EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Newsies/Kids At Work Lesson

Elements of the Lesson Evidence that Documents the Elements
I. Standard ELA
Common Core State Standards 1. EE.RI.9-10.4: Determine the meaning of words and phrases as they are
Or Essential Elements used in a text, including idioms, analogies, and figures of speech.
2. EE.L.11-12.4: Demonstrate knowledge of word meanings.
3. EE.SL.9-10.1: Engage in collaborative discussions.
4. EE.RL.9-10.2: Recount events related to the theme or central idea,
including details about character and setting.
5. EE.RL.9-10.10: Demonstrate understanding of a text while actively
engaged in reading or listening to stories, dramas, or poems.
Math
6. EE.N-CN.2.c: Solve real-world problems involving multiplication of
decimals and whole numbers, using models when needed.

II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
1. I can demonstrate knowledge of word meanings.
2. I can determine the meaning of words and phrases while I practice my
lines for the play, “Newsies.”
3. I can demonstrate understanding of the play “Newsies.”
4. I can engage in collaborative discussions about a previously read
nonfiction text, citing evidence from the text to support my answers.
5. I can recount events, including details about characters and setting, from
the play, “Newsies.”
6. I can solve real-world multiplication problems in relation to money.

At the end of the lessons, the students will be able to identify the setting of a
story, how to practice lines for a play, the outcomes of events in a story, and how
to use multiplication to find profit. They will also be able to work together as a
team at an appropriate and successful level.

Formative Assessment that will be used to inform instruction are teacher-

students observations by the teacher walking around the classroom during
 Independent Work, comprehension questions/vocab reviews, Scholastic Action
quizzes, and worksheets created by the teacher.

The challenges that students might encounter are technical difficulties, answering
higher level questions, teamwork, and math grouping.

III. Lesson Management: Focus and Organization Positive Strategies/Techniques/Tools

What positive strategies, techniques and tools will you see? 1. Review Prior Knowledge
What ideas for on task, active and focused student 2. Progress Monitoring
behavior? 3. Specific Praise/Positive Reinforcement
4. Book Talk
5. Visual guides for vocab and multiplication
6. Team Building

Student Behavior
1. Answering teacher questions
2. Asking their own questions
3. Practicing lines for “Newsies”
4. Participating in “Newsies”
5. Completing all Guided, Partner, and Independent Work
6. Appropriately working as a team/group

IV. Introduction: Creating Excitement and Focus for the Generate Interest
Lesson Target Day 1: Vocab Pre-Test (all words are related to the lessons of the week) and
What will you do to generate interest? provide roles in the “Newsies” play
How will you access prior knowledge? Day 2: “The Newsies” Video and “Kids At Work” Book Talk
What will you practice/review? Day 3: “Newsies” play
Day 4: “How do we find profit?”
Day 5: Listen to “Newsies”

Prior Knowledge
Day 2: Link vocab words to article and writing a paragraph
Day 3: Connect information from play to real life
Day 4: Connect math (multiplication) to “Newsies”
 Day 5: Vocab Test and LL/HL “Newsies” Quiz

Practice/Review
1. Vocab Review through reading “Newsies” and filling out worksheet
2. Practice lines for “Newsies”
3. “Think About Time and Place” Worksheet

