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.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
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.
| W.9-10.2 | 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. |
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.
| adapted | host culture | civilized | epigraph |
| stages | culture shock | purgatory | commandment |
| remedied | ostracized | recoiled | delectable |
| generalizations | captivity | assault | conferred |
| kempt | barbarity | eradication | bipedal |
| overstimulating | disorienting | conjure | rehabilitated |
| catechism | purebred | shunned | foreign |
Agenda
- Introduction of Unit Assessment
- Unit Assessment Planning
Learning Sequence:
- Hand out to each student the End-of-Unit Assessment prompt.
- 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.
- 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?
- 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.
- You will be responsible for writing the page number associated with your text evidence in the End-of-Unit Assessment.
- 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.
- 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.