Multi-text Study



Multi-text Study

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counting on grace

By Elizabeth Winthrop

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Why we chose counting on grace:

We chose the novel, counting on grace, by Elizabeth Winthrop, because we want to mold our students into informed citizens about issues such as child labor. Child labor has been going on for hundreds of years, but steps to end child labor have only been taken within the last century. The National Child Labor Committee, which shared goals of challenging child labor through anti-sweatshop campaigns and labeling programs, was formed in 1904. The National Child Labor Committee’s work to end child labor was combined with efforts to provide free, compulsory education for all children, and culminated in the passage of the Fair Labor Standards Act in 1938, which set federal standards for child labor. However, even with standards set in place for child labor in America, child labor continues to be an issue today on almost every continent. The issues of child labor and compulsory education for all children are at the heart of counting on grace. We believe that, after reading counting on grace, students will know their rights as children and have a greater concern for children in forced labor around the world. We hope reading counting on grace will arouse in students a desire to speak up for what they believe in and to advocate on behalf of those who cannot speak for themselves.

We chose Kids at Work, by Russell Freedman, as the non-fiction book to accompany counting on grace because it follows the life of Lewis Hine, the photographer who felt so strongly about the abuse of children as workers that he quit his teaching job and became an investigative photographer for the National Child Labor Committee. Kids at Work is centered on Hine’s photographs, which remind us what it was like to be a child and to labor like an adult at a time when labor was harsher than it is now. His images of working children stirred America's conscience and helped change the nation's labor laws. Students can gain information about different types of child labor, throughout history and today, and get ideas about how to advocate against child labor in the present day by reading Kids at Work.

While developing the Internet Workshop for this Multi-text Unit, we were able to find plenty of websites that contained information on the history and current status of child labor, as well as websites for advocacy groups against child labor worldwide. Through this Internet Workshop, we want our students to become informed citizens on the issue of child labor, not just in America, but all over the world. We made a variety of informational websites available to the students about child labor and invited them to explore the history, current status, and laws against child labor. They were also invited to explore what people are doing around the world to fight child labor. We hope that, after completing this Internet Workshop, they will be inspired to take action to promote human rights and end child labor. This internet workshop also directly correlates with NCSCOS social studies objectives for 5th grade.

5th Grade Social Studies NCSCS Goals and Objectives:

Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries.

4.06 Evaluate the effectiveness of civil rights and social movements throughout United States' history that reflect the struggle for equality and constitutional rights for all citizens.

Competency Goal 6: The learner will recognize how technology has influenced change within the United States and other countries in North America.

6.02 Relate how certain technological discoveries have changed the course of history and reflect on the broader social and environmental changes that can occur from the discovery of such technologies.

Texts:

Counting on Grace, Elizabeth Winthrop, 2006, Yearling, RL: 5.0 

Kids at Work: Lewis Hine and the Crusade Against Child Labor, Russell Freedman, 1994, Clarion Books 

Websites used in Internet workshop:

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North Carolina Language Arts Standard Course of Study:

Grade 5

|Unit Activity |NC Language Arts Grade 5 |

|Students define Tier 2 vocabulary with their student packet and |Increase reading and writing vocabulary through: |

|complete various vocabulary. The student’s knowledge of the |wide reading. |

|vocabulary words is assessed at the end of the unit using a |word study. |

|multiple choice final vocabulary test. Students also examine the |knowledge of homophones, synonyms, antonyms, homonyms. |

|author’s craft by investigating similes and onomatopoeia within |knowledge of multiple meanings of words. |

|the novel, couning on grace. Then, students create an artistic |writing process elements. |

|representation of two similes found within the text in order to |writing as a tool for learning. |

|compare the two. During “Discussion Director” students create |seminars. |

|text based on discussion questions for their small groups. |book clubs. |

| |discussions. |

| |examining the author's craft. |

|Before, during and after reading students will complete a K-W-L. |Interact with the text before, during, and after the reading, |

|I will use this to assess what the students know before, want to |listening, and viewing by: |

|know and learned from reading the texts. Students also interact |making predictions. |

|with the text and make inferences and evaluations by perusing and|formulating questions. |

|browsing three different areas full of books and information on |supporting answers from textual information, previous experience,|

