Curriculum / ELA / 7th Grade / Unit 2: Advocating for Change: Uprising & Flesh and Blood So Cheap / Lesson 30
ELA
Unit 2
7th Grade
Lesson 30 of 33
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Draft strong introduction and conclusion paragraphs.
Article: “We Work Non-Stop” by Michael Sainato
Article: “LA's Garment Workers Face Horrific Workplace Conditions” by Julia Wick
Book: Flesh and Blood So Cheap: The Triangle Fire and Its Legacy by Albert Marrin
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Write an introduction and conclusion paragraph for your op-ed.
Upgrade to Fishtank Plus to view Sample Response.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Standards that are practiced daily but are not priority standards of the unit
L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.b — Spell correctly.
L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
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.7.10 — 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.
W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d — Establish and maintain a formal style.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
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
Create a works cited page and differentiate between compound, complex, and compound-complex sentences.
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
Explain the impact of the fire on New Yorkers.
Explain how Haddix develops and contrasts characters' perspectives at the conclusion of Uprising.
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
W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.7W.7.8
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.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free