Lesson: Lyddie Chapter 13

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Lesson Objective

Students should know what happens in the story. Students should see how Lyddie is becoming more machine-like as she's becoming more efficient. Students should be grappling with concepts of slavery and freedom, and should think about what aspects of Lyddie's circumstance is freedom, and which aspects are slavery. Students should know how to explore the definitions of slavery and freedom, and apply these definitions to the characters: Lyddie and her working conditions. Students should be able to interpret character development (how is Lyddie changing?) using text Students should be able to track changes of the main character

Lesson Plan

Lesson Topic:
Lyddie Ch 13
Teaching Date:
5/6 Thursday 9:30 - 10:15
Planning Date:
3/22
Big Ideas: What are the big ideas or enduring understandings?
Industry can directly affects individuals' decisions and motives
Money changes people (? not sure about this, but it is a theme in this chapter)
Slavery has many forms
Inquiry Questions for the Lesson: Important, open-ended questions?
What about the factory life is freedom for Lyddie?
What aspects of her factory life are slavery?
What are some different ways that the characters view their life/living conditions?
Are some characters more free than others?
Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in the story.

Students should see how Lyddie is becoming more machine-like as she's becoming more efficient.
Students should be grappling with concepts of slavery and freedom, and should think about what aspects of Lyddie's circumstance is freedom, and which aspects are slavery. 
Skill Outcomes: What skills do you intend for students to learn or practice?
Students should know how to explore the definitions of slavery and freedom, and apply these definitions to the characters: Lyddie and her working conditions.
Students should be able to interpret character development (how is Lyddie changing?) using text
Students should be able to track changes of the main character

Evidence of Understanding: What kind of evidence would prove to you that students have gained the intended knowledge or skills? What kind of assessment will you use to gather that evidence?
Students will answer a reader response question that will relate to the big ideas of the chapter.
Students will engage in class discussion (see below) 

Rubric: What is the grading rubric?There is a reader response rubric:
4: Fully and clearly answers all parts of the question, demonstrates comprehension, thoughtfulness, and empathy; contains personal connections I made to the text; has textual evidence and a page number; clearly shows my thinking
3: Fully answers all parts of the question; demonstrates comprehension and thoughtfulness; shows my thinking
2: Answers the question, but lacks one of some of the following: demonstrates comprehension, thoughtfulness and empathy, contains personal connection, shows my thinking, textual evidence and a page number
1: Incomplete or unclear answer, lacks most of the following: demonstrates comprehension, thoughtfulness and empathy, contains personal connection, shows my thinking, textual evidence and a page number
0: Was not turned in (but will be turned in tomorrow because late work is more responsible than not handing it in at all)
Sequence of the lesson
Transition: Where are the students coming from? How does that affect your plan? How will you transition students to your lesson?
Students are transitioning from Lashon
Hook: //What will you do at the beginning to arouse the intellectual curiosity of the children? How will you open the lesson? Will you make any connections to previous lessons?

  • "I have a job opportunity: it pays $100 an hour. But it will take up all of your free time. No more play dates, no more dinner with the family. Who can start working immediately?" (temptation to value money over time)


Activities: Step-by-step with directions and key questions. How will you uncover student thinking? How do you anticipate students will respond? Include plans for each transition within the lesson.//
Directions: Students will sit on the rug, as one student reads for 3-4 pages in front of the group. Every few pages, another student will read. The order will be predetermined for fairness and to ensure everyone reads.
During the reading, I will ask some discussion questions, such as:
Chapter 13

  • **On p. 94, Lyddie is telling herself that she is not a slave, and that she's "far less a slave than most any girl she knew of." What is so unsettling to Lyddie about being thought of as a slave?
    • Why does Lyddie think the others might "spoil it for her with their petitions and turnouts?" What might they spoil?
    • What do the other factory girls think of Lyddie? How have they seen her change since she came to the boarding house?
    • How much money does Lyddie send to her mother? Why that amount? What is she hoping to do with the money she is saving?
    • Where does the symbol of the bear appear? What does it represent?
    • How has Lyddie changed as far as her work ethic? How does she feel about the amount of work she can do? How has this affected other aspects of her life?
    • How does Lyddie feel about Betsy's plans? Does this change Lyddie's thinking on anything? Does she feel betrayed? Left behind? Unconcerned?
    • What is the relationship between the factory and the girls? The overseers and the girls? How does Mr. Marsden feel about girls getting sick?
    • Compare and contrast Lyddie and Diana, when facing changes and new faces.
    • Diana collects donations for the hospital fees for a factory girl at the Concord Corporation who got hurt. What does Lyddie think about giving money for this? According to Jewish thinking, there is a priority in giving tzedakah--first attend to matters of life and death, then attend to immediate family members, then to your community, then to the wider world. How can we understand Lyddie's actions as tzedakah? How can we view Dianna's actions as tzedakah? (p101)

**
* RRJ work: Make a T chart with one side: Lyddie being selfish, and the other side: Others being kind to Lyddie (I have to work this out first)

  • Lyddie’s single-minded focus on earning as much money as she can is in sharp contrast to the broader concerns of others around her. Describe two such contrasting examples of other people’s interests, kindness, and/or generosity.


Sponge activity: If you are planning individual or small group work, what will students do if they finish early?If we finish the reading we will explore the discussion questions some more, or students can start their reader response work.
Wrap-Up: How will you pull things together, have students process what they’ve learned, pose a question for further consideration??
Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?Students will read as a group and engage in a group discussion.
Classroom Environment: How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.
The rug area will serve as an area to sit in a circle. 

Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Book, RRJ, pencil, stickies
 
Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
I feel like the discussion about freedom is beating a dead horse at this point. 

Differentiation:** (optional in Fall) Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?
Students will be asked to participate in the discussion by contributing their own ideas. 

Lesson Resources

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