Directions: Read through the following slides that provide

an overview of some of the lessons in Grade 7, Module 2A, Unit 1 (7.2A.1).You may wish to take notes to use on the assignment that follows. Thank You! As you read, consider how you might personalize these lessons to meet the needs of your classes. Be prepared to complete each of the assessment tasks within this unit and adapt them to your classroom.

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.

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.

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

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

• 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

Lesson 1 – Learning Targets Introducing Module 2: Working Conditions—Then and Now

Lesson 1 - AGENDA

• Opening

• Entry Task (5 minutes)

• Reviewing Learning Targets (5 minutes)

• Work Time

• Gallery Walk (25 minutes) • Introducing Working Conditions Anchor Chart (5 minutes)

• Closing and Assessment

• Modeling the Homework (5 minutes)

• Homework

• Sorting Statements about Working Conditions

Lesson 2-Learning Targets Launching Lyddie

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

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)

Lesson 3-Learning Targets Modeling Entry Task, Reading Notes, and Reading Strategies for Lyddie

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

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.

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.

Lesson 4-Learning Targets Close Reading to Learn about Lyddie’s Character

Lesson 4 - AGENDA • Opening

• Entry Task: Checking for Understanding (5 minutes)

• Reviewing Learning Targets (5 minutes)

• Work Time

• Reading Aloud Chapter 6 of Lyddie (10 minutes)

• Close Reading of Page 43 in Lyddie (20 minutes)

• Closing and Assessment

• Fist to Five Self-Assessment (5 minutes)

• Homework

• Read Chapter 7 of Lyddie and Complete Reader’s Notes for Chapters 6 and 7.

Lesson 4 - Closing and Assessment Fist-to-Five Self-Assessment (5 minutes)

Lesson 5-Learning Targets Analyzing Character: Who Is Lyddie?

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.

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)

Lesson 6-Learning Targets Introducing Working Conditions in the Mills

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.

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).

Lesson 7-Learning Targets Analyzing Word Choice -Understanding Working Conditions in the Mills

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.

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)

Lesson 8-Learning Targets Analyzing Textual Evidence- Working Conditions in the Mills

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.

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.

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.

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.

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.

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).

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

Lesson 14-Learning Targets Writing an Argumentative Essay: Crafting a Claim

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.

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.

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)

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

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.

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.

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.

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.

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).

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).