9.1 Module Overview - EngageNY [PDF]

NYS Common Core ELA & Literacy Curriculum

9.1

DRAFT

Grade 9 • Module 1

Module Overview

Reading Closely and Writing to Analyze: How Do Authors Develop Complex Characters? Texts

Number of Lessons in Module

Unit 1: “St. Lucy’s Home for Girls Raised by Wolves,” Karen Russell Unit 2: Excerpts from Black Swan Green, David Mitchell, and excerpts from Letters to a Young Poet, Rainer Maria Rilke Unit 3: Excerpts from Romeo and Juliet, William Shakespeare 53 (including module performance assessment task)

Introduction In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context. Module 1 also introduces key protocols and routines for reading, writing, and discussion that will continue throughout the year. This ten-week module is the longest of the school year, in part to allow time for deliberate teaching and reinforcement of these key practices and habits. It will be worth the effort to establish an environment with clear routines and expectations to help students learn to work independently, in pairs, in small groups, and within the whole class. In the first of three units, students read “St. Lucy’s Home for Girls Raised by Wolves,” paying close attention to the author’s use of language. The second unit pairs excerpts from fiction and nonfiction texts: Black Swan Green and Letters to a Young Poet. Students will analyze the character of Jason as he is revealed in the two fictional excerpts, and examine the parallels between Solarium and Rilke’s Letter One. The third unit is an unconventional study of Romeo and Juliet. Students will alternate reading and viewing a film version of the play, examining key portions of the text through close reading, collaborative discussion, and writing to synthesize. The portions of the play selected for close reading are based on their pivotal role in the play and their historic and cultural relevance in the wider range of reading. Because this may be students’ first exposure to Shakespeare, students will examine Shakespeare’s rich use of figurative language, word play, and powerful cadence throughout the reading and viewing of the play. Each unit will culminate with a written assessment that provides scaffolding for the Module Performance Assessment, in which students will read a previously unread excerpt from Letters to a File: 9.1 Module Overview Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1

Young Poet, collaboratively analyze the text, and independently write an essay that pairs the Rilke excerpt with a text previously read in the module.

Literacy Skills & Habits  Read closely for textual details  Annotate texts to support comprehension and analysis  Engage in productive evidence-based conversations about text  Collect evidence from texts to support analysis  Organize evidence to plan around writing  Determine meaning of unknown vocabulary

English Language Arts Outcomes Yearlong Target Standards These standards embody the pedagogical shifts required by the Common Core Standards and will be a strong focus in every ELA module and unit in grades 9–12. CCS Standards: Reading—Literature Cite strong and thorough textual evidence to support analysis of what the text says RL.9-10.1 explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text, including RL.9-10.4 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). RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCS Standards: Reading—Informational Text Cite strong and thorough textual evidence to support analysis of what the text says RI.9-10.1 explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in the text, including RI.9-10.4 figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text RI.9-10.10 complexity band proficiently, with scaffolding as needed at the high end of the range.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1

CCS Standards: Writing Draw evidence from literary or informational texts to support analysis, reflection, and W.9-10.9 research. a. Apply grades 9–10 Reading standards to literature. b. Apply grades 9–10 Reading standards to literary nonfiction. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of purposes, tasks, and audiences. CCS Standards: Speaking & Listening SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCS Standards: Language L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies (a-d).

Module-Specific Assessed Standards These standards will be the specific focus of instruction and assessment, based on the texts studied and proficiencies developed in this module. CCS Standards: Reading—Literature RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) RL.9-10.3 develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Analyze how an author’s choices concerning how to structure a text, order events within RL.9-10.5 it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCS Standards: Reading—Informational Text RI.9-10.2  Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCS Standards: Writing Write informative/explanatory texts to examine and convey complex ideas, concepts, W.9-10.2 and information clearly and accurately through the effective selection, organization, and analysis of content. CCS Standards: Speaking & Listening None. CCS Standards: Language None. File: 9.1 Module Overview Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1

Addressed Standards These standards will be addressed at the unit or module level, and may be considered in assessment, but will not be the focus of extended instruction in this module. CCS Standards: Reading – Literature Analyze the representation of a subject or a key scene in two different artistic mediums, RL.9-10.7 including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). CCS Standards: Reading – Informational Text Analyze how the author unfolds an analysis or series of ideas or events, including the RI.9-10.3 order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCS Standards: Writing Produce clear and coherent writing in which the development, organization, and style W.9-10.4 are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or W.9-10.5 trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCS Standards: Speaking & Listening SL.9-10.1b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. College and Career Readiness Anchor Standards for Reading CCSS.ELAIntegrate and evaluate content presented in diverse media and formats, including Literacy. visually and quantitatively, as well as in words. CCRA.R.7 CCS Standards: Language No Language supporting standards in this module. SL.9-10.1d

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1

Module Performance Task In this performance task, students read closely, analyze text, work with paired texts, and demonstrate skills and habits they have practiced throughout the module. Two variations of this rigorous task are provided: Option A uses several pre-selected excerpts from Rilke’s Letters 4 and 7, and require students to read and analyze the excerpts, choose one, and apply it to one other text from the module; Option B (for more advanced students) requires that students read all of Rilke’s Letter 7 (not read previously), select an extended quote from the letter, and apply that quote to one other text from the module. Choose the task most appropriate for the students in your class. In each version of the performance assessment (A and B) students will choose an extended quotation from Rilke’s letters, and in an essay explain how Rilke’s advice could apply to a character in any of the other texts read in this module. On the first day of the assessment, working in small groups, students will be introduced to the guiding question for the task and will read and annotate three pre-selected short excerpts from Letters to a Young Poet (Option A), or will read and annotate all of Letter 7 (Option B). In the next two lessons, students will once again meet in small groups, and then in pairs to further analyze the excerpts (or letter) and discuss how these might apply to characters in texts previously read in the module. They will each select one of the excerpts (A) or any excerpt from Letter 7 (B) and a character from another text in the module. In lessons four and five, students will organize their evidence from the two texts, and plan, write, and revise an essay in response to the prompt.

Texts Unit 1: “Everything was new and exciting and different.” Russell, Karen. “St. Lucy's Home for Girls Raised by Wolves.” In “St. Lucy's Home for Girls Raised by Wolves”, 225–246. New York: Vintage, 2007. Unit 2: “A work of art is good if it has arisen out of necessity.” Mitchell, David. Black Swan Green. New York: Random House Publishing Group, 2007. Rilke, Rainer Maria. “Letter One.” In Letters to a Young Poet, translated by Stephen Mitchell. New York: Vintage, 1986. Unit 3: “Wisely and slow; they stumble that run fast.” Romeo + Juliet (1996, Lurhmann). Shakespeare, William. Romeo and Juliet. Edited by René Weis. London: Bloomsbury Arden Shakespeare, 2012.

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1

DRAFT

Module-at-a-Glance Calendar Text

Lessons in the Unit

Literacy Skills and Habits

NYS P12 Assessed and Addressed CCSS

Assessments

RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4

Mid-Unit: Students participate in an evidence-based discussion prior to responding to a prompt, individually in writing, about a character from St. Lucy's who adapts to change and one who resists change.

Unit 1: “Everything was new and exciting and different.” “St. Lucy’s Home for Girls Raised by Wolves” (Russell)

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 Read closely for textual details  Annotate text to support comprehension and analysis  Engage in productive evidence-based conversations about text  Collect evidence from texts to support analysis

W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.9a SL.9-10.1b SL.9-10.1c SL.9-10.1d

 Organize evidence to plan around writing

End-of-Unit: Students write an essay, using evidence from the story, explaining whether the character, Claudette, was successfully integrated into human society. Students use the unique structure of the text as well as vocabulary from the unit in their essays.

Unit 2: “A work of art is good if it has arisen out of necessity.” Excerpt from Letters to a Young Poet (Rilke): Letter One

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Excerpts from Black Swan Green (Mitchell): Hangman (pp. 24–29), and Solarium ( pp.

 Read closely for textual details  Annotate text to support comprehension and analysis  Engage in productive evidence-based conversations about text  Collect evidence from texts to support analysis  Determine meaning of unknown vocabulary

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RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 W.9-10.9

Mid-Unit: Students select three phrases (from Rilke) that represent significant pieces of advice and explain the effect of Rilke’s use of language. End-of-Unit: Students compose an evidence-based paragraph in response

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1

DRAFT

142–156)

SL.9-10.1c

to one of two prompts about the how the advice of the mentor one of the unit texts would apply to the mentee in the other text.

RL.9-10.1 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.7

Mid-Unit: Students will be asked to write a brief response, drawing a comparison between a close reading of 3.2.1– 31 (Juliet’s speech while she waits for Romeo) and Marc Chagall’s painting Romeo and Juliet.

Unit 3: “Wisely and slow; they stumble that run fast.” Excerpts from Romeo and Juliet (Shakespeare)

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 Read closely for textual details  Annotate text to support comprehension and analysis  Collect evidence from texts to support analysis  Organize evidence to plan around writing  Review and revise writing

W.9-10.2 W.9-10.9 SL.9-10.1b SL.9-10.1c CCSS.ELALiteracy. CCRA.R.7

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End-of-Unit: Students choose either Romeo or Juliet, and write an essay that explains how Shakespeare unfolds the character throughout the play with evidence referencing Shakespeare’s language and the events of the play.

