AchieveReading High School Sample by Catapult Learning

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High School Sample Reading & Writing Lessons

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HS Reading — Lesson 10

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HS Reading — Lesson 10

AchieveReading

Focus on Reading:

Finding details, drawing inferences

Objective:

Students will use details to draw inferences based on extracted historical information in a biographical text.

Text Information:

Dickens’ London, from David Perdue’s Dickens Page, Dickens website

Question:

How does “Dickens’ London” belie the “good old days” idiom?

Standards: R.I.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

R.I.11-12.2

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Summary:

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In this lesson students will

• Read a biographical/historical text • Determine the central idea

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• Track specific details

in order to draw inferences about the time period and a modern reader’s thoughts and assumptions about that time period.

Resources: Teacher Lesson Manual K-W-L Chart, Appendix A, Page GG

Student Anthology Dickens’ London, page 47

HS HSReading Reading— —Lesson Lesson1010

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Activate Activateand andAssess AssessRelevant RelevantKnowledge Knowledge(ARK) (ARK)

(5(5minutes) minutes)

• •From Fromprevious previouschapters chaptersororsections sections(if(ifthey theyhave havebeen beenreading readingfrom fromthethelarger largerwork) work) • •From Fromgeneral generalknowledge knowledgeofofthetheselection selection(from (frompeers peersororfrom fromlibrary librarybookshelves) bookshelves) Provide Providenew newinformation informationasasnecessary necessarytotohelp helpcreate createcontext contextand andfillfillknowledge knowledgegaps. gaps. Assess Assess student student understanding understanding ofof thethe text text and and genre genre about about toto bebe read. read. Discuss Discuss thethe 19th 19th century century and and ascertain ascertain what what students students may may already already know. know. Ask Ask students students what what kind kind ofof content content they they expect expect toto encounter encounter inin a nonfiction a nonfiction text. text.Provide Provide background background information information where where it it is is needed needed inin order order toto understand understand thethe selection. selection.

ASK ASKSTUDENTS: STUDENTS:Have Haveyou youever everheard heardsomeone someonetalk talkabout aboutthethe“good “goodoldolddays”? days”?

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TELL TELLSTUDENTS: STUDENTS:Today Todaywe’ll we’llbebereading readingabout aboutVictorian VictorianLondon Londonininthethemid-1800s mid-1800satatthethe time timeCharles CharlesDickens Dickenswas waswriting writingand andwewewill willbebeusing usingdetails detailstotofind findoutoutif ifthese thesereally really were were“good “goodoldolddays.” days.”We’ll We’llhave havetotodraw drawinferences inferencesfrom fromwhat whatweweread readininorder ordertotofind find that thatout. out. TELL TELLSTUDENTS: STUDENTS:Please Pleaseshare shareany anyfacts factsorordetails detailsyou youknow knowabout aboutVictorian Victorianlifelifeinin England EnglandororCharles CharlesDickens. Dickens. ASK ASKSTUDENTS: STUDENTS:Does Doesanyone anyoneknow knowwhat whatit itmeans meanstotodraw drawananinference? inference?(If(Ifnot, not,ask: ask: Have Haveyou youever everbeen beenable abletototelltellhow howsomeone someonefeels feelswithout withoutthem themtelling tellingyou?) you?)Have Haveyou you ever everfound foundthat thatyou youunderstand understanda character a characterinina story a storymore morethan thanother otherpeople peopleininclass? class?If If so,so,you youwere weremaking makinginferences—drawing inferences—drawingconclusions conclusionsabout aboutpeople peopleororstories storiesbased basedonon things thingsthat thatmight mightnotnotbebestated statedoutright. outright.We Wewill willbebedoing doingthat thatasasweweread readtoday. today.

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Make Makeconnections connectionsbetween betweenthis thisnew newcontent contentand andwhat whatstudents studentsmay mayalready alreadyknow: know:

HSHS Reading Reading — Lesson — Lesson 1010

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Direct Direct Instruction Instruction

(10(10 minutes) minutes)

Introduce Introduce thethe reading reading skillskill using using a Teacher a Teacher Think Think Aloud. Aloud. • Teacher • Teacher reads reads a text a text portion portion aloud aloud • Teacher • Teacher explains explains andand models models thethe skillskill process process outout loud loud using using thethe texttext • Students • Students observe observe as as teacher teacher models models critical critical attributes attributes of the of the focus focus skillskill Using Using a Think a Think Aloud Aloud strategy, strategy, model model forfor students students how how to preview to preview an an informational informational text. text. Emphasize Emphasize thethe overall overall features features of the of the text, text, headings, headings, sub-headings sub-headings andand other other features features thatthat aidaid comprehension. comprehension.

TELL TELL STUDENTS: STUDENTS: Let’s Let’s take take a look a look at the at the toptop of the of the text. text. TheThe firstfirst thing thing wewe cancan seesee is ais a man’s man’s face face andand a cityscape. a cityscape. Where Where do do youyou think think thisthis is?is? (London) (London) How How cancan youyou tell? tell? (It says (It says so so in the in the title) title) Who Who do do youyou think think thethe man man is?is?

E E L L P P M M A A SS (Charles (Charles Dickens) Dickens)

How How cancan youyou tell? tell?

(It says (It says so;so; I recognize I recognize him) him)

TELL TELL STUDENTS: STUDENTS: Does Does thethe cityscape cityscape in the in the picture picture looklook oldold or modern? or modern? (old) (old)

How How cancan youyou tell? tell?

(no(no skyscrapers; skyscrapers; oldold fashioned fashioned looking) looking)

Today Today we’re we’re going going to read to read a text a text thatthat willwill telltell us us about about an an important important time time in history. in history. WeWe willwill useuse details details in the in the texttext to draw to draw inferences—that inferences—that is to is understand to understand more more than than justjust what’s what’s written written on on thethe page. page. I’mI’m going going to start to start by by reading reading thethe firstfirst paragraph paragraph aloud aloud to you to you andand talktalk through through mymy thinking thinking andand how how I would I would complete complete a K-W-L a K-W-L chart chart if I ifwere I were on on mymy own own andand reading reading this. this. Drawing Drawing inferences inferences is sometimes is sometimes about about seeing seeing connections, connections, andand using using graphic graphic organizers organizers to make to make quick quick notes notes cancan help help us us to do to do that. that. TELL TELL STUDENTS: STUDENTS: After After looking looking at the at the heading heading andand thethe name name of the of the document, document, I would I would want want to take to take a look a look to see to see how how long long thethe document document is (4is pages) (4 pages) andand if there if there areare anyany headings, headings, sub-headings, sub-headings, pictures, pictures, maps maps or other or other things things thatthat I might I might be be able able to use to use to to make make sense sense of the of the texttext (model (model reviewing reviewing headings, headings, quotes, quotes, pictures, pictures, links links at the at the end). end).

