Lesson: Lyddie Chapters 9 - 10
Students should know what happens in the story and answer questions in the reader response journal.
Lyddie Ch 9 + 10
5/4 Tuesday 12:45-1:30
|Big Ideas: What are the big ideas or enduring understandings?
Industry has far-reaching effects; slavery/freedom can have 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.
|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
|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.|
|Wrap-Up: How will you pull things together, have students process what they’ve learned, pose a question for further consideration?(Not sure what to put here)|
|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.
|No resources at this time.|