|penguins, their habitat and life cycle. Students will use an |and/or other sources. |

|Internet workshop to seek additional information about child |drawing on personal, literary, and cultural understandings. |

|labor. Students will also complete a double-entry diary as a |seeking additional information. |

|means of connecting the text to the student’s personal |making connections with previous experiences, information, and |

|experiences. Students will create higher level thinking questions|ideas. |

|to ask classmates, complete with pages numbers in the text to | |

|support their answer. | |

|Students will complete a character sketch that asks students to |3.03 Justify evaluation of characters and events from different |

|focus on implied character traits by looking at a character’s |selections by citing supporting evidence in the text(s). |

|actions and words. Students will add to this throughout the | |

|entire text and complete a visual to accompany the information. | |

|Students support their evidence of implied traits by the citing | |

|page numbers and passages on which they found the supporting | |

|evidence. | |

|Students will write an “I Am” poem using a main character from |4.07 Compose a variety of fiction, nonfiction, poetry, and drama |

|counting on grace. Students will write a letter to the President|using self-selected topic and format (e.g., poetry, research |

|asking him to act on the behalf of child laborers around the |reports, news articles, letters to the editor, business letters).|

|world. | |

[pic] Additional Unit Books

Fiction

Kid Blink Beats THE WORLD, Don Brown, 2004, Roaring Brook Press

• This book, set in New York City in the summer of 1899, is about a group of boys called “newsies” that sold newspapers for THE WORLD and The Journal. The newsies were required to pay for their newspapers before selling them on the streets of New York City. The owners of the newspaper companies started to demand that the newsies pay more for their stacks of papers, six cents for ten papers vs. five cents for ten papers. This meant that the newsies would lose money, which angered them. The main character, Kid Blink, was a leader among the newsies, and he helped organize a rally of three hundred other workers on July 20, 1899, to try and stop the delivery of the papers. Their demands were ignored by the owners of the newspapers. Kid Blink and his friends stopped selling newspapers, vandalized other deliverymen, and stole from the few kids and newsstands that still sold papers. Newsies from Harlem, Brooklyn, Staten Island, Newark, and Jersey City joined the strike. The strikers planned a huge parade across the Brooklyn Bridge, but their plans were squashed when they were unable to obtain a permit to do so. Instead, they had a rally with 5,000 newsies, which included speeches of encouragement for the workers. They continued to persevere in the strike. Eventually, the strike pinched newspaper sales, as newsies from all over the country had joined in the fight. The newsies went once more to speak to the owners of the newspapers. The owners compromised and offered to buy back all copies of the newspapers the newsies were unable to sell. More information about the history of the strike is included in the Author’s Note of this book. This book would be an excellent book for students on a lower reading level to read instead of counting on grace. Kid Blink Beats THE WORLD is written on a third grade level but carries many of the same themes about child labor as counting on grace.

Non-fiction

Child Labor Today: A Human Rights Issue, Wendy Herumin, 2008, Enslow Publishers, Inc.

• This book starts out with a broad overview of child labor all around the world, then goes into discussing children at work, from helping with chores around the house to forced labor in factories and mills. It gives a history of child labor and discusses the dangers children face while working. A clear definition of child labor is given, along with a list of acceptable activities for children. UNICEF’s list of the seven types of child labor is included, and the impact of working on children’s education is discussed. Many ways to help children in forced labor are listed in the “Searching for Solutions” chapter. This book would make a great teacher resource but might also be appropriate for any advanced reader in the class wishing to find out a little more about child labor.

Good Girl Work, Catherine Gourley, 1999, The Millbrook Press

• This book gives a detailed description of the many roles of women in the American workforce in the early 20th century. It also goes into depth about how women advocated for change during this time. This book would be a good teacher resource for information on child labor during the Industrial Revolution.