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HS HSReading Reading— —Lesson Lesson1010

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Activate and Assess Relevant Knowledge (ARK)

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First, does it seem that my initial prediction was correct? TELL STUDENTS: Today we’ll be reading about Victorian London in the mid-1800s at the it’s Dickens about Dickens and London). time(yes, Charles was writing and we will be using details to find out if these really were “good old days.” We’ll have to draw inferences from what we read in order to find One the things that stuck out to me was that the man walked—a lot! 10 to 20 miles is thatofout. a lot of walking! What can I infer from that? TELL(Dickens STUDENTS: Please any facts details you know about Victorian life in liked to walk,share he didn’t have or a car/carriage, he was healthy). England or Charles Dickens. I also learned that his descriptions of London in the 1800s let his readers experience ASK STUDENTS: Does anyone knowThis what it means drawwere an inference? not,at,ask: sights, sounds, and smells of the city. tells me thattothere things to(Iflook Havetoyou everto, been to tell how someone without them Have you things listen andable things to smell. The lastfeels one interests me. Iftelling I wereyou?) going to think ever found that you understand a character in a story more than other people in class? about the world we live in today, I don’t think I’d add “smell” to my list of important If so, you making inferences—drawing conclusions about stories based on things to were describe, so this is interesting to me and it helps me people start theorinference-making things that mightthinking not be stated outright. will be asseem we read today. process. I’m also that “smell” andWe “good olddoing days”that don’t to go together.

Model for students how to use a K-W-L graphic organizer to organize notes. Review the headers and their meanings before proceeding.

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TELL STUDENTS: To take out their K-W-L Chart graphic organizers.

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(5 minutes) ASK STUDENTS: Now what can I predict the passage will be about? Make connections between this new content and what students may already know: (London when Dickens was alive; Sanitation, disease, the law, the poor) • From previous chapters or sections (if they have been reading from the larger work) Is this sounding like “the good old days”? • From general knowledge of the selection (from peers or from library bookshelves) (not so much) Provide new information as necessary to help create context and fill knowledge gaps. Model first reading TELL STUDENTS: I’m going to start now by reading the first paragraph with a basic Assess student ASK STUDENTS: Have you someone talk about “good oldpredicting days”? that purpose—I want to figure out ever whatheard this article is going to bethe about. I am understanding of the it will be an introduction to what London was like during Charles Dickens’ lifetime. I text and genre about am basing my first prediction on the title, subheadings and the pictures I have already to be read. Discuss previewed. the 19th century and Read first paragraph aloud to students. ascertain what students may already know. Ask “Dickens applied his unique power of observation to the city in which he spent students what kind of most of his life. He routinely walked the city streets, 10 or 20 miles at a time, and content they expect to his descriptions of nineteenth century London allow readers to experience the encounter in a nonfiction sights, sounds, and smells of the old city. This ability to immerse the reader into text. Provide background time and place sets the perfect stage for Dickens to weave his fiction.” information where it TELL STUDENTS: There were some interesting things in there that I need to go back is needed in order to understand the selection. and look at again.

HSHS Reading Reading — Lesson — Lesson 1010

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Direct Instruction

(10 minutes) ASK STUDENTS: Does anyone recall what the letters stand for? Introduce the reading skill using a Teacher Think Aloud. (what I already know-what I want to learn or my questions, and what new • Teacher reads a text portion aloudinformation I learned from reading the text) • Teacher explains and models the STUDENTS: skill process out using the atext TELL I amloud going to use K-W-L Chart to collect information from what I’m going to read. Theattributes first thingofI will write skill on the organizer is what I already know about • Students observe as teacher models critical the focus Dickens and this time period. Using a Think TELL STUDENTS: Let’s take a look at the top of the text. The first thing we can see is a ASKface STUDENTS: What years the nineteenth century? Aloud strategy, man’s and a cityscape. Whereencompassed do you think this is? model for students (Anytime from 1800-1899) (London) how to preview an What already know about the nineteenth century? informational text. How can do youyou tell? Emphasize the overall (no electricity, no cars, no advanced medicine) (It says so in the title) features of the text, WRITE the K-W-L Chart, headings, sub-headings Who do youinthink the man is? “K” column: and other features that Dickens) wrote Oliver Twist •(Charles Dickens-Author, aid comprehension. • 19th electricity, transportation was limited etc. How can youCentury-no tell?

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(It STUDENTS: says so; I recognize him) TELL It seems to me that this being about the 1800s is pretty important, it means Dickens might not have chosen to walk all that distance—he may not have had TELL STUDENTS: Does the cityscape in the picture look old or modern? another option. We’ll see if we learn more about that later, but I can add a question note (old) in the “W” column about that. How can you tell?“W” column, “walk on purpose?” WRITE in the (no skyscrapers; old fashioned looking) TELL STUDENTS: Writing “question” notes in the “W” column is like having a conversation with theus question down to remind to find the Today we’re going to the readfuture. a textYou thatwrite will tell about an important timeyourself in history. answer for it as you read. When you find your answer, you can write it down, and then Wedraw will use details in the the texttwo to draw inferences—that is to understand more than just a line connecting notes. what’s written on the page. Another I want toaloud writetodown is, “Why are smells I’mTELL goingSTUDENTS: to start by reading thequestion first paragraph you and talk through my thinking important?” I hope to answer this question as I read. and how I would complete a K-W-L chart if I were on my own and reading this. Drawing inferences is sometimes about seeing connections, and using graphic organizers to make ASK STUDENTS: Is there anything else in this first paragraph that we should be noting quick notes can help us to do that. on our organizer? (answers will vary) TELL STUDENTS: After looking at the heading and the name of the document, I would want to take a look to see how long the document is (4 pages) and if there are any Any more thoughts on pictures, whether maps these or were thethings good that old days? headings, sub-headings, other I might be able to use to (answers make sense of the will text vary) (model reviewing headings, quotes, pictures, links at the end).

