Unit 1 Lesson 9: “Next Term, We Will Mash You” and “Kewauna’s Ambition” Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence.

Drill Option 1: If you choose this drill, complete it in the text box provided. Do not complete Option 2 and 3. Style and Point of View: In Penelope Lively’s short story, “Next Term, We’ll Mash You,” the narrator describes a boy who has just experienced something traumatic with the following sentence: “And a bell goes, somewhere beyond doors and down corridors, and suddenly the children are all gone, clattering away and leaving him there with the heaving floor and the walls that shift and swing, and the headmaster’s wife comes back and tows him away, and he is with his parents again, and they are getting into the car, and the high hedges skim past the car windows once more, in the other direction, and the gravel under the tires changes into black tarmac.” 1. What is the effect of including so many conjunctions? Why would Lively construct the sentence in this way? 2. What literary device is being used in the phrase the heaving floor and the walls that shift and swing? What effect does this have on the mood of the sentence? 3. Think of a time of trauma, real or imagined. Use Lively’s sentence as a model to compose a sentence that utilizes conjunction to express a helpless mood. Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence.

Drill Option 2: If you choose this drill, complete it in the text box provided. Do not complete Option 1 and 3. Structured Writing Choices In Penelope Lively’s “Next Term, We’ll Mash You,” the narrator states: “His clothes were mature rather than old, his skin-well-scrubbed, his shoes clean, his geniality untainted by the least condescension.” A. Imitate Lively’s sentence. B. Unscramble using the model: 1. his presence untouched 2. rather than exaggerated 3. by the others attending 4. his annunciation crisp 5. the speech was eloquent 6. his anecdotes fine-tuned C. Combine these together to imitate the model: 1. The program was disorganized. 2. The program was not creative. 3. The events were chaotic. 4. The layout was confusing. 5. The presentation was untouched by the presence of order. D. Expand on this sentence stem by adding absolute phrases to replace each /: The daybreak was breathtaking, /, /, /. Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence.

synthesizes evidence from multiple sources. Drill Option 3: If you choose this drill, complete it in the text box provided. Do not complete option 1 and 2. Structured Free Write Options—Choose A or B A. Think about a time when you felt like you didn’t belong. How did you react? Did you conform in order to meet the standards of the group or did you stand out? What was the reaction of the group? B. In Penelope Lively’s short story “Next Rem, We’ll Mash You,” the main character, Charles, is being examined by his parents and the headmaster’s wife: “For a moment the three adults centered on the child, looking, judging. The mother said, ‘He looks so hideously pale, compared to those boys we saw outside.’” Have you ever found yourself in a similar situation, being judged by a group of adults? How did that make you feel? How did you respond? Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence. synthesizes evidence from multiple sources.

“Next Term, We Will Mash You” Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence. Read and annotate Penelope Lively’s “Next Term, We Will Mash You,” pp. 11-16 of the Close Reader supplement to Collections (type CR11 into the “Go To Page” in the digital textbook). Complete the accompanying questions (1-5 and Short Response) while you read, either on your own paper or in the text box provided below. Discuss your findings with the class, and take notes in the text box provided.

“Kewauna’s Ambition” Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence. Read and annotate Paul Tough’s nonfiction piece, “Kewauna’s Ambition” from How Children Succeed, pp. 3-6 of the Close Reader supplement to Collections (type CR3 into the “Go To Page” in the digital textbook). With an elbow partner or a small group, discuss the following questions: Why do you think Kewauna is disappointed that the other African American girls sat in the back of the class? Why is Kewauna successful? What central idea does Tough make about Kewauna’s success? Use evidence from the text to support your discussion. Discuss your findings with the class, and take notes in the text box provided.

BCPSOne Online Discussion Board Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence. BCPSOne Online Discussion Board Your teacher has created an online BCPSOne Discussion board for the following 6 topics: 1. How is success defined by the different characters in the texts? 2. To what extent do the character’s backgrounds influence their success? 3. How much of success is determined by appearance? 4. What role does fear or competition play in success? 5. Predict what happens next to Charles, given the context of the story. 6. Reference specifics from the story to describe what Kewauna will be like in 10 years. Log in to BCPSOne and post an original response to one of the questions, then post a thoughtful, evidence based response to at least one of your peer’s original post using the texts. Depending on time, you may participate in a group discussion reviewing responses to the questions/peers.

Formative Assessment: From the discussion of the stories, choose ONE question/topic to expand upon. Compose a paragraph in support of the claim or counterclaim with adequate evidence from the class responses and the text. Utilize proper organization, structure, and mechanics in your response. Objective: We will analyze two texts in order to defend a claim or counterclaim with appropriate evidence.