St. Lucy’s Home For Girls Raised by Wolves By Karen Russell Let students know that our text is taken from this anthology written by Karen Russell...suggest for AIR

Lesson 1 Agenda September 26--30 Goals/ Focus Vocabulary Standards: RL.9-10.1, RL.9-10.4 Close Read Requirements “St. Lucy’s Home For Girls Raised by Wolves” pp.225-229 Reading and Discussion Quickwrites 1 and 2 Closure Let students know the first unit will focus on developing effective reading, writing and responding using textual evidence

Goals / Focus EQ: How does an author use specific words and phrases to evoke a sense of place? Close Reading Using Textual Evidence Let students know that they are expected to be able to answer the EQ by the end of the lesson, or some version of it.

Quickwrite 1 What do you know about close reading? What do you know about werewolves? What does this question from the previous slide mean? How does an author use specific words and phrases to evoke a sense of place? Share?

Vocabulary Example Democracy K I M Strategy Key Word Information: government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. Memory Cue Advise students that they may draw or sketch their memory cue. Memory cue can also be what they choose. E.g. words, poem, statement, acronym etc.

Lesson 1 Vocabulary Begin a vocabulary section in Core Lit. Jesuit (adj.) – of or pertaining to Jesuits, a male Roman Catholic religious order lycanthropic (adj.) – of or pertaining to the delusion in which one imagines oneself to be a wolf stage (n.) – a single step or degree in a process initial (adj.) – first period (n.) – any specified division or portion of time While close reading, model how to define words within the context of the sentence without using a dictionary.

Marking the text for close reading This confused me = ? This is important = ✴ This is surprising = ！ I can make a connection = ✓ Annotate connections in the margins Circle unfamiliar words--define in margins Highlight quotes you intend to use in your analysis of the text

Marking the text: annotation Per. 3 10/3 Helps you remember what you are reading by writing your thinking on the text Keep track of important ideas unpackage unfamiliar words questioning the text and making connections between ideas Turn to Stage 1 epigraph of “St. Lucy’s Home for Girls Raised by Wolves Modeling example --! the lack of action by the nuns despite their displeasure. * foreign…”new and exciting

Language used in Standards Figurative language is “language that expresses an idea in an interesting way by using words that usually describe something else.” Connotative meaning is “a suggested or associated meaning in addition to a word’s primary meaning.” Cumulative means “including or adding together all of the things that came before.” Evokes means “brings (a memory, feeling, image, etc.) into the mind.” Tone is “an author’s attitude toward his or her subject.” Suggest Students add these words to their vocabulary notebooks as well.

Standards: RL.9-10.1, RL.9-10.4 Take out your learning standards tool. Grab a partner, read, markup and discuss each standard. Paraphrase each standard beginning with the phrase “I can…” Be prepared to share out

Paraphrase Standards Example 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. ex: I can select the right textual evidence to support my analysis of the text by using what is there and by making inferences

Respond to this quote in section two of your binder Respond to this quote in section two of your binder. Copy it as it stands then interpret it in your own words. “If you don't like something, change it. If you can't change it, change your attitude.” Maya Angelou

How to Respond to Quotes Include, or incorporate the quote Use quotes “...” name author I agree/disagree with Rick Warren when he said “We are products of our past, but we don’t have to be prisoners of it” because… Rick Warren once said, “ We are products...it.” This is true/untrue because… Rick Warren correctly noted that “we are...it” “We are products...it”due to the abundance of opportunities our country offers to improve yourself (Warren 5). Notes...students with accommodations may have copies printed

Responding to quotes example “Science is the search for truth, that is the effort to understand the world: it involves the rejection of bias, of dogma, of revelation, but not the rejection of morality.”--Linus Pauling Linus Pauling once said, “Science is the search for truth, that is the effort to understand the world: it involves the rejection of bias, of dogma, of revelation, but not the rejection of morality.” Pauling is saying that science is whatever you make of it. Science has various components and nothing is considered wrong until it’s scientifically proven. Almost every aspect of society dates back to science. Science is essential to many things. Pauling is comparing society to science metaphorically. We search for the truth, face rejection of bias, dogma, revelation but in the end we're all one in the same. We are all moral beings. Inform students that they will have quotes as do nows three days per week for the first marking period.

Fix it up Now that you know better, do better. Rewrite your response to the quote for today using the guidelines you were given.

What is the relationship between these photos and St What is the relationship between these photos and St. Lucy’s Home For Girls raised by wolves?

What is lycanthropic culture shock? What in the text tells you this? Where in the text did you find this? Who is the audience, and how do you know?