Stolen Dreams: Portraits of Working Children, David L. Parker, 1998, Lerner Publications Company 

• The introduction chapter of this book tells the story of Iqbal Masih, who received a Reebok Human Rights Award in 1994 for spoke to huge crowds in Pakistan and India, inspiring 3,000 child workers to break away from their masters, when he was only 12 years old. Iqbal was later killed, supposed by angry carpet manufacturers. His story brought awareness of child labor issues all over the world. Throughout the book, stories of individual child laborers are highlighted, including a migrant farm worker in Mission, Texas, a worker in a brick factory, and a trash scavenger in Nepal. The book goes into detail about reasons children have to go to work and what happens to them as a result of harsh working conditions. There are many suggestions of things that can be done to solve the issue of child labor, and many examples of kids speaking out against child labor are given, including several letters written by American children to the President of the United States campaigning for an end to child labor worldwide. This book would be an excellent resource for students to gain additional information about the impact of child labor worldwide to include in their letter to the President.

We Need to Go to School: Voices of the Rugmark Children, Tanya Roberts-Davis, 2001, Groundwood Books

• This book is a collection of accounts by Nepalese children who once worked in carpet factories. In their own words and drawings, they describe the dramatic changes that have taken place in their young lives. Each of these children remembers a day when an inspector from Rugmark, a foundation working to eliminate exploitative child labor, came to the factory they worked in and asked them whether they wanted to go to school, where they would finally have sufficient food, clean water, the opportunity to learn, the time to play and the chance to fulfill their dreams for the future. Historical information about Nepal and background material on child labor, a glossary and a resource section provide young readers with the tools they need to become part of the solution to the problem of child labor – by becoming educated consumers, by addressing the larger issues of sexism, poverty and fair wages, and by working together to change the world for the better. This book will really create a solid feeling of empathy for the child workers of Nepal in the hearts of students because it is written by the children themselves. This book can also be used as a resource for gaining additional information about the impact of child labor worldwide to include in the students’ letters to the President.

Working Children, Carol Saller, 1998, Carolrhoda Books, Inc.

• This book includes short, concise chapters and vivid photographs (many by Lewis Hine) describing the life of child laborers in the United States and around the world. Detailed descriptions of children’s jobs in mines, mills, and factories are given, as well as an overview of the fight to end child labor. At the end of the book are many teacher resources for activities to perform with students to help them understand child labor. Another section encourages students to be a “Child Labor Detective”, educating themselves about child labor in other countries, writing letters to find out whether specific products were made by children, writing letters to companies that certify that child labor wasn’t used to make their products, and using the information they gather to think about ways to use their new knowledge to make a difference. This last section is a great resource for all of the students in the class. The book as a whole is written on 3rd or 4th grade level, so it could be used instead of Kids at Work for students on a lower reading level.

counting

on

grace

Literary Packet Outline

WEEK ONE

Before Reading: Day 1 (Small Group and Individual)

• “What I Noticed About These Areas” Activity

o Students will view books, pictures, and websites related to: child labor and vocabulary related to child labor and photography.

o Students will complete a worksheet about what they noticed about these areas.

• K-W-L on child labor

• Read Kids at Work by Russell Freedman in groups

• Predictions of Story Elements

• Read pages 1-21 (Chapters 1-2) as a class

Pg. 22-41 (Chapters 3-5) Day 2

• Discuss ABC Book Assignment (Whole Group)

• Begin Character Sketcher: Characterization (Individual)

Pg. 42-55 (Chapters 6-7) Day 3 (Small Group and Individually)

• Discussion Director (Small Group)

• Vocabulary Worksheet (Week 1)-Introduce and begin

• Vocabulary Activity (Week 1) in packet, individually

Pg. 56-82 (Chapters 8-11) Day 4

• Double Entry Diary (Individual)

• Vocabulary Activity (Week 1) continued in packet (Individual)

Pg. 83-99 (Chapters 12-14) Day 5

• Author’s Craft (Whole Group)

• Artistic Representation (Individual)

• Begin Internet Workshop (Pairs)

WEEK TWO

Pg. 100-118 (Chapters 15-17) Day 6

• I Poem (Whole Group, then Individual)

• Vocabulary Worksheet (Week 2) and Activity in packet

Pg. 119-141 (Chapters 18-21) Day 7

• Letter to the President (Pairs)

• Internet Workshop continued (Pairs)

• Vocabulary Activity (Week 2) continued in packet (Individual)

Pg. 142-160 (Chapters 22-24) Day 8

• Begin Working Kids Activity (Individual)

• Vocabulary Activity (Week 2) continued in packet (Individual)

Pg. 161-179 (Chapters 25-27) Day 9

• Workers Wanted Poster (Individual)

