Lyddie+Lesson+4

Lyddie Ch 5-6 || **Teaching Date:** || **Planning Date:** ||  Slavery can come in many forms ||  // 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? // ||  // Students should know what happens in the story. // ||  // Students should know how to explore the definitions of slavery and freedom, and apply these definitions to the characters: Lyddie and Ezekiel. // ||  // Students will answer a reader response question that will relate to the big ideas of the chapter. // ||  Students are transitioning from ||  During the reading, I will ask some discussion questions, such as:  __Chapter 5__ __Chapter 6__ What do you think she's going through? She's probably a bit defensive, and a bit in denial, and losing hope. ||
 * **Lesson Topic:**
 * **Big Ideas:** //What are the big ideas or enduring understandings?//
 * <span style="font-family: Arial,sans-serif;">**Inquiry Questions for the Lesson:** //Important, open-ended questions?//
 * <span style="font-family: Arial,sans-serif;">**Knowledge Outcomes:** // C ////ontent knowledge students should gain?//
 * <span style="font-family: Arial,sans-serif;">**Skill Outcomes:** //What skills do you intend for students to learn or practice?//
 * <span style="font-family: Arial,sans-serif;">**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?//
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Rubric:** // What is the grading rubric? // There is a reader response rubric. ||
 * <span style="font-family: Arial,sans-serif;">**Sequence of the lesson** ||
 * <span style="font-family: Arial,sans-serif;">**Transition:** //Where are the students coming from? How does that affect your plan? How will you transition students to your lesson?//
 * <span style="font-family: Arial,sans-serif;"> **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?// ||
 * <span style="font-family: Arial,sans-serif;">**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.//
 * Why do you think Lyddie tells herself not to be jealous of Charlie? Why would she be jealous of Charlie? (p. 37)
 * <span style="font-family: Arial,sans-serif; font-size: small;">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.
 * “<span style="font-family: Arial,sans-serif;">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? ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;"> **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. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**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.
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Groupwork:** //If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?// ||
 * <span style="font-family: Arial,sans-serif;">**Classroom Environment:** //How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.// ||
 * <span style="font-family: Arial,sans-serif;">**Materials Needed:** //What materials do you need to gather? What other preparation do you need to do?// ||
 * <span style="font-family: Arial,sans-serif;"> ||
 * <span style="font-family: Arial,sans-serif;">**Differentiation:** //Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?// ||