Lyddie+Lesson+12

SSSS  Lyddie's hopes are changing  Money is not more precious than time  Doing the right thing doesn't always feel nice  Slavery has many forms || How do Lyddie's actions show that money is no longer her driving force? How are Lyddie's hopes changing? What does working mean for Lyddie now? How does she view her long working days? Why does Lyddie object to the idea of "being bought?" How is that any different from being bought by the factory? ||  Students will know how to compare and contrast themes in the book--slavery ("being bought" by a husband and "being bought" by the factory) ||  Students will be informally assessed during the lesson by their input to the discussion questions ||  __Chapter 18__
 * Lesson Topic: Lyddie Chapter 18 (17 pages) ||
 * Teaching Date: (I will be teaching, part of Guided Lead Teaching) ||
 * Planning Date: ||
 * Big Ideas: Industry affects some people in a very real and personal way.
 * Inquiry Questions:
 * Knowledge Outcomes: Students will know that:
 * Charlie comes to visit, and get Rachel to come live with his new family
 * Lyddie lets Rachel go for selfless reasons
 * Lyddie learns that the farm will be sold, breaking her hope to reunite the family
 * Luke Stevens sent Lyddie a letter saying that they bought the farm, and asking for Lyddie to marry him. Lyddie is insulted by this, and says she can't be bought (she might think of this as slavery)
 * Lyddie is a potato
 * Skill Outcomes:
 * Skill Outcomes:
 * Evidence of Understanding:
 * <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 Chumash ||
 * <span style="font-family: Arial,sans-serif;">Hook: ||
 * <span style="font-family: Arial,sans-serif;">Activities: Students will answer discussion questions during the reading.
 * How does Lyddie respond to Charlie's visit? To his news? If Lyddie could have things her way, what would she prefer? To have Rachel stay with her or go off to live with strangers?
 * Why doesn't Lyddie hug her brother good bye?
 * On p. 145, it says, "Lyddie brushed away a cobweb of envy." What does she envy? What would her ideal situation be?
 * Despite the fact that everything seems to be working itself out, Lyddie feels even more despair than ever. Why does Lyddie feel hopeless in her current situation? What went wrong, according to her?
 * How does the news about the farm change Lyddie's hopes for the future?
 * How does Luke Stevens' letter worsen or alleviate her bad spirits? ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Sponge Activity: If students finish early, I will ask them more discussion questions. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Wrap-Up: "Please close your books (and finish reading Chapter 18 for homework). Have you ever really really wanted something, and then had to give up on it? Is there anything that you worked really hard on, only to have it not work out?" (They won't answer) "Think about that moment, when it dawned on you that it just wasn't going to work. What are some adjectives you can use to describe that?" (Take a few responses) Imagine how Lyddie must have felt in that moment when she realizes that everything she was working so hard for--reuniting her family, keeping the family farm, paying off the debt--wasn't going to happen." ||
 * Homework: Finish reading Chapter 18. ||
 * <span style="font-family: Arial,sans-serif;">Groupwork/Grouping: Students will read as a whole group. ||
 * <span style="font-family: Arial,sans-serif;">Classroom Environment: Students will sit on the rug in a circle. ||
 * <span style="font-family: Arial,sans-serif;">Materials Needed: Book, stickies, pencil, RRJ ||
 * <span style="font-family: Arial,sans-serif;">Potential Pitfalls : Not sure ||
 * <span style="font-family: Arial,sans-serif;">Dpicapolloparatodos odbgksbgifferentiation: A variety of discussion questions--from comprehension to analysis ||