Introduction

Standards

Assessment

Vocabulary

Lesson Agenda/Overview

Materials: TDQ Question Handout, Assessment handout(

1. in pair)Share out on the previous lesson’s AIR homework assignment. Talk in pairs about how you have applied the focus standard to your text. Select pairs to explain how they applied their focus standard to their AIR text
2. Introduce paraphrasing and direct quotation: NY Regents Text Analysis Rubric  calls for extensive use of text evidence to support analysis of the text. There are two ways in which to write evidence, which include paraphrasing the text or using direct quotations from the text. A) What do you notice about paraphrasing? B)How was it used in this response? C) If paraphrasing is putting the text in your own words, what mistakes could occur with this technique?
3. Quotating directly from the text has been done well in some responses.   a)What do you notice about quoting directly from the text? B)How was it used in this response? C)If quoting directly from the text is putting the actual words from the text in quotation marks, what mistakes or misunderstandings could arise? D)Citing similar evidence multiple times, will that make your responses more insightful or accurate?
4. (Reading group) Reading will be done in a different way during this lesson and the next one. YOU will close read in groups by rereading small sections of the text and annotating. Throughout the process, you  will answer text-dependent questions to further analyze the text and improve upon annotations previously made. Since you’ll  work in reading groups during this lesson and the next, you should be cognizant of their discussion participation.
5. Read   “St. Lucy’s” text to the paragraph that begins with “Still, some things remained the same” (p. 231). Discuss questions: a) What “things remained the same” for the pack?  B) What might be some synonyms for the word commandment?  C)What is Mirabella holding on to?
6. Reading groups begin close reading from “Then she would sing out the standard chorus …” up to “I was one of the good girls” (pp. 231–232). Discuss questions: a) What are Jeanette’s “origins”? b)  How has Jeanette removed herself from her “origins”? Focus on the questions just discussed and to mark any textual evidence that coincides with Jeanette removing herself from her origins.
7. Reading  groups read the paragraph that begins with “I was one of the good girls” (p. 232). Discuss questions:  a)What is different about this paragraph? b) How does this change in wording impact our reading of the text? C)What are the narrator’s “aptitudes”? What words could replace aptitudes?  d)  Why stay in the “middle of the pack”?
8. Reading  groups read two paragraphs, from “The pack hated Jeanette, but we hated Mirabella more” up to “We spent a lot of time daydreaming during this period” (p. 233). Discuss question:
   a) How does the pack feel about failing?
9. Read and annotate the rest of Stage 2 and end your reading before the Stage 3 epigraph (pp. 233–235). You will write responses to TDQ’s for the following section of reading as part of a group discussion.
10. Use the text-dependent questions for the groups to discuss and take notes on. A) In what ways are the girls being “rehabilitated” by St. Lucy’s? b)What might rehabilitated mean in this context? C) What might shunned mean? D)How could the pack be “shunned by both species”?  e)Who is Claudette and what kind of student is she?

Assessment : You are going to practice using paraphrasing and quoting directly from the text by selecting one of two text-dependent questions to answer. The first assesses students’ understanding of how the text’s complex characters are developing in relation to each other.  The second asks them to analyze the details of Stage 2 in relation to the requirements of survival at St. Lucy’s. Students will focus on the text selection covered in this lesson, from the paragraph that begins with “Still, some things remained the same” up to the Stage 3 epigraph. Use key vocabulary from the text in your responses.

1. Considering the complex characters and their development thus far in this text, why don’t the other girls want to be like Mirabella or Jeanette? Cite 3–4 pieces of strong textual evidence in your analysis.
2. What do the details in Stage 2 reveal about the requirements of survival at St. Lucy’s? Cite 3–4 pieces of strong textual evidence in your analysis.

