Assessment Focus Task Component Instruction Notes for Teachers* Look Fors Some students may have For example, you may prompt difficulty understanding the the students by asking a concept of workers’ rights question such as, “Does an and may require some employer or boss have the prompting. right to make you work without any compensation or pay?” or “Does an employer have the right to make you work for the entire day?” These questions should help prompt some discussion/response on the subject of workers’ rights. Or “Does an employer have the right to make you work for the entire day?” These questions should help to prompt some During Next, distribute and read the Assessment as The teacher should take an discussion/response on the short article entitled Printers Learning oral scan of the room to (Working on it) 20 subject of worker’s rights. Demand a Nine Hour Day by ensure that students are minutes During this portion of the Jamie Bradburn from Toronto synthesizing their prior lesson, students should be In Time website:-dem/ knowledge with their new able to formulate rich knowledge by completing the Follow this with a viewing of questions about the events “W” section of the KWL the of the Printers Strike chart. You Tube video entitled, The and its significance for the 1872 modern day trade union Toronto Printers Strike, movement and workers’ website: rights in general. Next, as a whole class activity, guide students in completing the second column (Wonder) section of the KWL chart.
Task Component Instruction Assessment Focus Look Fors Notes for Teachers* Some students may have difficulty understanding the concept of workers’ rights and may require some prompting. For example, you may prompt the students by asking a question such as, “Does an employer or boss have the right to make you work without any compensation or pay?” or “Does an employer have the right to make you work for the entire day?” These questions should help prompt some discussion/response on the subject of workers’ rights. Or “Does an employer have the right to make you work for the entire day?” These questions should help to prompt some discussion/response on the subject of worker’s rights. During (Working on it) 20 minutes Next, distribute and read the short article entitled Printers Demand a Nine Hour Day by Jamie Bradburn from Toronto In Time website:-dem/ Follow this with a viewing of the You Tube video entitled, The 1872 Toronto Printers Strike, website: Next, as a whole class activity, guide students in completing the second column (Wonder) section of the KWL chart. Assessment as Learning During this portion of the lesson, students should be able to formulate rich questions about the events of the Printers Strike and its significance for the modern day trade union movement and workers’ rights in general. The teacher should take an oral scan of the room to ensure that students are synthesizing their prior knowledge with their new knowledge by completing the “W” section of the KWL chart.