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1

Unit Overview

“Everything was new, exciting, and interesting." Text(s)

“St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell

Number of Lessons in Unit

17

Introduction In this unit, students will be introduced to skills, practices, and routines that will be used on a regular basis in the ELA classroom throughout the year: close reading, annotating text, collaborative conversation, and evidence-based writing, especially through teacher-led text-dependent questioning. Students will learn an approach to close reading that develops their ability to critically analyze texts for deep meaning and collect and analyze evidence for use in writing and discussion. Students will develop close reading skills as they examine “St. Lucy's Home for Girls Raised by Wolves,” a contemporary short story by Karen Russell. The story is structured around a handbook that describes various stages of adapting to a new culture, with powerful, precise descriptive language, and strongly developed young characters with unique voices. This makes the story particularly appropriate as the first high school text that students encounter. As students read, discuss, and write about the text, they will also examine how an author’s deliberate word choices create meaning and tone. There are two formal assessments in this unit. During the Mid-Unit Assessment, students will write a response explaining how two of the characters have responded to the assimilation process of St. Lucy’s school. (RL.9-10.3, W.9-10.2) At the end of the unit, students will write a more formal evidence-based essay, explaining whether the narrator has been successfully integrated as a “naturalized citizen of human society.” (RL.9-10.3, W.9-10.2) *This unit also introduces Accountable Independent Reading (AIR). See Module 9.1 Prefatory Material for more information about AIR.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1

Literacy Skills & Habits     

Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based conversations about text Collect evidence from texts to support analysis Organize evidence to plan around writing

Standards for This Unit CCS Standards: Reading—Literature 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.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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).

CCS Standards: Writing W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.9-10.9a

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Grade 9 • Module 1 • Unit 1

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). CCS Standards: Speaking & Listening SL.9-10.1b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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.

SL.9-10.1d

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCS Standards: Language

None. Note: Bold text indicates targeted standards that will be assessed in the unit.

Unit Assessments Ongoing Assessment Standards Assessed

RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, W.9-10.2, W.9-10.5

Description of Assessment

Varies by lesson but may include responses to text-dependent questions focused on character development, central idea development, and word choice through discussion and informal writing prompts

Mid-Unit Assessment Standards Assessed

9-10.RL.3, W.9-10.2

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NYS Common Core ELA & Literacy Curriculum

Description of Assessment

DRAFT

Grade 9 • Module 1 • Unit 1

The Mid-Unit Assessment will evaluate students’ understanding of character development in the story. Students will participate in an evidence-based discussion prior to responding to the prompt, individually in writing. Prompt: Choose one character from St. Lucy’s who adapts to change and one who resists it. Explain the differences in their actions using evidence from the text. Use the first three stages of Lycanthropic Culture Shock to help organize your answer.

End-of-Unit Assessment Standards Assessed

RL.9-10.3, W.9-10.2

Description of Assessment

According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society.” At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the stages from the Jesuit Handbook on Lycanthropic Culture Shock.

Unit-at-a-Glance Calendar Lesson

Text

Learning Outcomes/Goals

1

St. Lucy’s (p. 225: title, Stage 1 epigraph, and paragraph 1)

Students will begin the curriculum learning to read closely as they examine an excerpt from Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves.” They will explore the structural complexity of this as they examine the epigraph, a description of Stage 1 of Lycanthropic Culture Shock.

2

St. Lucy’s (pp. 225– 235: Stages 1 and 2)

Students will listen to a read-aloud of the first half of the story. This lesson provides important fluency support and introduces students to some of the text’s central concerns. Students are introduced to the narrator, Claudette, and the rest of her pack, as they begin to consider the narrative arcs of the main characters.

3

St. Lucy’s (pp. 235– 246: Stage 3 to the end of text)

This lesson concludes the read-aloud of the text and ensures students have sufficient familiarity with the arc of this story to engage fully in the close reading activities in subsequent lessons. The lesson assessment asks students to identify one of the text’s central concerns and practice marshalling textual evidence to support their thinking.

4

St. Lucy’s (pp. 226– 227: From“‘Ay caramba,’ Sister Maria

Students will return to the Stage 1 narrative to uncover connections between the Stage 1 epigraph and the Stage 1 narrative. Students will look more closely at Claudette, Mirabella,

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1

de la Guardia sighed.” to “Neither did they.”)

and Jeanette—the three main characters in the text—and consider how Russell’s precise language helps us understand both the girls and their experience at St. Lucy’s.

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St. Lucy’s (pp. 225– 227: Beginning of text to “Neither did they.”)

This lesson introduces students to text annotation and reinforces the value of rereading a text multiple times. Students will consider the reason the girls are at St. Lucy’s while practicing using their annotations as a tool to find evidence.

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St. Lucy’s (pp. 227– 229: Stage 1, from “That first afternoon, the nuns gave us free rein of the grounds.” to “It can be a little overstimulating.”)

Students will continue to learn the close reading skill of annotation as they begin, for the first time, to interrogate Russell’s text by considering the accuracy of the Stage 1 epigraph. This serves as an introduction to a key tension in the work and establishes a foundation students will use to challenge this and other texts in lessons and units to come.

7

St. Lucy’s (pp. 229 – 231: from “Stage 2: After a time …” to “… cocked her ears at us, hurt and confused.”)

Students will continue to develop the skill of answering textdependent questions through writing as they analyze Stage 2 of Lycanthropic Culture Shock more deeply. This lesson introduces students to the NY Regents Text Analysis Rubric. In this and subsequent lessons, they will refine their understanding of text analysis by using this rubric to assess their work.

8

St. Lucy’s (pp. 231– 235: from “Still, some things remained the same.” to “This was a Stage 3 thought.”)

This lesson deepens students’ consideration of the developing rifts at St. Lucy’s. Through Claudette’s eyes, they examine the experiences and development of the three main characters. Here, students will refine their ability to marshal textual evidence by learning how to paraphrase and directly quote evidence in their writing as they prepare for the Mid-Unit Assessment.

9

St. Lucy’s (pp. 235– 239: from “Stage 3: It is common that…” to “Jeanette got a hole in one.”)

Students will continue to read closely and answer text-dependent questions as they begin a deep examination of Stage 3. Here they will consider some of the difficult choices Claudette makes, deepening their understanding of how Russell develops this character. In this lesson, students will prepare the Mid-Unit Assessment through collaborative discussion.

10

St. Lucy’s (pp. 239– 241: from “On Sundays, the pretending felt almost as natural…” to “…how the pack felt about anything.”)

Students will demonstrate their understanding of the text they have read by writing a formal response to the Mid-Unit Assessment prompt. After the assessment, students will continue their examination of Stage 3, practicing their annotation skills.

11

St. Lucy’s (pp. 239– 245: from “On Sundays, the

In this lesson, students consolidate their understanding of Stage 3 and move toward an exploration of the text’s climax in Stage 4. Students will review their reading annotation from Lesson 10 by

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1

pretending felt almost as …” to “… that was our last communal howl.”)

participating in a Text-Dependent Questions Gallery Walk that will continue students’ work with text analysis through an evidencebased discussion. Students will again dip into a subtle interrogation of the text by considering the veracity of the Stage 4 epigraph for the characters.

12

St. Lucy’s (pp. 245– 246: from the Stage 5 epigraph through the end of the text)

Students will work collaboratively with a partner, using the NY Regents Text Analysis Rubric to revise their Mid-Unit Assessment. Students will conclude their analysis of Stages 4 and 5 and consider Claudette’s assimilation process.

13

Entire Text

This lesson begins students’ analysis of the St. Lucy’s text as a whole. Working in groups, students will analyze the different stages of Lycanthropic Culture Shock. This work supports the final unit assessment that asks students to look critically at Claudette and make a claim about her ability to assimilate into human culture.

14

Entire Text

This lesson continues students’ exploration of the key ideas, characters and central ideas in Russell’s text. Student groups will present their analysis of one of the stages of culture shock in the text. Students will use the annotations and information they learned from the presentations to write a response to a prompt that asks students to analyze the how Russell develops a central idea and use multiple pieces of textual evidence.

15

Entire Text

Students will learn how to revise their Lesson 14 writing response by adding an introduction and a conclusion, preparing students for the End-of-Unit Assessment.

16

Entire Text

Students will prepare for the End-of-Unit Assessment by discussing and engaging in a class debate about the prompt. Students will consolidate their understanding of the text by considering and interrogating its fundamental premise—the value of assimilation.

17

Entire Text

Students will exhibit the literacy skills and habits developed in Unit 1 by writing a formal evidence-based essay addressing the assessment prompt.

Preparation, Materials, and Resources Preparation  Read closely and annotate “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell.  Review the NY Regents Text Analysis Rubric.  Review all unit standards and post in classroom.  Consider creating a word wall of the vocabulary provided in all lessons.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1

Materials/Resources  Chart paper  Copies of the text “St. Lucy’s Home for Girls Raised by Wolves” for students.  Self-stick notes for students  Writing utensils including pencils, pens, markers, and highlighters  Methods for collecting student work: student notebooks, folders, etc.  Access to technology (if possible): interactive whiteboard, document camera, and LCD projector  Copies of handouts and tools for each student: see materials list in individual lesson plans  Copies of the NY Regents Text Analysis Rubric

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 1

Lesson 1

Introduction This first lesson of Unit 1 introduces students to close reading and learning vocabulary from context. This foundation is one they will build upon throughout the year, so its introduction here is critical. Students will be introduced to the purposes of close reading and will begin learning to read closely as they examine an excerpt from Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves” (p. 225). The beginning of this lesson focuses on introducing close reading. From this, students will begin their study of this text by focusing on the title, the Stage 1 epigraph, and the first full paragraph of the story. Students will think about and discuss these sections in pairs and as a class. They will work to define vocabulary in context and cite text evidence as they analyze the beginning of this challenging and engaging text. After this first experience with close reading, students will complete a Quick Write that informally assesses their understanding of what they have read. Because this is the first lesson of the curriculum, students will be introduced to Accountable Independent Reading (AIR) and assigned the homework task of selecting a text. In Lessons 2 and 3, students will experience the text in its entirety through a teacher read-aloud.

Standards Assessed Standard(s) 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).