Homework

Unit 1 Lesson 6

Introduction

Standards

Assessment

Vocabulary

Lesson Agenda/Overview

Materials

Learning Sequence

1. Review the agenda and the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2. Reread the standards and assess your familiarity with and mastery of the standards on your Common Core Learning Standards Tool.
2. Paraphrase it in pairs.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Talk in pairs about how you can apply your focus standard to your text.
4. Share the previous lesson’s AIR homework assignment: explain how you applied your focus standard to their AIR text.
5. Distribute the NY Regents Text Analysis Rubric on which formal responses will be evaluated from now on. Not all writing will be evaluated using this rubric, but the Mid-Unit and End-of-Unit Assessments will be evaluated using this rubric.
6. Read the first two rows of the rubric (Content & Analysis and Command of Evidence) and star an important point in each box. Address the Content & Analysis category. Discuss the Command of Evidence category. Determine the differences between each response level.
7. Hand out a copy of a model response from Lesson 5’s assessment, specifically Question C: What is also part of Stage 1 that is not directly stated in the Stage 1 epigraph? Read the model student response, and then highlight on the NY Regents Text Analysis Rubric where the writer scored on the first two qualities. a) Describe the qualities you noticed in the response. b)What evidence did the writer supply that was effective and specific?
8. ( New Activity) Now we’ll do close reading. Form pairs to read and annotate from the Stage 2 epigraph to “St. Lucy’s for our own betterment?” (pp. 229–230) Use the annotation codes and write your thoughts about the text.
9. The entire class discuss: a) What are some changes that will happen in Stage 2 according to the Stage 2 epigraph? B)What is “disorienting” about looking at the shoes for the narrator and what could disorienting mean? C) What has “bewildered” the girls?  D)What does the word bewildered mean in this context?
10. Independently read and annotate the section from “Physically, we were all easily capable of clearing the low stone walls” to “Mirabella cocked her ears at us, hurt and confused” (pp. 230–231).
11. In a whole-class, discuss : a)Who or what is taunting the girls?  B)What can you determine the word taunt means in this context? c) How do the parents (still in the forest) affect the girls? D)Why do the nuns perform a daily eradication? E)What does eradicate mean in this context? F) What two word parts do you see in the word bipedal? G)What can you determine bipedal means by looking at the word parts? H) Why is the word bipedal important to the girls’ development? I) How is Mirabella different from the other girls?

Quick Write with Student Evaluation

1. Respond to the following text-dependent question:  How is the epigraph’s description of Stage 2 reflected in the experiences of the girls in this section of the text?  Use specific vocabulary from the text in their response
2. Use the NY Regents Text Analysis Rubric to ensure all components have been addressed.

Homework:  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.

Overview: In this lesson, the focus on teaching annotation continues. Students will discuss how we can apply the CCS to the Accountable Independent Reading (AIR) homework assignment , review annotation, finish close reading and annotating Stage 1 of “St. Lucy’s Home for Girls Raised by Wolves,” and write responses to two text-dependent questions (TDQs) using evidence from the text.

Standards

Vocabulary

• delectable (adj.) – appetizing or delicious
• supplemented (v.) – completed or added to
• interred (v.) – placed into or buried
• assault (n.) – a violent attack
• conferred (v.) – discussed together
• improvised (v.) – made up
• bristled (v.) – (of hair or fur) stood upright away from the skin, esp. in anger or fear.
• overstimulating (adj.) – too exciting
  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 227–229)
  • Introduction of Lesson Agenda
  • Annotation Practice
  • Close Reading, Annotation, and Text-Dependent Questions
  • Quick Write
  • Closing

Lesson Agenda

Materials:  TDQs and Assessment questions for Quick Write

 Learning Sequence:

1. Discuss the importance of annotating text- a)How have we marked the text thus far in our reading? b)What are some purposes for marking the text? c)How does annotating text change the way you read? d)Use  the following codes: 1)Box unfamiliar words. 2) Star (*) important or repeating ideas. 3)Put a question mark (?) next to a section you’re questioning or confused about. 4)Use an exclamation point (!) for ideas that strike you or surprise you in some way.
2. Besides using the codes, marking the text with your thinking related to the codes is important.
3. Share some annotations you have done based on the first section of the story.
4. Review the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4. Individually reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess your familiarity with and mastery of the standards on their Common Core Learning Standards Tool
5. Talk in pairs about how we can apply their focus standard to their AIR text. Share in class.
6. Use the previously learned annotation codes to annotate while reading.  Turn to the paragraph that begins with “That first afternoon, the nuns gave us free rein of the grounds” (p. 227).  Reread the paragraph independently and annotate the text.
7.  Turn-and-Talk about your annotations
8.  Discuss the following TDQs.  Further annotate the text based on the discussion. a) What is the pack doing in this paragraph? b) How does the pack show their wolf-like characteristics in this paragraph? c) How is the pack feeling in this paragraph?
9.  Pair reading-: to read closely by annotating the text for strong textual evidence that can be used for text analysis and to participate in effective discussions of the text.
10. Start from “We supplemented these holes by digging” (p.227)and stop at “… It can be a little overstimulating”( page 229) . You will annotate the text as you read and discuss text-dependent questions.    A)What is the pack doing with the holes?  B)What words or phrases could replace supplemented? C)What is “assaulting” the packs’ noses? D) Why did their “own scent become foreign” to the girls?  E)What is the significance of the author’s focus on scent? F) Why did the older sister “bristle”? F) What does the method the oldest sister uses to bristle reveal about the pack? G) What are the nuns trying to do to the pack? H)What are the feelings of the pack in the section just closely read, and how can you tell? I) What are the feelings of the nuns in the section just closely read, and how can you tell? J)What does Mirabella do and what happens to her? K) How has Stage 1 been overstimulating for the pack?

