Lesson 18

Objectives: Students will  complete one of the assignments below in a small group and present their charted ideas to the class.

Aim: Why are adaptation and alienation still big issues in the real world?

Agenda

1. Assign the task to each group
2. Small group work together to respond to the prompt
3. Small group present to the class using info on the chart paper
4. Quick Write

Learning Sequence:

1. Assign each group a task or group pick a task
2. Each group will visit the website and read the text before responding to the prompt
3. In the small group share notes and respond to the prompt.
4. Each group writes their ideas on a chart paper. Remember to use key vocabulary and terminology in your writing (Voc. handout). 
5. Each group will present idea to the class.
   
   Task: In order to complete the group  project, students will do the following-

Option 1: Read the text about Native American boarding schools  (http://www.pbs.org/indiancountry/history/boarding.htmland compare “St. Lucy’s Home for Girls Raised by Wolves” with Native American boarding schools.  Find comparisons between the treatment of Native Americans and St. Lucy’s students and how both groups react to their new surroundings.

 Option 2: Select a true account of an immigrant from the LOC site below. Find parallels between the assimilation of the girls at St. Lucy’s and immigrants to America. See the URL below for the Library of Congress’s collection of immigrant stories.

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/interv/toc.php

Quick Write: How did the close reading change your understanding of the story? What parts of the story were more developed for you?

Lesson 17

Objectives: Students will to peer review their final literary analysis essay and  use the checklist to provide feedback

Aim: How precise is your evidence and  language used  to write your analysis?

Agenda

1. Make an  announcement about submission of one entry of Cornell notes and reading log
2. Handout and go over the checklist
3. In pairs, students will do peer review of the essay
4. Teacher-student conferencing
5. Park the additional questions for the analysis essay or unit 1
6. Quick Write: Reflection on Unit 1 and 1st Marking Period

Learning Sequence:

1. Students will read the checklist for the essay and ask questions if they have any to clarify
2. In pairs, students will peer review each other’s essay . Use Post-It for comments ( Bravos, Suggestions, Confusions)
3. While students do the peer review, there will be brief conferencing with individual students
4. Students will park their additional questions about the essay or unit on the chart paper
5. The whole class will convene and share the experiences and evidence of good skills such as citing strong evidence using precise language, providing insightful analysis etc.

Wrap Up: Quick Write-

Write a self-reflection: How did I do in the marking period ( unit)? What have I learned or have not learned? What could I improve? What could I have done better?

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Check List for the Literary Analysis Essay Check List

-based on Karen Russell’s short story “Girls Raised by Wolves at St. Lucy’s Home”

Introduction

1. Introduce the text, the author
2. Respond to the essay prompt
3. Thesis statement( Claim ) – state your position on the argument topic

 Body Paragraph

1. Topic sentence based on the  stage from which you will select evidence and analyze
2. Context  of the evidence
3. Supporting ( textual )evidence ( page number, 2-3 piece of evidence)

• Direct quotations ( a single word, a phrase, or a sentence)
• Paraphrased evidence in your own words
• Summary of an incident
  4. Analysis

• Explanation of your evidence (interpretation) – what is your understanding of the cited evidence?
• Analysis (making connection between your evidence and the topic sentence): how does the evidence support your claim ( topic sentence)?
• Clinching sentence

Conclusion

• Restate your position in different words- review the main ideas and text analysis
• Never provide new evidence and further analysis

Unit 1 Lesson 16

Introduction: The purpose of Lesson 16 is to prepare students for the) End-of-Unit Assessment. This lesson prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the End-of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. Students will also briefly discuss the NY Regents Text Analysis Rubric to aid in the planning and organizing of their writing for homework.

Standards

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Assessment: Quick Write: We have debated about whether or not Claudette was integrated successfully into human society. Regardless of the position you took, do you think Claudette (or any of the girls) should be integrated into human society? What evidence in the text supports your thinking?

Vocabulary

Use the following Tier 2 /academic vocabulary words in your evidence-based assessment planning.

