LESSON PLAN FORMAT

Lindsey Caggiano
CSL 630
Fall 2015
NAME: Lindsey Caggiano
LESSON TOPIC: A Long Walk to Water (Grade 8 Lesson)
RATIONALE:
Prior to this lesson, students will have read A Long Walk to Water both in class and
outside of class.
COMMON CORE STANDARD(S):
CCIT.8.3 Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
This standard differs from CCIT.7.3 because students are required to analyze
the connections among individuals and events. It is assumed that students
can already analyze the interactions between individuals, events, and ideas
in a text. They are required to think critically Students are required to analyze
through comparisons or analogies. Students will be comparing the Sudanese
civil war in A Long Walk to Water with 60 Minutes: Lost Boys of Sudan 12
Years Later.
OBJECTIVE: (The student will be able to.)
TSWBAT analyze the connections among individuals and events between A
Long Walk to Water and 60 Minutes: Lost Boys 12 Years Later.
ACADEMIC LANGUAGE: analyze, connect, distinctions, among, developmental,
interaction, comparison, analogies, observations, asses.
MOTIVATION OR ANTICIPATORY SET:
Students will watch the documentary, 60 Minutes: Lost Boys of Sudan 12 Years
Later. This documentary was chosen because the lost boys went through the same
experience Salva did in Sudan. It functions as a follow up with the text as well as
introduction to the developmental activity, because students are able to see what
men like Salva are up to and how life is in the newly formed country in South Sudan.
Students will be given a graphic organizer (see attached) in which they will be
required to jot down notes about Salvas experience prior to watching Lost Boys.
Students will have the option of jotting down notes on the Lost Boys either while
watching the documentary or after the documentary. This activity can be modified
for special education and ENL students by displaying subtitles (if the particular
language is available) and letting students write at a pace that fits their needs.
BRIEF PROCEDURE:
Developmental Activity: Students will create a Haiku Deck comparing the
Sudanese Civil War and the experience of Salva and the lost boys in the United
States. Students will be required to use images, videos, songs, websites, and any
other resources necessary to compare the events portrayed in the book, and
documentary/documentary article. Students must pick half of the events from A
Long Walk to Water and compare it with the events in 60 Minutes: Lost Boys of
Sudan 12 Years Later. For special education and ENL students, the activity can be

modified by creating a compare and contrast summary or picking two events and
comparing and contrasting those events. Depending on the level of the student, a
general summary may be more fitting or two events could be more fitting. The
student and teacher will decide on the most appropriate format.
Student Description: You will be creating a Haiku Deck that compares
connections among Salva and the Lost Boys of Sudan from the 60 Minutes
documentary. In your Haiku Deck, incorporate text evidence from both text
and images to make connections and comparisons.
Chapters 1-3
Connect the events of Salvas first experience with the Sudanese civil war to
those of the Lost Boys in Sudan. How are their experiences similar? How are
they different? Compare Salvas previous life with the Lost Boys previous life.
Slide 2: Chapters 4-6
Make observations about the Lost Boys journey across Sudan. How does it
compare with Salvas journey? Analyze the support and role of individuals on
both Salva and the Lost Boys journey.
Slide 3: Chapters 7-9
Cite evidence and connect similar encounters between Salva and the Lost
Boys on their journey to the refugee camps in Ethiopia. Compare the growth
of the Lost Boys with Salvas growth.
Slide 4: Chapters 10-12
Compare Salvas experience in the refugee camp with that of the Lost Boys.
Slide 5: Chapters 13-15
Critique Linda Sue Parks portrayal of the Gilo River and the refugee camps
with the description of the Lost Boys portrayal.
Slide 6: Chapters 16-18
Compare Salvas life in America with that of the Lost Boys in America.
Connect Salvas efforts to help Sudan with those of the Lost Boys.
Closing Activity:
Students will be creating a Wordle comparing Salvas experience and the events he
experienced with those of the Lost Boys of Sudan from the 60 Minutes documentary.
Students will be required to first write a comparison reflection and then input their
reflection into Wordle. This will allow for students to illustrate their connections
among the texts and evaluate Linda Sue Parks portrayal of historical evidence. This
activity can be modified for special education and ENL students by only creating a
Wordle and using words to describe both Salva and the Lost Boys experiences.
MATERIALS USED:
Computer, Haiku Deck, Wordle, Paper, Pen/Pencil, 60 Minutes: Lost Boys of Sudan 12
Years Later, A Long Walk to Water
TECHNOLOGY COMPONENT (IF APPLICABLE):
Haiku Deck
Wordle