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HS HSReading Reading— —Lesson Lesson1010

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DRTA/Guided Activate andReading Assess Relevant Knowledge (ARK)

(20(5minutes) minutes)

• •Discussion From previous format chapters that focuses or sections on making (if they predictions have been reading from the larger work) • •Students From general use information knowledgeinofthe thetext selection to make (from evaluative peers orjudgments from library bookshelves) Provide • Lesson new includes information DRTAas Cycle: necessary Predict,toRead, help create Verify by context Citingand TextfillEvidence knowledge gaps. Using Assess a DRTA student strategy, have understanding students read of the the text next andparagraph genre about of Dickens’ to be read. London Discuss the 19th century and ascertain what students may already know. Ask students what kind of content they expect to encounter in a nonfiction text. Provide background information where it is needed in order to understand the selection.

TELL ASKSTUDENTS: STUDENTS:Now Havethat youwe’ve ever heard previewed someone our document talk aboutand the learned “good old how days”? the graphic organizer can help us write predictions/ questions and note answers, we’re going to start reading with a more specific purpose. We want to see if our questions are answered, if what we think is true really is, and if we can find more in-depth information. As we are reading, we are also going to use the information we locate to try to infer information that is not directly stated. We are going to read this selection so that at the end of the class, we will be able to write an answer to the question, How does “Dickens’ London” belie the “good old days” idiom?

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TELL STUDENTS: There are two words in this question that you might not know, ‘belie’ and ‘idiom’. (Ask if students know them, if not, offer the following definitions:

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Belie: (of an appearance) fail to give a true notion or impression of (something); disguise or contradict.

Idiom: an expression that cannot be understood from the meanings of its separate TELL STUDENTS: Today we’ll be reading about Victorian London in the mid-1800s at the words but that has a separate meaning of its own (e.g., rain carts and dogs, see time Charles Dickens was writing and we will be using details to find out if these really the light). were “good old days.” We’ll have to draw inferences from what we read in order to find (Select a volunteer from the group to read aloud the next paragraph) that out. London wasshare the largest, most spectacular city about in the Victorian world. While TELL“Victorian STUDENTS: Please any facts or details you know life in Britain was experiencing the Industrial Revolution, its capital was both reaping the England or Charles Dickens. benefits and suffering the consequences.” ASK STUDENTS: Does anyone know what it means to draw an inference? (If not, ask: ASK STUDENTS: Is there anything in someone those sentences that seems a detail weHave may you want Have you ever been able to tell how feels without themlike telling you?) toever look found into further? Anything in there that givesinyou an idea of than whatother mightpeople be coming next?If that you understand a character a story more in class? (largest Industrial Revolution, “suffering consequences”) so, you werecity, making inferences—drawing conclusions about people or stories based on things that might not be stated outright. We will be doing that as we read today. Have students add any questions and answers they think of, to the “W” and “L” columns of the graphic organizer throughout this section.

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DRTA Make connections between this new content and what students may already know:

HSHS Reading Reading — Lesson — Lesson 1010

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Direct Instruction

(10 minutes) TELL STUDENTS: Listen to find out what kinds of changes London was experiencing. Introduce the reading skill using a Teacher Think Aloud. (Have the student continue reading) • Teacher reads a text portion aloud “In 1800 the population of London was around a million souls. That number would • Teacher explains and models the swell skill process out loud textfashionable areas like Regent and Oxford to 4.5 million byusing 1880.the While streets were growingofin the the focus west,skill new docks supporting the city’s place as the • Students observe as teacher models critical attributes world’s trade center were being built in the east. Perhaps the biggest impact on Using a Think TELL STUDENTS: take a was look the at the top ofofthe The in first wewhich can see is a the growthLet’s of London coming thetext. railroad thething 1830s displaced Aloud strategy, man’s face and a cityscape. Where dotheyou think thisofis? thousands and accelerated expansion the city.” model for students (London) ASK STUDENTS: What were some of the changes? how to preview an informational text. people, docks etc.) How can (More you tell? Emphasize the overall (It says so in the title) ASK STUDENTS: Why are the docks important? features of the text, headings, sub-headings (Bring intothe theman cityis? many more goods to support the population) Who do you think and other features that (Charles Dickens) ASK STUDENTS: What can we infer might have been some effects of the changes that aid comprehension. were occurring? How does the text support your inference? How can you tell? (Answers will vary—Congestion, “4.5 million souls…” homelessness, “displaced (It says so; I recognize him) thousands…”) TELL STUDENTS: Does the cityscape in the picture look old or modern?

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How can you tell?

(no skyscrapers; old fashioned looking)

Today we’re going to read a text that will tell us about an important time in history. We will use details in the text to draw inferences—that is to understand more than just what’s written on the page. I’m going to start by reading the first paragraph aloud to you and talk through my thinking and how I would complete a K-W-L chart if I were on my own and reading this. Drawing inferences is sometimes about seeing connections, and using graphic organizers to make quick notes can help us to do that. TELL STUDENTS: After looking at the heading and the name of the document, I would want to take a look to see how long the document is (4 pages) and if there are any headings, sub-headings, pictures, maps or other things that I might be able to use to make sense of the text (model reviewing headings, quotes, pictures, links at the end).

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HS HSReading Reading— —Lesson Lesson1010

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DIFFERENTIATION Activate and Assess Relevant Knowledge (ARK)

(5 minutes)

London(from in 1880 wasordirtier, smellier, and simply worse than our modern world) • From general knowledge of the(that selection peers from library bookshelves) Provide new information as necessary help createdid context and fill gaps. Whattoinformation you write on knowledge your G.O. that supports those ideas? Assess student understanding of the text and genre about to be read. Discuss the 19th century and ascertain what students may already know. Ask students what kind of content they expect to encounter in a nonfiction text. Provide background information where it is needed in order to understand the selection.

