Lyddie chapter 20 answer key

Lyddie chapter 20 answer key DEFAULT

Lyddie Chapters 1-3 Vocabulary Crossword

changing a garment such as shortening the length of the slacks alterations
the 45 degree angle to the selvage bias
fabric tube that holds elastic or a drawstring casing
threads in a fabric go selvage to selvage onthe fabric, they are perpendiclar to the selvage crosswise grain
cloth produced from yarns that hae been woven, knitted, or pressed together, then treated with dyes, coatings, or chemical finishes fabric
"teeth" under the needle plate that help move the fabric beneath the presser foot feed dog
the long, thin, hair-like strands that are made into yarn fibers
directions that include how to lay out, cut, and sew the pattern guide sheet
sewing machine part that raises the needle on the machine hand wheel
a textile used onthe unseen or "wrong" side of fabrics to make an area of a garment more rigid interfacing
using heat and a back and forth movement to remove wrinkles ironing
a plan on the guide sheet for placing the fabric layout
the threads in the fabri that are parallel to the selvage lengthwise grain
fibers from natural sources, mainly plants and animals natural fabrics
threads of a woven faric running at a slant off-grain
threads of a fabric that are carefully woven and run a 90 degree angle on-grain
formation of little balls of fiber onthe surface of a fabric, cause by abrasion in wear pilling
while stitching a seam the needle is left in the fabric, the presser foot is lifted then the fabric is turned pivot
using heat and an up and down motion to set seams, pleats, etc pressing
fabric used to protect the garment from the heat and anything tha might be on the iron press cloth
a sewing machin part that keeps the fabric in position over the needle and on top of the feed dog presser foot
threads become loose or frayed ravel
able to spring back to the original shape resilient
to burn the fabric creating a discoloration on it scorch
the finished edge of the fabric that keeps the fabric from raveling selvage
the item on the botton that provides space between the button and the fabric; can be on the packaged button or made from thread shank
fibers made in factories from chemicals and other raw materials; referred to as man-made fabrics synthetic fabrics
generally, a cloth product; specifically, any fiber, yarn, or fabric, whether woven, knitted, felted, orn onwoven textile
controls the flow of the upper thread thread takeup lever
spun thread that is woven or knit into fabric or used for sewing yarn

Read Full Description...

changing a garment such as shortening the length of the slacks alterations
the 45 degree angle to the selvage bias
fabric tube that holds elastic or a drawstring casing
threads in a fabric go selvage to selvage onthe fabric, they are perpendiclar to the selvage crosswise grain
cloth produced from yarns that hae been woven, knitted, or pressed together, then treated with dyes, coatings, or chemical finishes fabric
"teeth" under the needle plate that help move the fabric beneath the presser foot feed dog
the long, thin, hair-like strands that are made into yarn fibers
directions that include how to lay out, cut, and sew the pattern guide sheet
sewing machine part that raises the needle on the machine hand wheel
a textile used onthe unseen or "wrong" side of fabrics to make an area of a garment more rigid interfacing
using heat and a back and forth movement to remove wrinkles ironing
a plan on the guide sheet for placing the fabric layout
the threads in the fabri that are parallel to the selvage lengthwise grain
fibers from natural sources, mainly plants and animals natural fabrics
threads of a woven faric running at a slant off-grain
threads of a fabric that are carefully woven and run a 90 degree angle on-grain
formation of little balls of fiber onthe surface of a fabric, cause by abrasion in wear pilling
while stitching a seam the needle is left in the fabric, the presser foot is lifted then the fabric is turned pivot
using heat and an up and down motion to set seams, pleats, etc pressing
fabric used to protect the garment from the heat and anything tha might be on the iron press cloth
a sewing machin part that keeps the fabric in position over the needle and on top of the feed dog presser foot
threads become loose or frayed ravel
able to spring back to the original shape resilient
to burn the fabric creating a discoloration on it scorch
the finished edge of the fabric that keeps the fabric from raveling selvage
the item on the botton that provides space between the button and the fabric; can be on the packaged button or made from thread shank
fibers made in factories from chemicals and other raw materials; referred to as man-made fabrics synthetic fabrics
generally, a cloth product; specifically, any fiber, yarn, or fabric, whether woven, knitted, felted, orn onwoven textile
controls the flow of the upper thread thread takeup lever
spun thread that is woven or knit into fabric or used for sewing yarn

Sours: https://wordmint.com/public_puzzles/1120589

Wednesday, October 10

  • Opener: Please sit quietly and clear your desk except for a pencil.

Short Term Learning Targets

  • I can analyze photos, videos, and quotes to find a central theme.
  • I can synthesize the ideas of my classmates with my own.

Wednesday, October 10

  • What’s that sound? (pg. 1)
  • Pass out new workbooks
  • Digital Gallery Walk (in Google classroom)

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

I've just written a song about tortillas - actually, it's more of a wrap.

Monday, October 15

Opener: Write the short term learning targets down in your notebook then answer the questions below.

  • 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.

  • Based on learning target 1, what do you think are the three elements of a story?
  • Define analyze
  • What does it mean to analyze an interaction?

Monday, October 15

  • Review the learning targets/opener
  • Lyddie Exploration - What do you notice? Cover?
  • Close Read: Chapter 1 of Lyddie and complete Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due Tuesday, October 30

Daily Funny:

Someone stole my toilet and now the police have nothing to go on.

Lesson 1

Tuesday, October 16

Opener: Get out your novel and turn to Chapter 2. Open up your workbook to page 9.

Tuesday, October 16

  • Grades and End of Unit 3 Test Corrections Update
  • Set up Discussion Appointments (on pg. 15 in the workbook)
  • Close Read: Chapter 2 of Lyddie and complete Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due Tuesday, October 30

Daily Funny:

To the mathematicians who thought of the idea of zero, thanks for nothing!

Lesson 1 and 2

Wednesday, October 17

  • Opener: Complete the entry task on pgs. 12 and 13 of your workbook.

Short Term Learning 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.

Wednesday, October 17

  • Review the opener
  • Weft Discussion Partner to answer #2 on pg. 10
  • Read Ch. 3 of Lyddie and Complete Reader’s Notes (p. 16-17)
  • Read Ch. 4 of Lyddie and Complete Reader’s Notes (p. 18-19)

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due Tuesday, October 30

Daily Funny:

I hate insects puns, they really bug me.

Lesson 3

Lyddie is the main character in this book.What have we learned about Lyddie from this story?

Lyddie is in charge; Lyddie is brave; Lyddie is calm under pressure; Lyddie doesn’t want to disagree with her mother; Lyddie doesn’t have much money.

Thursday, October 18

  • Opener: Open your novel to pg. 29 and your workbook to pg. 18 so we can start reading ASAP.

Thursday, October 18

  • Finish reading Chapter 4 and complete Reader’s Notes
  • Read Chapter 5 of Lyddie and Complete Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due Tuesday, October 30

Daily Funny:

It's hard to explain puns to kleptomaniacs because they always take things literally.

Through Lesson 4

Friday, October 19

  • Opener: Complete page 22 in your workbook.

Friday, October 19

  • Review the opener
  • Complete the text-dependent questions on pg. 23 with partners:
  • Read Chapter 7 of Lyddie

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due Tuesday, October 30

Daily Funny:

For Sale: Parachute. Only used once, never opened.

Through Lesson 4

The text says: “‘It was half the Stevenses’ calf by rights,’ she said, trying to diminish for both of them the enormity of what she had done” (43).

What do diminish and enormity mean? How do context clues help you figure that out?

What does this sentence help us to infer about how they are feeling?

Diminish means “to make smaller,” and enormity means “seriousness.”

This helps us infer that the characters were both feeling embarrassed by Lyddie’s huge act of generosity.

“She felt leaden with sadness” (43).

What does the word leaden mean? How do you know?

What is making her feel “leaden with sadness”?

Leaden means “weighed down.”


Interestingly, it is when Lyddie realizes how far she and Charlie are from coming back to the farm that she feels sad.

