GRADES 6-8
ELA CCGPS UNIT PLANNER: 3rd 9 WEEKS
Use your grade-level curriculum map to determine the reading and writing focuses of your unit and the numbers and types of assessments
READING FOCUS : Informational
THEME: “I Have a Voice”
EXTENDED TEXT: “Kids on Strike!”by Susan Campbell Bartoletti (RL 7.0)
SHORT TEXTS (mixture literary and informational):
Language of Literature, McDougal Littell, 2003
1. “Born Worker” by Gary Soto pg. 84 (Short Story)
2. “Identity” by Julio Noboa pg. 370 (Poem)
Identity Poem online
3. “Fear” by Gabriela Mistral pg. 368 (Poem)
4. “from Still Me” by Christopher Reeve pg. 374 (Autobiography)
5. Careers That Care pg. 386 (Informational text)
6. “from I Was Dreaming to Come To America” by Salamon, Fichter, and Corsi pg. 885 (Memoir)
7. “Strawberries” by Gayle Ross pg. 907
8. “This Land is Your Land” by Woody Guthrie pg. 888
SUPPLEMENTAL MATERIALS:
Common Core Clinics: Reading Literature, (A Doll’s House pgs. 7-9).
Common Core Clinics: Reading Informational Text, (The Gospel of Wealth, Theodore Roosevelt, letters of Benjamin Franklin, The Declaration of
Sentiments, speech by Susan B. Anthony, pgs. 5-9, 29-33, 53-54, 59-60).
Pre-reading
Anticipation Guide (S drive)
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Dr. John D. Barge, State School Superintendent
February 2012 * Page 1
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Activator – “Child Labor in the Industrial Revolution”(Documentary) -http://www.youtube.com/watch?v=U2M9i1Wy6IU
Activator – “Child Labour” (music video) http://www.youtube.com/watch?v=G8ajmDxRHZQ
“We Wear the Mask” by Paul Laurence Dunbar (S Drive)
“This Land Is Your Land” by Woody Guthrie
Woody Guthrie - http://www.youtube.com/watch?v=XaI5IRuS2aE
Bruce Springsteen (Landscape video) -http://www.youtube.com/watch?v=d1L-4tsceVM
Mary Poppins – Women’s Suffrage
http://www.youtube.com/watch?v=wMoLYwFW8sI
“A Child Slave in California”
http://www.scholastic.com/scopemagazine/Issues/090312/Reproducibles.html#1
Newsies – Movie from Safari Montage
“Coal Miner’s Daughter”
http://www.bing.com/videos/search?q=Loretta+Lynn's%2c+Coal+Miner's+Daughter&mid=46E164F6DF4049FD1BFB46E164F6DF4049FD1BFB&view=
detail&FORM=VIRE7&adlt=strict
Child Labor Laws – ppt
http://www.continuetolearn.uiowa.edu/laborctr/child_labor/materials/documents/CLPEPintrooverheads.pdf
Child Labor Laws Worksheets
http://www.continuetolearn.uiowa.edu/laborctr/child_labor/materials/documents/CLPEPintroworksheets.pdf
Triangle Shirtwaist Factory
Brainpop - http://www.brainpop.com/video_tutorials/triangle_shirtwaist_factory/
Industrial Revolution
Brainpop - http://www.brainpop.com/socialstudies/ushistory/industrialrevolution/
Prezi Industrial Revolution Webquest Powerpoint
Industrial Revolution Link Click Webquest
“The Little Match Girl” (S Drive)
http://www.storyit.com/Classics/Stories/matchgirl.htm
“I Am Somebody” (Poem) by Rev. Jesse Jackson (S Drive)
http://silenced-gun.blogspot.com/2008/03/i-am-somebody.html
“Where I’m From” by George Ella Lyon
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Dr. John D. Barge, State School Superintendent
February 2012 * Page 2
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http://www.georgeellalyon.com/where.html
Ann Curry's Correspondent Today
Ann Curry's Correspondent Today
History of Coal Breakers and Their Technology – Chapter 4 from Kids on Strike (S Drive)
WRITING FOCUS: Informative/Explanatory
ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.)
Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or
impact the reader based solidly in text evidence; argumentative/opinion writing must advance a specific claim or claim(s) and provide strong and logical
support, based solidly in text, for claims.