• Vocabulary Activity (Week 2) continued in packet (Individual)

Pg. 180-191 (Chapters 28-29) Day 10

• Presentations of Working Kids and Workers Wanted Posters

Pg. 192-215 (Chapters 30-31) Day 11

• Revisit Story Elements Predictions

• Completion of “L” (K-W-L)

Pg. 219-227 (About Lewis Hine – The Story Behind the Photograph) Day 12

• ABC Book (Whole Group)

• Final Vocabulary Assessment (Individual)

counting on grace

by Elizabeth Winthrop

~

Kids at Work: Lewis Hine and the Crusade Against Child Labor

By Russell Freedman

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“I roll my eyes. ‘I’m a doffer and one day I’ll be a spinner,’ I say. ‘That’s my life.’ But even as I’m saying it, I know some little corner of me is hoping it’s not true.” – Grace

Name: _____________________

What I Noticed About

These Areas

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AREA 1

AREA 2

AREA 3

K-W-L

You will be completing a K-W-L on child labor. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

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|K |W |L |

|What I Think I KNOW |What I WANT To Know |What I LEARNED |

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After reading Kids at Work: Lewis Hine and the Crusade Against Child Labor

by Russell Freedman and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

Before You Read: Look carefully at the front and back covers of counting on grace. Write down your predictions about the following:

Setting (Time and Place): When and Where do you think this book takes place?_______________________________

________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?_________________________________

________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved? _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Write down any other questions or predictions: ____________________________________________________________________________________________________________________

BOOK

Choose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:

|A |B |C |D |E |

| |Bellows |Conjured |Doffer | |

| |Bobbin |Cooped up | | |

| |Brambles |Cringe | | |

| |Brindle | | | |

|F |G |H |I |J |

|Feeble |Gleam |Hunker down | | |

|K |L |M |N |O |

| | |Muffled |Notions | |

| | | |Nubbly | |

|P |Q |R |S |T |

|Peevish | |Rosary |Smock |Thread board |

|Pinafore | | |Spindly | |

|Portly | | |Splayed | |

|Precise | | |Sternly | |

|Puny | | |Stumble | |

| | | |Stupefied | |

|U |V |W |X |Y |

| | |Weft | |Z |

[pic] Character Sketcher

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete a sketch or illustration of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You really want to use descriptive words for your character traits. You do not want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for your character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

Character’s Name__________________________________

Section and title of the book you are reading: _________________________________________________

Implied Character Traits (3)

1. (trait)____________ p. __ par. ___

(explanation or proof of trait)

2. (trait)____________p. __par.____

(explanation or proof of trait)

3. (trait)___________p. ___par.____

(explanation or proof of trait)

Character Goal:

_____________’s goal is to _______________________________________________.

Problem :

____________’s problem is ______________________________________________

_______________________________________________________________________.

Solution or Possible Solution: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Discussion Director

counting on grace

• Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

• Your job as the Discussion Director is to come up with 5 thinking questions.  Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions.

• When developing your questions, think about Grace’s move from school to the mill, her troubles learning how to be a doffer, and Arthur’s incident with French Jonny taking his book away. Think about how Grace feels leaving school to work in the mill.

Remember to ask BIG, FAT, JUICY THINKING QUESTIONS!! No skinny questions allowed!

Vocabulary

(week 1)

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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

|Word |Meaning |

|doffer |  |

|p. 9  | |

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|weft | |

|p. 32 | |

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|bobbin |  |

|p. 36 |  |

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|smock |  |

|p. 63 |  |

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|rosary |  |

|p. 85 | |

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Vocabulary Activities (Week 1) [pic]

Word Networks

• What people, things, situations, or words come to mind when you think about the word peevish? (p. 45)

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Synonyms and Antonyms

|Synonym |Word |Antonym |

| |portly (p. 12) | |

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| |brindle (p. 74) | |

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| |feeble (p. 93) | |

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Sentence Stems/Idea Completions

• (page 92) The boy stumbled along the wooded path because _____________________________________________________________

_____________________________________________________________.

• (page 87) She felt quite cooped up inside the house because _____________________________________________________________

_____________________________________________________________.

Questions, Reasons, Examples

▪ If an object is gleaming in the sun, how might it look? (page 95)

▪ Would be easy or difficult to walk through brambles? Why? (page 93)

Examples and Non-examples

Which would best illustrate the word sternly? (89)

• A mother who speaks sweetly to her child or a mother who speaks firmly and angrily to her child?