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.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Assessment Assessment(s) The learning in this lesson will be captured through a Quick Write at the end of the lesson. Students will answer the following prompt based on the close reading (citing text evidence and analyzing key words and phrases) completed in the lesson.  What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph? Cite evidence from the text in your response. High Performance Response(s) A High Performance Response may include the following:  The pack is in some sort of school. It may be a boarding school or school that is also a home. The epigraph refers to “students.” There are dressers in the rooms and the title refers to a “home.”  The epigraph says this initial period will be fun for the students (“The initial period is one in which everything is new, exciting, and interesting for your students.”), and it seems the pack is having fun because they are running around the room, smashing lightbulbs, jumping around and urinating on the beds (“We tore through the austere rooms, overturning dresser drawers, pawing through the neat piles of the Stage 3 girls’ starched underwear, smashing lightbulbs with our bare fists.”).  They’re doing this because they are in Stage 1 of Lycanthropic Culture Shock. Everything is new and exciting, as described in the Stage 1 epigraph. They’re trying to make this new place feel “less foreign” by spraying the beds with their urine. (“The dim bedroom was windowless and odorless. We remedied this by spraying exuberant yellow streams all over the bunks.”) The epigraph explains that this is what students will be doing. (“It is fun for your students to explore their new environment.”) The phrase “things felt less foreign in the dark” refers to the notion that this stage is strange and new.

Vocabulary Vocabulary to provide directly (will not include extended instruction)  lycanthropic (adj.) – relating to the magical transformation of a person into a wolf  Jesuit (n.) a member of a Roman Catholic religious order Vocabulary to teach (may include direct word work and/or text-dependent questions)  initial (adj.) – first or beginning  couth (adj.) showing or having good manners or sophistication  culture shock (n.) a state of bewilderment and distress experienced by an individual who is suddenly exposed to a new, strange, or foreign social and cultural environment.  kempt (adj.) – neatly or tidily kept  exuberant (adj.) – extremely joyful and vigorous  kinetic (adj.) – characterized by movement  remedied (v.) – corrected or removed a problem of any kind

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

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Standards: RL.9-10.1, RL.9-10.4 Text: “St. Lucy’s Home for Girls Raised by Wolves” (p. 225) Introduction of Unit and Lesson Agenda Introduction to Close Reading Initial Read-Aloud Close Reading of the Text Quick Write Closing

Materials • Common Core Learning Standards Tool

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Learning Sequence Percentage of Lesson

Teacher Actions

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

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Introduction of Unit and Lesson Agenda Begin by reviewing the agenda for this lesson.

Students look at the agenda.

Since this is the first day of the curriculum, there are some formalities that may need to be addressed directly with students, such as establishing school year procedures and protocols. This first module establishes some expectations regarding routines such as pair work, group work, and evidence-based discussion. It will be important to take time to set up these routines.

Explain to students that the first unit of the year will focus on developing their ability to read closely and to use evidence from what they read in their writing and discussions.

Students listen.

Pass out copies of the tool containing the Common Core Learning Standards that will be taught in this unit. Explain that students will be working on mastering the skills described in the Common Core State Standards (CCSS) throughout the year.

Students listen and examine their Common Core Learning Standards Tool.

Whenever a new standard is introduced, students will use their Common Core Learning Standards Tool to read, paraphrase, and assess

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It may be helpful here to explain to students that they will be returning to the standards at the beginning of each lesson.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

their familiarity with and mastery of the new standard. Introduce the standards for this lesson: RL.910.1 and RL.9-10.4. Instruct students to find these standards on their tool and to follow along as you read them aloud.

Students follow along, reading silently as standards RL.9-10.1 and RL.9-10.4 are read aloud.

Since the standards are learning objectives for each lesson, it is important for students to understand and own the standards. They may not grasp all of the nuances of each standard. Consider letting them know that this is okay and that they will get to talk more about these standards as the year progresses. It may also be helpful to tell them that part of the work they will do this year is to develop the skills to unlock the meaning of sentences like these.

Ask students to individually reread standards RL.9-10.1 and RL.9-10.4 and assess their familiarity with and mastery of these standards.

Students read standards RL.9-10.1 and RL.9-10.4 and assess their familiarity with and mastery of these standards.

Students will have the opportunity to assess their familiarity with and mastery of each of the other standards as they are introduced in subsequent lessons.

Instruct students to talk with a partner about what they think each standard means. Lead a brief discussion about these standards.

Student responses may include the following:

If students are struggling with the standards’ meaning, consider doing the following:

 Use evidence in text writing and discussions.  Cite evidence to support text analysis.  Analyze what the text is saying directly and indirectly.

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 Define key terms from the standards such as figurative, connotative, analyze, cumulative, explicit, and inferences.

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DRAFT  Make inferences (“reading between the lines”).

 Have students paraphrase parts of the standards.

 Figure out what words mean in context.

 Have students discuss previous learning that illustrates the standards’ meaning.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Analyze how the word choice affects the overall text’s meaning.

Introduction to Close Reading Distribute copies of “St. Lucy’s Home for Girls Raised by Wolves” and ensure students note the author, title, and type of text.

Students should note that Karen Russell is the author, “St. Lucy’s Home for Girls Raised by Wolves” is the title, and the text is a short fictional story.

Lead a brief discussion about close reading. Close reading asks the reader to read slowly and carefully, look at very specific details, and focus not only on what is said but on how it is said. Close reading can provide access to deeper meanings in complicated texts. Close reading can also allow for critical analysis and is an opportunity to collect and analyze evidence for use in writing and discussion.

Students listen.

Prepare ahead of time for this lesson by having the “St. Lucy’s” text on the students’ desks.

To achieve this type of deep understanding, readers will slow down and reread texts or sections of text multiple times. They will also mark the text as it’s being read to record thinking, questions, and connections. Provide context for close reading in this lesson. Typically, the first time students

Students continue to listen.

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The entirety of “St. Lucy’s” will be read in Lessons 2 and 3. Students

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encounter a text they will read to get a general idea, or the “gist,” of the text. Furthermore, the first read may include unfamiliar words or phrases, but students should not worry about not recognizing these words because there will be considerable work done in subsequent close reads to determine the meaning of these words. In this lesson, students will listen to the first section of this text read aloud while they follow along, or “read in their heads,” and then they will go back to reread more closely. Tell students that as they reread more closely they will be asked to return to the text to look for specific pieces of evidence that support thinking and analysis.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

will be exposed to entire text first, and then spend more time in deep analysis of short excerpts. It may be helpful here to introduce students to some questions you will be asking them as a reminder to “go back to the text.”  Where in the text did you find— ?  What in the text tells you that— ?  Where in the text does it say that—?  Where can you find that in the text? Consider posting these questions and stems in the classroom.

Initial Read-Aloud Instruct students to listen and read along as the first section of text is read aloud. Read aloud from “At first, our pack was all hair and snarl and floor-thumping joy,” to “their tiny faces pinched with displeasure” (p. 225).

Students follow along, reading silently.

The purpose of the read-aloud is to build students’ fluency by exposing them to masterful readings of complex texts. In addition, this first reading serves as students’ initial exposure to the text before they engage in close reading to dig deeper into the ideas and language presented in the text.

Instruct students to Turn-and-Talk with a

Students share thoughts with a partner.

Turn-and-Talk is a way for students

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partner about their initial thoughts and questions about the text (from “At first,” to “pinched with displeasure”).

Grade 9 • Module 1 • Unit 1 • Lesson 1

to respond to a question, prompt, or analysis requiring evidence and thought. Establish a way for students to know to whom they should turn. Teachers may choose to use colored stickers, letters or numbers labeled on the desk, or assign partners ahead of time (e.g., turn to the person on your right). The student listening will listen carefully and be expected to report what he or she heard. Though Turn-and-Talk is an instructional strategy recommended in this lesson sequence, consider using techniques similar to this strategy that also require active involvement by students and work well for different student population(s).

Call on pairs to report out to the class.

Student responses may include the following:  This is some sort of school. These might be the students.  The students are running around breaking things. They are jumping around and laughing.  There are nuns there.  This is a school or home (boarding

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There might be confusion regarding this initial read. This confusion will be addressed during the next part of the lesson’s close read. *If this lesson will be split into two separate lessons, the instruction should conclude with students writing a reflection to the following prompt: Based on the initial readthrough and discussion of “St.

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DRAFT school). This is stage 1 of lycanthropic culture shock.

Grade 9 • Module 1 • Unit 1 • Lesson 1

Lucy’s,” what are your first thoughts about the text? The next lesson sequence would resume with a review of classroom procedures and protocols and continue with a close reading of the Stage 1 epigraph and the first paragraph of the narrative (the next section of the Learning Sequence).

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Close Reading of the Text Now that students have made an initial response to the text, direct their attention to sentences, words, and phrases to dig deeper into the text. Instruct students to reread the title and the Stage 1 epigraph and draw a box around any unfamiliar words. Ask students to see if they can find any clues in the text to the meaning of the words they identified.

Students independently reread the text and box unfamiliar words.

In this lesson, students practice a specific form of annotation (boxing unfamiliar words), but more detailed instruction regarding annotation will occur in Unit 1, Lesson 5. Annotating the text is an expectation of this unit, so it is important to introduce it in Lesson 1 by asking students to draw a box around unfamiliar words. In addition to introducing annotation, this begins the process of making students more “word aware,” an important habit of mind for success with the CCSS.

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This type of reading takes time to do, so assure students that there is no need to feel rushed to “get through” the text.

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Ask students to share words they put boxes around. Explain that in the case of lycanthropic and Jesuit, it may be difficult or impossible to determine the meaning from context; therefore, it is appropriate to provide the word meanings. Provide the meanings of these two words.

DRAFT Students volunteer unfamiliar words.

Grade 9 • Module 1 • Unit 1 • Lesson 1

Consider asking for definitions (in case anyone does know them). The standard RL.9-10.4 asks students to determine word meaning from context. Whenever possible, have students determine the word using contextual analysis. However, some words cannot be parsed from context, so provide the definition in those cases.

 lycanthropic (adj.) – relating to the magical transformation of a person into a wolf  Jesuit (n.) – a member of a Roman Catholic religious order

When asking students to share out unknown vocabulary, it may be helpful to take time to explain that this learning community should be a safe space for students to learn, to take risks, and not to have all the answers.

 Briefly explain that the Catholic religion has different groups, called orders. Although they are all Catholics, different orders have some differences about how they practice the religion. In order to keep track of new vocabulary, ask students to write the new word meanings on their text or on self-stick notes.