ASSESSMENT OF COMMON CORE STANDARD(S):

CCIT.8.3 Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Students are required to make connections and distinctions between individuals,
ideas, or events in this case Salva in A Long Walk to Water and the Lost Boys from
60 Minutes. All of these individuals experienced the same event of the Sudanese
Civil War. Students make comparisons through Salva and specific events in the
chapters of A Long Walk to Water and Lost Boys. Students first do this through a
graphic organizer for a motivation/introduction activity in which more general
comparisons are made. The students then create a Haiku Deck where they need to
identify the more specific events that take place in the novel and documentary.
Students are even required to analyze the authors portrayal of events with that of
the documentary. Students then provide an overall analysis through a reflection and
wordle. This differs from standard CCIT.7.3, where students are required to analyze
the interactions between individuals, events, and ideas in a text. They are not
required to analyze how a text makes connections among individuals and events.
Students complete this through comparisons of other texts. CCIT.7.3 only requires
students to analyze within the text, not compare it with other texts. To be able to
fully achieve CCIT.8.3, students need to already know the interactions among
characters and events to be able to analyze connections through other text
comparisons.

Name: ________________________________
________
CSL 630
8

Date:
Grade

Comparing Salva and the Lost Boys

Directions:
A. We have just finished reading A Long Walk to Water by Linda Sue Park. Park
tells us the story of Salva, a young boy who is separated from his family by
the Sudanese civil war. We follow Salva through his journey to safety and to
his life in the United States. Jot down some notes below in the graphic
organizer about Salvas experiences, any environmental factors (war, wildlife,
weather, people, etc.) that you remember from the book.
B. After watching the documentary, jot down your notes in the graphic organizer
below about the Lost Boys experiences in Sudan and the United States. Do
the same as you did for A Long Walk to Water, but for 60 Minutes: Lost Boys
Twelve Years Later.
A Long Walk to Water

60 Minutes: Lost Boys Twelve Years

Later

Name: STUDENT SAMPLE

________
CSL 630
8

Date:
Grade

Comparing Salva and the Lost Boys

Directions:
A. We have just finished reading A Long Walk to Water by Linda Sue Park. Park
tells us the story of Salva, a young boy who is separated from his family by
the Sudanese civil war. We follow Salva through his journey to safety and to
his life in the United States. Jot down some notes below in the graphic
organizer about Salvas experiences, any environmental factors (war, wildlife,
weather, people, etc.) that you remember from the book.
B. After watching the documentary, jot down your notes in the graphic organizer
below about the Lost Boys experiences in Sudan and the United States. Do
the same as you did for A Long Walk to Water, but for 60 Minutes: Lost Boys
Twelve Years Later.
A Long Walk to Water

60 Minutes: Lost Boys Twelve Years

Later

Separated from family while he was

in school.
Grew up in a well off family.
Struggles between deciding if he is
a child or a man.
Walks from Sudan to Ethiopia.
o Encounters soldiers, wildlife,
Auntie, Mariel, his uncle,
starvation, witnesses death,
thirst.
His uncle was killed.
Kicked out of Ethiopia due to a
change in the government.
Crosses the Gilo River; witnesses
alligators and people being shot.
Becomes a leader and leads groups
into refugee camps in Kenya.
Meets an English speaking worker
and Salva studies to learn English.
Tries to go to the United States; he
checks the list at the camp
everyday.
Chosen to go to the United States;
he went to Buffalo. He was not
prepared for the cold.
He didnt realize how different life
was outside of Africa.
His adoptive family helped him a lot
to adjust to life and learn English.
He set up Water for Sudan.
He went back to Africa and saw his
father and found out that his mother
is still alive.

Followed the same path as Salva.

Family members were killed or
separated from them.
Walked from Sudan to Ethiopia.
Chased out of Ethiopia and crossed
the Gilo River. Witnessed crocodiles
eating people, people being shot.
Went to a refugee camp in Kenya.
Checked a list everyday to see if
they were being sent to the United
States.
Many of them are Christian.
Finally chosen to go to America.
They received a crash course on
living in America and touched snow.
Went to all different cities. Had to
learn about vacuums and stoves,
etc.
Many studied English, went to
school, to establish themselves.
Some struggled with alcohol.
Identified with 9/11. Set up
organizations and donations to help
9/11 as well as Sudan.
Reconnected with family members.

