7: 2A: 1: 2 Lyddie Reader’s Notes, Chapter 1 Teacher’s Edition (for Teacher Reference) Chapter Setting Characters Plot How do setting, character, and/or plot interact? 1 Farm in Vermont, 1843 Lyddie (13) Her family: Charlie, (10) Rachel (6) Agnes (4) Mama Bear Clarissa and Judah A bear comes into the cabin, and Lyddie keeps her family safe. Mama, Rachel, and Agnes leave to live with Judah and Clarissa. Lyddie and Charlie take care of themselves through the winter. They have a calf in the spring. Lyddie feels very hopeful. Mama sends them a letter saying they must When Lyddie’s mother decides to go to her sister’s farm, what do Lyddie and Charlie do? What does this show about Lyddie’s relationship with her mother and with her brother? Lyddie decides to stay and take care of the farm against her mother’s wishes. This shows that Lyddie is very independent and GRADE MODULE
door): Mr. Stevens, Mrs. Stevens, sons, youngest Stevens Mr. Stevens gives them a good price for the calf, even though it was from his bull. He invites them to dinner and offers them a ride to the village. While Luke is giving them a ride to the village, he offers to look after their house. Lyddie does not want to accept their help, but Charlie is grateful. Luke then tells Lyddie he’ll look after Charlie. made some bad business decisions but always worked hard. He left but promised to come back. Lyddie and Charlie want the farm to be successful when he comes back, so they save the money from the calf. Name two ways the Stevens family helps Lyddie and Charlie. Mr. Stevens give them a good price for the calf, even though it was from his bull. Luke offers to look after their farm while they are gone. Luke offers to look out for Charlie.
2. Lyddie is the main character in this book. What have we learned about Lyddie from this story? Continue to use your Reader’s Dictionary as you answer these questions. 3. On page 5, Lyddie describes her mother as “queer in the head.” What does queer mean? How do context clues help you figure it out? What word(s) might we use today to describe Lyddie’s mother? On page 6, the text states: “The only charity Lyddie dreaded more than Aunt Clarissa’s …” Use your Reader’s Dictionary to figure out what the word charity means. Then
On page 7, the text says: “She minded mightily being beholden.” Notice the word mightily, which is the adverb form of mighty. What does beholden mean? How can you tell? What is the connection between charity and beholden?
Chapter Setting Characters Plot How do setting, character, and/or plot interact? 3 Cutler’s Tavern Lyddie the mistress (Mistress Cutler) Triphena—the cook Lyddie arrives at the tavern and is amazed by the things she sees: the huge building, a stagecoach, a woman dressed in a very fine dress, the kitchen. Lyddie feels out of place because she’s dressed so poorly and the women are rude to her. What do Triphena and Mistress Cutler think of Lyddie when she arrives? Because Lyddie is dirty and dressed in her homemade clothes, Mistress Cutler mistakes her for a beggar. Triphena says she is ugly. What are the working conditions like in the tavern? Reader’s Dictionary, Chapter 3: Answers
Teacher Reference Reader’s Dictionary, Chapter 4 Word/Phrase Page Definition Word/Phrase Page Definition mean 27 not generous; stingy anxieties 31 Worries secretive 29 keeping one’s thoughts, actions or intentions hidden practiced skill 32 special skill or knowledge you learn by training or experience calicoes 29 lightweight cotton fabrics fugitive 33 someone who is hiding from the authorities Other new words:
Select one person to be Lyddie and one person to be Ezekial. Practice reading the dialogue on page 43. You should use what you have learned from this close read to bring the characters to life. Your voices should convey the feelings and thoughts of the characters. Teacher Reference: Chapter 6: Text Dependent Questions/Answers
Name_____________________________________ Date________________ Grade 7: Module 2A: Unit 1: Lesson 5 Model Acrostic Poem C- caring (he tells Lyddie not to worry about him) H- honest (he reminded Mr. Stevens the calf was half his) A- able to laugh even when times are difficult (he finds humor in the upsetting letter from Mama) R- ready to take on adult responsibilities (he takes Mama to the coach, sells the pig, and returns) L- loves and trusts Lyddie (he wanted to stay with her at the farm)
Pictures for Entry Task for Lesson 6 Picture A Kyle Von Kamp. Used with permission for educational purposes. Picture B Lowell in 1825, from left to right, Lowell Machine Shop, St. Anne’s Church, Merrimack Manufacturing Company and Kirk Boott’s mansion. Whistler House Museum of Art Collection Picture C Detail from “Plan of the City of Lowell, Massachusetts” by Sidney & Neff, 1850. Public Domain http://maps.bpl.org/id/1105
Reader’s Dictionary, Chapter 9 Word/Phrase Page Definition Word/Phrase Page Definition goods 65 cloth decipher 66 read; make meaning of something that’s hard to understand flaw 65 infamous 69 radical 67 someone working for change, especially as relates to society, the economy, or the government operatives 69 Other new words: Reader’s Notes Chapter 10
Chapter Setting Characters Plot How do setting, character, and/or plot interact? 10 How does Lyddie’s first full day in the weaving room affect her? What does Betsy do for Lyddie? Reader’s Dictionary, Chapter 10 Word/Phrase Page Definition Word/Phrase Page Definition strenuous 74 commenced 77
The air in the factory was humid and dusty. The looms were powerful and could injure workers if they weren’t careful. Workers lived and ate in crowded, noisy boardinghouses. The air in the factory was humid and dusty. The looms were powerful and could injure workers if they weren’t careful. Workers lived and ate in crowded, noisy boardinghouses. The air in the factory was humid and dusty. The looms were powerful and could injure workers if they weren’t careful. Workers lived and ate in crowded, noisy boardinghouses. Name:_______________________________________________ Date: ___________________________ Grade 7: Module 2A: Unit 1: Lesson 7: Text Dependent Questions Questions Answers The text says: “Now that she thought of it, she
