Lyddie+Lesson+13

 Hopelessness can manifest physically, and slow a person down  Freedom from obligation can be liberating (and can inform one's actions) ||  How does the factory life affect Lyddie mentally?  How does working without a purpose differ from working with a purpose?  Why does Lyddie decide to sign the petition demanding better working conditions?  How has having no obligations to others freed Lyddie? How does Lyddie deal with having no driving purpose in her work?  How does Diana leaving affect Lyddie?  How does Lyddie confront what she sees as clear wrongdoing (Mr. Marsden's advances on Brigid)  Why does Lyddie not respond to Luke Stevens' letter? ||  Chapter 19* Lyddie feels loneliness in her heart like a physical pain. Chapter 20  Students will be able to piece together pieces of the story to understand the bigger picture  Students will know how to track character development (how Lyddie has changed over time) ||  Take two responses for each question. Do you think she will want to help Brigid? ||  RRJ questions (choose one, due Tues.): __Chapter 19__ __Chapter 20__
 * <span style="font-family: Arial,sans-serif;">Lesson Topic: Lyddie Chapter 19 + 20 ||
 * <span style="font-family: Arial,sans-serif;">Teaching Date: ||
 * <span style="font-family: Arial,sans-serif;">Planning Date: ||
 * <span style="font-family: Arial,sans-serif;">Big Ideas:
 * <span style="font-family: Arial,sans-serif;">Inquiry Questions:
 * <span style="font-family: Arial,sans-serif;">Knowledge Outcomes: Students will know what happens in the story:
 * Work drags on and she realizes that she no longer has a purpose in life. Having lost her family, Lyddie has only her work.
 * Lyddie declares that she is finally ready to sign the petition, only to be told that she is too late.
 * Lyddie feels that she has been too late in all her endeavors—from keeping her family together to joining the movement.
 * Diana confides that she is leaving the factory because she is pregnant. She is determined to leave before her condition brings shame on the association.
 * Lyddie slips into Diana's role at the factory--she trains new girls and teaches Brigid how to read
 * Charlie writes to say all is well, and tells her to reply to Luke Stevens' letter.
 * A letter informs Lyddie that her mother is dead
 * Lyddie protects Lyddie from Mr. Marsden's advances by dumping a bucket of water on his head ||
 * <span style="font-family: Arial,sans-serif;">Skill Outcomes: Students will be able to analyze how hope plays into Lyddie's actions and decisions
 * <span style="font-family: Arial,sans-serif;">Evidence of Understanding: Students will answer one RRJ question, due Tuesday. ||
 * <span style="font-family: Arial,sans-serif;">Rubric: Standard 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: Lashon ||
 * <span style="font-family: Arial,sans-serif;">Hook: "Who would like to share
 * <span style="font-family: Arial,sans-serif;">Activities: Students will read from the chapter. Each reader will sit in front of the class, and read, pausing for discussion questions. (I will direct the discussion if students aren't generating thoughtful questions and comments.)
 * Why does Rachel leaving affect Lyddie in such a strong way? Shouldn't she be happy for her sister?
 * Why does Lyddie finally decide to sign the petition?
 * What happens when Lyddie decides she is finally ready to sign the petition? How does this action (being too late to act on something) reflect in other events in her life?
 * How is Lyddie taking on Diana's role at the factory? Give some examples.
 * How does Lyddie cope with her new situation? What do you think her priorities are now?
 * Why doesn't Lyddie respond to Luke Stevens' letter? Why doesn't she write to say no to his proposal?
 * How does the loss of Lyddie's mother affect her?
 * Lyddie functioned just fine before Rachel came. Why is she now feeling lonely? Why does she refer to Rachel leaving as "a loss?"
 * Why does Lyddie finally change her mind about signing the petition?
 * p. 156 "She had been such a child then--such a foolish, unknowing child." What would Lyddie now write to Lyddie back then? What wisdom would she give to her former self? How has she grown and learned since then?
 * Charlie has taken on the role of caring for the family in a major way. What does he want for Lyddie? Why does Lyddie protest? What is she working for? If the family that has taken in Charlie and Rachel offered to care for Lyddie, so you think she would go?
 * How has Lyddie once again stared down the bear? What does the bear represent? Which of Lyddie's actions symbolize "staring down the bear?" ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Sponge Activity: Students can start their RRJ work, if they finish they can respond to another one for extra credit. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Wrap-Up: Imagine yourself free of all obligations. No homework, no chores, no obligation to eat dinner with your family, to go to school, etc. How would that be liberating for you? Would there be any disadvantages? ||
 * <span style="font-family: Arial,sans-serif;">Groupwork/Grouping: Whole group reading, one student will sit in the front of the room and read 3 pages. ||
 * <span style="font-family: Arial,sans-serif;">Classroom Environment: The rug area will be used to encourage discussion. ||
 * <span style="font-family: Arial,sans-serif;">Materials Needed: Book, RRJ, stickies, pencil ||
 * <span style="font-family: Arial,sans-serif;">Potential Pitfalls : I hope that students will understand the symbolism of the bear: all of the obstacles in Lyddie's life blocking her from reaching her full potential. ||
 * <span style="font-family: Arial,sans-serif;">Differentiation: Students will have the choice of video, audio, written or emailed homework. ||