It may end up passing onto his grandchildren. They will never go to school, never be allowed to be a child. And then we only highlight what our actual purpose was.Īre there any facts, any details that we might want to highlight? Eric? I'm gonna ask them questions occasionally and make them think about what we're reading, and the purpose behind what we're reading. Because his baby brother became ill earlier this year, and needed medicine…Īs I am reading I'm gonna stop occasionally. Gurmeet lives in one of India's poorest areas. So, the story of one child, Gurmeet Kumar, a ten-year-old boy. You follow along, it's a shared reading, so you follow along, and if you see something that relates back to one of those three questions, you need to highlight it. How is child labor impacting us? So start with paragraph 1. Also, how does it impact us? 'Cause again, that leads back to our writing task for the day. So we'll highlight anything that has to do with child labor and what it is. Questions being, what is child labor, what does it tell us about child labor. Okay? So as we're reading today, I want you to be looking at questions 1 through 3 that's in that research packet. So remember, our objective is, we're highlighting text, we're selectively highlighting, we should be able to use that to justify our answers in our paragraph, that paragraph being about child labor practices in the world. They're talking about what is child labor, what are some facts or details that explain what child labor is, and their end goal is to write a magazine article that identifies what child labor is and implications that it has on the American consumer. We're reading a text today about soccer balls. Today's Common Core standards that we're working on is for my students to be able to read text, cite explicitly from their text, and draw inferences from it. Of multiple perspectives through reflection and paraphrasing.ĮCET - Lesson Idea Florida - Dawn Norris - Child Labor & The American Consumer Review the key ideas expressed and demonstrate understanding Pose and respond to specific questions with elaborationĪnd detail by making comments that contribute to the topic, text, or issue underĭiscussion. Follow rules forĬollegial discussions, set specific goals and deadlines, and define individual To probe and reflect on ideas under discussion. a.Ĭome to discussions prepared, having read or studied required material explicitlyĭraw on that preparation by referring to evidence on the topic, text, or issue In groups, and teacherled) with diverse partners on grade 6 topics, texts,Īnd issues, building on others'\x80\x99 ideas and expressing their own clearly. 1a: Engage effectively in a range of collaborative discussions (one-on-one,.SL: Speaking and Listening Standards 6-\x80\x9312. The information or explanation presented.ĭownload Common Core State Standards (PDF 1.2 MB) Provide a concluding statement or section that follows from Use precise language and domain-specific vocabulary Use appropriate transitions to clarify the relationshipsĪmong ideas and concepts. With relevant facts, definitions, concrete details, quotations, or other informationĪnd examples. Multimedia when useful to aiding comprehension. Information, using strategies such as definition, classification, comparison/contrast, andĬause/effect include formatting (e.g., headings), graphics (e.g., charts, tables), and Introduce a topic organize ideas, concepts, and 2a: Write informative/explanatory texts to examine a topic and convey ideas,Ĭoncepts, and information through the selection, organization, and analysis of.
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