2. Introduction to Unit 1
In 7.2A.1, students are introduced to the skills,
practices, and routines of close reading,
annotating text, and evidence-based
Claims. These skills will be supported through tasks
that include text-dependent questioning and
focused annotation.
Students engage in critical analysis of texts to
explore deep meanings.
3. Introduction cont.
Students read and analyze Katherine Paterson's dramatic novel
Lyddie, focusing on the protagonist, Lyddie Worthen,
through her development within the central themes in the
novel.
Lyddie is a historical novel about a poor farm girl who conquers
significant obstacles in her life.
Students will be asked to analyze and annotate the text, actively
participate in evidence based discussions and will have the ability
to clearly explain their ideas about the text and the issues it
addresses.
4. Introduction cont.
There is two formal assessments within this unit. These
are included in lesson 9 and lesson 18-20.
The End-of-Unit Assessment asks students to will plan,
draft, and revise an argument essay that responds to the
prompt: After reading through Chapter 17 of Lyddie, write
an argument essay that addresses the question: Should
Lyddie sign the petition that Diana Goss is circulating?
Support your position with evidence from the novel. Be sure
to acknowledge competing views, and refer only to
information and events in the book
5. Teacher
Preparation
Required Materials
• Read and annotate
“Lyddie”
• Review the two
assessments that
are included within
the unite.
• Review the
standards and post
in classroom
• Copies of “Lyddie”
• Post-its
• Pens, pencils, markers, highlighters
• Collection for student work:
notebook/binder
• Technology if possible:
LCD/Smartboard
• Copies of handouts, tools, rubrics,
and standards for students
6. • What are working conditions, and why do they matter?
• How does reading one section of a text closely help me understand it
better?
• Working conditions include multiple factors and have significant
effects on the lives of workers.
• Closely reading and discussing one excerpt of a longer text helps to
deepen your understanding of the text as a whole.
Guiding Questions And Big Ideas
10. Lesson 2 – AGENDA
Opening
Entry Task: Settings in Lyddie (5 minutes)
Introducing Learning Targets (5 minutes)
Work Time
Close Read: Chapter 1 of Lyddie (20 minutes)
Guided Practice with Reader’s Notes (10
minutes)
Closing and Assessment
Reviewing Homework and Previewing Checking for
Understanding Entry Task (5 minutes)
Homework
11. Lesson 2- Materials Needed
Setting pictures A, B, and C (of the three settings for Lyddie) (one of each to
display or print out)
Entry Task: Lesson 2
Lyddie (book; one per student)
Lyddie Reader’s Notes, Chapter 1 and Chapter 2 (two separate supporting
materials; one each per student)
Lyddie Reader’s Notes, Chapter 1 and Chapter 2, Teacher’s Edition (two
separate supporting materials; for Teacher Reference)
Chapter 1 of Lyddie Text-Dependent Questions (one per student)
Chapter 1 of Lyddie Close Reading Guide (for Teacher Reference)
Lyddie: Reading Calendar (one per student)
13. Lesson 3 - AGENDA
Opening
Entry Task: Checking for Understanding
(15 minutes)
Work Time
Setting Up Discussion Appointments (5 minutes)
Guided Practice: Noticing When to Reread (20
minutes)
Closing and Assessment
Previewing Homework (5 minutes)
Homework
14. Lesson 3 – Teacher Notes
Highlights
This lesson, as well as Lessons 4 and 5, focuses on helping
students understand Lyddie, the main character. The closing
for this lesson gives students an opportunity to synthesize
what they have learned about her so far.
Planning ahead-
Note that the student version of Reader’s Notes for Chapter 5
is intentionally partially completed. This chapter is not crucial
and some teachers may opt to skip it; hence, the plot is filled
out for students on their Reader’s Notes.
15. Lesson 3 – Consider in Advance
Lyddie is a difficult text. Consider what type of pep talk or
planning in class will help your students be successful with
completing more rigorous reading assignments for
homework.
