Unit 1 Lesson 2

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9.1.1 Lesson 2

Lesson 2

Introduction

In Lesson 2, students will listen to a read-aloud of the first half of Karen Russell’s text, “St. Lucy’s Home for Girls Raised by Wolves,” from the beginning of the text through Stage 2 (pp. 225–235). Throughout the read-aloud, students will experience the text by answering text-dependent questions (TDQs) and responding to the text with their questions. This lesson is part of a two-day sequence of lessons in which students experience the entire text read aloud before deeply analyzing the text through close reading in subsequent lessons. The initial read-through of the text serves a number of purposes. A masterful reading of the text supports reading fluency; therefore, this initial read-through allows students to comprehend the story as a whole. Additionally, this is an engaging and unusual text, and students will want to know how it ends before analyzing it closely over time.Throughout the read-aloud, students will have the opportunity to pause, write about, and discuss the text through a series of various comprehension activities. These activities encourage students to continue the work begun in Lesson 1 of citing text evidence to support textual analysis. The lesson assessment will ask students to respond, in writing, to a prompt, citing evidence from the text.

 

Standards

Assessed Standard(s)
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.
Addressed Standard(s)
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.

Assessment

Assessment(s)
Students will complete a Quick Write by writing a response to the following assessment prompt. Students are expected to cite at least three pieces of textual evidence.

  • What are some of the lessons the pack is learning at St. Lucy’s? Cite at least three pieces of textual evidence to support your response.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)
  • heifer (n.) – a young female cow
  • cleric (n.) – an ordained member of a religion
  • jugular (n.) – short for jugular vein, a large vein in the neck
  • disconcerting (adj.) – upsetting or disturbing
  • bliss (n.) – supreme happiness
  • catastrophic (adj.) – disastrous
  • adapted (v.) –  adjusted oneself to different conditions
Vocabulary to teach( context clue)
  • barbarity (barbaridad – Spanish) (n.) – crude or unsophisticated act
  • languid (adj.) – relaxed
  • hirsute (adj.) – hairy; shaggy
  • sinewy (adj.) – muscular; strong
  • purgatory (n.) – a place of purification or temporary punishment after death; a place in between two worlds
  • ostracized (v.) ­ excluded, by general consent, from society, friendship, conversation, privileges, etc.
  • bilingual (adj.) – able to speak two languages with the facility of a native speaker
  • 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 (v.) – too exciting
  • bewildered (adj.) ­ perplexed and confused
  • disoriented (adj.) – confused
  • grimace (n.) – a type of facial expression, usually of disgust, disapproval, or pain
  • taunt (n.) – a remark made in order to anger, wound, or provoke someone
  • eradication (n.) – removal of or destruction
  • bipedal (adj.) – walking on two feet
  • commandment (n.) – an order or mandate
  • origins (n.) – places from which something arises or is derived
  • aptitudes (n.) – abilities or talents
  • catechism (n.) – a book of principles or instruction; usually associated with the Roman Catholic religion
  • rehabilitated (adj.) – restored to good condition, health, or standing
  • shunned (v.) kept away from

 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 .

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