Unit Workshop 4 – Stolen Childhoods

Course/Grade:Reading Gr. 6-9
Unit/Theme:Stolen Childhoods
Texts:
  • READ 180rBook (1 per student)
  • READ 180instructional software
  • READ 180paperbacks and audiobooks
Length of Unit:14 class periods
Essential Questions:What Happens to Children Who Must Spend Their Entire Childhoods Working? How Do You Plan and Write an Expository Summary?
Guiding Questions:
  • What is then meaning of the term “stolen childhood”? When have you ever heard it before?
  • What are some examples of child labor?
  • What are reasons that most people oppose child labor?
  • What impact can natural disasters have on people?
  • How can child labor hurt children?
  • Why do some children have to work?
  • What kinds of work do child workers have to do?
  • What are working conditions like for some child workers?
  • What happens to the futures of children who are forced to spend their entire childhoods working?
  • What is an expository summary?
  • How will a graphic organizer help me to write an expository summary?

Standards Addressed:
  • Respond to questions, stating and supporting opinions with reasons and explanations
  • Respond to reading through discussion
  • Respond to reading through writing
  • Learn and practice vocabulary
  • State a point of view and report it
Reading Standards
  • Preview text features to activate prior knowledge. set purpose, and generate questions before reading
  • Identify the steps used to summarize a newspaper article
  • Organizeimportantdetails to use in a summary
  • Use text marking to identify details for a summary
  • Practice strategies for summarizing a social studiestext
  • Reviewstrategies forfinding sequence of events
  • Read and interpret a time line.
Critical Thinking Standards
  • State a point of view and support it
  • Analyze and rate abilities to do a job
  • Justify and explain responses to an assessment
Vocabulary Standards
  • Review and use target words in new contexts
  • Use target words expressively in discussion and writing
  • Identify and use multiple meaning words in context
  • Identify and add suffixes to change verbs into nouns
Writing Standards
  • Identify the features ofanexpository summary
  • Identify the form, audience, and purpose for writing,
  • Brainstorm ideas
  • Use Graphic Organizers to plan and write a first draft of a expository summary
  • Identify and use correct verb tense, commas in a series,
  • Edit a draft to correct specific spelling, grammar, and usage errors
  • Proofread a s writing sample
Student Objectives
  • Activate prior knowledge and build background about child labor
  • Use viewing strategies to identify important information
  • Express and support personal views
  • Learn and practice vocabulary
  • Identify steps used to summarize a text
  • Summarize a news article
  • Organize important details to use in a summary
  • Use text markings to identify details
  • Review strategies foridentifying sequence
  • Read and interpret information from a time line
  • Practice word-study strategies: prefixes: using a dictionary and multiple-meaning words
  • Identify topic sentence, important details, transition words, and summary in anexpository summary
  • Identify form, audience, and purpose for writing,
  • Plan and write anexpository summary
  • Use a rubric to assess and then revise writing
  • Edit draft to correct spelling, grammar, and usage errors
  • Use commas in a series correctly
  • Read to find out about the career of a factory worker, including qualifications, prerequisites, and salary

Product/Performances/Assessment:

Assessment –Summary Rubric in SAM, rubric on book project, test on book read during Modeled and Independent Reading rotation,READ 180 Student Reading Report, SRI Growth Report, and Reading Counts! Reading Progress Report, Student Diagnostic Report, and otherREAD 180 assessment reports; rSkillsTest 2 to assess progress on these skills for Workshop 3 and 4:

  • Comprehension.
  • Vocabulary/word study, and
  • Grammar, Usage, and Mechanics

Resources Needed:

  • Transparency 1 for Vocab
  • Transparency 8 – Graphic Organizer
  • Transparency 9 – for scoring guide/rubric