Students note on the text or on self-stick notes the word meanings for Jesuit and lycanthropic.

Any words defined through instruction should be marked in the text.

Instruct students to Turn-and-Talk to define Lycanthropic Culture Shock based on clues from the title and epigraph. The definition of culture shock can be recorded beside the epigraph on their text. Scaffolding questions include the following: 1. What is this (the epigraph)?

Student responses may include the following:

Scaffolding Consideration: Use a document camera or an interactive whiteboard to display the text and the notes as they are placed in the margins. For some learners, seeing the meanings of the words displayed will make taking notes more efficient.

1. This is a description of Stage 1. (Of what students may not know.) This

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2. Who is it written for? How do you know the intended audience of this handbook?

3. If you break apart the term Lycanthropic Culture Shock into parts, what is it describing?

Students share answers with the class. Ask them how understanding this definition affects their initial thoughts about the story. Point out to students that this type of conversation helps create a collective intelligence and understanding of the reading. This type of conversation will be a frequent part of the school year.

DRAFT seems to be information from a handbook. 2. This is written for teachers because it talks about “your students.” It may be written for religious people since it says it is a Jesuit Handbook and the definition of Jesuit is “a member of a Catholic religious order.” 3. Lycanthropic deals with people turning into wolves, so Lycanthropic Culture Shock may have something to do with werewolves. The title says this is a home for girls raised by wolves (“St. Lucy’s Home for Girls Raised by Wolves”), so maybe the intended audience is anyone dealing with culture shock for the girls who were “raised by wolves.”

Student responses may include the following:  In the first read-through, without knowing what the word lycanthropic meant, it was difficult to know what this story might be about.  It seems that this will be about a home that has something to do with a religious order.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

When asking a series of textdependent questions, it is important to allow wait time for student responses. Differentiation Consideration: In order to ensure that students can access vocabulary words for use in later lessons, it may be helpful to consider how students should keep track of these words. One option is to create a “word wall” of the vocabulary words in this unit, so students can see the vocabulary and have easy access to it when they are asked to use these words later. If students struggle, consider providing them with additional scaffolding around the idea of culture shock by asking them to consider each term separately.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Ask students:

Student responses may include the following:

4. What does the word initial suggest here?

4. The word initial means “first,” so that means there might be more stages.

Transition students into partners to reread the first part of the paragraph. Ask students to focus on how understanding vocabulary helps their comprehension of the story, until “… Things felt less foreign in the dark.” Remind the students to box unfamiliar words.

Students reread the first part of the paragraph, until “Things felt less foreign in the dark.” Students box unfamiliar words.

Consider creating heterogeneous student pairings to support struggling readers with stronger ones. Keep in mind a host of other factors when generating pairs or groupings, including students’ academic and social attributes. Consider changing pairs over time in order to give students opportunities to work with and learn from different classmates.

Instruct students to work in pairs to answer the following text-dependent questions. Remind students that text-dependent questions ask students to cite strong and thorough text evidence to support what the text says implicitly and explicitly. Instruct students to write the answers on their text or in notes. 5. Who is the pack?

Student responses may include the following:

Circulate around the room to support students and ensure everyone’s participation. Pay particular attention to students’ pacing to ensure they are moving slowly enough to fully comprehend the text. Remind students that they should be using textual evidence in their answers.

5. The pack is the group doing the action in the paragraph. They might be the girls who were raised by wolves or the students mentioned in the Stage 1 epigraph.

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Differentiation Consideration: if students struggle with the word initial, ask how initial describes the stage, or ask them to think about what the initials of a name are: the first letter of a person’s name.

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6. How do you know?

7. What is the pack doing?

8. Where are they?

DRAFT 6. The title refers to “girls raised by wolves,” and the epigraph mentions students and also says they were to remain ladylike, which references girls. The text also says they were “pawing through the Stage 3 girls’ starched underwear.” Pawing seems to reference animal-like behavior. 7. The pack is running around. They are joyfully breaking things “smashing lightbulbs” and overturning dresser drawers. 8. The setting is some kind of place where girls live, since it mentions home in the title. (Students may be able to infer that this is St. Lucy’s.) It also may be a school because it mentions students in the epigraph.

Bring the class back together and check for understanding by asking pairs to share answers to the questions. Direct students to point to evidence from the text to support their answers.

Students share responses.

Ask a volunteer to reread the first three sentences aloud, from “At first …” to “… smashing lightbulbs with our bare fists.” Ask students to follow along. Direct students’ attention to the words couth and kempt. Then, ask students to take a moment to jot down what the meaning of couth and kempt

Student responses may include the following:

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might be. If students struggle with the meaning of the words, consider asking the following textdependent questions (TDQs): 9. Describe the girls’ behavior.

10. How did the girls forget their promise to be “couth and kempt”?

11. What other words in this sentence can help you figure out the meaning of couth and kempt? (You many need to give some examples of synonym, antonym, definition, or example to help students determine the type of context clue.) 12. How does the sentence structure or syntax (arrangement of words) help define couth and kempt? 13. Based on the girls’ actions, what does it mean to be couth and kempt?

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9. The girls are running around and acting wild. (“We tore through the austere rooms, overturning dresser drawers, pawing through the neat piles of the Stage 3 girls’ starched underwear, smashing lightbulbs with our bare fists.”) 10. The girls promised their parents to be well behaved, but the girls are destroying rooms and smashing things. 11. Couth and kempt are synonyms for civilized and ladylike.

12. The comma in the sentence signifies that couth and kempt are synonyms of civilized and ladylike. 13. Since their actions describe the opposite of couth and kempt, these words must mean something like ladylike, well-mannered, or neat.

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Have students write the meaning of couth and kempt on the text or on a self-stick note.

Students write the meaning of couth and kempt in the text or on a self-stick note.

Students will reread the rest of the paragraph in pairs from, “Things looked less foreign” to “pinched with displeasure” and answer the following TDQs. Students can jot answers down in the margins or in notes.

Students reread the rest of the paragraph slowly and box unfamiliar words.

14. What is the pack doing to the bunks? How do you know?

15. What is this a remedy for?

16. What does the author’s use of exuberant suggest about these “streams” and the girls? Tell students the meaning of kinetic: “characterized by movement.” Summarize the close reading experience by asking student volunteers for one thing that they did not understand on the first read through that is clearer to them now.

Student responses may include the following:

Students share their ideas.

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Extension question: Rereading the lines, “We remedied this …” to “… kinetic laughter,” what kind of feeling is the author trying to create? (What tone does the author establish?)

14. They are urinating all over. It says that the bedroom is odorless and Student responses may include the that they are fixing that by spraying following: yellow streams all over the bunks. 15. They want to make the room smell  The feeling is one of energy, familiar. “The dim bedroom was excitement, and movement. The windowless and odorless. We girls are having fun. remedied this by spraying exuberant yellow streams all over the bunks.” 16. The pack is excited; they are urinating everywhere and they are enjoying the new place. (“We jumped from bunk to bunk, spraying.”)

Ask the students for questions they still have about the first paragraph and write these questions on the board or on chart paper.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

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Displaying student questions will be helpful as the text is read in its entirety and students are able to see their questions being answered.

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Quick Write Introduce the Quick Write assessment. Tell students that they will be given a question and will write a response using evidence from the text. Students should answer the question directly and within the allotted time.

Students listen.

Quick Write activities engage students in thinking deeply about texts before, during, or after reading. Inform students how long they will have to do the writing, typically between 2 and 10 minutes. Since this is the beginning of the school year, decide how best to collect, organize, and analyze student work. This can be done through portfolios, journals, handouts, etc.—whatever works best for the needs of the classroom and students.

Share the Quick Write for today: What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph? Cite evidence from the text in your response.

Students listen and read the Quick Write prompt.

Consider sharing a model response with students to demonstrate how to effectively cite evidence from the text in their responses. Have students work together to complete the Quick Write using another piece of evidence from the text.

Students work in pairs to complete the Quick Write.

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Have the Quick Write prompt available for students to see either through hard copy or displayed.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

Closing Explain to students that part of the daily homework expectation will be to read outside of class. Accountable Independent Reading (AIR) is an expectation that all students find, read, and respond to reading material written at their independent reading level. The purpose of AIR is to have students practice reading outside of the classroom and stimulate an interest and enjoyment of reading.

Students listen.

AIR is an expectation for all students at all grades. AIR asks students to find, read, and respond to reading material written at their independent reading level. This text should be high interest but also a text that students can easily decode and comprehend. This will be a multiple-day proposition to give students the time and space to find the correct text. There needs to be time, however, for students to discuss and write about these texts.

Explain to students that they will need to find an appropriate text (or “just right book”). Provide different places where students can look for texts. This includes, but is not limited to, the local or school library, electronic books, classroom library, or home library. As the year progresses, students will be held accountable for their reading in a variety of ways.

Students continue to listen.

In addition to class discussions about AIR texts, consider other methods of holding students accountable for AIR. Ideas for accountability include reading logs, reading journals, posting to a class wiki, peer/teacher conferencing, and blogging.

For homework, instruct students to find an appropriate text for their Accountable Independent Reading.

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Homework Students find an appropriate text to read for AIR.

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 1

DRAFT

Common Core Learning Standards Tool Name: CCS Standards: Reading—Literature

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.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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.

I know what this is asking and I can do this.

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19

This standard has familiar language, but I haven’t mastered it.

I am not familiar with this standard.

NYS Common Core ELA & Literacy Curriculum

RL.9-10.4

Grade 9 • Module 1 • Unit 1 • Lesson 1

DRAFT

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).

CCS Standards: Writing

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

I know what this is asking and I can do this.

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20

This standard has familiar language, but I haven’t mastered it.

I am not familiar with this standard.

NYS Common Core ELA & Literacy Curriculum

W.9-10.9a

Grade 9 • Module 1 • Unit 1 • Lesson 1

DRAFT

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

CCS Standards: Speaking & Listening

SL.9-10.1b

Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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.

I know what this is asking and I can do this.

