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
| RL.9-10.2 | Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
| 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.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
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:
- Review the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.2, SL.9-10.4.
- 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.
- Each group shares their stage analysis with the class.
- You can also add to or revise their Lesson 13 Vocabulary Homework Activity Tool.
- 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.