Curriculum / ELA / 7th Grade / Unit 2: Advocating for Change: Uprising & Flesh and Blood So Cheap / Lesson 20
ELA
Unit 2
7th Grade
Lesson 20 of 33
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Explain the impact of the fire on New Yorkers.
Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin pp. 122 – 130 — stop before "Never Again"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What was the impact of the fire on the people of New York City? How did they respond? Provide at least two pieces of evidence from pages 122–130.
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Questions about the text that will help guide the students understanding
How does the epigraph on page 122 convey the collective feeling of the public after the fire? Cite specific words and phrases from the epigraph in your response.
Why does Marrin include quotes from primary sources in this chapter? What is their effect? Cite at least two primary sources in your response.
What was the impact of the funeral procession on April 5, 1911? Cite specific examples from the text in your response.
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
agony
adj.
(p. 124)
extreme physical or mental suffering
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. 316 – 330
While reading, answer the following questions.
When does this chapter take place?
Who is Harriet?
Who is Mrs. Livingston?
How did Jane affect Harriet's life?
What impact did Yetta's death (and the death of the other shirtwaist girls) have on laws?
Who did Mrs. Livingston marry?
What kind of relationship does Mrs. Livingston want to have with Harriet?
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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.7.3 — 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.7.2 — 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.
Next
Explain how Haddix develops and contrasts characters' perspectives at the conclusion of Uprising.
Explain the impact of the Triangle fire by studying a fictional and nonfiction account of the event.
Standards
RI.7.3RL.7.3RL.7.9
Explain how the growing population in New York City necessitated innovation and change in lifestyle at the turn of the 20th century.
RL.7.3
Using evidence from the text, compare the experience of working in sweatshops to the experience of working in shirtwaist factories.
RI.7.1RI.7.3
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
RL.7.9
Explain how Uprising is structured to reveal the unique perspectives of each of the text's protagonists.
RL.7.6
Explain how characters' lives in Uprising are shaped by historically accurate portrayal of sexism and gender roles in the early 1900s.
Identify ways that author Margaret Peterson Haddix has drawn on historical facts to develop the plot of Uprising.
RI.7.1RL.7.9
Explain how specific individuals and ideas shaped the "Uprising of Twenty Thousand."
Analyze how the author develops and contrasts historically accurate perspectives in Uprising.
RL.7.3RL.7.9
Analyze evidence from the text to draw conclusions about how each character's views are developing.
RL.7.1RL.7.6
Explain how setting and specific interactions impact characters’ perspectives in Uprising.
RL.7.6RL.7.9
Explain how Haddix develops characters' conflicting perspectives through conversations that change the way characters understand the world.
Identify different characters' perspectives in Uprising and explain how the author develops and contrasts them.
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.7.1SL.7.1.aSL.7.1.cSL.7.4
Incorporate specific evidence from the text to explain the factors that influenced the outcome of the Triangle Shirtwaist Factory fire and the impact of the fire on bystanders.
Explain how Haddix uses historically accurate details and dramatic irony to convey the events of the fire.
Explain how Haddix uses specific words and phrases to develop meaning, mood, and tone in Uprising.
RL.7.4RL.7.6
Explain how the fire reveals and changes the way that characters in Uprising see the world.
RL.7.1RL.7.3RL.7.6
Determine the central message of Rose Schneiderman's speech and explain the impact of word choice on meaning and tone.
RI.7.2RI.7.4
Use evidence from the text to 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.
RI.7.3
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack the expectations of a research-based writing task and begin to gather evidence in preparation for writing an op-ed.
W.7.5W.7.7W.7.9
Assess the credibility of research sources and continue gathering evidence in preparation for writing an op-ed.
W.7.5W.7.7W.7.8W.7.9
Draft a claim statement and create an outline for a multi-paragraph op-ed.
W.7.5W.7.7W.7.8
Draft two body paragraphs with strong evidence and analysis.
W.7.1W.7.1.aW.7.1.bW.7.1.cW.7.7W.7.8
Draft strong introduction and conclusion paragraphs.
W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.7W.7.8
Create a works cited page and differentiate between compound, complex, and compound-complex sentences.
L.7.1L.7.1.aL.7.1.bW.7.8
Give and receive peer feedback and incorporate suggestions into the final draft of an op-ed.
W.7.2W.7.5
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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