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21

This standard has familiar language, but I haven’t mastered it.

I am not familiar with this standard.

NYS Common Core ELA & Literacy Curriculum

SL.9-10.1d

DRAFT

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

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Grade 9 • Module 1 • Unit 1 • Lesson 1

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

Lesson 2

Introduction In Lesson 2, students will listen to a read-aloud of the first half of Karen Russell’s text, “St. Lucy’s Home for Girls Raised by Wolves,” from the beginning of the text through Stage 2 (pp. 225–235). Throughout the read-aloud, students will experience the text by answering text-dependent questions (TDQs) and responding to the text with their questions. This lesson is part of a two-day sequence of lessons in which students experience the entire text read aloud before deeply analyzing the text through close reading in subsequent lessons. The initial read-through of the text serves a number of purposes. A masterful reading of the text supports reading fluency; therefore, this initial read-through allows students to comprehend the story as a whole. Additionally, this is an engaging and unusual text, and students will want to know how it ends before analyzing it closely over time. Throughout the read-aloud, students will have the opportunity to pause, write about, and discuss the text through a series of various comprehension activities. These activities encourage students to continue the work begun in Lesson 1 of citing text evidence to support textual analysis. The lesson assessment will ask students to respond, in writing, to a prompt, citing evidence from the text.

Standards Assessed 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.

Addressed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Assessment Assessment(s) Students will complete a Quick Write by writing a response to the following assessment prompt. Students are expected to cite at least three pieces of textual evidence. (Students can use the text to respond to the Quick Write.)  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.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

High Performance Response(s) Students’ High Performance Responses may include any of the following: • The narrator mentions that St. Lucy’s is a school where the girls are learning how to be human citizens. • They are learning how to be good students. Possible Text Evidence: • They must have regular human names like Jeanette and Mirabella. • They have to keep their shoes on their feet. • They are learning that you have to try, unlike Mirabella, but not try too hard, like Jeanette. • They cannot run away. • Every time the girls urinate inside, it gets cleaned up. • They can no longer wag their tails or pump their backsides. • They are learning to feed ducks without killing them. • They learn not to lick their wounds.

Vocabulary Vocabulary to provide directly (will not include extended instruction)       

heifer (n.) – a young female cow cleric (n.) – an ordained member of a religion jugular (n.) – short for jugular vein, a large vein in the neck disconcerting (adj.) – upsetting or disturbing bliss (n.) – supreme happiness catastrophic (adj.) – disastrous adapted (v.) – adjusted oneself to different conditions

Vocabulary to teach (may include direct word work and/or text-dependent questions)     

barbarity (barbaridad – Spanish) (n.) – crude or unsophisticated act languid (adj.) – relaxed hirsute (adj.) – hairy; shaggy sinewy (adj.) – muscular; strong purgatory (n.) – a place of purification or temporary punishment after death; a place in between two worlds  ostracized (v.) excluded, by general consent, from society, friendship, conversation, privileges, etc.  bilingual (adj.) – able to speak two languages with the facility of a native speaker  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

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2

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

 bristled (v.) – (of hair or fur) stood upright away from the skin, esp. in anger or fear.  overstimulating (v.) – too exciting     

bewildered (adj.) perplexed and confused disoriented (adj.) – confused grimace (n.) – a type of facial expression, usually of disgust, disapproval, or pain taunt (n.) – a remark made in order to anger, wound, or provoke someone eradication (n.) – removal of or destruction

 bipedal (adj.) – walking on two feet    

commandment (n.) – an order or mandate origins (n.) – places from which something arises or is derived aptitudes (n.) – abilities or talents catechism (n.) – a book of principles or instruction; usually associated with the Roman Catholic religion  rehabilitated (adj.) – restored to good condition, health, or standing  shunned (v.) kept away from

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.2 Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 226–235) Introduction of Lesson Agenda Homework Accountability Review of Lesson 1 Reading Read-Aloud and Student Activities Quick Write Closing

Materials • Common Core Learning Standards Tool (See Lesson 1.)

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5% 5% 10% 65% 10% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students provide an update on their progress on finding an AIR text.

See Lesson 1 for more information about AIR.

Review of Lesson 1 Reading Direct students back to the Stage 1 epigraph and the first full paragraph of the narrative, and have them reread the text silently. Ask students to summarize what the reader can expect to see in Stage 1.

65%

Students look at the agenda.

Homework Accountability Remind students about the Accountable Independent Reading (AIR) requirement. Students should continue to find an appropriate text to read outside of class.

10%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.2

5%

Student Actions

Students review Stage 1 by rereading the text silently. Student responses may include the following: The girls are going to be crazy. The new school might look fun, and everything is going to be new. The students are going to explore their environment. They are going to continue acting like wolves.

Read-Aloud and Student Activities Explain to students they will return to the

Students paraphrase standard RL.9-10.2

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4

Consider discussing RL.9-10.2 more

NYS Common Core ELA & Literacy Curriculum

skill of close reading after they finish listening to the entire text read aloud. Tell students they are continuing to work on RL.9-10.1 and will begin work on a new standard: RL.9-10.2. Ask students to read standard RL.9-10.2 on their Common Core Learning Standards Tool. Then have students paraphrase the standard in the margins of the tool.

DRAFT and discuss. Student responses may include the following: 

Grade 9 • Module 1 • Unit 1 • Lesson 2

fully by unpacking this standard and having students work through defining the standard’s key terms.

The focus is on finding the theme or central idea of the text by analyzing the details of the text. So, the focus will be on the textual details and how those add up to a theme or central idea about the text as a whole.

Ask students to turn and talk with a partner about their paraphrases. Instruct students to share their responses. Ask students to individually reread standard RL.9-10.2 and assess their familiarity with and mastery of the standard on their Common Core Learning Standards Tool.

Students reread standard RL.9-10.2 and assess their familiarity with and mastery of the standard.

Have students open “St. Lucy’s Home for Girls Raised by Wolves” to the beginning of the text. Read aloud from “Stage 1 …” to “… sending us away for good. Neither did they.” (pp. 225–227).

Students follow along, reading silently.

Ask students to respond to the following question by engaging in a Turn-and-Talk: What are you learning about the pack? Circulate while student partners are talking to monitor student discussions.

Students turn and talk with a partner.

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5

Since this is an initial read-aloud, students will be asked some basic comprehension questions and will dig into the deeper nuances of the text starting in Lesson 4.

NYS Common Core ELA & Literacy Curriculum

Have student partners share out their ideas.

DRAFT Student responses may include the following: 

The girls are “backwoods” at St. Lucy’s.



They have just arrived at St. Lucy’s.



Their brothers were separated from them.



The parents want them to go to St. Lucy’s to “study a better culture.”

Continue reading, from “That first afternoon, the nuns gave us free rein of the grounds” and ending before the Stage 2 epigraph (pp.227–229).

Students follow along, reading silently.

Ask students to independently write down questions they have about the Stage 1 text. Encourage students to look back through the Stage 1 narrative to capture any questions they may have from Stage 1’s entirety. Give students 3–5 minutes to write down questions.

Student questions may include the following: 

Why are the nuns naming the pack?



Why did they separate the brothers from the girls?



Are the girls werewolves or human beings acting as wolves?



What does ostracized mean?



What is going to happen to these girls?



What are the nuns going to do to them?



What will the girls learn at St. Lucy’s?

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Grade 9 • Module 1 • Unit 1 • Lesson 2

Consider calling on different student partners to engage all students and to get a variety of responses. Expect many students to be confused at this point in the story about whether the girls are wolves, werewolves, or human. If so, it may be helpful to ask students to think about the title: “St. Lucy’s Home for Girls Raised by Wolves.”

Any question a student has is valid, as long as it is related to the text. If students are struggling with questions, encourage them to think about unknown vocabulary, textual details that seem confusing, or what they want to know from the text that will be read next. Although students will have questions about unknown vocabulary, consider asking students to leave their vocabulary questions as questions for now, because vocabulary is explored indepth in subsequent close-reading

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

lessons. Ask students to share out and write their questions on the board or on chart paper. Share with the students that it’s okay to have questions as they engage in complex texts. Remind them that many of these questions will be answered as the text is read closely in upcoming lessons and as they read they can keep an eye out for these answers as well as answers to questions that may arise.

Students share out their questions and record them on the board or on chart paper.

Posting these questions will be helpful when students go back and close read this part of the text.

Continue reading aloud with the Stage 2 epigraph and ending before the paragraph beginning with “The pack was worried about Mirabella.” (pp. 229–230).

Students follow along, reading silently.

Have students answer the following questions by completing a Turn-and-Talk with a partner sitting near them: Based on what we just read, what do you think the girls are doing at St. Lucy’s, and what evidence from the text supports your ideas?

Students turn and talk to a partner.

As the partners are discussing, circulate to assess which students comprehend the text and which students are struggling.

Have student partners share out their responses.

Student responses may include the following:

Consider calling on a variety of partners to encourage maximum engagement and varied responses.



They are going away to school. Evidence includes these details: The epigraph says the girls are students and that they may miss certain foods, showing they might be away from their homes. Also, they talk about

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7

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

running away back to their homes. 

They are learning how to act differently. (Some students might use the word civilized because it is in the text and they might know the word.) Evidence includes these details: Getting new names and having to wear shoes for the first time. They stop urinating everywhere.

Continue reading aloud, beginning with “The pack was worried about Mirabella” and ending before the paragraph “In school, they showed us the St. Francis of Assisi slide show, again and again” (pp. 230–233).

Students follow along, reading silently.

Ask students to respond to the following question independently (in writing): Why does it seem the pack hates Jeanette and Mirabella? What evidence in the text supports your thinking?

Students write their responses independently.

As students are writing, circulate and assess which students comprehend the text and which students are struggling.

After most students have finished their writing, have several students share out their responses.

Student responses might include the following:

Call on a variety of students to encourage engagement and a variety of responses.



Because Jeanette is doing well at the school and Mirabella is doing poorly. Evidence includes: They are pinching Mirabella and telling her “no” when she acts the way they are not supposed to. It says they hate Jeanette because she is successful.

