Curriculum / ELA / 7th Grade / Unit 2: Fighting Injustice: Uprising & Flesh and Blood So Cheap / Lesson 10
ELA
Unit 2
7th Grade
Lesson 10 of 38
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Explain how specific individuals and ideas shaped the “Uprising of Twenty Thousand.”
Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin pp. 84 – 98
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Why did feminist activists take a particular interest in the strike? What was the impact of their involvement? Provide at least two pieces of specific evidence from the text to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What impact did Clara Lemlich’s words have on the audience at Cooper Union? Provide specific evidence from pages 85-86 to support your answer.
Why was public opinion so important to the success of the strike? How did wealthy women help to shape the way that the strike was perceived? Provide specific evidence to support your answer.
Many strikers were arrested and sent to the workhouse. What was the intended impact of their imprisonment, and what was the actual impact of this? Provide specific evidence from the text to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
resolve
n.
strong determination to do something
v.
to decide firmly to do something
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Uprising by Margaret Peterson Haddix pp. 91 – 121
While reading, answer the following questions.
What is work in the Triangle factory like for Bella, now that many of the girls are on strike?
How do the picketers treat Bella?
How is Yetta treated by the police while she is picketing?
Who do Yetta and Rahel hear speaking at Cooper Union? How do they respond to the woman’s speech?
What does Eleanor invite Jane to do with her? Why?
Who does Jane meet outside the Triangle factory?
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RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Standards that are practiced daily but are not priority standards of the unit
L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.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.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 9
Lesson 11
Explain the impact of the Triangle Fire by studying a fictional and nonfiction account of the event.
RI.7.3 RL.7.3
Explain push factors leading to mass immigration of Russian Jews and Italians to the United States and identify similarities and differences between those two groups.
RI.7.3
Identify the author’s purpose and point of view in a section of Flesh and Blood So Cheap.
RI.7.6
Compare the experience of working in sweatshops to the experience of working in shirtwaist factories.
Writing
W.7.2 W.7.2.c W.7.5
Explain how the author develops Bella’s point of view and distinguishes it from that of other characters.
RL.7.6
Explain how Uprising is structured and identify the unique perspective of each of the text’s protagonists.
RL.7.5 RL.7.6
Explain how characters’ lives in Uprising are shaped by sexism and rigid gender roles.
RL.7.3
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of Uprising.
RL.7.9
Identify different characters’ perspectives in Uprising and explain how the author develops and contrasts them.
Write objective summaries of several chapters in Uprising.
RL.7.2
Explain how setting and specific interactions impact characters’ behavior and perspectives in Uprising.
RL.7.3 RL.7.6
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of the novel, Uprising.
Explain how Haddix develops characters’ conflicting perspectives and identify events that change the way characters understand the world.
Explain how and why characters respond to specific plot events in Uprising.
Explain how specific events and ideas shaped fire safety practices in the early 20th century.
Explain the factors that influenced the outcome of the Triangle Shirtwaist Factory fire and the impact of the fire on bystanders.
Explain how the reader’s point of view differs from the characters’ in today’s reading, and the impact of dramatic irony on the reader’s experience of the text.
Explain how Haddix uses specific words and phrases to develop meaning, mood, and tone in Uprising.
RL.7.4
Explain how the fire reveals and/or changes the way that characters in Uprising see the world.
Explain the impact of the fire on New Yorkers and determine Marrin’s purpose and point of view in a section of Flesh and Blood So Cheap.
RI.7.3 RI.7.6
Explain how Haddix develops and contrasts characters’ perspectives at the conclusion of Uprising.
Compare Haddix’s account of the Triangle fire in Uprising to historical facts and explain how she has used and altered history.
Determine the central message of Rose Schneiderman’s speech and explain the impact of word choice on meaning and tone.
RI.7.2 RI.7.4
Describe the impact of specific individuals, events, and ideas on the development of labor laws in the United States.
Explain the factors that led to—and continue to influence—conditions in the modern garment industry in the United States and around the world.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.7.1 SL.7.1.a SL.7.1.c SL.7.4
Unpack the expectations of a research-based writing task and begin to gather evidence in preparation for writing an op-ed.
W.7.5 W.7.7 W.7.9
Assess the credibility of research sources and continue gathering evidence in preparation for writing an op-ed.
W.7.5 W.7.7 W.7.8 W.7.9
Draft a claim statement and create an outline for a multi-paragraph op-ed.
W.7.5 W.7.7 W.7.8
Draft two body paragraphs with strong evidence and analysis.
W.7.1 W.7.1.a W.7.1.b W.7.1.c W.7.7 W.7.8
Draft strong introduction and conclusion paragraphs.
W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.7 W.7.8
Create a works cited page and differentiate between compound, complex, and compound-complex sentences.
L.7.1 L.7.1.a L.7.1.b W.7.8
Give and receive peer feedback and incorporate suggestions into the final draft of an op-ed.
W.7.2 W.7.5
Assessment – 2 days
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