1. Informative – “Creative Writing” For an independent creative writing assignment, ask students to create a diary entry for a person in one of the
photographs. Direct students to describe in detail the person’s workday and explain his or her reasons for working and feelings about the job.
2. Explanatory – Research games played during the Industrial Revolution Era. Write an explanation of how to play the game. Make a presentation
to the class on how to play the games. (e.g., jacks, jump rope, stick ball, marbles, hopscotch, leap frog, four-square, dodge ball, kick the can,
chanting rhymes, hoop rolling)
3. Narrative - Imagine yourself as a child laborer or a business owner during the Industrial Revolution. Write a detailed description of your day.
Choose from any type of media to present your experience. (e.g., video, PowerPoint, display board)
4. Write a poem from the child laborers’ point of view.
(UP TO TWO ADDITIONAL ANALYSIS PROMPTS PER UNIT AT INSTRUCTOR DISCRETION)
5. Writing Prompt – “Injustice anywhere is a threat to justice everywhere.” Martin Luther King, Jr.
6. Informational – (Group assignment) Create a newspaper based on the chapters from Kids on Strike. Use rubric (Template in Microsoft Office
Publishing)
7. One Pager – Single page brief, response to the reading. It is a way to be creative and to respond imaginatively and honestly (S Drive).
8. Socratic Seminar – To be conducted after the reading of each chapter of Kids on Strike. Students must come to class prepared with ten (10)
open-ended questions to pose to his/her classmates.
NOTE: AT LEAST 3 OF THE MINIMUM OF 4 ANALYSIS ESSAYS MUST BE WITH THE GENRE FOCUS IDENTIFIED FOR THE UNIT
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Dr. John D. Barge, State School Superintendent
February 2012 * Page 3
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NARRATIVE/RESEARCH/ROUTINE WRITING
NARRATIVE
1.
Journal – Have students journal thoughts after each chapter read in Kids on Strike.
2. Research Child Labor Laws in the United States/different strikes and include the following information: the name of the strike, the working
conditions, changes the workers were asking, length of the strike, and the result of the strike.
RESEARCH CONNECTION(S)
1.
Kids on Strike – The American Industrial Revolution 8W7,8 – using several sources students will research different strikes
that occurred during The American Industrial Revolution. Present findings in the form of a PowerPoint, create a strike poster, or any other
type of visual presentation.
2.
Child Labor 8W7,8 - using several sources, students will answer the question: How are labor laws different in various
countries? Compare them to the current laws in the United States. From this research, students will generate 5 – 10 questions to examine
and to provide a response. Follow a standard format for citations.
3.
Individuals with Disabilities in the Workforce – Careers That Care pg. 386
ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres
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Kids on Strike response journals
Make predictions (prior knowledge)
Annotate text as it is read (Sticky note reading) (S Drive)
Ticket out the door (summarizer and reflections)
3-2-1 (name three important things I learned, two questions I have, and make 1 prediction)
GRADES 6-8
ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all
necessary Skill Building Tasks.
ASSESSMENT 1: integrating reading selections from the unit into a writing task
Informational/Explanatory
Kids on Strike – W8-1a-e
Students will be divided into six groups to create a newspaper that reflects the chapters in the text Kids on Strike. Students will be challenged to
present the product in the form of a newspaper, news broadcast or a talk show.
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SKILL BUILDING TASKS Note: tasks may take more than a single day.
Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening
standards must be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: How does the historical context of a text impact my reading/understanding of the content?
TASK: Pre-reading
Standards:
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
ELACC8W10: 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.
Instruction:
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Have students create/begin a reading or literary notebook in the recommended academic style (Cornell, double entry journal, etc.)
Activate background knowledge
Have students perform mini-research projects on issues discussed in the novel (e.g., child labor and the American Industrial Revolution, etc.)
Class discussion of possible explanations for the title of the book and present research findings
Conclude with a discussion making predictions about the text
Differentiation Option(s):
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Provide PowerPoint or Webquest notes up front, prepping students on new information they are inexperienced with
Generate guided questions for mini-research projects
Allow students to work in stations/pairs/teams
ESSENTIAL QUESTION: Why is it important to ask questions/make annotations when reading a text, particularly for the first time?
TASK: Annotating/Note taking
Standards:
ELACC8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and
proficiently.
ELACC8W10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
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Dr. John D. Barge, State School Superintendent
February 2012 * Page 5
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Instruction:
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Provide explicit instruction in how to effectively take notes.