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8

NYS Common Core ELA & Literacy Curriculum

DRAFT

Continue reading aloud the rest of Stage 2 beginning with, “In school, they showed us the St. Francis of Assisi …” and ending before the Stage 3 epigraph (pp. 233–235).

Students follow along, reading silently.

Ask students to write down questions they have about Stage 2. Encourage students to look back through the Stage 2 narrative to capture any questions they may have from Stage 2’s entirety. Give students 3 to 5 minutes to write down questions.

Students write their questions about the text. Possible questions might include the following:

Ask students to share out and write their questions on the board or on chart paper. Share with students that many of these questions will be answered as the text is read closely in upcoming lessons. Remind students that asking questions while they read is an important reading strategy. Closely reading texts will help them find the answers to their questions.



Why is Jeanette doing so well?



Why is Mirabella performing so poorly?



What is reverie? What is catechism?



What are the Skill Points?



What two species are the girls between?



Why would their parents be upset if they came home?

Students share out their questions and record them on the board or on chart paper.

File: 9.1.1 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

9

Grade 9 • Module 1 • Unit 1 • Lesson 2

Any question a student has is valid, as long as it is related to the text. If students are struggling with questions, encourage them to think about unknown vocabulary, details in the text that seemed confusing, or what they want to know from the text that will be read next. Although students will have questions about unknown vocabulary, consider asking students to leave their vocabulary questions as questions for now, because vocabulary is explored indepth in subsequent close reading lessons. Posting these questions may be helpful when students go back to close read this part of the text.

NYS Common Core ELA & Literacy Curriculum

10%

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 2

Quick Write Remind students that the purpose of a Quick Write is to write about a text using textual details to develop a deeper understanding of the text’s meaning. Remind students to refer to their texts in order to find three pieces of textual evidence.

Students listen.

See Lesson 1 for a thorough explanation of Quick Writes.

Give students time to write their responses to the Quick Write prompt: What are some of the lessons the pack is learning at St. Lucy’s? Cite textual evidence to support your response.

Students write their Quick Write responses. (See the High Performance Response at the beginning of the lesson.)

It is helpful to keep in mind that students may find much of this section quite humorous.

Circulate around the room to monitor students’ progress. Collect the Quick Writes at the end of the lesson. 5%

Students turn in their Quick Write responses.

Closing For homework, instruct students to continue looking for a text for their Accountable Independent Reading. If students have found an appropriate text, they should begin reading it.

Students find a text for AIR.

Homework Students will continue to search for an appropriate text for AIR. The text is due in Lesson 3. If students have found an appropriate text, they should begin reading it. File: 9.1.1 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

Lesson 3

Introduction In Lesson 3, students will finish listening to Karen Russell’s “St. Lucy’s Home for Girls Raised by Wolves” (pp. 235–246). Students will continue to participate in comprehension activities throughout the read-aloud to support comprehension and engagement. Throughout the read-aloud, students will write about and discuss the text by engaging in comprehension activities. The lesson assessment asks students to determine the central idea of "St. Lucy’s Home for Girls Raised by Wolves" and cite at least four pivotal moments in the text that show how this idea develops throughout the story. For homework, students will write a paragraph reflection about their discussion skills based on the Speaking and Listening Standard addressed in the lesson. In addition, students will read their Accountable Independent Reading (AIR) text.

Standards Assessed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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.

SL.9-10.1.c

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) The lesson assessment asks students to answer a Quick Write by citing at least four pieces of text evidence in a paragraph response.  What is the central idea of "St. Lucy’s Home for Girls Raised by Wolves"? Cite at least four pivotal moments in the text that show how this idea develops throughout the story. High Performance Response(s) High Performance Responses may include the following:

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1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

• The central idea is that the girls raised by wolves must choose between two cultures: behaving like a wolf or behaving like a human; the first choice is not really an option. • The central idea is that girls who were raised by wolves must assimilate or adapt to human culture as determined by St. Lucy’s. Text Evidence: • Claudette turns on Mirabella at the dance because she wants to pass the dancing test, showing that she can become human. • Claudette is not truly able to return home. She lies to her parents when she says she is “home.” • Claudette runs with the bread, away from Mirabella, during the duck feeding incident because she doesn’t want to fail. She wants to do well at St. Lucy’s by showing that she can act human. • The pack is happy when Mirabella is expelled from St. Lucy’s because she was holding them back and she was a failure. The girls want to be successful at becoming human.

Vocabulary Vocabulary to provide directly (will not include extended instruction)       

heifer (n.) – a young female cow cleric (n.) – an ordained member of a religion jugular (n.) – short for jugular vein, a large vein in the neck disconcerting (adj.) – upsetting or disturbing bliss (n.) – supreme happiness catastrophic (adj.) – disastrous adapted (v.) – adjusted oneself to different conditions

Vocabulary to teach (may include direct word work and/or text-dependent questions)     

barbarity (barbaridad – Spanish) (n.) – crude or unsophisticated act languid (adj.) – relaxed hirsute (adj.) – hairy; shaggy sinewy (adj.) – muscular; strong purgatory (n.) – a place of purification or temporary punishment after death; place in between two worlds  ostracized (v.) –excluded, by general consent, from society, friendship, conversation, privileges, etc.  bilingual (n.) – a person who can speak two languages with the facility of a native speaker  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.) – visibly threatened overstimulating (v.) – too exciting

 bewildered (adj.) – perplexed and confused  disoriented (adj.) – confused File: 9.1.1 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

 grimace (n.) – a type of facial expression, usually of disgust, disapproval, or pain  taunt (n.) – a remark made in order to anger, wound, or provoke someone  eradication (n.) – removal of or destruction  bipedal (adj.) – walking on two feet      

commandment (n.) –.an order or mandate origins (n.) –. places from which something arises or is derived aptitudes (n.) – abilities or talents catechism (n.) – a book of principles or instruction; usually associated with the Christian religion rehabilitated (adj.) – restored to good condition, health, or standing shunned (v.) – kept away from

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

 Standards Addressed: RL.9-10.1, RL.9-10.2, SL.9-10.1c  • • • • •

Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 235–246) Introduction of Lesson Agenda Homework Accountability Read-Aloud and Student Activities Quick Write Closing

Materials • Common Core Learning Standards Tool (See Lesson 1.)

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3

10% 5% 70% 10% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

Learning Sequence Percentage Teacher Actions of Lesson 10%

Instructional notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.2, SL.9-10.1.c.

Students look at the agenda.

Explain that students will begin working on a new standard as well: SL.9-10.1.c. Ask students to individually reread standard SL.910.1c and assess their familiarity with and mastery of the standard on their Common Core Learning Standards Tool. (See Lesson 1).

Students read standard SL.9-10.1.c, write down their ideas, and talk with a partner. Sample responses may include the following:

Ask students to write down what they think are the large ideas in this standard and discuss them with a partner.

5%

Student Actions

   

Move discussions forward Ask and answer questions Relate the discussion to bigger ideas Actively get others into the discussion

Although speaking and listening take place in classrooms every day, the CCSS asks students to engage in collaborative work in deep and purposeful ways. Consider spending additional time discussing this standard. It is important here for students to identify question asking, moving the discussion forward, relating the conversation to larger ideas, and actively involving others as key behaviors for successful discussions.

Homework Accountability Check in with students about their AIR text. If students are struggling to find a text, recommend titles that might be of interest to students or refer to the Accountable Independent Reading List.

Students volunteer information about their Accountable Independent Reading text.

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See the 9.1 Module Preface for more information regarding AIR.

NYS Common Core ELA & Literacy Curriculum

70%

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

Read-Aloud and Student Activities Have students take out their "St. Lucy’s Home for Girls Raised by Wolves" text and turn to the Stage 3 epigraph.

Students take out their “St. Lucy’s Home for Girls Raised by Wolves” text and turn to the Stage 3 epigraph.

Read aloud the Stage 3 epigraph continuing to the paragraph beginning with “It was during Stage 3 that we met our first purebred girls” (pp. 235–237).

Students follow along, reading silently.

Ask students to respond to the following question independently: What is happening with Mirabella? (Give students two to three minutes to respond individually.) Then, have students share out their responses. Remind students to cite text evidence when giving their responses.

Student responses may include the following:

Continue reading from “It was during Stage 3 that we met our first purebred girls …” to, “Jeanette got a hole in one.” (pp. 237–239)



She is still falling behind. She isn’t able to speak English or eat at the table. (“Mirabella, battling a raccoon under the dinner table while the rest of us took dainty bites of peas and borscht. Mirabella, doing belly flops into compost.” (p. 236))



She is starting to look bad. Her teeth are falling apart and she is getting thinner. (“Her teeth were ground down to nubbins; her hair was falling out.” (p. 236))



The nuns think something must be done about her.

Students follow along with the read-aloud.

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5

Consider reviewing the Quick Write from Lesson 2 as a way to review the reading from Lesson 2.

Consider calling on several students to encourage maximum participation and a variety of responses.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Ask students to engage in a Turn-and-Talk with a partner sitting near them about the following question: What are some things the girls are learning to do? (Give them one to two minutes to turn and talk.)

Student partners participate in a Turnand-Talk with someone sitting near them.

Have student partners share out their responses.

Student responses may include the following: 

Students follow along with the read-aloud.

Ask students to write down questions they have about Stage 3. Encourage students to look back through the Stage 3 narrative to capture any questions they may have from Stage 3’s entirety.

Students write their questions about the text. Students’ questions may include the following:

Explain to students that many of these



What might happen to Mirabella? Will she get kicked out of St. Lucy’s?



What are purebred girls?



How can their tails be invisible?



Is Jeanette sad about no longer being a wolf?

Students share out their questions and record them on the board or on chart paper.

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As students are discussing, circulate and provide support where necessary.

Ride bicycles, dance, play checkers, read, and golf (“Every Friday, the girls who had learned how to ride a bicycle celebrated by going on chaperoned trips into town.”(pp. 237-238))

Continue reading aloud, from “On Sundays, the pretending felt almost …” to, “…you could tell that they were pleased” (pp. 239– 240).