(walk around and help students find and share the support they have in their notes) ASK STUDENTS: Have you ever heard someone talk about the “good old days”? Point out how their details helped them identify the central idea. ASK STUDENTS: How does that central idea relate to our focus question? (it answers it) So why do we need to keep reading? (without proof, it’s just someone’s opinion. We need to read on to get more facts and details)

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11-12: ASK STUDENTS: Based on the first two paragraphs, what do you think the “central ideal” of this text might be?

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(that London in 1880 was dirtier, smellier, and simply worse than our modern world)

What information did you write on your G.O. to support those ideas? TELL STUDENTS: Today we’ll be reading about Victorian London in the mid-1800s at the (walk around and help students find and share the support they have in their time Charles Dickens was writing and we will be using details to find out if these really notes) were “good old days.” We’ll have to draw inferences from what we read in order to find that Point out. out how their details helped them identify the central idea. TELLASK STUDENTS: Please share facts or details you know about Victorian life in STUDENTS: How doesany that central idea relate to our focus question? England(itoranswers Charlesit)Dickens. ASKSo STUDENTS: what it means to draw an inference? (If not, ask: why do we Does need anyone to keepknow reading? Have you ever been able to tell how someone feels without them telling you?) Have you (without proof, it’s just someone’s opinion. We need to read on to get more facts ever found that you understand a character in a story more than other people in class? If and details) so, you were making inferences—drawing conclusions about people or stories based on things that might not be stated outright. We will be doing that as we read today. TELL STUDENTS: As you continue to read, start comparing the statements at the beginning of the document with statements at the end. See if you can find ways that the introductory paragraphs are different from the later paragraphs. How do the ideas build on one another? (You couldn’t understand the later parts if you didn’t read the first)

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Make connections between this new content and what students may already know: 9-10: ASK STUDENTS: Based on the first two paragraphs, what do you think the ideal” thishave textbeen mightreading be? from the larger work) • From previous chapters“central or sections (if of they

HSHS Reading Reading — Lesson — Lesson 1010

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Direct Instruction

(10 minutes) Student teams read (continuing the main lesson...) Introduce reading skill using a Teacher Think Aloud. the thirdtheparagraph TELL STUDENTS: Now you’re going to do the same thing in a group as you read the and fill in their • Teacher readsK-W-L a text portionnext aloud paragraph. Again, your job is to write down questions and predictions using the text charts while teacher andtheyour thoughts. • Teacher explains and models skillown process out loud using the text circulates • Students observe as teacher models critical attributes of the focus skill TELL STUDENTS: Read to find out what the effect of this growth was? Using a Think TELL STUDENTS: Let’s take a reading look at the of the text. The first thing we can see is a Have student pairs continue thetop following paragraph: Aloud strategy, man’s face and a cityscape. Where do you think this is? The price of this explosive growth and domination of world trade was untold model for students (London) squalor and filth. In his excellent biography, ‘Dickens’, Peter Ackroyd notes that, “If how to preview an latetell? twentieth-century person was suddenly to find himself in a tavern or house informational text. How can ayou of the period, he would be literally sick—sick with the smells, sick with the food, Emphasize the overall (It says so in the title) sick with the atmosphere around him”. features of the text, headings, sub-headings and other features that aid comprehension.

Who do you think the man is? When students are done reading: (Charles Dickens) TELL STUDENTS: Let’s add to the “L” column information. What can you add from this paragraph? How can you tell? (answers will vary) him) (It says so; I recognize

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ASK STUDENTS: What you infer frompicture this paragraph? TELL STUDENTS: Does thecan cityscape in the look old orRemember modern? to provide evidence from the text. (old) (Illness must have been excessive, “untold squalor and filth…”) How can you tell? TELL STUDENTS: You are now going to read the remaining text independently. (no skyscrapers; old fashioned looking)

ASK STUDENTS: What should you be doing as you read? Today we’re going to read a text that will tell us about an important time in history. (using the K-W-L chart to ask and answer your own questions, as you read) We will use details in the text to draw inferences—that is to understand more than just Have students read TELLwritten STUDENTS: As I circulate, you’re going to read on your own while writing what’s on the page. independently, completing questions and answers on your organizer as you go. You may use the back of the chart if I’m going to start by reading the first paragraph aloud to you and talk through my thinking the K-W-L chart. the columns become filled. and how I would complete a K-W-L chart if I were on my own and reading this. Drawing inferences is sometimes about seeing connections, and using graphic organizers to make Discuss the findings When students are done: quick notes can help us to do that. students have listed on ASK STUDENTS: What are some of the questions and answers you wrote on your their graphic organizers organizer. TELL STUDENTS: After looking at the heading and the name of the document, I would as a group. want to take a lookwill to see (answers vary)how long the document is (4 pages) and if there are any headings, sub-headings, pictures, maps or other things that I might be able to use to make sense the tell textus (model quotes, pictures, links at the end). What doesofthat aboutreviewing the 1880sheadings, and Charles Dickens’ world? (answers will vary; help students draw inferences from what they read, helping to lead them to possible answers for the focus question)

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HS HSReading Reading— —Lesson Lesson1010

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Independent Activate andPractice Assess (Using Relevant theKnowledge focus skill)(ARK)

(10(5minutes) minutes)

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Once they’ve traced a few details as they build through the selection, have students TELL STUDENTS: Please share any facts or details you know about Victorian life in complete the prompt by showing how the details they found add to each other to create a England or Charles Dickens. solid argument that the text “belies the ‘good old days’ idiom”. ASK STUDENTS: Does anyone know what it means to draw an inference? (If not, ask: Have you ever been able to tell how someone feels without them telling you?) Have you ever found that you understand a character in a story more than other people in class? If so, you were making inferences—drawing conclusions about people or stories based on things that might not be stated outright. We will be doing that as we read today.

