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  1. Holiday Readings Millburn/Weisbrodt

  2. 11/26 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • Editing papers was Evan's favorite part of the writing process. • The receding waves left a dark mark upon the golden sand. • The chiming bells announced the marriage of the happy couple.

  3. 11/26 Bell Ringer Verbals • A gerund is a verbal that ends in -ing and functions as a noun.  • A participle is a verbal that is used as an adjective and most often ends in -ing or -ed.

  4. 11/19 Reflection • List three differences and similarities between the book and the movie.

  5. Review Sheet 9 Due Friday!

  6. Topic. Strand. Statement. • Reading Literature: • RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. • RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. • Analyze the extent to which a filmed of live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. • By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

  7. Industrial Revolution • Living History: Living During the Industrial Revolution (20 minutes)

  8. Industrial Revolution Word Bank – won’t use all Word Bank – won’t use all Cotton Gin Eli Whitney Interchangeable Luddites England Textiles Hydraulic Power Samuel Slater • Industrial Espionage • Factories • New England • Spinning • Weaving • Steam Engines • Cottage Industry • Mill Girls

  9. Industrial Revolution • Directions: You are going to read two articles about the Industrial Revolution in Britain and watch a video about the Industrial Revolution in the U.S. After reading your two articles, you will move around the room to complete your graphic organizer. You can only talk about the two articles you read. Do not allow your class mates to copy answers from an article that you did not read.

  10. Industrial Revolution

  11. Industrial Revolution

  12. Industrial Revolution Industrial Revolution Newspaper • You and a partner will create a newspaper describing the Industrial Revolution. • 5 Different Headlines w/ 2-3 facts for each headline. • At least two of the headlines must have a drawing/illustration accompanying them. • You may need to finish for homework. • Informal presentation to the class.

  13. 11/26 Reflection • Explain how the Industrial Revolution impacted the United States.

  14. 11/27 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • The audience sat quietly as the maestro, stretching his arms, began to conduct the orchestra. • Swamped with tests, Stacy studied during all the free time she had. • Building model airplanes requires a lot of patience and time.

  15. 11/27 Bell Ringer Verbals • A gerund is a verbal that ends in -ing and functions as a noun.  • A participle is a verbal that is used as an adjective and most often ends in -ing or -ed.

  16. 11/27 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • stretching his arms - participle • Swamped with tests - participle • Building model airplanes - gerund

  17. 11/26 Reflection • Explain how the Industrial Revolution impacted the United States.

  18. Topic. Strand. Statement. • Reading Literature: • RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. • RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. • Analyze the extent to which a filmed of live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. • By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

  19. Industrial Revolution • Directions: You are going to read two articles about the Industrial Revolution in Britain and watch a video about the Industrial Revolution in the U.S. After reading your two articles, you will move around the room to complete your graphic organizer.

  20. Industrial Revolution

  21. Industrial Revolution

  22. Industrial Revolution Industrial Revolution Newspaper • You and a partner will create a newspaper describing the Industrial Revolution. • 5 Different Headlines w/ 2-3 facts for each headline. • At least two of the headlines must have a drawing/illustration accompanying them. • You may need to finish for homework. • Informal presentation to the class.

  23. 11/27 Reflection • List three negative impacts of the Industrial Revolution in Britain and/or United States.

  24. 11/28 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • My dad always made inflating bicycle tires look like a piece of cake. • Brandon watched anxiously as his homemade volcano erupted because redoing the project was out of the question. • Sitting up straight was a problem for Tina, so she decided to practice every day.

  25. 11/28 Bell Ringer Verbals • A gerund is a verbal that ends in -ing and functions as a noun.  • A participle is a verbal that is used as an adjective and most often ends in -ing or -ed.

  26. 11/28 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • inflating bicycle tires - gerund • redoing the project - gerund • Sitting up straight - gerund

  27. 11/27 Reflection • List three negative impacts of the Industrial Revolution in Britain and/or United States.

  28. Topic. Strand. Statement. • Reading Literature: • RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. • RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. • Analyze the extent to which a filmed of live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. • By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

  29. Triangle Shirtwaist Factory Fire On March 25, 1911, a small fire broke out in a bin of rags at the Triangle Shirtwaist factory on New York City’s Lower East Side. The profitable business heralded as a model of efficiency operated in a modern fireproof building. Yet in less than an hour, 146 people—most of them young immigrant Jewish and Italian women in their teens and early 20s—died, trapped by blocked exit doors and faulty fire escapes.

  30. Triangle Shirtwaist Factory Fire • A labor union is an association of workers who use their collective strength to negotiate with employers for higher wages, benefits, job security and improved working conditions. • Unions have developed various methods for dealing with employers when bargaining fails. One of the most common methods is the strike – members refuse to work until union demands are met. Another approach is the boycott - a refusal to purchase or handle the products of a struck firm or industry. General public willingness to join a boycott is often critical to this technique’s effectiveness. • In some situations, union members also use their collective strength to influence public policies of interest to workers. Labor organizations have lobbied at every level of government for worker rights.

