Lesson: Lyddie Chapters 2 - 4
Knowledge Outcomes: Content knowledge students should gain? Students should know what happens in these chapters They should understand that Lyddie was hired out to the inn by her mother Students should know the context in which this happened (Industrial Revolution) Skill Outcomes: What skills do you intend for students to learn or practice? Students should know how to broaden their definitions of slavery and freedom Students should know how to compare traditional views of slavery to Lyddie Students should think about how industry affected the Worthen family
Lyddie Chapters 2-3-4
|Teaching Date:||Planning Date:
|Big Ideas: What are the big ideas or enduring understandings?
Slavery can come in many forms
Industry has far-reaching effects
Jewish values inform how we treat workers
|Inquiry Questions for the Lesson: Important, open-ended questions?
Does Lyddie have freedom when she's hired out to the inn by her mother?
Is Lyddie a slave in some ways? How is she similar to a slave?
How do Jewish texts define a slave versus an ×¢×‘×“ ×¢×‘×¨×™?
In what ways is Lyddie free?
In what ways is Lyddie not free?
Was being fired from her job really being freed?
What is Triphena's idea of freedom?
How was Lyddie's family affected by developments in industry?
|Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in these chapters
They should understand that Lyddie was hired out to the inn by her mother
Students should know the context in which this happened (Industrial Revolution)
|Skill Outcomes: What skills do you intend for students to learn or practice?
Students should know how to broaden their definitions of slavery and freedom
Students should know how to compare traditional views of slavery to Lyddie
Students should think about how industry affected the Worthen family
|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?|
|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, which can run over sometimes.
|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?
"What is one thing you think Lyddie hopes for her and her family's future?" (connecting to Ch. 2)
Take one short answer from each student.
|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.
"Today we are going to do something different for Guided Reading. You are going to each read individually, and I will meet with students individually to look at your RRJ work and discuss the book.
This is not an opportunity to 'argue' your grade. If you don't like your grade, you can use this opportunity to add some more depth or exploration, which will reflect in today's class participation grade.
I'm going to ask students to read individually in a space of their choosing. You may lie down propped up on your elbows, but we are not laying down on the rug (this leads to sleeping). You might want to lean up against a wall.
Students are reading individually. If you have a comment, write it on a sticky, or in your RRJ. This might be used in tonight's RRJ homework. If you don't finish reading in class, you will finish for homework.
Directions: Find a spot in the room. Bring your RRJ, stickies, a pencil and your book. Read independently through chapter 4. This might mean reading Chapters 2, 3, and 4.
If you finish, you can start answering RRJ questions. I will call you up individually to go over your RRJ work.
I will call a student up to my desk to work with me. We will look at the RRJ rubric, read their response(s), and talk about where it falls. (I will have graded their work the previous day)
|Rubric: What is the grading rubric?Students have a general rubric for their RRJ work.|
|Sponge activity||If you are planning individual or small group work, what will students do if they finish early?
Students who finish reading can start their RRJ homework. I can either print this up or put it up on my screen.
|Wrap-Up||How will you pull things together, have students process what they’ve learned, pose a question for further consideration?
As you go through your responsibilities tonight, think about your responsibilities and obligations.
In what ways are you free? Would you be doing these chores if you had complete freedom?
How do your obligations and responsibilities enhance or detract from your personal freedom?
|Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?
Students will be working individually throughout this lesson so they can take responsibility for their own pace, and each student will meet with the teacher one-on-one.
|Classroom Environment: How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.
Students will find their own spot in the room, which has several nooks and crannies. There's also a possibility to use another room (Music room?) for individual space.
|Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Book, RRJ, stickies, pen
|Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
In general, I like the idea of an individual day of reading, and an opportunity to read on their own, not rush through the reading, have the space to take responsibility for their own learning/schedules. They sometimes have a hard time focusing on their own, and maybe some will use this as a chance to not do anything (I have some students in mind, I will have to check in with them)
I'm concerned that students will try to "argue" their grade. I will probably have to preface this during this class.
|Differentiation: Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?
I will work with each student to go over their RRJ work. Some students I can just explain how I graded based on the rubric, some students I will have to explore their thoughts a little more, add some thinking points, etc.
|No resources at this time.|