ANCHORTEXT
Uprising by Margaret Peterson Haddix(Literary)
RELATEDTEXTS
Literary Texts (Fiction)
- Alternate Text for Performance Task: Episode V: “The Triangle Fire”, script from the radio play The Story of the ILGWU: A Radio Play in Six Episodes – by Florence Lasser
- “Triangle Shirtwaist Factory Fire”, poem by Robert Phillips
- “Introduction: The Triangle Fire”– from PBS, The American Experience
- “Eyewitness at the Triangle" by William G. Shepherd, journalist for the UPI (Primary source)
“141 Men and Girls Die in Waist Factory Fire”,
New York Times, March 26, 1911 (Primary source)- Triangle Fire Survivor Written Interviews
- FAQ with Margaret Peterson Haddix
- Bangladesh Factory Fire, Huffington Post article
- “The Price of Fashion” – a slideshow with text from PBS, The American Experience
- Uprising, book trailer options: Teacher Tube or YouTube
- Triangle Fire Survivor Audio Interviews/Oral Histories
Studentsconsiderhow authors of fiction use or alter history. Through the studyof historical fiction literatureandrelated texts,studentswill compare fictional accounts of a historical event with primary and secondary resources about the same event. They will also analyze how an author develops and contrasts the points of view of different characters in a text as well as understand how ideas influence individuals or events, or how individuals influence ideas or events.
TextUse:comparing andcontrasting different texts
Reading: RL.7.6,RL.7.9, RI.7.3, RI.7.4,RI.7.7
Writing: W.7.4, W.7.6,W.7.8,W.7.10
Speakingand Listening: SL.7.4,SL.7.5
Language: L.7.4
CONTENTS
Text Set andUnit Focus
UnitOverview
SampleUnit Assessment Tasks:Culminating Writing Task, ReadingAssessment,andExtensionTask
ELAInstructional Framework
TextSequenceandUseforWhole-ClassInstruction
UprisingUnitOverview
SUMMATIVEUNITASSESSMENTS
CULMINATING PERFORMANCETASK
Analyze how an author of historical fiction use and alter historical events in his or her work. (RL.7.9) Create a multimedia presentation where historical information is highlighted and then compared to one or more incidents described in the historical novel.(RL.7.6,RL.7.9, RI.7.3,W.7.4, W.7.6,W.7.8,SL.7.4,SL.7.5)“Gather relevant information from print and digital sources; assess the credibility and accuracy of sources; and quote or paraphrase the conclusions of others while avoiding plagiarism. (W.7.6) Be sure to link to and cite sources. (W.7.8)
Alternate choiceof texts: May use Episode V: “The Triangle Fire”, script from the radio play,The Story of the ILGWU: A Radio Play in Six Episodes – by Florence Lasser to complete this performance task.
TeacherNote:The completedpresentationshould use grade appropriatewordsandphrases. The writing should also demonstrate command of propergrammar and usage, punctuation, andspelling. (L.7.2a-b)This project may be a collaborative effort among students.
UNITFOCUS / UNITASSESSMENT / DAILYTASKSWhat shouldstudentslearn from thetexts? / What showsstudentshavelearnedit? / Whichtaskshelpstudentslearnit?
•Topic:Developing different perspectives among fictional characters as well as eye witness accounts of historical events
•Themes:Determinehow knowledge,memory,and perception influence individual pointsofview
•Text Use: Authors’ purposes, characters,pointsof view,and comparing andcontrasting historical sources and fictional accounts of historical events / This taskassesses:
•How authors of fiction use or alter history to tell a story
•How characters’points of viewdevelop fictional plots and how primary resources contribute to understanding historical events
• / Readand understandtext
•Lesson1(sampletasks included)
•Lesson 4(sampletasks included)
•Lesson 9(sampletasks included)
Expressunderstandingof text:
•Lesson1(sampletasks included)
•Lesson2(sampletasks included)
•Lesson3(sampletasks included)
•Lesson4(sampletasks included)
•Lesson 5(sampletasks included)
•Lesson 6(sampletasks included)
COLD READASSESSMENT
Read the poem“Triangle Shirtwaist Factory Fire” by Robert Phillips andthe excerpt from the Huffington Post online article, “Bangladesh Factory Fire,”independentlyandthen answer acombinationofmultiple-choiceand constructed-response questionsaboutthesetexts andincomparisontotheothertexts intheunit. Besure touse evidencefromthetexts to supportyour answers.