Didactic
Must-Know Facts & Information / Coaching
Skills For mastery / Seminar
Ideas and Values for Understanding
DAY ONE
1)WHOLE GR , rBook not needed
  • Play Anchor Video – Stolen Childhoods
  • Talk about 2 reasons people feel that child labor should be stopped
  • What is one way kids are trying to help child workers?
  • Using a web, brainstorm ideas about child labor: 1)why some children work, 2) problems with child labor, and 3)working conditions
5) WRAP UP / 2) SMALL GROUP Instruction:
  • Restate big idea of Anchor Video – Child labor is a problem that affects millions of children around the world
  • Answer questions:
a)Why was Iqbal Masih working when he was only four years old?
b)How did Iqbal try to end child labor?
c)What happened to Iqbal?
d)How people around the world respond to Iqbal’s death?
  • In pairs, discuss the 3 sentence starters.
  1. I think kids should be allowed to work at age ______because _____
  2. I think Iqbal ( is/is not) a hero because ______
  3. In my opinion, child labor ( is/is not) always wrong because ______
  • View photos from pp 84-85 readings. What kinds of work are the kids on these pages doing?
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
DAY TWO
1) WHOLE GROUP (p 84)
ACTIVATE PRIOR KNOWLEDGE
  • Read caption on p 84: Why do you think this 11–year-oldgirl spends her time in a dump?
  • Look at photos and caption on pp 88-89. What might be in the bags this boy is holding?
  • Read aloud title andsubtitle onp 92;why do you think these children must work under such harsh conditions
SHARED READING
  • Read aloud intro, p 84.
  • Reread it, inviting students to read it aloud, chorally
COMPLETE SENTENCE STARTER:
I think people should begin working at age ____ because ______
5) WRAP UP

DAY THREE
1)WHOLE GROUP (p 86)
  • Replay anchor for Life in theDumps: Children are working in garbage dumps. Why are they doing this?
  • Use the title and subtitle to generate how, what, and why questions that you expect the text to cover. List questions on board.
  • Teacher models fluent reading. What is this article mainly about?
  • Complete The Big Idea box. Share responses
  • TARGET WORD:Require
  • What types of materials are you required to bring to Classical Magnet School classes?
  • When might a Classical teacher require you to refrain from talking?
  • Complete the React Box
SENTENCE STARTERS:
  • To help kids like Tariah, I would make a law that says ______
  • Something the law should say about protecting kids is ______
5) WRAP UP
DAY FOUR
1) WHOLE GROUP
Activate prior knowledge/set purpose
  • Play “Working in the Fields”
  • Review key terms and concepts such as how some children produce the food we eat.
  • Discuss: How does working in the fieldsaffect kids’ lives?
SHARED READING
  • Teacher uses oral cloze to model fluent reading of pp 88-89
  • What is the big idea?
  • Discuss the prompt in the React Box
VOCAB TARGET WORD – Border
  • How do you think you would know if you crossed a border into another country?
  • What would you say is the border line of our Room 236?
TO CONSIDER
  • Do you think these working children produce enough money for their families to live on?
SENTENCE STARTERS:
  • During the summer time, I ___. while James ______
  • I help out around my home during the summer by ___.
5) WRAP UP

DAY FIVE
1) WHOLE GROUP
Activate prior knowledge and set purpose:
  • Why do kids like James Flores and Rodrigo Perez perform dangerous jobs in the fields?
SHARED READING
  • Be prepared to tell why Jessica gives her father half of her wages
  • Use oral cloze – p 90.
  • Answer active reading question: in Active Reading Box.
  • Write responseto the React Box prompt
TARGET WORD: Resources
SENTENCE STARTERS:
  • If I were to make a meal, some resources I might need are ___.
  • If I were to set up a READ 180 lab, some resources I would need are ______
5) WRAP UP

DAY SIX
1) WHOLE GROUP (p 92): Replay “Child Labor around the World.”
  • Use the photo, title, and intro to generate questions that you expect the article to answer.
  • How widespread is this global problem?
SHARED READING
  • Oral cloze to read article (p 92-93)
  • Identify big idea – use box at top left corner of p 92
TARGET WORD: Deprive
Would you feel deprived if you couldn’t go to school ever again?
SENTENCE STARTER:
  • I (would/wouldn’t) use a soccer ball made from child labor because ______
If you learned that a company used child labor to make a product, would you still buy that product from them?
5) WRAP UP