Agenda

• Introduction of Unit Assessment
• Unit Assessment Planning

Learning Sequence:

1. Hand out to each student the End-of-Unit Assessment prompt.
2. Read independently the End-of-Unit Assessment prompt: According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society.” At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the Stages from the Jesuit Handbook on Lycanthropic Culture Shock.
3. Respond to the following questions- a) In your own words, what is this essay prompt asking? B) What is a position, according to this essay prompt? C) What are the possible positions you can take in your essay response? D) How are the stages going to play a role in your essay response?
4. You can choose whatever side you want to write about. However, High Performance Responses will adequately defend their position, no matter what it is. Use the notes from the Planning Tool and Debate.  In addition, you must explain why the text evidence supports your position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and important vocabulary from the text.
5. You will be responsible for writing the page number associated with your text evidence in the End-of-Unit Assessment.
6. Let’s look at our Evidence-Based Debate Planning Tool and the debate notes captured. What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? Write the information on the tool paper if you have not done it already.
7. We’ll start writing the essay in class. Keep the qualities of the first two boxes of the NY Regents Text Analysis Rubric in mind (Content and Analysis/Command of Evidence) when writing.  Use your “St. Lucy’s” text in order to paraphrase, quote evidence correctly, and to cite page numbers associated with textual evidence.

Homework: Finish the essay at home. Due on Tuesday.

Unit 1 Lesson 15

Introduction

This lesson is to prepare students for the  End-of-Unit Assessment. It prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the End-of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. students will have a debate work on adding introductions and conclusions to the written response .This will continue to build some initial skill around the writing process they will develop more fully later in the year.

Standards

Assessment: Students will write a response to the following prompt-

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea?

Learning Sequence:

1. Talk to your “debate” team members and share notes in the Planing Tool to get ready for the final debate on the assigned position. The debate is a way to help you think about the final assessment writing before you begin to write. It will help you gather strong and thorough evidence that will be used to help you analyze character development over the  course of the story. The debate provides you a way to find textual evidence to support a position they may take on the assessment prompt.
2. Review  the Evidence-Based Debate Planning Tool to each student. Each small group must gather evidence arguing their assigned position using the tool. In addition, you must explain why the text evidence supports your position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and important vocabulary from the text.
3. Each team will present their evidence to support their position. Each side of the position shares three pieces of strong textual evidence that supports your position.  As each side of the position shares, the other sides should take notes to rebut the evidence presented with text evidence from their position.
4. Rebut means “to challenge or oppose evidence presented.” You should look for ways to challenge or oppose evidence presented by the opposing side, or position.
5. Each team will use their evidence to rebut other teams’ argument. After each group shares its three pieces of text evidence, the groups can take turns rebutting or providing more evidence to debate.Take a few minutes to prepare rebuttals and additional evidence. Use the language frames discussed  in the unit. Even though this is a debate and you are arguing, respectful discussion is integral to the success of academic debate.
6. Whiling listening to each team’s argument, jot down ideas or evidence you find convincing. Save your notes in the Planning Tool as well the additional notes you  have jotted down. You may need the information later for your essay.
7. Now we have had our debate, reflect on “What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? “
8. Share Debate Evidence Samples( teacher-version). Take notes while listening.
9. Assessment-Respond to the following Writing Prompt:

10. Work in pairs to add an Intro and Conclusion to your response. 

1. Use the following questions to discuss about an introduction: a)What is the purpose of an introduction? B)What should you write in an introduction when answering a question about literature?  C)What should not be included in an introduction? D) What additional information does the Text Analysis Rubric provide about writing an introduction?
2. Use the following questions about conclusions: a)What is the purpose of a conclusion? B)What should you write in a conclusion when answering a question about literature? C) What should not be included in a conclusion?

Homework: Write an Introduction and Conclusion to your response based on the components discussed today in class.

Unit 1 Lesson 14

Introduction: This lesson is a continuation of the activities in Lesson 13. Student groups will participate in a presentation that shows their group’s analysis of a stage of development from “St. Lucy’s Home for Girls Raised by Wolves.” While each group presents, students will further develop the annotations of their texts and add to their vocabulary homework assignment from Lesson 13. The annotations compiled during this lesson will be used in the End-of-Unit Assessment to form an analysis of the short story in its entirety (pp. 225–246). At the conclusion of this lesson, students will use the annotations and information they learned from the presentations to write a piece that integrates their knowledge of the entire short story. The prompt asks students to analyze the text structure Russell utilizes and use multiple pieces of textual evidence in their response. In Lesson 15, students will revise these responses with a specific emphasis on adding an introduction and a conclusion and on paraphrasing textual evidence. These responses are considered informal and formative in nature.

Standards

Assessment

The purpose of this assessment is to have students utilize learning about each of the stages to think about some of the big ideas Russell develops in this story. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story. This response will be revised in Lesson 15. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story.

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should include multiple pieces of textual evidence from different stages of development.