  31. Triangle Shirtwaist Factory Fire ECONOMIC SECURITY • 87% A living wage that provides an income above the poverty line for fulltime • workers • 87% Overtime pay for employees who work more than 40 hours a week • 85% Job security unless an employer has good reason for termination • 82% Opportunities for education and training that improve one’s skills • 81% Training and assistance if jobs move to another country EQUAL TREATMENT • 97% Equal treatment regardless of race or ethnicity • 95% Equal pay for women • 96% Not to be sexually harassed • 92% Equal treatment regardless of age REASONABLE WORKING CONDITIONS • 98% A safe and healthy workplace • 94% To be treated with respect by your employer • 90% Time off to care for a new baby or sick family member without losing • your job • 90% Sick leave without losing your job • 82% Personal privacy on the job • 75% A retirement plan with employer contributions • 75% Health coverage with the employer paying some or all costs

  32. Triangle Shirtwaist Factory Fire • What rights did the class view as important? Why? • What rights did the class view as less important? Why? • Is there one category of rights - economic security, equal treatment or reasonable working conditions – that was generally rated more important than the others? • Is there one category that was generally rated less important? • What are the similarities and differences between the students' opinions and those of the workers? What might account for the differences?

  33. Triangle Shirtwaist Factory Fire • American Experience: Triangle Fire (52 minutes) • PBS.org • While watching the video, complete the comprehension activity. • Will be collected as a class participation grade.

  34. Triangle Shirtwaist Factory Fire Create the chart below in your notebook. While watching the video, take notes that fit each Category. • Unions for WorkerProtection No Regulation or Unions

  35. Triangle Shirtwaist Factory Fire Unions for Worker Protection No Regulation or Unions

  36. 11/28 Reflection • Make sure the movie notes are completed. We will share them tomorrow as your Reflection.

  37. 11/29 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • The class elections, held in the spring, ignited a huge debate among the eighth graders. • Before Ava left for college, her mother, worried about her, wanted to impart some advice. • Adorned with sprigs of flowers, Rhea looked radiant in her black silk dress.

  38. 11/29 Bell Ringer Verbals • A gerund is a verbal that ends in -ing and functions as a noun.  • A participle is a verbal that is used as an adjective and most often ends in -ing or -ed.

  39. 11/29 Bell Ringer Identify the verbal in each sentence and label it either a gerund or participle. • ignited a huge debate - participle • worried about her - participle • Adorned with sprigs of flowers - participle

  40. 11/28 Reflection • Make sure the movie notes are completed. We will share them tomorrow as your Reflection.

  41. Topic. Strand. Statement. • Reading Literature: • RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. • RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. • Analyze the extent to which a filmed of live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. • By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

  42. Triangle Shirtwaist Factory Fire • New York State created a commission in 1911 to investigate both the Triangle fire and industrial working conditions in general. The commission’s 1914 report called for widespread changes. • After initially balking, the state’s legislature eventually approved additional guidelines to ensure the safety of New York workers. Many other states followed.

  43. Triangle Shirtwaist Factory Fire • The Tragedy. Identify six factors that contributed to the deaths of the 146 workers.

  44. The Tragedy. • Fire equipment had difficulty getting close to the building due to the dead and injured lying in the street. • Cloth inside the building helped fuel and spread the fire. • Water buckets inside the building were not adequate to cope with the fire. No sprinkler systems existed. • There was no alarm system inside the building to warn of fire delaying escape. • Exits were locked or blocked making it impossible for escape. • Rescue equipment (i.e., ladders, hoses and nets) was inadequate to deal with a fire in the high-rise building. • Flammable materials and crowded conditions some victims to escape. • Fire escapes were inadequate. • A worker threw a match or cigarette near flammable materials. • Some workers panicked.

  45. Triangle Shirtwaist Factory Fire • Government Responds. Public outcry after the fire prompted New York City to impose tougher building codes and more stringent factory inspections to be sure the rules were being followed. • List four of the new city codes for factories.

  46. Government Responds • All doors must open outwards. • No doors can be locked during working hour. • Sprinkler systems must be installed if a company employs more than 25 people above the ground floor. • Mandatory fire drills for buildings lacking sprinkler systems.

  47. Triangle Shirtwaist Factory Fire • The Role of Unions. Before and after the fire, workers also looked to unions to help them address their health and safety concerns. • Identify two actions the unions took to increase worker protections.

  48. Role of Unions • Organized workers to negotiate with employers for improved working conditions • Conducted strikes to protest working conditions • Lobbied and marched for women’s suffrage to help elect politicians supporting worker interests.