Unit 1 Lesson 7: Paraphrasing and Quotations

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9.1.1 Lesson 7

Introduction

In this lesson, students focus on close reading through annotation and answering text-dependent questions in a class discussion using “St. Lucy’s Home for Girls Raised by Wolves.” This lesson is focused on the Stage 2 reading, which students will close read in groups. The other half of the lesson shows students how to paraphrase and directly quote evidence from the text in preparation for the Mid-Unit Assessment in Lesson 9.

Standards

Assessed Standard(s)
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.
Addressed 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.
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

Assessment(s)
The formative assessment in this lesson gives students a choice between answering one of two text-dependent questions that assess students’ understanding of how the text’s complex characters are developing in relation to each other. It is also an analysis of Stage 2, specifically related to the text read in this lesson (from “Still, some things remained the same” up to the Stage 3 epigraph) and Stage 2 as a whole (pp. 229–235). Encourage students to use key vocabulary from the text in their 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.

 

Vocabulary

 
  • commandment (n.) – an order or mandate
  • origins (n.) – places from which something arises or is derived
  • aptitudes (n.) – abilities or talents
  • rehabilitated (adj.) restored to good condition, health, or standing
  • shunned (v.) – kept away from.

Lesson Agenda/Overview

  • Distribute last TDQ responses back to students.
  • Homework Accountability.
  • Discuss Quotations and Paraphrasing  in the response.
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 229–235)
  • Stage 2 Close Reading, Annotation, Evidence-Based Discussion
  • Assessment
  • Copies of text-dependent questions

Materials: TDQ Question Handout, Assessment handout(

Learning Sequence:
  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.
In your response, be sure to do the following:

  • Use textual evidence from to support the analysis
  • Practice paraphrasing and quoting directly from the text
  • Consider the New York Regents Text Analysis Rubric when deciding what to include in your responses.

Homework

Continue to read your Accountable Independent Reading through the lens of your focus standard and prepare for a 3-5 minute discussion of your text based on that standard.

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