9.1.1 Lesson 6 - Welcome to EngageNY · ... which means the smells are “new” but may be a negative kind of new. ... Starring ideas “Everything was new, exciting, ... 9.1.1 Lesson

NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 6

File: 9.1.1 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013

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9.1.1 Lesson 6

Introduction

In this lesson, the focus on teaching annotation continues. Students will discuss the Accountable Independent Reading (AIR) homework assignment from Lesson 5, review annotation, finish close reading and annotating Stage 1 of "St. Lucy’s Home for Girls Raised by Wolves," and write responses to two text-dependent questions (TDQs) using evidence from the text.

The lesson begins with a brief share out of the previous lesson’s AIR homework assignment. Next, students will review the annotation codes learned in Lesson 5 and practice annotating a new section of text with teacher support. Students will then transition into pairs to read and annotate a new section of text, reading from “That first afternoon, the nuns gave us free rein of the grounds” to “Neither did they” (pp. 227–229). Throughout the close reading and annotating, student pairs will answer text-dependent questions in a class discussion.

For homework, students will answer in writing two questions that assess their understanding of the Stage 1 section as a whole. In addition, there is a vocabulary extension activity at the end of the lesson.

Standards

Assessment

Assessment(s)

The assessment in this lesson is a Quick Write with two parts. Both parts ask students to analyze Stage 1. Students will have a choice to answer either Question A or Question B, but all must answer Question C. In total, the students will answer two text-dependent questions. Students must use key evidence and vocabulary from the text in their responses.

A. Reread the two paragraphs of text, “That first afternoon, the nuns gave us free rein” through

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, 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.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).







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“We supplemented these holes by digging some of our own” (p. 227). Based on these two paragraphs, how is the pack’s initial experience at St. Lucy’s, “new, exciting, and interesting?” Write a paragraph response using your annotations to identify 2-3 pieces of strong text evidence for your answer.

B. Reread the section of text that begins with the paragraph, “We had just sprawled out in the sun for an afternoon nap” through the Stage 2 epigraph (pp. 228–229). What does this section reveal about the pack’s human and wolf-like characteristics? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.

C. Based on the lesson’s discussion and text evidence annotated, how accurately does the Stage 1 epigraph represent the pack’s initial experience at St. Lucy’s? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.

High Performance Response(s)

A High Performance Response for Question A may include the following:

The pack describes the human smells as “assaulting” their noses, which means the smells are “new” but may be a negative kind of new. They also say that their own smells have become foreign to them in this strange place. The words foreign and strange continue to indicate that St. Lucy’s is new to the pack.

A High Performance Response for Question B may include the following:

The pack has many human and wolf-like characteristics. The oldest sister experiences fear when the nuns approach, evidenced by having her hair go everywhere to show fear (“bristling”), which is similar to an animal. However, she shows her human-like qualities in that her hair doesn’t do this on its own, she has to extend it out from her head with her hands. The older sister howls like a wolf when asked her name. The pack runs around, fearful of the nuns, which shows their wolf-like characteristics.

A High Performance Response for Question C may include the following:

The Stage 1 epigraph describes Stage 1 as being fun and exciting, but Stage 1 describes more than just fun and excitement, so it is not entirely accurate. According to the narrator, the pack is also confused and upset at times. The text describes the pack, “running along the shore, tearing at our new jumpers in a plaid agitation. Our brothers stood on the deck, looking small and confused” (p. 228). Words like agitation and confused are not described in the Stage 1 epigraph. The wolf pack also describes the human odors as assaulting their noses, which does not have the same positive meaning as “fun and exciting.”

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

None.

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

delectable (adj.) – appetizing or delicious

supplemented (v.) – completed or added to

interred (v.) – placed into or buried

assault (n.) – a violent attack







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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 (adj.) – too exciting

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4

Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 227–229)

• Introduction of Lesson Agenda

• Homework Accountability

Annotation Practice

Close Reading, Annotation, and Text-Dependent Questions

Quick Write

Closing

5%

5%

20%

50%

15%

5%

Materials

• Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool)







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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, RL.9-10.4. Ask students to individually reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students look at the agenda. Students reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess their familiarity with and mastery of the standards.

5% Homework Accountability

Instruct students to talk in pairs about how they can apply their focus standard to their AIR 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.

Consider reviewing the Quick Write from Lesson 5 in a text-based discussion.

20% Annotation Practice

Review the annotation codes from Lesson 5.

Box unfamiliar words.

Star (*) important or repeating ideas.

Put a question mark (?) next to a section you’re questioning or confused about.

Students review the annotation codes by looking over the notes and markings they wrote in Lesson 5.







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Use an exclamation point (!) for ideas that strike you or surprise you in some way.

Ask students if they have any questions about the annotation codes. Remind students that it is important to write on the text next to the codes so that students remember the reason for their codes.

Students share questions and listen.

Transition students from the annotation discussion into reading “St. Lucy’s.” Direct students to turn to the paragraph that begins with “That first afternoon, the nuns gave us free rein of the grounds” (p. 227).

