Lyddie+Lesson+15

 How does Lyddie's current situation look like freedom? How is it not freeom? How is it similar or different from being dismissed from the tavern?  How does being discharged from the factory liberate Lyddie? What will her new obstacles be?  How is obligation (to one's family, to an employer, to a spouse) slavery or freedom? || Chapter 22. Lyddie feels that the bear—the symbol of all the obstacles in her life—has won. She withdraws her $243.87 savings from the bank. Then she buys another copy of Oliver Twist for Rachel and a dictionary for herself. When she learns the meaning of moral turpitude, she is outraged and runs to Brigid’s home. She tells Brigid of her own dismissal and of a letter she has written to Marsden warning him of the consequences should he decide to dismiss Brigid as well. That evening, she waits for Marsden to leave work and steps out of the shadows to confront him. The next day, Lyddie takes a stage to Boston and looks up her old friend Diana, hoping to be of some help to her. But Diana is happily settled with a widowed shopkeeper and her daughter as she awaits the birth of her child. Lyddie is happy at Diana’s happiness but cries in despair most of the way home to Vermont. ||  Students will be able to analyze the events in a novel.  Students will be able to interpret metaphors in the text  Students will be able to compare and contrast different parts of a story ||  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)
 * Lesson Topic: Lyddie Chapter 22 ||
 * Teaching Date: ||
 * Planning Date: ||
 * Big Ideas: Freedom comes in many forms ||
 * Inquiry Questions:
 * Knowledge Outcomes: Students will know what happens in the story.
 * Skill Outcomes:
 * Evidence of Understanding: Students will contribute to class discussions. Informal assessment only. ||
 * <span style="font-family: Arial,sans-serif;">Rubric: ||
 * <span style="font-family: Arial,sans-serif;">Sequence of the lesson ||
 * <span style="font-family: Arial,sans-serif;">Transition: Students are coming from: Music to reading on the rug. ||
 * <span style="font-family: Arial,sans-serif;">Hook: Raise your hand if you can define moral turpitude? ||
 * <span style="font-family: Arial,sans-serif;">Activities:

Discussion questions: <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">__Chapter 22__
 * Mr. Marsden tries to use both his position and his education to gain advantage over the girls. How does Lyddie turn the tables on him? How does her action demonstrate how much she has grown beyond focusing on herself and her family?
 * What do you think Mr. Marsden represents? Does this type of abuse of power still happen today? What might be different or similar about today's working conditions and those of the Industrial Revolution?
 * The United States Constitution was written in 1787, before the Industrial Revolution, before the Technological Age, before widespread globalization. The First Amendment of the U.S. Constitution gives citizens the right to ask the government to remedy their grievances (right their wrongs). Do you think the government should step in in this situation? Which characters in the novel can give an opinion on this? ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Sponge Activity: RRJ question ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Wrap-Up: Share some predictions ||
 * <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 : ||
 * <span style="font-family: Arial,sans-serif;">Differentiation: ||