Lyddie

by Katherine Paterson

  His solemn face crinkled into lines of puzzlement and then, still not understanding, he crumpled into laughter, as though glad to be infected by her merriment. He took off his broad hat and ran his big hand through his rusty hair. “I will miss thee,” he said.

  We can stil hop, Luke Stevens, Lyddie said, but not aloud.

  Acknowledgments

  SPECIAL THANKS go to Mary E. Woodruff of the Vermont Women’s History Project and Dr. Robert M. Brown of the Museum of American Textile History, who read this book in manuscript and offered suggestions and corrections. Any errors of fact which remain are, of course, my own.

  I must also thank the library staff at the museum for their help and patience, Linda Willis at the Mid-State Regional Library of Vermont for locating and ordering materials for me, and Donald George of the Dairy Division of the Vermont State Agriculture Department for answering my questions about cows.

  I cannot list all the books and publications to which I am indebted, but I must mention a few without which I could not have written this book:

  Thomas Dublin’s Farm to Factory: Women’s Letters, 1830–1860 and Women At Work: The Transformation of Work and Community in Lowell, Massachusetts, 1826–1860; Hannah Josephson’s The Golden Threads: New England’s Mill Girls and Magnates; David Macaulay’s Mill; Abby Hemenway’s nineteenth century compilation of stories from every section of Vermont, Vermont Historical Gazetteer, which includes a story of a hungry black bear that was the seed for the bear story in this book.

  And the writings of the Lowell mill girls themselves, including Benita Eisler, editor, The Lowell Offering: Writings by New England Mill Women (1840–45); Factory Tracts published by the Female Labor Reform Association as well as Voice of Industry issues from 1845–48; Lucy Larcom’s A New England Girlhood and An Idyl of Work; and Harriet Hanson Robinson’s Loom and Spindle or Life Among the Early Mill Girls.

  Dear reader:

  Lyddie is a historically detailed coming-of-age novel from beloved author Katherine Paterson. Its themes of determination and personal growth resonate with the adolescent reader. Although the book takes place in the 1800s, the novel addresses many issues that are pertinent today, such as working conditions, women’s rights, sexual harassment, and illiteracy.

  This guide breaks down the book into four week-long sections, and includes both pre-reading and post-reading activities. The discussion questions and activities are aligned with the Common Core State Standards for English Language Arts. In addition, they can be used to differentiate instruction.

  This guide was written by Jessica Lonski Miller, M.S.Ed. Jessica is certified in both elementary and special education, and has spent the majority of her career teaching sixth grade. Her greatest accomplishment has been raising three terrific children, all of whom love to read.

  Pre-reading Activities:

  Class discussion: In your family, what are your responsibilities? What are your parents’ responsibilities? How does this affect your family dynamics? What would happen if suddenly you were called upon to take on some of your parents’ jobs? How would this change your life?

  As you begin to read, compare your daily jobs with those imposed on Lyddie and Charles. How do Lyddie’s many duties shape her character?

  There are many higher-level vocabulary words used in this novel. As you read, jot down any unfamiliar words. Then try to predict their meaning using the context clues. After you finish each chapter, look up the words to see if you were correct. Then see if you can list a synonym for each of the words.

  Common Core State Standards: RL.5.4, RL.6.4, RL.6.11, SL.6.1, L.6.4

  Week One (Chapters 1–6):

  If you had to choose between working in a tavern and working in a mill, which would you pick and why? Justify your answer using details from the text.

  A simile is a figure of speech in which two unlike things are explicitly compared using the words like or as. Katherine Paterson uses many similes in this novel to create a vivid picture in the reader’s mind. For example: “The whole complex, recently painted with a mix of red ochre and buttermilk, stood against the sky like a row of giant beets popped clear of the earth.” Find another simile in this section. Then write a simile using one of Lyddie’s character traits.

  Examples:

  Lyddie is as brave as _____________.

  Lyddie works as hard as _____________.

  Lyddie’s life is like _____________.

  An author develops a character using different types of traits. Some of these traits include physical traits, personality, attitude, and reputation. Examples of physical traits include: tall, thin, gray haired, and strong. Personality traits can be things like stubborn, wise, caring, and courageous. Attitude is how a person approaches the world. A character’s attitude can be positive, negative, hostile, or cheerful. Reputation is how others see the character. Examples include other characters thinking that the character is kind, a troublemaker, inspirational, or immature.

  Divide your paper into four sections and label each section with one of the bolded terms. As you read, record evidence of Lyddie’s character in each of the appropriate sections.

  In Chapter 6, Lyddie comes home and finds a runaway slave in her home. She knows that if she turns him in, she will earn a hundred dollars, a sum that would pay off her family’s debts. However, she chooses to help him instead. What choice would you have made if you were Lyddie?

  On this page, Ezekial says, “A little reading is an exceedingly dangerous thing.” Do you feel that it is more dangerous to be literate or illiterate? Justify your answer.

