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LU Title: Literary unit on the novel Lyddie |
Author(s): Sandra Lyndaker |
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Grade Level: Intermediate |
School : Jefferson/Lewis BOCES (Beaver River Central School) |
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Topic/Subject Area: English/Language Arts |
Address: P.O. Box 179, Beaver Falls, NY 13305 |
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Email: slyndaker@beaver-river2.moric.org |
Phone/Fax: (315) 346-1211 |
OVERVIEW
This literary unit on the novel Lyddie, by Katherine Patterson, is based on the time period of the Industrial Revolution. It is intended that this unit coincide with the Social Studies curriculum when introducing this era of child labor and unfair work ethics. The unit should run approximately four weeks, engaging students in personal interaction with the character, Lyddie who struggles with the hardships of life in the factories in Lowell, Massachusetts. This unit could tie to a DBQ lesson or activity, which would help students prepare for standardized testing.
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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Define new vocabulary from the novel Lyddie |
Compare/Contrast |
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Interpret, make connections and act on what is read in the novel Lyddie, with special attention focused on the history of the Industrial Revolution. |
Summarize |
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Listen to and read the novel Lyddie as a way of gaining information and analyze what he/she reads or hears. |
KWL to record facts of historical time period of the Industrial Revolution. |
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Identify characters, plot, climax, setting and theme of the novel Lyddie. |
Analyze perspective |
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Understand key historical points from the readings of Lyddie. |
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Elements of a historical fiction. |
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ESSENTIAL QUESTIONS
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s)
or Benchmark(s)
English and Language Arts
Draw upon literary selections, historical documents, and accounts to analyze the roles played by different individuals and groups during the major eras in New York State and United States. (Industrial Revolution)
LEARNING EXPERIENCES
In chronological
order including acquisition experiences and extending/refining
experiences
for all stated declarative and procedural knowledge
Day 1: (40 minute lesson)
Launch:
Using THINK-PAIR-SHARE strategy, students will complete an anticipation guide after reading an exciting excerpt from the novel Lyddie.
Description:
Students will listen to an excerpt from the novel Lyddie, read by the classroom instructor. Following the reading, students will independently complete an anticipatory guide, making predictions about the essential ideas of the novel. Students will then pair off with a partner to discuss the anticipatory guide, discussing the feelings, and predictions that each has prior to reading the novel. The final aspect of this activity will be to discuss as a whole group the ideas that each student has about the statements on the anticipatory guide.
*Following completion of the novel, the anticipatory guide will be returned to each student to compare individual opinions to that of the author.
Concepts:
Using the THINK-PAIR-SHARE strategy, students will complete the “known” and “want to know” section of a KWL graphic organizer on the topic of “Working conditions during the Industrial Revolution.” The “learned” section of the KWL will be completed at the conclusion of the novel.
Using NUMBERED HEADS strategy, students will complete WORD MAPS of key vocabulary terms in chapters 1&2. (Following each chapter, students will be responsible for completing graphic organizers using new vocabulary terms. This graphic organizer must be kept for cumulative review.)
Define new vocabulary from the novel Lyddie –
Chapter 1:
Anticipation Beholden
Momentarily Primitive
Nourishment Adversary
Anxious Contradicting
Trousseau
Chapter 2:
Noxious
Adherence
Obliged
Activities: Cooperative learning groups, class discussion
Strategies: Think-Pair-Share, Numbered heads
Description: Students will be placed in Think-Pair-Share groups to complete KWL graphic organizers. This will be followed by a whole group discussion and completion of a KWL chart for future reference. Following completion of the KWL students will be placed in cooperative group using numbered heads to cooperatively complete word maps of assigned vocabulary terms.
(40 MINUTES)
Concept: In THINK-PAIR-SHARE groups, students will read chapters 1&2 using BEFORE, DURING AND AFTER strategy.
Listen to and read the novel Lyddie as a way of gaining information and analyze what he/she reads or hears.
Identify characters, plot, climax, setting and theme of the novel Lyddie.
