Threaded
Big Idea
|
Poetry
can be used as a vehicle to relate the experience of the
American worker during the Industrial Revolution
|
Essential
Question |
How
does the poet capture the experience of the American worker? |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
Chalk
Talk
Students
will perform a “chalk talk” to purge
their ides, perceptions, and observations of the working
world.
|
1. Students
will be able to complete a “Chalk Talk” as a
way to share their insights, perceptions and observations
of the working world.
2.
Students will be able to complete a “Chalk Talk” to
gain a class wide understanding.
3.
Students will be able to express their personal insights of the
working world in a piece of reflective writing.
|
|
Explore
|
Sandburg
Study
Students
will look at several poems by Carl Sandburg and the commentary
he makes about the experiences of the American
worker
during the Industrial Revolution
|
1. The
students will be able to examine and share their perceptions
to a variety of poems by Carl Sandburg.
2.
The students will demonstrate their comprehension of the poems
by answering questions about the poetry through a class discussion.
|
2 class
periods
Week 1
|
Explain
|
Poetic
Analysis
Students will learn specific skills on how to perform poetic
analysis.
|
The students
will be able to write a poetic analysis on a poem by Carl
Sandburg.
|
|
Apply |
Poetry
Writing
Students
will write poetry, modeled after Sandburg that captures the
experience of a worker that they know of.
|
1. The students
will compose a piece of poetry.
2.
The students will share their poem(s) with their colleagues. |
2 class
periods
Week 2 |
Project |
|
|
|
Big
Idea
|
Narrative
writing that depicts the experience of a child laborer.
|
Essential
Question |
How
does a narrative capture the experiences of the American
worker. |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
Slide
Show
Students
will see a slide show of pictures that depict the child
laborer
|
1. The
students will observe a slide show of child laborers.
2.
The students will share their reactions to the slide show.
|
|
Explore
|
The
Experience of the Child Laborer
Students
will read a collection of readings about the experience
of the child laborer
|
1. The
students will make discoveries about the child laborer
through a selection of readings.
2.
The students will make connections between the readings.
|
|
Explain
|
Narrative
Nuts and Bolts
Students
will learn the how to of narrative writing.
|
The
students will be able to identify the parts of a
narrative story.
|
1-2
class
periods
Week 3
|
Apply |
Narrative
Writing
Students
will write create their own narrative about a child laborer
|
The
students will compose a narrative story. |
5
class periods
Week 3-4 |
Project |
|
|
|
Big
Idea
|
The
fictional writing adds insight into the working conditions
during the Industrial Revolution.
|
Essential Question |
What
were conditions like for factory worker during the Industrial
Revolution? |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
Slide
Show
Students
will see a slide show of pictures that depict the working
conditions during the Industrial Revolution with
an
emphasis on the meatpacking industry and respond in writing.
|
1. The
students will observe a slide show of adult laborers.
2.
The students will share their reactions to the slide show.
|
|
Explore/Explain
|
The
Jungle and Readers Response
Students
will read and excerpt from Upton Sinclair’s
famous novel. In groups,
students will respond to the reading using a jigsaw.
|
1. The
students will discover the conditions that many workers
faced during the Industrial Revolution.
2.
The students will work collaboratively to explain and identify
key elements from Chapter 14.
|
3
class periods
Week 5
|
Apply
|
Conditions
of Today
Students
will use library research to look for evidence of contemporary
working conditions, with a focus on editorials.
Students will look for at least 3 examples and report to
the class.
|
1. The
students will use the library to conduct research into
the current working conditions of today’s worker
2.
The students will identify any connections between their findings
and the in-class readings of The Jungle
3.
The students will report their finding to their colleagues.
|
2
class periods
Week 5
|
Project |
|
|
|
Big
Idea
|
Editorials
used specific elements to expose the deplorable working
conditions and eventually led to reformation.
|
| Essential Question |
What
is an editorial and how can it be used to expose conditions
that are less than acceptable. |
Learning
Cycle
|
Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
|
The
Editorial
Students
will read examples of editorials and compare similar qualities
|
1. The
students will recognize the similarities between several
editorials.
The students will summarize and outline the arguments presented
in several editorials.
2. The students will compare and contrast the arguments presented
by several editorials on the same topic.
3.
The students will cluster the similarities found between several
editorials.
|
|
Explore
|
The
Parts of an Editorial
Students
will look at the elements of a powerful editorial
|
The
students will be able to recognize the elements of an effective
editorial.
|
1
class periods
Week 6
|
Explain
|
The
Editorial Revisited
Students
will look again at the excerpt from The Jungle and the
editorials they found in the library
and apply their knowledge
of editorials
|
1. The
student will identify the elements of and types of editorials.
2.
The students will recognize the elements within an editorial
that makes it powerful.
|
|
Apply
|
Editorial
Writing
Students
will write an editorial
|
1. Students
will write an editorial about a current issue.
2.
Students will use the library to research their topic.
3.
Students will peer edit their colleagues work.
|
3-4
class periods
Week 6-7
|
Project |
Wildcat
Dumping Site
This project serves as a conclusion to the unit. It is a cumulating activity allowing students to draw on ideas discussed in the last few weeks. |
1. The
students will research the impacts of illegal dumping sites
on the environment and members of the society.
2.
The students will compose an editorial from the perspective of a member of society
that exposes the effects of illegal dumping and persuades readers to take action. |
3-4
class periods
Week 7 |
