Subject/Grade Level/Unit Title | Timeframe/Grading Period | Big Idea/Themes/Understandings | Essential Questions | Standards | Essential Skills | Vocabulary | Assessment Tasks | Resources | |||||||||||||||||||||
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This is a working curriculum map. English Grade 7 |
Timing of this map may differ based on many factors. March |
Cesar Chavez Workers, the government businesses, and consumers can all bring about change in working conditions Closely reading and discussing an excerpt of a longer text helps to deepen your understanding of the text as a whole. |
Who changes working conditions? How do working conditions change? What role do consumer, government, business owners, and workers play in improving working conditions? How does a speaker develop and organize his central claim? |
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Define "agent of change" and apply that knowledge to working conditions Explain the significant facts about the life and work of Cesar Chavez Determine one of Cesar Chavez's main claims and identify the supporting evidence for it Identify rhetorical strategies and analyze how Chavez uses them to develop his claims
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apparel exporter compliance scrutinized rife depressed
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setting a purpose for research in notebook exit ticket entry task unit assessment brochure planning guide working conditions reflection book review |
Tabea Kay, "Ethical Style How is my T-shirt made?" Good, February 9, 2012. Steven Greenhouse, "An Apparel Factory Defies Swweatshop Label, but Can It Thrive?" The New York TImes, July 18, 2010 Oxfam Austroalia, "Are Your Clothes Made in Sweatshops?" available at https://www.oxfam.org.au/explore/workers-rights/are-your-clothes-made-insweatshops/. Research Texts: See Unit 3, Lesson 6 supporting materials for a list of texts that students can select to work with as part of their short reseach project. engageny.org- reading lists |