Time is built into the lesson to discuss this with students. The
script prompts you to emphasize the use of practices such as
rereading and to focus on helping students engage with the
main character.
Consider what your students need to hear from you or
discuss.
20. Lesson 5-AGENDA
• Opening
• Entry Task: Checking for Understanding (10 minutes)
• Work Time
• Synthesizing Ideas About Lyddie’s Character: Acrostic Poem
(20 minutes)
• Building Background Knowledge: Watching a Clip from the Mill
Times Video (10 minutes)
• Closing and Assessment
• Reading Aloud Chapter 8 (5 minutes)
• 4. Homework
• Read Chapter 8 of Lyddie and complete Reader’s Notes for
Chapter 8.
21. Lesson 5- Vocabulary
The vocabulary in Lyddie can be difficult. Consider
what type of pre-planning that you will need to do
that will help your students understand the
antiquated vocabulary included in this novel.
Highlighted Vocabulary for LESSON 5-
characterization, strengths, weaknesses, hardships, hopes;
manufacture (39), intrusion (40), intruder (39), conveyed
(40), notions (40), penniless (42), snare (43), grimaced (44),
impertinent (44), burden (44), obliged (47), alight, hapless
(49), stout (50), boardinghouse, foreboding (51)
23. Lesson 6-AGENDA
Opening
Entry Task: Checking for Understanding
(10 minutes)
Work Time
Close Reading, Pages 62-66 in Lyddie
(15 minutes)
Adding to Working Conditions Anchor Chart
(15 minutes)
Closing and Assessment
Reviewing Homework (3 minutes)
Homework
Read Chapters 9 and 10 of Lyddie and complete Reader’s Notes
for Chapters 9 and 10.
24. Lesson 6-What have we done so far?
Looking back at Lessons 2–5, students focused
on understanding Lyddie, the main character in
the novel. In this lesson, students begin to focus on
working conditions in the mill and how they
affected Lyddie. This focus continues in Lessons 7
and 8 and is also the focus of the Mid-Unit 2
Assessment in Lesson 9. As a group, Lessons 6–9
center on RL.7.1 (gathering evidence from text) in
the context of RL.7.3 (noticing how setting,
character, and plot interact).
26. Lesson 7-
Supporting 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.
• I can analyze how the author’s word choices create vivid
descriptions of Lyddie’s living and working conditions.
27. Lesson 7- Vocabulary
Students continue to analyze working conditions in
the mill and how they affect Lyddie.
This lesson adds a focus on word choice and
figurative language, as students discuss how author
Katherine Paterson’s choice of language helps the
readers better understand Lyddie’s working
conditions and how they affected her.
Highlighted Vocabulary for LESSON 7-
personification; goods, flaw (65), decipher (66), radical (67),
infamous, operatives (69), strenuous (74), laden, bowels (75),
inferno, meager (76), commenced (77), ravenous, fatigue (78)
29. Lesson 8-AGENDA
Opening
Entry Task: Checking for Understanding (5 minutes)
Work Time
Understanding Working Conditions in Lyddie: Textual Evidence
Note-catcher (20 minutes)- Collect this from students, give feedback
and return it to them at the beginning of Lesson 9
Adding to Working Conditions Anchor Chart (10 minutes)
Closing and Assessment
Reviewing Homework (10 minutes)
Homework
Read Chapters 11 and 12 of Lyddie and complete Reader’s
Notes for Chapters 11 and 12.
30. Lesson 8 – Consider in Advance
Students revisit the quotes about working conditions they discussed in
Lessons 6 and 7 as they complete the Working Conditions in Lyddie:
Textual Evidence note-catcher.
After spending several lessons talking about what specific quotes tell
them about working conditions, they should be well-prepared to capture
their understanding in writing.
This note-catcher gives students additional practice in the type of
thinking required for the Mid-Unit 1 Assessment and also will be an
important resource when they are writing their End-of-Unit Assessment
argument essay later.
