- Unit 1
- Level 1
- 1 days
- Close Reading, Text Analysis, Textual Evidence
- Download Lesson
Standards Addressed:
- L.9-10.4.a
- RL.9-10.1
- RL.9-10.3
- SL.9-10.1.c
Lesson Materials/Resources
Objectives
Students analyze how Russell develops the pack as a character in itself. Student learning is assessed via a Quick Write at the end of the lesson: How does Russell develop the pack as a character?
For homework, students preview the reading for the following lesson by boxing any unfamiliar words and conducting brief searches into the words’ meanings. Students also continue reading their Accountable Independent Reading (AIR) texts through the lens of a focus standard and prepare for a brief discussion on how they applied the focus standard to their texts.
Assessment/CFU
Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text.
How does Russell develop the pack as a character?
A High Performance Response should:
Identify the ways in which Russell develops the pack as a character (e.g., Russell develops the pack through their interactions with other characters; Russell uses the pronoun “we” to develop the pack as a character).
Analyze how these techniques develop the pack as a character (e.g., Russell uses the pack’s interactions with other characters. The pack’s relationship with the local wolves and farmers shows how they live an “outsider’s existence” in the forest (p. 227). The pack’s parents are ostracized by local farmers who “threaten” them with “pitchforks” (p. 227). In turn, as werewolves, the pack’s parents ostracize the local wolves by having “sometimes-thumbs, and regrets, and human children” (p. 227). These interactions show why the pack has been sent to St. Lucy’s, because their parents want them to live in “human society” (p. 227) rather than in the forest, which Claudette describes as a “green purgatory” (p. 227). When the pack arrives at St. Lucy’s, Russell develops them through their interactions with the nuns; by baring “row after row of tiny, wood-rotted teeth,” the pack shows itself to be wild and afraid (p. 226)
Opening/Warmup/Connecting Prior Knowledge
Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.1 and RL.9-10.3. In this lesson, students analyze how Russell develops the pack as a character. Students engage in evidence-based discussion and complete the lesson with a Quick Write.
Students look at the agenda.
Instruct students to take out their copies of the 9.1 Common Core Learning Standards Tool. Inform students that in this lesson they begin to work with a new standard: L.9-10.4.a. Ask students to individually read this standard on their tools and assess their familiarity with and mastery of it.
Students read and assess their familiarity with standard L.9-10.4.a.
Instruct students to talk in pairs about what they think the standard and substandard mean. Lead a brief discussion about these standards.
Student responses may include:
o The standard talks about determining the meaning of words as they are used in a text.
o Substandard L.9-10.4.a focuses on using context as a strategy for determining word meaning.
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