Lesson Topic:
Lyddie Chapters 2-3-4
Teaching Date:
Planning Date:
Big Ideas: What are the big ideas or enduring understandings?
Slavery can come in many forms
Industry has far-reaching effects
Jewish values inform how we treat workers
Inquiry Questions for the Lesson: Important, open-ended questions?
Does Lyddie have freedom when she's hired out to the inn by her mother?
Is Lyddie a slave in some ways? How is she similar to a slave?
How do Jewish texts define a slave versus an עבד עברי?
In what ways is Lyddie free?
In what ways is Lyddie not free?
Was being fired from her job really being freed?
What is Triphena's idea of freedom?
How was Lyddie's family affected by developments in industry?
Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in these chapters
They should understand that Lyddie was hired out to the inn by her mother
Students should know the context in which this happened (Industrial Revolution)
Skill Outcomes: What skills do you intend for students to learn or practice?
Students should know how to broaden their definitions of slavery and freedom
Students should know how to compare traditional views of slavery to Lyddie
Students should think about how industry affected the Worthen family
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?
Sequence of the lesson

"What is one thing you think Lyddie hopes for her and her family's future?" (connecting to Ch. 2)
Take one short answer from each student.
If you don't finish reading in class, you will finish for homework.
Directions: Find a spot in the room. Bring your RRJ, stickies, a pencil and your book. Read independently through chapter 4. This might mean reading Chapters 2, 3, and 4.
If you finish, you can start answering RRJ questions. I will call you up individually to go over your RRJ work.
I will call a student up to my desk to work with me. We will look at the RRJ rubric, read their response(s), and talk about where it falls. (I will have graded their work the previous day)
Rubric: What is the grading rubric?Students have a general rubric for their RRJ work.
Sponge activity
If you are planning individual or small group work, what will students do if they finish early?
Students who finish reading can start their RRJ homework.
As you go through your responsibilities tonight, think about your responsibilities and obligations.
In what ways are you free? Would you be doing these chores if you had complete freedom?
How do your obligations and responsibilities enhance or detract from your personal freedom?

Students will be working individually throughout this lesson so they can take responsibility for their own pace, and each student will meet with the teacher one-on-one.
Classroom Environment:
Students will find their own spot in the room, which has several nooks and crannies. There's also a possibility to use another room (Music room?) for individual space.
Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Book, RRJ, stickies, pen
Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
In general, I like the idea of an individual day of reading, and an opportunity to read on their own, not rush through the reading, have the space to take responsibility for their own learning/schedules. They sometimes have a hard time focusing on their own, and maybe some will use this as a chance to not do anything (I have some students in mind, I will have to check in with them)
Differentiation: Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?
I will work with each student to go over their RRJ work. Some students I can just explain how I graded based on the rubric, some students I will have to explore their thoughts a little more, add some thinking points, etc.