Activities: Oral reading in pairs, class discussion
Strategies:Think-pair-share, Before, During and After
Description: In groups of two, students will orally read chapters 1&2, using the Before, During and After Strategy. Prior to reading students will list specific predictions about what they think will happen. During the reading, students will periodically stop to refer back to their predictions to see if they were correct, identifying anything they may be confused about. The last step to this activity will be to share what they have learned with their partners. Following the Think-Pair-Share activity, the class will regroup to discuss the chapters, highlighting important events.
(40 MINUTES)
Concept: After reading chapters 1 & 2, students will complete dialectical journal entries. Using NUMBERED HEADS strategy, students will share their responses and record reactions to each others responses.
Activities: Journal writing, class discussion
Strategies: Numbered heads
Students will keep a dialectical journal throughout this unit that will reflect on information obtained from the novel Lyddie, as well as from information gathered through the study of the Industrial Revolution in their Social Studies class. Entries into this journal will be made following each reading assignment. The content of the journal will vary such that, some entries will have specific objectives given from the teacher. Other entries will use all of the senses, personal feelings to respond to the actions, environment and particular events that bestows hardships and trials on the characters life. Students will also be given the opportunity to choose the content of their entries using personal experiences that relate to the life of the characters in novel.
(2 - 40 MINUTES LESSONS)
Concepts:
Using NUMBERED HEADS strategy, students will complete WORD MAPS of key vocabulary terms in chapters 3&4.
Using BOOKENDS strategy, students will read chapters 3 & 4 following the introduction to the vocabulary terms.
Dialectical journal entries
Define new vocabulary from the novel Lyddie –
Chapter 3:
Hideous
Stout
Exasperated
Mistress
Peculiar
Chapter 4:
Vigorous
Tinderbox
Sumac
Frenzy
Activities: Cooperative learning groups, class discussion, dialectical journal writing
Strategies: Numbered Heads, Word Maps, Bookends
Description:
Students will be placed in groups using numbered heads to cooperatively complete word maps of assigned vocabulary terms. This will be followed by a whole group discussion with each group sharing the definitions of the assigned vocabulary terms. Students will then work in pairs using the “Bookends” strategy to read chapters 3 & 4, discussing their ideas and questions Before reading followed by a discussion of any new information learned after the chapters had been read.
(40 MINUTES)
Dialectical journal entries - See Day 4
Strategy: Think -Pair-Share
(2 – 40 MINUTE LESSONS)
Concept:
Through guided oral reading, teacher will use the 3-MINUTE PAUSE strategy to construct meaning for chapters 5, 6 & 7
After reading chapters 5, 6 & 7, students will complete dialectical journal entries
Students will construct meaning for chapters 5 - 7 vocabulary using graphic organizer.
Activities: Guided oral reading, whole class instruction, group discussion, dialectical journal writing.
Strategies: 3-Minute Pause
Description
Students will construct meaning from novel through guided reading and discussion of chapters 5 - 7. Students will construct meaning for chapters 5 - 7 vocabulary using graphic organizer.
Vocabulary –
Chapter 5:
Shucked
Chapter 6:
Conveyed
Exceedingly
Porridge
Impertinent
Chapter 7:
Foreboding
Learning Experience - Day 10
(40 MINUTES)
Students will be given an assessment on chapters 1 - 7, to check for understanding and comprehension of material.
Students will independently read chapter 8
Students will construct meaning for chapter 8 vocabulary using graphic organizer.
Chapter 8:
Boardinghouse
Rollicking
Bandboxes
Disgruntled
Prosperous
Concealed
Idleness
(40 MINUTES)
Concept:
Through the USE OF ALL THE SENSES strategy students will make predictions in THINK – PAIR – SHARE GROUPS.
Through guided oral reading, teacher will use the 3-MINUTE PAUSE strategy to construct meaning for chapters 9 & 10.
Students will construct meaning for chapters 9 & 10 vocabulary using graphic organizer.