  Common Core State Standards: RL.5.4, RL.6.1, RL.6.4, L.6.5

  Week Two (Chapters 7–12):

  Using the Internet or your library, research textile mills in the nineteenth century. What were some of the machines used for? What were the conditions like?

  On this page, Lyddie’s new friends express disapproval of her plans to spend time with Diana. What can you infer from their behavior?

  Reporters who expose dangerous or dirty working conditions, among other stories, are known as “muckrakers.” Why do you think this term makes sense?

  Pretend you are a muckraker reporting on the conditions of the mill. Write an article revealing what you have found.

  Lyddie teaches herself to read by copying Oliver Twist by hand. Oliver Twist was written by Charles Dickens and published in 1838. It tells the story of a resilient orphan who endures a difficult existence in a workhouse and, later, life on the streets. Oliver Twist explores the themes of poverty and child labor. Why do you think the author chose this novel for Lyddie to copy? Create a Venn diagram, labeling one section “Lyddie” and the other “Oliver Twist.” List as many similarities and differences as you can between the two books.

  Lyddie has been called “an Oliver Twist for girls.” Do you agree with this? Why or why not?

  Common Core State Standards: RL.6.1, RL.6.9, W.6.4, W.6.7

  Week Three (Chapters 13–18):

  The setting of a book includes both the time period and place in which a story occurs. How does the setting of this novel affect the story? How would Lyddie be different if it took place in modern times?

  When Lyddie gets hurt, Diana takes care of her. Do you think that she is just being a good friend, or do you think she may have an ulterior motive?

  Lyddie’s friend Betsy works to put her brother through college. Compare how Betsy feels about that with how Lyddie feels about supporting her family.

  Lyddie, who once gave a stranger all the money she had, is finding it difficult to share her earnings with her mother. Why do you think that is? How has she changed since the beginning of the book?

  “Dear Abby” is an advice column published in many newspapers today. Pretend that you are Lyddie and write a letter to Abby, asking for advice on how to solve your problems. Then trade letters with a friend and respond to each other’s letters.

  Since Lyddie stared do
wn the bear in the first chapter, she has used the idea of the incident to prove her own strength to herself. However, at the end of Chapter 15, the bear appears in her dream and then changes into a buck that Lyddie cannot stare down. What does the bear represent to Lyddie?

  In Chapter 18, the author shows you how Lyddie feels, instead of just telling you. List the quotes that help you visualize the pain she feels at having to send Rachel away.

  Common Core State Standards: RL.5.3, RL.5.6, RL.6.4, RL.7.3, W.6.2, W.6.3, W.6.4

  Week Four (Chapters 19–23):

  Based on all the events that have unfolded thus far, what sort of ending do you predict? Is there any hope of happiness for Lyddie?

  Why does Lyddie feel so betrayed by Charlie’s good news?

  Lyddie has been fiercely independent throughout her life. When she receives Luke’s marriage proposal, she views it as an insult. How does this support the theme of self-reliance?

  Many events in Lyddie’s life influence the person she becomes. Create a timeline of these events and discuss how each one helped develop her character.

  Diana, who has always been of great help to Lyddie, finds herself in a challenging situation. Does this change your opinion of her? Why or why not?

  Lyddie risks her job to rescue Brigid from the clutches of Mr. Marsden. Is this consistent with her actions throughout the book? Use evidence to support your answer.

  Were you satisfied with the ending of Lyddie? Why or why not? Justify your answer using evidence from the text. If not, how would you have wanted the story to end?

  Common Core State Standards: RL.6.1, RL.6.2, RL.6.6, W.6.3

  Post-reading Activities:

  Write a book review critiquing Lyddie. Include a summary, analysis, and evaluation. In your summary, give a relevant description of the main characters, important events, setting, conflict, and theme. In the analysis, give a critical assessment of the content. Include your reactions to the book. Did you feel that it was effective? What struck you as a reader? In your evaluation, use a rating system of your choice (stars, thumbs-up, etc.) to show your opinion of the novel. What sort of audience would Lyddie appeal to and why?

  Prepare a book talk for your class. Use the guidelines listed above to write an outline for your speech. As you are speaking, use persuasive language to convince your classmates to read or not to read the novel.

  Create a book jacket for the novel. On the front cover, include an illustration that portrays one of the book’s main themes. On the inside jacket flap, include a detailed summary that contains a description of the main characters, setting, plot, and conflict. On the back cover, include your evaluation of the novel. Be sure to use a rating system and justify your opinion.

  An epilogue is a section at the end of a book that serves as a comment on or a conclusion to what has happened. Write a short epilogue for Lyddie, showing what happens after the conclusion of the novel.

  Comic strips are a creative way of telling a story. Choose the most important events from a chapter of your choice and turn them into a comic strip. Illustrate the strip and use speech bubbles to show dialogue.

  Common Core State Standards: SL.6.4, W.6.2, W.6.3, W.6.9

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