Lyddie+Presentation

To do:

Make double-sided copies of EUOs and EQs to hand out.
 * Hello everyone. My name is Pamela Grier-Hines. I am a special needs teacher here at our school.
 * I will be presenting about a literary unit.
 * The book Lyddie is by Katherine Paterson, and takes place in Vermont and Mass. during the American Industrial Revolution.
 * The book is read parallel to the social studies unit on the Industrial Revolution.
 * There was a lot of previous and parallel learning that took place: they studies laws in the Torah that relate to workers' rights, there were several guest speakers to talk about modern-day child bonded labor, and a read aloud book about this as well.
 * Lyddie is a great book that I recommend any adult or child read. The content of the novel made it very appealing, as it has a lot of telling information about the Industrial Revolution.
 * There are a lot of good words for building vocabulary
 * The characters of the novel have such depth, especially Lyddie
 * **Story of the Unit**
 * The book was read in one or two chapters each lesson, which related to one of several big ideas (I will review these in detail).
 * Students participated in several types of activities: class discussions, reader response work, dramatizations, one-on-one conferences, and a final performance assessment to write a hypothetical letter from one character to another.
 * Enduring Understandings and Essential Questions
 * I will read through the different "big ideas" through which the events of the book were understood/categorized
 * Each big idea got its time in the spotlight when a particular chapter, event or character (or assignment) embodied that big idea.
 * Slavery big idea: Prethinking: touches on Delet standard 1c- uses knowledge of students. I wanted to see what the students were thinking about freedom and what defines it. I'll give you 30 seconds to read some students' thoughts about freedom.
 * Far reaching effects of industry: this big idea has a big tie to SS, and often called for comprehension checks, which aligns with 3b-considering what the children need to know in order to learn.
 * We also connected the Jewish values piece in with the SS project, and with the Lyddie final assessment.