Lyddie+Lesson+6

Lyddie Ch 9 + 10 Working Conditions/Slavery || **Teaching Date: 12/15/2015** ||  || Industrial Revolution affected the suburban life; slavery/freedom can have many forms || 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? ||  // Students should know and understand what happens in chapter 9 and 10 of Lyddie // ||  // 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. // ||  // Students will answer a reader response question that will relate to the big ideas of the chapter. // ||  Students are transitioning from Lashon ||  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__ __Chapter 10__  // The rug area will serve as an area to sit in a circle. // ||  // Book, RRJ, pencil, stickies // ||  // I feel like the discussion about freedom is beating a dead horse at this point. // ||  // Students will be asked to participate in the discussion by contributing their own ideas. // ||
 * **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; 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?
 * 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? ||
 * <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.//
 * 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?
 * What does the symbol of the bear represent? ||
 * <span style="display: block; 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, or students can start their reader response work. ||
 * <span style="display: block; 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? // (Not sure what to put here) ||
 * <span style="display: block; 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?// Students will read as a group and engage in a group discussion. ||
 * <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;">**Potential Pitfalls** //What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?//
 * <span style="font-family: Arial,sans-serif;">**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?//