V. Input: Setting up the Lesson for Student Success 1st-2nd Hour Task Analysis
Day 1
Task analysis: Vocab
● What information does the learner need? If needed, 1. Declares: announces
how will it be provided? 2. Strike: refuse to work in order to fight for better pay or safer working
● What are the step-by-step procedures of the lesson? conditions
How is the lesson scaffolded? 3. Protest: a gathering of people who are trying to make a statement against
Bloom’s Taxonomy *Webb’s Depth of Knowledge something
- Remembering - Recall 4. Swarm: come together in large numbers
5. Murmur: talk in a low voice so others can’t hear
- Understanding - Skills/Concept
- Applying - Strategic Thinking
● The teacher will provide students with parts for the play, “Newsies,”
- Analyzing - Extended Thinking
which is in the March 2018 edition of Scholastic Action. Students will
- Evaluating individually highlight and read their parts in the magazines (including
- Creating “Crowd”, where everyone says the line) while the teacher individually
pulls students out for the Vocab Pre-Test.
Accommodations: Differentiating to meet students’ needs ● After the Vocab Pre-test, the teacher will hold a vocab lesson where the
● Remediation/Intervention vocab words are written on the whiteboard, discussed, and provided
● Extension/enrichment examples for the students to write down and put in their vocab folders.
Methods, Materials and Integrated Technology ● Any extra time will be used for the students to practice their lines and ask
● Instructional techniques the teacher for any help on words they do not know.
● Engagement strategies
● Materials and Integrated Technology list Day 2
1. The teacher will show the video from Scholastic Action Magazine that
goes along with the “Newsies” article.
2. Students will then be provided 1st hour to practice their parts in
“Newsies.” The teacher will be there as a guide for students who need
extra help.
3. At the beginning of 2nd hour, the students will watch a video
(https://www.youtube.com/watch?v=aOqhx1LqFas) about “Central Idea,”
since students have been struggling with this concept the past couple
weeks.
4. After a discussion about Central Idea, the teacher will do a Book Talk
about “Kids At Work” by Russell Freedman.
a. “Imagine you are an 8-year-old kid in the early 1900s. You are
working 11-15 hours a day, 6-7 days a week, for only 2 cents an
hour in a textile mill. You are working under unsafe and dirty
working conditions. Recently, one of your friends got her hand
caught in one of the large machines, because she had dozed off
for one second from working too hard. She lost 3 fingers. You get
maybe one 15-minute break a day to eat lunch. In the summer,
there is no air, and in winter, there is no heat. You cannot go to
school, because you have to work to help support your family.
Without your small wages, you and your family will not be able to
eat each day. One day, a man comes to your mill with a camera.
He tells you not to tell the manager he is there, and he wishes to
ask you some questions and to take a picture. You nod your head
to go on, terrified of getting caught speaking to this man. He takes
a picture of you working and quietly asks for your name, age, and
how you feel about this place. After telling him this information,
he thanks you and promises you that things will get better soon.
He is using these pictures to prove why child labor is wrong. You
find out his name is Lewis Hine.”
b. “This book, ‘Kids At Work’ by Russell Freedman is about Lewis
Hine and his fight against child labor (the central idea!). In this
book, you will discover pictures that he took of young workers in
the late 1800s/early 1900s, when our “Newsies” story is set.
Because of Hine’s pictures, we now have Child Labor Laws that
require children to go to school and prevents them from working
 until they are 15-16 years old, and they are only allowed to work
short hours so they can still succeed in school.”
5. The teacher will leave the book at the front of the room and tell the
students they are welcome to look at it throughout the rest of the week.
6. Students will be provided additional time to practice their lines for
“Newsies.”

Day 3
1. Students will perform/read “Newsies” from Scholastic Action Magazine.
2. The teacher will watch and provide support as needed.
3. When the performance is done, the teacher and students will discuss the
play: who the characters were, where and when it took place, what the
children were fighting for, and what happened at the end.
4. The students will then individually complete the “Think About Time and
Place” worksheet that goes along with the “Newsies” article.
5. The teacher and students will go over their answers to the “Think About
Time and Place” setting worksheet.

Day 4
1. For 1st hour, the teacher will hand out the teacher-made “Newsies” math
worksheet.
2. The teacher will do a Think Aloud and draw visual groupings to model the
first two multiplication problems.
3. The teacher will ask a student to help with the next multiplication
question.
4. Students will be released to finish the math worksheet independently.
5. For 2nd hour, the teacher will pass out the Vocab Review worksheet from
Scholastic Action Magazine, which students will do independently.
6. The teacher will Progress Monitor by recording each student’s score on
their Vocab Review.

Day 5
1. For 1st hour, students will independently listen to the “Newsies” article
on the Scholastic Action website.
 2. Students will complete either the High Level Quiz or the Low Level Quiz
that goes along with the article, based on their own level.
3. The teacher will progress monitor by recording the students’ quiz scores.
4. Students will also progress monitor themselves by graphing their new
quiz score.
5. For 2nd hour, students will decode a message from the Decoding Math
Game while the teacher pulls the students individually for the Vocab Test
and record their test score. The teacher will provide the rules, the clues,
and the decoder on the board. Students will then need to do the math
facts either individually or with one partner. The answers to the
multiplication math facts correspond to a letter on the decoder. If a
student figures out the message, they are not allowed to tell anyone else.

3rd Hour/Extension Journals

Day 1: What is your dream job, and why? How do you think you could get your
dream job?
Day 2: Who do you think has the coolest job in the world, and why?
Day 3: Would you rather go to school or go to work for really low wages like the
kids in “Newsies”? Why?
Day 4: Would you be brave enough to go on strike against your employer? Why or
why not?
Day 5: If you could have one superhero quality, what would it be? Why?