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Make connections between this new content and what students may already know: Discuss any areas ASK STUDENTS: What are some of parts of the reading which you found confusing, if • From previous chapters or sections they have been reading from the larger work) of difficulty students any? (answer(ifany questions) encountered; answer • From general knowledge of the selection (from peers or from library bookshelves) questions. Provide new information as necessary to help create context and fill knowledge gaps. Have students use their TELL STUDENTS Now, you will be using details from the text together with your Assess student ASK STUDENTS: Have you ever heardwesomeone the “good days”?“How graphic organizer to inference skills to answer the question asked attalk theabout beginning of theoldlesson, understanding write an answeroftothe the does “Dickens’ London” belie the ‘good old days’ idiom?” by referring to the notes on text and genre about question: your G.O. Use the box at the bottom of the K-W-L chart to write your answer to the to be read. Discuss question. In order to answer this question, you can turn it into your topic sentence by How does “Dickens’ the 19th century and writing: London” belie the ascertain what students “good old days” idiom? “Dickens’ London” belies the ‘good old days’ idiom by showing us… may already know. Ask students what kind of DIFFERENTIATION content they expect to encounter in a nonfiction 9-10: HAVE STUDENTS: complete the sample sentence, then find and add the details text. Provide background they think best explain how the text “belies the ‘good old days’ idiom”. Have them use at information where it least three details from their notes to support their opening sentence. is needed in order to understand the selection. 11-12: HAVE STUDENTS: return to their notes and find the ways the text builds on the central ideas of how hideous London could be in the 1880s. Have them circle items and TELL STUDENTS: be reading Victorian London in the mid-1800s at the draw lines connectingToday ideaswe’ll that built on oneabout another. time Charles Dickens was writing and we will be using details to find out if these really (smells mentioned in intro become details about the horses and manure, then were “good old days.” We’ll have to draw inferences from what we read in order to find become details about personal hygiene) that out.

HSHS Reading Reading — Lesson — Lesson 1010

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KWL Chart

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Direct Instruction

Introduce the reading skill using a Teacher Think Aloud.

• Teacher reads a text portion aloud What I Know What I Want to Know • Teacher explains and models the skill process out loud using the text

(10 minutes)

What I Learned

• Students observe as teacher models critical attributes of the focus skill Using a Think Aloud strategy, model for students how to preview an informational text. Emphasize the overall features of the text, headings, sub-headings and other features that aid comprehension.

TELL STUDENTS: Let’s take a look at the top of the text. The first thing we can see is a man’s face and a cityscape. Where do you think this is? (London) How can you tell? (It says so in the title) Who do you think the man is?

E E L L P P M M A A SS (Charles Dickens)

How can you tell?

(It says so; I recognize him)

TELL STUDENTS: Does the cityscape in the picture look old or modern? (old)

How can you tell?

(no skyscrapers; old fashioned looking)

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HS Writing — Lesson 10

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HS Writing — Lesson 10

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Focus on Writing:

Explanatory Text/Evidence: finding and organizing details

Objective:

In this lesson students will use details to draw inferences based on extracted historical information in a biographical text.

Text Information:

Dickens’ London, from David Perdue’s Dickens Page website

Question:

In writing, how do we select organize and analyze informative content to effectively answer the question, ”How does Dickens’ London belie the “good old days” idiom?”

Standard: W.(9-10, 11-12).2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

Summary: In this lesson students will • select content • organize content • analyze strength of content in order to write an evidence paragraph containing information from a text selection.

Resources: Teacher Lesson Manual Informational/Explanatory Chart Appendix A, Page HH

Student Anthology Dickens’ London, page 47

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Activate Activateand andAssess AssessRelevant RelevantKnowledge Knowledge(ARK) (ARK)

(5(5 minutes) minutes)

Make Make connections connections between between this this new new content content and and what what students students may may already already know: know: •• From From previous previous chapters chapters oror sections sections (if(if they they have have been been reading reading from from thethe larger larger work) work) •• From From general general knowledge knowledge ofof thethe selection selection(from (from peers peers oror from from library library bookshelves) bookshelves)

Conduct Conduct anan oral oral review review of of thethe selection selection they they read read in in thethe reading reading lesson, lesson, recalling recalling details details about about thethe 19th 19th century century that that they they noted noted onon their their K-W-L K-W-L charts. charts. Ask Ask selected selected students students to to read read their their writing writing response response answer answer from from thethe associated associated reading reading lesson. lesson.

TELL TELL STUDENTS: STUDENTS: Think Think back back to to thethe historical historical document document wewe read read about about Charles Charles Dickens Dickens and and what what London London was was likelike when when hehe lived lived and and wrote wrote there. there. What What dodo youyou recall recall from from that that text? text? (London (London was was smelly, smelly, poor, poor, and and sick) sick)

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TELL TELL STUDENTS: STUDENTS: ToTo review review their their K-W-L K-W-L chart chart from from when when they they read read thethe text text asas well well asas review review thethe answer answer they they wrote wrote toto thethe lesson lesson question. question. ASK ASK STUDENTS: STUDENTS: Who Who would would likelike to to read read their their answer answer aloud? aloud? (Have (Have several several students students share.) share.)

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Provide Provide new new information information asas necessary necessary toto help help create create context context and and fillfill knowledge knowledge gaps. gaps.

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Independent Direct Instruction Practice (Using the focus skill)

(15(10 minutes) minutes)