Why did Lyddie give Ezekial the money?


What character trait(s) does this show?

She gave him the money because she is generous, empathetic, committed to freedom, kind, etc.

Monday, October 22

Read the short term learning targets below. Then answer the questions in your notebook.

  • By engaging in a discussion with my classmates, I can analyze the characterization of the central character and deepen my understanding of the plot, characters, and setting in Lyddie.
  • I can find textual evidence to illustrate the character traits of Lyddie.
  • I can clarify and extend my understanding of the setting of Lyddie by watching a video about the mill towns.

  • Find one text evidence from your reader notes that describes a character trait of Lyddie. Explain how.
  • Remember that Lyddie is going to work in a factory (or a mill). What do you think a mill town is? What do you think it will be like to live in a mill town?

Monday, October 22

  • Review the opener
  • Finish the Chapter 7 Reader’s Notes
  • Acrostic Poetry (template)
  • Mill Times Video Clip and Working Conditions Anchor Chart
  • Read Chapter 8 of Lyddie and Complete the Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due October 30
  • Tomorrow is Wacky Tacky Day

Daily Funny:

I used to work at a fire hydrant factory, but I had to quit because I couldn't park anywhere near the place.

Through lesson 5 - need sticky notes for #4

Caring

(he tells Lyddie not to worry about him)

Honest

(he reminded Mr. Stevens the calf was half his)

Able to laugh even when times are difficult

(he finds humor in the upsetting letter from Mama)

Ready to take on adult responsibilities

(he takes Mama to the coach, sells the pig, and returns)

Loves and trusts Lyddie

(he wanted to stay with her at the farm)

Industrious

(he works hard on the farm and in the mill)

Enjoying the opportunity to go to school

(the family at the mill sends him to school)

Tuesday, October 23

Opener: Complete pg. 7 in your workbook using the pictures below and then work on your poem from yesterday.

A

B

C

Tuesday, October 23

  • Review the opener and Finish Acrostic Poetry (template)
  • Mill Times Video Clip and Working Conditions Anchor Chart
  • Read Chapter 8 of Lyddie and Complete the Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due October 30
  • Tomorrow is Teal, Black, & White Day

Daily Funny:

Two windmills are standing in a field and one asks the other, "What kind of music do you like?" The other says, "I'm a big metal fan."

Wednesday, October 24

  • Opener: Finish vocabulary from Chapter 8 on reader note’s which are on page 30.

Wednesday, October 24

  • Review the opener
  • Close read pages 62-66
  • Adding to Working Conditions Anchor Chart by analyzing quotes from chapter 9
  • Finish reading chapter 9 and complete Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due October 30
  • Tomorrow is Throwback Thursday

Daily Funny:

I would give my right arm to be ambidextrous!

Through Lesson 6

  • Begin to model. Point out to students that first they will need to carefully reread this passage and make sure they understand what it means. Model paraphrasing one sentence at a time. Say something like:
  • “When I reread, I can see that the first sentence means that Lyddie was proud of how strong she was, but it still took all of her strength to move the lever. The next sentence is a little confusing, as some of the words are hard. It is comparing the amount of strength the job requires to dexterity, which means how coordinated your fine motor skills are. When it says the strength required ‘paled beside the dexterity,’ I think that means that the strength is like a more pale color—not as strong. So I think this sentence is a comparison; it is saying that even though pulling the lever requires a lot of strength, it is even harder to thread the shuttle or tie a knot.
  • “Now that I know what this sentence is saying, I can enter the information on my Working Conditions anchor chart. Since it is about what muscles the work requires, I am going to put it under Health, Safety, and Environment. I imagine that pulling a lever hard many times a day or doing small motions with your hands could make you really tired or create some muscle problems. So I am going to write: ‘hard to pull lever (takes strength) and thread shuttle/tie knots.’
  • “This makes me wonder about garment workers today. I wonder if they are tired at the end of the day, or if their hands or arms hurt. I am going to write: ‘Is their work physically demanding?’ in the Questions column of the Health, Safety, and Environment part of my chart.”
  • Direct students to work with their partners to analyze and evaluate the other two posted quotes and to add their ideas to their Working Conditions chart. Tell them that after they do those quotes, they can add any other information or questions about working conditions to the chart from pages 62–66.

“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).

“No one seemed to mind the deafening din. How could they stand it?” (p. 62)

“How could she say she could hardly see anything in the morning gloom of the huge, barnlike room, the very air a soup of dust and lint?” (p. 63)

Thursday, October 25

  • Opener: Finish your Lyddie poem. If you are finished, please read quietly.

Thursday, October 25

  • Read chapter 10 and complete your reader notes on pg. 34
  • With your shuttle partner, complete the text-dependent questions on pg. 37 and 38

Homework/Announcements:

  • Read for 10 minutes each night
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due October 30
  • Tomorrow is Sports Fan Friday
  • Mid Unit Assessment is Tuesday

Daily Funny:

Hung a picture up on the wall the other day. Nailed it.

Through lesson 7 and 8

Friday, October 26

  • Opener: Get out your novel, your workbook, and your pencil.

Friday, October 26

  • Read chapter 11 and complete your reader’s notes on pg. 39
  • Complete rows on pgs. 41-44

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due October 30
  • Mid Unit Assessment is Tuesday

Daily Funny:

I would make jokes about the sea, but they are too deep.

Through Lesson 9

Monday, October 29

Opener: On p. 40 of your Ch. 11 Reader’s Notes under the vocabulary, answer the questions below.

“July was halfway gone when she made her momentous decision. One fair evening as soon as supper was done, she dressed in her calico, which was nicer than her light summer cotton, put on her bonnet and good boots, and went out on the street. She was trembling when she got to the door of the shop, but she pushed it open. A little bell rang as she did so, and a gentleman who was seated on a high stool behind a slanting desktop looked up at her over his spectacles. ‘How may I help you, miss?’ he asked politely” (83).

  • What was Lyddie’s momentous decision?

Short Term Learning Targets

  • I can cite specific textual evidence to explain what working conditions were like in the mills and how they affected Lyddie.

Monday, October 29

  • Review opener
  • Review Friday’s Work
  • Read chapter 12 and complete your reader’s notes on pg. 45
  • Being reading chapter 13

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due TOMORROW!
  • Mid Unit Assessment is Tomorrow

Daily Funny:

A plateau is the highest form of flattery.

Tuesday, October 30

  • Opener: Clear your desk except for a pencil, your workbook, and your novel.

Tuesday, October 30

  • Finish reading chapter 13
  • Reader’s Notes for Ch. 13
  • Mid Unit Assessment

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • Mid Unit 3 AND End of Unit 3 Test Corrections are due TODAY!

Daily Funny:

The future, the present and the past walked into a restaurant. Things got a little tense.

Wednesday, October 31

  • Opener: Clear your desk except for a pencil, your workbook, and your novel.

Wednesday, October 31

  • Spelling Bee Interest?
  • Finish your Mid Unit Assessment
  • Complete page 51 in your workbook about Chapter 12

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

I had a job tying sausages together, but I couldn't make ends meet.

Thursday, November 1

  • Opener: Clear your desk except for a pencil, your workbook, and your novel.

Thursday, November 1

  • Finish your Mid Unit Assessment
  • Complete page 51 in your workbook about Chapter 12

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

I was born to be an optimist. My blood type is B Positive.

Friday, November 2

Opener:Open your workbook to pages 3-4. Add at least 3 things to the chart from what we’ve read so far.

Short Term Learning Targets

  • I can cite specific textual evidence to describe the decision Lyddie has to make about whether to sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.

What about the working conditions makes Betsy think she should sign the petition?

Lyddie says, “If we just work ten hours, we’d be paid much less” (91). What can you infer that the petition is calling for? What does Lyddie think will happen to her wages if the mill owners listen to the petition?

Workers who signed the petition might be blacklisted (92). What does this mean?