Students open their “St. Lucy’s” text to the assigned paragraph.

Read aloud the assigned paragraph. Have students follow along in their texts.

Students follow along, reading silently.

Instruct students to reread the paragraph independently and annotate the text.

Students reread and annotate.

Depending on the needs of individual students, it may be necessary to model annotation again in this lesson to ensure student understanding.

Instruct students to engage in a Turn-and-Talk about their annotations. As students are talking, circulate and listen to student discussion.

Check in with student pairs to ensure conversations are on target.

Students participate in a Turn-and-Talk about their annotations. Possible annotations may include the following:

Boxing words: delectable, doomed, gamboled, diminished, exultant

Starring ideas “Everything was new, exciting, and interesting” (p. 227). This is repetitive of the Stage 1







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epigraph. A star next to the idea that “there were holes everywhere” because the pack seems very excited about this, as they let out a “celebratory howl” (p. 227).

Conduct a class discussion about the following TDQs. Encourage students to further annotate their text based on the discussion.

1. What is the pack doing in this paragraph?

2. Why might the squirrels be “doomed”? (p. 227)

3. Based on the discussion about the “doomed” squirrels, what might delectable mean, as it describes the birds? (p. 227)

4. How does the pack show their wolf-like characteristics in this paragraph?

5. How is the pack feeling in this paragraph?

Student responses may include the following:

1. They are exploring St. Lucy’s grounds. They are looking at all the animals and scenery St. Lucy’s offers (“the nuns gave us free rein of the grounds” (p. 227)).

2. The pack might eat the squirrels.

3. The birds look good to eat. They look appetizing.

4. They consider eating various animals, howl together, and get excited to see holes all over St. Lucy’s grounds.

5. The pack is excited about the new environment.

Provide wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Prompt students to provide text-based evidence.

50% Close Reading, Annotation, and Text-Dependent Questions

Transition students into pairs for close reading and annotation. Share the purpose of the paired reading: to read new sections of “St. Lucy’s” closely by annotating the text for strong textual evidence that can be used for text analysis and to participate in effective discussions of the text.

Students transition into their paired reading groups.

Place students into pairs ahead of time so they can transition quickly, and to allow for strategically selected heterogeneous groupings.







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Instruct pairs of students to begin reading the next paragraph, which begins with “We supplemented these holes by digging” (p. 227). Students will annotate the text as they read and discuss text-dependent questions.

The student pairs read and annotate. Annotation may include the following:

Boxes around the words supplemented, interred, assault, tallow, and astounded.

Exclamation point next to digging and placing items in the holes. The idea is that the girls act like wolves, even though they are humans.

Star next to the words foreign and strange place. The word foreign repeats from the first paragraph of the Stage 1 epigraph. Everything is new for the girls.

Questions about why their scent had become foreign.

Ask the student pairs the following questions, giving them time to answer before moving on to the next question:

6. What is the pack doing with the holes? 7. What words or phrases could replace supplemented? (p. 227) 8. What does interred mean, and how do you know? (p. 227) 9. What is “assaulting” the packs’ noses? (p. 228)


6. They are digging new holes and burying their clothes, the bones of the squirrels, and sticks. 7. Added to, made more of 8. Interred means "burying." The text says that they are putting their sticks, itchy new jumpers, and the bones of the squirrels in the hole. 9. Human odors like bread, petrol, and the nun’s smell.

Provide wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Prompt students to provide text-based evidence.

All word meanings discussed should be noted on the text.

If students give answers without support from the text, prompt them to provide textual evidence by asking them how they know, or what their textual evidence is.







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10. If their noses are “aching,” (pp. 227-228) what might assault mean? 11. Why did their “own scent become foreign” to the girls? (p. 228) 12. What is the significance of the author’s focus on scent?

10. It might mean that the smells are offensive/strong and hard to bear for the wolves. 11. Human smells are overpowering their animal scent. 12. It emphasizes their upbringing by wolves and highlights that they are in a strange, new place that is over-powering and uncomfortable (“invisible assault” (p. 228)).

To increase student engagement, students can Turn-and-Talk in pairs about the text-dependent questions before sharing with the whole class.

Have student pairs close read the next paragraph that begins with “We had just sprawled out in the sun for an afternoon nap” (p. 228).

Student pairs read and annotate. Annotations will vary, but possible annotations may include the following:

Boxes around the words conferred, infirm, bristled, and improvised.

Star near the idea that the pack used to dream the same dreams back then.

Exclamation point near the idea of the older sister holding her hair out from her head.

Ask the students these questions:

13. Why did the older sister "bristle"? 14. What might bristle mean?

15. What does the method the oldest sister uses to bristle reveal about the pack?


13. She bristles because she is worried about the nuns coming towards her; she is fearful.

14. Bristle might mean "to show fear or anxiety."

15. They have to manipulate their own bristling. They are not real animals that can make their own hair stand up. They

14. If students struggle, it may be helpful to ask them to consider the connection to brush bristles (standing up straight).







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have to use their hands to do it. This means they are human

Have pairs continue reading the next section of text, from “Sister Maria gave her a brave smile” to “Our littlest sister had the quickest reflexes” (p. 228).