Introduce the writing task using a Teacher Think Aloud. Have students use their TELL STUDENTS: Now, working on your own, I want you to jot down why you think the • Teacher explains loud1” proves that London in the 1880s wasn’t “the good old days”. Informational graphic and models detailthe youprocess put intoout “point organizer to expand It might be as simple as, “anytime you have open sewers running by peoples’ front • Students observe as teacher models critical attributes of the focus skill their details into doors, it can’t be ‘good’ anything.” Do this for all three of your points. evidence or proof. Model for students TELL STUDENTS: At the end of our reading lesson, we wrote a brief answer to the how to examine the question, “How does “Dickens’ London” belie the “good old days” idiom? Today we are TELL STUDENTS: Now, read to yourself your details and your “whys” in the order you question to be sure going to revisit the same question but this time we are going to learn how to write a put them in. If you’re not happy with the order, renumber them (don’t erase and rewrite). they know what is well-constructed evidence paragraph that supports our answer to the question. expected of them for TELL Nowthrough you’re how goingI would to transfer your notes your organizer to a I’m STUDENTS: going to talk you approach writingfrom an evidence paragraph the writing task. sheet of this paper. just copy, however, use thing this chance to improve what youto,wrote. using kindDon’t of writing prompt. The first I’m going to pay attention is that the In question your response, try to expand statements. should incorporate thefor proof says “HOW does…”your not “why” just “Does…”. ThisYou tells me that I’m looking proof you collected how this is evidence using yourisown of something. I amand notexplain trying to determine whetherbysomething true thoughts or not. and comments so that your writing is stronger than the notes you have on your organizer. The second thing I’m going to notice is that belie and idiom are important words and I’m STUDENTS: going to needRemember to get comfortable using them. It is possible to use other words, TELL to put quotations around direct evidence from the text.but It it would have idea to betomore words. example, to say a different way would require is also a good put the pageFornumber where you“belie” found the evidence in parentheses write something at me the to end of the quote. like, “How does ‘Dickens’ London’ prove that there is no truth in the ‘good old days’ idiom?” That’s a waste of words when I could just say “belie”—and TELL STUDENTS: A good evidence paragraph themake pointthe youimportant are tryingpart to make. adding more words to a complicated thought proves can often get lost in the extra words. Evidence of Learning (Paragraph review using writing rubric) (5 minutes) The last thing I’m going to think about is the work I have already done on this text. I know when I read thisrights. the first time thatpoor I had to provide details in my answer. Now I’m Poor people in London at this time didn’t have many If you were Students might have a wondering if the details downthan are good enough to use in an effective evidence topic sentence. you might get sent to a workhouse. “The workhouse wasI wrote little more paragraph. Good details things I actually quoted from the text things a prison for the poor. Civil liberties were denied, familieswould were be separated, Students should haveor their proofthat in are very specific. If I wrote down “people got sick a lot” that would be weak. It’s vague quotation marks. If you can help them and human dignity was destroyed” (p.70). There is no way that you could identify the location could guesslike that. the second halfofoftheir thequote 19thwith have “good old days” while youand haveanyone families treated this.But if I wrote down “Until a simple page number it will help them residents stillthedrinking water from the very same portions of the It was also easy to get sick. Poorcentury peopleLondon and people who were lived in get used to citing sources later on. the open sewers were discharging into,” that would be strong because it’s city lived near open sewers thatThames carried that disease. “Several outbreaks of Thistext. is a “why” detail detailwith that The works as proof I can quote it from the Cholera in the mid 19th century,aalong Great Stink since of 1858, when

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Students may not be using transition the stench of the Thames caused Parliament to recess, brought a cry for TELL STUDENTS: Before we go any further, look at your writing sentences yet.and K-W-L-organizer action” (p.68). Cholera could kill you, but the smell of the place might get from when we read this before, and circle anything that you think is proof that London in to you first. Because people didn’t have washing machines or even indoor the 1800s was not the “good old days.” Using a text like this, students may plumbing, it was hard to stay clean. “Inside the problem is not much better. use some humor in their “why” Personal cleanliness is not a bigTELL priority, nor is clean laundry. In close, STUDENTS: to share some of their findings. statements. crowded rooms the smell of unwashed bodies is stifling” (p.67)

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Guided Activate Practice and Assess Relevant Knowledge (ARK)

(10(5 minutes) minutes)

• Make Teacher connections guides students between as they this new workcontent to practice and using what students the focusmay skillalready or tool know: • Students • From answer previousquestions chapters about or sections the process (if theythey haveare been using reading to practice from the thelarger lessonwork) objective

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TELL STUDENTS: While you are discussing with your partner(s), I am going to pass around a graphic organizer. When you feel you have three excellent details which prove our question, you may put those details into “point 1”, “point 2”, and “point 3” on your INFORMATIONAL graphic organizer. Determine with your partner(s) which order would best serve your writing (i.e., would it be best to begin with your strongest detail or to end with it?) NOTE: Since this is a writing exercise focusing on writing a body paragraph, students only complete the portion of the G.O. that supports it.

Transfer the numbered details to the INFORMATIONAL graphic organizer in boxes “point 1” “point 2” and “point 3”

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TELL STUDENTS: To share their details. Encourage students to listen in order to decide whether they should change their details or not (i.e., at this point it isn’t “copying” if someone has an idea you want to use, too. You will write about it your own way, they will write about it in their own way. That isn’t copying). (Share)

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• From general knowledge of the selection Now (fromwe’re peersgoing or from bookshelves) Think-Pair-Share, How TELL STUDENTS: to library Think-Pair-Share our question in order to find the does Dickens’ we need to create prove that London 1800s was not the “good old days.” First, Provide newLondon information asdetails necessary to help context and infillthe knowledge gaps. belie the “good old I would like you to look at your K-W-L notes from the Dickens’ London reading lesson Conduct an oral review TELL STUDENTS: back giving to the historical document about Charles Dickens days” idiom? Using and number the proofThink you find, your strongest proofwea read “1” and numbering down toand of the selection they read thewhat London was For like example, when he lived andproof wrote there.beWhat doyou youcould recall prove from that information collected weakest proof. strong would a fact withtext? data the reading lesson, onintheir K-W-L charts or a fact(London you can was quotesmelly, from apoor, reliable and source. sick) Weak proof would be an opinion—even recalling details about and comparing it with an opinion you quote from someone else. After you do that, skim back over the reading the 19th century that they selection, letting your eyes slide over the words and see if you catch anything you a brief review of the noted on their K-W-L reading selection, add remember that you didn’t write down before. Jot those things down now. (Think) charts. Ask K-W-L selected notes to the students to read their chart if necessary then writingand response answer choose number the associated thefrom evidence in order lesson. ofreading strength, the three strongest details TELL STUDENTS: To review their K-W-L chart from when they read the text as well as (proven in the text). review the answer they wrote to the lesson question. TELL STUDENTS: to pair up to discuss the question and the need for strong proof that ASK STUDENTS: like toinread answer London was not “theWho goodwould old days” the their 1800s. (Pair)aloud? (Have several students share.)

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Independent IndependentPractice Practice(Using (Usingthe thefocus focusskill) skill) Have Have students students useuse their their Informational Informational graphic graphic organizer organizer to to expand expand their their details details into into evidence evidence or or proof. proof.