Quick Write: You will respond to two prompts, using evidence from the section they studied today. Students should use their annotations to identify text evidence to support their thinking.

Students can choose between Question A and Question B, but all students must answer Question C.

Closing: For homework, continue your AIR using the language of the focus standard to guide your reading. Come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on your focus standard.

Introduction

Literacy Skills & Habits

Standards for This Unit

Note: Bold text indicates targeted standards that will be assessed in the unit.

Unit Assessments

Unit-at-a-Glance Calendar

Preparation, Materials, and Resources

 Learning Sequence-

1. Review the standards for this lesson: RL.9-10.1, RL.9-10.2, SL.9-10.1c.
2. Discuss and share ideas about the new standard.(1c)
3. Discuss the list for AIR.
4. Read aloud the Stage 3 epigraph continuing to the paragraph beginning with “It was during Stage 3 that we met our first purebred girls” (pp. 235–237).
5. respond to the following question independently: What is happening with Mirabella? (two to three minutes to respond individually.) share out your responses. Make sure to cite text evidence when giving their responses.
6. Continue reading from “It was during Stage 3 that we met our first purebred girls …” to, “Jeanette got a hole in one.” (pp. 237–239)
7. Turn-and-Talk with a partner sitting near you about the following question: What are some things the girls are learning to do? Share your responses.
8. Continue reading aloud, from “On Sundays, the pretending felt almost …” to, “…you could tell that they were pleased” (pp. 239–240).
9. to write down questions you have about Stage 3. Try to look back through the Stage 3 narrative to capture any questions you may have from Stage 3’s entirety.
10. Share questions on chart paper.
11. Continue reading the text aloud from,  “Stage 4: As a more thorough…” to, “…how the pack felt about anything” (pp. 240–241).
    1. Turn-and-Talk with a partner sitting near you about the following questions: How does this scene reveal the differences between Mirabella, Jeanette, and Claudette, and what textual evidence supports your ideas? Share your responses.
    2. independently write a response to the following questions:
       1. What happened at the dance?
       2.  What is your response to Mirabella being expelled? Use evidence from the text to support your thinking.
12. Share your responses.
13. Quick Write- What is the central idea of “St. Lucy’s Home for Girls Raised by Wolves”? Cite at least four pivotal moments in the text that show how the conflict develops throughout the story.
14. Closing: Assign homework, do the following:
    1. Write a paragraph response that discusses what you did well and what you would like to improve on in the future regarding discussion skills. Use standard SL.9-10.1c for reference.
    2. Decide on and find your AIR text, if have not done so already.

Lesson 2

Introduction

Standards

Assessment

Vocabulary

 Materials: Common Core Learning Standards Tool (See Lesson 1.)

Agenda

• Standards: RL.9-10.1, RL.9-10.2
• Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 226–235)
• Introduction of Lesson Agenda
• Homework Accountability
• Review of Lesson 1 Reading
• Read-Aloud and Student Activities
• Quick Write
• Closing

