Unit 1 Lesson 9: Prep for Mid-Unit Assessment

by

Unit 1 Lesson 9: Prep for Mid-Unit Assessment

Calendar for the Remaining Unit 1 Lessons

  • 10/1 Lesson 9: Focus on Stage 3 Analysis
  • 10/2 Lesson 10: Mid Unit Assessment
  • 10/3 Lesson 11: Focus on Stage 4 Analysis
  • 10/4 : Lesson 12 Focus on Stage 5 Analysis
  • ………………………………………………………………………
  • 10/7 Lesson 13: Use graphic organizer to gather evidence to support the final analysis; Vocabulary Connection
  • 10/8 Lesson 14: Group Presentation
  • 10/9 Lesson 15: Intro/Conclusion for the final essay
  • 10/10 Lesson 16: Prep End of the Unit Assessment
  • 10/11 Lesson 17: Final Essay Due

Introduction- In this lesson, the focus is on close reading through annotation and answering text-dependent questions culminating in a class discussion about “St. Lucy’s Home for Girls Raised by Wolves.” This lesson is focused on Stage 3. To begin, students will continue to read, annotate, and discuss Stage 3, staying in the groups they formed for the previous lesson. The second half of the lesson focuses on preparing students for the Mid-Unit Assessment through an evidence-based discussion.

Standards

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.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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).
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.

Assessment

Assessment(s)
Because students are preparing for the Mid-Unit Assessment during this lesson, there is no formal assessment here. Instead, review student work on the text-dependent questions discussed during the first half of the lesson.

Vocabulary

  • generalizations (n.) – broad or vague statements or ideas that are assumed to be true
  • ominously (adv.) – in a way that forecasts evil; threateningly
  • purebred (adj.) – denoting a pure strain obtained through controlled breeding
  • captivity (n.) – a state of being held or imprisoned
  • inducement (n.) – an attempt to persuade or influence

Agenda

  • Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 235–239)
  • Homework Accountability( AIR)
  • Introduction and Stage 3 Close Reading, Annotation, Evidence-Based Discussion
  • Preparation for Mid-Unit Assessment: Evidence-Based Discussion

Materials

  • Model responses for Lesson 7 Quick Write
  • Mid-Unit Assessment prompt (See Lesson 10)
  • NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in the Unit Overview for its location).

Learning Sequence

  1. Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
  2. Reread the standards and assess your familiarity with and mastery of the standards on your Common Core Learning Standards Tool. Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c. Pay special attention to SL.9-10.1c(interpret).
  3. Talk in pairs about how you  can apply the focus standard to their text. Share out some entries of your AIR reading logs.
  4. Read the entire Stage 3 epigraph (p. 235). Annotate as you  read closely(to box unfamiliar words and write word meanings on your texts or on self-stick notes.). Respond to the TDQs a) What is the host culture? b)How will the students feel about the host culture in this stage?  c)Based on this, what might generalization mean?
  5. Read closely Stage 3 narrative, from “The nuns were worried about Mirabella” to “ to to “nobody wanted to assume responsibility for it” (p. 236).  Discuss: a) How is Mirabella described in this section? b)Based on this description, what could ominous mean if it is describing the “something” that must be done to Mirabella?
  6. Read the paragraph that begins “I could have warned her. If I were back home” (pp. 236­-237). Discuss as a whole group: a) What is happening to Mirabella? b)Why is it happening? Mark any text evidence that coincides with what is happening to Mirabella. 
  7. read the paragraph that begins with “It was during Stage 3 that we met our first purebred girls” and stop before the paragraph that begins with “Jeanette was learning how to dance.” (p. 237)  Discuss: a)How are the “purebred girls” described? b) What might purebred mean here? c)What does it mean that the “purebred girls” were raised in “captivity”? Underline any new evidence we have used to answer the TDQs.
  8. Continue reading, from “Jeanette was learning how to dance” to “On Sundays, the pretending felt almost as natural as nature” (pp. 237–239). You will be given  the TDQs and answer them in your reading group . a) What does the bicycle ride reveal about Mirabella?  b)Based on the paragraph you just read, has the pack been successfully rehabilitated? c)How are the details of the Stage 3 epigraph reflected in this last scene between Jeanette and Claudette?
  9. Hand out the Mid-Unit Assessment prompt . The Mid-Unit Assessment will be evaluated using the first two boxes on the rubric (Content and Analysis/Command of Evidence).
  10. Discuss the assessment prompt. Take notes on the discussion. It is important for you to take notes during this discussion, as you will be able to use the notes in organizing your assessment writing. a) Who are the characters we should focus on for this prompt? Why? b) What are you supposed to write about the characters? c)Which of the characters have adapted to change? d) How have we seen this adaptation take place? (You may describe Jeanette and Claudette separately.) e)Which of the characters have resisted change? How have we seen this resistance take place?
  11. Cite textual evidence about the characters using the annotations and text. Continue to take notes on the contributions to the discussion.

Reflect: How did the discussion progressed directly related to the norms that have been established: a)How effective was the discussion based on the norms and procedures established in earlier lessons? b)How well did you, the students, manage the discussion as opposed to having the teacher facilitate? c) How do we know if we are effective at meeting the norms elicited by the Speaking & Listening standard (SL.9-10.1c).?

Homework: Take home your assessment prompt, discussion notes, rubric, and the St. Lucy’s text to continue planning your writing for the next lesson’s assessment.

Leave a Reply