PD Handouts- Scaffolding to Rigor in High School English ... · PDF fileScaffolding to Rigor in High School English Language Arts: ... PD Handouts- Scaffolding to Rigor in High School

November 2013

©2013 Public Consulting Group. All rights reserved.

Scaffolding to Rigor in High School

English Language Arts:

Supporting Student Access to Complex

Texts

39

November 2013

©2013 Public Consulting Group. All rights reserved.

What is Rigor?

“Rigor is the goal of helping students develop the capacity to understand content that is

complex, ambiguous, provocative, and personally or emotionally challenging.”

Richard Strong

“Rigor is creating an environment in which each student is expected to learn at high levels,

each student is supported so he or she can learn at high levels, and each student

demonstrates learning at high levels.”

Barbara Blackburn

“Rigor invites engagement… When learners are engaged in something rigorous, they lose

track of time… Learners who experience rigor feel encouraged, self-confident, and have a

sense of accomplishment.”

Cris Tovani

41

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

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

© 2013 Public Consulting Group. This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

http://creativecommons.org/licenses/by-nc-sa/3.0/

1

9.1.1 Unit Overview

“Everything was new, exciting, and interesting."

Text(s) “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell

Number of

Lessons in Unit

17

Introduction

In this unit, students will be introduced to skills, practices, and routines that will be used on a regular

basis in the ELA classroom throughout the year: close reading, annotating text, collaborative

conversation, and evidence-based writing, especially through teacher-led text-dependent questioning.

Students will learn an approach to close reading that develops their ability to critically analyze texts for

deep meaning and collect and analyze evidence for use in writing and discussion.

Students will develop close reading skills as they examine “St. Lucy's Home for Girls Raised by Wolves,”

a contemporary short story by Karen Russell. The story is structured around a handbook that describes

various stages of adapting to a new culture, with powerful, precise descriptive language, and strongly

developed young characters with unique voices. This makes the story particularly appropriate as the

first high school text that students encounter. As students read, discuss, and write about the text, they

will also examine how an author’s deliberate word choices create meaning and tone.

There are two formal assessments in this unit. During the Mid-Unit Assessment, students will write a

response explaining how two of the characters have responded to the assimilation process of St. Lucy’s

school. (9-10.RL.3, W.9-10.2) At the end of the unit, students will write a more formal evidence-based

essay, explaining whether the narrator has been successfully integrated as a “naturalized citizen of

human society.” (RL.9-10.3, W.9-10.2)

*This unit also introduces Accountable Independent Reading (AIR). See Module 9.1 Prefatory Material

for more information about AIR.

43






2

Literacy Skills & Habits

· Read closely for textual details

· Annotate texts to support comprehension and analysis

· Engage in productive evidence-based conversations about text

· Collect evidence from texts to support analysis

· Organize evidence to plan around writing

Standards for This Unit

CCS Standards: Reading—Literature

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.9-10.2 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.

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.

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).

CCS Standards: Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization,

and analysis of content.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

W.9-10.9a Draw evidence from literary or informational texts to support analysis, reflection, and

research.

44






3

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws

on and transforms source material in a specific work [e.g., how Shakespeare treats a

theme or topic from Ovid or the Bible or how a later author draws on a play by

Shakespeare]”).

CCS Standards: Speaking & Listening

SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

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.

SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding

and make new connections in light of the evidence and reasoning presented.

CCS Standards: Language

None.

Note: Bold text indicates targeted standards that will be assessed in the unit.

Unit Assessments

Ongoing Assessment

Standards

Assessed

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, W.9-10.2, W.9-10.5

Description of

Assessment

Varies by lesson but may include responses to text-dependent questions focused on

character development, central idea development, and word choice through

discussion and informal writing prompts

Mid-Unit Assessment

Standards

Assessed

9-10.RL.3, W.9-10.2

45






4

Description of

Assessment

The Mid-Unit Assessment will evaluate students’ understanding of character

development in the story. Students will participate in an evidence-based discussion

prior to responding to the prompt, individually in writing. Prompt: Choose one

character from St. Lucy’s who adapts to change and one who resists it. Explain the

differences in their actions using evidence from the text. Use the first three stages of

Lycanthropic Culture Shock to help organize your answer.

End-of-Unit Assessment

Standards

Assessed

RL.9-10.3, W.9-10.2

Description of

Assessment

According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns

“would make us naturalized citizens of human society.” 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.

Unit-at-a-Glance Calendar

Lesson Text Learning Outcomes/Goals

1 St. Lucy’s (p. 225: title,

Stage 1 epigraph, and

paragraph 1)

Students will begin the curriculum learning to read closely as they

examine an excerpt from Karen Russell’s short story, “St. Lucy’s

Home for Girls Raised by Wolves.” They will explore the structural

complexity of this as they examine the epigraph, a description of

Stage 1 of Lycanthropic Culture Shock.

2 St. Lucy’s (pp. 225–

235: Stages 1 and 2)

Students will listen to a read-aloud of the first half of the story. This

lesson provides important fluency support and introduces students

to some of the text’s central concerns. Students are introduced to

the narrator, Claudette, and the rest of her pack, as they begin to

consider the narrative arcs of the main characters.


246: Stage 3 to the end

of text)

This lesson concludes the read-aloud of the text and ensures

students have sufficient familiarity with the arc of this story to

engage fully in the close reading activities in subsequent lessons.

The lesson assessment asks students to identify one of the text’s

central concerns and practice marshalling textual evidence to

support their thinking.


227: From“‘Ay

caramba,’ Sister Maria

Students will return to the Stage 1 narrative to uncover

connections between the Stage 1 epigraph and the Stage 1

narrative. Students will look more closely at Claudette, Mirabella,

46






5

de la Guardia sighed.”

to “Neither did they.”)

and Jeanette—the three main characters in the text—and consider

how Russell’s precise language helps us understand both the girls

and their experience at St. Lucy’s.


227: Beginning of text

to “Neither did they.”)

This lesson introduces students to text annotation and reinforces

the value of rereading a text multiple times. Students will consider

the reason the girls are at St. Lucy’s while practicing using their

annotations as a tool to find evidence.


229: Stage 1, from

“That first afternoon,

the nuns gave us free

rein of the grounds.”

to “It can be a little

overstimulating.”)

Students will continue to learn the close reading skill of annotation

as they begin, for the first time, to interrogate Russell’s text by

considering the accuracy of the Stage 1 epigraph. This serves as an

introduction to a key tension in the work and establishes a

foundation students will use to challenge this and other texts in

lessons and units to come.

7 St. Lucy’s (pp. 229 –

231: from “Stage 2:

After a time …” to “…

cocked her ears at us,

hurt and confused.”)

Students will continue to develop the skill of answering text-

dependent questions through writing as they analyze Stage 2 of

Lycanthropic Culture Shock more deeply. This lesson introduces

students to the NY Regents Text Analysis Rubric. In this and

subsequent lessons, they will refine their understanding of text

analysis by using this rubric to assess their work.


235: from “Still, some

things remained the

same.” to “This was a

Stage 3 thought.”)

This lesson deepens students’ consideration of the developing rifts

at St. Lucy’s. Through Claudette’s eyes, they examine the

experiences and development of the three main characters. Here,

students will refine their ability to marshal textual evidence by

learning how to paraphrase and directly quote evidence in their

writing as they prepare for the Mid-Unit Assessment.


239: from “Stage 3: It

is common that…” to

“Jeanette got a hole in

one.”)

Students will continue to read closely and answer text-dependent

questions as they begin a deep examination of Stage 3. Here they

will consider some of the difficult choices Claudette makes,

deepening their understanding of how Russell develops this

character. In this lesson, students will prepare the Mid-Unit

Assessment through collaborative discussion.

10 St. Lucy’s (pp. 239–

241: from “On

Sundays, the

pretending felt almost

as natural…” to “…how

the pack felt about

anything.”)

Students will demonstrate their understanding of the text they

have read by writing a formal response to the Mid-Unit

Assessment prompt. After the assessment, students will continue

their examination of Stage 3, practicing their annotation skills.

11 St. Lucy’s (pp. 239–

245: from “On

Sundays, the

In this lesson, students consolidate their understanding of Stage 3

and move toward an exploration of the text’s climax in Stage 4.

Students will review their reading annotation from Lesson 10 by

47






6

pretending felt almost

as …” to “… that was

our last communal

howl.”)

participating in a Text-Dependent Questions Gallery Walk that will

continue students’ work with text analysis through an evidence-

based discussion. Students will again dip into a subtle interrogation

of the text by considering the veracity of the Stage 4 epigraph for

the characters.

12 St. Lucy’s (pp. 245–

246: from the Stage 5

epigraph through the

end of the text)

Students will work collaboratively with a partner, using the NY

Regents Text Analysis Rubric to revise their Mid-Unit Assessment.

Students will conclude their analysis of Stages 4 and 5 and consider

Claudette’s assimilation process.

13 Entire Text This lesson begins students’ analysis of the St. Lucy’s text as a

whole. Working in groups, students will analyze the different

stages of Lycanthropic Culture Shock. This work supports the final

unit assessment that asks students to look critically at Claudette

and make a claim about her ability to assimilate into human

culture.

14 Entire Text This lesson continues students’ exploration of the key ideas,

characters and central ideas in Russell’s text. Student groups will

present their analysis of one of the stages of culture shock in the

text. Students will use the annotations and information they

learned from the presentations to write a response to a prompt

that asks students to analyze the how Russell develops a central

idea and use multiple pieces of textual evidence.

15 Entire Text Students will learn how to revise their Lesson 14 writing response

by adding an introduction and a conclusion, preparing students for

the End-of-Unit Assessment.

16 Entire Text Students will prepare for the End-of-Unit Assessment by discussing

and engaging in a class debate about the prompt. Students will

consolidate their understanding of the text by considering and

interrogating its fundamental premise—the value of assimilation.

17 Entire Text Students will exhibit the literacy skills and habits developed in Unit

1 by writing a formal evidence-based essay addressing the

assessment prompt.

Preparation, Materials, and Resources

Preparation

· Read closely and annotate “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell.

· Review the NY Regents Text Analysis Rubric.

· Review all unit standards and post in classroom.

· Consider creating a word wall of the vocabulary provided in all lessons.

Materials/Resources

48






7

· Chart paper

· Copies of the text “St. Lucy’s Home for Girls Raised by Wolves” for students.

· Self-stick notes for students

· Writing utensils including pencils, pens, markers, and highlighters

· Methods for collecting student work: student notebooks, folders, etc.

· Access to technology (if possible): interactive whiteboard, document camera, and LCD

projector

· Copies of handouts and tools for each student: see materials list in individual lesson plans

· Copies of the NY Regents Text Analysis Rubric

49

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

File: 9.1.1 Lesson 1 Date: 8/31/13 Classroom Use: Starting 9/2013




1

9.1.1 Lesson 1

Introduction

This first lesson of Unit 1 introduces students to close reading and learning vocabulary from context.

This foundation is one they will build upon throughout the year, so its introduction here is critical.

Students will be introduced to the purposes of close reading and will begin learning to read closely as

they examine an excerpt from Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”

(p. 225).

The beginning of this lesson focuses on introducing close reading. From this, students will begin their

study of this text by focusing on the title, the Stage 1 epigraph, and the first full paragraph of the story.

Students will think about and discuss these sections in pairs and as a class. They will work to define

vocabulary in context and cite text evidence as they analyze the beginning of this challenging and

engaging text. After this first experience with close reading, students will complete a Quick Write that

informally assesses their understanding of what they have read.

Because this is the first lesson of the curriculum, students will be introduced to Accountable

Independent Reading (AIR) and assigned the homework task of selecting a text. In Lessons 2 and 3,

students will experience the text in its entirety through a teacher read-aloud.

Standards

Assessed Standard(s)

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including




Addressed Standard(s)



51






2

Assessment

Assessment(s)

The learning in this lesson will be captured through a Quick Write at the end of the lesson. Students

will answer the following prompt based on the close reading (citing text evidence and analyzing key

words and phrases) completed in the lesson.

· What specific phrases or words reveal the connections between the first paragraph of the story and

the Stage 1 epigraph? Cite evidence from the text in your response.

High Performance Response(s)

A High Performance Response may include the following:

· The pack is in some sort of school. It may be a boarding school or school that is also a home. The

epigraph refers to “students.” There are dressers in the rooms and the title refers to a “home.”

· The epigraph says this initial period will be fun for the students (“The initial period is one in which

everything is new, exciting, and interesting for your students”), and it seems the pack is having fun

because they are running around the room, smashing lightbulbs, jumping around and urinating on

the beds (“We tore through the austere rooms, overturning dresser drawers, pawing through the

neat piles of the Stage 3 girls’ starched underwear, smashing lightbulbs with our bare fists.”).

· They’re doing this because they are in Stage 1 of Lycanthropic Culture Shock. Everything is new and

exciting, as described in the Stage 1 epigraph. They’re trying to make this new place feel “less

foreign” by spraying the beds with their urine. (“The dim bedroom was windowless and odorless.

We remedied this by spraying exuberant yellow steams all over the bunks.”) The epigraph explains

that this is what students will be doing. (“It is fun for your students to explore their new

environment.”) The phrase “things felt less foreign in the dark” refers to the notion that this stage

is strange and new.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

· lycanthropic (adj.) – relating to the magical transformation of a person into a wolf

· Jesuit (n.) a member of a Roman Catholic religious order

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

· initial (adj.) – first or beginning

· couth (adj.) showing or having good manners or sophistication

· culture shock (n.) a state of bewilderment and distress experienced by an individual who is

suddenly exposed to a new, strange, or foreign social and cultural environment.

· kempt (adj.) – neatly or tidily kept

· exuberant (adj.) – extremely joyful and vigorous

· kinetic (adj.) – characterized by movement

· remedied (v.) – corrected or removed a problem of any kind

52






3

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

• Standards: RL.9-10.1, RL.9-10.4

• Text: “St. Lucy’s Home for Girls Raised by Wolves” (p. 225)

• Introduction of Unit and Lesson Agenda

• Introduction to Close Reading

• Initial Read-Aloud

• Close Reading of the Text

• Quick Write

• Closing

15%

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rt o

f th

e w

ork

th

ey

wil

l d

o t

his

ye

ar

is t

o d

ev

elo

p t

he

skil

ls t

o u

nlo

ck t

he

me

an

ing

of

sen

ten

ces

like

th

ese

.

Ask

stu

de

nts

to

in

div

idu

all

y re

rea

d s

tan

da

rds

RL.

9-1

0.1

an

d R

L.9

-10

.4 a

nd

ass

ess

th

eir

fam

ilia

rity

wit

h a

nd

ma

ste

ry o

f th

ese

sta

nd

ard

s.

Stu

de

nts

re

ad

sta

nd

ard

s R

L.9

-10

.1 a

nd

RL.

9-1

0.4

an

d a

sse

ss t

he

ir f

am

ilia

rity

wit

h

an

d m

ast

ery

of

the

se s

tan

da

rds.

Stu

de

nts

wil

l h

av

e t

he

op

po

rtu

nit

y

to a

sse

ss t

he

ir f

am

ilia

rity

wit

h a

nd

ma

ste

ry o

f e

ach

of

the

oth

er

sta

nd

ard

s a

s th

ey

are

in

tro

du

ced

in

sub

seq

ue

nt

less

on

s.

Inst

ruct

stu

de

nts

to

ta

lk w

ith

a p

art

ne

r a

bo

ut

wh

at

the

y t

hin

k e

ach

sta

nd

ard

me

an

s.

Lea

d

a b

rie

f d

iscu

ssio

n a

bo

ut

the

se s

tan

da

rds.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

·U

se e

vid

en

ce i

n t

ext

wri

tin

g a

nd

dis

cuss

ion

s.

·C

ite

ev

ide

nce

to

su

pp

ort

te

xt a

na

lysi

s.

·A

na

lyze

wh

at

the

te

xt i

s sa

yin

g d

ire

ctly

an

d i

nd

ire

ctly

.

If s

tud

en

ts a

re s

tru

gg

lin

g w

ith

th

e

sta

nd

ard

s’ m

ea

nin

g,

con

sid

er

do

ing

the

fo

llow

ing

:

·D

efi

ne

ke

y t

erm

s fr

om

th

e

sta

nd

ard

s su

ch a

s fi

gu

rati

ve

,

con

no

tati

ve

, a

na

lyze

,

cum

ula

tive

, e

xp

lici

t, a

nd

infe

ren

ces.

55

NY

S C

om

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n C

ore

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& L

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D R

A F

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om

Use

: S

tart

ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

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a

Cre

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ve

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mm

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·M

ak

e i

nfe

ren

ces

(“re

ad

ing

be

twe

en

the

lin

es”

).

·F

igu

re o

ut

wh

at

wo

rds

me

an

in

con

text

.

·A

na

lyze

ho

w t

he

wo

rd c

ho

ice

aff

ect

s

the

ov

era

ll t

ext

’s m

ea

nin

g.

·H

av

e s

tud

en

ts p

ara

ph

rase

pa

rts

of

the

sta

nd

ard

s.

Ha

ve

stu

de

nts

dis

cuss

pre

vio

us

lea

rnin

g t

ha

t il

lust

rate

s th

e

sta

nd

ard

s’ m

ea

nin

g.

10

%

Intr

od

uct

ion

to

Clo

se R

ea

din

g

D

istr

ibu

te c

op

ies

of

“St.

Lu

cy’s

Ho

me

fo

r

Gir

ls R

ais

ed

by

Wo

lve

s” a

nd

en

sure

stu

de

nts

no

te t

he

au

tho

r, t

itle

, a

nd

ty

pe

of

text

.

Stu

de

nts

sh

ou

ld n

ote

th

at

Ka

ren

Ru

sse

ll i

s

the

au

tho

r, “

St.

Lu

cy’s

Ho

me

fo

r G

irls

Ra

ise

d b

y W

olv

es”

is

the

tit

le,

an

d t

he

te

xt

is a

sh

ort

fic

tio

na

l st

ory

.

Pre

pa

re a

he

ad

of

tim

e f

or

this

less

on

by

ha

vin

g t

he

“S

t. L

ucy

’s”

text

on

th

e s

tud

en

ts’

de

sks.

Lea

d a

bri

ef

dis

cuss

ion

ab

ou

t cl

ose

re

ad

ing

.

Clo

se r

ea

din

g a

sks

the

re

ad

er

to r

ea

d s

low

ly

an

d c

are

full

y,

loo

k a

t v

ery

sp

eci

fic

de

tail

s,

an

d f

ocu

s n

ot

on

ly o

n w

ha

t is

sa

id b

ut

on

ho

w i

t is

sa

id.

Clo

se r

ea

din

g c

an

pro

vid

e

acc

ess

to

de

ep

er

me

an

ing

s in

co

mp

lica

ted

text

s. C

lose

re

ad

ing

ca

n a

lso

allo

w f

or

crit

ica

l

an

aly

sis

an

d i

s a

n o

pp

ort

un

ity

to

co

lle

ct a

nd

an

aly

ze e

vid

en

ce f

or

use

in

wri

tin

g a

nd

dis

cuss

ion

.

To

ach

ieve

th

is t

yp

e o

f d

ee

p u

nd

ers

tan

din

g,

rea

de

rs w

ill

slo

w d

ow

n a

nd

re

rea

d t

ext

s o

r

sect

ion

s o

f te

xt m

ult

iple

tim

es.

Th

ey

wil

l a

lso

ma

rk t

he

te

xt a

s it

’s b

ein

g r

ea

d t

o r

eco

rd

thin

kin

g,

qu

est

ion

s, a

nd

co

nn

ect

ion

s.

Stu

de

nts

lis

ten

.

Pro

vid

e c

on

text

fo

r cl

ose

re

ad

ing

in

th

is

less

on

. T

yp

ica

lly,

the

fir

st t

ime

stu

de

nts

Stu

de

nts

co

nti

nu

e t

o l

iste

n.

Th

e e

nti

rety

of

“St.

Lu

cy’s

” w

ill

be

rea

d i

n L

ess

on

s 2

an

d 3

. S

tud

en

ts

56

NY

S C

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Use

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Co

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.0 U

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-nc-

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7

en

cou

nte

r a

te

xt t

he

y w

ill r

ea

d t

o g

et

a

ge

ne

ral

ide

a,

or

the

“g

ist,

” o

f th

e t

ext

.