Betsy talks about the recent speed-up and says that her real wages have gone down in recent years. This makes her tired. The company is getting a lot of money, but the workers are suffering. She led a strike as a child.

The petition calls for a 10-hour day, which is shorter than they work now. Lyddie is worried she will make less money in a 10-hour day.

Blacklisted means to put on a list of ‘people not to hire.’ It would mean that no mill would hire you.

Friday, November 2

  • Review the opener
  • Review the text-dependent questions on pg. 51 (pgs. 91-93)
  • Anchor Chart
    • Reasons to sign the petition
    • Reasons NOT to sign the petition
  • Read Chapter 14 and complete your Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

Q: Why didn't the skeleton dance at the Halloween party? A: It had no body to dance with!

Do a quick show of hands to help students understand this. Ask:

    • “Who can think of a good reason for Lyddie to sign the petition?”
    • “Who can think of a good reason for Lyddie not to sign the petition?”
  • Tell students that in coming days, they will explore both arguments and that you value their ability not to come to a decision quickly, but to weigh evidence carefully and think about both sides.
  • Tell students that to start, the class will together reread one part of the text where the decision is clearly outlined. Direct students to pages 91-93 of Lyddie. Ask students to refer to their Reader’s Notes to remember the setting and context of this scene. Call on several students to share out, and listen for them to notice that Lyddie, Betsy, and Amelia are talking in their room and that the machinery at the mill has been steadily speeding up.
  • Read the excerpt aloud fluently and with expression

How does Lyddie compare the factory work to her life in the tavern?

Lyddie says, “I got to have the money. I got to pay the debts before –“ (92) What does she mean?

Lyddie says hours are shorter and pay is better in the factory.

Lyddie is saving up money to buy her farm and keep her family together.

Monday, November 5

Read the quote below. Then on page 50 of your Ch. 14 Reader’s Notes under the vocabulary, answer the questions below.

“She’ll never come back, Lyddie thought sadly as she watched the buggy disappear around the corner . . . She’ll never be strong enough again to work in a mill thirteen, fourteen hours a day. When I’m ready to go, she thought, maybe I could sign that cussed petition. Not for me. I don’t need it, but for Betsy and the others. It ain’t right for this place to suck the strength of their youth, then cast them off like dry husks to the wind.” (113)

Explain this quote. Why is Betsy leaving? Why does Lyddie think she has been “cast off like dry husks to wind”?

Short Term Learning Targets

  • I can cite specific textual evidence to describe the decision Lyddie has to make about whether to sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.

Monday, November 5

  • Review the opener
  • Finish the Chapter 14 Reader’s Notes
  • Forming Evidence-Based Claims graphic organizers (pg. 52-53)

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

Anyone who wanted to sell fish had to get permission from grandpa. He was known as the cod father.

Lesson 10

Chapter 14 Reader’s Notes (P. 49-50 in workbook)

Characters

  • Boarding house
  • mill
  • hospital
  • Lyddie
  • Dianna
  • Amelia
  • Betsy
  • Mrs. Bedlow
  • Brigid
  • Luke Stevens
  • Lyddie is still healing from her accident but she goes back to work as soon as she can
  • Betsy signed the petition
  • Lyddie writes her mom again to ask for the amount of the debt

Focusing Question: Why should Lyddie sign the petition?

Quote from novel:

My thinking about this detail

My thinking about this detail

My thinking about this detail

Reasons to support the claim: Given the evidence, what are the reasons that Lyddie should sign the petition?

“But in those days I had a hundred thirty spindles to tend. Now I’ve twice that many at a speed that would make the devil curse” (91).

Betsy is complaining that the work has sped up a lot.

The speed-up has made work much more difficult and tiring for workers, which is a reason to sign the petition. There is no reason to expect that working conditions will get better on their own.

  • For example, consider using Betsy’s quote on page 91 for your modeling: “But in those days I had a hundred thirty spindles to tend. Now I’ve twice that many at a speed that would make the devil curse” (91). Ask students how Betsy is feeling when she says this, and tell them you want them to practice reading it so that listeners can hear how Betsy was feeling. Give partners a minute to practice and then ask a few students to read the line to the class, soliciting positive feedback from other students.
  • Explain to students that you found this quote by skimming and looking for ideas that relate to working conditions and whether or not Lyddie should sign the petition. You might say something like: “I noticed this one because it relates to the speed-up, and so I decided it was related to our focusing question at the top (‘What are reasons Lyddie should sign the petition?’). First, I will write it in the top row. Then, in the second row, I explain what I think about this quote. This is my chance to both explain and analyze the quote, as you did on the Working Conditions in Lyddie: Textual Evidence graphic organizer. So first I will explain the quote: Betsy is complaining that the work has speeded up a lot. Next I will analyze it and connect it to working conditions and the petition: the speed-up has made work much more difficult and tiring for workers, which is a reason to sign the petition. There is no reason to expect that working conditions will get better on their own.”

Tuesday, November 6

Opener: You need a book and your workbook. Sit about where your normal is located. I reserve the right to move anyone around after you pick your final seat :)

Tuesday, November 6

  • Read Chapter 15 and Reader’s Notes
  • Read Chapter 16 and Reader’s Notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

I was addicted to the hokey pokey... but thankfully, I turned myself around.

Lesson 10 HW

Wednesday, November 7

  • Opener: Begin working on Chapters 15 and 16 Reader’s Notes in your workbook.

Short Term Learning Targets

  • I can cite specific textual evidence to support reasons why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze several excerpts from Lyddie in order to deepen my understanding of Lyddie’s decision.

Wednesday, November 7

  • Review the opener
  • Finish Chapter 15 and 16 Reader’s Notes
  • Forming Evidence-Based Claims graphic organizer (pg. 52-53)
    • pp. 88-89
    • pp. 98-101
    • pp. 111-113

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

Did you hear the rumor about butter?
Well, I’m not going to spread it!

Focusing Question: Why should Lyddie sign the petition?

Quote from novel:

Quote from novel:

YOU CREATED YOUR OWN

My thinking about this detail

My thinking about this detail

YOU CREATED YOUR OWN

My thinking about this detail

Reasons to support the claim: Given the evidence, what are the reasons that Lyddie should sign the petition?

“But in those days I had a hundred thirty spindles to tend. Now I’ve twice that many at a speed that would make the devil curse” (91).

Betsy is complaining that the work has sped up a lot.

The speed-up has made work much more difficult and tiring for workers, which is a reason to sign the petition. There is no reason to expect that working conditions will get better on their own.

“Should you sign the petition, Betsy, they’ll dismiss you” (91).

Amelia is telling Betsy that they will fire her if she signs the petition.

Lyddie should sign it because it shows that she works in a place where workers have so few rights they cannot even complain without being fired.

Focusing Question: Why should Lyddie NOTsign the petition?

Quote from novel:

Quote from novel:

My thinking about this detail

My thinking about this detail

My thinking about this detail

Reasons to support the claim: Given the evidence, what are the reasons that Lyddie should NOT sign the petition?

“Should you sign the petition, Betsy, they’ll dismiss you” (91).

Amelia is telling Betsy that they will fire her if she signs the petition.

If Lyddie signs the petition then she could also be fired, which means she won’t be able to pay off the debt and get her family back together.

Thursday, November 8

Use your Reader’s Notes from Chapters 15 and 16 of Lyddie to answer the questions below. Answer them on pg. 55 in your workbook.

1) In Chapter 15, Uncle Judah shows up at the boardinghouse where Lyddie lives. Name two ways that he turned “her life upside down” (117).

2) Near the end of Chapter 16, Lyddie isn’t feeling well. After being taken care of, “she woke one morning with a start...She sat up abruptly...More slowly, she swung her legs over the side of the bed, but when she tried to stand, she fell over like a newborn calf.” Even though Lyddie was not feeling well, where was she trying to go and why did she need to get there so badly?

Short Term Learning Targets

  • I can synthesize textual evidence into reasons about why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.

