- I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
- I can analyze the interaction of literary elements of a story or drama. (RL.7.3)
- I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)
- I can analyze figurative language, word relationships, and nuances in word meanings. (L.7.5)
- I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL7.1)
Long Term Learning Targets
- 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.
- I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.
- Checking for Understanding entry task
- Working Conditions anchor chart--student version
A. Entry Task: Checking for Understanding
2. Work Time
A. Close Reading, Pages 62-66 in Lyddie
B. Adding to Working Conditions Anchor Chart
3. Closing and Assessment
A. Reviewing Homework (3 minutes)
A. Read Chapters 9 and 10 of Lyddie and complete Reader's Notes for Chapters 9 and 10.
foreboding, din, distress, conscientious, complex, imposing, broadside, vigilant, shuttle, goods, flaw, paled, dexterity
- Pictures for Entry Task for Lesson 6 (for display)
- Checking for Understanding Chapter 8 Entry Task (one per student)
- Lyddie Reader's Notes, Chapters 1-7 (students' completed notes with teacher feedback after Lesson 5)
- Image of a power loom to display (see Teaching Note above; find one in advance)
- Sticky notes (5-6 per student)
- Lyddie (book; one per student)
- Document camera
- Lyddie Reader's Notes, Chapter 9 and Chapter 10 (two separate supporting materials; one each per student)
- Lyddie Reader's Notes, Chapter 9 and Chapter 10 (two separate supporting materials; for Teacher Reference)
- Weaving Room Discussion Appointments handout (from Lesson 3)
- Working Conditions anchor chart (begun in Lesson 1)
- Working Conditions anchor chart, student version (begun in Lesson 1)
- Three Quotes from Chapter 9 (one per pair of students and one to display)
|Opening||Meeting Students' Needs|
A. Entry Task: Checking for Understanding (10 minutes)
B. Reviewing Learning Targets (2 minutes)
|Work Time||Meeting Students' Needs|
A. Close Read of Pages 72-66 in Lyddie (15 minutes)
* "What happened at the very end of Chapter 8?"
* What is this? How does it connect to the part we are about to read?"
* "Based on the video you saw in Lesson 5, what words might be used to describe the different parts of the loom?"
* Listen for: terms such as warp, weft, thread, shuttle, frame.
* "How is the process you just went through similar to the process you use when reading for homework and completing the Reader's Notes?"
B. Adding to Working Conditions Anchor Chart (8 minutes)
"She [Lyddie] took pride in her strength, but it took all of her might to yank the metal lever into place.... Still, the physical strength the work required paled beside the dexterity needed to rethread a shuttle quickly or, heaven help her, tie one of those infernal weaver's knots" (p. 65).
Closing & Assessments
A. Reviewing Homework (3 minutes)
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