Fu

rth

erm

ore

, th

e f

irst

re

ad

ma

y i

ncl

ud

e

un

fam

ilia

r w

ord

s o

r p

hra

ses,

bu

t st

ud

en

ts

sho

uld

no

t w

orr

y a

bo

ut

no

t re

cog

niz

ing

the

se w

ord

s b

eca

use

th

ere

wil

l b

e

con

sid

era

ble

wo

rk d

on

e i

n s

ub

seq

ue

nt

clo

se

rea

ds

to d

ete

rmin

e t

he

me

an

ing

of

the

se

wo

rds.

In

th

is l

ess

on

, st

ud

en

ts w

ill

list

en

to

the

fir

st s

ect

ion

of

this

te

xt r

ea

d a

lou

d w

hil

e

the

y f

ollo

w a

lon

g,

or

“re

ad

in

th

eir

he

ad

s,”

an

d t

he

n t

he

y w

ill g

o b

ack

to

re

rea

d m

ore

clo

sely

. T

ell

stu

de

nts

th

at

as

the

y r

ere

ad

mo

re c

lose

ly t

he

y w

ill

be

ask

ed

to

re

turn

to

the

te

xt t

o l

oo

k f

or

spe

cifi

c p

iece

s o

f

ev

ide

nce

th

at

sup

po

rt t

hin

kin

g a

nd

an

aly

sis.

wil

l b

e e

xpo

sed

to

en

tire

te

xt f

irst

,

an

d t

he

n s

pe

nd

mo

re t

ime

in d

ee

p

an

aly

sis

of

sho

rt e

xce

rpts

.

It m

ay

be

he

lpfu

l h

ere

to

in

tro

du

ce

stu

de

nts

to

so

me

qu

est

ion

s yo

u w

ill

be

ask

ing

th

em

as

a r

em

ind

er

to “

go

ba

ck t

o t

he

te

xt.”

·W

he

re i

n t

he

te

xt d

id y

ou

fin

d—

?

·W

ha

t in

th

e t

ext

te

lls

you

th

at—

?

·W

he

re i

n t

he

te

xt d

oe

s it

sa

y

tha

t—?

·W

he

re c

an

yo

u f

ind

th

at

in t

he

text

?

Co

nsi

de

r p

ost

ing

th

ese

qu

est

ion

s

an

d s

tem

s in

th

e c

lass

roo

m.

15

%

Init

ial

Re

ad

-Alo

ud

In

stru

ct s

tud

en

ts t

o l

iste

n a

nd

re

ad

alo

ng

as

the

fir

st s

ect

ion

of

text

is

rea

d a

lou

d.

Re

ad

alo

ud

fro

m “

At

firs

t, o

ur

pa

ck w

as

all

ha

ir

an

d s

na

rl a

nd

flo

or-

thu

mp

ing

jo

y,”

to

“th

eir

tin

y f

ace

s p

inch

ed

wit

h d

isp

lea

sure

” (p

. 2

25

).

Stu

de

nts

fo

llow

alo

ng

, re

ad

ing

sil

en

tly

. T

he

pu

rpo

se o

f th

e r

ea

d-a

lou

d i

s to

bu

ild

stu

de

nts

’ fl

ue

ncy

by e

xpo

sin

g

the

m t

o m

ast

erf

ul

rea

din

gs

of

com

ple

x te

xts.

In

ad

dit

ion

, th

is f

irst

rea

din

g s

erv

es

as

stu

de

nts

’ in

itia

l

exp

osu

re t

o t

he

te

xt b

efo

re t

he

y

en

ga

ge

in

clo

se r

ea

din

g t

o d

ig

de

ep

er

into

th

e i

de

as

an

d la

ng

ua

ge

pre

sen

ted

in

th

e t

ext

.

Inst

ruct

stu

de

nts

to

Tu

rn-a

nd

-Ta

lk w

ith

a

Stu

de

nts

sh

are

th

ou

gh

ts w

ith

a p

art

ne

r.

Tu

rn-a

nd

-Ta

lk i

s a

wa

y fo

r st

ud

en

ts

57

NY

S C

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Use

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ing

9/2

01

3

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01

3 P

ub

lic C

on

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ing

Gro

up

. T

his

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ort

ed

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pa

rtn

er

ab

ou

t th

eir

in

itia

l th

ou

gh

ts a

nd

qu

est

ion

s a

bo

ut

the

te

xt

(fro

m “

At

firs

t,”

to

“pin

che

d w

ith

dis

ple

asu

re”)

.

to r

esp

on

d t

o a

qu

est

ion

, p

rom

pt,

or

an

aly

sis

req

uir

ing

ev

ide

nce

an

d

tho

ug

ht.

Est

ab

lish

a w

ay

fo

r

stu

de

nts

to

kn

ow

to

wh

om

th

ey

sho

uld

tu

rn.

Te

ach

ers

ma

y c

ho

ose

to u

se c

olo

red

sti

cke

rs,

lett

ers

or

nu

mb

ers

la

be

led

on

th

e d

esk

, o

r

ass

ign

pa

rtn

ers

ah

ea

d o

f ti

me

(e

.g.,

turn

to

th

e p

ers

on

on

yo

ur

rig

ht)

.

Th

e s

tud

en

t li

ste

nin

g w

ill

liste

n

care

full

y a

nd

be

exp

ect

ed

to

re

po

rt

wh

at

he

or

she

he

ard

.

Th

ou

gh

Tu

rn-a

nd

-Ta

lk i

s a

n

inst

ruct

ion

al s

tra

teg

y

reco

mm

en

de

d i

n t

his

le

sso

n

seq

ue

nce

, co

nsi

de

r u

sin

g

tech

niq

ue

s si

mil

ar

to t

his

str

ate

gy

tha

t a

lso

re

qu

ire

act

ive

in

volv

em

en

t

by

stu

de

nts

an

d w

ork

we

ll fo

r

dif

fere

nt

stu

de

nt

po

pu

lati

on

(s).

Ca

ll o

n p

air

s to

re

po

rt o

ut

to t

he

cla

ss.

S

tud

en

t re

spo

nse

s m

ay

in

clu

de

th

e

foll

ow

ing

:

·T

his

is

som

e s

ort

of

sch

oo

l. T

he

se

mig

ht

be

th

e s

tud

en

ts.

·T

he

stu

de

nts

are

ru

nn

ing

aro

un

d

bre

ak

ing

th

ing

s. T

he

y a

re j

um

pin

g

aro

un

d a

nd

la

ug

hin

g.

·T

he

re a

re n

un

s th

ere

.

·T

his

is

a s

cho

ol o

r h

om

e (

bo

ard

ing

Th

ere

mig

ht

be

co

nfu

sio

n r

eg

ard

ing

this

in

itia

l re

ad

. T

his

co

nfu

sio

n w

ill

be

ad

dre

sse

d d

uri

ng

th

e n

ext

pa

rt

of

the

le

sso

n’s

clo

se r

ea

d.

*If

th

is l

ess

on

wil

l b

e s

pli

t in

to t

wo

sep

ara

te l

ess

on

s, t

he

in

stru

ctio

n

sho

uld

co

ncl

ud

e w

ith

stu

de

nts

wri

tin

g a

re

fle

ctio

n t

o t

he

fo

llo

win

g

pro

mp

t: B

ase

d o

n t

he

in

itia

l re

ad

-

thro

ug

h a

nd

dis

cuss

ion

of

“St.

58

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lic C

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Gro

up

. T

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sch

oo

l).

Th

is i

s st

ag

e 1

of

lyca

nth

rop

ic

cult

ure

sh

ock

.

Lucy

’s,”

wh

at

are

yo

ur

firs

t th

ou

gh

ts

ab

ou

t th

e t

ext

?

Th

e n

ext

le

sso

n s

eq

ue

nce

wo

uld

resu

me

wit

h a

re

vie

w o

f cl

ass

roo

m

pro

ced

ure

s a

nd

pro

toco

ls a

nd

con

tin

ue

wit

h a

clo

se r

ea

din

g o

f th

e

Sta

ge

1 e

pig

rap

h a

nd

th

e f

irst

pa

rag

rap

h o

f th

e n

arr

ati

ve

(th

e n

ext

sect

ion

of

the

Le

arn

ing

Se

qu

en

ce).

40

%

Clo

se R

ea

din

g o

f th

e T

ex

t

N

ow

th

at

stu

de

nts

ha

ve

ma

de

an

in

itia

l

resp

on

se t

o t

he

te

xt,

dir

ect

th

eir

att

en

tio

n t

o

sen

ten

ces ,

wo

rds,

an

d p

hra

ses

to d

ig d

ee

pe

r

into

th

e t

ext

. In

stru

ct s

tud

en

ts t

o r

ere

ad

th

e

titl

e a

nd

th

e S

tag

e 1

ep

igra

ph

an

d d

raw

a

bo

x a

rou

nd

an

y u

nfa

mil

iar

wo

rds.

Ask

stu

de

nts

to

se

e i

f th

ey

ca

n f

ind

an

y c

lue

s in

the

te

xt t

o t

he

me

an

ing

of

the

wo

rds

the

y

ide

nti

fie

d.

Stu

de

nts

in

de

pe

nd

en

tly

re

rea

d t

he

te

xt

an

d b

ox

un

fam

ilia

r w

ord

s.

Th

is t

yp

e o

f re

ad

ing

ta

ke

s ti

me

to

do

, so

ass

ure

stu

de

nts

th

at

the

re is

no

ne

ed

to

fe

el

rush

ed

to

“g

et

thro

ug

h”

the

te

xt.

In t

his

le

sso

n,

stu

de

nts

pra

ctic

e a

spe

cifi

c fo

rm o

f a

nn

ota

tio

n (

bo

xin

g

un

fam

ilia

r w

ord

s),

bu

t m

ore

de

tail

ed

in

stru

ctio

n r

eg

ard

ing

an

no

tati

on

wil

l occ

ur

in U

nit

1,

Less

on

5.

An

no

tati

ng

th

e t

ext

is

an

exp

ect

ati

on

of

this

un

it,

so it

is

imp

ort

an

t to

in

tro

du

ce i

t in

Le

sso

n

1 b

y a

skin

g s

tud

en

ts t

o d

raw

a b

ox

aro

un

d u

nfa

mil

iar

wo

rds.

In

ad

dit

ion

to

in

tro

du

cin

g a

nn

ota

tio

n,

this

be

gin

s th

e p

roce

ss o

f m

ak

ing

stu

de

nts

mo

re “

wo

rd a

wa

re,”

an

imp

ort

an

t h

ab

it o

f m

ind

fo

r su

cce

ss

wit

h t

he

CC

SS

.

59

NY

S C

om

mo

n C

ore

ELA

& L

ite

racy

Cu

rric

ulu

m

D R

A F

T

Gra

de

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du

le 1

• U

nit

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Le

sso

n 1

Fil

e:

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.1 L

ess

on

1 D

ate

: 8

/31

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ssro

om

Use

: S

tart

ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

nd

er

a

Cre

ati

ve

Co

mm

on

s A

ttri

bu

tio

n-N

on

Co

mm

erc

ial-

Sh

are

Alik

e 3

.0 U

np

ort

ed

Lic

en

se

htt

p:/

/cre

ati

ve

com

mo

ns.

org

/lic

en

ses/

by

-nc-

sa/3

.0/

10

Ask

stu

de

nts

to

sh

are

wo

rds

the

y p

ut

bo

xes

aro

un

d.

Exp

lain

th

at

in t

he

ca

se o

f

lyca

nth

rop

ic a

nd

Je

suit

, it

ma

y b

e d

iffi

cult

or

imp

oss

ible

to

de

term

ine

th

e m

ea

nin

g f

rom

con

text

; th

ere

fore

, it

is

ap

pro

pri

ate

to

pro

vid

e t

he

wo

rd m

ea

nin

gs.

Pro

vid

e t

he

me

an

ing

s o

f th

ese

tw

o w

ord

s.

·ly

can

thro

pic

(a

dj)

– r

ela

tin

g t

o t

he

ma

gic

al t

ran

sfo

rma

tio

n o

f a

pe

rso

n i

nto

a

wo

lf

·Je

suit

(n

.) –

a m

em

be

r o

f a

Ro

ma

n

Ca

tho

lic

reli

gio

us

ord

er

·B

rie

fly

exp

lain

th

at

the

Ca

tho

lic

reli

gio

n

ha

s d

iffe

ren

t g

rou

ps,

ca

lled

ord

ers

.

Alt

ho

ug

h t

he

y a

re a

ll C

ath

oli

cs,

dif

fere

nt

ord

ers

ha

ve

so

me

dif

fere

nce

s a

bo

ut

ho

w

the

y p

ract

ice

th

e r

eli

gio

n.

Stu

de

nts

vo

lun

tee

r u

nfa

mili

ar

wo

rds.

Co

nsi

de

r a

skin

g f

or

de

fin

itio

ns

(in

case

an

yo

ne

do

es

kn

ow

th

em

).

Th

e s

tan

da

rd R

L.9

-10

.4 a

sks

stu

de

nts

to

de

term

ine

wo

rd

me

an

ing

fro

m c

on

text

. W

he

ne

ver

po

ssib

le,

ha

ve

stu

de

nts

de

term

ine

the

wo

rd u

sin

g c

on

text

ua

l an

aly

sis.

Ho

we

ve

r, s

om

e w

ord

s ca

nn

ot

be

pa

rse

d f

rom

co

nte

xt,

so p

rov

ide

th

e

de

fin

itio

n i

n t

ho

se c

ase

s.

Wh

en

ask

ing

stu

de

nts

to

sh

are

ou

t

un

kn

ow

n v

oca

bu

lary

, it

ma

y b

e

he

lpfu

l to

ta

ke

tim

e t

o e

xpla

in t

ha

t

this

le

arn

ing

co

mm

un

ity

sh

ou

ld b

e a

safe

sp

ace

fo

r st

ud

en

ts t

o le

arn

, to

tak

e r

isk

s, a

nd

no

t to

ha

ve a

ll t

he

an

swe

rs.

In o

rde

r to

ke

ep

tra

ck o

f n

ew

vo

cab

ula

ry,

ask

stu

de

nts

to

wri

te t

he

ne

w w

ord

me

an

ing

s o

n

the

ir t

ext

or

on

se

lf-s

tick

no

tes.

Stu

de

nts

no

te o

n t

he

te

xt o

r o

n s

elf

-sti

ck

no

tes

the

wo

rd m

ea

nin

gs

for

Jesu

it a

nd

lyca

nth

rop

ic.

An

y w

ord

s d

efi

ne

d t

hro

ug

h

inst

ruct

ion

sh

ou

ld b

e m

ark

ed

in

th

e

text

.

Inst

ruct

stu

de

nts

to

Tu

rn-a

nd

-Ta

lk t

o d

efi

ne

Lyca

nth

rop

ic C

ult

ure

Sh

ock

ba

sed

on

clu

es

fro

m t

he

tit

le a

nd

ep

igra

ph

. T

he

de

fin

itio

n o

f

cult

ure

sh

ock

ca

n b

e r

eco

rde

d b

esi

de

th

e

ep

igra

ph

on

th

eir

te

xt.

Sca

ffo

ldin

g q

ue

stio

ns

incl

ud

e t

he

fo

llo

win

g:

1.

Wh

at

is t

his

(th

e e

pig

rap

h)?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

1.

Th

is i

s a

de

scri

pti

on

of

Sta

ge

1.

(Of

wh

at

stu

de

nts

ma

y n

ot

kn

ow

.) T

his

Sca

ffo

ldin

g C

on

sid

era

tio

n:

Use

a

do

cum

en

t ca

me

ra o

r a

n i

nte

ract

ive

wh

ite

bo

ard

to

dis

pla

y th

e t

ext

an

d

the

no

tes

as

the

y a

re p

lace

d i

n t

he

ma

rgin

s. F

or

som

e l

ea

rne

rs,

see

ing

the

me

an

ing

s o

f th

e w

ord

s

dis

pla

ye

d w

ill m

ak

e t

ak

ing

no

tes

mo

re e

ffic

ien

t.

60

NY

S C

om

mo

n C

ore

ELA

& L

ite

racy

Cu

rric

ulu

m

D R

A F

T

Gra

de

9 •

Mo

du

le 1

• U

nit

1 •

Le

sso

n 1

Fil

e:

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.1 L

ess

on

1 D

ate

: 8

/31

/13

Cla

ssro

om

Use

: S

tart

ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

nd

er

a

Cre

ati

ve

Co

mm

on

s A

ttri

bu

tio

n-N

on

Co

mm

erc

ial-

Sh

are

Alik

e 3

.0 U

np

ort

ed

Lic

en

se

htt

p:/

/cre

ati

ve

com

mo

ns.

org

/lic

en

ses/

by

-nc-

sa/3

.0/

11

2.

Wh

o i

s it

wri

tte

n f

or?

Ho

w d

o y

ou

kn

ow

the

in

ten

de

d a

ud

ien

ce o

f th

is

ha

nd

bo

ok?

3.

If y

ou

bre

ak

ap

art

th

e t

erm

Lyca

nth

rop

ic

Cu

ltu

re S

ho

ck i

nto

pa

rts,

wh

at

is i

t

de

scri

bin

g?

see

ms

to b

e i

nfo

rma

tio

n f

rom

a

ha

nd

bo

ok

.

2.

Th

is i

s w

ritt

en

fo

r te

ach

ers

be

cau

se i

t

talk

s a

bo

ut

“yo

ur

stu

de

nts

.” I

t m

ay

be

wri

tte

n f

or

reli

gio

us

pe

op

le s

ince

it s

ay

s it

is

a J

esu

it H

an

db

oo

k a

nd

th

e

de

fin

itio

n o

f Je

suit

is

“a m

em

be

r o

f a

Ca

tho

lic

reli

gio

us

ord

er.

”

3.

Lyca

nth

rop

ic d

ea

ls w

ith

pe

op

le

turn

ing

in

to w

olv

es,

so

Lyca

nth

rop

ic

Cu

ltu

re S

ho

ck m

ay

ha

ve s

om

eth

ing

to

do

wit

h w

ere

wo

lve

s. T

he

tit

le s

ay

s

this

is

a h

om

e f

or

gir

ls r

ais

ed

by

wo

lve

s (“

St.

Lu

cy’s

Ho

me

fo

r G

irls

Ra

ise

d b

y W

olv

es”

), s

o m

ayb

e t

he

inte

nd

ed

au

die

nce

is a

nyo

ne

de

ali

ng

wit

h c

ult

ure

sh

ock

fo

r th

e g

irls

wh

o

we

re “

rais

ed

by w

olv

es.

”

Wh

en

ask

ing

a s

eri

es

of

text

-

de

pe

nd

en

t q

ue

stio

ns,

it i

s

imp

ort

an

t to

allo

w w

ait

tim

e f

or

stu

de

nt

resp

on

ses.

Dif

fere

nti

ati

on

Co

nsi

de

rati

on

: In

ord

er

to e

nsu

re t

ha

t st

ud

en

ts c

an

acc

ess

vo

cab

ula

ry w

ord

s fo

r u

se i

n

late

r le

sso

ns,

it

ma

y b

e h

elp

ful

to

con

sid

er

ho

w s

tud

en

ts s

ho

uld

ke

ep

tra

ck o

f th

ese

wo

rds.

On

e o

pti

on

is

to c

rea

te a

“w

ord

wa

ll”

of

the

vo

cab

ula

ry w

ord

s in

th

is u

nit

, so

stu

de

nts

ca

n s

ee

th

e v

oca

bu

lary

an

d h

av

e e

asy

acc

ess

to

it w

he

n

the

y a

re a

ske

d t

o u

se t

he

se w

ord

s

late

r.

If s

tud

en

ts s

tru

gg

le,

con

sid

er

pro

vid

ing

th

em

wit

h a

dd

itio

na

l

sca

ffo

ldin

g a

rou

nd

th

e i

de

a o

f

cult

ure

sh

ock

by

ask

ing

th

em

to

con

sid

er

ea

ch t

erm

se

pa

rate

ly.

Stu

de

nts

sh

are

an

swe

rs w

ith

th

e c

lass

. A

sk

the

m h

ow

un

de

rsta

nd

ing

th

is d

efi

nit

ion

aff

ect

s th

eir

in

itia

l th

ou

gh

ts a

bo

ut

the

sto

ry.

Po

int

ou

t to

stu

de

nts

th

at

this

ty

pe

of

con

vers

ati

on

he

lps

cre

ate

a c

olle

ctiv

e

inte

llig

en

ce a

nd

un

de

rsta

nd

ing

of

the

rea

din

g.

