Intermediate Guided Reading Lesson Plan
Title: Kids At Work: Lewis Hine and Genre:
the Crusade Against Child Labor Biography
Author: Freedman, Russell
Publisher: Clarion Books
ISBN: 978-0-395-79726-6
Literacy Core Objective: 5th Grade
S7/O2 - Apply strategies to comprehend text.
Text Structure:
Narrative
Informational
Level:
T
Enduring Understanding: Purpose for reading
A major change in social structures that occurred
during the Industrial Revolution was the increase
Social Studies Core Objective:.5th Grade
in child labor outside of the home. Students learn
S5/O2 - Assess the impact of social and political
about child labor, as it occurred in England and
movements in recent United States history.
the United States during the Industrial Revolution
and as it continues around the world today.
ELL Strategies:
“I Can Statements” - Essential Questions:
Each day, before reading, find the day’s vocabulary
 What was life like for child laborers?
words in the text and as a group determine their
 How did the work of Lewis Hine change the
meaning from pictures/context.
future for children?
Before Reading
Vocabulary: Use the graphic organizer for the vocabulary. Word, Kid friendly definition, and sketch.
You may want to do the vocabulary in sections each day.
illiteracy (p.2)
breadwinners (p.2)
bluff (p.3)
progressive (p.9)
surging (p. 12)
considerate (p.15)
slums (p.16)
object (p.21)
monotony (p.22)
itinerant (p.26)
precise (p.29)
segregated (p.32)
emaciated (p.35)
enacted (p.38)
intently (p.49)
veteran (p.54)
outraged (p.59)
peddled (p.59)
salary (p.60)
commission (p.60)
bleak (p.63)
publicized (p.71)
luminous (p.72)
crusade (p.72)
dignity (p.77)
free-lance (p.81)
candid (p.81)
revival (p.85)
Activate/Build Prior Knowledge:
The following site has a picture of the official report from Lewis Hines http://www.loc.gov/exhibits/treasures/images/vc004894.jpg. Read through the report with the students
and have them think about the questions also found on the library of congress site at:
http://memory.loc.gov/learn/lessons/98/labor/hinerep.html. These are typed up and attached here as well.
Encourage students to look for more detailed answers to these questions as they read the text throughout
the next week.
Comprehension Strategy:
Determining Importance
During Reading
Attend to Comprehension Within, Beyond, & About the text:
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will
be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing:
Day 1 – Chapters 1 & 2 (p. 1-20)
Day 2 – Chapters 3 & 4 (p. 21-46)
Day 3 – Chapters 5 & 6 (p. 47-70)
Day 4 – Chapter 7 (p. 71-93)
Students will read and look for more detailed answers to the questions on the attached form from the
Library of Congress http://memory.loc.gov/learn/lessons/98/labor/hinerep.html..
After Reading
Attend to Comprehension Within, Beyond, & About the text:
Discuss how the book made them feel. Explain that this same type of mistreatment of children continues
to happen throughout the world including the following places. Give students a black and white copy of a
world map and have them find and shade in the following place so they can see how widespread this
problem is.
* Central and South America: Mexico, Guatemala, Colombia, and Brazil.
* Europe: Portugal.
* Africa: Morocco, Egypt, Ivory Coast, Zimbabwe, and Lesotho.
* Asia and off its coast: Pakistan, India, Nepal, China, Bangladesh, Philippines, Thailand, and
Indonesia.
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Write a journal entry about how you felt after reading
each section. How would you have felt as a child
during this time period. How is life different for you
today? What are you grateful for?
Activities:
 Find a connection in one of the countries listed
above. As a group/class plan a service project
to raise money or collect items to send to the
children in that country.
 Find pen pals for the children to write letters to
in different parts of the world. Students can
share their experiences in getting to know their
pen pal with others in the class.
 Research/Biography activity found at:
http://www.sites4teachers.com/links/redirect.p
hp?url=http://www.spartacus.schoolnet.co.uk/I
Rchild.main.htm
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.
Name ________________________________ Date ____________________________
Vocabulary
Word: ___________________________
Definition: ________________________
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Word: ___________________________
Definition: ________________________
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Word: ___________________________
Definition: ________________________
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Word: ___________________________
Definition: ________________________
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Kids AT Work: Lewis Hine and the Crusade Against Child Labor
Name____________________________________________
1. Why did Hine make "quiet visits?"
2. Why did he visit during "working hours", "noon-hours" and "around homes?"
3. What kind of information would Hine collect from the children?
4. Why did Hine keep such accurate records?
5. Why did Mr. Mitchell move to Meridian, Mississippi?
6. Why is the statement "miles from any railroad" important?
7. How would you describe the Mitchell household?
8. Do you think the Mitchell story is typical? Why or Why not?
The Library of Congress http://memory.loc.gov/learn/lessons/98/labor/hinerep.html