Lyddie+Lesson+7

 Lyddie Chapters 10-11-12 |||| **Teaching Date:** || **Planning Date:** ||  Freedom/liberation can be a mental exercise  hope + determination/pride can e a powerful motivator in a person's life  Slavery has many forms |||| **Inquiry Questions for the Lesson:** //Important, open-ended questions?// How has "home" changed for Lyddie? What defines home? How does hope and determination affect Lyddie's decisions? What are some ways that people are trapped, aside from physical force? ||  // Students should know what happens in these chapters // // They should understand that Lyddie has grown in her thinking, but some things remain the same: wanting to recreate "home" // // Students should know the context in which this happened (Industrial Revolution) // |||| **Skill Outcomes:** //What skills do you intend for students to learn or practice?// Not sure what to put here ||  Students are transitioning from Lashon, which can run over sometimes. ||  // "How do you define 'home?' Is it a physical place? Is it a feeling? Where is home for Lyddie?" // || __Chapter 11__ __Chapter 12__ I want to introduce a famous Supreme Court case to the class: Lochner v. New York, in 1905, in which the Supreme Court ruled that New York State law could not limit the number of hours a worker (baker in this case) works in a day or week. Essentially the ruling said that it was up to the employer and employee to determine the terms of their employment contract. Therefore, the state was infringing on the rights of workers to negotiate their own contracts. This ruling kept government out of employment contracts for the most part, a time known as the Lochner era. I was thinking the students could respond to this issue: Argue for government intervention into worker issues (or against). Use Lyddie, or another character from Lyddie as an example. ||  // Students who finish reading can start their RRJ homework. I can either print this up or put it up on my screen. // || When you go home tonight, think about how what it is about home that makes it home. Is it the place? Is it the people? Is it a feeling? || <span style="font-family: Arial,sans-serif;"> // Students will be working individually throughout this lesson so they can take responsibility for their own pace, and each student will meet with the teacher one-on-one. // || <span style="font-family: Arial,sans-serif;"> // Students will find their own spot in the room, which has several nooks and crannies. There's also a possibility to use another room (Music room?) for individual space. // || <span style="font-family: Arial,sans-serif;"> // Book, RRJ, stickies, pen // || <span style="font-family: Arial,sans-serif;"> // In general, I like the idea of an individual day of reading, and an opportunity to read on their own, not rush through the reading, have the space to take responsibility for their own learning/schedules. They sometimes have a hard time focusing on their own, and maybe some will use this as a chance to not do anything (I have some students in mind, I will have to check in with them) // <span style="font-family: Arial,sans-serif;">// I'm concerned that students will try to "argue" their grade. I will probably have to preface this during this class. // || <span style="font-family: Arial,sans-serif;"> // I will work with each student to go over their RRJ work. Some students I can just explain how I graded based on the rubric, some students I will have to explore their thoughts a little more, add some thinking points, etc. // ||
 * <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;">**Transition** |||||||| <span style="font-family: Arial,sans-serif;">//Where are the students coming from? How does that affect your plan? How will you transition students to your lesson?//
 * <span style="font-family: Arial,sans-serif;">**Hook** |||||||| <span style="font-family: Arial,sans-serif;">//What will you do at the beginning to arouse the intellectual curiosity of the children? How will you open the lesson? Will you make any connections to previous lessons?//
 * <span style="font-family: Arial,sans-serif;">**Activities** |||||||| <span style="font-family: Arial,sans-serif;">//Step-by-step with directions and key questions. How will you uncover student thinking? How do you anticipate students will respond? Include plans for each transition within the lesson.//
 * Respond to the following: “The very word was like a blow to her chest. Home. If she could only go.” (p81). What significance does home play? How has “home” changed for Lyddie throughout the story so far?
 * Discovering Dickens’s novel Oliver Twist is a major turning point in Lyddie’s life. Why is it important to her at first when Betsy begins reading to her, and how does it become important to her later on? Create an analogy between Lyddie in her situation to Oliver Twist in his situation.
 * Lyddie has just received the letter from her mother. Write a journal entry from Lyddie's perspective.
 * At 13, Lyddie is in many ways still a child, and in others rapidly growing into an adult. List as many descriptive words and phrases as you can in which the author is suggesting one aspect or the other of Lyddie’s age.
 * Lyddie takes courage from her goal of bringing her family together. Amelia, Betsy and Prudence also have families of their own. Diana Goss, however, says she considers "the mill as my family." In your opinion, how do their family ties – or lack of them – influence their opinions about the efforts to improve working conditions, including their attitudes about signing the 10-hour petition?
 * "Why couldn't people just live and let live?" (p93) If people choose to live in slave-like conditions, is it their free choice to do so?
 * "Time is more precious than money." (p92) Does Lyddie agree?
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Rubric:** // What is the grading rubric? // Students have a general rubric for their RRJ work. ||
 * <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?//