Th

is t

yp

e o

f co

nve

rsa

tio

n w

ill

be

a

fre

qu

en

t p

art

of

the

sch

oo

l ye

ar.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

·In

th

e f

irst

re

ad

-th

rou

gh

, w

ith

ou

t

kn

ow

ing

wh

at

the

wo

rd l

yca

nth

rop

ic

me

an

t, i

t w

as

dif

ficu

lt t

o k

no

w w

ha

t

this

sto

ry m

igh

t b

e a

bo

ut.

·It

se

em

s th

at

this

wil

l b

e a

bo

ut

a h

om

e

tha

t h

as

som

eth

ing

to

do

wit

h a

reli

gio

us

ord

er.

61

NY

S C

om

mo

n C

ore

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& L

ite

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Cu

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T

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du

le 1

• U

nit

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sso

n 1

Fil

e:

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ess

on

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: 8

/31

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ssro

om

Use

: S

tart

ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

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er

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Cre

ati

ve

Co

mm

on

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ttri

bu

tio

n-N

on

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mm

erc

ial-

Sh

are

Alik

e 3

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np

ort

ed

Lic

en

se

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mo

ns.

org

/lic

en

ses/

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-nc-

sa/3

.0/

12

Ask

stu

de

nts

:

4.

Wh

at

do

es

the

wo

rd i

nit

ial su

gg

est

he

re?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

4.

Th

e w

ord

in

itia

l m

ea

ns

“fir

st,”

so

th

at

me

an

s th

ere

mig

ht

be

mo

re s

tag

es.

Dif

fere

nti

ati

on

Co

nsi

de

rati

on

: if

stu

de

nts

str

ug

gle

wit

h t

he

wo

rd

init

ial,

ask

ho

w i

nit

ial

de

scri

be

s th

e

sta

ge

, o

r a

sk t

he

m t

o t

hin

k a

bo

ut

wh

at

the

in

itia

ls o

f a

na

me

are

: th

e

firs

t le

tte

r o

f a

pe

rso

n’s

na

me

.

Tra

nsi

tio

n s

tud

en

ts i

nto

pa

rtn

ers

to

re

rea

d

the

fir

st p

art

of

the

pa

rag

rap

h.

Ask

stu

de

nts

to f

ocu

s o

n h

ow

un

de

rsta

nd

ing

vo

cab

ula

ry

he

lps

the

ir c

om

pre

he

nsi

on

of

the

sto

ry,

un

til

“… T

hin

gs

felt

le

ss f

ore

ign

in

th

e d

ark

.”

Re

min

d t

he

stu

de

nts

to

bo

x u

nfa

mil

iar

wo

rds.

Stu

de

nts

re

rea

d t

he

fir

st p

art

of

the

pa

rag

rap

h,

un

til

“Th

ing

s fe

lt l

ess

fo

reig

n i

n

the

da

rk.”

Stu

de

nts

bo

x u

nfa

mil

iar

wo

rds.

Co

nsi

de

r cr

ea

tin

g h

ete

rog

en

eo

us

stu

de

nt

pa

irin

gs

to s

up

po

rt

stru

gg

lin

g r

ea

de

rs w

ith

str

on

ge

r

on

es.

Ke

ep

in

min

d a

ho

st o

f o

the

r

fact

ors

wh

en

ge

ne

rati

ng

pa

irs

or

gro

up

ing

s, i

ncl

ud

ing

stu

de

nts

’

aca

de

mic

an

d s

oci

al

att

rib

ute

s.

Co

nsi

de

r ch

an

gin

g p

air

s o

ver

tim

e i

n

ord

er

to g

ive

stu

de

nts

op

po

rtu

nit

ies

to w

ork

wit

h a

nd

le

arn

fro

m

dif

fere

nt

cla

ssm

ate

s.

Inst

ruct

stu

de

nts

to

wo

rk in

pa

irs

to a

nsw

er

the

fo

llow

ing

te

xt-d

ep

en

de

nt

qu

est

ion

s.

Re

min

d s

tud

en

ts t

ha

t te

xt-d

ep

en

de

nt

qu

est

ion

s a

sk s

tud

en

ts t

o c

ite

str

on

g a

nd

tho

rou

gh

te

xt e

vid

en

ce t

o s

up

po

rt w

ha

t th

e

text

sa

ys

imp

lici

tly

an

d e

xplic

itly

. In

stru

ct

stu

de

nts

to

wri

te t

he

an

swe

rs o

n t

he

ir t

ext

or

in n

ote

s.

5.

Wh

o i

s th

e p

ack

?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

5.

Th

e p

ack

is

the

gro

up

do

ing

th

e

act

ion

in

th

e p

ara

gra

ph

. T

he

y m

igh

t

be

th

e g

irls

wh

o w

ere

ra

ise

d b

y

wo

lve

s o

r th

e s

tud

en

ts m

en

tio

ne

d i

n

the

Sta

ge

1 e

pig

rap

h.

Cir

cula

te a

rou

nd

th

e r

oo

m t

o

sup

po

rt s

tud

en

ts a

nd

en

sure

ev

ery

on

e’s

pa

rtic

ipa

tio

n.

Pa

y

pa

rtic

ula

r a

tte

nti

on

to

stu

de

nts

’

pa

cin

g t

o e

nsu

re t

he

y a

re m

ov

ing

slo

wly

en

ou

gh

to

fu

lly

co

mp

reh

en

d

the

te

xt.

Re

min

d s

tud

en

ts t

ha

t th

ey

sho

uld

be

usi

ng

te

xtu

al e

vid

en

ce i

n

the

ir a

nsw

ers

.

62

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Use

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3 P

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. T

his

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lice

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a

Cre

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ve

Co

mm

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mm

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13

6.

Ho

w d

o y

ou

kn

ow

?

7.

Wh

at

is t

he

pa

ck d

oin

g?

8.

Wh

ere

are

th

ey?

6.

Th

e t

itle

re

fers

to

“g

irls

ra

ise

d b

y

wo

lve

s,”

an

d t

he

ep

igra

ph

me

nti

on

s

stu

de

nts

an

d a

lso

sa

ys

the

y w

ere

to

rem

ain

la

dy

lik

e,

wh

ich

re

fere

nce

s

gir

ls.

Th

e t

ext

als

o s

ay

s th

ey

we

re

“pa

win

g t

hro

ug

h t

he

Sta

ge

3 g

irl’

s

sta

rch

ed

un

de

rwe

ar.

” P

aw

ing

se

em

s

to r

efe

ren

ce a

nim

al-

lik

e b

eh

av

ior.

7.

Th

e p

ack

is

run

nin

g a

rou

nd

. T

he

y a

re

joy

fully

bre

ak

ing

th

ing

s “s

ma

shin

g

lig

htb

ul b

s” a

nd

ov

ert

urn

ing

dre

sse

r

dra

we

rs.

8.

Th

e s

ett

ing

is

som

e k

ind

of

pla

ce

wh

ere

gir

ls l

ive

, si

nce

it

me

nti

on

s

ho

me

in

th

e t

itle

. (S

tud

en

ts m

ay

be

ab

le t

o i

nfe

r th

at

this

is

St.

Lu

cy’s

.) I

t

als

o m

ay

be

a s

cho

ol

be

cau

se i

t

me

nti

on

s st

ud

en

ts i

n t

he

ep

igra

ph

.

Bri

ng

th

e c

lass

ba

ck t

og

eth

er

an

d c

he

ck f

or

un

de

rsta

nd

ing

by

ask

ing

pa

irs

to s

ha

re

an

swe

rs t

o t

he

qu

est

ion

s. D

ire

ct s

tud

en

ts t

o

po

int

to e

vid

en

ce f

rom

th

e t

ext

to

su

pp

ort

the

ir a

nsw

ers

.

Stu

de

nts

sh

are

re

spo

nse

s.

Ask

a v

olu

nte

er

to r

ere

ad

th

e f

irst

th

ree

sen

ten

ces

alo

ud

, fr

om

“A

t fi

rst

…”

to “

…

sma

shin

g l

igh

tbu

lbs

wit

h o

ur

ba

re f

ists

.” A

sk

stu

de

nts

to

fo

llo

w a

lon

g.

Dir

ect

stu

de

nts

’

att

en

tio

n t

o t

he

wo

rds

cou

th a

nd

ke

mp

t.

Th

en

, a

sk s

tud

en

ts t

o t

ak

e a

mo

me

nt

to j

ot

do

wn

wh

at

the

me

an

ing

of

cou

th a

nd

ke

mp

t

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

63

NY

S C

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& L

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m

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T

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le 1

• U

nit

1 •

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sso

n 1

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e:

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ess

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om

Use

: S

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ing

9/2

01

3

© 2

01

3 P

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lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

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er

a

Cre

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ve

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mm

on

s A

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mm

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e 3

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ort

ed

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14

mig

ht

be

.

If s

tud

en

ts s

tru

gg

le w

ith

th

e m

ea

nin

g o

f th

e

wo

rds,

co

nsi

de

r a

skin

g t

he

fo

llo

win

g t

ext

-

de

pe

nd

en

t q

ue

stio

ns

(TD

Qs)

:

9.

De

scri

be

th

e g

irls

’ b

eh

av

ior.

10

.H

ow

did

th

e g

irls

fo

rge

t th

eir

pro

mis

e t

o

be

“co

uth

an

d k

em

pt”

?

11

.W

ha

t o

the

r w

ord

s in

th

is s

en

ten

ce c

an

he

lp y

ou

fig

ure

ou

t th

e m

ea

nin

g o

f

cou

th a

nd

ke

mp

t? (

Yo

u m

an

y n

ee

d t

o

giv

e s

om

e e

xam

ple

s o

f sy

no

nym

,

an

ton

ym,

de

fin

itio

n,

or

exa

mp

le t

o h

elp

stu

de

nts

de

term

ine

th

e t

yp

e o

f co

nte

xt

clu

e.)

12

.H

ow

do

es

the

se

nte

nce

str

uct

ure

or

syn

tax

(arr

an

ge

me

nt

of

wo

rds)

he

lp

de

fin

e c

ou

th a

nd

ke

mp

t?

13

.B

ase

d o

n t

he

gir

ls’

act

ion

s, w

ha

t d

oe

s it

me

an

to

be

co

uth

an

d k

em

pt?

9.

Th

e g

irls

are

ru

nn

ing

aro

un

d a

nd

act

ing

wil

d.

(“W

e t

ore

th

rou

gh

th

e

au

ste

re r

oo

ms,

ove

rtu

rnin

g d

ress

er

dra

we

rs,

pa

win

g t

hro

ug

h t

he

ne

at

pil

es

of

the

Sta

ge

3 g

irls

’ st

arc

he

d

un

de

rwe

ar,

sm

ash

ing

lig

htb

ulb

s w

ith

ou

r b

are

fis

ts.”

)

10

.T

he

gir

ls p

rom

ise

d t

he

ir p

are

nts

to

be

we

ll b

eh

av

ed

, b

ut

the

gir

ls a

re

de

stro

yin

g r

oo

ms

an

d s

ma

shin

g

thin

gs.

11

.C

ou

th a

nd

ke

mp

t a

re s

yn

on

ym

s fo

r

civil

ize

d a

nd

la

dyli

ke

.

12

.T

he

co

mm

a i

n t

he

se

nte

nce

sig

nif

ies

tha

t co

uth

an

d k

em

pt

are

sy

no

nym

s

of

civil

ize

d a

nd

la

dyli

ke

.

13

.S

ince

th

eir

act

ion

s d

esc

rib

e t

he

op

po

site

of

cou

th a

nd

ke

mp

t, t

he

se

wo

rds

mu

st m

ea

n s

om

eth

ing

lik

e

lad

yli

ke

, w

ell

-ma

nn

ere

d,

or

ne

at.

Ha

ve

stu

de

nts

wri

te t

he

me

an

ing

of

cou

th

an

d k

em

pt

on

th

e t

ext

or

on

a s

elf

-sti

ck n

ote

.

Stu

de

nts

wri

te t

he

me

an

ing

of

cou

th a

nd

ke

mp

t in

th

e t

ext

or

on

a s

elf

-sti

ck n

ote

.

64

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Use

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ing

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01

3

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3 P

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lic C

on

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ing

Gro

up

. T

his

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Cre

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ve

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mm

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mm

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ort

ed

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15

Stu

de

nts

wil

l re

rea

d t

he

re

st o

f th

e

pa

rag

rap

h i

n p

air

s fr

om

, “T

hin

gs

loo

ke

d l

ess

fore

ign

” to

“p

inch

ed

wit

h d

isp

lea

sure

” a

nd

an

swe

r th

e f

oll

ow

ing

TD

Qs.

Stu

de

nts

ca

n j

ot

an

swe

rs d

ow

n i

n t

he

ma

rgin

s o

r in

no

tes.

14

.W

ha

t is

th

e p

ack

do

ing

to

th

e b

un

ks?

Ho

w d

o y

ou

kn

ow

?

15

.W

ha

t is

th

is a

re

me

dy

fo

r?

16

.W

ha

t d

oe

s th

e a

uth

or’

s u

se o

f

exu

be

ran

t su

gg

est

ab

ou

t th

ese

“str

ea

ms”

an

d t

he

gir

ls?

Te

ll s

tud

en

ts t

he

me

an

ing

of

kin

eti

c:

“ch

ara

cte

rize

d b

y m

ov

em

en

t.”

Stu

de

nts

re

rea

d t

he

re

st o

f th

e p

ara

gra

ph

slo

wly

an

d b

ox

un

fam

ilia

r w

ord

s.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

14

.T

he

y a

re u

rin

ati

ng

all

ov

er.

It

say

s

tha

t th

e b

ed

roo

m i

s o

do

rle

ss a

nd

tha

t th

ey

are

fix

ing

th

at

by

sp

ray

ing

ye

llo

w s

tre

am

s a

ll o

ve

r th

e b

un

ks.

15

.T

he

y w

an

t to

ma

ke

th

e r

oo

m s

me

ll

fam

ilia

r. “

Th

e d

im b

ed

roo

m w

as

win

do

wle

ss a

nd

od

orl

ess

. W

e

rem

ed

ied

th

is b

y s

pra

yin

g e

xub

era

nt

ye

llo

w s

tre

am

s a

ll o

ve

r th

e b

un

ks.

”

16

.T

he

pa

ck i

s e

xcit

ed

; th

ey

are

uri

na

tin

g e

ve

ryw

he

re a

nd

th

ey

are

en

joy

ing

th

e n

ew

pla

ce.

(“W

e j

um

pe

d

fro

m b

un

k t

o b

un

k,

spra

yin

g.”

)

Ext

en

sio

n q

ue

stio

n:

Re

rea

din

g t

he

lin

es,

“W

e r

em

ed

ied

th

is …

” to

“…

kin

eti

c la

ug

hte

r,”

wh

at

kin

d o

f

fee

lin

g i

s th

e a

uth

or

try

ing

to

cre

ate

? (

Wh

at

ton

e d

oe

s th

e a

uth

or

est

ab

lish

?)

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

·T

he

fe

eli

ng

is

on

e o

f e

ne

rgy

,

exc

ite

me

nt,

an

d m

ove

me

nt.

Th

e

gir

ls a

re h

av

ing

fu

n.

Su

mm

ari

ze t

he

clo

se r

ea

din

g e

xpe

rie

nce

by

ask

ing

stu

de

nt

volu

nte

ers

fo

r o

ne

th

ing

th

at

the

y d

id n

ot

un

de

rsta

nd

on

th

e f

irst

re

ad

thro

ug

h t

ha

t is

cle

are

r to

th

em

no

w.

Ask

th

e s

tud

en

ts f

or

qu

est

ion

s th

ey

sti

ll h

ave

ab

ou

t th

e f

irst

pa

rag

rap

h a

nd

wri

te t

he

se

qu

est

ion

s o

n t

he

bo

ard

or

on

ch

art

pa

pe

r.

Stu

de

nts

sh

are

th

eir

id

ea

s.

Dis

pla

yin

g s

tud

en

t q

ue

stio

ns

wil

l b

e

he

lpfu

l a

s th

e t

ext

is

rea

d in

its

en

tire

ty a

nd

stu

de

nts

are

ab

le t

o

see

th

eir

qu

est

ion

s b

ein

g a

nsw

ere

d.

10

%

Qu

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Wri

te

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3

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3 P

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. T

his

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16

In

tro

du

ce t

he

Qu

ick

Wri

te a

sse

ssm

en

t. T

ell

stu

de

nts

th

at

the

y w

ill

be

giv

en

a q

ue

stio

n

an

d w

ill

wri

te a

re

spo

nse

usi

ng

ev

ide

nce

fro

m t

he

te

xt.

Stu

de

nts

sh

ou

ld a

nsw

er

the

qu

est

ion

dir

ect

ly a

nd

wit

hin

th

e a

llott

ed

tim

e.

Stu

de

nts

lis

ten

.

Qu

ick

Wri

te a

ctiv

itie

s e

ng

ag

e

stu

de

nts

in

th

ink

ing

de

ep

ly a

bo

ut

text

s b

efo

re,

du

rin

g,

or

aft

er

rea

din

g.

Info

rm s

tud

en

ts h

ow

lon

g

the

y w

ill

ha

ve t

o d

o t

he

wri

tin

g,

typ

ica

lly

be

twe

en

2 a

nd

10

min

ute

s.

Sin

ce t

his

is

the

be

gin

nin

g o

f th

e

sch

oo

l ye

ar,

de

cid

e h

ow

be

st t

o

coll

ect

, o

rga

niz

e,

an

d a

na

lyze

stu

de

nt

wo

rk.

Th

is c

an

be

do

ne

thro

ug

h p

ort

folio

s, j

ou

rna

ls,

ha

nd

ou

ts,

etc

. —w

ha

teve

r w

ork

s

be

st f

or

the

ne

ed

s o

f th

e c

lass

roo

m

an

d s

tud

en

ts.

Sh

are

th

e Q

uic

k W

rite

fo

r to

da

y: W

ha

t

spe

cifi

c p

hra

ses

or

wo

rds

rev

ea

l th

e

con

ne

ctio

ns

be

twe

en

th

e f

irst

pa

rag

rap

h o

f

the

sto

ry a

nd

th

e S

tag

e 1

ep

igra

ph

? C

ite

ev

ide

nce

fro

m t

he

te

xt i

n y

ou

r re

spo

nse

.

Co

nsi

de

r sh

ari

ng

a m

od

el r

esp

on

se w

ith

stu

de

nts

to

de

mo

nst

rate

ho

w t

o e

ffe

ctiv

ely

cite

ev

ide

nce

fro

m t

he

te

xt i

n t

he

ir

resp

on

ses.

Stu

de

nts

lis

ten

an

d r

ea

d t

he

Qu

ick

Wri

te

pro

mp

t.

Ha

ve

th

e Q

uic

k W

rite

pro

mp

t

av

ail

ab

le f

or

stu

de

nts

to

se

e e

ith

er

thro

ug

h h

ard

co

py

or

dis

pla

ye

d.

Ha

ve

stu

de

nts

wo

rk t

og

eth

er

to c

om

ple

te

the

Qu

ick

Wri

te u

sin

g a

no

the

r p

iece

of

ev

ide

nce

fro

m t

he

te

xt.

Stu

de

nts

wo

rk i

n p

air

s to

co

mp

lete

th

e

Qu

ick

Wri

te.

10

%

Clo

sin

g

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Use

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lic C

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sult

ing

Gro

up

. T

his

wo

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lice

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d u

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a

Cre

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mm

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mm

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17

E

xpla

in t

o s

tud

en

ts t

ha

t p

art

of

the

da

ily

ho

me

wo

rk e

xpe

cta

tio

n w

ill b

e t

o r

ea

d

ou

tsid

e o

f cl

ass

. A

cco

un

tab

le I

nd

ep

en

de

nt

Re

ad

ing

(A

IR)

is a

n e

xpe

cta

tio

n t

ha

t a

ll

stu

de

nts

fin

d,

rea

d,

an

d r

esp

on

d t

o r

ea

din

g

ma

teri

al

wri

tte

n a

t th

eir

in

de

pe

nd

en

t

rea

din

g l

eve

l. T

he

pu

rpo

se o

f A

IR i

s to

ha

ve

stu

de

nts

pra

ctic

e r

ea

din

g o

uts

ide

of

the

cla

ssro

om

an

d s

tim

ula

te a

n i

nte

rest

an

d

en

joym

en

t o

f re

ad

ing

.

Stu

de

nts

lis

ten

.

AIR

is

an

exp

ect

ati

on

fo

r a

ll

stu

de

nts

at

all

gra

de

s. A

IR a

sks

stu

de

nts

to

fin

d,

rea

d,

an

d r

esp

on

d

to r

ea

din

g m

ate

ria

l wri

tte

n a

t th

eir

ind

ep

en

de

nt

rea

din

g l

ev

el.

