Lyddie+Lesson+10

 Slavery has many forms.  Lyddie is obligated to her family. ||  Ch 15 Ch 16  Students will sit on the rug, as one student reads while sitting at the front of the room. Each student will read for 2-3 pages. (I will have to keep track of who reads)  __Chapter 15__ __Chapter 16__
 * Lesson Topic: Lyddie Chapter 15 + 16 ||
 * Teaching Date: 5/11 Tuesday 12:45--1:30 ||
 * Planning Date: 3/24/10 ||
 * Big Ideas: Hope is relative.
 * Inquiry Questions: How has Lyddie's hope changed, relative to her circumstances? ||
 * Knowledge Outcomes: Students will know what happens in the story.
 * Lyddie thinks she can pay off the debt, when her uncle shows up telling her they will sell the farm.
 * Rachel arrives with uncle Judah
 * Lyddie offers help to Brigid
 * Lyddie spends money buying clothes for Rachel
 * Mr. Marsden puts his hands on Lyddie, she reacts, feverishly, by kicking him
 * Diana, Rachel and Mrs. Bedlow take care of Lyddie ||
 * Skill Outcomes: Students will know how to compare and contrast the character's behavior before and after a major plot development ||
 * Evidence of Understanding: Students will contribute to class discussions. Informal assessment only. ||
 * Rubric: RRJ rubric ||
 * <span style="font-family: Arial,sans-serif;">Sequence of the lesson ||
 * <span style="font-family: Arial,sans-serif;">Transition: Students are coming from: ||
 * <span style="font-family: Arial,sans-serif;">Hook: "What is the thing that Lyddie wants to happen most in the world?" (Family back together, not sell the farm, dad return, everyone to be safe, make money) Do you think she will change her hopes? What might cause her to change her aspirations? ||
 * <span style="font-family: Arial,sans-serif;">Activities:
 * Lyddie's uncle arrives with some bad news, and a burden for Lyddie to bear. Respond to the uncle in one of the following ways: Persuade him that Lyddie is still a child and cannot bear all of this responsibility; or persuade him that he has made the right decision and she is now the family matriarch.
 * The symbol of the bear appears yet again. What is the symbol of the bear being used to represent, and why can't Lyddie start it down? What are some examples of what Lyddie cannot stare down?
 * Once Rachel joins her, Lyddie begins to see some things differently. Compare her kind care of Rachel with her changed treatment of Brigid after Rachel’s arrival. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Sponge Activity: Students should write "treatment of Brigid" and make a T in their RRJs, and list "before" and "after" and look for examples in the text of how Lyddie treated Brigid, and what she thought of her before Rachel arrived, and after. What caused the change in behavior? Why? ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Wrap-Up: We saw a Lyddie that was narrowly focused on one thing: raising the funds to pay off the family debt and reunite the family. She became more and more like a machine. Rachel's arrival softens her somehow. What are her concerns now? What is she focused on? The circumstances we encounter can have a profound impact on our priorities and aspirations. ||
 * <span style="font-family: Arial,sans-serif;">Groupwork/Grouping: Whole group ||
 * <span style="font-family: Arial,sans-serif;">Classroom Environment: Rug area and office chair good for guided reading. ||
 * <span style="font-family: Arial,sans-serif;">Materials Needed: RRJ, book, pencil, stickies ||
 * <span style="font-family: Arial,sans-serif;">Potential Pitfalls : Students might find it challenging to step back and look at the big picture ||
 * <span style="font-family: Arial,sans-serif;">Differentiation: Students will have the option of answering a question by audio, video, by email or on paper ||