Please note: Encourage Students to retain ALL class materials, homework
and readers notes. These will be needed as they complete each
assessment.
31. Lesson 9- Mid-Unit 1 Assessment
Applying Textual Evidence- How Working Conditions Affected Lyddie
This assessment centers on standards NYS ELA RL.7.1 and RL.7.3.
This is a reading assessment: The purpose is for students to
demonstrate their ability to cite textual evidence when explaining how
the plot, characters, and setting of a novel interact.
The assessment will focus on a section of text that the class has not
yet analyzed.
Students will complete selected- and constructed-response items
that assess their ability to analyze the text, focusing specifically on
how working conditions affect Lyddie.
32. Lesson 9- Mid-Unit 1 Assessment (Cont.)
Applying Textual Evidence- How Working Conditions Affected Lyddie
Distribute students’ Working Conditions in Lyddie: Textual Evidence
Note-catchers (collected in Lesson 8) and give students several
minutes to review your feedback. At this point, you may also wish to
display a piece of exemplar work. Encourage students to take this
feedback into account as they complete the Mid-Unit 1 Assessment.
Tell students that today they get to demonstrate their progress on the
learning target: “I can cite specific textual evidence to explain what
working conditions were like in the mills and how they affected
Lyddie.” Assure students that there are no tricks to this assessment; it
really is the exact process they’ve been practicing in class in Lessons 6,
7, and 8.
33. Lesson 9- Mid-Unit 1 Assessment (Cont.)
Applying Textual Evidence- How Working Conditions Affected Lyddie
Tell students that the assessment focuses on Chapter 12
and on pages 97 and 98 of Chapter 13. Give them 5
minutes to reread those pages. Remind them that
rereading is an important strategy for understanding text,
and tell them that you want to make sure everyone does
well on the assessment.
Tell students that everyone needs to remain silent until the
entire class is finished, that this commitment is how they
show respect for each other and is non-negotiable. Write
on the board: “If you finish early, you can …” and include
suggested tasks for students to complete related to this
unit.
34. Lesson 9- Mid-Unit 1 Assessment (Cont.)
Applying Textual Evidence- How Working Conditions Affected Lyddie
Distribute the Mid-Unit 1 Assessment: How
Working Conditions Affected Lyddie to each
student. Remind them that they can and should
refer to their books and their Reader’s Notes as
they complete the assessment.
Tell them that you will be concerned if you do not
see them rereading as they complete the
assessment.
Collect students’ assessments. When they are
done, they should begin the homework
assignment (reading Chapter 14 and completing
the Reader’s Notes).
35. The next four lessons follow a similar format as the first eight. However,
the topics and specific skill vary in each lesson leading up to the end-of-
unit assessment.
The following skills and topics are covered in these four lessons:
Lesson 10-Framing Lyddie’s Decision and Practicing Evidence Based
Claims
Lesson 11-Forming Evidence-Based Claims: Should Lyddie Sign the
Petition?
Lesson 12-Generating Reasons: Should Lyddie Sign the Petition?
Lesson 13-Writing an Argumentative Essay: Introducing the Writing
Prompt and Model Essay
37. Lesson 14- Teaching Notes
• This lesson continues the series of lessons that
prepare students to write for their End of Unit 1
Assessment. Today, students build on the work
from Lessons 10–12 where they gathered evidence
to answer whether or not Lyddie should sign the
petition.
• Note that students saw the End of Unit 1
Assessment prompt in Lesson 13, as a part of the
Explanatory Essay vs. Argument Essay handout. It
is repeated again in this lesson as its own stand-
alone document.
38. Lesson 14- Teaching Notes (Cont.)
This lesson is a decision point for the students.
By the end of the lesson, they will write the
claim in their essay and the reasons they will
use. To help students decide which claim to
argue, they will weigh the reasons and text
code the Forming Evidence-Based Claims
graphic organizers that they used in Lessons
10–12. These were collected in Lesson 12.