Ask students to share out and write their questions on the board or on chart paper.

Grade 9 • Module 1 • Unit 1 • Lesson 3

6

Any question a student has is valid, as long as it is related to the text. If students are struggling with questions, encourage them to think about unknown vocabulary, details in the text that seemed confusing, or what they want to know from the text that will be read next.

Consider posting student questions to help them when they go back and close read this part of the text.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

questions will be answered as the text is read closely in upcoming lessons. Continue reading the text aloud from, “Stage 4: As a more thorough…” to, “…how the pack felt about anything” (pp. 240–241).

Students follow along, reading silently.

Ask students to engage in a Turn-and-Talk with a partner sitting near them about the following questions: How does this scene reveal the differences between Mirabella, Jeanette, and Claudette, and what textual evidence supports your ideas?

Student responses may include the following: 

Mirabella is still behind. She is the lowest performing student. Evidence includes: She scratches at the girls and then rolls around on the floor. (“Mirabella let out a whimper. She scratched at us and scratched at us, raking her nails along our shins so hard that she drew blood.” (p. 240))



Jeanette is the highest performer. She is high enough in the class to talk to Mirabella. (“Jeanette frowned. ‘You are a late bloomer, Mirabella! Usually, everything’s begun to make more sense by Month Twelve at the latest.’” (pp. 240-241))



Claudette is only worried about herself. She doesn’t care about Mirabella or Jeanette. (“I ignored her and continued down the hall. I had only four more hours to perfect the Sausalito. I was worried only about myself.” (p. 241))

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7

As students are discussing, circulate and provide support where necessary.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Have student partners share out their various responses.

Student partners share out their responses.

Continue reading aloud from the paragraph that begins “At seven o’clock on the dot…” to, “…that was our last communal howl” (pp. 241–245).

Students follow along with the read-aloud.

Have students independently write a response to the following questions:

Student responses may include the following:

1. What happened at the dance?

1. Claudette forgot how to do the Sausalito dance and started pumping. She looked to Jeanette for help but Jeanette refused to help her. Mirabella decided to help her by jumping on top of her. But, Claudette saw everyone looking, so she turned on Mirabella and told her she didn’t want her help.

2. What is your response to Mirabella being expelled? Use evidence from the text to support your thinking.

2. Student responses may vary but should be supported by the text. 

It seems fair because Mirabella has yet to adapt. Evidence includes: she ruined the school dance, she has to wear a muzzle so she won’t bite people, she doesn’t know how to speak, she rolls all over the floor. (“She’d chewed through her restraints and tackled me from behind, barking at unseen cougars, trying to shield me

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Grade 9 • Module 1 • Unit 1 • Lesson 3

As students are writing, circulate and monitor student comprehension of the text. Question 2 is asking for students’ opinion with textual support.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

with her tiny body.” (p. 244)) 

It seems unreasonable since Mirabella was trying to help Claudette when Claudette was in need. The girls just want to see her gone because she isn’t learning and trying to be a good student. (“’Mirabella cannot adapt! Back to the woods, back to the woods!’” (p. 244))

Have students share out their responses to the questions.

Students share out their responses, referring to and discussing their supporting textual evidence.

Continue reading aloud the Stage 5 epigraph through the end of the story (pp. 245–246).

Students follow along with the read-aloud.

Ask students to write down questions they have about Stages 4 and 5, and the story in general. Encourage students to look back through the narrative of Stages 4 and 5 to capture any questions they may have from Stages 4 and 5 in their entirety. Also, remind students to write down over-arching questions they have about the story as a whole.

Students write down questions. Students’ questions may include the following:

Ask students to share out and write their questions on the board or on chart paper.

Students share out their questions and record them on the board or on chart paper.

Explain to students that many of these questions will be answered as the text is read



Why is the pack so eager to get rid of Mirabella?



Why did Claudette turn on Mirabella?



Why is Claudette unable to perform the dance?



Why is “I’m home” a lie?

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9

Consider calling on different partner sets to encourage maximum participation and a variety of responses.

Any question a student has is valid, as long as it is related to the text. If students are struggling with questions, encourage them to think about unknown vocabulary, details in the text that seemed confusing, or what they want to know from the text that is still unclear for them.

Posting these questions will be helpful when students go back to close read this part of the text.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 3

closely in upcoming lessons. 10%

Quick Write Display the Quick Write prompt and instruct students to answer it. What is the central idea of "St. Lucy’s Home for Girls Raised by Wolves"? Cite at least four pivotal moments in the text that show how the conflict develops throughout the story.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Circulate as students are writing, monitoring for students who are struggling or confused.

Collect the Quick Writes at the end of the lesson. 5%

Closing For homework, instruct students to do the following: 



Write a paragraph response that discusses what you did well and what you would like to improve on in the future regarding discussion skills. Use standard SL.9-10.1.c for reference. Begin reading your AIR text, if have not done so already.

Homework Students respond to the following prompt for homework: Thinking about today’s text-based discussion, write a paragraph response that discusses what you did well and what you would like to improve on in the future. Use standard SL.9-10.1.c for reference. Students begin reading their AIR text.

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10

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

Lesson 4

Introduction Lesson 4 returns to the skill of close reading introduced in Lesson 1. A main focus of this lesson is for students to uncover connections between the Stage 1 epigraph and the Stage 1 narrative. Students will begin this lesson by close reading, from, “‘Ay caramba,’ Sister Maria de la Guardia…” to “Neither did they” (pp. 226–227). Students will participate in an evidence-based discussion using text-dependent questions (TDQs). Prior to this lesson, students have been building their skills to respond to these questions using specific evidence from the text. In this lesson students will annotate by boxing unfamiliar words, starring important ideas, and writing their thinking in the margins or on self-stick notes. Students continue to determine word meaning through context, with a particular focus on words that develop character. Student knowledge of these words will be assessed through a Quick Write at the conclusion of this lesson. For homework, students will continue to read their Accountable Independent Reading (AIR) texts and will complete a vocabulary extension homework activity.

Standards Assessed Standard(s) 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).

Addressed Standard(s) RL.9-10.1 SL.9-10.1.c

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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) The assessment of this lesson is a Quick Write, which allows students to show how specific vocabulary from the text reflects the text’s essential ideas. 

Explain why the girls’ parents accepted the nuns’ offer. Use the words ostracized and purgatory in your response to show specifically how these words reflect essential ideas of the text.

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1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

High Performance Response(s) High Performance Responses may include the following details:  For the parents, the nun’s offer couldn’t be refused. In the caves, on the outskirts of the woods, the children will never belong to the wolf or the human culture. The werewolf parents experience ostracism by the farmers after they eat “silled fruit pies and terrorizing the heifers,” and are shunned by the wolves for having human children. The nuns offer the children a chance at a better life and the promise of being “naturalized citizens of human society.” The hope is for the children to no longer live in the purgatory their parents are in, which is between being a real wolf and being human.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

heifer (n.) – a young female cow

Vocabulary to teach (may include direct word work and/or text-dependent questions)       

barbarity (barbaridad – Spanish) (n.) – crude or unsophisticated act languid (adj.) – relaxed hirsute (adj.) – hairy; shaggy sinewy (adj.) – muscular; strong purgatory (n.) – a place of purification or temporary punishment after death; a place in between two worlds ostracized (v.) – excluded, by general consent, from society, friendship, conversation, privileges, etc. bilingual (adj.) – able to speak two languages with the facility of a native speaker

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

 Standards: RL.9-10.1, RL.9-10.4, SL.9-10.1.c  • • • • • •

Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 226–227) Introduction of Lesson Agenda Homework Accountability Close Reading Reading Reflection Quick Write Closing

Materials • None.

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5% 5% 50% 15% 20% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Check in with students about their AIR text. Tell students they will begin discussing their reading in class in Lesson 6.

50%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.4, SL.9-10.1.c. Tell students they will continue to work on reading closely. Today, they will focus their reading and discussion on analyzing details and defining important vocabulary from context. Explain to students that they will have multiple opportunities to practice these standards.

5%

Student Actions

Students listen.

Close Reading As a whole class, review the paragraph that begins with “At first, our pack was all hair and snarl and floor-thumping joy”( p. 225) by asking students the following questions: 1. How are the girls acting in this paragraph?

Student responses may include the following:

1. They are tearing through St Lucy’s with joy and excitement. They are overturning dresser drawers and going through the Stage 3 girls’ underwear. They are jumping and moving all over. They are urinating

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3

When asking a series of textdependent questions in a wholeclass setting, it is important to allow wait time for student responses. Prompt students to provide textbased evidence to support their answers.

NYS Common Core ELA & Literacy Curriculum

2. What are they forgetting?

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

everywhere because they need to remedy St. Lucy’s foreign smell. 2. They are forgetting the cautions of their mothers and fathers about needing to remain civilized and ladylike. Their actions prove they have forgotten these promises they made to their parents.

Reintroduce close reading to the students: Students have experienced the text in its entirety and will now engage in close reading to analyze the text more deeply. Rereading the text in smaller portions will help students gain new understanding by shedding light on the details and nuances of the text.

Students listen.

Instruct students to form pairs with another student and read from “‘Ay caramba,’ Sister Maria de la Guardia sighed …” to “Our mothers and fathers were werewolves” (pp. 226-227).

Students read the text in pairs and box any Consider modeling these unfamiliar words on their own copy of the annotations with an interactive text. whiteboard or document camera. (Explicit instruction of annotation will be taught in Lesson 5.)

Instruct students to draw a box around any unfamiliar words they encounter. Ask pairs to identify any words they boxed in this section of text.

Student pairs volunteer words that are new or unfamiliar to them.

Standard RL.9-10.4 asks students to determine word meaning for context. Whenever possible, have students determine the word using contextual analysis. Any new word meanings should be written on the text or a self-stick

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

note. Ask the following TDQs to explore unfamiliar vocabulary: 3. How are the girls in Copacabana different from those at St. Lucy’s, and how do you know?

