ELA 6-8 Dust Bowl

ELA 6-8 Dust Bowl

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.6.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,...
CCSS.ELA-Literacy.SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language...
CCSS.ELA-Literacy.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a...
CCSS.ELA-Literacy.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-Literacy.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and...
GLE 0601.1.1
Demonstrate control of Standard English through the use of grammar and mechanics (punctuation, capitalization, and spelling).
GLE 0601.3.1
Write in a variety of modes for different audiences and purposes.
GLE 0601.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0601.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0601.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
SPI 0601.3.1
Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
SPI 0601.3.5
Select illustrations, descriptions, and/or facts to support key ideas.
SPI 0601.3.8
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0601.3.9
Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0601.4.3
Determine the most appropriate research source for a given research topic.
TSS.ELA.6.L.KL.3
When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain consistency in style and tone.
TSS.ELA.6.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.6.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.6.W.RBPK.7
Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.
TSS.ELA.6.W.RBPK.8
Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding...
TSS.ELA.6.W.TTP.1
Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.6.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.6.W.TTP.3
Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions

Text 1: Dust Bowl Photographs

  • PRIOR KNOWLEDGE: What do you know about the Dust Bowl?

COMPREHENSION:

  • List all of the details you see in four of the photographs. (Teacher may need to model one photograph finding ALL the details).
  • What is the big idea in these photographs? How do you know?

INTERPRETATION:

  • Choose one photograph that is significant. What makes this photograph significant? How is it more significant than other photographs?
  • Have students put this information into a t-chart. One side would be the “significant photograph” and “observations” about it. The other side would be the “evidence” to support the significance.
  • Teacher may need to model the thoroughness needed for this chart.
  • Accountable Talk discussion: Teacher with students or student to student or both.
  • How does the photographer use color in these photographs?
  • What do we know about the men in these photographs? The women? The children?
  • What purpose might the photographer have had in publishing many photographs on the same subject?
  • How do the photographs enhance your understanding of the Dust Bowl era?

Text 2: “Covered in Dust”, by Paul Roop

COMPREHENSION:

  • What is the central idea? How do you know? 
  • Have students fill in a four-part chart. Put the central idea at the top, and then fill in the other three spaces with details from the text to support their chosen central idea. The details should include the line number and sentences/phrases. Teacher may need to model this chart.

INTERPRETATION:

  • Re-read for significance. Have students complete another t-chart. Left side=Significant Sentence or Phrase (with line number); right side=Explanation using evidence.
  •  Teacher, again, may need to model how to thoroughly complete this chart with textual evidence, line numbers, and clear support for choices.

ANALYSIS OF TEXT STRUCTURE:

  • How does this author begin this text?
  • How does the author begin this paragraph?
  • How does this text end?
  • How are the introduction and conclusion effective and appealing?
  • In what ways does this author convey complex information in an understandable way?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

  • Make an audio recording of “Covered in Dust” and give to students before the whole class reading.
  • Read the captions and article in small chunks – photograph-by-photograph as well as paragraph-by-paragraph.
  • Read aloud, silent read, student read, whisper read multiple times.
  • Give students a list of domain specific vocabulary definitions. Examples might include: captions, blizzard, drifts, region, prairie, plains, drought, topsoil, conservation, soil, crop rotation, erosion, migrant.
  • Use word study strategies with a limited number of Tier 2 Vocabulary words such as: horizon, awesome, ravaged, drifts, perished, bumper, produced, uprooted, carve, withered, shifted, converted, tale, instruments.