DAY SEVEN
1) WHOLE GROUP (p 94)
PRE-READING:
  • Read subheadings.
  • Let’s read to find out how people are trying to endthe international problem of child labor
  • Use oral cloze on pp 94-95. When I finish, be prepared to tell what happened when school fees were banned in Kenya.
  • Fill in Active Reading and React Box.
  • Circle the answers in text.
TARGET WORD: Reform
  • How might prison programs help reform inmates who have committed crimes?
  • How could you try to reform the behavior of a friend who did illegal, dangerous, or cruel things?
SENTENCE STARTER:
  • I think education (should/should not) be free for all children everywhere because ______.
5) WRAP UP
DAY EIGHT
1) WHOLE GROUP – WORD STUDY
Review Target Words
  • Read aloud definition of guide words.
  • Prepare and pretend represent guide words on a dictionary page.Would the word properly be on the page?
  • Read aloud the definition of multi- meaning words on p 87
5) WRAP UP

DAY NINE
1) WRAP UP (p 98)
EXPOSITORY SUMMARY
Connect Reading to Writing:
  • Read aloud explanation on top of p 98
  • What is expository writing?
  • What are examples of expository writing?
  • Analyze a model, identifying…
a)Topic sentence
b)Important details
c)Linking words
  • Confirm that the summary is in the writer’s own words
  • Decide if the summary is brief but complete
5) WRAP-UP
DAY TEN “Plan”
1) WHOLE GROUP
  • Reread the prompt aloud:
Write a paragraph that summarized the article ”Working in the Fields”
  • List 2-3 Target Words that you’ll use
  • Organize
a)Topic sentence that includes the title of the article you are writing about
b)First Important Detail
c) SecondImportant Detail
d)Third Important Detail
e)Last Important Detail – the Conclusion
5) WRAP UP
DAY ELEVEN
1) WHOLE GROUP:
Grammar: Correct verb tense (p 102)
  • Read top of p 102
  • Example on board – present tense and past tense.
5) WRAP-UP

DAY TWELVE
1) WHOLE GROUP
Careers: Factory Worker –Adrian Salazar
  • As we read the information,, be prepared to discuss the job of a newspaper plant worker
  • Study the photo – what do you think he is doing?
  • How is the job of a car factory worker like the job of newspaperplant worker??Compare and contrast? (Similarities – both require use of machines Differences – the finished product)
  • Why do you think Adrian has to work through the night?? (Newspapers have to be ready for delivery in the morning)
SENTENCE STARTERS
  • A newspaper plant worker makes ______as his/her salary
  • The amount of education this job requires is ____
  • The time during which Adrian works is ______
  • I (would\would not) want to be a newspaper plant factory worker because ___.
5) WRAP UP

