- I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
- I can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings). (L.7.4)
- I can express my own ideas clearly during discussions. (SL.7.1)
Long Term Learning Targets
Supporting Targets
- I can analyze how plot, character, and setting interact in Lyddie.
- I can use context clues-- both in the sentence and on the page--to determine the meaning of unknown words.
- By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of the plot, characters, and setting.
Ongoing Assessment
- Reader's Notes
- Chapter 6 of Lyddie Text Dependent Questions
Agenda
Agenda | Teaching Notes |
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A. Entry Task: Checking for Understanding (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Reading Aloud Chapter 6 of Lyddie (10 minutes) B. Close Reading of Page 43 in Lyddie (20 minutes) 3. Closing and Assessment A. Fist to Five Self-Assessment (5 minutes) 4. Homework A. Read Chapter 7 of Lyddie and Complete Reader's Notes for Chapters 6 and 7. |
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Vocabulary
effect, affect, explicitly, implicitly, infer; tavern (18), homespun (20), garment (23), servitude (23), comrade (25), mean (27), secretive (29), calicoes (29), anxieties (31), practiced skill (32), fugitive (33), diminish (43), enormity (43), leaden (43)
Materials
- Lyddie (book; one per student)
- Checking for Understanding, Chapters 3 and 4 entry task (one per student)
- Weaving Room Discussion Appointments handout (from Lesson 3)
- Page 43 in Lyddie (one per student)
- Chapter 6 of Lyddie Text-Dependent Questions (one per student)
- Chapter 6 of Lyddie Close Reading Guide (for Teacher Reference)
- Lyddie Reader's Notes, Chapter 5 (from Lesson 3; see Lesson 3 Teaching Note)
- Lyddie Reader's Notes, Chapter 6 and Chapter 7 (two separate supporting materials, one per student)
- Lyddie Reader's Notes, Chapter 6 and Chapter 7, Teacher's Edition (two separate supporting materials; for Teacher Reference)
Opening
Opening | Meeting Students' Needs |
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A. Entry Task: Checking for Understanding (15 minutes)
Note: Depending on your plans for collecting this work, you can either collect the entry task as students finish and before they discuss the questions, or you can have students keep their papers and self-correct them as the class discusses the questions. In some lessons, the entry task will lead to class discussion. In this particular lesson, just briefly answer the questions so you will have time to focus on the close reading. |
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B. Reviewing Learning Targets (5 minutes)
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Work Time
Work Time |
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A. Reading Aloud Chapter 6 of Lyddie (10 minutes)
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B. Close Reading of Page 43 in Lyddie (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Fist to Five Self-Assessment (5 minutes)
* "By engaging in a discussion with my partner, I can analyze one section of Lyddie to deepen my understanding of
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Homework
Homework |
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