Th

is t

ext

sho

uld

be

hig

h i

nte

rest

bu

t a

lso

a

text

th

at

stu

de

nts

ca

n e

asi

ly d

eco

de

an

d c

om

pre

he

nd

. T

his

wil

l be

a

mu

ltip

le-d

ay

pro

po

siti

on

to

giv

e

stu

de

nts

th

e t

ime

an

d s

pa

ce t

o f

ind

the

co

rre

ct t

ext

. T

he

re n

ee

ds

to b

e

tim

e,

ho

we

ve

r, f

or

stu

de

nts

to

dis

cuss

an

d w

rite

ab

ou

t th

ese

te

xts.

Exp

lain

to

stu

de

nts

th

at

the

y w

ill

ne

ed

to

fin

d a

n a

pp

rop

ria

te t

ext

(o

r “j

ust

rig

ht

bo

ok”)

. P

rov

ide

dif

fere

nt

pla

ces

wh

ere

stu

de

nts

ca

n lo

ok

fo

r te

xts.

Th

is i

ncl

ud

es,

bu

t

is n

ot

limit

ed

to

, th

e lo

cal o

r sc

ho

ol

lib

rary

,

ele

ctro

nic

bo

ok

s, c

lass

roo

m l

ibra

ry,

or

ho

me

lib

rary

. A

s th

e y

ea

r p

rog

ress

es,

stu

de

nts

wil

l

be

he

ld a

cco

un

tab

le f

or

the

ir r

ea

din

g i

n a

va

rie

ty o

f w

ay

s.

Stu

de

nts

co

nti

nu

e t

o l

iste

n.

In

ad

dit

ion

to

cla

ss d

iscu

ssio

ns

ab

ou

t A

IR t

ext

s, c

on

sid

er

oth

er

me

tho

ds

of

ho

ldin

g s

tud

en

ts

acc

ou

nta

ble

fo

r A

I R.

Ide

as

for

acc

ou

nta

bil

ity

in

clu

de

re

ad

ing

lo

gs,

rea

din

g j

ou

rna

ls,

po

stin

g t

o a

cla

ss

wik

i, p

ee

r/te

ach

er

con

fere

nci

ng

,

an

d b

log

gin

g.

Fo

r h

om

ew

ork

, in

stru

ct s

tud

en

ts t

o f

ind

an

ap

pro

pri

ate

te

xt f

or

the

ir A

cco

un

tab

le

Ind

ep

en

de

nt

Re

ad

ing

.

Ho

me

wo

rk

Stu

de

nts

fin

d a

n a

pp

rop

ria

te t

ext

to

re

ad

fo

r A

IR.

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Co

mm

on

Co

re

Le

arn

ing

Sta

nd

ar

ds

To

ol

Na

me

:

CC

S S

tan

da

rds:

Re

ad

ing

—Li

tera

ture

I

kn

ow

wh

at

this

is

ask

ing

an

d I

ca

n d

o t

his

.

Th

is s

tan

da

rd h

as

fam

ilia

r

lan

gu

ag

e,

bu

t I

ha

ve

n’t

ma

ste

red

it.

I a

m n

ot

fam

ilia

r w

ith

th

is

sta

nd

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.

RL.

9-1

0.1

C

ite

str

on

g a

nd

th

oro

ug

h t

ex

tua

l

ev

ide

nce

to

su

pp

ort

an

aly

sis

of

wh

at

the

te

xt

say

s e

xp

lici

tly

as

we

ll a

s

infe

ren

ces

dra

wn

fro

m t

he

te

xt.

RL.

9-1

0.2

D

ete

rmin

e a

th

em

e o

r ce

ntr

al

ide

a o

f

a t

ex

t a

nd

an

aly

ze i

n d

eta

il i

ts

de

ve

lop

me

nt

ov

er

the

co

urs

e o

f th

e

tex

t, i

ncl

ud

ing

ho

w i

t e

me

rge

s a

nd

is

sha

pe

d a

nd

re

fin

ed

by

sp

eci

fic

de

tail

s;

pro

vid

e a

n o

bje

ctiv

e s

um

ma

ry o

f th

e

tex

t.

RL.

9-1

0.3

A

na

lyze

ho

w c

om

ple

x c

ha

ract

ers

(e

.g.,

tho

se w

ith

mu

ltip

le o

r co

nfl

icti

ng

mo

tiv

ati

on

s) d

ev

elo

p o

ve

r th

e c

ou

rse

of

a t

ex

t, i

nte

ract

wit

h o

the

r

cha

ract

ers

, a

nd

ad

va

nce

th

e p

lot

or

de

ve

lop

th

e t

he

me

.

68

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RL.

9-1

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D

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he

me

an

ing

of

wo

rds

an

d

ph

rase

s a

s th

ey

are

use

d i

n t

he

te

xt,

incl

ud

ing

fig

ura

tiv

e a

nd

co

nn

ota

tiv

e

me

an

ing

s; a

na

lyze

th

e c

um

ula

tiv

e

imp

act

of

spe

cifi

c w

ord

ch

oic

es

on

me

an

ing

an

d t

on

e (

e.g

., h

ow

th

e

lan

gu

ag

e e

vo

ke

s a

se

nse

of

tim

e a

nd

pla

ce;

ho

w i

t se

ts a

fo

rma

l o

r in

form

al

ton

e).

CC

S S

tan

da

rds:

Wri

tin

g

I k

no

w w

ha

t th

is i

s a

skin

g

an

d I

ca

n d

o t

his

.

Th

is s

tan

da

rd h

as

fam

ilia

r

lan

gu

ag

e,

bu

t I

ha

ve

n’t

ma

ste

red

it.

I a

m n

ot

fam

ilia

r w

ith

th

is

sta

nd

ard

.

W.9

-10

.2

Wri

te i

nfo

rma

tiv

e/e

xp

lan

ato

ry t

ex

ts

to e

xa

min

e a

nd

co

nv

ey

co

mp

lex

id

ea

s,

con

cep

ts,

an

d i

nfo

rma

tio

n c

lea

rly

an

d

acc

ura

tely

th

rou

gh

th

e e

ffe

ctiv

e

sele

ctio

n,

org

an

iza

tio

n,

an

d a

na

lysi

s o

f

con

ten

t.

W.9

-10

.4

Pro

du

ce c

lea

r a

nd

co

he

ren

t w

riti

ng

in

wh

ich

th

e d

ev

elo

pm

en

t, o

rga

niz

ati

on

,

an

d s

tyle

are

ap

pro

pri

ate

to

ta

sk,

pu

rpo

se,

an

d a

ud

ien

ce.

W.9

-10

.5

De

ve

lop

an

d s

tre

ng

the

n w

riti

ng

as

ne

ed

ed

by

pla

nn

ing

, re

vis

ing

, e

dit

ing

,

rew

riti

ng

, o

r tr

yin

g a

ne

w a

pp

roa

ch.

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W.9

-10

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D

raw

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fro

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ite

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info

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xts

to

su

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sis,

re

fle

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n,

an

d r

ese

arc

h.

Ap

ply

gra

de

s 9–

10

Re

ad

ing

sta

nd

ard

s to

lit

era

ture

(e

.g.,

“A

na

lyze

ho

w a

n a

uth

or

dra

ws

on

an

d

tra

nsf

orm

s so

urc

e m

ate

ria

l in

a

spe

cifi

c w

ork

[e

.g.,

ho

w S

ha

ke

spe

are

tre

ats

a t

he

me

or

top

ic f

rom

Ov

id o

r

the

Bib

le o

r h

ow

a l

ate

r a

uth

or

dra

ws

on

a p

lay

by

Sh

ak

esp

ea

re]”

).

CC

S S

tan

da

rds:

Sp

ea

kin

g &

Lis

ten

ing

I

kn

ow

wh

at

this

is

ask

ing

an

d I

ca

n d

o t

his

.

Th

is s

tan

da

rd h

as

fam

ilia

r

lan

gu

ag

e,

bu

t I

ha

ve

n’t

ma

ste

red

it.

I a

m n

ot

fam

ilia

r w

ith

th

is

sta

nd

ard

.

SL.

9-1

0.1

b

Wo

rk w

ith

pe

ers

to

se

t ru

les

for

coll

eg

ial

dis

cuss

ion

s a

nd

de

cisi

on

-

ma

kin

g (

e.g

., i

nfo

rma

l co

nse

nsu

s,

tak

ing

vo

tes

on

ke

y i

ssu

es,

pre

sen

tati

on

of

alt

ern

ate

vie

ws)

, cl

ea

r

go

als

an

d d

ea

dli

ne

s, a

nd

in

div

idu

al

role

s a

s n

ee

de

d.

SL.

9-1

0.1

c P

rop

el

con

ve

rsa

tio

ns

by

po

sin

g a

nd

resp

on

din

g t

o q

ue

stio

ns

tha

t re

late

the

cu

rre

nt

dis

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ion

to

bro

ad

er

the

me

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r la

rge

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ea

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ctiv

ely

inco

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rate

oth

ers

in

to t

he

dis

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ion

;

an

d c

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fy,

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all

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clu

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SL.

9-1

0.1

d

Re

spo

nd

th

ou

gh

tfu

lly

to

div

ers

e

pe

rsp

ect

ive

s, s

um

ma

rize

po

ints

of

ag

ree

me

nt

an

d d

isa

gre

em

en

t, a

nd

,

wh

en

wa

rra

nte

d,

qu

ali

fy o

r ju

stif

y

the

ir o

wn

vie

ws

an

d u

nd

ers

tan

din

g

an

d m

ak

e n

ew

co

nn

ect

ion

s in

lig

ht

of

the

ev

ide

nce

an

d r

ea

son

ing

pre

sen

ted

.

71






1

9.1.1 Lesson 4

Introduction

Lesson 4 returns to the skill of close reading introduced in Lesson 1. A main focus of this lesson is for

students to uncover connections between the Stage 1 epigraph and the Stage 1 narrative. Students will

begin this lesson by close reading, from, “‘Ay caramba,’ Sister Maria de la Guardia…” to “Neither did

they” (p. 226–227). Students will participate in an evidence-based discussion using text-dependent

questions (TDQs). Prior to this lesson, students have been building their skills to respond to these

questions using specific evidence from the text. In this lesson students will annotate by boxing

unfamiliar words, starring important ideas, and writing their thinking in the margins or on self-stick

notes.

Students continue to determine word meaning through context, with a particular focus on words that

develop character. Student knowledge of these words will be assessed through a Quick Write at the

conclusion of this lesson. For homework, students will continue to read their Accountable Independent

Reading (AIR) texts and will complete a vocabulary extension homework activity.

Standards

Assessment

Assessment(s)

The assessment of this lesson is a Quick Write, which allows students to show how specific vocabulary

from the text reflects the text’s essential ideas.

· Explain why the girls’ parents accepted the nuns’ offer. Use the words ostracized and purgatory in

your response to show specifically how these words reflect essential ideas of the text.


RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including





RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says


SL.9-10.1c

Propel conversations by posing and responding to questions that relate the current



73






2


High Performance Responses may include the following details:

· For the parents, the nun’s offer couldn’t be refused. In the caves, on the outskirts of the woods, the

children will never belong to the wolf or the human culture. The werewolf parents experience

ostracism by the farmers after they eat “silled fruit pies and terrorized the heifers,” and are

shunned by the wolves for having human children. The nuns offer the children a chance at a better

life and the promise of being “naturalized citizens of human society.” The hope is for the children

to no longer live in the purgatory their parents are in, which is between being a real wolf and being

human.

Vocabulary


· heifer (n.) – a young female cow


· 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



· Standards: RL.9-10.1, RL.9-10.4, SL.9-10.1c

· Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 226–227)

• Introduction of Lesson Agenda

• Homework Accountability

• Close Reading

• Reading Reflection

• Quick Write

• Closing

5%

5%

50%

15%

20%

5%

74






3

Materials

• None.

75

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Less

on

Te

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Act

ion

s S

tud

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Inst

ruct

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No

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sup

po

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co

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mis

un

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5%

In

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ev

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the

sta

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: R

L.9

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.1,

RL.

9-

10

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SL.

9-1

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c. T

ell

stu

de

nts

th

ey

wil

l

con

tin

ue

to

wo

rk o

n r

ea

din

g c

lose

ly.

To

da

y,

the

y w

ill

focu

s th

eir

re

ad

ing

an

d d

iscu

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n

on

an

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zin

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an

d d

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nin

g i

mp

ort

an

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cab

ula

ry f

rom

co

nte

xt.

Exp

lain

to

stu

de

nts

tha

t th

ey

wil

l h

ave

mu

ltip

le o

pp

ort

un

itie

s to

pra

ctic

e t

he

se s

tan

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rds.

Stu

de

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lo

ok

at

the

ag

en

da

.

5%

H

om

ew

ork

Acc

ou

nta

bil

ity

C

he

ck i

n w

ith

stu

de

nts

ab

ou

t th

eir

AIR

te

xt.

Te

ll s

tud

en

ts t

he

y w

ill

be

gin

dis

cuss

ing

th

eir

rea

din

g i

n c

lass

in

Le

sso

n 6

.

Stu

de

nts

lis

ten

.

50

%

Clo

se R

ea

din

g

A

s a

wh

ole

cla

ss,

rev

iew

th

e p

ara

gra

ph

th

at

be

gin

s w

ith

“A

t fi

rst,

ou

r p

ack

wa

s a

ll h

air

an

d s

na

rl a

nd

flo

or -

thu

mp

ing

jo

y”(

p.

22

5)

by

ask

ing

stu

de

nts

th

e f

ollo

win

g q

ue

stio

ns:

1.

Ho

w a

re t

he

gir

ls a

ctin

g i

n t

his

pa

rag

rap

h?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

1.

Th

ey

are

te

ari

ng

th

rou

gh

St

Lucy

’s

wit

h j

oy

an

d e

xcit

em

en

t. T

he

y a

re

ove

rtu

rnin

g d

ress

er

dra

we

rs a

nd

go

ing

th

rou

gh

th

e S

tag

e 3

gir

ls’

un

de

rwe

ar.

Th

ey

are

ju

mp

ing

an

d

mo

vin

g a

ll o

ver.

Th

ey

are

uri

na

tin

g

Wh

en

ask

ing

a s

eri

es

of

text

-

de

pe

nd

en

t q

ue

stio

ns

in a

wh

ole

-

cla

ss s

ett

ing

, it

is

imp

ort

an

t to

all

ow

wa

it t

ime

fo

r st

ud

en

t re

spo

nse

s.

Pro

mp

t st

ud

en

ts t

o p

rov

ide

te

xt-

ba

sed

ev

ide

nce

to

su

pp

ort

th

eir

an

swe

rs.

76

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2.

Wh

at

are

th

ey

fo

rge

ttin

g?

ev

ery

wh

ere

be

cau

se t

he

y n

ee

d t

o

rem

ed

y S

t. L

ucy

’s f

ore

ign

sm

ell

.

2.

Th

ey

are

fo

rge

ttin

g t

he

ca

uti

on

s o

f

the

ir m

oth

ers

an

d f

ath

ers

ab

ou

t

ne

ed

ing

to

re

ma

in c

ivil

ize

d a

nd

la

dy

-

lik

e.

Th

eir

act

ion

s p

rove

th

ey

ha

ve

forg

ott

en

th

ese

pro

mis

es

the

y m

ad

e

to t

he

ir p

are

nts

.

R

ein

tro

du

ce c

lose

re

ad

ing

to

th

e s

tud

en

ts:

Stu

de

nts

ha

ve e

xpe

rie

nce

d t

he

te

xt i

n i

ts

en

tire

ty a

nd

wil

l no

w e

ng

ag

e i

n c

lose

re

ad

ing

to a

na

lyze

th

e t

ext

mo

re d

ee

ply

. R

ere

ad

ing

the

te

xt i

n s

ma

ller

po

rtio

ns

wil

l h

elp

stu

de

nts

ga

in n

ew

un

de

rsta

nd

ing

by

she

dd

ing

lig

ht

on

the

de

tail

s a

nd

nu

an

ces

of

the

te

x t.

Stu

de

nts

lis

ten

.

Inst

ruct

stu

de

nts

to

fo

rm p

air

s w

ith

an

oth

er

stu

de

nt

an

d r

ea

d f

rom

“‘ A

y c

ara

mb

a,’

Sis

ter

Ma

ria

de

la

Gu

ard

ia s

igh

ed

…”

to “

Ou

r

mo

the

rs a

nd

fa

the

rs w

ere

we

rew

olv

es”

(p

.

22

6).

Inst

ruct

stu

de

nts

to

dra

w a

bo

x a

rou

nd

an

y

un

fam

ilia

r w

ord

s th

ey

en

cou

nte

r.

Stu

de

nts

re

ad

th

e t

ext

in

pa

irs

an

d b

ox

an

y

un

fam

ilia

r w

ord

s o

n t

he

ir o

wn

co

py

of

the

text

.

Co

nsi

de

r m

od

eli

ng

th

ese

an

no

tati

on

s w

ith

an

in

tera

ctiv

e

wh

ite

bo

ard

or

do

cum

en

t ca

me

ra.

(Exp

lici

t in

stru

ctio

n o

f a

nn

ota

tio

n

wil

l b

e t

au

gh

t in

Le

sso

n 5

.)

Ask

pa

irs

to i

de

nti

fy a

ny

wo

rds

the

y b

oxe

d i

n

this

se

ctio

n o

f te

xt.

Stu

de

nt

pa

irs

vo

lun

tee

r w

ord

s th

at

are

ne

w o

r u

nfa

mil

iar

to t

he

m.

Sta

nd

ard

RL.

9-1

0.4

ask

s st

ud

en

ts t

o

de

term

ine

wo

rd m

ea

nin

g f

or

con

text

. W

he

ne

ve

r p

oss

ible

, h

ave

stu

de

nts

de

term

ine

th

e w

ord

usi

ng

con

text

ua

l a

na

lysi

s.

An

y n

ew

wo

rd m

ea

nin

gs

sho

uld

be

wri

tte

n o

n t

he

te

xt o

r a

se

lf-s

tick

77

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.1 L

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om

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ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

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. T

his

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no

te.

Ask

th

e f

ollo

win

g T

DQ

s to

exp

lore

un

fam

ilia

r

vo

cab

ula

ry:

3.

Ho

w a

re t

he

gir

ls i

n C

op

aca

ba

na

dif

fere

nt

fro

m t

ho

se a

t S

t. L

ucy

’s,

an

d

ho

w d

o y

ou

kn

ow

?

4.

Wh

at

ph

rase

s o

r d

esc

rip

tio

ns

he

lp y

ou

de

term

ine

wh

at

lan

gu

id m

ea

ns

in t

his

con

text

? W

ha

t d

oe

s th

e w

ord

me

an

?

5.

Wh

at

cou

ld b

arb

ari

da

d m

ea

n a

nd

ho

w

do

yo

u k

no

w?

6.

Wh

at

do

sin

ew

y a

nd

hir

sute

ha

ve

to

do

wit

h i

n t

his

co

nte

xt a

nd

ho

w d

o y

ou

kn

ow

?

7.

Th

ink

ing

ba

ck t

o t

he

wo

rd w

ork

do

ne

in

the

fir

st l

ess

on

, w

he

re w

e a

na

lyze

d t

he

firs

t p

ara

gra

ph

, b

eg

inn

ing

wit

h “

At

firs

t,

ou

r p

ack

wa

s a

ll h

air

an

d s

na

rl a

nd

…,”

ho

w d

o t

he

gir

ls f

urt

he

r sh

ow

th

ey

are

ne

ith

er

cou

th n

or

ke

mp

t?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

3.

Th

e g

irls

are

no

t n

ea

rly

as

row

dy

an

d

un

refi

ne

d a

s th

e g

irls

at

St.

Lu

cy’s

.

Th

ey

se

em

ca

lm.

Th

e t

ext

de

scri

be

s

the

Co

pa

cab

an

a g

irls

as

fat

an

d

wil

lin

g t

o e

at

ou

t o

f yo

ur

ha

nd

.

4.

Th

e o

the

r g

irls

are

ca

lle

d “

fat”

an

d

are

ge

ntl

e e

no

ug

h t

o e

at

ou

t o

f a

pe

rso

n’s

ha

nd

; th

ere

fore

, la

ng

uid

me

an

s "r

ela

xed

" o

r "c

alm

" in

th

is

con

text

.

5.

Ba

rba

rid

ad

me

an

s "b

arb

ari

ty"

in

Sp

an

ish

. T

he

St.