Model annotating and note taking in “my” ELA notebook.
Provide a brief overview of the kinds of evidence students should be looking for (mentioning culminating task and what evidence will be used in final
assessment).
 Conduct peer note-check for exit. Notes should focus on setting, point of view, author’s style, and purpose.
ESSENTIAL QUESTION: What are the elements of autobiographical genre?
TASK: Define terms, use mentor text
Standards:
ELACC8RI2: Determine the central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
ELACC8RI3: Analyze how a texts makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
ELACC8W10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and
style.
Instruction:
 Explore genre (autobiographical narrative/memoir).
 Word splash “big ideas” “key concepts”.
 Using “from Still Me” by Christopher Reeve pg. 374 have students analyze the author’s style and purpose
 Review definitions of character and characteristics, plot structure, setting, etc.
 Using the mentor text have students reflect on their own lives and how they have “come to be” in this world. What characters play a significant role in
their circumstances (both current and past)?
 Socratic Seminar
ESSENTIAL QUESTION: How is listening and viewing a text different from reading it?
TASK: Listening to and viewing “from I Was Dreaming to Come to America” and “This Land Is Your Land”.
Standards:
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic
or idea.
ELACC8W10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly
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from a range of strategies.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of speech.
Instruction:
 Read aloud “from I Was Dreaming to Come to America” (pg. 885) pausing for clarification, comprehension checks, and predicting.
 View videos of Woody Guthrie singing “This Land Is Your Land” and Bruce Springstein’s landscape video as we follow along in the text.
 Compare and contrast
 Use reference materials (e.g., encyclopedia, Wikipedia, history textbooks, etc) to help clarify meanings/concepts of new words, ideas, or places
Differentiation Option(s):
 Guided reading questions
 Audio version of the text
 Frontloading new terms, historical contexts, colloquialisms, etc.
 Challenge students to write an additional verse for “This Land is Your Land” focusing on expressing positive feelings about this country ask students to
sing or read their work for the class.
 Have groups collect images to place on a collage portraying the many cultures and ethnic groups that make up American society. Prepare a
PowerPoint, bulletin board, tri-fold board, or poster board.
ESSENTIAL QUESTION: How do I compare different authors’ writing in the same genre?
TASK: Read “Born Worker” by Gary Soto
Standards:
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
ELACC8W10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
c. Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence,
observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of evidence presented.
ELACC8RL9: Analyze how modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new.
Instruction:
 Have students read “Born Worker” by Gary Soto and “Strawberries” by Gayle Ross.
 Discuss commonalities in themes and/or ideas
 Using notes from reading of Kids on Strike have students create a graphic organizer addressing the similarities/differences in author’s style (Double
Bubble, Venn Diagram, T-chart, etc.)
 As a class discuss societal differences, expectations (e.g., male/female, child/adult, etc.)
 In class have students reflect on the different nuances in author style and purpose in their notebooks and respond to the prompt: I feel that I have a
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deeper connection/understanding to the “issue of child labor” because………………….. (be sure to include evidence/examples from the text of your
choosing)
Differentiation Option(s):
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Provide graphic organizer
Guided reading questions
ESSENTIAL QUESTION: How do I demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing?
TASK: Demonstrate the command of the conventions of Standard English
Standards:
ELACC8L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the
action; expressing uncertainty or describing a state contrary to fact).
ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibility
from a range of strategies.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Instruction:
 Use Daily Grammar Practice – (Do Now, DOL)
 Using sentence strips have students place sentences (passive voice) of their choice on the board.
 Examine a few of the chosen sentences, reviewing conventions with the students.
 How does the verb impact the sentence?
 How do these sentences relate to your writing?
 Using the chosen sentences as models, have students create their own versions of the sentences.
Differentiation Option(s):
 Have sentences already pulled out and dissected
 Review verbs beforehand
ESSENTIAL QUESTION: How can I support my discussion and claims with textual evidence?
TASK: Review the previous days reading of Kids on Strike
Standards:
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ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured
event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description and reflection to develop experiences, events and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame to another, and show the relationships among
experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
Instruction:
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Group students into small teams (3 or 4)
Ask students to discuss their favorite teachers/other adult role models (from any time in their lives) and jot down notes about what they discuss
Review the notes, what commonalities did these teachers/other adult role models have?