The student pairs read and annotate. Annotations may include the following:

Boxes around the words inarticulable, distillate, eclipsed, and subtler.

Star near the “subtler danger afoot” (p. 228). All of a sudden, St. Lucy’s isn’t exciting, but dangerous.

Exclamation point near Jeanette getting named. Jeanette is the oldest sister.

Ask students these questions:

16. What are the nuns trying to do to the pack?

17. What are the feelings of the pack in the section just closely read, and how can you tell? 18. What are the feelings of the nuns in the section just closely read, and how can you tell?


16. They are trying to give the pack individual human names like Jeanette and Mirabella.

17. They seem scared. The oldest sister is howling and the rest of the pack is running around, uncertain of what to do.

18. The nuns seem happy to go about their job of giving the pack human names. Sister Maria is giving a brave smile. And, when Jeanette is howling, Sister Maria continues to ignore her and slaps a name tag on her.

Have pairs read from the paragraph that begins with “Our littlest sister had the quickest reflexes” up to the Stage 2 epigraph

The student pairs read and annotate. Annotation may include the following:







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(pp. 228–229). Boxes around the words menacing

and overstimulating.

Star near the part where Mirabella

flattens her own ears against her

head. She has to do this on her own

because she is not truly a wolf.

Exclamation point acknowledging

that Mirabella is the smallest sister.

Questions about why they have to

tranquilize the girls.

Have student pairs discuss the following TDQs before sharing out in a whole class discussion:

19. What does Mirabella do and what happens to her?

20. What could overstimulating mean?

21. How has Stage 1 been overstimulating for the pack?


19. Mirabella runs around and takes two hours to accept her nametag from the nuns. Sister Maria tranquilizes her.

20. Overstimulating might mean that the excitement is too much or frightening.

21. The pack is fearful of the name tagging process. The girls are allowed to act like wolves by urinating everywhere and tearing through the rooms. As the pack settles in for a nap, they are approached by the nuns with a strange process of getting named a human name. The human odors assaulted their noses and could be considered overstimulating.







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15% Quick Write

Transition to the Quick Write. Distribute and display copies of the prompts (See assessment prompts at beginning of this lesson). Explain that for the lesson assessment, students will respond to two prompts, using evidence from the section they studied today. Students should use their annotations to identify text evidence to support their thinking.

Students can choose between Question A and Question B, but all students must answer Question C.

Students listen to the directions and answer the text-dependent questions.

See High Performance Responses at the beginning of this lesson.

Post the assessment questions on the board or on chart paper so students can see the information.

These assessment responses will be used in Lesson 7. Find several responses that students can use to evaluate based on the NY Text Analysis Rubric. Try to use responses from a different class period and remove student names to maintain anonymity.

5% Closing

For homework, instruct students to continue their AIR using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard

Homework

Students continue their AIR using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard.







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Extension Homework Activity

Consider assigning the homework below to give students more opportunities to practice applying key vocabulary from the text.

Students will work with “St. Lucy’s” vocabulary through a word mapping activity. (Use Lesson 6: Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" Vocabulary Extension Tool.)

Extension Homework: Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" Vocabulary Tool Directions:

Students choose a word from the “Words to Consider” box.

Step #1: Students write about what the word means in the context of “St. Lucy’s.”

Step #2: Students write about what the word looks like in “St. Lucy’s.”

Step #3: Students connect the word to other key words from “St. Lucy’s.”







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Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool)

Name:

What does this look like in St. Lucy’s?

Other important words from St. Lucy’s this connects to

What does this word mean in the context of St. Lucy’s? (Write the definition.)

Words to Consider

culture shock civilized lycanthropic initial remedied ostracized purgatory Jesuit exuberant couth kempt kinetic barbarity languid hirsute sinewy bilingual delectable supplement interred assault conferred improvised bristled overstimulating

The Word







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Model Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool)

REMEDIED

The Word

2. What does this look like in St. Lucy’s?

3. Other important words from St. Lucy’s this connects to

1. What does this word mean in the context of St. Lucy’s?

(Write the definition.)

Words to Consider culture shock civilized lycanthropic initial remedied ostracized purgatory Jesuit exuberant couth kempt kinetic barbarity languid hirsute sinewy bilingual delectable supplement interred assault conferred improvised bristled overstimulating

The girls wanted to fix their dorm to be more like their homes in the woods.

The nuns try to remedy the girls’ former identity by giving them new names.

The nuns remedy the spraying by cleaning it daily.

The girls want to make their dorm rooms seem less foreign, so they spray their scent throughout the room to make the room seem more like home. Remedied means “corrected” in this section of text.

civilized—nuns erase the girls’ scents to rid them of their wolf culture

culture shock—in this culture, spraying is not considered a remedy

Couth—the girls’ remedy is the opposite of being well-mannered


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9.1.1 Lesson 6 - Welcome to EngageNY · ... which means the smells are “new” but may be a negative kind of new. ... Starring ideas “Everything was new, exciting, ... 9.1.1 Lesson