from Flesh & Blood So Cheap:

The Triangle Fire and Its Legacy

by Albert Marrin

Determine Central Idea and Details RI1, RI2

Lines 1-30 present facts and information, or details, about the type of work being done and the materials used on each of the top three floors of the building. The author is preparing readers to visualize the setting and understand the dangers to come.

  1. Cite text evidence: Identify the main activity on each of the three floors, including details that reveal the danger of fire.

Analyze Presentations of Information RI1, RI6

Lines 4-44 point out that history writers offer their interpretations along with factual information.

  1. Cite text evidence: Closely reread lines 40-44 and cite details in which the author interprets his research.

Determine Central Idea and Details RI2

Lines 45-71 tell students that central ideas, or main ideas, are the most important ideas in the text. To identify the main idea in a paragraph, readers should pay attention to what all the sentences tell about.

  1. Reread lines 45-71. Summarize this section by stating the main idea of each paragraph in a sentence.

Analyze Presentations of Information RI6

Lines 89-96 Explain that a history author’s point of view may be subjective ( ) at times, revealing the author’s opinions and beliefs. This may be done through the author’s word choice and through the details the author emphasizes.

  1. Cite text evidence: Reread lines 89-96 and cite especially vivid descriptive details and explain why the author includes those details.

Determine Central Idea and Details RI2

Lines 100-104 point out the author is using quotations from survivors to support his main ideas.

  1. What do Mary Bucelli’s words, in ines 100-104, reveal about the situation?

Analyze Presentations of Information RI6

Lines 120- 125 tell students that an author’s perspective is the combination of ideas, feelings, values, and beliefs that influence the way the author presents information.

  1. Cite text evidence: Reread lines 12-125 and cite the reason that the ninth-floor stairway door was locked.

Determine Central Idea and Details RI2

Lines 130-132 point out that the author is continuing to describe events on the ninth floor.

  1. Reread the information about “lapping in” in lines 130-132 and to explain what this detail helps readers understand.

Determine Central Idea and Details RI2

Lines 152-177 point out that the two paragraphs in lines 152-177 tell about the work of firefighters.

  1. Closely reread lines 152-177, determine what each paragraph is mainly about, and state each main idea in a sentence.

Analyze Presentations of Information RI5

Lines 182-196 tell students that history researchers use primary sources, firsthand accounts by people who witnessed or took part in an event. In lines 182-196, this author includes an excerpt from an eyewitness account, an example of a primary source.

  1. Reread lines 182-196 and explain why the author included this excerpt.

Determine Central Idea and Details RI2

Lines 207-219 clarify that a fire escape is a metal stairway on the exterior or a building, accessible from the windows.

  1. Reread lines 207-219 and summarize the most important information about the fire escape.

Determine Central Idea and Details RI1, RI2

Lines 223-239 remind student that the author has previously described events on the eighth and ninth floors. Beginning on line 223, he begins describing what happened on the tenth floor.

  1. Cite text evidence: Reread lines 223-239 and cite a sentence that states the main idea and cite details that support that idea.

Analyze Presentations of Information RI1, RI6

Lines 254-265 tell students that a history author uses portrayals, descriptions of historical figures, to reveal their perspectives on events.

  1. Cite text evidence: Cite details about Chief Croker and explain why the author includes them.

Vocabulary

flammable (Line 19)

Why is the author pointing out that these things were flammable?

reign (Line 98)

What caused confusion to reign?

portable(Line 157)

Why did the towers need to be portable?

inspection (Line 243)

What was he probably doing to make his inspection?

Collection 6 Anchor Text

What event took place –

Where did this event take place –

Who was involved –

When did this event take place –

Why did this event occur –

Why was this event so tragic –

fromThe Story of theTriangle Factory Fire

by Zachary Kent

Analyze Structure: Chronological Order RI1, RI5

Lines 1-14 explain that history writers often use chronological order, presenting events in the order they occurred. Dates and words can signal chronological order.

  1. Cite text evidence: Find words that signal chronology in lines 1-14. Then summarize events in chronological order.

Analyze Presentations of Information RI6

Lines 15-28 tell students that when an author’s point of view is subjective, he or she reveals personal feelings. When an author is objective, he or she sticks to the facts.

  1. Reread lines 15-28, determine whether the point of view is subjective or objective, and explain why.

Analyze Structure: Chronological Order RI5

Lines 39-41 point out that the author is describing what happened after the fire, which occurred on March 25, 1911.

  1. Reread lines 39-41 and tell how long it took New York State lawmakers to pass safety laws for workers.

Analyze Presentations of Information RI1, RI6

Lines 41-42 review that an author’s perspective is the combination of ideas, feelings, values and beliefs that influence the way the author presents information.

  1. Cite text evidence: Reread lines 41-42 and cite evidence that reveals what the author values. Ask if the statement reveals an objective or subjective point of view.

Analyze Structure: Chronological Order RI5

Lines 45-51 tell students that history texts may sometimes refer back in time to earlier events. Readers must pay close attention to determine the time period being referenced.

  1. Reread lines 45-51 and determine when Frances Perkins made the comments that are quoted and what those comments refer to.

Vocabulary

corridor (Line 18)

What did they visualize in the corridors?

enact (Line 43)

What happens before a law is enacted?