Lu

cy’s

gir

ls a

re r

ow

dy

an

d u

nci

vil

ize

d.

Th

ey

are

wil

d a

nd

run

nin

g a

rou

nd

ev

ery

wh

ere

. T

he

y

see

m b

arb

ari

c, e

spe

cia

lly

co

mp

are

d

to o

the

r g

irls

.

6.

Sin

ew

y a

nd

hir

sute

re

fer

to t

he

sh

ap

e

of

the

gir

ls a

nd

th

eir

re

lati

ve

ha

irin

ess

.

7.

Th

e g

irls

sh

ow

th

ey

are

un

civ

iliz

ed

an

d u

nla

dy

lik

e b

eca

use

th

ey

are

bit

ing

th

e n

un

s.

If s

tud

en

ts a

re s

tuck

on

th

e q

ue

stio

n

reg

ard

ing

ba

rba

rid

ad

, sh

are

wit

h

the

m t

ha

t b

arb

ari

da

d i

s a

Sp

an

ish

wo

rd t

ha

t tr

an

sla

tes

to t

he

En

gli

sh

wo

rd b

arb

ari

ty.

If s

tud

en

ts d

o n

ot

rem

em

be

r th

e

wo

rd m

ea

nin

gs

of

cou

th a

nd

ke

mp

t,

po

int

the

m b

ack

to

pa

ge

22

5 i

n t

he

ir

text

s w

he

re t

he

y w

rote

th

e w

ord

me

an

ing

s n

ext

to

th

e w

ord

s.

Inst

ruct

stu

de

nts

to

re

rea

d t

he

se

ctio

n,

“‘A

y

cara

mb

a,’

Sis

ter

Ma

ria

de

la

Gu

ard

ia s

igh

ed

.”

Stu

de

nts

re

rea

d t

his

se

ctio

n o

f te

xt a

nd

sta

r a

ny

info

rma

tio

n t

ha

t te

lls

the

m a

bo

ut

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. T

his

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7

an

d e

nd

be

fore

“O

ur

mo

the

rs a

nd

fa

the

rs

we

re w

ere

wo

lve

s” (

pp

. 2

26

–2

27

). T

ell

stu

de

nts

to

id

en

tify

se

ctio

ns

(wo

rds,

ph

rase

s,

an

d s

en

ten

ces)

in

th

e t

ext

th

at

sup

po

rt t

he

de

scri

pti

on

of

Sta

ge

1 i

n t

he

ep

igra

ph

.

Inst

ruct

stu

de

nts

to

ma

rk t

he

se p

iece

s o

f te

xt

wit

h a

sm

all

sta

r.

Sta

ge

1.

Wh

en

stu

de

nts

are

fin

ish

ed

, d

ire

ct t

he

m t

o

en

ga

ge

in

a T

urn

-an

d-T

alk

ab

ou

t th

e

ev

ide

nce

fo

un

d.

Inst

ruct

stu

de

nts

to

fo

cus

on

SL

9-1

0.1

c fo

r th

is d

iscu

ssio

n b

y a

ctiv

ely

ask

ing

qu

est

ion

s a

bo

ut

the

ir p

art

ne

r’s

resp

on

ses.

Cir

cula

te a

rou

nd

th

e r

oo

m t

o

en

sure

stu

de

nts

are

re

ferr

ing

to

th

e t

ext

in

the

ir c

on

vers

ati

on

s. W

he

n s

tud

en

ts a

re

rea

dy

, h

av

e t

he

m s

ha

re o

ut

on

e p

iece

of

ev

ide

nce

wit

h t

he

wh

ole

gro

up

.

Stu

de

nts

pa

rtic

ipa

te i

n a

Tu

rn-a

nd

-Ta

lk

wit

h a

pa

rtn

er.

Stu

de

nt

resp

on

ses

ma

y

incl

ud

e t

he

fo

llo

win

g:

·“W

e w

en

t k

nu

ckli

ng

alo

ng

th

e w

oo

de

n

flo

or

on

ca

llo

use

d p

ad

s o

f o

ur

fist

s”

de

scri

be

s S

tag

e 1

be

cau

se t

he

gir

ls

con

tin

ue

to

wa

lk l

ike

wo

lve

s.

· C

lau

de

tte

’s b

itin

g o

f th

e n

un

sh

ow

s

tha

t th

e n

arr

ato

r h

as

no

t a

da

pte

d t

o

the

ne

w e

nv

iro

nm

en

t, a

nd

it’

s st

ill

ne

w a

nd

un

fam

ilia

r to

he

r.

Tu

rn-a

nd

-Ta

lk e

nco

ura

ge

s cl

ass

dis

cuss

ion

an

d p

art

icip

ati

on

of

all

stu

de

nts

. B

efo

re p

roce

ed

ing

wit

h

the

act

ivit

y,

est

ab

lish

pa

rtn

ers

. T

he

stu

de

nt

wh

o l

iste

ns

wil

l b

e e

xpe

cte

d

to r

ep

ort

wh

at

he

or

she

he

ard

.

Co

nsi

de

r u

sin

g a

ny

te

chn

iqu

es

tha

t

are

sim

ila

r to

a T

urn

-an

d-T

alk

th

at

req

uir

e a

ctiv

e i

nvo

lve

me

nt

by

stu

de

nts

.

So

me

stu

de

nts

ma

y b

en

efi

t fr

om

Lan

gu

ag

e F

ram

e O

pti

on

s to

re

min

d

the

m t

o u

se e

vid

en

ce f

rom

th

e t

ext

:

·T

he

qu

ote

__

__

__

_ t

ea

che

s m

e

ab

ou

t _

__

__

__

_ b

eca

use

…

·T

he

te

xt _

__

__

__

_ c

on

ne

cts

to

the

Sta

ge

1 e

pig

rap

h b

eca

use

…

Bri

ng

stu

de

nts

ba

ck t

og

eth

er

as

a w

ho

le c

lass

an

d a

sk t

he

fo

llow

ing

TD

Qs

ab

ou

t th

e s

ect

ion

tha

t b

eg

ins

wit

h “

‘Ay c

ara

mb

a,’

Sis

ter

Ma

ria

de

la

Gu

ard

ia s

igh

ed

” a

nd

en

ds

be

fore

th

e

pa

rag

rap

h t

ha

t b

eg

ins

wit

h “

Ou

r m

oth

ers

an

d f

ath

ers

we

re w

ere

wo

lve

s” (

pp

. 2

26

–

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

Pro

vid

e w

ait

tim

e b

etw

ee

n

qu

est

ion

s a

nd

ma

ke

su

re s

tud

en

ts

un

de

rsta

nd

th

e a

nsw

ers

be

fore

mo

vin

g o

n t

o t

he

ne

xt q

ue

stio

ns

in

the

se

qu

en

ce.

Pro

mp

t st

ud

en

ts t

o

79

NY

S C

om

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n C

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Use

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3

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3 P

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. T

his

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8

22

7).

Re

min

d s

tud

en

ts a

ga

in t

o a

sk q

ue

stio

ns

of

pe

ers

as

the

y d

iscu

ss.

8.

Wh

y d

oe

s S

iste

r Jo

sep

hin

e u

se t

he

wo

rd

ba

ckw

oo

ds?

9.

Wh

at

do

es

the

ph

rase

, “w

e w

en

t

kn

uck

lin

g a

lon

g”

rev

ea

l a

bo

ut

the

gir

ls?

10

.F

rom

th

e n

arr

ato

r’s

po

int

of

vie

w,

wh

at

is S

tag

e 1

re

ally

lik

e?

8.

Th

is g

rou

p o

f g

irls

at

St.

Lu

cy’s

is

less

civ

iliz

ed

or

refi

ne

d t

ha

n g

irls

at

oth

er

sch

oo

ls w

ho

are

in

sim

ila

r

circ

um

sta

nce

s. T

he

refo

re,

the

gir

ls

ma

y n

ee

d t

o u

nd

erg

o a

lo

ng

er

rea

dju

stm

en

t p

eri

od

to

th

is c

ult

ure

,

as

ind

ica

ted

by

Sis

ter

Jose

ph

ine

say

ing

th

e n

un

s m

ust

be

pa

tie

nt

wit

h

the

gir

ls.

9.

Th

e g

irls

sti

ll a

re w

olf

-lik

e in

ma

ny

wa

ys;

th

ey

are

no

t cu

ltu

red

an

d t

he

y

do

no

t a

ct l

ike

hu

ma

ns.

10

.T

he

ep

igra

ph

sa

id t

ha

t th

is p

eri

od

wo

uld

be

fu

n,

bu

t it

se

em

s to

be

a

tim

e w

he

n t

he

nu

ns

are

dis

ap

po

inte

d

in t

he

gir

ls’

act

ion

s. T

he

na

rra

tor

see

ms

to u

nd

ers

tan

d t

ha

t th

is g

rou

p

of

gir

ls i

s d

iffe

ren

t th

an

oth

ers

th

e

nu

ns

ha

ve

en

cou

nte

red

.

pro

vid

e t

ext

-ba

sed

ev

ide

nce

.

Ha

ve

stu

de

nts

clo

se r

ea

d w

ith

a p

art

ne

r th

e

pa

rag

rap

h t

ha

t b

eg

ins

wit

h “

Ou

r m

oth

ers

an

d f

ath

ers

we

re w

ere

wo

lve

s,”

ag

ain

bo

xin

g

an

y w

ord

s th

ey

fin

d n

ew

or

un

fam

ilia

r (p

.

22

9).

Aft

er

rea

din

g,

stu

de

nt

pa

rtn

ers

wil

l

wri

te t

he

ir u

nd

ers

tan

din

g o

f th

is p

ara

gra

ph

on

a s

elf

-sti

ck n

ote

.

Stu

de

nts

wil

l re

ad

, b

ox

ne

w o

r u

nfa

mil

iar

wo

rds ,

an

d w

rite

th

eir

in

itia

l

un

de

rsta

nd

ing

of

the

te

xt o

n a

se

lf-s

tick

no

te.

Loo

k f

or

stu

de

nts

to

no

te t

ha

t th

e p

are

nts

are

we

rew

olv

es,

bu

t th

e g

irls

are

hu

ma

n—

the

co

nd

itio

n s

kip

pe

d a

ge

ne

rati

on

. T

he

nu

ns

cam

e t

o g

ive

th

e g

irls

a c

ult

ure

th

ey

wo

uld

no

t h

av

e r

ece

ive

d f

rom

th

eir

Th

is p

ara

gra

ph

ca

n b

e b

roke

n i

nto

two

pa

rts

to e

nsu

re c

om

pre

he

nsi

on

.

Fo

r st

rug

gli

ng

re

ad

ers

, th

e

pa

rag

rap

h c

an

be

sp

lit

be

fore

th

e

sen

ten

ce b

eg

inn

ing

wit

h “

Ou

r

pa

ren

ts.”

80

NY

S C

om

mo

n C

ore

ELA

& L

ite

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Cu

rric

ulu

m

D R

A F

T

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• U

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sso

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e:

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.1 L

ess

on

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: 8

/31

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om

Use

: S

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ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

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d u

nd

er

a

Cre

ati

ve

Co

mm

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ttri

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-nc-

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9

pa

ren

ts.

Ask

stu

de

nt

pa

rtn

ers

fo

r a

ny

ne

w o

r

un

fam

ilia

r w

ord

s fr

om

th

is s

ect

ion

of

text

.

Ha

ve

stu

de

nt

pa

rtn

ers

vo

lun

tee

r n

ew

or

un

fam

ilia

r w

ord

s.

In a

wh

ole

cla

ss d

iscu

ssio

n,

ask

th

e f

oll

ow

ing

TD

Qs

to f

am

ilia

rize

stu

de

nts

wit

h im

po

rta

nt

vo

cab

ula

ry:

11

.W

ho

is

ost

raci

zed

in

th

e t

ext

an

d h

ow

do

yo

u k

no

w?

12

.W

hy

do

th

e f

arm

ers

ost

raci

ze t

he

pa

ren

ts?

13

.W

hy

do

th

e p

are

nts

ost

raci

ze t

he

loca

l

wo

lve

s?

14

.F

rom

th

ese

clu

es,

wh

at

do

es

ost

rac i

zed

me

an

?

15

.W

he

re i

s th

e w

ere

wo

lve

s’ p

urg

ato

ry?

16

.W

ha

t a

re t

he

qu

ali

tie

s o

f th

is p

lace

?

17

.W

ha

t is

th

e w

ord

me

an

ing

of

pu

rga

tory

in t

his

co

nte

xt?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

11

.T

he

pa

ren

ts a

re o

stra

cize

d b

eca

use

bo

th t

he

fa

rme

rs a

nd

th

e lo

cal

wo

lve

s p

ush

th

em

ou

t. T

he

te

xt a

lso

say

s th

e p

are

nts

liv

e a

n “

ou

tsid

er’

s

exi

ste

nce

.”

12

.T

he

pa

ren

ts e

at

the

ir p

ies

an

d s

care

the

ir c

ow

s (h

eif

ers

).

13

.T

he

y a

re p

hy

sica

lly

dif

fere

nt

(th

um

bs)

; th

ey

ha

ve

hu

ma

n e

mo

tio

ns

(re

gre

ts),

an

d h

um

an

ch

ild

ren

.

14

.O

stra

cize

d m

ea

ns

"to

be

pu

she

d o

ut

of

a p

lace

or

no

t a

cce

pte

d b

y a

gro

up

."

15

.T

he

we

rew

olv

es’

pu

rga

tory

is

wh

ere

the

y a

re s

et

ap

art

fro

m t

he

oth

er

wo

lve

s a

nd

hu

ma

ns.

16

.It

se

em

s to

be

a p

lace

th

at

no

on

e

wa

nts

to

be

an

d i

t se

em

s p

rett

y

terr

ible

sin

ce t

he

we

rew

olv

es

ha

ve

be

en

pu

she

d o

ut

of

oth

er

pla

ces

to

liv

e.

17

.P

urg

ato

ry i

s "a

pla

ce i

n t

he

mid

dle

."

He

re,

it i

s b

etw

ee

n p

ure

bre

d w

olv

es

It i

s im

po

rta

nt

to l

et

stu

de

nts

resp

on

d t

o t

he

se T

DQ

s to

de

term

ine

the

me

an

i ng

of

ost

raci

zed

an

d

pu

rga

tory

as

use

d i

n t

he

te

xt.

Pro

vid

e s

tud

en

ts w

ith

th

e d

efi

nit

ion

of

he

ife

r if

th

ey

are

str

ug

gli

ng

wit

h

me

an

ing

.

So

me

stu

de

nts

ma

y u

nd

ers

tan

d t

he

wo

rd p

urg

ato

ry f

rom

pre

vio

us

exp

eri

en

ces.

It

is im

po

rta

nt

to u

se

this

ba

ckg

rou

nd

kn

ow

led

ge

to

un

de

rsta

nd

ho

w i

t is

be

ing

use

d t

o

de

scri

be

th

e w

ere

wo

lve

s’ p

lig

ht.

81

NY

S C

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n C

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& L

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• U

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/31

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Use

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ing

9/2

01

3

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

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rk is

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d u

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er

a

Cre

ati

ve

Co

mm

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ses/

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-nc-

sa/3

.0/

10

18

.W

hy

do

es

Ru

sse

ll s

ay

th

at

the

pa

ck

gre

w u

p i

n a

“p

urg

ato

ry”?

an

d h

um

an

s.

18

.T

he

we

rew

olv

es

are

pu

she

d o

ut

of

bo

th g

rou

ps

an

d s

o a

re l

ivin

g “

in

be

twe

en

.”

Ask

stu

de

nt

pa

rtn

ers

to

en

ga

ge

in

a T

urn

-

an

d-T

alk

ab

ou

t th

e f

ollo

win

g T

DQ

s a

bo

ut

the

pa

rag

rap

h t

ha

t b

eg

ins

wit

h “

Ou

r m

oth

ers

an

d f

ath

ers

we

re w

ere

wo

lve

s”:

19

.W

ha

t im

po

rta

nt

info

rma

tio

n d

o w

e

lea

rn a

bo

ut

the

gir

ls a

nd

th

eir

pa

ren

ts i

n

this

pa

rag

rap

h?

20

. H

ow

wil

l th

e g

irls

be

bil

ing

ua

l, a

nd

wh

at

do

es

the

wo

rd b

ilin

gu

al

me

an

in

this

co

nte

xt?

21

.W

ha

t o

ffe

r d

id t

he

nu

ns

ma

ke

to

th

e

pa

ren

ts?

Ho

w d

o y

ou

kn

ow

?

22

.W

hy

is

St.

Lu

cy’s

cu

ltu

re b

ett

er?

Fa

cili

tate

a d

iscu

ssio

n o

f st

ud

en

t re

spo

nse

s.

Stu

de

nt

pa

rtn

ers

pa

rtic

ipa

te i

n a

Tu

rn-

an

d-T

alk

ab

ou

t th

e T

DQ

’s.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

19

.T

he

gir

ls’

pa

ren

ts a

re w

ere

wo

lve

s,

bu

t th

e g

irls

are

no

t b

eca

use

th

e

con

dit

ion

sk

ips

a g

en

era

tio

n.

20

.T

he

gir

ls w

ill

lea

rn t

o “

spe

ak

” th

e

cult

ure

of

we

rew

olf

an

d h

um

an

be

cau

se t

he

nu

ns

wil

l te

ach

th

em

ab

ou

t h

um

an

so

cie

ty.

Bil

ing

ua

l

me

an

s to

be

ab

le t

o s

pe

ak

tw

o

lan

gu

ag

es.

21

.T

he

nu

ns

off

ere

d t

o t

ake

th

e c

hil

dre

n

aw

ay

fro

m t

he

pu

rga

tory

in

wh

ich

the

y w

ere

liv

ing

an

d t

o g

ive

th

em

an

ed

uca

tio

n i

n h

um

an

cu

ltu

re.

In t

he

text

, it

sa

ys

tha

t th

e n

un

s w

an

ted

to

let

the

m b

e p

art

of

“hu

ma

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oci

ety

.”

22

.S

t. L

ucy

’s c

ult

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wil

l b

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du

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um

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e n

un

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n r

em

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tory

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he

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gir

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r p

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d w

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es

no

r w

ere

wo

lve

s. T

he

ed

uca

tio

n

wo

uld

allo

w t

he

gir

ls t

o p

art

icip

ate

in

En

cou

rag

e s

tud

en

ts t

o u

se t

ext

ev

ide

nce

in

th

eir

re

spo

nse

s b

y

incl

ud

ing

th

e w

ord

be

cau

se i

n t

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ir

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swe

rs.

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ill

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stu

de

nts

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r sp

eci

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xt.

Ad

dit

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sca

ffo

ldin

g q

ue

stio

n:

Ho

w a

re t

he

gir

ls d

iffe

ren

t fr

om

the

ir p

are

nts

? (

Th

e g

irls

are

hu

ma

n

be

cau

se t

he

pa

ren

t’s

con

dit

ion

sk

ips

a g

en

era

tio

n.)

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rea

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up

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mo

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sid

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vo

cab

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xte

nsi

on

ho

me

wo

rk

act

ivit

y.

(Se

e b

elo

w.)

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me

wo

rk

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de

nts

wil

l re

ad

th

eir

AIR

te

xt.

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ca

bu

lar

y E

xte

nsi

on

Ac

tiv

ity

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lect

tw

o w

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s fr

om

th

e li

st b

elo

w a

nd

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e c

on

ne

ctio

ns

be

twe

en

th

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in "

St.

Lu

cy’s

Ho

me

fo

r G

irls

Ra

ise

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olv

es.

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rite

yo

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two

wo

rds

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d t

he

n e

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lin

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ord

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lot.

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ord

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ato

ry,

ost

raci

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d,

bil

ing

ua

l, b

arb

ari

ty (

ba

rba

rid

ad

), r

em

ed

ied

, cu

ltu

re,

lyca

nth

rop

ic

Ex

am

ple

s:

ba

rba

rity

ß (

CO

NN

EC

TIO

N:

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e g

irls

de

mo

nst

rate

ba

rba

rity

wh

en

th

ey

fir

st a

rriv

e a

t th

e h

om

e,

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e n

un

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av

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th

em

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zed

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en

th

e g

irls

liv

ed

wit

h t

he

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are

nts

th

ey

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re o

stra

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d b

y tw

o d

iffe

ren

t g

rou

ps,

bu

t b

y th

e t

ime

th

ey

are

fin

ish

ed

wit

h t

he

ir e

du

cati

on

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Lu

cy’s

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ey s

ho

uld

be

bil

ing

ua

l a

nd

ab

le t

o m

ov

e b

etw

ee

n t

he

we

rew

olf

an

d h

um

an

cu

ltu

re.)