TDQ 1: Select a partner. Reread the epilogue and the first paragraph slowly, and carefully. Keep in mind your standards and vocabulary. Answer the following questions: How does Russell begin the story? Who is “The Jesuit Handbook on Lycanthropic Culture Shock” written for? How does the word “home: in the title begin to develop your understanding of the story? Who is the pack? How do you know? What does the epigraph suggest about the time the girls will spend at St. Lucy’s ? Describe the tone of the epigraph. Be prepared to share out.

Quickwrite 2 Identify two specific word choices in the title and epigraph and explain how these words evoke a sense of place. (What words or phrases are used to reveal setting?) Remind students that this is a summative assessment and to use their short response rubrics as a guide to ensure earning all possible points.

Exit Slip 1: on a half sheet of paper... Name ___________________ Period In complete sentences, name two things about “St. Lucy’s” that you did not understand on the first read-through that are clearer to you now.

Homework Daily: Part of your homework is to read outside of class from a novel. This is called AIR (Accountable Independent Reading). As soon as you finish Twisted, your homework is to look for an appropriate text to read for Accountable Independent Reading (AIR) by determining two criteria for the kind of text that you want to read, e.g., topic, genre, fiction or nonfiction.

Respond to the quote in your ELA notebooks. Be sure to include the quote and author in your response. “We are products of our past, but we don't have to be prisoners of it.” ― Rick Warren

Lesson 2 Agenda Goals/ Focus Standards Vocabulary St. Lucy’s pp.229-240 Reading, discussion, and text-dependent questions (TDQs) Quickwrite 3

Standards: RL.9-10.4 Take out your learning standards tool. Grab a partner, read, markup and discuss each standard. Paraphrase each standard beginning with the phrase “I can…” Be prepared to share out

Goals/ Focus EQ: How is a character’s tone revealed and developed over the course of a text? Impact of word choice Using textual evidence

Lesson 2 Vocabulary dislocation (n.) – the state of being out of place shunned (v.) – avoided deliberately and especially habitually etiquette (n.) – conventional requirements for social behavior rehabilitations (n.) – the states of being taught to live a normal and productive life

Close Read pages 229-240 Stage 2 What do we learn about the narrator in this excerpt? What specific details about their behavior does Russell use to describe Mirabella’s and Jeanette’s places in the pack? How does Claudette describe her place in the pack? What tone does Claudette use in her description of Mirabella’s behavior? Finish for homework

Respond to the following quote by rephrasing it in your own words: “The first step toward change is awareness. The second step is acceptance.” ---Nathaniel Branden

Quickwrite 3 lesson 2 Answer on a half sheet of paper: (Tone is the author or speaker’s attitude or feelings about the topic.) Describe Claudette’s tone in her description of Stages 2 and 3 of lycanthropic culture shock. Cite specific textual evidence to support your response.

Exit slip 2 What are some of the lessons the pack is learning at St. Lucy’s? Cite at least three pieces of textual evidence to support your response. You may use your texts and notes to answer this prompt.

Answering TDQs...1, 2, 3 Make a claim (answer the question) 1 Provide cited textual evidence to support your claim 1 Analyze what the claim and evidence reveal… your interpretation...the so what? 1 +_____ 3 pts

Sample TDQ How does the author structure the first paragraph of the text to communicate setting and conflict? The first paragraph begins by engaging the reader with a terrifying event. It establishes that Malcolm X and his family are the victims of persecution and racist treatment; men surround his house “brandishing their shotguns and rifles” (p.1) simply because his father is encouraging African Americans to return to Africa since equality seems impossible in America.

9.1.1 Lesson 3 Agenda EQ: Standards Vocabulary St. Lucy’s Home for Girls Raised by Wolves pp.240-246 TDQs 3 Quickwrite 4 Closure

Essential Question (EQ) EQ: How do characters develop over the course of a text? Focus: character interactions and actions

Respond to the quote below in section two of your binder Respond to the quote below in section two of your binder. Restate it in your own words and discuss how you feel about it. Do you agree? “If having a soul means being able to feel love and loyalty and gratitude, then animals are better off than a lot of humans.” James Herriot

Standards RL.9-10.3, SL.9-10.1.c Steps: Grab a partner Close read standards Discuss with your partner Paraphrase the standard Be prepared to share out

Add to your vocabulary section using the KIM strategy: frog-marched (v.) – forced a person or persons to march with their arms held firmly behind the back muzzle (n.) – a device placed over an animal’s mouth to prevent the animal from biting intercepted (v.) – seen or overheard (a message, transmission, etc.) meant for another

Masterful Reading Turn to page 240 of “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell Read along with me silently Mark the text with a capital “M” when you read something that reveals how Mirabell behaves. How does Mirabella Act? Differentiation: guiding question

Work Period TDQs 3 Re-read pp. 240–246 of “St. Lucy’s Home for Girls Raised by Wolves” and answer the following TDQs: 1.How does Mirabella treat Jeanette and Claudette at the beginning of Stage 4? 2.How do the nuns treat Mirabella at the Debutante Ball? 3.Why does Mirabella jump on Claudette? Remind students that they are using standard SL9-10.1.c

Quick Write 4 Answer the prompt on a half sheet of paper: How does Mirabella interact with the rest of the pack?

