Lesson Topic: Lyddie Chapter 16/17
Teaching Date: 2\21/16
Planning Date: 2/21/16
Big Ideas: Industry has a profound impact on its workers' health and well-being.
Losing hope can have a mental and physical impact on a person
Inquiry Questions: How does the factory life dictate Lyddie's life? What decisions does she make because of the factory?
How has Lyddie's hope for the future changed with Rachel's arrival and the news about her mother?
Knowledge Outcomes:
Students will know what happens in these chapters.
Students will know that Lyddie is breaking down, mentally and physically
Skill Outcomes: Students will be able to look for textual evidence to support their claims
Students will be able to analyze details of the story to understand the larger picture
Evidence of Understanding: Students will answer two questions about these two chapters.
Rubric: Standard RRJ rubric
Sequence of the lesson
Transition: Students are coming from Lashon. They will need to put away their Lashon supplies and get their RRJ, book, pencil and stickies.
Hook: "Raise your hand if you have a younger sibling. Are you ever responsible to watch over him/her? For how long? Would your parents leave him/her with you for the weekend? Could you handle it?" (To get students to understand the responsibility Lyddie has when Rachel shows up)
Activities:
You are going to each read individually, and I will meet with students individually to look at your RRJ work and discuss the book.
Remember, this is not an opportunity to 'argue' your grade, but it's a time for you and me to look at your work, discuss some of the questions further, and come up with new questions we might have about the book.
I'm going to ask you 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. If you have a comment, write it on a sticky, or in your RRJ. Think about text-to-text, -self, and -world connections, which might be helpful when working on your reader response questions. When there are seven minutes left in class, we are going to come together and talk about some of what we read. If you don't finish reading in class, you will finish reading for homework. If you do finish reading, you can come and take the RRJ questions and start working on them (2 total).

Chapter 16
  • Once Rachel joins her, Lyddie begins to see some things differently. Compare her kind care of Rachel with her changed treatment of Brigid after Rachel’s arrival.
Chapter 17
  • Lyddie's big dreams of reuniting her family seems to be crumbling. How have her hopes changed in light of recent developments? What does she hope for now? How is a person's hope is relative--meaning it changes depending on the situation/circumstances? Give some examples.
  • On pp. 96-97, Lyddie tries to write Charlie "to show him how well she was doing," but "the black stain ruined it." We can look at "the black stain" as a symbol of Lyddie’s negative side. In your opinion, what aspects of Lyddie’s character make up this stain on her growth? (Hint: some are obvious before she writes the letter’ others become apparent only afterwards. Symbols can both recall what has gone before and prepare for what comes later. Don’t limit your answer to the time before Lyddie’s letter.)
Sponge Activity:Students can work on making up a question of their own to answer for extra credit, but they should first look to see if they answered the RRJ questions fully.
Wrap-Up: "Lyddie's goals and priorities have changed throughout the story. How do your hopes and priorities change throughout the school year?"
Groupwork/Grouping: Students will work on their own, and I will call up students that I feel need help or further exploration with their RRJ work.
Classroom Environment: The class is small, but students can find their own spot for reading.
Materials Needed: Stickies, RRJ, book, pencil
Potential Pitfalls: It might be hard to keep my eye on the class when I'm working with one student at a time.
Differentiation: I'm hoping that the one-on-one work with the students will help them explore the questions more deeply.