9.1.1 Lesson 16 - EngageNY

NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16

File: 9.1.1 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013

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9.1.1 Lesson 16

Introduction

The purpose of Lesson 16 is to prepare students for the following lesson’s (Lesson 17) 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.

Students will begin by participating in a teacher-led discussion about the End-of-Unit Assessment prompt. Following that, students will form small groups according to their position on the debate topic and work together to gather evidence to support their position. The Evidence-Based Debate Planning Tool, attached to this lesson, will guide students in collecting evidence. After the evidence is gathered, the student groups will debate each other as a way to solidify their thinking about Claudette’s successful (or unsuccessful) integration into society. Finally, the whole class will review the NY Regents Text Analysis Rubric and begin planning their writing for the following lesson’s assessment.

Standards

Assessed Standard

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

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.9-10.1.c 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)

Quick Write: Today’s debate was 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?







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High Performance Response(s)

Responses will vary, but look for a student to identify a position (“Yes,” “No,” “I’m not sure”) and support that position with evidence from the text:

Yes, Claudette and the other girls should be integrated into human society because otherwise they live in a purgatory, between worlds. They are not wolves. They don’t have tails or fur that bristle, and they can’t “keep up with the purebred” wolves.

No, Claudette and the other girls should not be integrated into human society because they would give up what is important to them—their families, their language, and their pack. Claudette loses the ability to find her way home, and when she says, “I’m home,” she acknowledges that as a “human lie.” The cave isn’t her home anymore.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions)

The teacher should encourage students to use the following Tier 2 /academic vocabulary words in their evidence-based debate and in their assessment planning.

Adapted host culture civilized epigraph origins

Stages culture shock purgatory commandment couth

Remedied ostracized recoiled delectable bristled

generalizations captivity assault conferred aptitudes

Kempt barbarity eradication bipedal

overstimulating disorienting conjure rehabilitated

catechism purebred shunned foreign

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.5

Text: “St. Lucy’s Home for Girls Raised by Wolves”

• Introduction of Lesson Agenda

• Homework Accountability

Introduction of Unit Assessment

Evidence-Based Debate

Unit Assessment Planning

Closing

5%

5%

10%

50%

25%

5%







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Materials

• Debate Position Evidence Samples

• NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for its location).

• Debate Procedures (for display)

• Key Vocabulary Handout

• Evidence-Based Debate Planning Tool

• Language Frames

• Chart paper







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Learning Sequence

Percentage of Lesson

Teacher Actions Student Actions Instructional notes (extensions, supports, common misunderstandings)

5% Introduction of Lesson Agenda

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.5.

Students look at the agenda.

5% Homework Accountability

Instruct students to talk with a partner about how they can apply the focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

10% Introduction to Unit Assessment

Hand out to each student the End-of-Unit Assessment prompt and, if necessary, copies of the NY Regents Text Analysis Rubric. Tell students that the End-of-Unit Assessment will occur in the following lesson (Lesson 17). The assessment will be an essay that asks students to use evidence from the text to support a position.

Students listen and follow along on their own copies of the End-of-Unit Assessment prompt and the rubric.

Transition students into independently Students read the End-of-Unit Assessment







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reading 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” (p. 227). 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.

prompt independently.

Ask students the following questions and ensure each question is answered before moving on to the next question. Encourage students to take notes on their assessment prompt:

1. In your own words, what is this essay prompt asking?

2. What is a position, according to this essay prompt?

3. What are the possible positions you can take in your essay response?

Student responses may include the following:

1. The essay prompt is asking whether or not Claudette became human—if she is able to participate in human society successfully, if Claudette’s wolf culture has been rehabilitated enough that she can function in human society, or if the evidence is unclear whether she was actually able to adapt.

2. A position is a side or a supporting argument. You have to take a side when writing this essay, and that is your position.

3. There are three positions: yes, Claudette was integrated successfully

Post the End-of-Unit Assessment prompt on the board or chart paper to use for this discussion of the prompt. Also, take notes on the discussion, so students can “see” the discussion and take their own notes.







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4. How are the stages going to play a role in your essay response?

into human society; no, Claudette was not integrated successfully into human society; or it’s unclear whether Claudette was integrated successfully into human society.

4. We have to structure or organize our evidence by using the five Stages of the Handbook. So, when writing evidence, we should keep in mind the stage under which that evidence falls and the connection between the evidence and the stage. The stages also say how successful the girls are at integrating into human society; therefore, the evidence should explain how successful the integration is.

Share with students that they can choose whichever side or position (yes, no, or it is unclear) they want to write about. However, High Performance Responses will adequately defend their position, no matter what it is.

Students listen and think about which position to write about.