Thursday, November 8

  • Review opener
  • Review the quote sandwich with Back To Back Protocol
    • Loom Partner
    • Shuttle Partner
  • Read Chapter 17 and take notes

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

I put all my spare cash into an origami business. It folded.

Friday, November 9

  • Opener: Complete the reader’s notes for Chapter 17 in your workbook on pg. 60-61.

Short Term Learning Targets

  • I can synthesize textual evidence into reasons about why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.

Friday, November 9

  • Review the opener
  • Forming Evidence-Based Claims graphic organizer (pg. 52-53)
    • pp. 88-89
    • pp. 98-101
    • pp. 111-113
  • Generating Reasons For and Against Signing the Petition

Homework/Announcements:

  • Have a great track out! See you on December 6!

Daily Funny:

What do you call a cow during an earthquake? A milkshake.

Lesson 12

  • Reasons for: work has speeded up and the workers are exhausted, they work long hours, the workers get terrible coughs, they get injured, the system is unjust, Rachel is sick
  • Reasons against: Lyddie needs money for the farm/her family, Lyddie is supporting Rachel, Lyddie will be blacklisted if she signs, Lyddie may earn less money if hours are shorter

Thursday, December 6

Opener: Complete page 67 in your workbook. After you answer the question on the page, use the blank space on page 67 to answer the question below.

3) When you are arguing, how do you try to win the argument? Does it work? What works best?

Short Term Learning Targets

  • I can synthesize textual evidence into reasons about why Lyddie should or should not sign the petition.
  • By engaging in a discussion with my partner, I can analyze one section of Lyddie in order to deepen my understanding of Lyddie’s decision.

Thursday, December 6

  • Review the opener
  • Lyddie Writer’s Glossary p. 68
    • Put a star next to the words that appear in today’s learning targets.
  • Warp Partner Work
  • Discuss the essay prompt (pg. 72-73 in workbook)

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
  • FIELD TRIP TOMORROW!

Daily Funny:

My friend asked me to help him round up his 37 sheep. I said "40."

Lesson 13

Warp Partner Work

  • Read Model Essay as a class
  • Write Gist Statement with your partner
  • Reread the model essay as a class
  • Underline the claim that the author makes
  • Number the reasons that support the claim

Friday, December 7

Field Trip

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice

Daily Funny:

Communism jokes aren't funny unless everyone gets them.

Wednesday, December 12

  • Opener: Complete Reader’s Notes on pg. 63 and 64 for Chapter 18.

Setting: The boarding house

Characters: Lyddie, Charlie, Rachel, and Luke

Plot: Charlie has come to take Rachel back to his place. Luke wrote a letter to Lyddie asking her to marry him. They would go live on Lyddie’s farm after Luke saved up enough money to buy it from his dad.

What is her reaction to Luke’s letter? She is upset and throws it away. She says she doesn’t need someone to take care of her.

Short Term Learning Targets

  • I can explain what it means to write a coherent argument essay with appropriate structure and relevant evidence.
  • I can analyze the argument in a model essay.

Wednesday, December 12

  • Review the opener
  • Read Chapter 19 and

Homework/Announcements:

  • Read for 10 minutes each night from a book of your choice
Sours: https://docs.google.com/presentation/d/10h7Dor2w4uoguag4OWLsZ0mhHqzxYJCo_chr1BlgvUk/htmlpresent
  1. Running man animation charming gold
  2. Planets above me
  3. Lausd email
  4. Broken arrow free dump day
  5. Navy reserve jobs in demand

Lyddie Chapter Summaries

Lyddie Chapter Summaries

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Lyddie 20

Jason M. Hall, ELA Instructional Coach in Uncategorized111 Words

lyddie-cover

TASK A: Independently read Chapter 3 of Lyddie.

TASK B: Reader’s Notes

Number and post your answers to the following BASIC questions about Chapter 3.

  1. What is the setting (time and place) of Chapter 3?
  2. What characters are involved in the action or introduced in Chapter 3?
  3. What happens in chapter 3? Provide a 3-5 sentence plot summary (gist).

TASK C: Text-Dependent and Higher Order Thinking Questions

  1. What do Triphena and Mistress Cutler think of Lyddie when she arrives?
  2. What are the working conditions like in the tavern?
  3. What close reading signpost did you think stood out the most in Chapter 3? Please state the signpost and provide a quote and explanation to support your choice.

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Key answer lyddie 20 chapter