Samplequestions:
1.Whatdoesthespeakersay about locked doors in “Triangle Shirtwaist Factory Fire”? Whatlinesofthepoem revealthespeaker’s ideasaboutthe reasons for locking the doors?Provideatleasttwo details fromthepoemtosupportyour response. (RL.7.1, RL.7.2,RL.7.10)
2.Comparethespeaker’sbeliefs aboutmanagement’s reasons for locking the doorsin“Triangle Shirtwaist Factory Fire”tomanagement’s reasons for not providing emergency exits as reported in “Bangladesh Factory Fire”. Provideatleastonedetail from both texts tosupportyour response. How do these texts represent the working person’s troubles? (RL.7.1, RL.7.2, RL.7.6,RL.7.10, RI.7.3,W.7.9a)
3.How does the speaker compare and contrast the factory fire tragedy to the sinking of the Titanic in 1912? What is the poet’s purpose in making this comparison? Compare the events describe in the poem to the events reported in “Bangladesh Factory”. Providedetails frombothtexts tosupportyour response. (RL.7.1, RL.7.2,RL.7.9, RI.7.1,RI.7.3, RI.7.10, W.7.9a-b)
UNITFOCUS / UNITASSESSMENT / DAILYTASKSWhat shouldstudentslearn from thetexts? / What showsstudentshavelearnedit? / Whichtaskshelpstudentslearnit?
•Topic:Developing differentperspectives
•Themes:Determinehowknowledge, memory,and perception influence individual pointsofview
•Text Use:Characters,pointofview, conflict,theme,andcomparing and contrasting differenttexts / This taskfocuseson:
•Reading and understanding grade-level texts
•Comparing andcontrastinghowtexts approach similar top / Readand understandtext:
•Lesson 3 (sampletasks included)
•Lesson 5 (sampletasks included)
•Lesson 6(sampletasks included)
•Lesson 7(sampletasks included)
•Lesson 9(sampletasks included)
•Lesson 10 (usethistask)
Expressunderstandingof text:
•Lesson 2 (sampletasks included)
•Lesson 4 (sampletasks included)
•Lesson 9(sampletasks included)
EXTENSIONTASK19
Havestudents selecta historical novel froma listof possibletitles toreadin additiontoUprising. Somepossibletexts arelisted below. Thetexts arelisted in orderof complexityfromleasttogreatest. SimilartoUprising, thereadabilityof sometextsis belowgrades6- 8;however, thecontentofthem is complex,whichmakes understandingthetexts moredifficult.
Possibletexts: See Provo Library’s “Teen Historical Fiction”
Set a scheduleandgoals for reading andkeeptrackofreading ina reading logorjournal.8Respond inwritingtoteacher-providedtext-dependent promptsor tasks(seeTeacher Notebelowfor instructional opportunities). If groupsofstudentsreadthesamenovel, engagetheminliteraturecircle9discussionsarounda setof questions(either teacher- orstudent-created) aboutthesharedtextand incomparisontoUprising. (SL.7.1a-d;SL.7.6)
Havestudentswriteanessaythatcompares and contrasts their chosen novels’ fictional portrayal of setting and characters with a historical account of the same period to understand how authors of fiction use or alter history.Compare, too, how the author of the chosen noveldoes this in comparison to how Haddix incorporates historical events and people in to the story of Uprising. Useevidencefromthetextsto supportclaims. (RL.7.1;RL.7.2;RL.7.9; RI.7.3, W.7.2a-b, f;W.7.9a; W.7.10)
Havestudents presenttheinformationtotheclass asa group inamultimedia presentationthatpresentsincorporation of historical events/people, andthen logicallyexplains howit is developedsimilarlyanddifferently ineachtext – novel of choice and Uprising. (SL.7.4;SL.7.5;SL.7.6)
TeacherNote:Helpstructure independentreading forstudents.When studentsreadthe same text, provide opportunitiesforthemto collaborate inreadingthe texts.Besurethe choicesforindependentreading arewithinthegrades6-8textcomplexity band or above foradvancedreadersand have appropriatecontent forindividual students.(RL.7.10)
3ExtensionTask: Studentsconnectandextendtheirknowledgelearnedthroughtextsinthe unit to engageinresearchorwriting.Theresearchextensiontaskextendstheconceptsstudiedin thesetso studentscangainmoreinformationaboutconceptsortopicsthatinterestthem.Thewriting extensiontaskeitherconnectsseveralofthetextstogetherorisnarrativetaskrelatedto theunitfocus.