• A teacher who gives a lot of warnings for bad behavior or a teacher who disciplines students immediately?

Making Choices

• Which of the following could be described as “puny?” (page 91) Circle your answers:

1. a gorilla

2. a sumo wrestler

3. a wilted flower

4. a football player

5. an ant

Double Entry Diary

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You are invited to complete a Double-Entry Diary for this section of the book. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column.

Here’s an example to start with:

|Quotation/Passage |Your response, reactions, and connections to the quotation or |

|and page number |passage. |

|“There it is. Sitting right up on the windowsill. French Johnny |When I read this part of the story my heart was pounding. I was |

|is no reader so he’s got no reason to take it home with him.” |so scared that Grace was going to get in so much trouble after |

|(page 57) |French Johnny caught her getting Arthur’s book. I am glad that |

| |French Johnny let her go with just a warning. One thing that I |

| |loved about this part of the book was how Grace immediately |

| |started reading where she had last stopped in the book. This |

| |shows her love for learning and reading. |

Double Entry Diary

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Now, it’s your turn… Go for it!

|Quotation/Passage |Your response, reactions, and connections to the quotation or |

|and page number |passage. |

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Author’s Craft

Elizabeth Winthrop chose her words very carefully, making use of several interesting literary devices. They appeal to the reader’s senses and sense of humor by using figurative language. Find two examples of each listed below. Then explain how each passage adds meaning to the story.

| |Page number: |Page number: |

| |Example: |Example: |

| |What does this passage add to the story? |What does this passage add to the story? |

|Personification : giving human |Page number: |Page number: |

|characteristics to non-human things | | |

|“Wish there had been more to eat at |Example: |Example: |

|dinnertime. My stomach is jumping over | | |

|itself.” Page 55 | | |

| |What this passage adds to the story: |What this passage adds to the story: |

|Simile: a comparison that includes the words |Page number: |Page number: |

|like or as | | |

|“His voice sounds like music. It rises and |Example: |Example: |

|falls like the bellows on his accordion.” | | |

|Page 97 | | |

| |What this passage adds to the story: |What this passage adds to the story: |

Artistic Representation

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Now that you have chosen two examples of similes, please artistically represent one of these comparisons. You may use any artistic medium. The following are options: colored pencils, watercolors, pastels, collage, etc. Enjoy!

Child Labor

Internet Workshop

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You are invited to act as an investigative reporter for the National Child Labor Committee to help put an end to child labor. Your job is to learn as much as you can about children who work in mines, mills, and factories so that you can help create laws and policies to allow them to go to school instead of working for little to no pay.

Now that you have learned a little about working children from the novel counting on grace by Elizabeth Winthrop, use the following websites below to research them further. Once you have visited the following sites, you should be able to answer the four questions below. Please hurry! The children need your help!

Websites:

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Questions:

1. Where did children work and what were their jobs in the early 20th century?

2. Why did children have to work?

3. Are there any organizations already in existence trying to put an end to child labor? If so, list them and describe briefly what they are doing to take action.

4. What can you do to stand up for children’s rights and put an end to child labor?

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[pic]I POEM

Now that you are an expert on working children, I invite you to use your research on working children to create an “I Poem” from the perspective of one of the working children found in the mill town of North Pownal, VT. Click on the following website to view the “I Poem” template.



|5th Grade Social Studies NCSCS Goals and Objectives: |

|Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people|

|of the nation and its neighboring countries. |

|4.06 Evaluate the effectiveness of civil rights and social movements throughout United States' history that reflect the struggle for|

|equality and constitutional rights for all citizens. |

|Competency Goal 6: The learner will recognize how technology has influenced change within the United States and other countries in |

|North America. |

|6.02 Relate how certain technological discoveries have changed the course of history and reflect on the broader social and |

|environmental changes that can occur from the discovery of such technologies. |

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“I Poem”

Write an I Poem from the point of view of a main character in counting on grace. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.