ELA Summer Reading Assignment Mr. Cinturati 8th Grade Over the summer, you will be asked to read Lyddie by Katherine Paterson and answer a host of chapter reading comprehension questions and complete a final assessment. Make sure to answer all of the questions below on loose leaf or typed and printed out. Below is background information of Lyddie and its connection to Social Studies and certain topics we learned this past school year. Have a great summer and make sure to enjoy time off! This story will give you a sense of what youngsters similar in age to you had to go through on a daily basis during the 1840s in Massachusetts. I am confident you will enjoy the book! BACKGROUND INFORMATION of Lyddie by Katherine Paterson Lowell, Massachusetts From 1823 to 1845, the mill town of Lowell had the reputation of being a model factory community in which mostly female factory workers lived respectably and safely in company-owned boarding houses. Compared to textile mills in England, its buildings were much cleaner and lighter in order to attract young farm women eager for the rare chance to earn money of their own. Mill work, however, was grueling. The operatives worked from eleven to thirteen hours a day, six days a week, averaging about $3.50 per week in wages, of which about $1.25 went for room and board. Even so, many of the young women found time to attend educational public lectures and produce their own magazine. Child Labor Laws Until the twentieth century, impoverished or orphaned children under ten and some as young as five or six were commonly put to work in unsafe and unhealthy factories and mines. Although Dickens’ book Oliver Twist, exposing the evils of child labor, helped fuel a reform movement in both England and the United States, it wasn’t until 1916 that the United States government first attempted to establish the lowest age for child workers and a maximum work day and work week for them. Because employers successfully fought these laws in court, it wasn’t until 1938 that effective child labor laws were finally passed. Poor House The poor house or poor farm was an institution operated by the local town or rural government or by the people of the community. These places were subsidized by community tithes and/or the sale of farm produce. When community members were, for any reason, unable to maintain a home and provide for their own needs, they went to the poor house voluntarily or were moved there by their neighbors. Being sent to the poor farm was a fate to be dreaded because usually the inhabitants lived there on the edge of poverty with just enough to eat and barely any comforts. No one’s special needs were taken into account, and orphaned children might share their quarters with unwed mothers, petty criminals, and people who were infirm, dying, or mentally ill. Irish Immigration Irish immigration to the United States peaked between 1845 and 1848 as a result of the Great Potato Famine, when a fungus destroyed Ireland’s staple crop. This disaster caused one quarter of the Irish population to emigrate or starve to death. Between 1840 and 1860, as many as two million Irish immigrants came to the United States, desperate for work. Most of these immigrants were illiterate, and sought jobs as manual laborers. Some went to the cities where they found work as house servants and factory hands; many worked as unskilled laborers on canals, railroads, in mines, and in quarries. Because many Irish were Catholics, they were sometimes disparagingly called “papists,” partisans of the pope. LYDDIE PRE-READING ACTIVITIES 1. Social Studies Connection: Lyddie is set in Vermont and Massachusetts in 1843. Do some research to find out what it was like to live in New England at that time. To better understand this book, look for answers to these questions: • How did most people make their living? • What was it like to live on a small New England farm? • What were the working conditions in New England factories? How were they different from today’s factories? • What were the laws about slavery? • Who were the Quakers? What was their attitude toward slavery? 2. Lyddie is about a teenage girl in 1843 who must survive on her own after her family separates. Suppose a family left a young girl on her own today. What organizations and institutions might provide help? Which if any of these resources do you think might have been available more than a century ago? 3. Think about young people who leave home to survive on their own today. What skills and qualities do you think they need to survive? Which of these skills and qualities do you think are ones that have helped people survive throughout time? 4. What is the hardest work you have ever done? For how long did you do it? Why did you do it? What were the positive and negative aspects of this work? 5. Have you ever been in a situation in which your best interests were different from those of your friends? What happened? How did you feel? 6. What do you think people did for entertainment in an age when there were no televisions, radios, movies, or computers? What part do you think reading might have played in the lives of these people? What are your own feelings about reading? How do some of your classmates and friends feel about reading? 7. Have you read any other books of fiction set in the United States in the 1800s? If so, when and where were these stories set? Did the books give you the impression that life was easier or harder for young people than it is today? Would you prefer to live then or now? Why? Chapters 1,2,3 Reading Comprehension Questions: 1- Who is the most religious character? Explain your answer using actual quotes from the book. Please include page numbers. 2- How does Lyddie's mother feel about the lifestyles of the Stevens's? 3- Why does Lyddie's family leave the farm? 4- How is life different after the mother leaves? 5- Describe Lyddie's life in the tavern. 6- How does Lyddie react to seeing a factory girl for the first time? 7- How does Lyddie's appearance differ from that of the factory girl? - Quote at least three similes from the first three chapters. Be sure to include page numbers. (Similes are comparisons of two different things using like or as.) Chapters 4,5,6,7 Reading Comprehension Questions: 1- Describe Lyddie's relationship with Triphena. 2- Describe how Lyddie feels about her father. 3- What was happening to the wealth of Vermont during this time period? 4- Describe the issue of slavery in the state of Vermont during this time. 5- When Lyddie is allowed to return to home for a short time, what does she discover and why is this a problem? 6- What is ironic about Ezekial's feeling toward Lyddie? 7- What does Ezekial mean when he says to Lyddie, "A little reading can be a dangerous thing"? 8- What happens when Lyddie returns to the tavern? 9- Describe the coachman's entertainment. Why does he do this? Chapters 8,9,10,11 Reading Comprehension Questions: 1-List at least four of the regulations the Concord Corporation requires of the girls they employ. 2- What is an agent and what do they do? 3- What surprises Lyddie when she first enters the factory? 4- Describe the quality of health care Lyddie was given after speaking to the agent. 5- Who is Mr. Marsden and what is his role? 6- Theorize why Diana calls threading the bobbin, "The kiss of death." 7- Explain what is a flying shuttle. 8- Who is considered a "radical" at the factory and why? 9- What is the average length of the workday? What time does Lyddie go to work? 10- What does Lyddie realize she hadn't done since she moved to the city? 11- What is Betsy reading to Lyddie? 12- Describe the summer working conditions. Pay particular attention to the changes. Chapters 12,13,14 Reading Comprehension Questions: 1-What news does Lyddie receive from her mother? 2- Even though the Concord Corporation has sped-up the machinery, what would happen if the factory girls complained or quit? 3- How and why was Lyddie educating herself? 4- Describe the state of health care for the factory girls. 5- Why is health care important to Lyddie in Chapter 13? 6- What was the Concord Corporation's view about Brigid's ethnic background and why is it the least of her problems? 7- Why is Betsy leaving the factory? Why did she come there in the first place? 8- Why did Lyddie see Luke Stevens? Chapters 15,16,17,18 Reading Comprehension Questions: 1-Who is Rachel and why is she with Lyddie? 2- Why is Brigid slowing down at work? 3- In Chapter 16, how does Mr. Marsden feel about Lyddie? 4- Why is Lyddie afraid to return to work after her illness? How does Diana reassure her? 5- During Lyddie's absence, what happens down in the acre? 6- Why does Charlie come to Lowell? What dilemma does Lyddie now face? 7- Why does Luke Stevens write to Lyddie and how does she react? Chapters 19,20,21 Reading Comprehension Questions: 1-What are some of the reasons Diana is leaving Lowell? 2- Why did Brigid sweat so much? 3- What did Lyddie feel about Charles Dickens' account of American factory life? 4- What does Lyddie post on Brigid's loom? How does this relate to Ezekial's words about reading from chapter six? 5- Which ethnic group is receiving more employment at the Concord Corporation? Why? 6- What dreadful news does Lyddie receive in chapter 20? 7- Why does the relationship between Lyddie, Brigid, and Mr. Marsden change? Explain in full. 8- What happens at the agent's office? Explain in full. Chapter 22,23 Reading Comprehension Questions: 1-What does Lyddie decide to do with her life savings? 2- What does Lyddie say to Mr. Marsden regarding Brigid? 3- Why does Lyddie go to Boston and what is the meaning of moral turpitude? 4- Why does Lyddie return to the tavern and what does he discover about her old job? 5- Why does Lyddie go back to the farm and what effect will it have on her future? -Explain in detail the Setting, Protagonist, Conflicts, Resolution, Themes. - Writing Prompt: After reading this novel, you will have a better understanding of how life was like for young kids working in factories during the Industrial Revolution in the 1840s. Your assignment is to write an argumentative essay answering the following question: Should Lyddie sign the petition that Diana circulates? Make sure you provide a claim backed up with evidence from the story as well as your personal opinion. Also, make sure to include the title and author, page numbers of referenced evidence, and it must be at least 5 paragraphs in length. 12 font Times New Roman Double Spaced. Name: ________________________Date: _________ Final Test for Lyddie Directions: Choose the best answer and bubble in the correct answer on your answer sheet. Comprehension Questions _____ 1. How did Lyddie react w ______1. How did Lyddie react when the bear entered the cabin? A. Lyddie was able to take charge, think clearly, and save her family. B. Lyddie was frightened and froze, not knowing what to do. C. Lyddie took charge, but the bear injured Agnes. D. Lyddie depended on Charlie to tell the family what to do. _____ 2. Why was the bear such a significant event in the book, Lyddie? A. The bear’s entrance into the cabin made Lyddie realize they were not safe on the farm anymore. B. The event of the bear was the start of Lyddie’s long journey to caring for her family and finding personal freedom. C. When the bear entered the cabin, Mama suddenly went crazy. D. The bear’s intrusion is what made Lyddie’s father leave. _____ 3. How did Lyddie and Charlie survive on the farm alone? A. Lyddie and Charlie had enough money saved up to help them get through the tough times of winter. B. Lyddie and Charlie worked hard on their cash crop, cotton, to make money for the farm. C. Lyddie and Charlie find food from hunting rabbits and making syrup and sugar. D. Lyddie and Charlie make butter and cream from their cow’s milk to sell for money. _____ 4. Why did Mama send Lyddie to work at Cutler’s Tavern and Charlie to work at Baker’s Mill? A. Clarissa and Judah did not have room for Lyddie and Charlie to live with them, so Mama had to find another place for them to live. B. Mama needs money to pay off the family’s debts. C. Since Lyddie and Charlie hated attending school, Mama thought it was best for them to go ahead and begin work. D. Judah and Clarissa owned the tavern and mill, so it was easy for Mama to arrange their jobs. _____ 5. When Lyddie worked at Cutler’s Tavern, what was her point of view of factory life? A. Lyddie dreaded factory life because of the rumors she heard while working in the tavern. B. Lyddie knew some girls who worked at the factory and loved