39. Lesson 14- Materials to Gather
Checking for Understanding, Chapters 18 and 19
entry task (one for each student)
Forming Evidence-Based Claims graphic organizers
(collected in Lesson 12, returned here with feedback)
Lyddie’s Decision anchor chart (begun in Lesson 10)
Working Conditions in Lyddie: Textual Evidence note-
catcher (students last used this in Lesson 9)
End of Unit 1 Assessment Prompt: Lyddie Argument
Essay (one per student and one to display)
40. The next four lessons follow a similar format as the previous lessons.
However, the scaffolding of skills becomes increasingly rigorous as
students move from analysis to application.
The following skills and topics are covered in these four lessons:
Lesson 15-Writing an Argumentative Essay: Analyzing the Model Essay
Lesson 16-Writing an Argumentative Essay: Planning the Model Essay
Lesson 17-Writing an Argumentative Essay: Peer Critique
Lesson 18-End of Unit 1 Assessment, Part 1: Drafting the Argumentative
Essay
41. Lesson 18- Rubric Notes
Note: Use the NYS Expository Writing Rubric
(argument version) in order to assess students’
essay drafts. Focus only on row 1 (“Claims and
Reasons”) and row 2 (Command of Evidence”).
Be ready by Lesson 20 to return the essay
drafts with feedback and the rubric. For
assessment purposes, focus on just the top two
rows of the rubric.
42. Lesson 19- End of Unit 1 Assessment
World Café to Analyze the Characters in Lyddie
This lesson serves as the culminating discussion of
Lyddie. This lesson uses the same protocol as in
Module 1 (Unit 1, Lesson 9 and Unit 2, Lesson 8).
Review the World Café protocol (embedded in this
lesson; also in Module 1, Unit 1, Lesson 9). The
students should now be familiar with the protocol.
43. Lesson 20- End of Unit 1 Assessment
Part 2: Revise Essay Drafts
This assessment has two parts. Part 1 is students’ best on-
demand draft and centers on standards NYSP12 ELA RL.7.1,
RL.7.3, W.7.1, and W.7.9a.
This draft will be assessed based on the first two rows of
the NYS Expository Writing Evaluation Rubric before
students receive teacher feedback so that their individual
understanding of the texts and their writing skills can be
observed.
Part 2 is students’ final draft, revised after teacher
feedback, and is assessed on the final two rows of the
rubric, adding standards L.7.1, L.7.2, and W.7.5.
44. Lesson 20- End of Unit 1 Assessment
Part 2: Revise Essay Drafts (Cont.)
Some students may need more help revising than others.
There is space for this during the revision time.
As in Lesson 18, consider the setup of the classroom;
students ideally will be working on computers.
If students did not use computers to draft their essays in
Lesson 18, consider giving them more time to revise and
rewrite their essays.
Have independent activities ready for students who finish
revising early.
45. Lesson 20- End of Unit 1 Assessment
Part 2: Revise Essay Drafts (Cont.)
Since not all students may finish their revisions
during this class, have students email their files,
check out a computer, or come in during an off
period or after school to finish. Consider extending
the due date for students who do not have access
to a computer at home.
In advance: Look over students’ graded drafts
(from Lesson 18) and find a common conventions
error. Craft a mini lesson for Work Time A to
address the error (a sample structure is provided
in the lesson).
46. Lesson 20- End of Unit 1 Assessment
Part 2: Revise Essay Drafts (Cont.)
Since not all students may finish their revisions
during this class, have students email their files,
check out a computer, or come in during an off
period or after school to finish. Consider extending
the due date for students who do not have access
to a computer at home.
In advance: Look over students’ graded drafts
(from Lesson 18) and find a common conventions
error. Craft a mini lesson for Work Time A to
address the error (a sample structure is provided
in the lesson).