Vocabulary:
Chapter 9:
Vigilant
Luxuriant
Shuttle
Bobbin
Surname
Beholden
Phrenologist
Extravagant
Chapter 10:
Strenuous
Activities: Collaborative groups, whole group discussion
Strategies: Use of all the senses, Think-pair-share, 3 minute pause
Description
As students enter the classroom they will be given a graphic organizer on making predictions about chapters 9 & 10, the weaving room. In groups of two using the Think- Pair- Share strategy, students will think independently to complete graphic organizer, pair with their partner to discuss predictions, then regroup as a whole classroom to discuss student predictions.
Following the discussion on student predictions, teacher will lead group through guided readings of chapters 9 & 10. Teacher will incorporate the 3 Minute Pause to discuss group predictions with factual content of text.
(40 MINUTES)
Dialectical journal entries - See Day 4
Strategy: Think -Pair-Share
(2 – 40 MINUTE LESSONS)
Concept:
Through guided oral reading, teacher will use the 3 – MINUTE PAUSE to construct meaning for chapter - 11.
After reading chapter 11, students will be placed in cooperative groups using the NUMBERED HEADS strategy to develop an argument for the given controversial position on signing the petition. Each group will then debate their positions with the other groups.
Activities: Oral reading, class discussion, class debate
Strategies: 3 minute pause
Description After reading chapter 11, which deals with the question of whether or not Lyddie should sign the petition for better working conditions. The controversial act of signing the petition can be viewed differently. Students will be placed in cooperative groups using the Numbered Heads strategy. Each group will be assigned a position on how they stand concerning the issue of signing the petition. Students will then hold a classroom debate on their position.
(40 MINUTES)
Concept: Dialectical journal entries - See Day 4 Students will CONSTRUCT SUPPORT for or against Lyddie’s behavior, attitude or a specific action in the story and share their interpretations in a PERSONAL RESPONSE essay.
Strategy: Think -Pair-Share
(2 – 40 MINUTE LESSONS)
Concept:
Using the NUMBERED HEADS strategy, students will be placed in groups to read chapters 12 & 13 using the BOOKENDS strategy.
After reading chapters12 & 13, students will complete dialectical journal entries
Dialectical journal entries - See Day 4
Activities: Guided oral reading, whole class instruction, group discussion, and dialectical journal writing.
Strategies: Numbered Heads, Bookends
Description
Students will construct meaning from novel through the reading and discussion of chapters 12 & 13. Construct meaning for chapters 12 & 13 vocabulary using graphic organizer.
Vocabulary –
Chapter 12:
Diligent
Indefatigable
Decipher
Peculiar
Pompous
Chapter 13:
Impeccable
(2 – 40 MINUTE LESSONS)
Concept:
Through guided oral reading, teacher will use the 3-MINUTE PAUSE strategy to construct meaning for chapters 14, 15, & 16.
After reading chapters14 - 16, students will complete dialectical journal entries
Dialectical journal entries - See Day 4
Activities: Guided oral reading, whole class instruction, group discussion, and dialectical journal writing.
Strategies: 3-Minute Pause
Description
Students will construct meaning from novel through guided reading and discussion of chapters 14 - 16. Construct meaning for Chapters 14 - 16 vocabulary using graphic organizer.
Vocabulary
Chapter 14:
Privy
Blacklisted
Garb
Chapter 15:
Homespun
Fortnight
Doffing
Chapter 16:
Pathetically
(40 MINUTES)
Concept:
Students will be given an assessment on chapters 8 – 16, to check for understanding and comprehension of material.
Students will independently read chapter 17
(2 – 40 MINUTE LESSONS)
Concept:
Through guided oral reading, teacher will use the 3-MINUTE PAUSE strategy to construct meaning for chapters 18 & 19.
After reading chapters 17 - 19, students will complete dialectical journal entries
Dialectical journal entries - See Day 4
Activities: Guided oral reading, whole class instruction, group discussion, and dialectical journal writing.
Strategies: 3-Minute Pause
Description
Students will construct meaning from novel through guided reading and discussion of chapters18 & 19. Construct meaning for Chapters 17 - 19 vocabulary using graphic organizer.