à b

ilin

gu

al

bil

ing

ua

l ß

(C

ON

NE

CT

ION

: T

he

ed

uca

tio

n t

he

gir

ls r

ece

ive

sh

ou

ld m

ake

th

em

bil

ing

ua

l a

nd

all

ow

th

em

to

mo

ve b

etw

ee

n t

wo

cu

ltu

res.

) à

cult

ure

84






1

9.1.1 Lesson 15

Introduction

In this lesson, students will work on adding introductions and conclusions to the written response they

began in the previous lesson’s assessment and will revise the body of the piece based on their

introduction. This will continue to build some initial skill around the writing process they will develop

more fully later in the year.

The first part of this lesson focuses on establishing the qualities of effective introductions and

conclusions. Students will discuss key elements of introductions and conclusions. Students will practice

writing these by working with a partner and revising their assessment writing from Lesson 14: How

would the reader’s understanding of the story change without the descriptions of the different stages of

Lycanthropic Culture Shock? How do they reveal the story’s central idea? For homework, students will

continue their Accountable Independent Reading (AIR) text.

Standards

Assessment

Assessment(s)

The assessment in this lesson is a revision of the writing from the assessment in Lesson 14: How would

the reader’s understanding of the story change without the descriptions of the different stages of

Lycanthropic Culture Shock? How do they reveal the story’s central idea? Students will revise their



develop over the course of a text, interact with other characters, and advance the plot or

develop the theme.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. (Editing for conventions should demonstrate command of

Language standards 1–3 up to and including grades 9–10 referenced here.)


RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says


W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization, and

analysis of content.

85






2

written responses from this assessment to more effectively organize their ideas, and add an

introduction and conclusion.


High Performance Responses for introductions may include the following:

· Introducing the short story: “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell

· Restating the question to state a position: The reader’s understanding of the story changes without

the Stage descriptions because the stages reveal the development the characters must go through

to fully adapt to human culture. The stages determine whether the characters meet the adaptation

or fall short. Russell’s purpose in including the descriptions is to give background to what the

characters are going through at St. Lucy’s. The experiences of the characters would be more

muddled or confusing if the stage descriptions were not present.

· Include an overview of the big ideas/text analysis that will be fleshed out in the body paragraphs:

This will vary based on the position students choose.

High Performance Responses for conclusions may include the following:

• Rephrasing of the position stated in the introduction

• Review of the big ideas/text analysis presented in the body of the written response

Revisions of the body paragraphs will vary by individual student response but should include a revision

of textual evidence and analysis based on the organization developed in the introduction. (See Lesson

14 for High Performance Response information.)

Vocabulary


· None.


· [Instructional Note: Encourage students to use vocabulary in individual written responses. Students

will use vocabulary acquired in past lessons.]



• 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”



• Writing Introductions and Conclusions

• Assessment: Paired Writing

• Closing

5%

5%

45%

40%

5%

86






3

Materials

• Lesson 14 Writing Prompt (for display)

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

its location).

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ge

nts

Te

xt A

na

lysi

s R

ub

ric

in a

dva

nce

or

en

sure

stu

de

nts

alr

ea

dy

ha

ve

co

pie

s

of

it w

ith

th

em

.

Tra

nsi

tio

n s

tud

en

ts i

nto

ta

lkin

g a

bo

ut

intr

od

uct

ion

s a

nd

co

ncl

usi

on

s. D

istr

ibu

te t

he

NY

Re

ge

nts

Te

xt A

na

lysi

s R

ub

ric

or

ha

ve

stu

de

nts

ta

ke

it o

ut

if t

he

y h

av

e t

he

ir o

wn

cop

y.

Te

ll s

tud

en

ts t

ha

t a

s in

tro

du

ctio

ns

an

d

con

clu

sio

ns

are

dis

cuss

ed

, th

ey

ca

n u

se t

he

rub

ric

to h

elp

th

em

th

ink

ab

ou

t w

ha

t m

igh

t

ne

ed

to

be

in

clu

de

d i

n b

oth

in

tro

du

ctio

ns

Stu

de

nts

lis

ten

an

d l

oo

k a

t th

e N

Y R

eg

en

ts

Te

xt A

na

lysi

s R

ub

ric.

Dif

fere

nti

ati

on

Co

nsi

de

rati

on

:

De

pe

nd

ing

on

stu

de

nts

’ b

ack

gro

un

d

kn

ow

led

ge

re

ga

rdin

g w

riti

ng

intr

od

uct

ion

s a

nd

co

ncl

usi

on

s,

con

sid

er

ad

just

ing

th

e s

caff

old

ing

of

qu

est

ion

s a

nd

tim

e s

pe

nt

on

th

is

po

rtio

n o

f th

e le

sso

n.

88

NY

S C

om

mo

n C

ore

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& L

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T

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5

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.1 L

ess

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te:

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rtin

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/20

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ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

nd

er

a

Cre

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ve

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mm

on

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mm

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an

d c

on

clu

sio

ns.

Ask

stu

de

nts

th

e f

ollo

win

g q

ue

stio

ns

ab

ou

t

intr

od

uct

ion

s:

1.

Wh

at

is t

he

pu

rpo

se o

f a

n in

tro

du

ctio

n?

2.

Wh

at

sho

uld

yo

u w

rite

in

an

in

tro

du

ctio

n

wh

en

an

swe

rin

g a

qu

est

ion

ab

ou

t

lite

ratu

re?

3.

Wh

at

sho

uld

no

t b

e i

ncl

ud

ed

in

an

intr

od

uct

ion

?

4.

Wh

at

ad

dit

ion

al

info

rma

tio

n d

oe

s th

e

Te

xt A

na

lysi

s R

ub

ric

pro

vid

e a

bo

ut

wri

tin

g a

n i

ntr

od

uct

ion

?

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

1.

Th

e p

urp

ose

of

an

in

tro

du

ctio

n i

s to

intr

od

uce

th

e t

op

ic y

ou

are

wri

tin

g

ab

ou

t a

nd

to

pro

vid

e a

po

siti

on

or

the

sis

rela

ted

to

a g

ive

n p

rom

pt.

2.

In t

he

in

tro

du

ctio

n,

intr

od

uce

th

e t

ext

an

d t

he

au

tho

r. I

ncl

ud

e a

n a

nsw

er

to

the

pro

mp

t, w

hic

h i

s yo

ur

po

siti

on

,

an

d a

n o

verv

iew

of

the

id

ea

s yo

u w

ill

be

ad

dre

ssin

g a

sso

cia

ted

wit

h t

he

po

siti

on

. T

he

id

ea

s sh

ou

ld b

e l

og

ica

lly

org

an

ize

d.

3.

Do

no

t in

clu

de

ev

ery

te

xt e

xam

ple

or

pie

ce o

f e

vid

en

ce y

ou

wil

l be

wri

tin

g

ab

ou

t. A

vo

id f

irst

pe

rso

n,

“I t

hin

k.”

4.

Th

e i

ntr

od

uct

ion

sh

ou

ld r

esp

on

d t

o

the

ta

sk o

r p

rom

pt,

re

ma

in f

ocu

sed

on

the

te

xt,

pre

sen

t a

na

lysi

s o

f th

e t

ext

,

set

a f

orm

al t

on

e i

n t

erm

s o

f st

yle

an

d

lan

gu

ag

e,

an

d c

rea

te a

n o

rga

niz

ati

on

al

stru

ctu

re f

or

you

r e

ssa

y.

As

the

stu

de

nts

are

dis

cuss

ing

, w

rite

dis

cuss

ion

no

tes

so s

tud

en

ts c

an

“se

e”

an

d w

rite

do

wn

ke

y p

oin

ts

ab

ou

t in

tro

du

ctio

ns

an

d

con

clu

sio

ns.

Ask

stu

de

nts

th

e f

ollo

win

g q

ue

stio

ns

ab

ou

t

con

clu

sio

ns:

5.

Wh

at

is t

he

pu

rpo

se o

f a

co

ncl

usi

on

?

6.

Wh

at

sho

uld

yo

u w

rite

in

a c

on

clu

sio

n

wh

en

an

swe

rin

g a

qu

est

ion

ab

ou

t

lite

ratu

re?

Po

ssib

le s

tud

en

t re

spo

nse

s m

ay

in

clu

de

the

fo

llow

ing

:

5.

Th

e p

urp

ose

of

a c

on

clu

sio

n i

s to

bri

ng

clo

sure

to

yo

ur

wri

tin

g.

6.

Th

e c

on

clu

sio

n s

ho

uld

re

sta

te y

ou

r

po

siti

on

. It

sh

ou

ld r

ev

iew

th

e m

ain

ide

as

an

d t

ext

an

aly

sis

(in

ord

er)

th

at

Th

e p

urp

ose

of

the

co

ncl

usi

on

pa

rag

rap

h m

ay

shif

t in

fu

ture

un

its.

Th

is p

art

icu

lar

resp

on

se i

s a

n

an

aly

sis

of

a s

ing

le t

ext

wh

ere

as

in

sub

seq

ue

nt

un

its

an

d m

od

ule

s,

stu

de

nts

wil

l a

na

lyze

mu

ltip

le p

iece

s

of

text

in

on

e w

ritt

en

re

spo

nse

.

89

NY

S C

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7.

Wh

at

sho

uld

no

t b

e i

ncl

ud

ed

in

a

con

clu

sio

n?

sup

po

rte

d y

ou

r p

osi

tio

n.

7.

Th

e c

on

clu

sio

n s

ho

uld

no

t p

rov

ide

furt

he

r a

na

lysi

s o

f te

xt e

vid

en

ce t

ha

t

wa

s n

ot

pre

sen

t in

th

e b

od

y

pa

rag

rap

hs.

Th

e c

on

clu

sio

n s

ho

uld

no

t

ma

ke c

on

ne

ctio

ns

be

twe

en

th

e

wo

rld

/oth

er

text

s w

he

n w

riti

ng

ab

ou

t

a s

ing

le p

iece

of

lite

ratu

re.

40

%

Ass

ess

me

nt:

Pa

ire

d W

riti

ng

D

isp

lay

th

e L

ess

on

14

ass

ess

me

nt

pro

mp

t

ag

ain

an

d e

xpla

in t

o s

tud

en

ts t

ha

t th

ey

we

re

no

t re

qu

ire

d t

o w

rite

in

tro

du

ctio

ns

or

con

clu

sio

ns

for

this

pro

mp

t.

Stu

de

nts

exa

min

e t

he

Le

sso

n 1

4

ass

ess

me

nt

pro

mp

t.

Dis

pla

y t

he

Le

sso

n 1

4 p

rom

pt

on

cha

rt p

ap

er

or

the

bo

ard

: H

ow

wo

uld

th

e r

ea

de

r's

un

de

rsta

nd

ing

of

the

sto

ry c

ha

ng

e w

ith

ou

t th

e

de

scri

pti

on

s o

f th

e d

iffe

ren

t st

ag

es

of

Lyca

nth

rop

ic C

ult

ure

Sh

ock

?

Wh

at

wa

s R

uss

ell

's p

urp

ose

in

incl

ud

ing

th

ese

de

scri

pti

on

s? T

his

we

ll-d

ev

elo

pe

d r

esp

on

se s

ho

uld

incl

ud

e m

ult

iple

pie

ces

of

text

ua

l

ev

ide

nce

fro

m d

iffe

ren

t st

ag

es

of

de

ve

lop

me

nt.

Exp

lain

to

stu

de

nts

th

at

the

y w

ill

wri

te a

n

intr

od

uct

ion

an

d a

co

ncl

usi

on

fo

r th

e L

ess

on

14

ass

ess

me

nt

ba

sed

on

th

e c

om

po

ne

nts

ju

st

dis

cuss

ed

.

Stu

de

nts

lis

ten

.

Ha

ve

stu

de

nts

fo

rm p

air

s to

re

vis

e t

he

ir

Less

on

14

ass

ess

me

nt

resp

on

ses.

Stu

de

nts

mo

ve

in

to p

air

s a

nd

ta

ke

ou

t

the

ir L

ess

on

14

ass

ess

me

nt

resp

on

ses.

Pa

irs

ma

y b

e f

orm

ed

ah

ea

d o

f ti

me

to f

aci

lita

te t

ran

siti

on

s.

Pro

vid

e s

tud

en

t p

air

s e

no

ug

h t

ime

to

cre

ate

an

in

tro

du

ctio

n a

nd

a c

on

clu

sio

n f

or

the

Less

on

14

ass

ess

me

nt.

Th

e s

tud

en

ts c

an

Stu

de

nt

pa

irs

wri

te a

n i

ntr

od

uct

ion

an

d a

con

clu

sio

n f

or

the

Le

sso

n 1

4 a

sse

ssm

en

t.

90

NY

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ing

Gro

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wri

te t

he

in

tro

du

ctio

n a

nd

th

e c

on

clu

sio

n o

n

an

oth

er

pie

ce o

f p

ap

er.

Cir

cula

te a

nd

mo

nit

or

stu

de

nts

’ p

rog

ress

.

Loo

k f

or

spe

cifi

c w

ork

to

ha

ve

pa

irs

sha

re o

ut

tha

t e

xhib

its

qu

ali

tie

s o

f e

ffe

ctiv

e

intr

od

uct

ion

s a

nd

co

ncl

usi

on

s.

Stu

de

nts

co

nti

nu

e t

o w

rite

th

eir

intr

od

uct

ion

s a

nd

co

ncl

usi

on

s fo

r th

eir

ass

ess

me

nt.

Wh

ile

ob

serv

ing

stu

de

nts

' wo

rk,

con

sid

er

wri

tin

g d

ow

n t

he

pa

irs

an

d

the

wo

rk y

ou

wa

nt

the

m t

o d

iscu

ss.

Th

is w

ill e

na

ble

yo

u t

o g

uid

e w

hic

h

corr

ect

or

imp

ort

an

t in

form

ati

on

wil

l b

e s

ha

red

.

If s

tud

en

ts s

tru

gg

le w

ith

wri

tin

g

eff

ect

ive

in

tro

du

ctio

ns

an

d

con

clu

sio

ns,

cre

ate

a m

od

el

an

d

dis

pla

y i

t w

he

re i

t ca

n b

e a

na

lyze

d

an

d r

ev

ise

d,

so s

tud

en

ts h

av

e a

tho

rou

gh

un

de

rsta

nd

ing

of

wh

at

is

exp

ect

ed

.

Aft

er

the

pa

ir w

ork

, h

ave

stu

de

nts

sh

are

ou

t

dif

fere

nt

pa

rts

of

the

in

tro

du

ctio

ns

an

d

con

clu

sio

ns

the

y w

rote

th

at

we

re e

ffe

ctiv

e.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

·In

clu

de

d K

are

n R

uss

ell

an

d t

he

tit

le,

“St.

Lu

cy’s

Ho

me

fo

r G

irls

Ra

ise

d b

y

Wo

lve

s,”

in t

he

in

tro

du

ctio

n.

·A

nsw

ere

d t

he

pro

mp

t in

th

e

intr

od

uct

ion

: “T

he

sta

ge

s o

f th

e

ha

nd

bo

ok

are

ne

cess

ary

fo

r

un

de

rsta

nd

ing

th

e c

ha

ract

ers

an

d h

ow

the

y d

ev

elo

p a

t S

t. L

ucy

’s.

·T

he

in

tro

du

ctio

n i

ncl

ud

ed

th

e b

ig

ide

as,

re

aso

ns,

or

an

aly

sis

tha

t w

ill

be

exp

lain

ed

in

th

e b

od

y o

f th

e w

riti

ng

:

“th

e h

an

db

oo

k p

rov

ide

s a

de

scri

pti

on

of

the

gir

ls’

exp

ect

ed

be

ha

vio

r fo

r

91

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ea

ch s

tag

e,

an

d t

he

ir d

ev

elo

pm

en

t is

refl

ect

ed

by

ho

w w

ell

th

ey

are

ab

le t

o

exe

cute

th

e e

xpe

cte

d b

eh

av

ior

thro

ug

ho

ut

the

sto

ry.”

·T

he

co

ncl

usi

on

re

sta

ted

th

e p

osi

tio

n:

“Th

e s

tag

es

de

mo

nst

rate

wh

eth

er

or

no

t th

e c

ha

ract

ers

are

ab

le t

o a

da

pt

an

d b

eco

me

su

cce

ssfu

l h

um

an

s ” a

nd

rev

iew

ed

th

e b

ig i

de

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93






1

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



Addressed Standard


develop over the course of a text, interact with other characters, and advance the plot

or develop the theme.

SL.9-10.1c Propel conversations by posing and responding to questions that relate the current



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?


Responses will vary, but look for a student to identify a position (“Yes,” “No,” “I’m not sure”) and

95






2

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


· None.


· 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



· 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 Unit Assessment

· Evidence-Based Debate

· Unit Assessment Planning

· Closing

5%

5%

10%

50%

25%

5%

Materials

• Debate Position Evidence Samples

96






3

• 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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hu

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the

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s

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ud

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e s

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full

y i

nte

gra

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in

to h

um

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soci

ety

? W

rit e

an

ess

ay u

sin

g e

vid

en

ce f

rom

the

te

xt t

o s

up

po

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ou

r p

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tio

n.

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ure

yo

ur

resp

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se b

y u

sin

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ge

s fr

om

th

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it H

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db

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e

stu

de

nts

to

ta

ke

no

tes

on

th

eir

ass

ess

me

nt

pro

mp

t:

1.

In y

ou

r o

wn

wo

rds,

wh

at

is t

his

ess

ay

pro

mp

t a

skin

g?

2.

Wh

at

is a

po

siti

on

, a

cco

rdin

g t

o t

his

ess

ay p

rom

pt?

3.

Wh

at

are

th

e p

oss

ible

po

siti

on

s yo

u c

an

tak

e i

n y

ou

r e

ssa

y r

esp

on

se?

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de

nt

resp

on

ses

ma

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ncl

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e t

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foll

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1.

Th

e e

ssa

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pt

is a

skin

g w

he

the

r

or

no

t C

lau

de

tte

be

cam

e h

um

an

—if

she

is

ab

le t

o p

art

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ate

in

hu

ma

n

soci

ety

su

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lly

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Cla

ud

ett

e’s

wo

lf c

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ha

s b

ee

n r

eh

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ate

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en

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gh

th

at

she

ca

n f

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n i

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hu

ma

n s

oci

ety

, o

r if

th

e e

vid

en

ce i

s

un

cle

ar

wh

eth

er

she

wa

s a

ctu

all

y

ab

le t

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pt.

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A p

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tio

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s a

sid

e o

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su

pp

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arg

um

en

t. Y

ou

ha

ve

to

ta

ke a

sid

e

wh

en

wri

tin

g t

his

ess

ay

, a

nd

th

at

is

yo

ur

po

siti

on

.

3.

Th

ere

are

th

ree

po

siti

on

s: y

es,

Cla

ud

ett

e w

as

inte

gra

ted

su

cce

ssfu

lly

Po

st t

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nit

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e w

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gra

ted

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ess

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to h

um

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ty.

4.

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ve

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str

uct

ure

or

org

an

ize

ou

r

ev

ide

nce

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ng

th

e f

ive

Sta

ge

s o

f

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Ha

nd

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ok

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he

n w

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ng

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ide

nce

, w

e s

ho

uld

ke

ep

in m

ind

th

e

sta

ge

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de

r w

hic

h t

ha

t e

vid

en

ce f

all

s

an

d t

he

co

nn

ect

ion

be

twe

en

th

e

ev

ide

nce

an

d t

he

sta

ge

. T

he

sta

ge

s

als

o s

ay

ho

w s

ucc

ess

ful

the

gir

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re

at

inte

gra

tin

g i

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hu

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n s

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ety

;

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re,

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nce

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a w

ay

to

he

lp s

tud

en

ts t

hin

k a

bo

ut

the

ass

ess

me

nt

wri

tin

g b

efo

re t

he

y b

eg

in t

o w

rite

. It

wil

l h

elp

stu

de

nts

ga

the

r st

ron

g a

nd

th

oro

ug

h

ev

ide

nce

th

at

wil

l b

e u

sed

to

he

lp t

he

m

an

aly

ze c

ha

ract

er

de

ve

lop

me

nt

ov

er

the

Stu

de

nts

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ten

.

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Gro

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cou

rse

of

the

sto

ry.

