History

Theme: American Industrial Revolution

Lesson Topic: Introduction to the Industrial Revolution

Duration: 3 days

English proficiency levels: Intermediate to Advanced

Grade: 4
th
or 5
th


Language Objectives:
Students will be able to complete their designated reading response activities in groups of
three with the use of a supporting text and graphic organizers, prompts, or models
provided.
Students will be able to present their reading topic orally to the class using their
designated activities as well as a summary statement graphic organizer as guides.
Students will be able to take summative notes on each presented section using a
summarizing worksheet for each topic.

Content Objectives:
Students will be able to compare and discuss the technology we have today with that of
the American Industrial Revolution using a class three-column chart.
Students will be able to complete and present an applicative comprehension activity with
their assigned reading.

Key Vocabulary
Apprentice- aprendz
Immigrate-emigrar
Entrepreneur-emprendedor
Fortune- fortuna
Locomotive-locomotora
Mill-molino
Patent-patente
Skyscraper-rascacielos
Sweat shop-trabajo de explotacin
Technology- tecnologa
Telegraph- telgrafo
Union- unin

Materials:
The Industrial Revolution: From Muscles to Machines by Carole Marsh
Butcher paper
Copies of the history workbook pages and graphic organizers
Building Background

Begin by discussing the new technology we have today and make a class three-column
chart with their predictions of what technology looked like in the past other column being
the actual technology from the revolution that we will revisit at the end of the lesson
(Content specific K-W-L).
Have students add the vocabulary word entries from the glossary into their bilingual
illustrated dictionaries in the Frayer model (word in the center, with four quadrants as:
synonym/L1 translation, antonym in L1 and L2, connection/sentence example) with four
per page in their designated history composition notebooks.

Presentation
After the content-specific K-W-L chart is completed, we will go over the vocabulary
words as a class and have kids volunteer to show their frayer square for one word to
make sure they all understand the words.
Then we will do a popcorn read of the introduction to the American Industrial Revolution
in the book and discuss the themes and basic ideas it presents about the industrial
revolution.
Before we move on to the reading response activities, we will go back to our objectives
and talk about what their expectations are both academically and behavior wise
establish what they need to accomplish in their groups of three and the allowed volume in
the room. To group them, they will count off 1 to 3 in order for them to be more or less
random.

Practice
When they get their assigned activity from the book, they will do a summary chart for
their chapter highlighting the most important information in their groups but with each
child having their own chart to work with. I will be roaming around and probing each
group into deeper conversation about their topic and guide them along the chart if they
are having difficulties. While I walk around to each group, I will formatively assess their
understanding. For ESL students, a translated version of the text will be on the back of all
the copies but they are encouraged to see what they can do in English first as they are
intermediate or beyond in their English skills.

Application
In order to apply the knowledge from their readings, students will complete the activity
with their reading (Newspaper headline and article, picketing sign, inventions chart etc).