The completedwritingshould use grade-appropriatewordsand phrases, aswellasavariety ofsentence patterns,and language thatexpressesideasprecisely and concisely, maintaininga formaltone andrecognizingredundancy. (W.7.1c, d;W.7.2c, e;L.7.3a;L.7.6)Itshould also demonstratecommand of proper grammarand usage, punctuation, andspelling. (L.7.2a-b)Usepeerandteacherconferencing aswell assmall-groupwork thattargetsstudentweaknessesin writingto improvestudentwriting ability.(W.7.4, W.7.5)
UNITFOCUS / UNITASSESSMENT / DAILYTASKSWhat shouldstudentslearn from thetexts? / What showsstudentshavelearnedit? / What taskshelpstudents learnit?
•Topic:Developing differentperspectives
•Themes:Determinehowknowledge, memory,and perception influence individual pointsofview
•Text Use:Characters,pointofview, conflict,theme,andcomparing and contrasting differenttexts / This taskfocuseson:
•How authors of fiction use or alter history to tell a story
•How characters’points of viewdevelop fictional plots and how witness accounts contribute to understanding historical events / Readand understandthetext:
•Lesson 4(sample tasks included)
•Lesson 8(sampletasks included)
•Lesson 9 (sampletasks included)
Expressunderstandingof text:
•Lesson 3(sampletasks included)
•Lesson 10(Completethistask)
TEXT SEQUENCE / TEXT USE
LESSON 1:
Comparing informational Texts:
- “The Price of Fashion”
- “Introduction: Triangle Fire”
TEXT 2 DESCRIPTION: This brief introduction to the “deadliest workplace accident in New York City’s history” provides an overview of the tragedy that provides the context for author Margaret Peterson Haddix’s historical novel Uprising.
TEXTFOCUS: To introduce the historical setting, included causes and effects of economic demands upon suppliers and their workers during the early part of the 20th century.
MODELTASKS
LESSONOVERVIEW:View “The Price of Fashion” and read the captions; then read “Introduction: Triangle Fire”.Defineacademic vocabulary. Analyze texts by responding tokey questions.
READTHETEXT:
- Students study slide show and read introduction in pairs. (RI.7.10)
- Review academic vocabulary to enhance understanding. (See“Price of Fashion Vocabulary)Identify words whose meanings need to be provided, words that can be defined through context clues, words that have multiple meanings.
- Analyze the two texts by answering questions that require students to summarize, identify cause and effect, draw conclusions, cite evidence, evaluate, and connect. (See Comparing Informational Texts)
TEXTSEQUENCEANDSAMPLEWHOLE-CLASSTASKS
TEXT SEQUENCE / TEXT USELESSON 2:
UprisingBook Trailer:
- TeacherTube version is a bit better introduction, but teachers must register to view videosOR
- You Tube versionreviews the story of the fire more than introducing the books characters
TEXT FOCUS: To introduce students to book trailers and their purposes to sell books by drawing in readers as well as building background knowledge about the novel’s setting and characters. NOTE: Because both trailers are short, students could compare and decide which video best fulfills the purposes of book trailers.
MODEL TASKS:
LESSON OVERVIEW: Whole class discussion to determine purposes of book trailers; create rubric to judge each trailer and decide which one best fulfills the purposes.
“READ” & UNDERSTAND THE TEXT(S): After whole-class discussionabout purposes of book trailers, and prior to viewing the book trailer(s),students may participate in a “Think/Pair/Share” strategy to create book-trailer rubrics. The final rubric can be created by using most-suggested characteristics and a number scale that is easy to add.
View one or both trailers and score each according to the class rubric that includes a summary statement that needs to include text support to validate their evaluations. (Basic Rubric Template)
EXPRESS UNDERSTANDING:
Students discuss their rubrics with partners, using text support for justifying the scores. Teachers may want to take a vote to see which book trailer was deemed the best in terms of fulfilling its purposes.
LESSON 3:
Uprising by Margaret Peterson Haddox
- “Mrs. Livingston” – pp 1-5
- “Bella” – pp 7-31
- “Yetta” – pp 32-43; 58-62
- “Jane” – pp 38-43; 63-69
These “character” chapters introduce the 3 main characters, their backstories, and their personalities.
- Bella, 15 – Just arrives to U.S. from Italy. Cousin Pietro takes her to tenement where she meets Lucianos. Struggles through first day of work clipping threads at the Triangle Factory. Meets Yetta.
- Yetta – from Russia. Feisty “revolutionary” zeal who works at Triangle Factory and who was disappointed when a disruption at work didn’t end in a strike. Meet Rahel, Yetta’s sister. Compare New York City to their shtetl (village).
- Jane – Rich daughter of industrialist, bored with her friends, but meets Eleanor who goes to Vassar andintroduces Jane to women’s rights lectures – which her father greatly disapproves of.
“Bella”, “Yetta“, and “Jane” chaptersintroduce main characters and conflicts.
