Lyddie+Lesson+17

 How did the factory exploit people like Lyddie and fail to meet the needs of its workers?  What issues still exist in industry today? ||  Jewish values demand that we care for our youth (and other vulnerable populations) || What Jewish texts are relevant to worker issues, and what can we learn from them?  Which Jewish texts say something about the treatment of children, and what do they say? ||
 * Lesson Topic: Lyddie Final Assessment ||
 * Teaching Date: ||
 * Planning Date: ||
 * Big Ideas & Essential Questions || Slavery has many forms || What does it mean to be free? In what ways is Lyddie free? In what ways in Lyddie not free? ||
 * There is always a place for hope || In what ways does having hope help Lyddie in her hardships? How do Lyddie's hopes change throughout her journey? ||
 * There are far-reaching effects of industry || How did the shift from cottage industry to factory industry affect people's lives, specifically Lyddlie's family and Lyddie?
 * Jewish values demand that we treat workers fairly


 * <span style="font-family: Arial,sans-serif;">Knowledge Outcomes: Students will connect the events in the book to see the big ideas ||
 * <span style="font-family: Arial,sans-serif;">Skill Outcomes: Students will know how to piece together events in a book to see from a larger perspective ||
 * <span style="font-family: Arial,sans-serif;">Evidence of Understanding: Students will create two letters from Lyddie to Diana with insight about the big ideas of the book. They will use their reader response entries to further deepen their understanding of the characters, plot, setting and time of the book to create a larger picture of the big ideas. For example, if their answered an RRJ question about how Lyddie resists the idea of being called a slave, they can talk about how slavery isn't cut and dry, and can take on many forms, such as... ||
 * <span style="font-family: Arial,sans-serif;">Rubric: see Final Assessment Rubric on the bottom of the Lyddie Assessment page ||
 * <span style="font-family: Arial,sans-serif;">Sequence of the lesson:

<span style="font-family: Arial,sans-serif;"> Transition: Students are transitioning from Lashon. They will need their RRJs, stickies, pencils, books <span style="font-family: Arial,sans-serif;"> Hook: "What are some of the times/situations that you have crafted for your Lyddie Letters?" <span style="font-family: Arial,sans-serif;"> (Students can share: I said that Lyddie is 28 years old, has a child, lives in Vermont...)

<span style="font-family: Arial,sans-serif;"> 3. Student brainstorming in RRJs <span style="font-family: Arial,sans-serif;"> 4. Start writing

<span style="font-family: Arial,sans-serif;"> Introduce the assignment as an actual event. Start with: <span style="font-family: Arial,sans-serif;"> "<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate; font-family: arial,helvetica,sans-serif;">Lyddie has moved on with her life. She starts receiving letters from her dear friend, Diana. Please choose from the following letters, and write a response to Diana. Please include some made up information (how long after Lyddie leaves the factory, where she is, what she is doing), but be sure to answer the questions in the letter. Be sure to go inside Lyddie's thinking, and make it sound like her real thoughts. You will have to draw on textual evidence for answers."

<span style="font-family: Arial,sans-serif;"> Students can continue their brainstorming, but should really be writing their letters at this point. <span style="font-family: Arial,sans-serif;"> They could finish in class, but might need to finish at home. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Sponge Activity: Students can continue writing their letters ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Wrap-Up: I really want to push you to look for the big ideas in this book. You should be asking yourself: Why did the author choose to write that? What is the big idea behind each detail in the book? ||
 * <span style="font-family: Arial,sans-serif;">Groupwork/Grouping: Whole group instruction, followed by individual work ||
 * <span style="font-family: Arial,sans-serif;">Classroom Environment: Art supplies, students can spread out and work on their own ||
 * <span style="font-family: Arial,sans-serif;">Materials Needed: RRJ, book, pencil, stickies, art supplies ||
 * <span style="font-family: Arial,sans-serif;">Potential Pitfalls : I hope that students will look for new and deeper connections and really piece together the big ideas of this book ||
 * <span style="font-family: Arial,sans-serif;">Differentiation: Students will have different options for this assignment, which I still have to come up with. Maybe some can write a poem, song, email, craft a chart ||
 * <span style="font-family: Arial,sans-serif;">Differentiation: Students will have different options for this assignment, which I still have to come up with. Maybe some can write a poem, song, email, craft a chart ||