the life. C. Lyddie read in school that factory life was very tedious and tiresome. D. Lyddie aspired to work at the factory life because it seemed like a very easy way to earn a large amount of money. _____ 6. Which answer does not describe how Triphena felt about Lyddie? A. Triphena valued Lyddie because she was such a hard worker. B. Triphena was jealous of Lyddie because she knew Lyddie was smart. C. Triphena cared very much for Lyddie because she gave her boots and some money. D. Triphena respects Lyddie for working to pay off her family’s debts. ______ 7. What surprising event happens when Lyddie meets Ezekial? A. Lyddie willingly gives Ezekial the money she earned from selling the calf. B. Ezekial tricks Lyddie into giving him the money she earned from selling the calf. C. Lyddie turns Ezekial in for money. D. Lyddie invites Ezekial to travel with her to Lowell. ______ 8. How did the stagecoach ride benefit Lyddie? A. Lyddie learned about how to obtain a job in Lowell from another passenger. B. One of the passengers knew an owner of a factory and arranged a job for Lyddie. C. The coachmen arranged for Lyddie to live with his sister. D. Lyddie learned about what kind of clothes to wear to her job interview from a lady in the stagecoach. ______ 9. Why was Lyddie lucky to meet Mrs. Bedlow? A. Mrs. Bedlow helped Lyddie get a job at the factory. B. Mrs. Bedlow helped Lyddie enroll in school in Lowell. C. Mrs. Bedlow introduced Lyddie to Diana so she would have a friend. D. Mrs. Bedlow knew Lyddie’s father and was able to give her information about him. ______ 10. What was Lyddie’s first impression of her new factory job? A. Lyddie instantly loved her new job and was pleased with her decision to move to Lowell. B. Lyddie was shocked by the noise level of the machines and could not understand the instructions from the man. C. Lyddie was excited to make friends with all of the girls working in the factory. D. Lyddie was terrified of getting her hair caught in one of the machines and asked to change floors. ______ 11. How did Diana help Lyddie in the factory? A. Diana read Oliver Twist to Lyddie to help comfort her. B. Diana sat with Lyddie during all meals so that Lyddie would have a friend. C. Diana trained Lyddie and looked over her looms since Lyddie was so obviously confused and overwhelmed. D. Diana suggested that Lyddie room with Amelia, Betsy, and Prudence so that she would make friends. ______ 12. For what cause was the Female Labor Reform Association petitioning? A. The girls were asking for higher wages. B. The girls were asking for a 10 hour work day. C. The girls were asking to operate only 2 looms at a time. D. The girls were asking for the factories to hire more people to help with the workload. ______ 13. Why were Lyddie’s roommates weary of Lyddie associating herself with Diana? A. Lyddie’s roommates worried that Lyddie would be classified as a troublemaker if she was friends with Diana. B. Lyddie’s roommates worried that Diana would persuade Lyddie to come live with her. C. Lyddie’s roommates feared that Lyddie would skip work to study with Diana. D. Lyddie’s roommates were jealous of Diana because she made the most money of any factory worker. ______ 14. How did the news of Agnes dying affect Lyddie? A. Lyddie was devastated over the news and could not work for several days. B. Lyddie instantly left Lowell to go home to comfort Mama and the rest of her family. C. This news made Lyddie realize that she had to earn more money to get her family back together to protect them. D. Lyddie became very angry and confronted Mama, Judah, and Clarissa for allowing this to happen. ______ 15. Why did Lyddie avoid Diana in the mill? A. Lyddie was disgusted by Diana since she knew the doctor was her boyfriend. B. Lyddie could not risk being blacklisted or labeled a troublemaker. C. Lyddie was mad at Diana for becoming friends with Brigid. D. Diana was jealous of Lyddie’s work habits and teased Lyddie. ______ 16. How did the mills change over the summer? A. B. C. D. The mills are hiring more people to help with the workload. The machines have been sped up so the owners can make more money from the finished products. The mills are hiring more men to help with the physical demands of the looms. The mills are giving the workers shorter breakfast and lunch breaks. ______ 17. When Lyddie was struck in the head by the shuttle, what does Diana’s actions reveal about her character? A. Diana is very considerate towards the other girls, even if they are not good friends. B. Diana is medically talented and secretly wants to be a nurse. C. Diana only wants to please Mr. Marsden, so she always helps the other girls, but for selfish reasons. D. Diana is sad and lonely, so she craves attention from other girls. ______ 18. How did Betsy’s illness, hospitalization, and departure from Lowell affect Lyddie? A. Lyddie finally realized no matter how much money the girls could earn, their health and wellbeing was jeopardized by the poor work conditions. B. Lyddie was excited that Betsy left because she would have more looms to work, so more money to earn. C. Lyddie realized that she had been in Lowell long enough and it was time to go home. D. Lyddie realized Betsy’s illness was a family condition that had nothing to do with the factories. ______ 19. When Lyddie received the money from Ezekial, what happened? A. Lyddie gave Betsy the money to pay the hospital bills. B. Lyddie hoped the money she had saved, along with this money, was enough for her to pay the debts and go home. C. Lyddie went ahead and sent her mother some of the money to put towards the debt. D. Lyddie called Ezekial to thank him for the money. ______ 20. What shocking news did Lyddie’s uncle not give her? A. Judah told Lyddie that her mother died. B. Judah told Lyddie that her mother was sent to an insane asylum C. Judah brought Rachel to live with Lyddie. D. Judah told Lyddie he intended to sell the farm. ______ 21. How did Lyddie react when Mr. Marsden tried to keep her from leaving when the bell rang? A. Lyddie was furious and shoved Mr. Marsden down the stairwell. B. Lyddie was so embarrassed and threatened to quit her job. C. Lyddie grabbed a bucket and threw it over his head. D. Lyddie defended herself by stomping on Mr. Marsden’s foot. ______ 22. How did having Rachel live with her change Lyddie? A. Lyddie becomes compassionate once again since she has to care for her sister. B. Lyddie becomes even more stressed and ignores Rachel in an attempt to earn money. C. Lyddie begins to skip work to spend more time with Rachel. D. Lyddie decides to quit her job to teach Rachel to read. ______23. What was a positive outcome from Lyddie becoming so ill? A. Lyddie caught up on her reading in Oliver Twist. B. Lyddie became better friends with her roommates. C. Rachel finally began talking when Lyddie woke up. D. Mrs. Bedlow asked Lyddie to help her cook dinner for money instead of going to the factory to work. ______ 24. Why is Lyddie heartbroken after Charlie pays Lyddie a visit in Lowell? A. Lyddie learns that Charlie is able to go to college. B. Charlie tells Lyddie that their mother has died. C. Lyddie feels very lonely and abandoned after he tells her that Rachel and he will live with the Phinneys. D. Lyddie is embarrassed because Charlie found out about Mr. Marsden’s attempt to kiss Lyddie. ______ 25. Why did Lyddie continue to work at the mill after Rachel left? A. Lyddie was such good friends with Brigid, she could not bear to leave her. B. Work was all Lyddie had left in her life. C. Lyddie never wanted to go to school. D. Lyddie wants to please Mr. Marsden. ______ 26. What happened when Lyddie decided to sign the petition? A. Lyddie was too late to sign the petition because the petition had already been sent in to the legislature. B. Diana begged Lyddie not to sign the petition because she knew Mr. Marsden would fire her. C. Lyddie decides she really cannot sign the petition after all. D. Diana asked Lyddie to give a speech to the ladies at the meeting to describe the horrible work conditions. ______ 27. Why did Lyddie apologize to Diana saying, “I been so blind”? A. Lyddie realized that she could not read well because she needed glasses. B. Lyddie realizes she had been so focused on earning money that she had ignored what was important in life and should have signed the petition earlier. C. Lyddie realizes she never set any goals for life. D. Lyddie realizes that she could never really see the loom well. ______ 28. Which is not a way that Lyddie’s relationship with Brigid changed? A. Lyddie is sympathetic towards Brigid when Brigid’s mother is ill and lends her money. B. Lyddie becomes more patient with Brigid and teaches her the letters of the alphabet and how to read. C. Lyddie stands up for Brigid against Mr. Marsden. D. Lyddie invites Brigid to become her roommate. ______ 29. How did Mr. Marsden get his revenge on Lyddie? A. Mr. Marsden reports Lyddie’s behavior to the agent, and Lyddie is dismissed from the job. B. Mr. Marsden embarrasses Lyddie in front of all the factory workers. C. Mr. Marsden moves Lyddie to another floor that pays less. D. Mr. Marsden tells everyone that Lyddie was the one who wanted to kiss him. ______ 30. Why did Lyddie not defend herself when the agent and Mr. Marsden dismissed her from the factory? A. Lyddie was taught to never question an adult. B. Lyddie did not understand what “moral turpitude” meant. C. Lyddie knew she was guilty. D. Lyddie was so mad, she was speechless. ______ 31. Why does Lyddie visit Brigid before she returns home? A. Brigid invites Lyddie to meet her family. B. Lyddie wanted to make sure Brigid would not lose her job because of Mr. Marsden, so she explained what to do if Mr. Marsden threatened her in any way. C. Lyddie wanted to get Brigid’s address so that they can keep in touch. D. Lyddie never explained why she treated Brigid badly at first. ______ 32. What does Lyddie realize when she returns to Cutler’s Tavern? A. Lyddie realizes Triphena is no longer at Cutler’s Tavern. B. Lyddie realizes that there is no job for her at the tavern. C. Lyddie realizes that Rachel got a job at the tavern. D. Lyddie realizes that she misses Lowell. ______ 33. What will Lyddie do with her future? A. Lyddie decides to go to college and hopes that Luke will wait for her to return so they can marry. B. Lyddie decides to marry Luke and live on the farm with him. C. Lyddie decides to go find Charlie and Rachel and have them live at the farm with her. D. Lyddie decides to go work with Diana. ______ 34. Read the following passage from the book: “I’m off…” she said, and knew as she spoke what it was she was off to. To stare down the bear! The bear that she had thought all these years was outside herself, but now, truly knew was in her own narrow spirit. She would stare down all the bears! What does “the bear” refer to in this passage? A. Mr. Marsden B. Obstacles in her life C. Her nightmares D. Her mother’s death ______ 35. Which of the following best describes the theme for Lyddie? A. When you are lucky, things always work out for the best. B. No matter what obstacles you encounter in life, you have the power to overcome them with hard work. C. Family is always supportive of you in all circumstances. D. Patience is the main thing that helps your survive. Post Reading Activities: Approaches for Post-Reading Activities: The outstanding element of this novel is its historical setting. This focus makes the novel an excellent adjunct to social studies courses focusing on U.S. history. 1. Investigating the Historical Background One of the first things young readers might want to talk about in regard to this novel is “Did things like this really happen?” That question could lead to an investigation of several features of the novel’s historical setting: • Working conditions in New England textile mills • Educational opportunities available to women in the 1840s • Employment opportunities for women in the 1840s • The impact of women’s activism on the abolition of slavery. Key Ideas and Details: CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure: CCSS.ELA-LITERACY.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Text Types and Purposes: CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-LITERACY.W.8.1.A Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-LITERACY.W.8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.8.1.D Establish and maintain a formal style. CCSS.ELA-LITERACY.W.8.1.E Provide a concluding statement or section that follows from and supports the argument presented.

