Assessment

By; Michele Alafat
Assessment will take on three forms:

  1. Crazy Responses Students will respond to discussion questions during each reading session, which will be noted as “Class Participation,” with notes about responses
  2. Reader Response Journal Students will keep a reader response journal throughout this unit that will reflect on information obtained from the novel Lyddie. Entries into this journal will be made following some reading assignments. The content of the journal will vary such that some entries will have specific objectives given from the teacher, while other entries will use personal feelings to respond to the actions, environment and particular events that bestow hardships and trials on the character's life. Students will also be given the opportunity to choose the content of their entries using personal experiences that relate to the life of the characters in novel. Alternate entry: For two reader response entries per week, students may choose an alternate entry format that fulfills the rubric requirements (see below).
  3. Final Performance Assessment: Students will spend two class periods, and time at home, crafted two thorough, well thought out letters from Lyddie to her friend Diana addressing two big ideas. They will need to look back at their Reader Response Journal responses to demonstrate that they have thought about the big ideas throughout the book, and deepened their think h.


Reader Response Journal


The nightly journal writings will help students prepare for the final performance assessment, while providing informal assessments of their understanding of the material. The students will have the opportunity to respond to the events and emotions of Lyddie on a regular basis. When it comes time for the final performance assessment, students will be able to “consult” their response journals for “textual evidence.”
It’s important to give the students the message in the beginning of the unit that the daily entries will help them later on with the final assessment.

You have several different options for your reader response questions:

  1. Answer the question in a written format that fulfills all aspects of the rubric.
  2. Create a timeline of the events in Lyddie’s life in this chapter. You may need to refer to previous events in her life as they relate to events laid out in this chapter. Explain the importance of the event, including connections to characters in the book or world events.
  3. Draw a picture of {OBJECT/EVENT/CHARACTER} and include an explanation of the drawing, why you chose to draw it this way, and how this drawing provides insight into the plot, characters, setting, or time of this book.
  4. Create a "Dear Lyddie" advice column (in the style of Dear Abby)….Write a problem and a solution. (Click to see sample Dear Abby )
  5. If Lyddie and {CHARACTER} could “text” or “email” each other, what might they write?
  6. Choose 3 characters in this chapter, think of 5 character traits to describe each character. What role do these characters play in Lyddie's life? How do they influence, inspire, annoy or confuse Lyddie?
  7. What might Lyddie put on her "wish list" of things she wants for herself and others, and why?
  8. Choose a decision of Lyddie's and analyze it in the following way: What was Lyddie's decision? What were the circumstances under which Lyddie made this decision? Did she think that she had any other options? Can you think of any other options? What do you think the consequences of this decision will be? Who else is affected by this decision? Why did she make this decision? If you were to ask Lyddie why she made the decision, what do you think she would tell you?



Reader Response Rubric

Grade:
4
3
2
1
0
My response:
Fully and clearly answers all parts of the question, demonstrates comprehension, thoughtfulness, and empathy. Provides insight into the characters, plot, time or setting of the book. Contains at least one relevant text-to-text/world/self connection I made to the text and has textual evidence and a page number. Clearly shows my thinking.
Fully answers all parts of the question, demonstrates comprehension and thoughtfulness, shows my thinking
Answers the question(s)
Answer is incomplete or unclear (I will revise it and hand it in again to be reassessed)
Response wasn't turned in (I will turn it in tomorrow because I know that handing work in late is much more responsible than not handing it in at all)

Final Performance Assessment

"Letters with Lyddie"

Lyddie goes on with her life. She starts receiving letters from her dear friend, Diana. Please choose from the following letters, and write a response to Diana. Please include some made up information (how long after Lyddie leaves the factory, where she is, what she is doing), but be sure to answer the questions in the letter. Be sure to go inside Lyddie's thinking, and make it sound like her real thoughts. You will have to draw on textual evidence for answers.

Greetings, Lyddie!
I hope all is well. It has been a while since our time at the factory. I can't believe how much we have both grown and matured since that time. I have been thinking a lot about our time there. I know that you often told me that you chose to work at the factory of your own free will. But do you think that you really had a choice? What else would or could you have done? We could come and go as we pleased, which is more than most 13-year-old girls can say. How were we more free or less free than a normal girl living in her parents' home? I've started to think that slavery isn't as simple as a negro working on a Southern plantation. How do you think slavery can take on different forms? I'd be interested to hear your thoughts on this, as I always admired your wit and intelligence.

Dearest Lyddie,
How are you? What did you decide to do? The last time we spoke, you told me that you were full of hope for the future—how do you think this has benefited you? I wonder if there was ever a time where you almost or completely gave up hope? What was the hardest part of your journey to the factory? Did having hope comfort you in any way or shape you as a person throughout this journey? You'll be happy to hear that my dreams have never subsided, and have finally paid off. I feel stable and contented, yet I still dream for even bigger things for me and my family. Do you think people still have hope, even if they achieve all of their dreams? What are your hopes these days?

My dear friend Lyddie,
I'm sorry to keep pestering you. I know that you are busy. Please tell me what has been going on with you. I know that you have become interested in reading the Hebrew Bible, and talking with the Jewish people you have met recently. I'd be interested to hear what Jewish values would have to say about the treatment of workers. Are there any Jewish texts that give any guidance? What do these texts say? What are the big ideas behind these texts? What do you think all ethical people could learn from these texts? Do you think they could inform factory owners and managers? How? Do you think that these texts are just about how to treat your workers, or is there an even bigger lesson there? I'm always grateful for your insight. I feel as if I am getting an education through you.

Lyddie darling,
Isn't it amazing to think that there are still thousands of girls going through exactly what we went through? I'm constantly meeting factory girls, some of whom have very similar stories to yours and mine. I wonder how far industry has reached into the lives of people all over the country. Knowing what you know about industry, and about what some are calling an "industrial revolution," how have industry-wide changes affected the very real lives of people like you and I and all the other factory girls? How did this boom of machines and industry affect you and your family? What do you think this change will mean for society? Do you have any predictions about what it will mean for society that industry is becoming more and more about machines and mass production?


Final Performance Assessment Rubric


4
3
2
1
RRJ work support
Uses previous responses from my RRJ, expands and deepens my RRJ work, and connects responses to big ideas
Uses some support from my RRJ, makes some connections, but does not expand to or connect these responses to big ideas
Uses little support from my RRJ, does not expand or connect them to big ideas
No support from RRJ work
Big ideas
Uses specific examples from the book to make broader statements about characters, setting, plot and/or historical context in the book and the larger world. Makes both general statements and uses specific examples to form an opinion/thesis/statement about the big idea(s) of the book
Uses some specific examples, or some general statements, but needs more to make it more relevant and connected, makes somewhat supported claim about big idea(s)
Uses either specific examples or general statements, but is not relevant and does not connect well to one another, makes an unsupported claim about the big idea(s)
No specific examples and/or general statements, no big idea is discussed

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