Curriculum / ELA / 7th Grade / Unit 2: Advocating for Change: Uprising & Flesh and Blood So Cheap / Lesson 29

Advocating for Change: Uprising & Flesh and Blood So Cheap

Lesson 29

ELA

Unit 2

7th Grade

Lesson 29 of 29

The following assessments accompany Unit 2. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes both multiple choice and short written response questions and should serve as the primary assessment for the unit.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 28

Lesson Map

Explain the impact of the Triangle fire by studying a fictional and nonfiction account of the event.

Flesh and Blood So Cheap pp. 1–6
Uprising pp. 1–5

Standards

RI.7.3RI.7.5RL.7.9

Explain how Chapter 1 contributes to the development of ideas in Flesh and Blood So Cheap.

Flesh and Blood So Cheap pp. 7–22

Standards

RI.7.3RI.7.5

Explain how the author structures the text to address how the growing population in New York City necessitated innovation and change in lifestyle at the turn of the twentieth century.

Flesh and Blood So Cheap pp. 23–39

Standards

RI.7.3RI.7.5

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Using evidence from the text, compare the experience of working in sweatshops to the experience of working in shirtwaist factories.

Flesh and Blood So Cheap pp. 59–74 — start at "Rise of the Sweatshop"

Standards

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.

Uprising pp. 7–31
Flesh and Blood So Cheap

Standards

RI.7.1RL.7.1RL.7.2RL.7.9

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Explain how the author reveals the differing perspectives of each of the text's protagonists.

Uprising pp. 32–57

Standards

RL.7.6

Identify ways that the author has drawn on historical facts to explain how characters' lives are shaped by sexism and gender roles in the early 1900s.

Flesh and Blood So Cheap
Uprising pp. 58–79

Standards

RL.7.1RL.7.3RL.7.6RL.7.9

Identify ways that the author has drawn on historical facts to develop the plot of Uprising.

Flesh and Blood So Cheap pp. 75–84
Uprising pp. 80–90

Standards

RI.7.1RL.7.1RL.7.9

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Analyze text structure to explain how specific individuals and ideas shaped the "Uprising of Twenty Thousand."

Flesh and Blood So Cheap pp. 84–97

Standards

RI.7.1RI.7.3RI.7.5

Conduct a research project using multiple credible sources to build and share knowledge about different aspects of a chosen topic.

Day 1 - Planning

Research and take notes on a topic from credible digital sources.

Two-Column Notes Template (G6–8)

Standards

W.7.8

Day 2 - Planning

Gather relevant, categorized notes on the most important details about a topic from digital sources.

Standards

W.7.7W.7.8

Day 3 - Drafting

Draft summaries for each section of the museum display.

Standards

W.7.2W.7.2.b

Day 4 - Drafting / Language

Include describing phrases into text features such as headings, captions, pictures and graphics to develop a topic.

Standards

L.7.1.cW.7.2.a

Day 5 - Publishing

Students present effectively and learn about social movements that have altered history.

Gallery Walk Reflection Sheet (G7, U2, L10)

Standards

SL.7.4SL.7.5W.7.2.aW.7.2.b

Analyze how the author develops and `contrasts historically accurate perspectives in Uprising.

Uprising pp. 91–121
Flesh and Blood So Cheap

Standards

RL.7.6RL.7.9

Analyze evidence from the text to draw conclusions about how each character's views are developing.

Uprising pp. 122–144

Standards

RL.7.1RL.7.6

Explain how setting and specific interactions impact characters' perspectives in Uprising.

Uprising pp. 145–165
Flesh and Blood So Cheap

Standards

RL.7.1RL.7.3RL.7.6

Analyze a fictional portrayal of characters living through a historical event and determine how an informational account of the same period informs how authors of fiction use or alter history.

Uprising pp. 166–188
Flesh and Blood So Cheap pp. 100–103

Standards

RL.7.6RL.7.9

Explain how the author develops characters' conflicting perspectives as their perspectives evolve.

Uprising pp. 189–211

Standards

RL.7.1RL.7.6

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Explain how the author develops and contrasts different characters' perspectives.

Uprising pp. 213–234

Standards

RI.7.1RI.7.6

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.

Uprising
Flesh and Blood So Cheap

Standards

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.

Flesh and Blood So Cheap pp. 104–121

Standards

RI.7.1RI.7.3

Explain how the author draws from history and uses dramatic irony to convey the events of the fire.

Uprising pp. 269–286
Flesh and Blood So Cheap pp. 104–121

Standards

RI.7.1RL.7.1RL.7.3RL.7.9

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Explain how the author uses specific words and phrases to develop meaning, mood, and tone in Uprising.

Uprising pp. 287–298
Flesh and Blood So Cheap

Standards

RL.7.4RL.7.6

Explain how Haddix develops and contrasts characters' perspectives at the conclusion of Uprising.

Uprising pp. 229–315

Standards

RL.7.1RL.7.6

Explain how the author uses primary sources in the chapter to convey the impact of the fire on New Yorkers.

Flesh and Blood So Cheap pp. 122–130 — stop before "Never Again"

Standards

RI.7.1RI.7.3RI.7.5

Explain how the author develops and contrasts characters' perspectives at the conclusion of Uprising.

Uprising pp. 316–330
Flesh and Blood So Cheap p. 137

Standards

RL.7.6RL.7.9

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Determine the central message of Rose Schneiderman's speech and explain the impact of word choice on meaning and tone.

Flesh and Blood So Cheap pp. 130–133 — begin at "Never Again!" and end at "Enter Al Smith" (including "Bread and Roses")
“We Have Found You Wanting”

Standards

RI.7.2RI.7.4

Embed evidence from the text to describe the impact of specific individuals, events, and ideas on the development of labor laws in the United States.

Flesh and Blood So Cheap pp. 139–146 — begin at "Reform"

Standards

RI.7.1RI.7.2RI.7.3

Explain how the author structures the end of Flesh and Blood So Cheap to convey the impact of the Triangle Shirtwaist Factory fire.

Flesh and Blood So Cheap pp. 153–163 — begin at "Return of the New York Sweatshop"

Standards

RI.7.3RI.7.5

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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.

Flesh and Blood So Cheap
Uprising

Standards

SL.7.1SL.7.1.aSL.7.1.bSL.7.4

Write an op-ed with a clear and developed claim and counterclaim.

Day 1 - Planning

Draft an outline including a strong claim and counterclaim.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.7.1W.7.1.a

Day 2 - Drafting

Draft an op-ed with an appropriate, formal tone.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.7.1.aW.7.1.d

Day 3 - Drafting / Revising

Finish a draft by incorporating words, phrases, and clauses that create cohesion and clarify relationships.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.7.1.cW.7.5

Day 4 - Revising / Language

Create a published op-ed that includes describing phrases that add detail and convey the tone.

Dangling Describing Phrase Practice Page (G7, U2, L28)
Op-Ed Template (G7, U2, L28)

Standards

L.7.1.c

2 days

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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