Vocabulary
Chapter 17:
Infallible
Indignant
Chapter 18:
Sprigged
Chapter 19:
Adjourned
Dervishes
(2 – 40 MINUTE LESSONS)
Concept:
Using the NUMBERED HEADS strategy, students will be placed in groups to read chapters 20 & 21, using the BOOKENDS strategy.
After reading chapters 20 & 21, students will complete dialectical journal entries
Dialectical journal entries - See Day 4
Activities: Whole class instruction, group discussion, and dialectical journal writing.
Strategies: Numbered Heads, Bookends
Description
Students will construct meaning from novel through the reading and discussion of chapters 20 & 21. Construct meaning for Chapters 20 & 21 vocabulary using graphic organizer.
Vocabulary
Chapter 20:
Scrupulous
Raucous
Chapter 21:
Rivulet
Cravat
Tamped
Turpitude
Countenance
(2 – 40 MINUTE LESSONS)
Concept:
Through guided oral reading, teacher will use the 3-MINUTE PAUSE strategy to construct meaning for chapters 22 & 23.
After reading chapters 22 & 23, students will complete dialectical journal entries
Dialectical journal entries - See Day 4
Activities: Guided oral reading, whole class instruction, group discussion, and dialectical journal writing.
Strategies: 3-Minute Pause
Description
Students will construct meaning from novel through guided reading and discussion of chapters 22 & 23. Construct meaning for Chapters 22 & 23 vocabulary using graphic organizer.
Vocabulary
Chapter 22:
Turpentine
Ignorant
Vile
Depraved
Proprietress
Chapter 23:
Monstrosities
Tinder
Tarnation
(40 MINUTES)
Concept:
Using the THINK-PAIR-SHARE strategy students complete the what I have “learned” section of the KWL graphic organizer on the topic of “Working conditions of the Industrial Revolution.”
Strategies: Think- Pair-Share, KWL
Description: Students will complete the KWL graphic organizer that was started on day 2. Students will initially work in pairs to complete their graphic organizer, followed by group discussion and completion of the group KWL chart.
Students will be given an assessment on chapters 17 - 23, to check for understanding and comprehension of material.
Concept: Students will learn the process of compare and contrast through the teacher modeling steps using the THINK ALOUD strategy. (Students will have set of steps posted in the room for future reference).
Strategies: Think aloud
Description:
Each student will be required to write a comparison/contrast essay on “How would your life be different if you had been born during the time of Lyddie during the Industrial Revolution? Incorporating information on how life is different today, including living and working conditions through a word processing document. (See attached Comparison Task Rubric)
Concept: Students will independently research current event issues of child labor to develop a compare/contrast essay on child labor during the Industrial Revolution to child labor during the twentieth century.
Description:
Using the Internet with given web sites, students will research current event issues of child labor to develop a compare and contrast essay to compare child labor during the Industrial Revolution to that of child labor today. Students will work in cooperative groups to complete a compare/contrast graphic organizer that will be used for reference when developing individual essays. (See attached Comparison Task Rubric)
CULMINATING PERFORMANCE
Include
rubric(s)
For their culminating performance, using NUMBERED HEADS strategy, students will be assigned one of two excerpts that depicts opposing opinions and views on the working conditions in the factories of Lowell, Massachusetts. Using historical knowledge gained through the reading of the novel Lyddie, and the previous debate on signing the petition, students will complete a graphic organizer on ANALIZING PERSPECTIVES and write an essay through a word processing document in response to the given opinion excerpt and the analyzing perspectives graphic organizer. Student essays will be graded on three task components; Identifies Issues of disagreement, Identifies position and reasoning for it, and Identifies opposing position and reasoning for it. (See attached Analyzing Perspectives Task Rubric)
Excerpt A
Some of these lords of the loom employ thousands of miserable creatures who are kept, fourteen hours in each day, locked up, summer and winter, in a heat of from eighty to eighty-four degree.
What then must be the situation of these poor creatures who are doomed to toil day after day? Can any man, with a heart in his body, refrain from cursing a system that produces such slavery and cruelty?
