Lesson Topic: Introduction to the Industrial Revolution
Duration: 3 days
English proficiency levels: Intermediate to Advanced
Grade: 4 th or 5 th
Language Objectives: Students will be able to complete their designated reading response activities in groups of three with the use of a supporting text and graphic organizers, prompts, or models provided. Students will be able to present their reading topic orally to the class using their designated activities as well as a summary statement graphic organizer as guides. Students will be able to take summative notes on each presented section using a summarizing worksheet for each topic.
Content Objectives: Students will be able to compare and discuss the technology we have today with that of the American Industrial Revolution using a class three-column chart. Students will be able to complete and present an applicative comprehension activity with their assigned reading.
Materials: The Industrial Revolution: From Muscles to Machines by Carole Marsh Butcher paper Copies of the history workbook pages and graphic organizers Building Background
Begin by discussing the new technology we have today and make a class three-column chart with their predictions of what technology looked like in the past other column being the actual technology from the revolution that we will revisit at the end of the lesson (Content specific K-W-L). Have students add the vocabulary word entries from the glossary into their bilingual illustrated dictionaries in the Frayer model (word in the center, with four quadrants as: synonym/L1 translation, antonym in L1 and L2, connection/sentence example) with four per page in their designated history composition notebooks.
Presentation After the content-specific K-W-L chart is completed, we will go over the vocabulary words as a class and have kids volunteer to show their frayer square for one word to make sure they all understand the words. Then we will do a popcorn read of the introduction to the American Industrial Revolution in the book and discuss the themes and basic ideas it presents about the industrial revolution. Before we move on to the reading response activities, we will go back to our objectives and talk about what their expectations are both academically and behavior wise establish what they need to accomplish in their groups of three and the allowed volume in the room. To group them, they will count off 1 to 3 in order for them to be more or less random.
Practice When they get their assigned activity from the book, they will do a summary chart for their chapter highlighting the most important information in their groups but with each child having their own chart to work with. I will be roaming around and probing each group into deeper conversation about their topic and guide them along the chart if they are having difficulties. While I walk around to each group, I will formatively assess their understanding. For ESL students, a translated version of the text will be on the back of all the copies but they are encouraged to see what they can do in English first as they are intermediate or beyond in their English skills.
Application In order to apply the knowledge from their readings, students will complete the activity with their reading (Newspaper headline and article, picketing sign, inventions chart etc).