 Learning Sequence

1. Review: Reread the first full paragraph of the narrative and summarize what the reader can expect in Stage 1.
2. Standard review:  You are continuing to work on RL.9-10.1 and will begin work on a new standard: RL.9-10.2. ( find and read it). Paraphrase the standard in the margins of the tool. Turn and talk with a partner about the standard in your own words. Share responses in class.
3. Read aloud: open “St. Lucy’s Home for Girls Raised by Wolves” to the beginning of the text. Read aloud from “Stage 1 …” to “… sending us away for good. Neither did they” (pp. 225–227). 
4. Turn-and-Talk: What are you learning about the pack? share ideas in class.
5. Continue read-aloud: from “That first afternoon, the nuns gave us free rein of the grounds” and ending before the Stage 2 epigraph (pp.227–229).
6. Independently write down questions you have about the Stage 1 text. You may look back through the Stage 1 narrative to capture any questions you may have from Stage 1’s entirety. Take 3–5 minutes to write down questions. As a group,write your questions on chart paper( Note: it’s a great a habit to have questions as you engage in complex texts.  Many of these questions will be answered as the text is read closely in upcoming lessons.)
7. Continue reading aloud with the Stage 2 epigraph and ending before the paragraph beginning with “The pack was worried about Mirabella” (pp. 229–230).
8. Turn-and-Talk with a partner: Based on what we just read, what do you think the girls are doing at St. Lucy’s, and what evidence from the text supports your ideas?
9. share your  responses.
10. Continue reading aloud, beginning with “The pack was worried about Mirabella” and ending before the paragraph “In school, they showed us the St. Francis of Assisi slide show, again and again” (pp. 230–233).
11. Respond to the following question independently (in writing): Why does it seem the pack hates Jeanette and Mirabella? What evidence in the text supports your thinking? 
12. Share  our  responses.
13. Continue reading aloud the rest of Stage 2 beginning with, “In school, they showed us the St. Francis of Assisi …” and ending before the Stage 3 epigraph (pp. 233–235).
14. Take 3- 5 minutes to write down questions about Stage 2. Share your questions o on chart paper

Quick-Write:  What are some of the lessons the pack is learning at St. Lucy’s? Cite textual evidence to support your response.

For homework:  Begin looking for a text for your Accountable Independent Reading .

St. Lucy Home for Girls Raised by Wolves Unit 1 Close Reading

9/10 Lesson 1

EQ: Has the narrator been successfully integrated as a “naturalized citizen of human society”? Why or why not?  (RL.9-10.3, W.9-10.2)

Aim: What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph?

Text : Page 225 of  “St. Lucy Home for Girls Raised by Wolves” by Karen Russell

Standards

Assessment

Vocabulary

Activity 1: Begin by reviewing the agenda especially CCSS  addressed for this lesson. (15)

Lesson Agenda/Overview

• Standards: RL.9-10.1, RL.9-10.4
• Text: “St. Lucy’s Home for Girls Raised by Wolves” (p. 225)
• Introduction of Unit and Lesson Agenda
• Introduction to Close Reading
• Initial Read-Aloud
• Close Reading of the Text
• Quick Write
• Closing

Material

• The first unit of the year will focus on developing your ability to read closely and to use evidence from what you read in their writing and discussions.
  • Pass out copies of the tool containing the Common Core Learning Standards that will be taught in this unit. We will be working on mastering the skills described in the Common Core State Standards (CCSS) throughout the year.
  • Introduce the standards for this lesson: RL.9-10.1 and RL.9-10.4.  Find these standards on your tool and follow along as I read them aloud.
  • Reread standards RL.9-10.1 and RL.9-10.4 INDIVIDUALLY and assess your familiarity with and mastery of these standards.
  • talk with a partner about what you think each standard means.  Lead a brief discussion about these standards.

Activity 2 10% Distribute Materials and Provide detailed explanation of the close reading activity.

• Distribute copies of “St. Lucy’s Home for Girls Raised by Wolves” and note the author, title, and type of text.
• We’ll have a brief discussion about close reading. Close reading asks the reader to read slowly and carefully, look at very specific details, and focus not only on what is said but on how it is said. Close reading can provide access to deeper meanings in complicated texts. Close reading can also allow for critical analysis and is an opportunity to collect and analyze evidence for use in writing and discussion.
• To achieve this type of deep understanding, readers will slow down and reread texts or sections of text multiple times. You will also mark the text as it’s being read to record thinking, questions, and connections.
• I’ll provide context for close reading in this lesson. Typically, the first time students encounter a text they will read to get a general idea, or the “gist,” of the text. Furthermore, the first read may include unfamiliar words or phrases. But you should not worry about not recognizing these words because there will be considerable work done in subsequent close reads to determine the meaning of these words.
• In this lesson, you will listen to the first section of this text read aloud and follow along, or “read in your heads,” and then we will go back to reread more closely. We will reread more closely by  returning to the text to look for specific pieces of evidence that support thinking and analysis.

