Unit 1 Lesson 5: Annotations and TDQs

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9.1.1 Lesson 5

Overview: In this lesson, the focus on teaching annotation continues. Students will discuss how we can apply the CCS to the Accountable Independent Reading (AIR) homework assignment , review annotation, finish close reading and annotating Stage 1 of “St. Lucy’s Home for Girls Raised by Wolves,” and write responses to two text-dependent questions (TDQs) using evidence from the text.

Standards

SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Assessed Standard(s)
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, advance the plot or develop the theme.
Addressed Standard(s)
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.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Assessment(s)
The assessment in this lesson is a Quick Write with two parts. Both parts ask students to analyze Stage 1. Students will have a choice to answer either Question A or Question B, but all must answer Question C. In total, the students will answer two text-dependent questions. Students must use key evidence and vocabulary from the text in their responses.

  1. Reread the two paragraphs of text, “That first afternoon, the nuns gave us free rein” through “We supplemented these holes by digging some of our own” (p. 227). Based on these two paragraphs, how is the pack’s initial experience at St. Lucy’s, “new, exciting, and interesting?” Write a paragraph response using your annotations to identify 2-3 pieces of strong text evidence for your answer.
  2. Reread the section of text that begins with the paragraph, “We had just sprawled out in the sun for an afternoon nap” through the Stage 2 epigraph (pp. 228–229). What does this section reveal about the pack’s human and wolf-like characteristics? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.
  3. Based on the lesson’s discussion and text evidence annotated, how accurately does the Stage 1 epigraph represent the pack’s initial experience at St. Lucy’s? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.

 

Vocabulary

  • delectable (adj.) – appetizing or delicious
  • supplemented (v.) – completed or added to
  • interred (v.) – placed into or buried
  • assault (n.) – a violent attack
  • conferred (v.) – discussed together
  • improvised (v.) – made up
  • bristled (v.) – (of hair or fur) stood upright away from the skin, esp. in anger or fear.
  • overstimulating (adj.) – too exciting
    • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
    • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 227–229)
    • Introduction of Lesson Agenda
    • Annotation Practice
    • Close Reading, Annotation, and Text-Dependent Questions
    • Quick Write
    • Closing

Lesson Agenda

 

Materials:  TDQs and Assessment questions for Quick Write

 Learning Sequence:

  1. Discuss the importance of annotating text- a)How have we marked the text thus far in our reading? b)What are some purposes for marking the text? c)How does annotating text change the way you read? d)Use  the following codes: 1)Box unfamiliar words. 2) Star (*) important or repeating ideas. 3)Put a question mark (?) next to a section you’re questioning or confused about. 4)Use an exclamation point (!) for ideas that strike you or surprise you in some way.
  2. Besides using the codes, marking the text with your thinking related to the codes is important.
  3. Share some annotations you have done based on the first section of the story.
  4. Review the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4. Individually reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess your familiarity with and mastery of the standards on their Common Core Learning Standards Tool
  5. Talk in pairs about how we can apply their focus standard to their AIR text. Share in class.
  6. Use the previously learned annotation codes to annotate while reading.  Turn to the paragraph that begins with “That first afternoon, the nuns gave us free rein of the grounds” (p. 227).  Reread the paragraph independently and annotate the text.
  7.  Turn-and-Talk about your annotations
  8.  Discuss the following TDQs.  Further annotate the text based on the discussion. a) What is the pack doing in this paragraph? b) How does the pack show their wolf-like characteristics in this paragraph? c) How is the pack feeling in this paragraph?
  9.  Pair reading-: to read closely by annotating the text for strong textual evidence that can be used for text analysis and to participate in effective discussions of the text.
  10. Start from “We supplemented these holes by digging” (p.227)and stop at “… It can be a little overstimulating”( page 229) . You will annotate the text as you read and discuss text-dependent questions.    A)What is the pack doing with the holes?  B)What words or phrases could replace supplemented? C)What is “assaulting” the packs’ noses? D) Why did their “own scent become foreign” to the girls?  E)What is the significance of the author’s focus on scent? F) Why did the older sister “bristle”? F) What does the method the oldest sister uses to bristle reveal about the pack? G) What are the nuns trying to do to the pack? H)What are the feelings of the pack in the section just closely read, and how can you tell? I) What are the feelings of the nuns in the section just closely read, and how can you tell? J)What does Mirabella do and what happens to her? K) How has Stage 1 been overstimulating for the pack?

Quick Write: You will respond to two prompts, using evidence from the section they studied today. Students should use their annotations to identify text evidence to support their thinking.

Students can choose between Question A and Question B, but all students must answer Question C.

A. Reread the two paragraphs of text, “That first afternoon, the nuns gave us free rein” through “We supplemented these holes by digging some of our own” (p. 227). Based on these two paragraphs, how is the pack’s initial experience at St. Lucy’s, “new, exciting, and interesting?” Write a paragraph response using your annotations to identify 2-3 pieces of strong text evidence for your answer.  OR

B. Reread the section of text that begins with the paragraph, “We had just sprawled out in the sun for an afternoon nap” through the Stage 2 epigraph (pp. 228–229). What does this section reveal about the pack’s human and wolf-like characteristics? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.

C.Based on the lesson’s discussion and text evidence annotated, how accurately does the Stage 1 epigraph represent the pack’s initial experience at St. Lucy’s? Write a paragraph response using your annotations to identify 2–3 pieces of strong text evidence for your answer.

 

Closing: For homework, continue your AIR using the language of the focus standard to guide your reading. Come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on your focus standard.

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