“Our lives are defined by opportunities, even the ones we miss.” Respond to the quote below in section two of your binder by interpreting it. What do you think it means? Be prepared to share your response. “Our lives are defined by opportunities, even the ones we miss.” ― Eric Roth

ELA I Lesson 4 Agenda Standards/ Essential Question Vocabulary “St Lucy’s Home for Girls Raised by Wolves” pp.225- 227 Work period Quickwrite 5 Closure Homework

You will need your standards tool Standards: RL.9-10.1,RL.9-10.3, SL.9-10.1.c,L.9-10.4.a Steps: 1.Grab a partner 2.Close read standards you have not completed 3.Discuss with your partner 4.Paraphrase the standard 5.Be prepared to share out

Essential Question /focus How does Russell develop the pack as a character in itself?

Vocabulary 4 hirsute (adj.) – hairy; shaggy sinewy (adj.) – muscular; strong barbaridad (Spanish n.) – crudity of style, taste, expression, etc. apiary (n.) – a place where bees are kept pidgin (n.) – any broken form of a language purgatory (n.) – any condition or place of temporary suffering

TDQs 4 Why were the nuns’ faces “pinched with displeasure”? What is the impact of the narrator’s use of the pronoun “we” to describe the pack? How does the comparison of the pack to the Copacabana girls develop the pack as a character? Given the pack’s behavior, what can you infer Sister Josephine means by “backwoods”)? Snow balls activity...fold paper into fours, answer each question in a box, throw across the room...each student shares a question

TDQs 4 continued 5. How are the girls different from their parents? What causes this difference? 6. What can you infer about the meaning of ostracized, given the relationship of the pack’s parents to the farmers and the local wolves? 7. Why do the pack’s parents enroll their daughters in St. Lucy’s? 8. Describe the pack’s interactions with each other and other characters (e.g., the nuns, their families, local wolves).

Respond to the quote below in your ELA notebooks by defining the key words and telling whether you agree and why or why not. “Success is the result of perfection, hard work, learning from failure, loyalty, and persistence.” Colin Powell

Paraphrasing Vs Quoting “They lived an outsider’s existence in caves at the edge of the forest, threatened by frost and pitchforks." (p. 227) The narrator explains, “They lived an outsider’s existence in caves at the edge of the forest” (p. 227). What is the same? Different? They were outsiders who were threatened by farmers and the elements. RL9-10.1 lesson 1

Quickwrite 5 How does Russell develop the pack as a character?

Exit slip Look back through stage 3 and 4. Create two questions about the text. If you don’t have any questions, make two connections.

Read Aloud “St. Lucy’s Home for Girls Raised by Wolves” Turn and Talk: Why do you think the pack hates Jeanette and Mirabella? Why does Claudette ignore Mirabella’s pleads for help?

Respond to this quote in section two of your binder by interpreting it and either agreeing or disagreeing. Explain your response. “We are what we repeatedly do. Excellence then is not an act, but a habit.”--- Aristotle

Read Aloud: Pulse check “St. Lucy’s Home for Girls Raised by Wolves” Turn and Talk: 1.Why is Jeanette doing so well? 2.Why is Mirabella performing so poorly? 3.What two worlds are the girls between? 4.Why would the “wolf” parents be upset if the girls returned? Use textual evidence to support your answers

Learning Standards: Take out your learning standards tool Review RL.9-10.2, SL.9-10.1c Discuss standards within your groups Answer the following question, and be prepared to share out: What are the big ideas in this standard?

Exit Slip Use Learning standard SL.9-10.1c as a reference and write a paragraph about your discussion skills. This paragraph must include: What you did well What you would like to improve on in the future

Learning Standards RL.9-10.1, RL.9-10.3, and SL9-10.1c Take out your learning standards tool R/A standard RL.9-10.3 What is this standard asking you to be able to do? Write your ideas in the margins or the boxes on the page Share out time

Think Pair Share Select a partner Reread from “‘Ay caramba’, sister Maria de la Guardia sighed,” to “neither did they” (p237-238), marking the text, and annotating in the margins. Answer focus questions: What ideas are repeated throughout this section? How do these details reveal how the girls and their families interact with other characters in this section? Share out with class graphic organizer available for differentiation

Assessment 2 Answer in the form of a paragraph on a separate sheet of paper: What is the central idea of “St. Lucy’s...Wolves?” Cite at least four pivotal (key) moments in the text that show how the conflict develops throughout the story. You may use your graphic organizers and text