Raised by Wolves B y Karen Russell Lesson 1 Agenda September 2630 Goals Focus Vocabulary Standards RL9101 RL9104 Close Read Requirements St Lucys Home For Girls Raised by Wolves pp225229 ID: 682622
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St. Lucy’s Home For Girls
Raised by WolvesBy Karen RussellSlide2
Lesson 1
Agenda September 26--30Goals/ FocusVocabulary
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
ClosureSlide3
Goals / Focus
EQ: How does an author use specific words and phrases to evoke a sense of place?
Close
Reading
Using Textual Evidence Slide4
Quickwrite 1What 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?Slide5
Vocabulary Example
K I M Strategy
Key Word
Democracy
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 CueSlide6
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 timeSlide7
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 textSlide8
Marking the text:
annotation Per. 3 10/3Helps 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 WolvesSlide9
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.”Slide10
Standards: RL.9-10.1,
RL.9-10.4Take 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 outSlide11
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
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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 AngelouSlide13
How to Respond to Quotes
Include, or incorporate the quoteUse 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).Slide14
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. Slide15
Fix it up
Now that you know better, do better. Rewrite your response to the quote for today using the guidelines you were given. Slide16
What is the relationship between these photos and St. Lucy’s Home For Girls raised by wolves?Slide17
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?Slide18
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. Slide19
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?)Slide20
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.Slide21
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.Slide22
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 WarrenSlide23
Lesson 2 Agenda
Goals/ FocusStandardsVocabulary
St. Lucy’s pp.229-240
Reading, discussion, and
text-dependent questions (TDQs)
Quickwrite
3Slide24
Standards:
RL.9-10.4Take 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 outSlide25
Goals/ Focus
EQ: How is a character’s tone revealed and developed over the course of a text?Impact
of word choice
Using
textual evidenceSlide26
Lesson 2 Vocabulary
dislocation (n.) – the state of being out of placeshunned (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 lifeSlide27
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? Slide28
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 BrandenSlide29
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. Slide30
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.
Slide31
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 ptsSlide32
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. Slide33
9.1.1 Lesson 3 Agenda
EQ:StandardsVocabularySt. Lucy’s Home for Girls Raised by Wolves pp.240-246
TDQs 3
Quickwrite 4
ClosureSlide34
Essential Question (EQ)
EQ: How do characters develop over the course of a text? Focus: character interactions and actionsSlide35
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 HerriotSlide36
Standards
RL.9-10.3, SL.9-10.1.cSteps:
Grab a partner
Close read standards
Discuss with your partner
Paraphrase the standard
Be prepared to share outSlide37
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 bitingintercepted (v.) – seen or overheard (a message, transmission, etc.) meant for anotherSlide38
Masterful Reading
Turn to page 240 of “St. Lucy’s Home for Girls Raised by Wolves” by Karen RussellRead along with me silently
Mark the text with a capital “M” when you read something that reveals how Mirabell behaves.
How does Mirabella Act?
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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?Slide40
Quick Write 4
Answer the prompt on a half sheet of paper:How does Mirabella interact with the rest of the pack?Slide41
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 RothSlide42
ELA I Lesson 4 Agenda
Standards/ Essential QuestionVocabulary“St Lucy’s Home for Girls Raised by Wolves” pp.225- 227
Work period
Quickwrite 5
Closure
HomeworkSlide43
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 outSlide44
Essential Question /focus
How does Russell develop the pack as a character in itself?Slide45
Vocabulary 4
hirsute (adj.) – hairy; shaggysinewy (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 sufferingSlide46
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”)?Slide47
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).Slide48
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 PowellSlide49
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.Slide50
Quickwrite 5
How does Russell develop the
pack as a character?Slide51
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.Slide52
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? Slide53
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.”--- AristotleSlide54
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 answersSlide55
Learning Standards:
Take out your learning standards toolReview 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?Slide56
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 futureSlide57
Learning Standards
RL.9-10.1, RL.9-10.3, and SL9-10.1cTake 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 timeSlide58
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 classSlide59
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