FIRST STANZA

I am (two special characteristics you have)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem repeated)

SECOND STANZA

I pretend (something you actually pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

THIRD STANZA

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort to do)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Vocabulary

(week 2)

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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

|Word |Meaning |

|notions |  |

|p. 157 | |

| | |

|pinafore | |

|p. 212 | |

|thread board |  |

|p.113 |  |

| |  |

|nubbly |  |

|p. 114 |  |

| |  |

Vocabulary Activities (Week 2)

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Word Networks

• What people, things, situations, or words come to mind when you think about the word stupefied? (p. 77)

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Synonyms and Antonyms

|Synonym |Word |Antonym |

| |muffled (p. 100) | |

| | | |

| |hunker down (p. 101) | |

| | | |

| |spindly (p. 111) | |

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Sentence Stems/Idea Completions

• (page 138) The man mixed all of the chemicals together and conjured up_________________________________________________

_____________________________________________________________.

• (page 111) She was splayed out on the floor because_____________________________________________________

Questions, Reasons, Examples

▪ What would cause somebody to be “all in a muddle”? (page 152)

▪ If you are going to bide your time, what are you doing? (page 143)

Examples and Non-examples

Which person needs to be the most precise? (page 164)

• A doctor who is performing brain surgery or a kindergartener coloring a picture?

• A zookeeper hosing down an elephant or a scientist pouring dangerous chemicals?

Making Choices

• Which of the following would be something that would make you cringe? (page 130)

1. a fresh lemon

2. moldy cheese

3. a sweaty gym sock

4. a hot, fresh, chocolate chip cookie

5. the site and smell of road kill

Writing a Letter to the President

Dear Mr. President… You are invited to write a Letter to the President (using Microsoft Word) asking him to help child laborers in America and around the world. Give him lots of concrete information, using the children you have read about in Child Labor Today: A Human Rights Issue, Stolen Dreams: Portraits of Working Children, We Need to Go to School: Voices of the Rugmark Children, and Working Children as your sources. You will need to do the following:

• Think about what child you would like to write about and what type of information you would like to include in your letter.

• Write a rough draft of your letter on lined paper and make sure all corrections have been made BEFORE typing the letter in Microsoft Word.

• Make sure to include quotes and facts about child labor that you have found in the informational texts.

When writing your letter remember:

• The main purpose of the letter is to inform and persuade the president to help with the worldwide issue of child labor.

• To use the appropriate format when writing your letter. Use the informational text Working Children as a reference to that format. (Pages 40-41)

Example of letter:

[your address]

[date]

Dear Mr. President,

I am writing this letter in regard to the many children that are suffering in our world due to child labor. I would like to inform you of some of the children’s lives and the seriousness of the issue.

In the book _______I read about a child named _______. They were forced to work at the age of ______. Their job was to_________. I believe that this situation is not right because ___________.

I hope that you will take this information and help our society by helping change some of these issues.

Sincerely,

[Your first and last name]

Working Kids

[pic]

Choose one of the working children pictured in Child Labor Today: A Human Rights Issue, We Need to Go to School: Voices of the Rugmark Children, Kid Blink Beats THE WORLD, Working Children, or Stolen Dreams: Portraits of Working Children. You will be creating a profile of this child to share with your classmates what the child’s life is like. Try to answer these questions: What kind of work do they do? When must they get up in the morning? How long do they work? Do they know how to read and write? Is their job dangerous? Do they want to work? Do they have a choice?

Include a picture of the child worker you have chosen, or create a detailed artistic representation of them to share with the class. We will be presenting all of these profiles at the end of our unit.

Help WANTED

Your job is to create a help wanted poster for a company that needs children to work for them.

You will complete an artistic representation of a child that might work in a factory or mill and then complete the following information for the help wanted poster:

Help Wanted:

Job Description

Time and Place work is needed

Physical description of child needed

How much the child would be paid

Benefits (if any)

Be creative and have fun!

