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Lyddie Discussion Questions
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Lyddie Lesson Reflections
Lyddie Lesson 1
Lyddie Lesson 2
Lyddie Lesson 3
Lyddie Lesson 4
Lyddie Lesson 5
Lyddie Lesson 6
Lyddie Lesson 7
Lyddie Lesson 8
Lyddie Lesson 9
Lyddie Lesson 10
Lyddie Lesson 11
Lyddie Lesson 12
Lyddie Lesson 13
Lyddie Lesson 14
Lyddie Lesson 15
Lyddie Lesson 16
Lyddie Lesson 17
Lyddie Unit Presentation
Notebook of Ideas
Teaching Israel Investigation
Week of April 19
Lyddie Lesson 13
Lesson Topic: Lyddie Chapter 19 + 20
Hopelessness can manifest physically, and slow a person down
Freedom from obligation can be liberating (and can inform one's actions)
How does the factory life affect Lyddie mentally?
How does working without a purpose differ from working with a purpose?
Why does Lyddie decide to sign the petition demanding better working conditions?
How has having no obligations to others freed Lyddie? How does Lyddie deal with having no driving purpose in her work?
How does Diana leaving affect Lyddie?
How does Lyddie confront what she sees as clear wrongdoing (Mr. Marsden's advances on Brigid)
Why does Lyddie not respond to Luke Stevens' letter?
Knowledge Outcomes: Students will know what happens in the story:
Chapter 19* Lyddie feels loneliness in her heart like a physical pain.
Work drags on and she realizes that she no longer has a purpose in life. Having lost her family, Lyddie has only her work.
Lyddie declares that she is finally ready to sign the petition, only to be told that she is too late.
Lyddie feels that she has been too late in all her endeavors—from keeping her family together to joining the movement.
Diana confides that she is leaving the factory because she is pregnant. She is determined to leave before her condition brings shame on the association.
Lyddie slips into Diana's role at the factory--she trains new girls and teaches Brigid how to read
Charlie writes to say all is well, and tells her to reply to Luke Stevens' letter.
A letter informs Lyddie that her mother is dead
Lyddie protects Lyddie from Mr. Marsden's advances by dumping a bucket of water on his head
Skill Outcomes: Students will be able to analyze how hope plays into Lyddie's actions and decisions
Students will be able to piece together pieces of the story to understand the bigger picture
Students will know how to track character development (how Lyddie has changed over time)
Evidence of Understanding: Students will answer one RRJ question, due Tuesday.
Rubric: Standard RRJ rubric
Sequence of the lesson
Transition: Students are coming from: Lashon
Hook: "Who would like to share
Take two responses for each question. Do you think she will want to help Brigid?
Activities: Students will read from the chapter. Each reader will sit in front of the class, and read, pausing for discussion questions. (I will direct the discussion if students aren't generating thoughtful questions and comments.)
Why does Rachel leaving affect Lyddie in such a strong way? Shouldn't she be happy for her sister?
Why does Lyddie finally decide to sign the petition?
What happens when Lyddie decides she is finally ready to sign the petition? How does this action (being too late to act on something) reflect in other events in her life?
How is Lyddie taking on Diana's role at the factory? Give some examples.
How does Lyddie cope with her new situation? What do you think her priorities are now?
Why doesn't Lyddie respond to Luke Stevens' letter? Why doesn't she write to say no to his proposal?
How does the loss of Lyddie's mother affect her?
RRJ questions (choose one, due Tues.):
Lyddie functioned just fine before Rachel came. Why is she now feeling lonely? Why does she refer to Rachel leaving as "a loss?"
Why does Lyddie finally change her mind about signing the petition?
p. 156 "She had been such a child then--such a foolish, unknowing child." What would Lyddie now write to Lyddie back then? What wisdom would she give to her former self? How has she grown and learned since then?
Charlie has taken on the role of caring for the family in a major way. What does he want for Lyddie? Why does Lyddie protest? What is she working for? If the family that has taken in Charlie and Rachel offered to care for Lyddie, so you think she would go?
How has Lyddie once again stared down the bear? What does the bear represent? Which of Lyddie's actions symbolize "staring down the bear?"
Students can start their RRJ work, if they finish they can respond to another one for extra credit.
Wrap-Up: Imagine yourself free of all obligations. No homework, no chores, no obligation to eat dinner with your family, to go to school, etc. How would that be liberating for you? Would there be any disadvantages?
Groupwork/Grouping: Whole group reading, one student will sit in the front of the room and read 3 pages.
Classroom Environment: The rug area will be used to encourage discussion.
Materials Needed: Book, RRJ, stickies, pencil
: I hope that students will understand the symbolism of the bear: all of the obstacles in Lyddie's life blocking her from reaching her full potential.
Differentiation: Students will have the choice of video, audio, written or emailed homework.
help on how to format text
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