A Long Walk to Water: Lesson8 unit2
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This document provides instructions and materials for a lesson on the novel A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet on chapters 16-18, define vocabulary words, and copy vocabulary into their notebooks. It outlines learning objectives and provides discussion questions to guide student conversations about the characters and themes of survival in the novel.
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This document provides instructions and materials for a lesson on the book A Long Walk to Water. Students are asked to take out homework, notes on chapters 11-13, and work on vocabulary words from the book. They will define words, fill in blanks, and add to an organizer tracking details about the characters Nya and Salva. Students will also participate in group discussions, add to a survival chart, and write an ACE response explaining how persistence helps Salva survive using evidence from the text. The homework is to re-read chapters 11-13 and take notes on 14-15.
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This document provides an overview of classroom materials and activities related to reading the novel A Long Walk to Water. It includes directions for students to take out homework, notes from previous lessons, and think about the central idea of chapters. The document outlines learning objectives, discussion questions, vocabulary work, and scenarios to help students understand the challenges faced by characters who must walk long distances to access water. It concludes with an exit ticket activity having students analyze a map of the route walked by one of the characters and list the environments encountered along the way.
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This document provides instructions and materials for students to write a two-voice poem comparing the experiences of characters Nya and Salva from the novel A Long Walk to Water. It includes:
1. Learning objectives and instructions for the poetry assignment which is to write a poem in two voices that compares and contrasts how the characters survived in South Sudan.
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In this paper we analyse ‘academic labour’ using categories developed by Marx in his critique of political economy. In doing so, we return to Marx to help understand the work of academics as productive living labour subsumed by the capitalist mode of production. In elaborating our own position, we are critical of two common approaches to the study of academic labour, especially as they emerge from inside analyses of 'virtual labour' or 'digital work' (Fuchs and Sevignani, 2013; Newfield, 2010; Roggero, 2011).
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Second, we are cautious of an approach which focuses on the digital content of academic labour (Noble, 2002; Weller, 2012) to the neglect of both its form and the organising principles under which it is subsumed (Camfield, 2007). Understandably, academics have a tendency to reify their own labour such that it becomes something that they struggle for, rather than against. However, repeatedly adopting this approach can only lead to a sense of helplessness (Postone, 2006). If, rather, we focus our critique on the form and organising principles of labour, we find that it shares the same general qualities whether it is academic or not. Thus, it is revealed as commodity-producing, with both concrete and abstract forms. By remaining focused on the form of labour, rather than its content, we can only critique it rather than reify it.
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http://josswinn.org/2014/02/a-contribution-to-the-critique-of-the-political-economy-of-academic-labour/
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A Long Walk to Water: Lesson8 unit2
- 1. DO NOW • Take out homework • Gathering Evidence Worksheet – Chapters 16-18 Vocabulary! 1. What do aid organizations and relief agencies do? (pg. 100) 2. Why might they be involved in South Sudan?
- 2. A Long Walk to Water Dictionary Work Vocabulary Copy into back of notebook • aid organizations & relief agencies How are you feeling about figuring out words? What do you do when you find a tough word?
- 3. A Long Walk to Water Learning Objectives I can effectively engage in discussions with my classmates about our readings. I can explain how comparing and contrasting Salva and Nya’s points of view in the novel helps Park convey ideas about how people in Sudan survive.
- 4. A Long Walk to Water Learning Objectives I can explain the physical and emotional factors that helped Nya and Salva survive in A Long Walk to Water.
- 5. A Long Walk to Water Chapters 16-18 Detail/ Evidence (quote) Chapter Page # Explanation What event does this connect to? Significance What idea from the chart does this connect to? Why?
- 6. A Long Walk to Water Chapters 16-18 Detail/ Evidence (quote) Chapter Page # Explanation What event does this connect to? Significance What idea from the chart does this connect to? Why?
- 7. A Long Walk to Water Survival Anchor Chart Survival Anchor Chart How did keeping this help you learn about Salva and Nya? …about the world? …about the theme of survival?
- 8. A Long Walk to Water World Café Discussion World Café Discussion What do you need? • A Long Walk to Water • All notes/ sheets we’ve been working on • Groups of 3-4
- 9. A Long Walk to Water World Café Discussion World Café Discussion Before we begin… • What can you do to make sure your conversations help everyone think more deeply about the book? • Raise your hand when you have 2 ideas.
- 10. A Long Walk to Water World Café Round # 1 • Choose “recorder” – You will take notes • Look at questions 1: What do we learn about Salva as a leader in Chapter 13? Who is he leading as a boy? As an adult? What makes him an effective leader?
- 11. A Long Walk to Water World Café Round # 2 • Recorders: stay put! • Others, moved to a new group together • Recorders, share what your old group said • Choose a NEW recorder – you take notes this round
- 12. A Long Walk to Water World Café Round # 2 New questions: • How does the author juxtapose Salva and Nya in the final chapters of the novel? • How has Salva’s point of view about the Nuer changed? • How has Nya’s point of view about the Dinka changed?
- 13. A Long Walk to Water World Café Round # 3 • Recorders: stay put! • Others, moved to a new group together • Recorders, share what your old group said • Choose a NEW recorder – you take notes this round
- 14. A Long Walk to Water World Café Round # 3 New questions: • What are the physical and emotional resources that enable Salva and Nya to survive? • What do you think is the author’s opinion about which type of resource is more important for survival? • What makes you say that?
- 15. A Long Walk to Water Vocabulary Have you figured it out? Back of the notebook! • bewildering (98)= • destruction (99)= • remote (100)= • clinic (100)=
- 16. A Long Walk to Water Vocabulary Have you figured it out? Back of the notebook! • contaminated (106)= • ___________ • ___________
- 17. A Long Walk to Water Homework Website: www.waterforsouthsudan.org • Organization’s purpose: • To inform • To advocate (to publicly call for something) • What information might you find on this website? http://waterforsudan.org/drilling-in-south-sudan/
- 18. A Long Walk to Water Homework Homework: • Read printout from the website • Answer questions on the right