UNIT PLANNER SCHOOL NAME: BULKELEY MIDDLE SCHOOL GRADE LEVEL: 7 UNIT TITLE/THEME: Working Conditions Then and Now UNIT LENGTH: 8 weeks DATE CREATED: (adapted from EL Module 2) July 6, 2015 UNIT TEAM MEMBER(S): Nancy Ebel READING FOCUS: Historical Fiction WRITING FOCUS:  short constructed response  Short research project  Brochure 1. CONTENT DETAIL/UNIT OVERVIEW Describe your unit in detail using narrative form. In this 8 week unit, students will read the historical fiction novel Lyddie by Katherine Paterson, studying character development and the interaction of character, plot and setting, as well as the historical fiction genre. As Lyddie goes to work in a textile mill, they will begin to make connections between the working conditions in the Industrial Age and questions and concerns about working conditions in the modern textile industry. Students will read several related non‐
fiction pieces as they begin to learn how to evaluate web sources, take notes and create citations. This will lead to a short research project on working conditions in the textile industry in Bangladesh which will result in an informational brochure with the help of the computer teacher, Mrs. Van Vlack. 2. FOCUS and ONGOING STANDARDS FOCUS STANDARDS (standards to be assessed in this unit) ON‐GOING STANDARDS (standards that will be addressed, but not assessed) Include any relevant focus standards from ELA CCLS, SOCIAL STUDIES, and/or SCIENCE if applicable Reading Literature 7.1, 7.2, 7.3, 7.9, 7.10 RL 7.4, 7.6, 7.11 Writing 7.2, 7.4, 7.5, 7.6, 7.7, 7.8 SL 7.1, 7.2 Language 7.1, 7.2, 7.3, 7.6 L 7.4 3. BIG IDEAS/ESSENTIAL QUESTIONS/STUDENT TARGETS (I CAN STATEMENTS) BIG IDEAS/ ESSENTIAL QUESTIONS/ STUDENT TARGETS  What are working conditions and why do they matter?  How do workers, the government, business and consumers affect change in working conditions?  Why do working conditions matter to me?  How does reading one section of a text closely help me understand it better?  How can I build on others’ ideas during discussions?  How do the literary elements in a novel interact?  How do I evaluate internet resources for a research project?  How do I cite sources for a research project?  How do I take notes on internet sources for a research project?  How do I design and compose an effective brochure? Prepared by Brian Green for Bulkeley MS | Creative School Services | [email protected] | 914 843 0407 UNIT PLANNER 4. PERFORMANCE TASK The common performance task that all students will complete. All students will compose a brochure on the computer to inform consumers about working conditions in the textile industry. 5. TEXT TEXT Lyddie by Katherine Paterson “Researcher tracks down name of young girl in 1908 photos” By The Charlotte Observer, adapted by Newsela staff Fires and fatalities don't keep Bangladeshi women from the factories By Los Angeles Times, adapted by Newsela staff “Ethical Style: How is My T‐Shirt Made?” GENRE novel – historical fiction NF – news article LEVEL ATOS 5.6 variable NF – news article variable NF – news article “An Apparel Factory Defies Sweatshop label, but Can it NF – news article Thrive?” Bangladesh vs. the U. S.: How much does it cost to make NF – news article a denim shirt?” 6. RESOURCES OTHER RESOURCES Available Expeditionary Learning Module 2 RHS/BMS Library and media specialist Computer teacher and computer lab Noodletools BMS laptop cart Novels Tier Two Vocabulary list for January and February Needed Prepared by Brian Green for Bulkeley MS | Creative School Services | [email protected] | 914 843 0407 UNIT PLANNER 7. UNIT ASSESSMENTS Assessments, both formative and summative, that will occur during the unit. This will include the rubrics/ checklists/ scoring guides etc. that will be used as well as a description of the initial/pre‐assessment as the unit begins. ASSESSMENTS FORMATIVE or SUMMATIVE RUBRICS/CHECKLISTS/SCORING GUIDE ACTIVITY ASSESSMENT DESCRIPTION etc. Reader’s notes and reader’s dictionary formative Entry tasks and exit tickets formative Short constructed response on novel formative Short constructed response rubric based on NYS 2 pt. rubric and developed by BMS ELA dept. Mid Unit Assessment formative Exp. Learning module Teacher made unit test summative Accelerated Reader test summative for unit formative for future reading Research notes formative Rubric developed by BMS staff Brochure summative Teacher created rubric 8. CURRICULUM SUPPORTS ACADEMIC VOCABULARY GRAMMAR AND CONVENTIONS Essential Vocabulary/ Vocabulary Focus Focus Within the Unit Plot, character, setting, characterization, historical fiction, genre, theme, paraphrase, summarize, working Sentences, fragments and run‐ons conditions, developing countries, symbol, traits, union, Basic capitalization and punctuation figurative language, gist Sentence combining Tier Two vocabulary 9. ROUTINES LEARNING ROUTINES AND PROCEDURES EMBEDDED IN THE UNIT Reader’s Notes Journaling Think‐Pair‐Share Take a Stand World Café Musical Chairs Dictation Accelerated Reader Noodletools Prepared by Brian Green for Bulkeley MS | Creative School Services | [email protected] | 914 843 0407