Unit 1 Lesson 13: Prep for Group Presentation on Assigned Stage Analysis

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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

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.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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

  • 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.

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