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Lyddie Chapter 11- \

Lyddie chapter 14 audio book

The bfg chapter 13 by lacys library months ago 14 minutes, 4 seconds 2,55. Several students have asked if lyddie is available to listen to and the answer is yes. 727 weergaven chapter 14 of, lyddie, read out loud. Triphena respected how hard of a worker lyddie was. Chapter 13 of lyddie read out louduploaded in hd at. Can i have a summary for chapter 14 of lyddie by katherine patterson. The childrens blizzard audiobook by melanie benjamin cover art. Aboutpresscopyrightcontact uscreatorsadvertisedeveloperstermsprivacy policy & safetyhow youtube. Katherine paterson is the renowned author of many classic children s books, including bridge to terabithia. Checking for understanding minutes distribute the checking for understanding, chapter 14 entry task to students as they enter. Chapter 14 section 3 diplomatic and military powers.

The divine reality audiobook chapter 14gargasamhitha chapter 14 iqbal. In chapter 4, triphena tells lyddie a story about the frog in the butter churn. Page 8 _____ it was best for the cow because she would soon give birth. Today we are going to be working on reading chapter 23 in lyddie and finally finishing the novel. Lyddie is an excellent little book182 pageswhich is very readable and well suited for use in a middle school to let adolescents appreciate an important part of american social history,some aspects of which are, unfortunately, not absent from. Students read a new chapter of the book and answer selected and constructed response items about how working conditions in the mill.

The giver audiobook chapter 13 by readers are leaders 10 months ago. How would the meaning of the book have been different if it were written in first or second person. This book was so enjoyable, and the narrator showed great emotion. Treasure island full audiobook chapter 13 of 34 by stephen stanton 5 years. Fifth grade lesson in social studies lyddie chapters 10. The book of three chapter 13 14 by papa bear 5 years ago 31 minutes 3,800 views. Lyddie marveled that the woman would wear something so delicate for a ride to the northland in a dusty coach. The girls at the factory are dropping like flies by now, in chapter 14.

Get the audible audiobook for the reduced price of $7. What do the family and village of true son do when he returns. Complete readers notes for chapter 14 and 15 of lyddie. When students are done, call on several to share their answers to the entry task. Lyddie chapter 14 lyddie chapters 15 16 lyddie chapter 17 lyddie chapter 18 lyddie chapters 1 20.

Read chapter 14 of lyddie and complete readers notes for chapter. Lyddie needs to decide what the next book she will purchase with her money. The guide is presented chapterbychapter and includes the following distinct sections. Students then read the novel lyddie, about a girl who goes to work in the lowell mills. Learn english vocab chapter 14 lyddie with free interactive flashcards. A new one in each chapter, that later would intertwine with one another. Ghost recon 3 peter telep, century 21 accounting chapter 14 test b, physics. Chapter 3 of lyddie by katherine paterson read out loud uploaded in hd at. Framing lyddies decision and practicing evidencebased.

Although westovers ambitions were not geared towards college as. She imagined what all of her friends would tell her if they knew. Chapter 3 3 riverine and freshwater wetlands accura scan. Lyddie is a 11 novel written by chineseborn american katherine paterson. Fifth grade lesson in social studies lyddie chapters 15 16. Set in the 1th century, this is a story of determination and personal growth. Things fall apart, chapters 14 15 audiobook de thomasson morris.

Tyler reprimanded her saying that she had money and could, therefore, buy books and learn. Chapter 14 english lyddie flashcards and study sets quizlet. English vocabulary chapter 14 lyddie flashcards and study. If possible, give students access to an audio book version of the text that they can. Why was lyddie upset when she received a letter from her mother.

Direct students to complete the entry task individually. This test bundle contains 22 chapter tests based on the novel, lyddie. Audible listen to books & original audio performances. Lyddie readeras notes chapters 3 & 4 workbook pages 14 & 17. Her work has won two newbery medals and a newbery honor, two national book awards, the laura ingalls wilder award, and the astrid lindgren. John boyne the boy in the striped pajamas audiobook part 13. Chapter 14 section 1 the nation sick economy answers.

The frog kicks the cream until it becomes solid butter, and he makes it out by rising to the top. Lyddie summary chapter 1 50000+ free ebooks in the. 1 chapter 14 audiobook the red badge of courage, chapter 14 reading. Students are expected to have their workbook and their lyddie book with. Triphena was much older than lyddie, but the two of them began a friendship. Recognizing the way ways to acquire this book global peng chapter 14 is. 53 minutes while listening complete page 1 in your workbook. The childrens blizzard by melanie benjamin audiobook. Chapter 2 of lyddie by katherine paterson read out loud uploaded in hd at. I wish the book was longer so i knew what was to happen in lyddies future.

Petitions\ to kill a mockingbird by harper lee part 2. Chapter 1 lyddie feels loneliness in her heart like a physical pain. Lyddie test worksheets & teaching resources teachers pay. If you want to comical books, lots of novels, tale, jokes, and more fictions collections are. Before you read, vocabulary, comprehension questions including many higherlevel thinking questions. Lyddie at home, can use the audio link below to help them not get behind and. Can i have a summary for chapter 14 of lyddie by katherine. As they do so, circulate to check the lyddie readers notes, chapter 14 for completion. Learn chapter 14 english lyddie with free interactive flashcards. As lyddie and charlie began to pack their belongings to leave their farm they felt very sad. By autumn, lyddie still had not heard anything from charlie. Anywhere in the book to start reading text speak the current selection stops speech playback doubleclick a word in the book and click this icon to translate the word into spanish. The light in the forest by conrad richter teachers guide. Read chapter 14 of lyddie and complete readers notes for chapter 14.