Th

e d

eb

ate

pro

vid

es

stu

de

nts

a w

ay

to f

ind

te

xtu

al

ev

ide

nce

to

sup

po

rt a

po

siti

on

th

ey

ma

y t

ake

on

th

e

ass

ess

me

nt

pro

mp

t.

Exp

lain

th

e d

eb

ate

pro

ced

ure

s. I

nfo

rm

stu

de

nts

th

at

the

y w

ill

bre

ak

in

to s

ma

ll

gro

up

s. T

wo

of

the

gro

up

s w

ill

ga

the

r

ev

ide

nce

to

su

pp

ort

th

e p

osi

tio

n t

ha

t

Cla

ud

ett

e is

su

cce

ssfu

lly

inte

gra

ted

in

to

hu

ma

n s

oci

ety

. T

wo

gro

up

s w

ill

ga

the

r

ev

ide

nce

to

su

pp

ort

th

e p

osi

tio

n t

ha

t

Cla

ud

ett

e is

no

t su

cce

ssfu

lly i

nte

gra

ted

in

to

hu

ma

n s

oci

ety

, a

nd

tw

o w

ill g

ath

er

ev

ide

nce

to s

ho

w t

ha

t it

is

un

cle

ar

fro

m t

he

te

xt

wh

eth

er

or

no

t C

lau

de

tte

wa

s su

cce

ssfu

l in

inte

gra

tin

g i

nto

hu

ma

n s

oci

ety

. O

nce

ea

ch

sma

ll g

rou

p h

as

ha

d a

ch

an

ce t

o w

ork

on

the

ir o

wn

to

ga

the

r e

vid

en

ce,

the

y w

ill

com

bin

e w

ith

an

oth

er

sma

ll g

rou

p t

ha

t is

arg

uin

g t

he

sa

me

po

siti

on

, sh

are

id

ea

s, a

nd

de

cid

e u

po

n t

he

be

st e

vid

en

ce f

or

the

de

ba

te.

Th

en

, th

e t

hre

e l

arg

er

gro

up

s w

ill

de

ba

te.

Stu

de

nts

co

nti

nu

e t

o l

iste

n a

nd

fo

llo

w

alo

ng

.

Pre

pa

re f

or

the

less

on

ah

ea

d o

f ti

me

by

ha

vin

g t

he

de

ba

te p

roce

du

res

wri

tte

n o

n t

he

bo

ard

or

cha

rt p

ap

er

to p

rov

ide

stu

de

nts

wit

h a

vis

ua

l of

the

dir

ect

ion

s.

Dis

trib

ute

th

e E

vid

en

ce-B

ase

d D

eb

ate

Pla

nn

ing

To

ol

to e

ach

stu

de

nt.

Exp

lain

th

e

too

l a

nd

ho

w e

ach

sm

all

gro

up

mu

st g

ath

er

ev

ide

nce

arg

uin

g t

he

ir a

ssig

ne

d p

osi

tio

n

usi

ng

th

e t

oo

l. I

n a

dd

itio

n,

stu

de

nts

mu

st

exp

lain

wh

y th

e t

ext

ev

ide

nce

su

pp

ort

s th

eir

po

siti

on

(th

is i

s th

e t

ext

an

aly

sis)

, w

he

re t

he

ev

ide

nce

ca

me

fro

m (

pa

ge

nu

mb

er

an

d

sta

ge

), a

nd

in

clu

de

ap

pro

pri

ate

an

d

Stu

de

nts

fo

llow

alo

ng

wit

h t

he

Ev

ide

nce

-

Ba

sed

De

ba

te P

lan

nin

g T

oo

l d

ire

ctio

ns.

Co

nsi

de

r d

istr

ibu

tin

g a

ha

nd

ou

t w

ith

ke

y v

oca

bu

lary

fro

m t

he

sto

ry f

or

stu

de

nts

to

re

fer

to w

hil

e c

om

pil

ing

the

ir e

vid

en

ce.

(Se

e t

he

en

d o

f th

is

less

on

fo

r a

sa

mp

le h

an

do

ut.

)

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imp

ort

an

t v

oca

bu

lary

fro

m t

he

te

xt.

Tra

nsi

tio

n t

he

stu

de

nts

in

to t

he

six

sm

all

gro

up

s a

s d

esc

rib

ed

in

ste

p 2

.

Stu

de

nts

mo

ve

in

to s

ix s

ma

ll g

rou

ps.

Ea

ch

stu

de

nt

wil

l h

av

e a

nd

use

th

eir

“S

t. L

ucy

’s”

text

an

d t

he

Ev

ide

nce

-Ba

sed

De

ba

te

Pla

nn

ing

To

ol.

Ea

ch i

nd

ivid

ua

l st

ud

en

t in

th

e s

ma

ll

gro

up

is

exp

ect

ed

to

loo

k f

or

ev

ide

nce

an

d w

rite

on

th

e E

vid

en

ce-

Ba

sed

De

ba

te P

lan

nin

g T

oo

l.

Cir

cula

te a

nd

ch

eck

in

wit

h e

ach

sm

all

gro

up

.

En

sure

th

at

ev

ery

on

e i

n e

ach

gro

up

is

pa

rtic

ipa

tin

g i

n f

ind

ing

an

d s

ha

rin

g e

vid

en

ce.

Stu

de

nts

lo

ok

for

text

ev

ide

nce

th

at

arg

ue

s th

eir

ass

ign

ed

po

siti

on

, e

xpla

in

ho

w t

he

te

xt e

vid

en

ce s

up

po

rts

the

ir

po

siti

on

, id

en

tify

pa

ge

nu

mb

ers

an

d

Sta

ge

s w

ith

wh

ich

th

e e

vid

en

ce i

s

ass

oci

ate

d,

an

d w

rite

on

th

e E

vid

en

ce-

Ba

sed

De

ba

te P

lan

nin

g T

oo

l. (

Po

ssib

le

stu

de

nt

ev

ide

nce

is

de

no

ted

in

th

e

dis

cuss

ion

se

ctio

n b

elo

w.)

En

cou

rag

e s

tud

en

ts t

o u

se

vo

cab

ula

ry s

pe

cifi

c to

th

e s

tory

wh

en

exp

lain

ing

th

e e

vid

en

ce.

(Se

e

vo

cab

ula

ry l

ist

in t

he

vo

cab

ula

ry b

ox

at

the

be

gin

nin

g o

f th

e l

ess

on

.)

All

ow

th

e s

ix s

ma

ll g

rou

ps

tim

e t

o g

ath

er

ev

ide

nce

, th

en

ha

ve t

he

m f

orm

th

ree

la

rge

r

gro

up

s a

cco

rdin

g t

o t

he

ir a

rgu

me

nt

po

siti

on

.

Stu

de

nts

me

rge

th

eir

six

gro

up

s in

to t

hre

e

larg

er

gro

up

s; e

ach

gro

up

wil

l a

rgu

e a

sha

red

po

siti

on

.

Exp

lain

to

th

e t

hre

e g

rou

ps

tha

t th

ey

sh

ou

ld

sha

re t

he

ev

ide

nce

th

ey

ga

the

red

an

d d

eci

de

wh

ich

te

xt e

vid

en

ce i

s th

e s

tro

ng

est

fo

r th

e

de

ba

te.

Ba

sed

on

th

is d

iscu

ssio

n,

stu

de

nts

ma

y fi

nd

ad

dit

ion

al t

ext

ev

ide

nce

to

ad

d t

o

the

ir t

oo

l.

Stu

de

nts

lis

ten

ca

refu

lly t

o e

ach

oth

er

an

d

am

en

d t

he

ir e

vid

en

ce a

s n

ece

ssa

ry.

Dif

fere

nti

ati

on

Co

nsi

de

rati

on

: W

he

n

the

th

ree

la

rge

gro

up

s a

re s

ha

rin

g t

o

ea

ch o

the

r, c

on

sid

er

giv

ing

stu

de

nts

hig

hli

gh

ters

to

hig

hli

gh

t th

e

ev

ide

nce

th

ey

th

ink

is s

tro

ng

est

fo

r

the

de

ba

te.

Pro

vid

e l

arg

e g

rou

ps

tim

e t

o s

ha

re t

he

ir

ev

ide

nce

an

d t

o d

ete

rmin

e w

hic

h e

vid

en

ce i

s

stro

ng

est

fo

r th

e d

eb

ate

.

Th

e t

hre

e l

arg

e g

rou

ps

sha

re e

vid

en

ce

ga

the

red

in

th

eir

sm

all

er

gro

up

s. G

rou

ps

be

gin

de

cid

ing

wh

ich

ev

ide

nce

is

stro

ng

est

for

the

de

ba

te.

If s

tud

en

ts s

tru

gg

le w

ith

th

e i

de

a o

f

“str

on

g e

vid

en

ce,”

gu

ide

th

em

to

thin

k a

bo

ut

ev

ide

nce

fro

m t

he

te

xt

tha

t su

pp

ort

s th

e p

osi

tio

n in

a w

ay

tha

t is

dif

ficu

lt t

o a

rgu

e w

ith

.

Tra

nsi

tio

n t

he

stu

de

nts

in

to t

he

ev

ide

nce

-

ba

sed

de

ba

te b

y h

av

ing

ea

ch s

ide

of

the

Stu

de

nts

tra

nsi

tio

n a

nd

lis

ten

. C

on

sid

er

mo

vin

g t

he

de

sks

to

op

po

site

sid

es

of

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cla

ssro

om

to

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po

siti

on

sh

are

th

ree

pie

ces

of

stro

ng

te

xtu

al

ev

ide

nce

th

at

sup

po

rts

the

ir p

osi

tio

n

(Cla

ud

ett

e w

as

succ

ess

full

y o

r u

nsu

cce

ssfu

lly

inte

gra

ted

in

to h

um

an

so

cie

ty,

or

the

te

xt

wa

s u

ncl

ea

r).

As

ea

ch s

ide

of

the

po

siti

on

sha

res,

th

e o

the

r si

de

s sh

ou

ld t

ak

e n

ote

s to

reb

ut

the

ev

ide

nce

pre

sen

ted

wit

h t

ext

ev

ide

nce

fro

m t

he

ir p

osi

tio

n.

ph

ysi

call

y r

ep

rese

nt

“th

ree

sid

es”

of

the

de

ba

te.

Exp

lain

to

stu

de

nts

th

at

reb

ut

me

an

s “t

o

cha

lle

ng

e o

r o

pp

ose

ev

ide

nce

pre

sen

ted

.”

Exp

lain

th

at

stu

de

nts

sh

ou

ld l

oo

k f

or

wa

ys

to

cha

lle

ng

e o

r o

pp

ose

ev

ide

nce

pre

sen

ted

by

the

op

po

sin

g s

ide

, o

r p

osi

tio

n.

Stu

de

nts

lis

ten

.

Aft

er

ea

ch g

rou

p s

ha

res

the

ir t

hre

e p

iece

s o

f

text

ev

ide

nce

, th

e g

rou

ps

can

ta

ke

tu

rns

reb

utt

ing

or

pro

vid

ing

mo

re e

vid

en

ce t

o

de

ba

te.

(Th

e d

eb

ate

sh

ou

ld b

e c

on

tin

uo

us

an

d f

low

ing

, b

ut

giv

e t

he

gro

up

s a

fe

w

min

ute

s to

pre

pa

re r

eb

utt

als

an

d a

dd

itio

na

l

ev

ide

nce

th

rou

gh

ou

t.)

Re

min

d t

he

stu

de

nts

to u

se t

he

la

ng

ua

ge

fra

me

s d

iscu

sse

d i

n

pre

vio

us

less

on

s in

th

e u

nit

. E

ve

n t

ho

ug

h t

his

is a

de

ba

te a

nd

stu

de

nts

are

arg

uin

g,

resp

ect

ful

dis

cuss

ion

is i

nte

gra

l to

th

e

succ

ess

of

aca

de

mic

de

ba

te.

Ea

ch g

rou

p s

ha

res

thre

e p

iece

s o

f st

ron

g

text

ev

ide

nce

th

at

sup

po

rts

the

ir p

osi

tio

n.

Se

e t

he

De

ba

te P

osi

tio

n E

vid

en

ce S

am

ple

s

at

the

en

d o

f th

is le

sso

n f

or

po

ssib

le

stu

de

nt

resp

on

ses.

Pre

pa

re a

he

ad

of

tim

e f

or

the

le

sso

n

by

po

stin

g l

an

gu

ag

e f

ram

es

on

th

e

bo

ard

or

on

ch

art

pa

pe

r a

s a

rem

ind

er

to t

he

stu

de

nts

to

en

ga

ge

in r

esp

ect

ful d

eb

ate

:

·I

thin

k C

lau

de

tte

wa

s/w

as

no

t

succ

ess

full

y in

teg

rate

d i

nto

hu

ma

n s

oci

ety

be

cau

se—

·I

resp

ect

full

y d

isa

gre

e w

ith

yo

u

be

cau

se—

(te

xtu

al e

vid

en

ce +

an

aly

sis)

·I

can

ad

d t

o t

ha

t e

vid

en

ce

be

cau

se t

he

te

xt a

lso

sa

ys—

Try

to

re

cord

as

mu

ch o

f th

e d

eb

ate

on

th

e b

oa

rd o

r o

n c

ha

rt p

ap

er

as

po

ssib

le,

so s

tud

en

ts c

an

ta

ke

no

tes

for

ass

ess

me

nt -

pla

nn

ing

pu

rpo

ses.

103

NY

S C

om

mo

n C

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& L

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Be

cau

se t

his

is

the

fo

rma

tiv

e

ass

ess

me

nt

for

this

le

sso

n,

list

en

to

ma

ke s

ure

all

stu

de

nts

ha

ve

con

trib

ute

d t

o t

he

dis

cuss

ion

. It

ma

y

be

he

lpfu

l to

pro

mp

t g

rou

ps

to

ma

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ev

ery

on

e i

n t

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ir g

rou

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pa

rtic

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25

%

Un

it A

sse

ssm

en

t P

lan

nin

g

T

ran

siti

on

th

e s

tud

en

ts b

ack

in

to a

wh

ole

-

cla

ss s

tru

ctu

re.

Stu

de

nts

tra

nsi

tio

n b

ack

in

to a

wh

ole

-cla

ss

stru

ctu

re.

Ask

th

e s

tud

en

ts t

o l

oo

k a

t th

eir

Ev

ide

nce

-

Ba

sed

De

ba

te P

lan

nin

g T

oo

l a

nd

th

e d

eb

ate

no

tes

cap

ture

d o

n t

he

bo

ard

or

cha

rt p

ap

er.

Ask

th

e s

tud

en

ts t

his

qu

est

ion

: W

ha

t w

ere

the

va

rio

us

rea

son

s, d

isco

vere

d t

hro

ug

h t

he

ev

ide

nce

-ba

sed

de

ba

te,

tha

t d

em

on

stra

te

Cla

ud

ett

e’s

su

cce

ssfu

l o

r u

nsu

cce

ssfu

l

inte

gra

tio

n i

nto

hu

ma

n s

oci

ety

? A

s st

ud

en

ts

are

dis

cuss

ing

th

e q

ue

stio

n,

wri

te t

he

rea

son

s o

n t

he

bo

ard

or

on

ch

art

pa

pe

r.

En

cou

rag

e s

tud

en

ts t

o w

rite

th

is i

nfo

rma

tio

n

on

th

e t

oo

l if

th

ey

do

no

t h

av

e it

alr

ea

dy

.

Stu

de

nt

resp

on

ses

ma

y i

ncl

ud

e t

he

foll

ow

ing

:

·C

lau

de

tte

is a

ble

/un

ab

le t

o m

ee

t th

e

sta

nd

ard

s o

f a

da

pta

tio

n d

esc

rib

ed

by

the

Sta

ge

s in

th

e J

esu

it H

an

db

oo

k.

Sh

e

ne

ve

r fu

lly

re

solv

es

to b

eco

me

com

ple

tely

hu

ma

n,

an

d r

eta

ins

som

e

wo

lf c

ha

ract

eri

stic

s, s

o t

he

refo

re s

he

can

no

t b

e c

on

sid

ere

d s

ucc

ess

full

y

inte

gra

ted

.

·S

he

lo

ses

too

ma

ny

of

he

r w

olf

-lik

e

att

rib

ute

s, a

nd

so

sh

e i

s su

cce

ssfu

l a

t

inte

gra

tin

g i

nto

hu

ma

n s

oci

ety

be

cau

se s

he

ca

n n

o lo

ng

er

fun

ctio

n i

n

he

r fo

rme

r w

olf

so

cie

ty.

·S

he

is

be

twe

en

cu

ltu

res

an

d e

xhib

its

con

tra

dic

tory

be

ha

vio

r. S

pe

cifi

call

y,

she

qu

est

ion

s th

e a

da

pta

tio

n;

ye

t,

con

tin

ue

s to

try

. S

he

sti

ll re

ve

rts

to

he

r w

olf

-lik

e a

ttri

bu

tes

ev

en

th

ou

gh

If s

tud

en

ts s

tru

gg

le w

ith

th

is

qu

est

ion

, g

uid

e t

he

m b

ack

to

th

e

Ev

ide

nce

-Ba

sed

De

ba

te P

lan

nin

g

To

ol

an

d t

he

re

aso

ns

for

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y t

he

ev

ide

nce

ch

ose

n b

est

su

pp

ort

s th

eir

po

siti

on

. T

his

is

the

an

aly

sis

tha

t th

e

qu

est

ion

eli

cits

.

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she

ha

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um

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-lik

e

cha

ract

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s.

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eyo

nd

St.

Lu

cy’s

it

is u

nk

no

wn

if

she

is a

ble

to

fu

nct

ion

in

hu

ma

n s

oci

ety

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Sh

e i

s a

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to

me

et

som

e o

f th

e

req

uir

em

en

ts o

f th

e h

an

db

oo

k,

bu

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is u

nk

no

wn

if

she

fu

lfil

ls a

ll t

he

req

uir

em

en

ts.

Tra

nsi

tio

n s

tud

en

ts t

o r

ev

iew

bo

xes

1 a

nd

2

of

the

Ne

w Y

ork

Re

ge

nts

Te

xt A

na

lysi

s R

ub

ric

(Co

nte

nt

an

d A

na

lysi

s/C

om

ma

nd

of

Ev

ide

nce

).

Stu

de

nts

re

vie

w t

he

ru

bri

c.

Exp

lain

to

stu

de

nts

th

at

the

ir p

osi

tio

n o

n

Cla

ud

ett

e’s

in

teg

rati

on

sh

ou

ld b

e f

lesh

ed

ou

t

usi

ng

so

me

of

the

re

aso

nin

g j

ust

dis

cuss

ed

.

Te

ll s

tud

en

ts t

o k

ee

p t

his

ty

pe

of

an

aly

sis

in

min

d w

he

n w

riti

ng

th

e e

ssa

y i

n t

he

fo

llow

ing

less

on

.

Stu

de

nts

lis

ten

an

d a

dd

ev

ide

nce

to

th

eir

too

ls a

s n

ee

de

d.

5%

C

losi

ng

F

or

ho

me

wo

rk,

inst

ruct

stu

de

nts

to

pla

n/o

rga

niz

e t

he

ir w

riti

ng

fo

r h

om

ew

ork

an

d c

om

e p

rep

are

d t

o w

rite

th

e a

sse

ssm

en

t

in t

he

Le

sso

n 1

7.

Re

min

d s

tud

en

ts t

o

rem

em

be

r th

e i

nst

ruct

ion

on

we

ll-c

raft

ed

intr

od

uct

ion

s a

nd

co

ncl

usi

on

s in

Le

sso

n 1

5

an

d t

o t

ak

e h

om

e t

he

ir “

St.

Lu

cy’s

” te

xt,

Ne

w

Yo

rk R

eg

en

ts T

ext

An

aly

sis

Ru

bri

c, E

vid

en

ce-

Ba

sed

De

ba

te P

lan

nin

g T

oo

l, a

sso

cia

ted

vo

cab

ula

ry,

an

d a

ny

oth

er

pa

pe

rwo

rk

ass

oci

ate

d w

ith

th

e “

St.

Lu

cy’s

” u

nit

th

at

wil

l

Stu

de

nts

fin

ish

pla

nn

ing

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d o

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fo

r

the

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he

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pla

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ind

stu

de

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th

at

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y w

ill

be

resp

on

sib

le f

or

wri

tin

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he

pa

ge

nu

mb

er

ass

oci

ate

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th

eir

te

xt e

vid

en

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n t

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En

d-o

f-U

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ess

me

nt.