(15(15 minutes) minutes)

TELL TELL STUDENTS: STUDENTS: Now, Now, working working onon your your own, own, I want I want youyou to to jotjot down down why why youyou think think thethe detail detail youyou putput into into “point “point 1”1” proves proves that that London London in in thethe 1880s 1880s wasn’t wasn’t “the “the good good oldold days”. days”. It might It might bebe asas simple simple as,as, “anytime “anytime youyou have have open open sewers sewers running running byby peoples’ peoples’ front front doors, doors, it can’t it can’t bebe ‘good’ ‘good’ anything.” anything.” DoDo thisthis forfor allall three three of of your your points. points. TELL TELL STUDENTS: STUDENTS: Now, Now, read read to to yourself yourself your your details details andand your your “whys” “whys” in in thethe order order youyou putput them them in.in. If you’re If you’re notnot happy happy with with thethe order, order, renumber renumber them them (don’t (don’t erase erase andand rewrite). rewrite). TELL TELL STUDENTS: STUDENTS: Now Now you’re you’re going going to to transfer transfer your your notes notes from from your your organizer organizer to to aa sheet sheet of of paper. paper. Don’t Don’t justjust copy, copy, however, however, useuse thisthis chance chance to to improve improve what what youyou wrote. wrote. In In your your response, response, trytry to to expand expand your your “why” “why” statements. statements. YouYou should should incorporate incorporate thethe proof proof youyou collected collected andand explain explain how how thisthis is evidence is evidence byby using using your your own own thoughts thoughts andand comments comments soso that that your your writing writing is stronger is stronger than than thethe notes notes youyou have have onon your your organizer. organizer.

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TELL TELL STUDENTS: STUDENTS: Remember Remember to to putput quotations quotations around around direct direct evidence evidence from from thethe text. text. It It is also is also a good a good idea idea to to putput thethe page page number number where where youyou found found thethe evidence evidence in in parentheses parentheses at at thethe endend of of thethe quote. quote. TELL TELL STUDENTS: STUDENTS: A good A good evidence evidence paragraph paragraph proves proves thethe point point youyou areare trying trying to to make. make.

Evidence EvidenceofofLearning Learning(Paragraph (Paragraphreview reviewusing usingwriting writingrubric) rubric) Poor Poor people people in in London London at at thisthis time time didn’t didn’t have have many many rights. rights. If you If you were were poor poor youyou might might getget sent sent to to a workhouse. a workhouse. “The “The workhouse workhouse was was little little more more than than a prison a prison forfor thethe poor. poor. Civil Civil liberties liberties were were denied, denied, families families were were separated, separated, andand human human dignity dignity was was destroyed” destroyed” (p.70). (p.70). There There is no is no way way that that youyou could could have have “good “good oldold days” days” while while youyou have have families families treated treated likelike this. this. It was It was also also easy easy to to getget sick. sick. Poor Poor people people andand people people who who lived lived in in thethe citycity lived lived near near open open sewers sewers that that carried carried disease. disease. “Several “Several outbreaks outbreaks of of Cholera Cholera in in thethe midmid 19th 19th century, century, along along with with TheThe Great Great Stink Stink of of 1858, 1858, when when thethe stench stench of of thethe Thames Thames caused caused Parliament Parliament to to recess, recess, brought brought a cry a cry forfor action” action” (p.68). (p.68). Cholera Cholera could could killkill you, you, butbut thethe smell smell of of thethe place place might might getget to to youyou first. first. Because Because people people didn’t didn’t have have washing washing machines machines or or even even indoor indoor plumbing, plumbing, it was it was hard hard to to stay stay clean. clean. “Inside “Inside thethe problem problem is not is not much much better. better. Personal Personal cleanliness cleanliness is not is not a big a big priority, priority, nornor is clean is clean laundry. laundry. In In close, close, crowded crowded rooms rooms thethe smell smell of of unwashed unwashed bodies bodies is stifling” is stifling” (p.67) (p.67)

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(5 (5 minutes) minutes)

Students Students might might have have a a topic topic sentence. sentence. Students Students should should have have their their proof proof in in quotation quotation marks. marks. If you If you cancan help help them them identify identify thethe location location of their of their quote quote with with a simple a simple page page number number it will it will help help them them getget used used to citing to citing sources sources later later on.on. This This is ais“why” a “why” detail detail Students Students may may notnot bebe using using transition transition sentences sentences yet.yet. Using Using a text a text likelike this, this, students students may may useuse some some humor humor in their in their “why” “why” statements. statements.

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Informational/Explanatory

Activate and Assess Relevant Knowledge (ARK)

(5 minutes)

Make connections between this new content and what students may already know: Name: _____________________________________________________________________________________ Date: _________________________________ • From previous chapters or sections (if they have been reading from the larger work)

Introduction • From general knowledge of the selection (from peers or from library bookshelves)

Conduct an oral review of the selection they read in the reading lesson, recalling details about the 19th century that they noted on their K-W-L charts. Ask selected students to read their writing response answer from the associated reading lesson.Point 1

TELL STUDENTS: Think back to the historical document we read about Charles Dickens and what London was like when he lived and wrote there. What do you recall from that text? (London was smelly, poor, and sick)

Body Point 2

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TELL STUDENTS: To review their K-W-L chart from when they read the text as well as review the answer they wrote to the lesson question. ASK STUDENTS: Who would like to read their answer aloud? (Have several students share.)

Conclusion

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Provide new information as necessary to help create context and fill knowledge gaps.

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High School Anthology

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Informational Selections: Dickens London

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Dickens London Dickens applied his unique power of observation to the city in which he spent most of his life. He routinely walked the city streets, 10 or 20 miles at a time, and his descriptions of nineteenth century London allow readers to experience the sights, sounds, and smells of the old city. This ability to immerse the reader into time and place sets the perfect stage for Dickens to weave his fiction. Victorian London was the largest, most spectacular city in the world. While Britain was experiencing the Industrial Revolution, its capital was both reaping the benefits and suffering the consequences. In 1800 the population of London was around a million souls. That number would swell to 4.5 million by 1880. While fashionable areas like Regent and Oxford streets were growing in the west, new docks supporting the city’s place as the world’s trade center were being built in the east. Perhaps the biggest impact on the growth of London was the coming of the railroad in the 1830s which displaced thousands and accelerated the expansion of the city.

The price of this explosive growth and domination of world trade was untold squalor and filth. In his excellent biography, Dickens, Peter Ackroyd notes that, “If a late twentieth-century person were suddenly to find himself in a tavern or house of the period, he would be literally sick—sick with the smells, sick with the food, sick with the atmosphere around him”.

