Lesson Topic:
Lyddie Ch 5-6
Teaching Date:
Planning Date:
Big Ideas: What are the big ideas or enduring understandings?
Slavery can come in many forms
Inquiry Questions for the Lesson: Important, open-ended questions?
How does Lyddie react to meeting a "real" slave?
Is slavery black and white?
Why is Lyddie so shaken about meeting a slave?
What does Ezekiel say to Lyddie that shakes her up? What is she thinking about her own situation?
Knowledge Outcomes: Content knowledge students should gain?
Students should know what happens in the story.
Skill Outcomes: What skills do you intend for students to learn or practice?
Students should know how to explore the definitions of slavery and freedom, and apply these definitions to the characters: Lyddie and Ezekiel.
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?
Students will answer a reader response question that will relate to the big ideas of the chapter.
Rubric: What is the grading rubric?There is a reader response rubric.
Sequence of the lesson
Transition: Where are the students coming from? How does that affect your plan? How will you transition students to your lesson?
Students are transitioning from
Hook: What will you do at the beginning to arouse the intellectual curiosity of the children? How will you open the lesson? Will you make any connections to previous lessons?
Activities: Step-by-step with directions and key questions. How will you uncover student thinking? How do you anticipate students will respond? Include plans for each transition within the lesson.
During the reading, I will ask some discussion questions, such as:
Chapter 5
  • Why do you think Lyddie tells herself not to be jealous of Charlie? Why would she be jealous of Charlie? (p. 37)
Chapter 6
  • Lyddie’s meeting with Ezekial changes her ideas about many things, including money, friendship, and freedom. In your opinion, what about her experience with the runaway slave most accounts for her change of heart? Write in complete sentences and paragraphs, and use examples from the text to support your points.
  • She hated the man for making her think this way.” (p42) What does Lyddie mean? What is going on in her mind? What are her other thoughts? How do you think she feels? Is she justified in her thinking?
Sponge activity: If you are planning individual or small group work, what will students do if they finish early?If we finish the reading we will explore the discussion questions some more.
Wrap-Up: How will you pull things together, have students process what they’ve learned, pose a question for further consideration?So far, we've seen Lyddie go from her family farm to being hired out to the inn. She is having trouble seeing her family being broken apart, and is having mixed feelings about her brother with his new "family." Then this man comes along and implies that she might not be as free as she thinks she is.
What do you think she's going through? She's probably a bit defensive, and a bit in denial, and losing hope.
Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?
Classroom Environment: How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.
Materials Needed: What materials do you need to gather? What other preparation do you need to do?

Differentiation: Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?