Fighting Injustice: Uprising & Flesh and Blood So Cheap

Lesson 21
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ELA

Unit 2

7th Grade

Lesson 21 of 38

Objective


Explain how the reader’s point of view differs from the characters’ in today’s reading, and the impact of dramatic irony on the reader’s experience of the text.

Readings and Materials


  • Book: Uprising by Margaret Peterson Haddix  pp. 269 – 286

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Target Task


Writing Prompt

Reread the following passage from 285:

“But then every one of the girls stepping out of the cloakroom began to sing, ‘Ev’ry little movement has a meaning of its own’—one of those popular songs that you heard everywhere nowadays. Some of the other girls joined in, and they all seemed so lighthearted suddenly. Saturday afternoon and the sun was shining and work was over; these girls looked happier than anyone Jane had ever seen at a formal ball.”

How does the author create dramatic irony on this page? Support your answer with one piece of specific evidence from the text, and explain the impact of this on the reader.

Sample Response

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Key Questions


Close Read Questions

  • Reread page 277. What does the reader know that these characters do not? What impact does this difference in point of view have on the reader? Provide specific evidence from the text to support your answer.

  • Reread the following passage from page 281: "Probably isn't anything anyhow, just the girls playing with it on their way out the door." What impact does this line have on the reader? What does the reader understand that Miss Mary does not?

  • Reread the following passage from page 284: "The elevator buzzed annoyingly. Again and again and again. ‘Eighth floor’s going crazy,’ the elevator operator growled. He scowled at the panel of lights that kept flashing at him [...] ‘They’ve probably got spring fever,’ Jane said." What does the reader know that these characters do not? What impact does this have on the reader?

Discussion Questions

  • What similarities did you notice between events and details in today’s reading and the historical account from yesterday’s reading?

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary


Academic

dramatic irony

n.

a literary technique where the author provides information to the reader that the characters are not aware of, evoking humor, suspense, or tragedy. 

Notes


This lesson features a standard usually introduced in 8th grade. However, today’s reading provides a powerful example of dramatic irony and its impact on the reader as the text moves toward its tragic and inevitable conclusion.

Homework


To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.

  • Book: Uprising by Margaret Peterson Haddix  pp. 287 – 296

While reading, answer the following questions.

  • What happens when Jane and Bella reach the fire escape?

  • Why does Bella go up to the 10th floor?

  • Why does Jacob follow Yetta?

  • What do Yetta and Jacob do at the end of the chapter?

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Common Core Standards


  • RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
  • RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Supporting Standards

RL.7.1
RL.7.2
RL.7.4
RL.7.6
RL.7.10
SL.7.1
SL.7.6
W.7.1
W.7.1.a
W.7.1.b
W.7.4
W.7.9
W.7.9.a
W.7.10
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Lesson 22

Lesson Map

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