50% Evidence-Based Debate

Transition the students into planning for the evidence-based debate by explaining the debate’s purpose. The debate is a way to help students think about the assessment writing before they begin to write. It will help students gather strong and thorough evidence that will be used to help them analyze character development over the

Students listen.







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course of the story. The debate provides students a way to find textual evidence to support a position they may take on the assessment prompt.

Explain the debate procedures. Inform students that they will break into small groups. Two of the groups will gather evidence to support the position that Claudette is successfully integrated into human society. Two groups will gather evidence to support the position that Claudette is not successfully integrated into human society, and two will gather evidence to show that it is unclear from the text whether or not Claudette was successful in integrating into human society. Once each small group has had a chance to work on their own to gather evidence, they will combine with another small group that is arguing the same position, share ideas, and decide upon the best evidence for the debate. Then, the three larger groups will debate.

Students continue to listen and follow along.

Prepare for the lesson ahead of time by having the debate procedures written on the board or chart paper to provide students with a visual of the directions.

Distribute the Evidence-Based Debate Planning Tool to each student. Explain the tool and how each small group must gather evidence arguing their assigned position using the tool. In addition, students must explain why the text evidence supports their position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and

Students follow along with the Evidence-Based Debate Planning Tool directions.

Consider distributing a handout with key vocabulary from the story for students to refer to while compiling their evidence. (See the end of this lesson for a sample handout.)







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important vocabulary from the text.

Transition the students into the six small groups as described in step 2.

Students move into six small groups. Each student will have and use their “St. Lucy’s” text and the Evidence-Based Debate Planning Tool.

Each individual student in the small group is expected to look for evidence and write on the Evidence-Based Debate Planning Tool.

Circulate and check in with each small group. Ensure that everyone in each group is participating in finding and sharing evidence.

Students look for text evidence that argues their assigned position, explain how the text evidence supports their position, identify page numbers and Stages with which the evidence is associated, and write on the Evidence-Based Debate Planning Tool. (Possible student evidence is denoted in the discussion section below.)

Encourage students to use vocabulary specific to the story when explaining the evidence. (See vocabulary list in the vocabulary box at the beginning of the lesson.)

Allow the six small groups time to gather evidence, then have them form three larger groups according to their argument position.

Students merge their six groups into three larger groups; each group will argue a shared position.

Explain to the three groups that they should share the evidence they gathered and decide which text evidence is the strongest for the debate. Based on this discussion, students may find additional text evidence to add to their tool.

Students listen carefully to each other and amend their evidence as necessary.

Differentiation Consideration: When the three large groups are sharing to each other, consider giving students highlighters to highlight the evidence they think is strongest for the debate.

Provide large groups time to share their evidence and to determine which evidence is strongest for the debate.

The three large groups share evidence gathered in their smaller groups. Groups begin deciding which evidence is strongest for the debate.

If students struggle with the idea of “strong evidence,” guide them to think about evidence from the text that supports the position in a way that is difficult to argue with.

Transition the students into the evidence-based debate by having each side of the

Students transition and listen. Consider moving the desks to opposite sides of the classroom to







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position share three pieces of strong textual evidence that supports their position (Claudette was successfully or unsuccessfully integrated into human society, or the text was unclear). As each side of the position shares, the other sides should take notes to rebut the evidence presented with text evidence from their position.

physically represent “three sides” of the debate.

Explain to students that rebut means “to challenge or oppose evidence presented.” Explain that students should look for ways to challenge or oppose evidence presented by the opposing side, or position.

Students listen.

After each group shares their three pieces of text evidence, the groups can take turns rebutting or providing more evidence to debate. (The debate should be continuous and flowing, but give the groups a few minutes to prepare rebuttals and additional evidence throughout.) Remind the students to use the language frames discussed in previous lessons in the unit. Even though this is a debate and students are arguing, respectful discussion is integral to the success of academic debate.

Each group shares three pieces of strong text evidence that supports their position. See the Debate Position Evidence Samples at the end of this lesson for possible student responses.

Prepare ahead of time for the lesson by posting language frames on the board or on chart paper as a reminder to the students to engage in respectful debate:

I think Claudette was/was not successfully integrated into human society because—

I respectfully disagree with you because— (textual evidence + analysis)

I can add to that evidence because the text also says—

Try to record as much of the debate on the board or on chart paper as possible, so students can take notes for assessment-planning purposes.







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Because this is the formative assessment for this lesson, listen to make sure all students have contributed to the discussion. It may be helpful to prompt groups to make sure everyone in their group participates.

25% Unit Assessment Planning

Transition the students back into a whole-class structure.

Students transition back into a whole-class structure.