Imagine yourself in the London of the early 19th century. The homes of the upper and middle class exist in close proximity to areas of unbelievable poverty and filth. Rich and poor alike are thrown together in the crowded city streets. Street sweepers attempt to keep the streets clean of manure, the result of thousands of horse-drawn vehicles. The city’s thousands of chimney pots are belching coal smoke, resulting in soot which seems to settle everywhere. In many parts of the city raw sewage flows in gutters that empty into the Thames. Street vendors hawking their wares add to the cacophony of street noises. Pickpockets, prostitutes, drunks, beggars, and vagabonds of every description add to the colorful multitude.

Inside the problem is not much better. Personal cleanliness is not a big priority, nor is clean laundry. In close, crowded rooms the smell of unwashed bodies is stifling. It is unbearably hot by the fire, numbingly cold away from it. At night the major streets are lit with feeble gas lamps. Side and secondary streets may not be lit at all and link bearers are hired to guide the traveler to his destination. Inside, a candle or oil lamp struggles against the darkness and blacken the ceilings. In Little Dorrit Dickens describes a London rain storm: In the country, the rain would have developed a thousand fresh scents, and every drop would have had its bright association with some beautiful form of growth or life. In the city, it developed only foul stale smells, and was a sickly, lukewarm, dirt-stained, wretched addition to the gutters.

ARHS Anthology

Informational Selections: Dickens London

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Sanitation and Disease Until the second half of the 19th century London residents were still drinking water from the very same portions of the Thames that the open sewers were discharging into. Several outbreaks of Cholera in the mid 19th century, along with The Great Stink of 1858, when the stench of the Thames caused Parliament to recess, brought a cry for action. The link between drinking water tainted with sewage and the incidence of disease slowly dawned on the Victorians. Dr. John Snow proved that all victims in a Soho area cholera outbreak drew water from the same Broad Street pump. Sir Joseph Bazalgette, chief engineer of the new Metropolitan Board of Works (1855), put into effect a plan, completed in 1875, which finally provided adequate sewers to serve the city. In addition, laws were put in effect which prevented companies supplying drinking water from drawing water from the most heavily tainted parts of the Thames and required them to provide some type of filtration.

In the Streets

After the Stage Carriages Act of 1832 the hackney cab was gradually replaced by the omnibus as a means of moving about the city. By 1900 3000 horse-drawn buses were carrying 500 million passengers a year. A traffic count in Cheapside and London Bridge in 1850 showed a thousand vehicles an hour passing through these areas during the day. All of this added up to an incredible amount of manure which had to be removed from the streets.

Cattle were driven through the streets until the mid 19th century. In an article for Household Words in March 1851 Dickens, with characteristic sarcasm, describes the environmental impact of having live cattle markets and slaughterhouses in the city:

“In half a quarter of a mile’s length of Whitechapel, at one time, there shall be six hundred newly slaughtered oxen hanging up, and seven hundred sheep but, the more the merrier proof of prosperity. Hard by Snow Hill and Warwick Lane, you shall see the little children, inured to sights of brutality from their birth, trotting along the alleys, mingled with troops of horribly busy pigs, up to their ankles in blood but it makes the young rascals hardy. Into the imperfect sewers of this overgrown city, you shall have the immense mass of corruption, engendered by these practices, lazily thrown out of sight, to rise, in poisonous gases, into your house at night, when your sleeping children will most readily absorb them, and to find its languid way, at last, into the river that you drink.” In Oliver Twist, Dickens describes the scene as Oliver and Bill Sikes travel through the Smithfield live-cattle market on their way to burglarize the Maylie home: It was market-morning. The ground was covered, nearly ankle-deep, with filth and mire; a thick steam, perpetually rising from the reeking bodies of the cattle, and mingling with the fog, which seemed to rest upon the chimneytops, hung heavily above. All the pens in the centre of the large area, and as many temporary pens as could be crowded into the vacant space, were filled with sheep; tied up to posts by the gutter side were long lines of beasts and oxen, three or four deep. Countrymen, butchers, drovers, hawkers, boys, thieves, idlers, and vagabonds of every low grade, were mingled together in a mass; the whistling of drovers, the barking dogs, the bellowing and plunging of the oxen, the bleating of sheep, the grunting and squeaking of pigs, the cries of hawkers, the shouts, oaths, and quarrelling on all sides; the ringing of bells and roar of voices, that issued from every public-house; the crowding, pushing, driving, beating, whooping and yelling; the hideous and discordant dim that resounded from every corner of the market; and the unwashed, unshaven, squalid, and dirty figures constantly running to and fro, and bursting in and out of the throng; rendered it a stunning and bewildering scene, which quite confounded the senses. ARHS Anthology

Informational Selections: Dickens London

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The Smithfield live-cattle market was finally moved to the city slaughterhouses in Islington in 1855.

The Law The Metropolitan Police, London’s first police force, was created by Home Secretary Sir Robert Peel (hence the name Peelers and, eventually, Bobbies) in 1829 with headquarters in what would become known as Scotland Yard. The old London watch system, in effect since Elizabethan times, was eventually abolished.

The Poor The Victorian answer to dealing with the poor and indigent was the New Poor Law, enacted in 1834. Previously it had been the burden of the parishes to take care of the poor. The new law required parishes to band together and create regional workhouses where aid could be applied for. The workhouse was little more than a prison for the poor. Civil liberties were denied, families were separated, and human dignity was destroyed. The true poor often went to great lengths to avoid this relief.

Dickens, because of the childhood trauma caused by his father’s imprisonment for debt and his consignment to the Blackwell factory to help support his family, was a true champion to the poor. He repeatedly pointed out the atrocities of the system through his novels.

Source:

With the turn of the century and Queen Victoria’s death in 1901 the Victorian period came to a close. Many of the ills of the 19th century were remedied through education, technology and social reform... and by the social consciousness raised by the immensely popular novels of Dickens.

From David Perdue’s Charles Dickens Page: http://www.fidnet.com/~dap1955/dickens/dickens_london.html The sole purpose of this Web site is to educate and increase awareness of Dickens’ life and works to a new generation of readers. This text selection was reprinted with permission.

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