DAY THIRTEEN
1)WHOLE GROUP Review (pp 106-107)
Review:
  • What steps do you follow to summarize a text?
  • What are guide words and why are they important for looking up words in a dictionary?
  • How can you determine which meaning of a word is intended?
  • What is test taking strategy calledPreviewing Questions? Give an example.
  • Have strategy for the Short ANSWER
a)Read the short answer prompt.
b)Refer back to the articles in your rBook to find details and examples.
c)Repeat the key words of the prompt in your answer.
Begin with a topic sentence.
d)Follow these steps:
  • Plan your response
  • Write
  • Check for spelling, punctuation and grammar errors
5) WRAP UP / 2) SMALL GROUPS, p 85
VOCAB STEPS1-5
a) Say word and ask student to repeat it. Give the part of speech
b) Explain meaning
c) Provide examples
d) Deepen understanding. Ask questions that relate each word to students’ lives
  • What is the benefit of studying hard before mid-year exams?
  • Why might immigrants have a better life in a country with a strong economy?
  • Why does Mr. Roach like to read international news?
  • What types of labor are the hardest?
  • What kind s of food could youproduce to bring to a Reading Department Pot Luck Supper?
Review with SENTENCE STARTERS:
  • It can be hard to find a job in a weak ______
  • Because it is eaten in many different places around the world, rice is considered an______food
2) SMALL GROUP, p 87
Follow steps to summarize the article. ( Use transparency 8)
Complete boxeslabeled Topic, Details, and Summarize
Studentsorally summarize the article in their own words
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP (p 89):
STRATEGIC READING- Summarizing
  • What is the first step in summarizing?
  • What is the second step is summarizing?
  • Complete the Summarizing Box on p 89.
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP
Guided Practice- Summarize
  • Students identify the topic insection1-Families Working tighter (paragraphs 1-4)
  • In paragraphs 5-7, look for signal words and phrases
  • Complete graphic organizer on p 91.
  • Students share summaries with their small group.
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2)SMALL GROUP
Summarizing(p 93)
Use Transparency for Graphic Organizer
  • In paragraphs 1-2 identify topic and important details
  • In paragraphs 3-7 identify topic and important details
  • Complete p 93 in pairs.
  • Read aloud the Review Activity
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP:
summarizing
  • Find topic ad important details in“From Work to School,”working in pairs
  • Partners share their summaries with each other and then to the whole small group
  • Partners share summaries of “Ending Child Labor”
  • Complete the Skills Check activity independently
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP
  • Review target words
  • Take The Word Challenge
  • Discuss answers
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP:
Generate Idea
  • Unlock the prompt
  • Identify audience and purpose for writing
  • Brainstorm important details. Pick the four most important details to write in the web.
  • Plan to use these details to help plan the writing of an expository summary.
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
2) SMALL GROUP – Write a first draft of an expository summary; using the provided Sentence Starters is optional
  • Identify the form – non-fiction
  • Identify audience and purpose – to inform teacher and classmates
  • Refer tobrainstorm web and p 100 plan sheet
  • Write the expository summary on p 101 or lined paper
  • Display and use Transparency 9
  • Model how to use a writing rubric as a basis for revision
  • First assess own summary & then peer’s
  • Students revise work based on self and peer assessments.
3) INSTRUCTIONAL SOFTWARE
4) MODELED INDEPENDENT READING
2) SMALL GROUP
Using commas in a series, p 103
  • Read aloud the text at top of page 103
  • Check your draft and peer’s draft for correct usage of present and past tense verbsand commas in a series.
  • Add photos or illustrations, if desired
  • To assess, also use the 6+1 traits writing rubric (SAM keywords: Narrative Rubric 6+1)
3) INSTRUCTIONAL SOFTWARE
4) MODELED INDEPENDENT READING
2) SMALL GROUP. p 105
Real-World Skills: Filling Out a Job Form
  • Read aloud intro text on p 105
  • Why is it important to fill out the form accurately and neatly?
  • Why do you think the form asks for a second emergency contact?
  • Complete form independently
SENTENCE STARTERS:
  • To get a library card, I need to ______
  • When going to a doctor for the first time, I will need to ______
  • To apply for a drivers’ license, I need to ______
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT
READING
2)SMALL GROUP
  • Complete the 5 comprehension questions on p 106 ( they are worth 10 points ) and 5 vocab questions on p 107, ( they are worth 5 points each)
  • Next, answer the short answer prompt byproviding a topic sentence that repeats all keywords of the prompt. Next, provide supporting details. Short answer prompt must make sense, Edit for verb tense and commas in a series. It is worth 25 points
3) INSTRUCTIONAL SOFTWARE
4) MODELED AND INDEPENDENT READING
DAY FOURTEEN
Review test-taking strategies in preparation of taking rSkills Test 2 to assess progress on these skills for Workshop 3 and 4
  • Comprehension.
  • Vocabulary/word study, and
  • Grammar, Usage, and Mechanics
/ Administer rSkillsTest2 to assess progress on these skills for Workshop 3 and 4
  • Comprehension.
  • Vocabulary/word study, and
  • Grammar, Usage, and Mechanics
Students will take either the below grade-level test (Level a) or the grade level test (Level B), based on student need / Optional seminar based onREAD 180 Text: Child Labor Around the World ( P. 9 of rBook, teacher edition)