Ask the students to look at their Evidence-Based Debate Planning Tool and the debate notes captured on the board or chart paper. Ask the students this question: What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? As students are discussing the question, write the reasons on the board or on chart paper. Encourage students to write this information on the tool if they do not have it already.

Student responses may include the following:

Claudette is able/unable to meet the standards of adaptation described by the Stages in the Jesuit Handbook. She never fully resolves to become completely human, and retains some wolf characteristics, so therefore she cannot be considered successfully integrated.

She loses too many of her wolf-like attributes, and so she is successful at integrating into human society because she can no longer function in her former wolf society.

She is between cultures and exhibits contradictory behavior. Specifically, she questions the adaptation; yet, continues to try. She still reverts to her wolf-like attributes even though

If students struggle with this question, guide them back to the Evidence-Based Debate Planning Tool and the reasons for why the evidence chosen best supports their position. This is the analysis that the question elicits.







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she has adopted human-like characteristics.

Beyond St. Lucy’s it is unknown if she is able to function in human society. She is able to meet some of the requirements of the handbook, but it is unknown if she fulfills all the requirements.

Transition students to review boxes 1 and 2 of the New York Regents Text Analysis Rubric (Content and Analysis/Command of Evidence).

Students review the rubric.

Explain to students that their position on Claudette’s integration should be fleshed out using some of the reasoning just discussed. Tell students to keep this type of analysis in mind when writing the essay in the following lesson.

Students listen and add evidence to their tools as needed.

5% Closing

For homework, instruct students to plan/organize their writing for homework and come prepared to write the assessment in the Lesson 17. Remind students to remember the instruction on well-crafted introductions and conclusions in Lesson 15 and to take home their “St. Lucy’s” text, New York Regents Text Analysis Rubric, Evidence-Based Debate Planning Tool, associated vocabulary, and any other paperwork associated with the “St. Lucy’s” unit that will

Students finish planning and organizing for the End-of-Unit Assessment.







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help them with planning for the assessment. In addition, remind students that they will be responsible for writing the page number associated with their text evidence in the End-of-Unit Assessment.

Homework

Students plan and organize their essay writing in preparation for the End-of-Unit Assessment in the following lesson.







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Debate Position Evidence Samples (For Instructor Use Only)

Below are samples of possible evidence students may use to support various positions in the debate.

Claudette was successfully integrated into human society because:

In Stage 2 she keeps her shoes on her feet—an important human societal behavior; realizes she cannot betray her parents by returning home until she is civilized; gives up urinating all over the bedrooms because the nuns continue to disinfect the area; realizes walking around on all four limbs is unnatural and ridiculous, showing that she understands the human mentality of walking bipedally; realizes that different sorts of calculations are necessary for survival at St. Lucy’s, demonstrating her ability to adapt to human society; her own reflection has become a stranger—she is becoming less wolf-like and more human; she doesn’t want to be brought down by Mirabella, and that is why the duck incident occurs—she wants to be a successful student, meaning she wants to be successful at being human; she is reading Jack London, which shows that she can read like a human being.

In Stage 3 she wants Mirabella gone, showing that she cannot be around anyone who is not adapting because it’s too difficult; could warn Mirabella but does not have the same commitment to the “pack” as she once did, showing that she is moving on from being a wolf; understands there are rules with humans like when she is playing checkers with the purebred girls; she learns how to ride a bicycle—the nuns point out that once you learn, it’s similar to learning how to be a human so is symbolic of her transformation to being a human; is starting to forget her mother in chapel; understands the difference between her wolf moon and the human moon, showing she is understanding the human culture more and more.

In Stage 4 she knows how to act at the party by talking to Kyle and wearing a dress; she is only worried about herself, showing how she thinks less of the “pack” and more about herself, which shows she is becoming more human; she turns on Mirabella at the party, which again shows she wants to be accepted as a human; she participates in one last communal howl when Mirabella is gone but cannot remember anything after that, showing she is letting go of her wolf attributes.

In Stage 5 she goes to visit her parents wearing a dress and brings human food, showing she has accepted human culture as her own; she ducks her head to enter the cave because she now walks on two legs instead of four limbs; her mother recoils from her as if she is a stranger because she is becoming more human; her mother looks both proud and sad because she realizes her daughter is successful as a human; says she is lying when she says she is home because she no longer belongs with the wolves and has become successfully integrated into human society.







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Claudette was not successfully integrated into human society because:

In Stage 2 she continues to follow the wolf commandment of “Know Your Place” showing that she still is wolf-like even though she is trying to please the nuns by being a good student; guiltily hopes to fail so she can go back home, showing that she doesn’t truly buy into becoming a part of human society; resorts to acting like a wolf during the duck incident with Mirabella by snarling at her and pushing her ears back from her head and biting her shoulder; she still understands what Mirabella wants when Mirabella needs her wounds licked; and feels a throb of compassion for Mirabella because she is questioning human society.

