Lesson: Lyddie Chapters 1 - 2
Knowledge Outcomes: Content knowledge students should gain? Students should know what happens in Ch 1-2 of the novel Skill Outcomes: What skills do you intend for students to learn or practice? Students should be able to interpret the events of the story and relate them to what they might symbolize
Lyddie Ch. 1-2
|Big Ideas: What are the big ideas or enduring understandings?
Overcoming obstacles (staring down fear/obstacles); hope for family unity gives Lyddie something to aim for, hope+perseverance can mean a person's survival and thriving (frog story)
|Inquiry Questions for the Lesson: Important, open-ended questions?
How much did Lyddie's mental state help her overcome the bear?
Is there any reason to hope for a better future?
Can hoping for a better future affect her in the present? Has hope ever played a role in a hard time during your life?
|Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in Ch 1-2 of the novel
|Skill Outcomes: What skills do you intend for students to learn or practice?
Students should be able to interpret the events of the story and relate them to what they might symbolize
|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 follow along in the reading, and I will ask them questions about the plot for reading comprehension.
|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 their previous class. They should already be at their seats, and will need to bring their Reader's Response Journals and books and stickies and pencils to the rug. One student will sit on the chair and read for 3-4 pages.
|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?
“Have you ever had an obstacle in your life that you overcame by mental powers alone?”
|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:
Things seem to get worse and worse for Lyddie. Is there any reason to hope for a better future? How can hoping for a better future affect her in the present? Has hope ever played a role in a hard time during your life?
Lyddie's mother sees the bear intrusion as a sign of the end of the world. What do you think it symbolizes? What does Lyddie think about the bear?
What does Lyddie's mother decide to do? What is she afraid of? How do these fears limit her possible decisions? Why does she forbid the children to talk to the neighbors?
How does Lyddie feel about being on the farm with Charlie? How do her feelings change when she gets her mother's letter?
What does Lyddie hope will happen? How does this affect her decisions? What do you think would be different if Lyddie didn't have hope for the future? (p16, she doesnt want the Stevens' help because they will be back in a few years)
What happened with Lyddie's father's business endeavor? What played into this sequence of events? How might their lives have been different if the wool market had not “bottomed out” ?
How does Lyddie react to the Stevens' offer of help?
|Rubric: What is the grading rubric?
There is a general rubric for the RRJ work.
|Sponge activity||If you are planning individual or small group work, what will students do if they finish early?
We will be reading together, if we finish we can move onto Ch3
|Wrap-Up||How will you pull things together, have students process what they’ve learned, pose a question for further consideration?
There are a lot of things happening in the story, not the least of which is Lyddie being “hired out” by her mother. Does this sort of thing happen today? I want you to think about: Are children free? Back in the time of the Industrial Revolution? Now?
|Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?
|Classroom Environment: How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.
Rug area good for reading/discussion
|Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Books, RRJs, pencils, stickies
|Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
I'm concerned that certain students will not willingly participate in discussions, and will need probing.
|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?
I hope that the variety of questions, along with different tactics for hearing from all students, will allow me to check in on the students' comprehension.
|No resources at this time.|