Agenda

• Standards: RL.9-10.1, RL.9-10.2, SL.9-10.4
• Text: “St. Lucy’s Home for Girls Raised by Wolves”
• Lycanthropic Culture Shock Stage Presentations
• Assessment

Materials: Assessment Prompt

Learning Sequence:

1. Review the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.2, SL.9-10.4.
2. Return to your groups from the previous lesson to prepare for your presentations. Take out your text and previous lesson’s vocabulary homework. You should add to your annotations and vocabulary work as your listen to presentations.
3. Each group shares their stage analysis with the class.
4. You can also add to or revise their Lesson 13 Vocabulary Homework Activity Tool.
5. You will independently write a response that shows understanding of the text as a whole, specifically regarding the purpose and function of the stages of development. Here is the  prompt:

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should include multiple pieces of textual evidence from different stages of development.

Homework:  Add to your in-class responses based on today’s writing prompt.

Unit 1 Lesson 13

Introduction: The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. In prior lessons, students have closely read “St. Lucy’s Home for Girls Raised by Wolves” in its entirety (pp. 225–246). In this lesson, students will conduct a thorough analysis of the different stages of development. Students will work collaboratively in groups to analyze a particular stage of development, using a teacher model and a graphic organizer as guides. There is a model graphic organizer included with this lesson demonstrating the analysis work.

Stndards

Assessment

• As a group, complete the Stage Analysis to analyze your assigned stage of development.
• From your group’s analysis of one stage of development (tool), produce a visual that will be presented to the class in the following lesson (Lesson 14). In your visual, you must have the following attributes:

1. Clearly labeled stage of development
2. Quotations from the narrative and epigraph that connect (include page numbers) from your stage of development
3. An interpretation of each connection (in your own words)
4. A minimum of four connections
5. Important vocabulary words from the text underlined
   1. A summary of the stage and its importance to the girls’ development

Agenda

• Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c
• Text: “St. Lucy’s Home for Girls Raised by Wolves”
• Lycanthropic Culture Shock Stage Analysis
• Presentation Development

Material: Stage Analysis Tool, assessment sheet

Learning Sequence:

1. review the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, SL.9-10.1c.
2. Distribute copies of Stage Analysis, a graphic organizer
3. Each group will be assigned one stage to analyze.
4. Each group will be responsible for finding a minimum of four connections between the epigraph and the narrative and will complete the Stage Analysis.
5. Each connection will have a quotation from both the epigraph and the narrative of their designated stage and will provide an interpretation of the connection.
6. Discuss possible quotations that best provide a “snapshot” of their designated stage of development.
7. Each group will write a summary of the stage.
8. As groups record information on their graphic organizer, they should also note key vocabulary words or important terms by underlining them.
9. Each person in the group will have a role. Each group will need to determine the role for which each person is responsible.( Group Leader, Recorder, Annotator, Time Keeper)
10. Group Leader: This person will be responsible for reporting out on the group’s progress and voicing any questions/concerns. Recorder: This person is the primary person responsible for recording information. Annotator: This person is responsible for ensuring all quotations are marked in a central text so they can be easily accessed. Time Keeper: This person is responsible for keeping an eye on the time and prioritizing tasks.
11. In the following lesson, each group will present their analysis of the stage to the class using a visual presentation tool.
12. Once the analysis is complete (the graphic organizer is complete), each group will determine their presentation method.
13. About Visual Presentation:  You can choose from a variety of presentation methods, including but not limited to a traditional poster, PowerPoint®, Prezi®, Glogster®, Google® presentation, etc. These visuals are meant to provide the most important information from their stage of development and should not include illustrations, elaborate charts, diagrams, etc.
14. All individual students are expected to participate fully in the group work. I’ll be collecting the individual graphic organizer.

Homework: Complete the Stage-by-Stage Analysis work sheet and Vocabulary Connections worksheet.

Unit 1 Lesson 12

Introduction: In this lesson, students begin work with a new writing standard, W.9-10.5, as they begin to learn how to work collaboratively with others during the revision process. The lesson has two goals: to revisit the Mid-Unit Assessment, and to finish Stage 5 of the short story, “St. Lucy’s Home for Girls Raised by Wolves.”

