Grade Level: 10th Disciplinary: Social Studies Standards:

CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.I.2 Key Ideas and Details: 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.

Procedure: Divide the students into 5 groups that are racially diverse, boys and girls, those who do their homework and those who do not, and have mixed strong readers and at most 2 out of 10 weak readers per group To engage the students in the topic: talk about movies the students have seen that talk about social issues, namely poverty (possible movies to discuss: Cinderella Man, Pursuit of Happiness, Robin Hood, Road to Perdition, Avatar) Have specific paragraphs in mind (specifically 1, 2, 5, 6, 8, and 10) before class to be read together as a whole class with DRA so that historical terms (such as anarchists, shanty towns, flop houses, uncompromising ) and difficult vocabulary words (such as persona.) can be discussed. Teacher will use the activity Beat the Dictionary for these 5 words. Teacher will then add these words to a Word Wall if the students vote on to see if theyre worthy of being put on the wall. After paragraph 4 the teacher will try to find the Charlie Chaplain clip on line to show to the class. The teacher will also have multimedia movies, song clips, or even pictures for paragraphs with a lot of references to movies or actors The remaining paragraphs that are relatively less difficult should be read in groups. Students who are stronger readers should be made group leaders and facilitate the DTA reading of those paragraphs. After each paragraph is read, the entire class should discuss what was read/talked about in the groups in order to clear up any vocabulary or content difficulties. The teacher should ask comprehension check questions and try to get as many students involved as possible, not just group leaders. If there are paragraphs that were not foreseen as being difficult but turn out to be, then there will be a rereading with DR-TA as an entire class. Assessment: At the end of the reading, there should be a class wide discussion where the teachers poses questions less about the content, which would have been done earlier, and more to encourage critical thinking and problem solving. The groups will first try to come up with an answer and talk about their answers in the context of the entire classroom.

o What are the main arguments the author is posing? o How has the portrayal of the poor changed in movies over time? o Did any of the movie events described in the article remind you of anything we have learned in this history class or past history classes? o Do you think occupy Wall Street will have movies made about it some day? Why or why not?

Rationale In terms of the chart looked at in class When to use a reading strategy, we have decided that for a tenth grade classroom, this text would be a bit more challenging.

Even though there are many pop culture names and titles that would be foreign to the students, the vocabulary of the article was not too difficult for tenth graders, even if they do have a lower reading level. The vocabulary words would be adequately covered through the activities and unfamiliar pop culture references could be displayed through multimedia resources. In accordance with the chart, we chose our vocabulary activities accordingly (Beat the Dictionary and Word Walls) because the tenth graders should have a basic knowledge of at least the roots of most of the unknown words. Also, since the article is deemed a bit more challenging, we decided to use the DRA reading method so as to give the students some independence with the reading but give help where needed. This is seen in the facilitation of the whole classroom discussion and individual group discussions. We split the students into racially diverse five groups of five. To mix up different reading comprehension level we put two out of the 10 students into the five groups; in hopes for the other three students to pull the two lower level students with them through the reading. The class is split half male and half female. We also took into account the gender when choosing the groups to make sure that one group was not predominately female.