MODELTASKS:
LESSON OVERVIEW:
- Read aloud pages 1-5 of Uprisingas students followalong.Stop afterthissection for students todiscuss wordchoice. Focus studentsonwords with similar definitions butdifferentconnotations(appeared,entered,rushed,barged, shoved). (RL.7.4, L.7.5c,L.7.6) Students discuss and write responses to show understanding of the text.
- Students will read chapters assigned to them. One-third of the class will read the “Bella” chapters; a third will read the “Yetta” chapters, and the last third will read “Jane” chapters. Group discussions will follow the “Expert and Jigsaw”protocols.
- Consider the author’s purpose while reading each chapter – what does Ms. Haddix want her readers to know and understand in this and future chapters?
- Consider how the author uses literary devices to develop the plot, including foreshadowing events through various references to fire.
- Consider the novel’s title, Uprising:Three young women caught in the fire that changed America. What questions do you (students) have about the title? Ex. What is the uprising? What does it have to do with the fire? How were the 3 young women caught in the fire? Did they survive? How did the fire change America?
- Making Inferences: Because students won’t be reading every chapter, what inferences will have to be made to link the characters and plot together?
Each group reads about the main characters and completes the“Feelings” & Vocabularygraphic organizers for each individual character. In Jigsaw groups students will compare them to each other via the 3-circle Venn Diagram.
- The 3 “Expert” groups will meet together to discuss observations from their assigned chapters and possible vocabulary words.
- Groups are as follows: Group 1 - Bella, Group 2 - Yetta, Group 3 - Jane. Because these expert groups may be large, you may want to divide them up – Bella Group 1 and Bella Group 2; Yetta Group 3 and Yetta Group 4; Jane Group 5 and Jane Group 6. (RL.7.5)
- After their assigned reading, Expert Groups will discuss what they have learned about their group’s character, using their notes from the “Feelings” graphic organizer. These students should also discuss their character’s perspective about the factory, women’s issues, America, poverty, riches etc. as well as potential vocabulary words.
- Havestudentpairswritearesponse tothefollowingquestions:Why is Mrs. Livingston hostile towards her visitor? What words support your conclusion? When does her attitude change? What lines in the text demonstrate that change and why? What is the purpose of this chapter?(RL.7.1) Students will turn in their responses as a “ticket out the door.”
- Jigsaw groups consist of a representative from each of the 3 Expert groups, so there is one Bella member, one Yetta member, and one Jane member. This first group discussion will focus upon how the characters are alike and how they are different, using a 3-circle Venn diagram for each group. (RL.7.6)
LESSON 4:
- “Eyewitness at the Triangle"by William G. Shepherd,
“141 Men and Girls Die in Waist Factory Fire”,
New York Times, March 26, 1911 / TEXT DESCRIPTIONS: Even though these news accounts about the Triangle Factory Fire are considered primary documents, they are very different because Shepherd’s story was an eye-witness account that he wrote about his own experience at the site of the fire; whereas the Timesarticle published what reporters discovered after the fact. Note:Times article is very lengthy. Designating an excerpt - the first quarter or third of the story – should be more manageable.TEXT FOCUS: To understand more about the event as reported in newspapers of the time using a “primary source document analysis”. This learning task helps students to examine primary resources by comparing different perspectives of this single dramatic event, then evaluating the unique accounts of the catastrophe. To summarize most important details using a fake Twitter page.
MODELTASKS:
LESSON OVERVIEW: Analyze information from the two primary documents, both 1911 accounts about the Triangle Factory Fire.
READ AND UNDERSTAND:
- Read “Eyewitness at the Triangle” and theNYTimesreport.
- Complete “Written Document Analysis Worksheets” for each of the documents.
LESSON 5:
Uprising by Margaret Peterson Haddox
- “Bella” – pp 44-57; 70-79
- “Yetta” – pp 80-90; 103-110
- “Jane” – pp 91-94; 111-121;
- Bella promoted to sewing machines but earns less because she is slow. Upset, she also learns that Pietra disappeared because his padrone (vocab word) took him to So. Carolina to work there. Bella learns Triangle Factory has locked out workers because of strike threat. She is upset because she can’t work and can’t send money to her mothers and siblings.
- Yettaparticipates in the strike, beat up by prostitutes, and arrested. She is then bailed out by union. She goes to union meeting and is disappointed when Samuel Gompers doesn’t want to call for a strike, but Clara Lemlich, a textile worker calls for a general strike that is approved by the enthusiastic women.
- Jane is depressed because of her father’s opposition to her going to college, but starts studying Italian when Eleanor invites her to go to Europe in the summer. Eleanor invites Jane to picket with Triangle Factory workers; Jane meets Yettathere and learns about their cause for striking.