Create a graphic organizer to compare and contrast
What set(s) that/those teacher(s)/other adult role models apart?
Ask students to write a short narrative detailing the experience they had with their favorite teachers/ other adult role models. Have students consider
the following in their writing:
-What quality did this teacher/other adult role models have that proved to be so effectual?
-Is there a commonality between what you have deemed and excellent teacher and what your peers have determined makes for an outstanding
teacher/ other adult role models?
-What advice, from your experience, do you think would be helpful for a new teacher/other adult role models to consider or hear?
ESSENTIAL QUESTION: How is a film version of a text different from the print version?
TASK: View and analyze video and dissect differences between film version and the book
Standards:
ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic
or idea.
ELACC8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or the script, evaluating the
choices made by the director or actors.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Instruction:
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Watch Newsies video on Safari Montage (2 hours)
Ask students to compare and contrast the details of the movie and the book
Using chart paper/smartboard/whiteboard lead class discussion about the differences they have noticed
Ask students if they can account for the differences they have found
ESSENTIAL QUESTION: How does poetry enable us to give voice to our sense of self? What are poetic devices?
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TASK: Read “Identity” by Julia Noboa and “Where I’m From” by George Ella Lyon
Standards:
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of character, or provoke a decision.
ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis
of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationship among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information explained or presented.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Instruction:
 Provide direct instruction on elements of poetry (rhyme scheme, verse, stanzas, figurative language, etc.).
 Students will read two poems, “Identity” and “Where I’m From” by George Ella Lyons.
 Students should compare and contrast the two poems (double bubble, Venn diagram, T-chart, etc.).
 What is the theme?
 Ask students to choose one poem and write an essay explaining how the poem relates to our extended text Kids on Strike.
Extending/Refining Activity
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Have students write a letter in the voice of one of the stories’ characters.
Create an “I Am” poem in the voice of that character using the mentor text “Where I’m From” by George Ella Lyon. (S Drive)
Students may create a video version of their poem using the video as an exemplar. http://www.georgeellalyon.com/where.html
ESSENTIAL QUESTION: What do I need to know, understand, and do in order to pass the culminating assessment?
TASK: Newspaper Creation and student led discussion.
Standards:
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating and understanding of topic or text.
c. Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaims reasons and evidence.
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d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or try
a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate a command of Language
standards 1-3 up to and including grade 8).
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Recognize and correct inappropriate shifts in verb voice and mood.
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Spell correctly.
Instruction:
 Students will be divided into eight (8) groups to develop news stories based on each chapter from the text.
 Students will assimilate information from various sources and the text to create a newspaper.
 Pre-made newspaper rubric (S Drive)
GRADES 6-8
ELA CCGPS TASK PLANNER
Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all
necessary Skill Building Tasks.
ASSESSMENT 2: integrating reading selections from the unit into a writing task
Explanatory – Research games played during the Industrial Revolution Era. Write an explanation of how to play the game. Make a presentation to
the class on how to play the games. (e.g., jacks, jump rope, stick ball, marbles, hopscotch, leap frog, four-square, dodge ball, kick the can, chanting
rhymes, hoop rolling) Use rubric created.
This presentation must be a physical presentation. Students will need to explain the process of playing the game and demonstrate the process.
Include the historical context of these games.
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SKILL BUILDING TASKS Note: tasks may take more than a single day.
Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening
standards must be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: How can we effectively use research techniques to gather relevant information, present it to the class, and apply in a real
life situation?
TASK: Research presentation and application
Standards:
ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
sources; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
ELACC8SL6: Adapt speech to variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate (see grade 8 Language
standards for 1 and 3 for specific expectations.)
ELACC8W6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others.
ELACC8W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
ELACC8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Instruction:
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Choose a game played during the American Industrial Revolution for your research and presentation. Refer to pg. 37
Socratic Seminar to discuss similarities and differences in children’s games, jobs, pay, and issues of the time.
http://www.ehow.com/how_7671255_conduct-socratic-seminar-classroom.html
POSSIBLE MODIFICATIONS TO ACCOMPANY LESSONS INCLUDE: preferential seating, peer tutoring, read aloud, small group testing, lengthened time,
shorten assignments for those SPED students and close proximity. For ESOL students, make sure to include language objectives along with
the content objectives.
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Dr. John D. Barge, State School Superintendent
February 2012 * Page 12
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