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.

Unit 1 Lesson 9: Prep for Mid-Unit Assessment

Calendar for the Remaining Unit 1 Lessons

• 10/1 Lesson 9: Focus on Stage 3 Analysis
• 10/2 Lesson 10: Mid Unit Assessment
• 10/3 Lesson 11: Focus on Stage 4 Analysis
• 10/4 : Lesson 12 Focus on Stage 5 Analysis
• ………………………………………………………………………
• 10/7 Lesson 13: Use graphic organizer to gather evidence to support the final analysis; Vocabulary Connection
• 10/8 Lesson 14: Group Presentation
• 10/9 Lesson 15: Intro/Conclusion for the final essay
• 10/10 Lesson 16: Prep End of the Unit Assessment
• 10/11 Lesson 17: Final Essay Due

Introduction- In this lesson, the focus is on close reading through annotation and answering text-dependent questions culminating in a class discussion about “St. Lucy’s Home for Girls Raised by Wolves.” This lesson is focused on Stage 3. To begin, students will continue to read, annotate, and discuss Stage 3, staying in the groups they formed for the previous lesson. The second half of the lesson focuses on preparing students for the Mid-Unit Assessment through an evidence-based discussion.

Standards

Assessment

Vocabulary

• generalizations (n.) – broad or vague statements or ideas that are assumed to be true
• ominously (adv.) – in a way that forecasts evil; threateningly
• purebred (adj.) – denoting a pure strain obtained through controlled breeding
• captivity (n.) – a state of being held or imprisoned
• inducement (n.) – an attempt to persuade or influence

Agenda

• Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c
• Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 235–239)
• Homework Accountability( AIR)
• Introduction and Stage 3 Close Reading, Annotation, Evidence-Based Discussion
• Preparation for Mid-Unit Assessment: Evidence-Based Discussion

Materials

• Model responses for Lesson 7 Quick Write
• Mid-Unit Assessment prompt (See Lesson 10)
• NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in the Unit Overview for its location).

Learning Sequence

1. Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
2. Reread the standards and assess your familiarity with and mastery of the standards on your Common Core Learning Standards Tool. Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c. Pay special attention to SL.9-10.1c(interpret).
3. Talk in pairs about how you  can apply the focus standard to their text. Share out some entries of your AIR reading logs.
4. Read the entire Stage 3 epigraph (p. 235). Annotate as you  read closely(to box unfamiliar words and write word meanings on your texts or on self-stick notes.). Respond to the TDQs a) What is the host culture? b)How will the students feel about the host culture in this stage?  c)Based on this, what might generalization mean?
5. Read closely Stage 3 narrative, from “The nuns were worried about Mirabella” to “ to to “nobody wanted to assume responsibility for it” (p. 236).  Discuss: a) How is Mirabella described in this section? b)Based on this description, what could ominous mean if it is describing the “something” that must be done to Mirabella?
6. Read the paragraph that begins “I could have warned her. If I were back home” (pp. 236­-237). Discuss as a whole group: a) What is happening to Mirabella? b)Why is it happening? Mark any text evidence that coincides with what is happening to Mirabella. 
7. read the paragraph that begins with “It was during Stage 3 that we met our first purebred girls” and stop before the paragraph that begins with “Jeanette was learning how to dance.” (p. 237)  Discuss: a)How are the “purebred girls” described? b) What might purebred mean here? c)What does it mean that the “purebred girls” were raised in “captivity”? Underline any new evidence we have used to answer the TDQs.
8. Continue reading, from “Jeanette was learning how to dance” to “On Sundays, the pretending felt almost as natural as nature” (pp. 237–239). You will be given  the TDQs and answer them in your reading group . a) What does the bicycle ride reveal about Mirabella?  b)Based on the paragraph you just read, has the pack been successfully rehabilitated? c)How are the details of the Stage 3 epigraph reflected in this last scene between Jeanette and Claudette?
9. Hand out the Mid-Unit Assessment prompt . The Mid-Unit Assessment will be evaluated using the first two boxes on the rubric (Content and Analysis/Command of Evidence).
10. Discuss the assessment prompt. Take notes on the discussion. It is important for you to take notes during this discussion, as you will be able to use the notes in organizing your assessment writing. a) Who are the characters we should focus on for this prompt? Why? b) What are you supposed to write about the characters? c)Which of the characters have adapted to change? d) How have we seen this adaptation take place? (You may describe Jeanette and Claudette separately.) e)Which of the characters have resisted change? How have we seen this resistance take place?
11. Cite textual evidence about the characters using the annotations and text. Continue to take notes on the contributions to the discussion.

Reflect: How did the discussion progressed directly related to the norms that have been established: a)How effective was the discussion based on the norms and procedures established in earlier lessons? b)How well did you, the students, manage the discussion as opposed to having the teacher facilitate? c) How do we know if we are effective at meeting the norms elicited by the Speaking & Listening standard (SL.9-10.1c).?

Homework: Take home your assessment prompt, discussion notes, rubric, and the St. Lucy’s text to continue planning your writing for the next lesson’s assessment.

Lesson 8

Objectives: Students will become familiar with the text analysis rubric and use it to evaluate their written responses.

Aim: What are the differences between a ” thorough” and “appropriate” analysis?

Materials: Model responses from lesson 8, Text Analysis Rubric

Learning Sequence:

1. Review and discuss the standards. 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.
2. In pairs, 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.
3. Take out your responses to the formative assessment questions. Exchange with a partner. We will use the Text Analysis rubric to evaluate your partner’s answer.
4. We’ll study the model responses. Point out the strengths and areas we can learn.
5. As a class, share our answer to the TDQs. Be sure to point out the text evidence to support your answer.

Quick Write: From today’s lesson, what have you gained about writing a response to a TDQ?

Homework: Continue to read your Accountable Independent Reading through the lens of your focus standard.

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.