“Her quiet meals in the corner of the kitchen with Triphena, even her meager bowls of bark soup with the seldom talkative Charlie, seemed like feasts compared to the huge, rushed, noisy affairs in Mrs. Bedlow’s house” (76). A. What does the word meager mean? How do you know? B. It’s contradictory to suggest a meager meal could be a feast. How could this be true for Lyddie? C. Which Working Conditions note card best explains what this quote helps the reader understand about Lyddie’s life and work? A. B. C. Lesson 7: Text Dependent Question ANSWERS Questions Answers
If the word momentous is defined as “having great or lasting importance,” what was Lyddie’s momentous decision? What makes it momentous? Name:_____________________________________________ Date:__________________________ Grade 7: Module 2A: Unit 1: Lesson 8 Working Conditions in Lyddie: Textual Evidence Row number Working Condition Category (from Detail/Evidence Quote from Text (p. number) Explanation According to the text, what does this quote mean? Analysis What does this quote show about working
anchor chart) Choose all that apply conditions and how they affected workers? 1 Hours Compensation Health, Safety, and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor “No one seemed to mind the deafening din. How could they stand it?” (p. 62) This quote is from the first time Lyddie goes into the weaving room. She is immediately struck by how loud it is—the looms and the machinery make a lot of noise. She also notices that the other workers don’t seem alarmed or scared by the noise. Lyddie is surprised that the other workers are not bothered by the noise, which she describes as an “assault.” Noise could be considered a health hazard. It is so loud that Lyddie can barely hear Diana talk. This kind of noise can give workers headaches and damage their ears. Row number Working Condition Category (from anchor chart)— topic Detail/Evidence Quote from Text (p. number) Explanation What does this quote mean? Analysis What does this quote show about working conditions and how they affected workers?
2 Hours Compensation Health, Safety, and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor “How could she say she could see hardly anything in the morning gloom of the huge, barnlike room, the very air a soup of dust and lint?” (p. 63) 3 Hours Compensation Health, Safety, and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor “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).
Row number Working Condition Category (from anchor chart)— topic Detail/Evidence Quote from Text (p. number) Explanation What does this quote mean? Analysis What does this quote show about working conditions and how they affected workers? 4 Hours Compensation Health, Safety, and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor “Now that she thought of it, she could hardly breathe, the air was so laden with moisture and debris” (75). 5 Hours Compensation Health, Safety, “Within five minutes, her head felt like a log being split to splinters. She kept shaking it, as though she could rid it of
and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor the noise, or at least the pain, but both only seemed to grow more intense” (p. 75). Row number Working Condition Category (from Detail/Evidence Quote from Text (p. number) Explanation What does this quote mean? Analysis What does this quote show about working
anchor chart)— topic conditions and how they affected workers? 6 Hours Compensation Health, Safety, and Environment Treatment of Individual Workers Treatment of Groups Child and Forced Labor “Even though Diana had stopped the loom, Lyddie stood rubbing the powder into her fingertips, hesitating to plunge her hands into the bowels of the machine” (75). Name:___________________________________ Date:____________________ Grade 7: Module 2A: Unit 1: Lesson 9
Directions: Discuss each quote with your partner and record what you believe each means. 1. “She must work harder. She must earn all the money to pay what they owed, so she could gather her family together back on the farm while she still had a family let to gather.” (p. 88) 2. “She was too tired now at night to copy out a page of Oliver to paste to her loom. It hardly mattered. When would she have time to study it?” (p. 98) 3. “She’ll never be strong enough again to work in a mill thirteen, fourteen hours a day. When I am ready to go myself, 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.” (p. 113) Name:____________________________________________ Date:_________________________ __________________________________________________________________________________________ _________________________________________________________________________________________
7: 2A: 1: 19 Discussion Assessment Tracker (for Teacher Reference or Student Use) Student Name and date: Notes/Comments: Criteria: Contributes to discussion. Takes turns speaking. Gives full attention to speaker. Uses evidence from the text. Stays on topic. Asks questions when appropriate. Student Name and date: Notes/Comments: Criteria: Contributes to discussion. Takes turns speaking. Gives full attention to speaker. Uses evidence from the text. Stays on topic. Asks questions when appropriate.
2. Identify two reasons Chávez gives to join the boycott. (RI.7.2) 3. Reread the speech. How does each part develop the central claim? (RL7.5) Section What is the main claim in this part of the speech? How does this claim develop the central claim of the speech? A Consumers will support the boycott because we are all one people, and we have a common purpose. Consumers and farmworkers share the same interest. Chávez is calling on consumers to join a boycott, so he begins by referring to their sense of justice and assuring them that they have a common cause with the farmworkers. B
fined – charged money livestock – farm animals comply - obey audit - examine Name:____________________________________________ Date:______________________ GRADE 7: MODULE 2A: UNIT 3 Resources Nightline's Look into Apple's Foxconn Factories Tuesday February 21, 2012 8:29 pm PST by Arnold Kim
Nightline's visit coordinated with Fair Labor Association who is compiling their own report on the factories. Overall, the report was fair-to-positive making it seem like Apple was being very responsive to the concerns. impulsive – acting without thinking monotonous - boring cramped - overcrowded responsive – open http://www.macrumors.com/2012/02/22/nightlines-look-into-apples-foxconn-factories/ GRADE 7: MODULE 2A: UNIT 3 Resources A Trip to The iFactory: 'Nightline' Gets an Unprecedented Glimpse Inside Apple's Chinese Core Feb. 20, 2012 By BILL WEIR, REPORTER'S NOTEBOOK via View videos: Apple's Chinese Factories: Exclusive, Apple's Controversial Supplier Foxconn