Name: ______________________

Final Vocabulary Assessment

Multiple Choice

Directions: Circle the best response or responses:

1. Which of the following best describes the duties of a doffer?

a. a person who sweeps the spinning room floor

b. a person who removes full bobbins and replaces them with empty bobbins

c. a person who runs the spinning machine

2. Which of the following is a characteristic of a portly person?

a. someone who is very thin and sickly looking

b. someone who is very lean and muscular

c. someone who is overweight and has a big belly

3. Which of the following would describe someone who is feeble?

a. someone who is thin and weak

b. someone who owes a lot of money in fees

c. someone who is healthy and well-fed

4. Which of the following is something you would act peevish about?

a. having to get up early to go to school

b. getting to go to Disney World for your birthday

c. getting to have 5 extra minutes at recess

5. What would be a reason for someone to wear a smock?

a. They are going to a fancy party.

b. They are going swimming in a lake.

c. They are going to be doing something that could get them dirty.

6. What would most likely cause someone to get “all muddled up”?

a. They are embarrassed by something.

b. They have all of their homework completed and they’re ready to start school for the day.

c. They are sitting and talking with a friend that they’ve known for a long time.

7. Which of these best describes a pinafore?

a. a ceremonial hat worn on holidays in France

b. a sleeveless apronlike garment worn over a child’s dress

c. a child’s toy consisting of a stick with colored vanes that twirl in the wind

8. Which of the following is something someone might need to bide their time for?

a. getting a driver’s license

b. brushing your teeth

c. doing your homework

9. Which of the following might cause someone’s voice to be muffled?

a. using a megaphone

b. burying your face in a pillow

c. yelling off the side of a mountain

10. Which of the following is an example of how your pencil might become nubbly?

a. It is brand new and has never been sharpened.

b. It has been chewed on and used so much that it is almost unusable.

c. It has just been freshly sharpened.

Rubric

|Activity/Criteria |Your points/Total possible |

|NOTE: This packet is to be word-processed! |points |

|Pre-Reading Activities | |

|Examples are complete; thought and effort is demonstrated |/5 |

|K-W-L is complete | |

|Predictions of Story Elements complete | |

|Page for ABC Book | |

|Information is correct and interesting | |

|Information is organized | |

|Design is creative, colorful, and inviting | |

| | |

| |/5 |

|Character Sketcher | |

|Sketch includes thoughtfully selected information about the character, including 3 implied character| |

|traits, problem and solution, and character goal | |

|Artistic Impression is creative and demonstrates knowledge of information given in text regarding | |

|character’s physical description | |

| | |

| | |

| |/5 |

|Discussion Director | |

|Questions displays insight into novel’s main events and themes; questions are “higher-level” | |

|Answers are provided and when appropriate, page #’s |/5 |

|Vocabulary Definitions and Activities |/10 |

|Definitions are “child-friendly” and correct | |

|Activities are correct and complete | |

|Double-Entry Diary | |

|Example is well chosen, well explained and thoughtfully crafted |/10 |

|Provides more than one thoughtful idea/supporting reason | |

|Internet Workshop (1 workshop complete) | |

|Notes reveal thoughtful preparation for participation; |/10 |

|Information in graphic organizer, PowerPoint or poem is correct and well organized; main ideas are | |

|present. | |

|Visual representation is present. | |

|Author’s Craft | |

|Chart includes 2 well-chosen examples of simile and onomatopoeia from the novel | |

|Explanations are included of how figurative language adds meaning to the text | |

|Artistic representation is thoughtful and creative |/5 |

|“I Poem” | |

|Is in the form of an I poem | |

|Includes thoughtfully chosen words and images to reveal character |/10 |

|Includes alliteration, simile or metaphor | |

|Children At Work Activity | |

| | |

|Child profile is complete | |

|Includes detailed descriptions and accurate information |/5 |

|Artistic representation is thoughtful and creative | |

|Letter to the President | |

|Letter format accurately follows the model | |

|Detailed and accurate information is presented | |

|Specific examples in text are referenced |/10 |

|Word choice is thoughtful and demonstrates a commitment to inform and persuade as well as free from | |

|grammar and spelling errors | |

|Help Wanted Poster | |

|Information on the type of worker needed is present | |

|Includes thoughtfully chosen words and images to reveal worker needed | |

|Information is presented creatively (not just listed) | |

|Artistic representation is creative and thoughtful |/10 |

| | |

| | |

|Final Vocabulary Assessment (1pt each) | |

| | |

| | |

| | |

| | |

| | |

| | |

|Total: | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |/10 |

| | |

| | |

| |/100 |

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peevish

stupefied

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