Lyddie+Lesson+2

__Lyddie__ Lesson 2
__Lyddie__ Ch. 1-2 |||| **Teaching Date:** || **Planning Date:** || Overcoming obstacles (staring down fear/obstacles); hope for family unity gives Lyddie something to aim for, hope+perseverance can mean a person's survival and thriving |||| **Inquiry Questions for the Lesson:** //Important, open-ended questions?// How much did Lyddie's mental state help her overcome the bear? Is there any reason to hope for a better future? Can hoping for a better future affect her in the present? Has hope ever played a role in a hard time during your life? || Students should know what happens in Ch 1-2 of the novel |||| **Skill Outcomes:** //What skills do you intend for students to learn or practice?// Students should be able to interpret the events of the story and relate them to what they might symbolize || Students will follow along in the reading, and I will ask them questions about the plot for reading comprehension. || Things seem to get worse and worse for Lyddie. Is there any reason to hope for a better future? How can hoping for a better future affect her in the present? Has hope ever played a role in a hard time during your life? Lyddie's mother sees the bear intrusion as a sign of the end of the world. What do you think it symbolizes? What does Lyddie think about the bear? What does Lyddie's mother decide to do? What is she afraid of? How do these fears limit her possible decisions? Why does she forbid the children to talk to the neighbors? How does Lyddie feel about being on the farm with Charlie? How do her feelings change when she gets her mother's letter? <span style="font-family: Arial,sans-serif; text-decoration: none;">What does Lyddie hope will happen? How does this affect her decisions? What do you think would be different if Lyddie didn't have hope for the future? (p16, she doesnt want the Stevens' help because they will be back in a few years) <span style="font-family: Arial,sans-serif; text-decoration: none;">What happened with Lyddie's father's business endeavor? What played into this sequence of events? How might their lives have been different if the wool market had not “bottomed out” ? <span style="font-family: Arial,sans-serif; font-style: normal; text-decoration: none;">How does Lyddie react to the Stevens' offer of help? || <span style="font-family: Arial,sans-serif;">We will be reading together, if we finish we can move onto Ch3 || <span style="font-family: Arial,sans-serif; font-style: normal; font-weight: normal; text-decoration: none;">There are a lot of things happening in the story, not the least of which is Lyddie being “hired out” by her mother. Does this sort of thing happen today? I want you to think about: Are children free? Back in the time of the Industrial Revolution? Now? || <span style="font-family: Arial,sans-serif;">N/A || <span style="font-family: Arial,sans-serif;">Rug area good for reading/discussion || <span style="font-family: Arial,sans-serif;">Books, RRJs, pencils, stickies || <span style="font-family: Arial,sans-serif;">I'm concerned that certain students will not willingly participate in discussions, and will need probing. || <span style="font-family: Arial,sans-serif;">I hope that the variety of questions, along with different tactics for hearing from all students, will allow me to check in on the students' comprehension. ||
 * <span style="font-family: Arial,sans-serif;">**Lesson Topic:**
 * <span style="font-family: Arial,sans-serif;">**Big Ideas:** //What are the big ideas or enduring understandings?//
 * <span style="font-family: Arial,sans-serif;">**Knowledge Outcomes:** // C ////ontent knowledge students should gain?//
 * <span style="font-family: Arial,sans-serif;">**Evidence of Understanding:** //What kind of evidence would prove to you that students have gained the intended knowledge or skills? What kind of assessment will you use to gather that evidence?//
 * <span style="font-family: Arial,sans-serif;">**Sequence of the lesson** ||
 * <span style="font-family: Arial,sans-serif;">**Hook** |||||||| “<span style="font-family: Arial,sans-serif;">Have you ever had an obstacle in your life that you overcame by mental powers alone?” ||
 * <span style="font-family: Arial,sans-serif;">**Activities** |||||||| <span style="font-family: Arial,sans-serif;">During the reading, I will ask some discussion questions, such as:
 * <span style="font-family: Arial,sans-serif;">**Activities** |||||||| <span style="font-family: Arial,sans-serif;">During the reading, I will ask some discussion questions, such as:
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Rubric:** // What is the grading rubric? // N/A ||
 * <span style="font-family: Arial,sans-serif;">**Sponge activity** |||||||| <span style="font-family: Arial,sans-serif;">//If you are planning individual or small group work, what will students do if they finish early?//
 * <span style="font-family: Arial,sans-serif;">**Wrap-Up** |||||||| <span style="font-family: Arial,sans-serif;">//How will you pull things together, have students process what they’ve learned, pose a question for further consideration?//
 * <span style="font-family: Arial,sans-serif;">**Groupwork:** //If you are grouping at some point during the lesson…Why are you grouping? How are you grouping?//
 * <span style="font-family: Arial,sans-serif;">**Classroom Environment:** //How can you use the classroom environment to support your lesson? Think about bulletin boards, morning message, display areas.//
 * <span style="font-family: Arial,sans-serif;">**Materials Needed:** //What materials do you need to gather? What other preparation do you need to do?//
 * <span style="font-family: Arial,sans-serif;">**Potential Pitfalls** //What can you predict students may have misconceptions about? How will you address those confusions? Are there any other pitfalls?//
 * <span style="font-family: Arial,sans-serif;">**Differentiation:** // (optional in Fall) // //Do you address the range of interests, learning styles, and needs of students? Can you modify the lesson to be more effective?//