Lesson Topic:
Lyddie Ch 9 + 10 Working Conditions/Slavery
Teaching Date: 12/15/2015

Big Ideas: What are the big ideas or enduring understandings?
Industrial Revolution affected the suburban life; slavery/freedom can have many forms
Inquiry Questions for the Lesson: Important, open-ended questions?
How did the factory life affect Lyddie?
In what ways did Lyddie feel as a slave in the factory?
How were the working conditions in the factory?
Are some characters more free than others?
Knowledge Outcomes: Content knowledge students should gain?
Students should know and understand what happens in chapter 9 and 10 of Lyddie
Skill Outcomes: What skills do you intend for students to learn or practice?
Students should know how to explore the definitions of working conditions (child labor) and 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
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 Lashon
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?
  • Students will review vocabulary words from a prior lesson, How would you feel if you are asked to build a project and don't have the necessary tools?
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.//
Directions: Students will sit on the rug, as one student reads for 3-4 pages in front of the group. Every few pages, another student will read. The order will be predetermined for fairness and to ensure everyone reads.
During the reading, I will ask some discussion questions, such as:
Chapter 9
  • How are the various characters coping with their situation?
  • What is Diana like? What are your first impressions of her?
  • Why do the others think of her? Why?
Chapter 10
  • What does the symbol of the bear represent?
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?(Not sure what to put here)
Groupwork: If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?Students will read as a group and engage in a group discussion.
Classroom Environment: How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.
The rug area will serve as an area to sit in a circle.
Materials Needed: What materials do you need to gather? What other preparation do you need to do?
Book, RRJ, pencil, stickies
Potential Pitfalls What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?
I feel like the discussion about freedom is beating a dead horse at this point.
Differentiation: (optional in Fall) Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?
Students will be asked to participate in the discussion by contributing their own ideas.