Lesson Topic:
Lyddie Ch 7 + 8
Teaching Date:
Planning Date:
Big Ideas: What are the big ideas or enduring understandings?
Hope + determination can drive a person's actions
Workers in industry can have many parallels to slavery (buildings in Lowell = sheep in herding shed)
There are not clear lines between industry workers and slaves? (Lyddie adjusts to new factory life)
Inquiry Questions for the Lesson: Important, open-ended questions?
Why does the author draw a comparison between the buildings in Lowell and sheep in a herding shed? What is she saying about these two spheres?
How well is Lyddie adjusting to her factory life?
How is industry affecting Lyddie's personal life?
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 her working conditions.
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

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 7
  • How has hope and determination helped Lyddie in her journey?
  • What was traveling like for Lyddie? What was she thinking about along the way?
  • Has her thinking changed in any way since the beginning of the story?
Chapter 8
  • Is class, or status, important in this context? What is the author telling us about the importance of class? How do you think this affected Lyddie's decisions? If class weren't important at all, how might things have been different for Lyddie?
  • Before Lyddie even begins work in the mill, she must make many adjustments to her new life in Lowell. What were some of the biggest changes for her as she moved from "farm girl" to "mill girl"?
  • How is Lyddie "free" now? What is she free to do? What is she not free to do? What must she do?
  • What does Lyddie realize about hard work? (p67)
  • "The nature of slavery is to make the slave fear freedom." (p69) What does this mean?
  • What does Lyddie think about her new life? What did she do before, and what does she do now?
  • Does the image/symbol of the bear have any new meaning?
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, or students can start their reader response work.
Wrap-Up: How will you pull things together, have students process what they’ve learned, pose a question for further consideration?
Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?

Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
Differentiation: Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?