Lesson: Lyddie Chapters 7 - 8
Students should know what happens in the story. 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 will answer a reader response question that will relate to the big ideas of the chapter.
Lyddie Ch 7 + 8
5/3 Monday 10:15-11
|Big Ideas: What are the big ideas or enduring understandings?
Hope + determination can drive a person's actions
Workers in industry can have many parallels to slavery (buildings in Lowell = sheep in herding shed)
There are not clear lines between industry workers and slaves? (Lyddie adjusts to new factory life)
|Inquiry Questions for the Lesson: Important, open-ended questions?
Why does the author draw a comparison between the buildings in Lowell and sheep in a herding shed? What is she saying about these two spheres?
How well is Lyddie adjusting to her factory life?
How is industry affecting Lyddie's personal life?
|Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in the story.
|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.
|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.
|Rubric: What is the grading rubric?There is a reader response rubric.|
|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. They will need to put away their materials, get their reader response journals, books, stickies, pencils
|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?|
|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:
|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.|
|No resources at this time.|