Lesson Topic: Lyddie Final Assessment
Teaching Date:
Planning Date:
Big Ideas & Essential Questions
Slavery has many forms
What does it mean to be free? In what ways is Lyddie free? In what ways in Lyddie not free?
There is always a place for hope
In what ways does having hope help Lyddie in her hardships? How do Lyddie's hopes change throughout her journey?
There are far-reaching effects of industry
How did the shift from cottage industry to factory industry affect people's lives, specifically Lyddlie's family and Lyddie?
How did the factory exploit people like Lyddie and fail to meet the needs of its workers?
What issues still exist in industry today?
Jewish values demand that we treat workers fairly
Jewish values demand that we care for our youth (and other vulnerable populations)
What Jewish texts are relevant to worker issues, and what can we learn from them?
Which Jewish texts say something about the treatment of children, and what do they say?

Knowledge Outcomes: Students will connect the events in the book to see the big ideas
Skill Outcomes: Students will know how to piece together events in a book to see from a larger perspective
Evidence of Understanding: Students will create two letters from Lyddie to Diana with insight about the big ideas of the book. They will use their reader response entries to further deepen their understanding of the characters, plot, setting and time of the book to create a larger picture of the big ideas. For example, if their answered an RRJ question about how Lyddie resists the idea of being called a slave, they can talk about how slavery isn't cut and dry, and can take on many forms, such as...
Rubric: see Final Assessment Rubric on the bottom of the Lyddie Assessment page
Sequence of the lesson:

Transition: Students are transitioning from Lashon. They will need their RRJs, stickies, pencils, books
Hook: "What are some of the times/situations that you have crafted for your Lyddie Letters?"
(Students can share: I said that Lyddie is 28 years old, has a child, lives in Vermont...)

3. Student brainstorming in RRJs
4. Start writing

Introduce the assignment as an actual event. Start with:
"Lyddie has moved 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."

Students can continue their brainstorming, but should really be writing their letters at this point.
They could finish in class, but might need to finish at home.

Sponge Activity: Students can continue writing their letters
Wrap-Up: I really want to push you to look for the big ideas in this book. You should be asking yourself: Why did the author choose to write that? What is the big idea behind each detail in the book?
Groupwork/Grouping: Whole group instruction, followed by individual work
Classroom Environment: Art supplies, students can spread out and work on their own
Materials Needed: RRJ, book, pencil, stickies, art supplies
Potential Pitfalls: I hope that students will look for new and deeper connections and really piece together the big ideas of this book
Differentiation: Students will have different options for this assignment, which I still have to come up with. Maybe some can write a poem, song, email, craft a chart