Standards

Vocabulary

Agenda

• Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1b, W.9-10.5
• Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 245–246)
• Homework Accountability
• Mid-Unit Assessment Feedback
• Reading and Discussion
• Quick Write

Materials: Mid-Unit Assessment

 Learning Sequence:

1. Reflect on Gallery Walk experience .
2. Introduce new writing and speaking and listening standards : W.9-10.5 and  SL.9-10.1b.
3. Turn-and-Talk about what this standard might look like and sound like in this lesson when you provide peer feedback on each other’s  Mid-Unit Assessment writing.
4. Talk in pairs about how we can apply the focus standard to their AIR text.
5. Peer give feedback  to the Mid-Unit Assessment . We are  to provide constructive, critical feedback to our partner’s  writing through collegial discussion, as we just discussed in the Turn-and-Talk.
6. Pairs will give each other specific feedback on the original assessment using self-stick notes. Each partner will give at least three pieces of feedback during the revision process, so each student will receive at least three notes regarding revision. The self-stick notes will include the following:

• Note 1: ALTERNATE SOLUTION—Alternate ideas or suggestions for revision using the rubric for guidance; for example, the author may need to have a more thorough analysis of the text, add more textual evidence, or add specific vocabulary terms from the text. The reviewer will suggest these alternate solutions on self-stick note #1.
• Note 2: BRAVO—Praise for specific parts of the response that align to the NY Regents Text Analysis Rubric; for example, a note might mention the author’s use of relevant and thorough textual evidence.
• Note 3: CONFUSION—A flag about something unclear; for example, a note might point out if a complex idea is not fully developed or there is confusion around text evidence used.

The feedback should correlate with specific portions of the written response.share and explain your feedback from the self-stick notes in pairs

7. Individually write down one positive element of feedback you received and one area of improvement. I’ll collect these pieces of feedback to refer to in future peer review processes.

8. Reading and Discussion: Share QuickWrite responses.

9. Read and annotate Stage 5 (pp. 245–246). Pay attention to textual details, especially those that relate to the Stage 5 epigraph.

10. In  a small group,  discuss  this section of the text and  respond to the TDQs- a) . Claudette says that she had to have “a woodman accompany me; I couldn’t remember how to find the way back on my own.” What does this tell you about Claudette?   B) What is this line saying about Claudette’s “training” at St. Lucy’s?  c) Claudette’s brother is described as a “dour, balding children’s author.” What do you understand about the brother? d) What is the family’s reaction to Claudette/ f) What is the significance of her mother “recoiling back”? g) What is Claudette’s reaction to the family? H) In the end, does Claudette reach Stage 5? Use text evidence to explain your answer

Homework: respond to the following Quick Write prompt:

Does the Stage 5 description accurately reflect Claudette’s development by the end of her time at St. Lucy’s? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

In your response, include strong textual evidence from the narrative – these pieces of text evidence can include, but are not limited to, specific vocabulary words, phrasing, or events.

Lesson 11

Introduction: This lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Then, students will review their reading annotation of “St. Lucy’s School for Girls Raised by Wolves” for Stage 4. Students will participate in a Text-Dependent Questions (TDQs) Gallery Walk that will ask them to interact with and discuss the text.

Standards

 Assessment

Agenda

• Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c
• Text: “St. Lucy’s School for Girls Raised by Wolves” (pp. 239–245)
• Homework Accountability
• Text-Dependent Questions Gallery Walk
• Reading and Annotation
• Quick Write

Material: Chart Paper

Learning Sequence

1. Review the agenda and share the standards for this lesson: RL.9-10.1, RL.9-10.3, SL.9-10.1c. How familiar are you with the standards ?
2. Talk with a partner about how you  can apply the focus standard to your text. Share out briefly on the previous lesson’s AIR homework assignment reading logs.
3. Take out their annotations of Stage 4. Review the text briefly (The passage is from “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241) to recall and add new ideas.
4. Each group receives a chart paper to start with and begin the activity. Spend some time discussing the answer before recording it on the paper.
5. Distribute posters with the questions prefixed.
6. We’ll do a Gallery Walk. Follow the directions ( see handout). Continue rotations until groups return to their original TDQ(s).
7. Reconvene the class as a whole class. What are your insights or thoughts on our Gallery Walk? What are you noticing about individual students at St. Lucy’s?
8. Read and annotate the text in pairs, from “At seven o’clock on the dot, Sister Ignatius blew her whistle” to “that was our last communal howl” (pp. 241–245). read the text closely by rereading it several times and using annotation to reflect on what you are reading.

(Homework) Quick Write: Respond to a two-part text-dependent question: Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette? use your annotations, identifying at least 3–4 pieces of text evidence to write a paragraph response.

AIR:  continue your Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.