Name: ________________________________
________
CSL 630
8

Date:
Grade

Comparing A Long Walk to Water and 60 Minutes: Lost Boys

Twelve Years Later
Directions: After reading A Long Walk to Water and watching 60 Minutes: Lost Boys
Twelve Years Later, create a Haiku Deck comparing connections among the texts. In
your Haiku Deck, you must include a title slide, three slides in which you use half of
the events/chapters listed below, and a reflection slide in which you analyze and
express which text portrayed the events more accurately. Use the graphic organizer
below to help you organize your Haiku. Remember with the text, you need to
include an image.
Chapters and Questions
Chapters 1-3
Connect the events of Salvas first experience
with the Sudanese civil war to those of the
Lost Boys in Sudan. How are their
experiences similar? How are they different?
Compare Salvas previous life with the Lost
Boys previous life.
Chapters 4-6
Make observations about the Lost Boys
journey across Sudan. How does it compare
with Salvas journey? Analyze the support
and role of individuals on both Salva and the
Lost Boys journey.
Chapters 7-9
Cite evidence and connect similar encounters
between Salva and the Lost Boys on their
journey to the refugee camps in Ethiopia.
Compare the growth of the Lost Boys with
Salvas growth.
Chapters 10-12
Compare Salvas experience in the refugee
camp with that of the Lost Boys.
Chapters 13-15
Critique Linda Sue Parks portrayal of the Gilo
River and the refugee camps with the
description of the Lost Boys portrayal.
Chapters 16-18
Compare Salvas life in America with that of
the Lost Boys in America. Connect Salvas
efforts to help Sudan with those of the Lost

Response
Student Sample:
https://www.haikudeck.com/p/CFW
jfHEumX/comparing-salva-andthe-lost-boys

Boys.
Opinion: Which text expressed the events
better?

Name: ________________________________
________
CSL 630
8

Date:
Grade

Reflection: A Long Walk to Water and 60 Minutes: Lost Boys

Twelve Years Later
Directions: Write a one page reflection on A Long Walk to Water and 60 Minutes:
Lost Boys Twelve Years Later. Include your thoughts, questions, emotions, and any
other information you feel necessary to reflect on the two texts. When you are done
with your reflection, paste it into a Wordle and submit the word cloud along with the
reflection.
Student Sample:
Before reading A Long Walk to Water, I was not very familiar with civil war in
Sudan. I could not believe what Salva experienced. I could not imagine being
separated from my family while at school. School is a place where we can feel safe,
not a place where you expect your village to break out in fighting. Something that
stood out to me in the text was how Salvas teacher told all of the boys to hide in
the bushes. This way to avoid being recruited as a child soldier. I think Salvas life
would have turned out very differently if he became a soldier. He showed strength
and courage walking across Sudan into Ethiopia to seek refuge. I dont think Salva
could have made it that far if it was not for Mariel and his uncle. I was very
surprised when Salva and the refugees were chased out of Ethiopia. I was not
expecting that to happen. I cant imagine a government doing that to people. In the
United States, there is violence, but we often dont think about the dangers of wild
life at the same time. Instead of trying to avoid gun shots, Salva and the refugees
had to avoid being eaten by crocodiles. I think the death of Salvas uncle forced him
to grow up and allowed for Salva to become a leader. His hard work and dedication

eventually paved the way for him to arrive in the United States and set up Water for
Sudan.
In the 60 Minutes documentary, it helped to visualize the information that I
read about in A Long Walk to Water. There were some parts of the text that Linda
Sue Park did not go into enough detail, like the crocodile scene at the Gilo River. It
was very different listening to the experience of the refugees and Lost Boys first
hand. The information was much more personal because you are actually able to
understand what it was like to experience that. I like that 60 Minutes showed the
difficulties of adjusting to life in the United States. Salva and the Lost Boys were
placed in such a different environment, we often would assume that someone
would just know that a stove is hot and you shouldnt touch it. There were other
parts of the documentary that did not go into enough detail like the walks to the
refugee camps. Both the text and documentary provided a lot of information and
exposed me to events that I was not aware existed.