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me

wo

rk

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de

nts

pla

n a

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ize

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eir

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ay

wri

tin

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n p

rep

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De

ba

te P

osi

tio

n E

vid

en

ce

Sa

mp

les

(Fo

r I

nst

ru

cto

r U

se O

nly

)

Be

low

are

sa

mp

les

of

po

ssib

le e

vid

en

ce s

tud

en

ts m

ay

use

to

su

pp

ort

va

rio

us

po

siti

on

s in

th

e d

eb

ate

.

Cla

ud

ett

e w

as

succ

ess

full

y in

teg

rate

d i

nto

hu

ma

n s

oci

ety

be

cau

se:

·In

Sta

ge

2 s

he

ke

ep

s h

er

sho

es

on

he

r fe

et—

an

imp

ort

an

t h

um

an

so

cie

tal

be

ha

vio

r; r

ea

lize

s sh

e c

an

no

t b

etr

ay

he

r p

are

nts

by

re

turn

ing

ho

me

un

til

she

is

civ

iliz

ed

; g

ive

s u

p u

rin

ati

ng

all

ov

er

the

be

dro

om

s b

eca

use

th

e n

un

s co

nti

nu

e t

o d

isin

fect

th

e a

rea

; re

ali

zes

wa

lkin

g a

rou

nd

on

all

fo

ur

limb

s is

un

na

tura

l a

nd

rid

icu

lou

s, s

ho

win

g t

ha

t sh

e u

nd

ers

tan

ds

the

hu

ma

n m

en

talit

y o

f w

alk

ing

bip

ed

all

y;

rea

lize

s th

at

dif

fere

nt

sort

s o

f ca

lcu

lati

on

s a

re n

ece

ssa

ry f

or

surv

iva

l a

t S

t. L

ucy

’s,

de

mo

nst

rati

ng

he

r a

bil

ity

to

ad

ap

t to

hu

ma

n s

oci

ety

; h

er

ow

n r

efl

ect

ion

ha

s

be

com

e a

str

an

ge

r—sh

e i

s b

eco

min

g l

ess

wo

lf-l

ike

an

d m

ore

hu

ma

n;

she

do

esn

’t w

an

t to

be

bro

ug

ht

do

wn

by

Mir

ab

ell

a,

an

d t

ha

t is

wh

y t

he

du

ck i

nci

de

nt

occ

urs

—sh

e w

an

ts t

o b

e a

su

cce

ssfu

l stu

de

nt,

me

an

ing

sh

e w

an

ts t

o b

e s

ucc

ess

ful

at

be

ing

hu

ma

n;

she

is

rea

din

g J

ack

Lo

nd

on

,

wh

ich

sh

ow

s th

at

she

ca

n r

ea

d l

ike

a h

um

an

be

ing

.

·In

Sta

ge

3 s

he

wa

nts

Mir

ab

ell

a g

on

e,

sho

win

g t

ha

t sh

e c

an

no

t b

e a

rou

nd

an

yon

e w

ho

is

no

t a

da

pti

ng

be

cau

se i

t’s

too

dif

ficu

lt;

cou

ld w

arn

Mir

ab

ell

a b

ut

do

es

no

t h

ave

th

e s

am

e c

om

mit

me

nt

to t

he

“p

ack

” a

s sh

e o

nce

did

, sh

ow

ing

th

at

she

is

mo

vin

g o

n f

rom

be

ing

a w

olf

;

un

de

rsta

nd

s th

ere

are

ru

les

wit

h h

um

an

s li

ke w

he

n s

he

is

pla

yin

g c

he

cke

rs w

ith

th

e p

ure

bre

d g

irls

; sh

e le

arn

s h

ow

to

rid

e a

bic

ycle

—th

e

nu

ns

po

int

ou

t th

at

on

ce y

ou

le

arn

, it

’s s

imil

ar

to l

ea

rnin

g h

ow

to

be

a h

um

an

so

is

sym

bo

lic

of

he

r tr

an

sfo

rma

tio

n t

o b

ein

g a

hu

ma

n;

is

sta

rtin

g t

o f

org

et

he

r m

oth

er

in c

ha

pe

l; u

nd

ers

tan

ds

the

dif

fere

nce

be

twe

en

he

r w

olf

mo

on

an

d t

he

hu

ma

n m

oo

n,

sho

win

g s

he

is

un

de

rsta

nd

ing

th

e h

um

an

cu

ltu

re m

ore

an

d m

ore

.

·In

Sta

ge

4 s

he

kn

ow

s h

ow

to

act

at

the

pa

rty

by

ta

lkin

g t

o K

yle

an

d w

ea

rin

g a

dre

ss;

she

is

on

ly w

orr

ied

ab

ou

t h

ers

elf

, sh

ow

ing

ho

w s

he

thin

ks

less

of

the

“p

ack

” a

nd

mo

re a

bo

ut

he

rse

lf,

wh

ich

sh

ow

s sh

e i

s b

eco

min

g m

ore

hu

ma

n;

she

tu

rns

on

Mir

ab

ell

a a

t th

e p

art

y,

wh

ich

ag

ain

sh

ow

s sh

e w

an

ts t

o b

e a

cce

pte

d a

s a

hu

ma

n;

she

pa

rtic

ipa

tes

in o

ne

la

st c

om

mu

na

l h

ow

l wh

en

Mir

ab

ell

a i

s g

on

e b

ut

can

no

t

rem

em

be

r a

nyt

hin

g a

fte

r th

at,

sh

ow

ing

sh

e i

s le

ttin

g g

o o

f h

er

wo

lf a

ttri

bu

tes.

·In

Sta

ge

5 s

he

go

es

to v

isit

he

r p

are

nts

we

ari

ng

a d

ress

an

d b

rin

gs

hu

ma

n f

oo

d,

sho

win

g s

he

ha

s a

cce

pte

d h

um

an

cu

ltu

re a

s h

er

ow

n;

she

du

cks

he

r h

ea

d t

o e

nte

r th

e c

av

e b

eca

use

sh

e n

ow

wa

lks

on

tw

o le

gs

inst

ea

d o

f fo

ur

limb

s; h

er

mo

the

r re

coil

s fr

om

he

r a

s if

sh

e i

s a

str

an

ge

r

be

cau

se s

he

is

be

com

ing

mo

re h

um

an

; h

er

mo

the

r lo

ok

s b

oth

pro

ud

an

d s

ad

be

cau

se s

he

re

ali

zes

he

r d

au

gh

ter

is s

ucc

ess

ful a

s a

hu

ma

n;

say

s sh

e i

s ly

ing

wh

en

sh

e s

ay

s sh

e i

s h

om

e b

eca

use

sh

e n

o lo

ng

er

be

lon

gs

wit

h t

he

wo

lve

s a

nd

ha

s b

eco

me

su

cce

ssfu

lly

inte

gra

ted

in

to

hu

ma

n s

oci

ety

.

107

NY

S C

om

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n C

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3 P

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lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

nd

er

a

Cre

ati

ve

Co

mm

on

s A

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tio

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ial-

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are

Alik

e 3

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en

se

htt

p:/

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en

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14

Cla

ud

ett

e w

as

no

t su

cce

ssfu

lly

in

teg

rate

d i

nto

hu

ma

n s

oci

ety

be

cau

se:

·In

Sta

ge

2 s

he

co

nti

nu

es

to f

oll

ow

th

e w

olf

co

mm

an

dm

en

t o

f “K

no

w Y

ou

r P

lace

” sh

ow

ing

th

at

she

sti

ll i

s w

olf

-lik

e e

ve

n t

ho

ug

h s

he

is

try

ing

to p

lea

se t

he

nu

ns

by b

ein

g a

go

od

stu

de

nt;

gu

ilti

ly h

op

es

to f

ail

so

sh

e c

an

go

ba

ck h

om

e,

sho

win

g t

ha

t sh

e d

oe

sn’t

tru

ly b

uy

in

to b

eco

min

g

a p

art

of

hu

ma

n s

oci

ety

; re

sort

s to

act

ing

lik

e a

wo

lf d

uri

ng

th

e d

uck

in

cid

en

t w

ith

Mir

ab

ell

a b

y s

na

rlin

g a

t h

er

an

d p

ush

ing

he

r e

ars

ba

ck

fro

m h

er

he

ad

an

d b

itin

g h

er

sho

uld

er;

sh

e s

till

un

de

rsta

nd

s w

ha

t M

ira

be

lla

wa

nts

wh

en

Mir

ab

ell

a n

ee

ds

he

r w

ou

nd

s li

cke

d;

an

d f

ee

ls a

thro

b o

f co

mp

ass

ion

fo

r M

ira

be

lla

be

cau

se s

he

is q

ue

stio

nin

g h

um

an

so

cie

ty.

·In

Sta

ge

3 s

he

sti

ll f

ee

ls b

ad

ab

ou

t M

ira

be

lla

as

she

re

ali

zes

tha

t M

ira

be

lla

is

no

t a

da

pti

ng

an

d i

t is

ta

kin

g a

to

ll o

n h

er

(“I

sle

pt

fitf

ull

y d

uri

ng

tha

t p

eri

od

, u

na

ble

to

fo

rge

t th

at

Mir

ab

ell

a w

as

liv

ing

un

de

r m

y b

ed

, g

na

win

g o

n m

y l

oa

fers

”),

sho

win

g s

he

is

no

t co

mp

lete

ly “

bu

yin

g i

nto

”

hu

ma

n c

ult

ure

; sh

e p

itie

s th

e p

ure

bre

d g

irls

be

cau

se t

he

y h

av

e n

ev

er

kn

ow

n t

he

ir w

ere

wo

lf p

are

nts

or

the

ir f

ore

st h

om

e,

sho

win

g t

ha

t sh

e

stil

l ca

res

ab

ou

t h

er

wo

lf u

pb

rin

gin

g a

nd

ha

sn’t

co

mp

lete

ly b

ou

gh

t in

to h

um

an

so

cie

ty y

et;

is

fail

ing

at

be

com

ing

fu

lly

re

ha

bil

ita

ted

by

he

r

ina

bil

ity

to

do

th

e S

au

salit

o d

an

ce a

nd

sti

ll e

xhib

itin

g w

olf

-lik

e a

ttri

bu

tes

(“o

ur

inv

isib

le t

ail

s w

en

t lim

p”)

; sh

e e

xp

eri

en

ces

an

ge

r w

ith

th

e

nu

ns

be

cau

se o

f th

e d

an

ce a

nd

sta

tes

tha

t th

ing

s h

ad

be

en

sim

ple

r in

th

e w

oo

ds,

sh

ow

ing

th

at

she

ha

s n

ot

full

y i

nte

gra

ted

in

to h

um

an

soci

ety

; sh

e i

sn’t

re

ad

y t

o c

laim

a c

om

mo

n l

an

gu

ag

e w

ith

Je

an

ett

e,

wh

ich

sh

ow

s sh

e s

till

ha

ng

s o

n t

o h

er

wo

lf c

ult

ure

a b

it s

ince

Je

an

ett

e

rep

rese

nts

an

alm

ost

pe

rfe

ct a

da

pta

tio

n;

me

nti

on

s sh

e i

s st

ill “p

rete

nd

ing

” w

he

n a

t ch

ap

el,

sh

ow

ing

th

at

she

isn

’t f

ully

in

teg

rate

d b

ut

pre

ten

din

g.

·In

Sta

ge

4 s

he

re

ali

zes

tha

t n

on

e o

f th

e g

irls

wil

l ta

lk p

erf

ect

ly,

sho

win

g t

he

y ca

n n

ev

er

be

su

cce

ssfu

lly

inte

gra

ted

in

to h

um

an

so

cie

ty

(“g

loo

my s

ati

sfa

ctio

n,

ea

ch w

ord

win

ced

ou

t li

ke

an

ap

olo

gy”)

; fa

lls

ap

art

at

the

fir

st k

ey

hu

ma

n e

ve

nt,

th

e d

an

ce w

he

re s

he

fla

tte

ns

he

r

ea

rs,

pu

mp

s th

e g

rou

nd

, a

nd

ta

ke

s o

ff h

er

sho

es.

Th

e d

an

ce e

xhib

its

he

r fa

ilu

re a

t in

teg

rati

ng

in

to h

um

an

so

cie

ty.

It i

s u

ncl

ea

r if

Cla

ud

ett

e w

as

succ

ess

full

y i

nte

gra

ted

in

to h

um

an

so

cie

ty b

eca

use

:

·In

Sta

ge

2,

we

do

n’t

act

ua

lly

kn

ow

wh

at

be

com

es

of

Cla

ud

ett

e.

(“It

wa

s th

e d

isg

race

, th

e f

ail

ure

th

at

we

all g

uil

ty h

op

ed

fo

r in

ou

r h

ard

be

ds.

Wh

ate

ve

r w

ill

be

com

e o

f m

e?

”) S

he

ca

n f

ee

d t

he

du

cks

bu

t re

ve

rts

to w

olf

ha

bit

s in

de

ali

ng

wit

h M

ira

be

lla

. (“

I b

it h

er

sho

uld

er,

on

ce,

twic

e,

the

on

ly l

an

gu

ag

e s

he

wo

uld

re

spo

nd

to

.”)

Re

ad

s h

um

an

bo

ok

s (J

ack

Lo

nd

on

) b

ut

can

sti

ll u

nd

ers

tan

d M

ira

be

lla

’s n

ee

d t

o h

ave

he

r w

ou

nd

s

lick

ed

. C

on

tin

ue

s to

ha

ve

co

mp

ass

ion

fo

r M

ira

be

lla

. (“

Ho

w c

an

pe

op

le l

ive

lik

e t

he

y d

o?

”)

·In

Sta

ge

3,

she

wa

nts

Mir

ab

ell

a g

on

e b

eca

use

sh

e i

s a

wa

re o

f th

e p

hy

sica

l d

am

ag

e c

au

sed

by

th

e l

ack

of

ad

ap

tati

on

– t

his

aw

are

ne

ss s

ho

ws

Cla

ud

ett

e’s

un

cert

ain

ty r

eg

ard

ing

th

e a

da

pta

tio

n.

(“I

sle

pt

fitf

ull

y d

uri

ng

th

at

pe

rio

d,

un

ab

le t

o f

org

et

tha

t M

ira

be

lla

wa

s li

vin

g u

nd

er

my

be

d,

gn

aw

ing

on

my

lo

afe

rs.”

) S

he

wo

nd

ers

wh

at

it w

ou

ld b

e l

ike

to

be

bre

d i

n c

ap

tiv

ity

—sh

e u

nd

ers

tan

ds

ho

me

sick

ne

ss,

wh

ich

sh

ow

s sh

e

do

es

no

t a

cce

pt

full

in

teg

rati

on

(co

ntr

ast

s w

ith

Je

an

ett

e).

Sh

e r

ela

tes

the

bic

ycl

e r

idin

g t

o a

“sa

nct

ion

ed

pu

mp

ing

”—

stil

l b

etw

ee

n c

ult

ure

s.

Wh

en

th

e d

an

ce i

s m

en

tio

ne

d,

she

re

ve

rts

to w

olf

ch

ara

cte

rist

ics,

sh

ow

ing

he

r co

ntr

ad

icto

ry b

eh

av

ior.

(“O

ur

inv

isib

le t

ails

we

nt

lim

p.”

) S

he

att

em

pts

to

pra

ctic

e t

he

da

nce

bu

t ca

nn

ot

do

it—

sho

win

g s

he

is

try

ing

to

be

com

e i

nte

gra

ted

bu

t fa

lls

sho

rt (

“a p

riv

ate

ma

ss o

f tw

itch

an

d

foa

m”)

. S

he

do

esn

’t w

an

t to

cla

im a

co

mm

on

la

ng

ua

ge

wit

h J

ea

ne

tte

—sh

ow

ing

sh

e i

s u

nce

rta

in a

bo

ut

full

in

teg

rati

on

in

to h

um

an

so

cie

ty

108

NY

S C

om

mo

n C

ore

ELA

& L

ite

racy

Cu

rric

ulu

m

D R

A F

T

Gra

de

9 •

Mo

du

le 1

• U

nit

1 •

Le

sso

n 1

6

Fil

e:

9.1

.1 L

ess

on

16

Da

te:

8/3

1/1

3 C

lass

roo

m U

se:

Sta

rtin

g 9

/20

13

© 2

01

3 P

ub

lic C

on

sult

ing

Gro

up

. T

his

wo

rk is

lice

nse

d u

nd

er

a

Cre

ati

ve

Co

mm

on

s A

ttri

bu

tio

n-N

on

Co

mm

erc

ial-

Sh

are

Alik

e 3

.0 U

np

ort

ed

Lic

en

se

htt

p:/

/cre

ati

ve

com

mo

ns.

org

/lic

en

ses/

by

-nc-

sa/3

.0/

15

sin

ce J

ea

ne

tte

ha

s a

cce

pte

d t

he

ad

ap

tati

on

fu

lly

. S

he

sa

ys

she

is

stil

l “p

rete

nd

ing

” in

ch

urc

h b

ut

is f

org

ett

ing

he

r w

olf

mo

the

r, w

hic

h s

ho

ws

she

is

be

twe

en

cu

ltu

res.

·In

Sta

ge

4,

the

ep

igra

ph

sta

tes

tha

t e

ve

ryth

ing

sh

ou

ld b

eg

in t

o m

ak

e s

en

se b

ut

Cla

ud

ett

e f

ail

s a

t e

xecu

tin

g t

he

da

nce

. T

his

sh

ow

s it

do

esn

’t

ma

ke s

en

se b

ut

she

is

stil

l tr

yin

g t

o a

da

pt.

He

r se

lf-c

on

fid

en

ce w

an

ed

in

ste

ad

of

gre

w.

Sh

e is

ge

ttin

g c

lose

r to

be

com

ing

hu

ma

n a

s sh

e

me

nti

on

s sh

e s

me

lls

like

a p

ure

bre

d g

irl

bu

t th

en

fla

tte

ns

he

r e

ars

. S

he

is

no

t a

ctin

g c

on

sist

en

t w

ith

th

e S

tag

e 4

ep

igra

ph

, th

us,

re

ve

ali

ng

sh

e

is f

all

ing

sh

ort

of

full

in

teg

rati

on

. T

urn

ing

on

Mir

ab

ell

a d

uri

ng

th

e d

an

ce s

ho

ws

she

is

inte

gra

ted

bu

t th

en

giv

es

on

e l

ast

co

mm

un

al

ho

wl,

sho

win

g s

he

ha

s n

ot

let

go

of

all

wo

lf c

ha

ract

eri

stic

s.

·In

Sta

ge

5,

the

tim

ing

of

the

vis

it t

o t

he

pa

ren

ts i

s u

nce

rta

in.

Th

is v

isit

co

uld

ha

ve

occ

urr

ed

be

fore

or

aft

er

the

sch

oo

l d

an

ce i

nci

de

nt,

th

us,

rev

ea

lin

g t

ha

t th

ere

is

un

cert

ain

ty t

o C

lau

de

tte

’s f

ull

in

teg

rati

on

. S

he

co

uld

n’t

fin

d h

er

wa

y b

ack

ho

me

(“t

he

wo

od

sma

n h

ad

to

acc

om

pa

ny

me

”),

bu

t sh

e w

as

wil

lin

g t

o r

etu

rn,

sho

win

g a

la

ck o

f cl

ari

ty w

he

the

r sh

e i

s tr

uly

inte

gra

ted

. S

he

is s

ad

ab

ou

t re

turn

ing

wh

ich

co

uld

me

an

she

ha

sn’t

fu

lly

acc

ep

ted

he

r o

wn

ad

ap

tati

on

. S

he

lo

ok

s d

iffe

ren

t (“

My

mo

the

r re

coile

d f

rom

me

, a

s if

I w

as

a s

tra

ng

er”

) a

nd

ha

s to

du

ck h

er

he

ad

, sh

ow

ing

he

r h

um

an

ch

ara

cte

rist

ics

bu

t th

en

th

ere

is

a r

eco

gn

itio

n (

“Aft

er

all

th

e t

ail w

ag

gin

g a

nd

pe

rfu

nct

ory

ba

rkin

g h

ad

die

d

do

wn

…”)

, sh

ow

ing

sh

e m

ay r

em

ain

be

twe

en

th

e c

ult

ure

s.

109






16

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

110






17

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

111

Tri

-Sta

te Q

uality

Revie

w R

ub

ric f

or

Lesso

ns &

Un

its:

EL

A/L

itera

cy (

Gra

des 3

-5)

an

d E

LA

(G

rad

es 6

-12)

Vers

ion

5

Gra

de:

Lit

era

cy L

esso

n/U

nit

Tit

le:

Overa

ll R

ati

ng

:

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113

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114

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