Outline of Activities for both English and History 8 class

English History Connection with Class

Incorporating literacy
with content area
Introduce Unit
-Introduce examples of Yellow
Journalism through projector
TEXT: Headlines
What is Yellow
Journalism?
How was it started?
Who were Yellow
Journalists?
--Students will analyze text
through discussion



Yellow Journalism activity
TEXT: Political Cartoons in
style of Yellow Journalism
Students will discuss the
author/illustrators
points of view and
purpose
Students will look for
examples of yellow
journalism

Introduce Unit
-Activate background knowledge by
discussion from previous unit
-Powerpoint on Progressive Era
(overview) will transition to new
unit
Images of the era
Basics of era: political,
social, economic situations
Key historical figures
Vocabulary
--Class Discussion of what they
noticed

Jigsaw activity
Students research specifics
about the Progressive era:
three key issues
Muckraker individuals
TEXT: textbooks, internet,
articles, trade books.
(information will be collected
on a group blog page which
will be printed and distributed
to the students when
completed)

Share/Review Jigsaw findings
Discussion following presentations

Connect to student
interests and out of
school literacy and
experiences with
different types of
media

Use of background
knowledge

Vygotsky:
Knowledge is
socially constructed

Acts of
comprehension

Use of graphic
organizer- during
reading guide



Introduce Upton Sinclair
TEXT: Youtube Video
introducing Sinclair and
his part in Progressive
Era.
Powerpoint on Sinclair
and issues that he attacks

Focus on Muckraker
TEXT: Excerpts from three
journalists-Muckrakers
Students will read each
Muckrakers excerpts and
answer the questions provided.
This will be done in three
groups
Acts of
comprehension

Connection to out of
school literacy and
student interest

Critical literacies
Introduce The J ungle (graphic
novel)
TEXT: Terms and
vocabulary needed to
understand The Jungle
from tips on how to read
a graphic novel


Students will analyze points of
view of the Muckrakers
through evaluation
and analyzing texts
for points of view
and purpose

Scaffolded
instruction
Begin reading the graphic
novel The J ungle(aloud)
Stop every chapter and
check for
comprehension

Fishbowl Activity
Middle of novel
Discussion of various
points or questions about
the text
social/political events
that fueled his writing


Political Cartoon Activity
TEXT: Various political
cartoons
Review how to read a political
cartoon
Look at various political
cartoons and answer questions
(Groups of 4)
Each group will then
split and take a side of point
of view (2 vs 2) to discuss
Follow-up: Find current cartoon and
write short analysis for homework
Checking for
understanding while
reading and other
acts of
comprehension
through an engaging
collaborative
discussion

Guided Oral Reading
Procedures

Connection to out of
school literacy
Finish reading The J ungle
Stop every chapter and
check for
comprehension

Final Fishbowl Activity

Yellow Journalism Activity
(will occur simultaneously with
reading of novel)
Coordinating with
Muckracker lesson in
social studies (follow-up
of yellow journalism)
Choose Muckraker and
create a headline /intro
to article, comic strip, or
political cartoon. Style
of yellow journalism.
Fakebook Online Activity
Students will be placed into
groups/pairs based on their
preference of a list of
Muckrakers and adversaries
Each student will research their
individual and collect their
data in a Fakebook account.
TEXT: textbook, magazines,
articles, websites, images.
After each page is created,
students from each group
must read and comment on
several fakebook posts. They
will collaborate and discuss
view points through social
media
Participatory
approach engages
students in learning

Connected to real
life, Disciplinary
Literacy

Choice of historical
figure and texts

Online discussion
encourages free
expression and
thoughtful response

Use of media and
popular cultural text
emhance student
comprehension skill

Outline Assessment
Students will learn how
to form and write a
proper outline.
TEXT: A modeled outline
Each group will prepare
an outline of information
for their historical
individual. They will list
all the important things
about their individual as
well as their point of
view.
Top three things need to
be apparent

Finish creating Fakebook
All students have posted and
participated in a discussion
with several Facebook pages.
Students will post Fakebook
and previous work around the
room.
Students walk around the room
and learn about other
individuals while viewing text
and discussing with peers.
Feedback is given

Collaborative
learning community

Clear goals and
expectations: Rubric



Preparation for Dinner Party
Students will meet with
their groups and prepare
for their discussions.
Dinner Party Assessment
Students will sit in groups and
have their dinner party
discussions.
Performance
Assessment supports
learning

Connected to real
life, Disciplinary
Literacy

Knowledge is social
constructed within
cooperative learning
environment

Vocabulary Activity: A word wall will be kept throughout. Students will learn the vocabulary
that they are going to come across for the lesson of that day at the beginning of the lesson.
Students retain and understand more when they know the vocabulary that they are going to come
across.
A Multi-literacies Approach to instruction:
Situated Practice: Witness the material and become emersed in it through multiple ways.
Overt Instruction: Work on specific parts. Students take on a specific historical figure.
Critical Framing: In the bigger context, students connect to other characters through the
Fakebook.
Reformed Practice: They students create a dinner party discussion to discuss what they
learned.
Content Literacy: While using critical literacies and multimodal texts, students gain knowledge
of the content while further enhancing literacy skills.
Form groups based on strengths
Technology
Classroom management
Clear goals
Choices
Cooperative learning
Strategies to enhance literacy in and create deeper understanding of content
Variety of assessments throughout which promote learning: Formative and Summative