Accommodations
1. Some students may need more Guided Practice than others throughout
the week, so they may work in pairs for extra support or work one-on-one
with the teacher.
2. There is a High Level quiz and a Low Level quiz, which will be provided to
the students at these levels.

Methods/Materials/Integrated Technology
1. Scholastic Action Magazine March 2018 edition
2. “Newsies” Video
3. “Central Idea” Video
 4. “Kids At Work” by Russell Freedman
5. “Think About Time and Place” Scholastic Action Worksheet
6. “Newsies Vocab Review” Scholastic Action Worksheet
7. Teacher-Made “Newsies Math” Worksheet
8. “Newsies” High Level and Low Level Scholastic Action Quizzes
9. Think Aloud
10. Visual Drawings/Groupings

VI. Modeling: I Do 1. The teacher will provide students with their roles in “Newsies.”
SHOW/TELL (Visual/Verbal Input) 2. The teacher will write and tell students what the vocab words mean.
3. The teacher will model the first couple questions on the math worksheet
HOW/WHAT (Questioning and Redirecting) through a Think Aloud and Visual Groupings.

VII. Checking for Understanding Day 1

Samples of questions to be asked 1. “What does strike mean?”
Ways in which students will respond and be engaged 2. “What does protest mean?”
Formative assessment strategies to be implemented
Day 2
1. “What ways can we practice our lines?”

Day 3
1. “When did ‘Newsies’ take place?”
2. “Where did ‘Newsies’ take place”
3. “Why did the children go on strike?”
4. “What was the outcome of the strike?”

Day 4
1. “How do we find out profit?”
2. “How do we find out how many newspapers the kids have to sell?”
3. “What does murmur mean?”
4. “What does swarm mean?”

Day 5
1. “What does swarm mean?”

VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
IX. Collaborative (You Do Together) and/or Independent
Practice (You Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
2. “What does declare mean?”
3. “How do we create math groupings for multiplication?”
Students will respond and be engaged by answering questions, following along in
the Modeling and Guided Practice, participating in the Independent Practice, and
asking questions when they are confused on directions or stuck on a question
throughout the week. They will also be engaged through vocabulary and
practicing their roles in “Newsies.”
Formative Assessment Strategies that will be implemented are teacher-students
observations by the teacher walking around the classroom during Independent
Work, comprehension questions/vocab reviews, Scholastic Action quizzes, and
worksheets created by the teacher.
1. The teacher will help students with words they may not know in
“Newsies.”
2. The teacher will ask students what they think should be drawn under the
vocab words.
3. The teacher and students will figure out the next couple questions
together on the math worksheet.
1. Students will practice and perform “Newsies” independently.
2. Students will write down their vocab words independently and place
them in their vocab folder.
3. Students will finish the math worksheet independently.
4. Students will complete the “Thinking About Time and Place” and “Vocab
Review” worksheets independently.
The “I Can” statements will be reviewed at the end of each lesson and at the end
of the week through classroom discussions about what the students have learned
about child labor in the late 1800s/early 1900s, as well as how well they analyze
nonfiction texts in regards to setting and outcomes..

XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
Students will be involved by answering questions, following along in the Modeling
and Guided Practice, participating in the Independent Practice, and asking
questions when they are confused on directions or stuck on a question
throughout the week. They will also be engaged through vocabulary and
practicing their roles in “Newsies.”
Connections to future learning will occur throughout the week through the
extension Journal Questions. The teacher will also connect their learning to the
real world by showing and talking about the nonfiction picture book, “Kids At
Work” by Russell Freedman.
Math and Vocab review worksheets, the Scholastic Action HL and LL Quizzes,
Journal Questions, and Vocab Pre-test and Test scores are evidence that supports
the objectives were met.
At the end of the lessons, the students will be able to identify the setting of a
story, how to practice lines for a play, the outcomes of events in a story, and how
to use multiplication to find profit. They will also be able to work together as a
team at an appropriate and successful level.
Formative Assessment that will be used to inform instruction are teacher-
students observations by the teacher walking around the classroom during
Independent Work, comprehension questions/vocab reviews, Scholastic Action
quizzes, and worksheets created by the teacher.
(Edited by Elementary Team, 2014)
Revised July 2016
(Revised 9/17)