These poor creatures have no cool room to retreat to and are not allowed to send for water to drink; even the rain water is locked up, by the masters orders and spinner found with his window open is to pay a fine.
The notious fact is that well constitutioned men are rendered old and past labor at forty and children are rendered decrepit and deformed before they arrive at the age of sixteen.
Excerpt B
I have visited many factories and I never saw children in ill humor. They seemed to be always cheerful and alert, taking pleasure in the light play of their muscles enjoying the mobility natural to their age. The scene of industry was exhilarating. It was delightful to observe the nimbleness with which they pieced the broken ends as the mule carriage began to recede from the fixed roller beam and to see them at leisure after a few seconds exercise of their tiny fingers, to amuse themselves in any attitude they chose. The work of these lively elves seemed to resemble a sport. They evidenced no trace of exhaustion on emerging from the mill in the evening; for they skipped about any neighborhood playground. (See Analyzing Perspective Task Rubric)
PRE-REQUISITE SKILLS
Basic computer keyboarding
Basic word processing skills
MODIFICATIONS
Individual Educational Plan modifications will be met throughout this unit. These modifications are addressed in activities and Learning Experiences.
UNIT SCHEDULE/TIME PLAN
Daily activities are given in learning experiences based on 40-minute lessons.
TECHNOLOGY USE
Students will be incorporating technology throughout this unit through the use of word processor for written essays, Internet and Encarta.
http://www.natlconsumersleague.org/clc.htm
http://www.freethechildren.org/
http://www.summersault.com/~agj/clr/
http://www.nlcnet.org/behindclosed/elsalvador.htm
http://www.lvrj.com/lvrj_home/1997/May-16-Fri-1997/news/5389496.html
Identifies items
4 points Selects items that are extremely suitable for addressing the basic objective of the comparison and that show original or creative thinking.
3 points Selects items that provide a means for successfully addressing the basic objective of the comparison.
2 points Selects items that satisfy the basic requirements of the comparison but create some difficulties for completing the task.
1 point Selects items that are not appropriate to the basic objective of the comparison
Characteristics
4 points Selects characteristics that encompass the most essential aspects of the items and present a unique challenge or provide an unusual insight.
3 points Selects characteristics that provide a vehicle for meaningful comparison of the items and address the basic objective of the comparison.
2 points Selects characteristics that provide for a partial comparison for the items and may include some extraneous characteristics.
1 point Selects characteristics that are trivial or do not address the basic objective of the comparison or upon which the items can not be compared.
4 points Accurately assesses all the similarities and differences for each item on the selected characteristics. May provide inference from the comparison which was not explicitly asked for in the task.
3 points Accurately assesses the major similarities and differences among the identified characteristics.
2 points Makes some important errors in identifying major similarities and differences among the identified characteristics.
1 point Makes many significant errors in identifying the major similarities and differences among the identified characteristics.
ANALYZING PERSPECTIVES TASK RUBRIC
TASK COMPONENT
Identifies issue
Of disagreement
4 points Identifies implicit points of the disagreement that are not obvious but are the underlying cause of conflict.
3 points Identifies explicit points of disagreement that cause the conflict.
2 points Identifies issues that are not points of disagreement as the important issues of disagreement.
1 point Ignores explicit and implicit point of disagreement
Identifies position
And reasoning for it
4 points Articulates detailed position and reasoning behind it and, if a strong line of reasoning does not underlie position, articulates errors/holes in the reasoning.
3 points Articulates position and basic reasoning underlying it. Does not address or incompletely addresses errors/holes in the reasoning.
2 points Articulates position but does not present a clear line of reasoning behind it.
1 point Does not articulate a clear position.
Identifies opposing
Position and reasoning
For it
4 points Articulates a detailed opposing position and reasoning behind it. If a strong line of reasoning does not underlie the position, articulates errors/holes in the reasoning.
3 points Articulates opposing position and basic reasoning underlying it. Does not address or addresses incompletely the errors/holes in the reasoning.
2 points Articulates opposing position but does not present a clear line of reasoning behind it.
1 point Does not articulate a clear opposing position