Which character trait does lyddie share with the frog. Answer choices with her scissors, she cut two threads from a bobbin and, taking the girl to the window where the light was best, lyddie wasted at least five precious minutes tying and retying the useless knot until, finally, the. Lyddie needs to decide if she should send another letter to charlie asking for help. 1 ch 14 prelude to the bowls the hunger games chapter 14 audiobook. Alwtw audio c 14 alwtw audio c 15 alwtw audio c 16. Lyddie chapter 8 question stems flashcards quizlet. Chapter 17 of lyddie by katherine paterson read out louduploaded in hd at. When thirteenyearold lyddie and her younger brother are hired out as indentured servants to help pay off their familys debts, lyddie is determined to find a way to reunite her family.

Jips teacher lyddie and her quaker sweetheart help jip escape to canada. Chapter 1 of lyddie 20 minutes distribute the novel lyddie to each student. Developing and marketing products lyddie chapter 14. Lyddie comprehension questions worksheets & teaching. A tale of two cities, book 3 lyddie chapter 14 \ills.

It will unquestionably ease you to see guide chapter 14 the presidency in action. Chapter 13 of lyddie read out louduploaded in hd at com. Lyddie needs to decide whether she leave lowell and pursue an education, like betsy. Chapter 3 quiz for lyddie worksheets & teaching resources. How does reading a story compare to the audio or video version. Chapter 14 the presidency in action answer key saesp. At least, lyddie thought, rachel was safe and had a home. Read chapter 14 and complete the chart for the chapter.

Lyddie chapter questions ebd87c1143f13a32ab2150dd6d2523. Chapter 15 of lyddie read out louduploaded in hd at. Hatchet audiobook chapter 14 de novel knowledge il y a 7 mois 8 minutes et. Lyddie audiobook by katherine paterson get popular titles. Which passage from chapter 14 illustrates lyddies frustration while training brigid, the new girl in the factory. Why did lyddie and charlie bore holes in the maple trees. Indeed, when the men had left the dining room to go into the taproom, she stayed behind, reading a book she had taken from a small silk purse that matched her. Impoverished vermont farm girl lyddie worthen is determined to gain her. Midunit assessment about working conditions in the mills. Lyddie reading chapter 14 chapter setting characters plot how do the setting, character and or plot interact. A woman still unmarried beyond the usual age of marrying. Lyddie chapter summaries blog fujifilm brasil seox. Highly recommended and awardwinning books, grades k8 beth bartleson zarian. Lyddie uses a reoccuring scene throughout the book.

This gives the reader a clue that a person, not an event, is the focus of the book. This is a 10 question quiz based on the novel, lyddie. 43 am who are the characters in the book lyddie by katherine paterson in chapter 6. By sunday, lyddie was saying that she was well enough to go back to work on monday. Prokaryotesmiller \u0026 levine biology ch20 chapter 14 part 1 lyddie ch 14.

Choose from 500 different sets of chapter 14 english lyddie flashcards on quizlet. Getting the books chapter 14 section 3 diplomatic and military powers quiz now is not type. The tests consist of common core type questions including multiple choice, extended response, and vocabulary. Chapter 14 of lyddie read out louduploaded in hd at com. Having or showing an excessively high opinion of ones appeara.

Rather than reading a good book with a cup of coffee in the. Lyddie coud not help but keep thinking about the argument she had had the day before with amelia and betsy. Students will answer a reader response question that will relate to the big ideas of the chapter. Lyddie lay in bed for a few days as the wound on her head healed. One per student chapter 3 of lyddie suggested readaloud teacher script for teacher reference sticky notes 1 per student lyddie readers notes, chapter 3, chapter 4, and chapter 5 three separate supporting materials. Lyddie quizzes worksheets & teaching resources tpt. Safely on the ground, the woman lifted her head and looked about her. If possible, give students access to an audio book version of the text that they can use.

For teacher reference created by expeditionary learning, on behalf of public consulting group, inc. Lyddie chapter 3 \cutlers tavern\ huckleberry finn audiobook chapter 3. Learn vocabulary, terms, and more with flashcards, games, and other study tools. One day when lyddie was coming in for her noon meal she was met with a big surprise. In the book lyddie, what is one theme in each chapter.

Jane eyre part 1 of jane eyre by charlotte bronte unabridged audiobook fab. Around the world with historical fiction and folktales. Ch 15 lyddie thinks she can pay off the debt, when her uncle shows up telling her they will sell. For the midunit assessment, students read a new chapter of the book and answer. Assure them that lyddie is a strong and interesting characterand someone about their age. Lyddie readers notes, chapter 20, chapter 21, chapter 22, and chapter 23, teachers edition four separate supporting materials.

444 vues chapter 14, of lyddie read out loud uploaded in hd at. Many have to quit because of the cough, though several want to sign the. One each per student lyddie readers notes, chapter 3, chapter 4, and chapter 5, teachers edition three separate supporting. Finish reading chapter 6 of lyddie and complete readers notes. Lyddie said to charlie, she didnt say nothing about the calf she got no.

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Lesson: Lyddie Chapters 5 - 6

Lesson Topic:
Lyddie Ch 5-6Teaching Date:

Planning Date:

Big Ideas:What are the big ideas or enduring understandings?
Slavery can come in many formsInquiry Questions for the Lesson:Important, open-ended questions?
How does Lyddie react to meeting a "real" slave?
Is slavery black and white?
Why is Lyddie so shaken about meeting a slave?
What does Ezekiel say to Lyddie that shakes her up? What is she thinking about her own situation? Knowledge Outcomes:Content knowledge students should gain?
Students should know what happens in the story. Skill Outcomes:What skills do you intend for students to learn or practice?
Students should know how to explore the definitions of slavery and freedom, and apply these definitions to the characters: Lyddie and Ezekiel. Evidence of Understanding:What kind of evidence would prove to you that students have gained the intended knowledge or skills? What kind of assessment will you use to gather that evidence?
Students will answer a reader response question that will relate to the big ideas of the chapter. Rubric:What is the grading rubric? There is a reader response rubric.Sequence of the lessonTransition:Where are the students coming from? How does that affect your plan? How will you transition students to your lesson?Hook:What will you do at the beginning to arouse the intellectual curiosity of the children? How will you open the lesson? Will you make any connections to previous lessons?Activities:Step-by-step with directions and key questions. How will you uncover student thinking? How do you anticipate students will respond? Include plans for each transition within the lesson.
Directions: Students will sit on the rug, as one student reads for 3-4 pages in front of the group. Every few pages, another student will read. The order will be predetermined for fairness and to ensure everyone reads.
During the reading, I will ask some discussion questions, such as:
Chapter 5
  • Why do you think Lyddie tells herself not to be jealous of Charlie? Why would she be jealous of Charlie? (p. 37)
Chapter 6
  • Lyddie’s meeting with Ezekial changes her ideas about many things, including money, friendship, and freedom. In your opinion, what about her experience with the runaway slave most accounts for her change of heart? Write in complete sentences and paragraphs, and use examples from the text to support your points.
  • “She hated the man for making her think this way.” (p42) What does Lyddie mean? What is going on in her mind? What are her other thoughts? How do you think she feels? Is she justified in her thinking?
Sponge activity:If you are planning individual or small group work, what will students do if they finish early? If we finish the reading we will explore the discussion questions some more.Wrap-Up:How will you pull things together, have students process what they’ve learned, pose a question for further consideration?So far, we've seen Lyddie go from her family farm to being hired out to the inn. She is having trouble seeing her family being broken apart, and is having mixed feelings about her brother with his new "family." Then this man comes along and implies that she might not be as free as she thinks she is.
What do you think she's going through? She's probably a bit defensive, and a bit in denial, and losing hope.
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