- Unit 1
- Level 1
- 1 days
- Close Reading, Identifying Textual Evidence, Text Analysis
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Standards Addressed:
- RL.9-10.4
Lesson Materials/Resources
Objectives
Students analyze how Claudette’s tone develops over the course of Stages 2 and 3. Student learning is assessed via a Quick Write at the end of the lesson: Describe Claudette’s tone in her description of Stages 2 and 3 of lycanthropic culture shock. Cite specific evidence to support your response.
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.
Describe Claudette’s tone in her description of Stages 2 and 3 of lycanthropic culture shock. Cite specific textual evidence to support your response.
A High Performance Response should:
Identify a specific tone (e.g., Claudette’s tone in her description of Stages 2 and 3 is humorous).
Cite specific evidence to support their answer (e.g., Claudette’s tone is frequently humorous. For example, when she is partnered with Mirabella for duck feeding she says: “and then who would get blamed for the dark spots of duck blood on our Peter Pan collars? Who would get penalized with negative Skill Points? Exactly” (p. 234). This quote is humorous because Claudette exaggerates her frustration and sense of injustice by using questions, and also because the image of “dark spots of duck blood on … Peter Pan collars” brings together an everyday image of a school uniform with something unexpected, duck’s blood. Later, in Stage 3, when Jeanette blows her nose on the curtains, Claudette says, “Even [Jeanette’s] mistakes annoyed us—they were always so well intentioned” (p. 239). In doing so, she introduces a note of humor, partly because Jeanette’s actions are comically out of line with the polite behavior that she is trying to show, and partly because being well-intentioned is not something that one usually associates with annoying people).
Opening/Warmup/Connecting Prior Knowledge
Begin by reviewing the agenda and the assessed standard for this lesson: RL.9-10.4. In this lesson, students listen to a masterful reading of pp. 229–240 of “St. Lucy’s Home for Girls Raised by Wolves” (from “Stage 2: After a time, your students realize that they must work” to “But you could tell they were pleased”) and analyze how Claudette’s tone develops over the course of Stages 2 and 3. Students engage in evidence-based discussion and complete a brief writing assignment to close the lesson.
Students look at the agenda.
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