In Stage 3 she still feels bad about Mirabella as she realizes that Mirabella is not adapting and it is taking a toll on her (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)), showing she is not completely “buying into” human culture; she pities the purebred girls because they have never known their werewolf parents or their forest home, showing that she still cares about her wolf upbringing and hasn’t completely bought into human society yet; is failing at becoming fully rehabilitated by her inability to do the Sausalito dance and still exhibiting wolf-like attributes (“Our invisible tails went limp” (p. 238)); she experiences anger with the nuns because of the dance and states that things had been simpler in the woods, showing that she has not fully integrated into human society; she isn’t ready to claim a common language with Jeanette, which shows she still hangs on to her wolf culture a bit since Jeanette represents an almost perfect adaptation; mentions she is still “pretending” when at chapel, showing that she isn’t fully integrated but pretending.

In Stage 4 she realizes that none of the girls will talk perfectly, showing they can never be successfully integrated into human society (“gloomy satisfaction, each word winced out like an apology” (p. 241)); falls apart at the first key human event, the dance where she flattens her ears, pumps the ground, and takes off her shoes. The dance exhibits her failure at integrating into human society.

It is unclear if Claudette was successfully integrated into human society because:

In Stage 2, we don’t actually know what becomes of Claudette. (“It was the disgrace, the failure that we all guilty hoped for in our hard beds… Whatever will become of me?” (p. 233)) She can feed the ducks but reverts to wolf habits in dealing with Mirabella. (“I bit her shoulder, once, twice, the only language she would respond to” (p. 234)). Reads human books (Jack London) but can still understand Mirabella’s need to have her wounds licked. Continues to have compassion for Mirabella. (“How can people live like they do?” (p. 235))

In Stage 3, she wants Mirabella gone because she is aware of the physical damage caused by the lack of adaptation – this awareness shows Claudette’s uncertainty regarding the adaptation. (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)). She wonders what it would be like to be bred in captivity—she understands homesickness, which shows she does not accept full integration (contrasts with Jeanette). She relates the bicycle riding to a “sanctioned pumping”—still between cultures (p.238). When the dance is mentioned, she reverts to wolf characteristics, showing her contradictory behavior. (“Our invisible tails went limp” (p. 238)). She attempts to practice the dance but cannot do it—showing she is trying to become integrated but falls short (“a private mass of twitch and foam” (p. 238)). She doesn’t want to claim a common language with Jeanette—showing she is uncertain about







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full integration into human society since Jeanette has accepted the adaptation fully. She says she is still “pretending” in church but is forgetting her wolf mother, which shows she is between cultures.

In Stage 4, the epigraph states that everything should begin to make sense but Claudette fails at executing the dance. This shows it doesn’t make sense but she is still trying to adapt. Her self-confidence waned instead of grew. She is getting closer to becoming human as she mentions she smells like a purebred girl but then flattens her ears. She is not acting consistent with the Stage 4 epigraph, thus, revealing she is falling short of full integration. Turning on Mirabella during the dance shows she is integrated but then gives one last communal howl, showing she has not let go of all wolf characteristics.

In Stage 5, the timing of the visit to the parents is uncertain. This visit could have occurred before or after the school dance incident, thus, revealing that there is uncertainty to Claudette’s full integration. She couldn’t find her way back home (“the woodsman had to accompany me”(p. 246)), but she was willing to return, showing a lack of clarity whether she is truly integrated. She is sad about returning which could mean she hasn’t fully accepted her own adaptation. She looks different (“My mother recoiled from me, as if I was a stranger”) and has to duck her head, showing her human characteristics but then there is a recognition (“After all the tail wagging and perfunctory barking had died down…”), showing she may remain between the cultures.







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Evidence-Based Debate Planning Tool

Names:

Directions: Gather text evidence from the narrative and the Stages of the Handbook that support your assigned position. Then, explain how the text evidence supports your assigned position. Remember to label the page number and the Stage number associated with the text evidence.

Circle your assigned position:

Claudette was successfully integrated into human society.

Claudette was not successfully integrated into human society.

It is unclear from the text if Claudette was successfully integrated into human society.

Text Evidence

Stage Text Evidence

How does this text evidence support your position? (Think about how the narrative connects to the Stages of the Handbook.)

Page Number







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Key Vocabulary Handout

adapted host culture civilized epigraph origins

stages culture shock purgatory commandment couth

remedied ostracized recoiled delectable bristled

generalizations captivity assault conferred aptitudes

kempt barbarity eradication bipedal

overstimulating disorienting conjure rehabilitated

catechism purebred shunned foreign


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9.1.1 Lesson 16 - EngageNY