (18)

cite, text-based evidence, analyze, points of view, effectively, engage, detail/evidence, inference/reasoning, annotations; entrenched, grueling, dehydration (article)

cite, text-based evidence, analyze, points of view, effectively, engage, detail/evidence, inference/reasoning; sorghum (20), terrain, scrub, woodland (22), stands (n), stunted, unripe, worm-rotten (23)

cite, text-based evidence, analyze, points of view, effectively, engage, detail/evidence, inference/reasoning; luscious (28)

cite, text-based evidence, summarize, analysis, perspectives, detail/evidence, inference/reasoning; fault line, topple, coup, spiritual pollution, guerrillas (2), roughshod, dysfunction, assault (3)




  • Reader’s Notes
  • Exit ticket
  • Text annotations for gist
  • Gathering Evidence graphic organizer (focus on Perspectives)
  • Selecting Evidence graphic organizer reading resources

 A Long Walk to Water



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