Activity 3 15% Teacher-Modeled Read Aloud

• Listen and read along as the first section of text is read aloud to you,  from “At first, our pack was all hair and snarl and floor-thumping joy,” to “their tiny faces pinched with displeasure” (p. 225
• Turn-and-Talk with a partner about your initial thoughts and questions about the text (from “At first,” to “pinched with displeasure”).
• I’ll call on pairs to report out to the class.

Activity 4  40% ( Vocabulary Building)

• Now that you have made an initial response to the text, start paying more attention to sentences, words, and phrases and dig deeper into the text. Reread the title and the Stage 1 epigraph and draw a box around any unfamiliar words. Can you find any clues in the text to identify the meaning of the words ?
• Share words they put boxes around. in the case of lycanthropic and Jesuit, it may be difficult or impossible to determine the meaning from context; therefore, it is appropriate to find the word meanings in a dictionary.

lycanthropic (adj) – relating to the magical transformation of a person into a wolf

Jesuit (n.) – a member of a Roman Catholic religious order. The Catholic religion has different groups, called orders. Although they are all Catholics, different orders have some differences about how they practice the religion.

• Write the new word meanings on their text or on self-stick notes in order to keep track of new vocabulary,
• Turn-and-Talk to define Lycanthropic Culture Shock based on clues from the title and epigraph. The definition of culture shock can be recorded beside the epigraph on their text.

Scaffolding questions include the following:

1. What is this (the epigraph)?
2. Who is it written for? How do you know the intended audience of this handbook?
3. If you break apart the term Lycanthropic Culture Shock into parts, what is it describing?

• Share answers with the class. Ask them how understanding this definition affects their initial thoughts about the story. This type of conversation helps create a collective intelligence and understanding of the reading. This type of conversation will be a frequent part of the school year.

1. What does the word initial suggest here?

• Reread the first part of the paragraph with a partner. Focus on how understanding vocabulary helps your comprehension of the story, until “… Things felt less foreign in the dark.” Box unfamiliar words.
• Work in pairs to answer the following text-dependent questions. text-dependent questions ask you to cite strong and thorough text evidence to support what the text says implicitly and explicitly. write the answers on your text or in notes.

1. Who is the pack?
   1. How do you know?
   2. What is the pack doing?
   3. Where are they?

• pairs  share answers to the questions with the rest of the class. Be sure to use evidence from the text to support your answers.
• a volunteer rereads the first three sentences aloud, from “At first …” to “… smashing lightbulbs with our bare fists.” The rest of the class follow along. Pay attention to the words couth and kempt.
• take a moment to jot down what the meaning of couth and kempt might be.

While guessing the meaning of the words, consider the following text-dependent questions (TDQs):

1. Describe the girls’ behavior.
2. How did the girls forget their promise to be “couth and kempt”?
3. What other words in this sentence can help you figure out the meaning of couth and kempt? (some examples of synonym, antonym, definition, )
4. How does the sentence structure or syntax (arrangement of words) help define couth and kempt?
5. Based on the girls’ actions, what does it mean to be couth and kempt?

• write the meaning of couth and kempt on the text or on a self-stick note.

You will reread the rest of the paragraph in pairs from, “Things looked less foreign” to “pinched with displeasure” and answer the following TDQs. jot answers down in the margins or in notes.

1. What is the pack doing to the bunks? How do you know?
2. What is this a remedy for?
3. What does the author’s use of exuberant suggest about these “streams” and the girls?

kinetic: “characterized by movement.”

Summarize the close reading experience –

• A volunteer shares one thing that s/he did not understand on the first read through that is clearer to them now.
• Any questions you still have about the first paragraph? We’ll write these questions on a chart paper for further discussion.

Activity 5: 10% Quick Write

• Introduce the Quick Write assessment: you will be given a question and then write a response using evidence from the text. You should answer the question directly and within the allotted time.

Share the Quick Write for today: What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph? Cite evidence from the text in your response.

Work together to complete the Quick Write using another piece of evidence from the text.

Closing

Part of the daily homework expectation will be to read outside of class. Accountable Independent Reading (AIR) is an expectation that all students find, read, and respond to reading material written at their independent reading level. The purpose of AIR is to have students practice reading outside of the classroom and stimulate an interest and enjoyment of reading.

You can find an appropriate text (or “just right book”)in a local or school library, electronic books, classroom library, or home library. As the year progresses, you will be held accountable for your reading in a variety of ways.