Unit1 Lesson11: Gallery Walk

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Lesson 11

Introduction: This lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Then, students will review their reading annotation of “St. Lucy’s School for Girls Raised by Wolves” for Stage 4. Students will participate in a Text-Dependent Questions (TDQs) Gallery Walk that will ask them to interact with and discuss the text.

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 assessment in this lesson is a Quick Write. It is a text-dependent question that assesses students’ understanding of Claudette’s assimilation in Stage 4. Students will write a paragraph response, using their annotation to identify at least 3–4 pieces of strong and thorough textual evidence. This assessment directly correlates to Claudette’s character development. Encourage students to use key vocabulary from the text in their responses.

  • Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette?

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c
  • Text: “St. Lucy’s School for Girls Raised by Wolves” (pp. 239–245)
  • Homework Accountability
  • Text-Dependent Questions Gallery Walk
  • Reading and Annotation
  • Quick Write

Material: Chart Paper

Learning Sequence

  1. Review the agenda and share the standards for this lesson: RL.9-10.1, RL.9-10.3, SL.9-10.1c. How familiar are you with the standards ?
  2. Talk with a partner about how you  can apply the focus standard to your text. Share out briefly on the previous lesson’s AIR homework assignment reading logs.
  3. Take out their annotations of Stage 4. Review the text briefly (The passage is from “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241) to recall and add new ideas.
  4. Each group receives a chart paper to start with and begin the activity. Spend some time discussing the answer before recording it on the paper.
  5. Distribute posters with the questions prefixed.
  6. We’ll do a Gallery Walk. Follow the directions ( see handout). Continue rotations until groups return to their original TDQ(s).
  7. Reconvene the class as a whole class. What are your insights or thoughts on our Gallery Walk? What are you noticing about individual students at St. Lucy’s?
  8. Read and annotate the text in pairs, from “At seven o’clock on the dot, Sister Ignatius blew her whistle” to “that was our last communal howl” (pp. 241–245). read the text closely by rereading it several times and using annotation to reflect on what you are reading.

(Homework) Quick Write: Respond to a two-part text-dependent question: Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette? use your annotations, identifying at least 3–4 pieces of text evidence to write a paragraph response.

AIR:  continue your Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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