4.

What phrases or descriptions help you determine what languid means in this context? What does the word mean?

5. What could barbaridad mean and how do you know?

6.

What do sinewy and hirsute have to do with in this context and how do you know? 7. Thinking back to the word work done in the first lesson, where we analyzed the first paragraph, beginning with “At first, our pack was all hair and snarl and …,” how do the girls further show they are neither couth nor kempt? Instruct students to reread the section, “‘Ay caramba,’ Sister Maria de la Guardia sighed.”

Student responses may include the following: 3. The girls are not nearly as rowdy and unrefined as the girls at St. Lucy’s. They seem calm. The text describes the Copacabana girls as fat and willing to eat out of your hand. 4. The other girls are called “fat” and are gentle enough to eat out of a person’s hand; therefore, languid means "relaxed" or "calm" in this context. 5. Barbaridad means "barbarity" in Spanish. The St. Lucy’s girls are rowdy and uncivilized. They are wild and running around everywhere. They seem barbaric, especially compared to other girls. 6. Sinewy and hirsute refer to the shape of the girls and their relative hairiness. 7. The girls show they are uncivilized and unladylike because they are biting the nuns.

Students reread this section of text and star any information that tells them about

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5

If students are stuck on the question regarding barbaridad, share with them that barbaridad is a Spanish word that translates to the English word barbarity. If students do not remember the word meanings of couth and kempt, point them back to page 225 in their texts where they wrote the word meanings next to the words.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 4

DRAFT

and end before “Our mothers and fathers were werewolves” (pp. 226–227). Tell students to identify sections (words, phrases, and sentences) in the text that support the description of Stage 1 in the epigraph. Instruct students to mark these pieces of text with a small star.

Stage 1.

When students are finished, direct them to engage in a Turn-and-Talk about the evidence found. Instruct students to focus on SL 9-10.1.c for this discussion by actively asking questions about their partner’s responses. Circulate around the room to ensure students are referring to the text in their conversations. When students are ready, have them share out one piece of evidence with the whole group.

Students participate in a Turn-and-Talk with a partner. Student responses may include the following: 



Turn-and-Talk encourages class discussion and participation of all students. Before proceeding with the activity, establish partners. The “We went knuckling along the wooden student who listens will be expected floor on the calloused pads of our to report what he or she heard. fists” (p. 226) describes Stage 1 Consider using any techniques that because the girls continue to walk like are similar to a Turn-and-Talk that wolves. require active involvement by Claudette’s biting of the nun shows students. that the narrator has not adapted to Some students may benefit from the new environment, and it’s still Language Frame Options to remind new and unfamiliar to her. them to use evidence from the text:  

Bring students back together as a whole class and ask the following TDQs about the section that begins with “‘Ay caramba,’ Sister Maria de la Guardia sighed” and ends before the paragraph that begins with “Our mothers and fathers were werewolves” (pp. 226–

Student responses may include the following:

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6

The quote _______ teaches me about ________ because … The text ________ connects to the Stage 1 epigraph because …

Provide wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Prompt students to

NYS Common Core ELA & Literacy Curriculum

DRAFT

227). Remind students again to ask questions of peers as they discuss. 8. Why does Sister Josephine use the word backwoods?

9. What does the phrase, “we went knuckling along” reveal about the girls? 10. From the narrator’s point of view, what is Stage 1 really like?

Have students close read with a partner the paragraph that begins with “Our mothers and fathers were werewolves,” again boxing any words they find new or unfamiliar (p. 227). After reading, student partners will write their understanding of this paragraph on a self-stick note.

provide text-based evidence.

8. This group of girls at St. Lucy’s is less civilized or refined than girls at other schools who are in similar circumstances. Therefore, the girls may need to undergo a longer readjustment period to this culture, as indicated by Sister Josephine saying the nuns must be patient with the girls. 9. The girls still are wolf-like in many ways; they are not cultured and they do not act like humans. 10. The epigraph said that this period would be fun, but it seems to be a time when the nuns are disappointed in the girls’ actions. The narrator seems to understand that this group of girls is different than others the nuns have encountered. Students will read, box new or unfamiliar words, and write their initial understanding of the text on a self-stick note. Look for students to note that the parents are werewolves, but the girls are human— the condition skipped a generation. The nuns came to give the girls a culture they would not have received from their

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Grade 9 • Module 1 • Unit 1 • Lesson 4

7

This paragraph can be broken into two parts to ensure comprehension. For struggling readers, the paragraph can be split before the sentence beginning with “Our parents…” (p. 227).

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

parents. Ask student partners for any new or unfamiliar words from this section of text.

Have student partners volunteer new or unfamiliar words.

In a whole class discussion, ask the following TDQs to familiarize students with important vocabulary:

Student responses may include the following:

11. Who is ostracized in the text and how do you know?

12. Why do the farmers ostracize the parents? 13. Why do the parents ostracize the local wolves? 14. From these clues, what does ostracized mean? 15. Where is the werewolves’ purgatory?

16. What are the qualities of this place?

17. What is the word meaning of purgatory in this context?

11. The parents are ostracized because both the farmers and the local wolves push them out. The text also says the parents live an “outsider’s existence” (p. 227). 12. The parents eat their pies and scare their cows (heifers). 13. They are physically different (thumbs); they have human emotions (regrets), and human children. 14. Ostracized means "to be pushed out of a place or not accepted by a group." 15. The werewolves’ purgatory is where they are set apart from the other wolves and humans. 16. It seems to be a place that no one wants to be and it seems pretty terrible since the werewolves have been pushed out of other places to live. 17. Purgatory is "a place in the middle." Here, it is between purebred wolves

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8

It is important to let students respond to these TDQs to determine the meaning of ostracized and purgatory as used in the text. Provide students with the definition of heifer if they are struggling with meaning. Some students may understand the word purgatory from previous experiences. It is important to use this background knowledge to understand how it is being used to describe the werewolves’ plight.

NYS Common Core ELA & Literacy Curriculum

18. Why does Russell say that the pack grew up in a “purgatory”? Ask student partners to engage in a Turnand-Talk about the following TDQs about the paragraph that begins with “Our mothers and fathers were werewolves” (p. 227): 19. What important information do we learn about the girls and their parents in this paragraph? 20. How will the girls be bilingual, and what does the word bilingual mean in this context?

21. What offer did the nuns make to the parents? How do you know?

22. Why is St. Lucy’s culture better?

Facilitate a discussion of student responses.

DRAFT and humans. 18. The werewolves are pushed out of both groups and so are living “in between.” Student partners participate in a Turnand-Talk about the TDQ’s. Student responses may include the following: 19. The girls’ parents are werewolves, but the girls are not because the condition skips a generation. 20. The girls will learn to “speak” the culture of werewolf and human because the nuns will teach them about human society. Bilingual means to be able to speak two languages. 21. The nuns offered to take the children away from the purgatory in which they were living and to give them an education in human culture. In the text, it says that the nuns wanted to let them be part of “human society.” 22. St. Lucy’s culture will be an education in human society. The nuns are stating that this is a better choice than remaining in purgatory, where the girls are neither purebred wolves nor werewolves. The education would allow the girls to participate in

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Grade 9 • Module 1 • Unit 1 • Lesson 4

9

Encourage students to use text evidence in their responses by including the word because in their answers. This will have students refer specifically to the text. Additional scaffolding question: How are the girls different from their parents? (The girls are human because the parent’s condition skips a generation.)

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 4

human society as “naturalized citizens” (p. 227). 15%

20%

Reading Reflection Have students revise the thoughts they recorded on the self-stick note based on what they learned about the paragraph (“Our mothers and fathers were werewolves ...” (p. 227)) through this whole-group discussion of the TDQs.

Students revise their thoughts about the paragraph (“Our mothers and fathers were werewolves....” (p. 227)) on the selfstick note.

Have students share changes in perceptions of the text.

Students share out responses.

Lead a quick debrief on the discussions students had today. Ask them to complete a Turn-and-Talk about how they did with SL.910.1.c.

Students discuss standard SL.9-10.1.c in a Turn-and-Talk.

It may be useful to tell students that they will focus more on this standard in upcoming lessons.

Students independently answer the prompt using evidence from the text. See High Performance Response at the beginning of this lesson.

Post or project the prompt so students can see it.

Students listen.

If students are struggling to find

Quick Write Provide students with the following Quick Write prompt: Explain why the girls’ parents accepted the nuns’ offer. Use the words ostracized and purgatory in your response to show specifically how these words reflect essential ideas of the text. Give an allotted amount of time for students to respond.

5%

Closing For homework, instruct students to continue

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reading their Accountable Independent Reading text.

Grade 9 • Module 1 • Unit 1 • Lesson 4

texts, refer to the supplementary reading list for this module. If time permits, consider assigning the vocabulary extension homework activity. (See below.)

Homework Students will read their AIR text.

Vocabulary Extension Activity Select two words from the list below and explain the connections between them in "St. Lucy’s Home for Girls Raised by Wolves." Write your two words and then explain how they’re linked to demonstrate comprehension of both word meanings and story plot. Vocabulary Words: purgatory, ostracized, civilized, bilingual, barbarity (barbaridad), remedied, culture, lycanthropic Examples: barbarity  (CONNECTION: The girls show they are barbaric when they first arrive at the home, but the nuns have the charge to turn them into civilized citizens.)  civilized ostracized  (CONNECTION: When the girls lived with their parents they were ostracized by two different groups, but by the time they are finished with their education at St. Lucy’s, they should be bilingual and able to move between the werewolf and human culture.)  bilingual bilingual  (CONNECTION: The education the girls receive should enable them to be bilingual in two cultures.)  culture

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

Lesson 5

Introduction In this lesson, students continue to practice reading closely through annotating text. Students will begin learning how to annotate text using four annotation codes and marking their thinking on the text. Students will reread the Stage 1 epigraph and narrative of "St. Lucy’s Home for Girls Raised by Wolves," to “Neither did they” (pp. 225–227). The text annotation will serve as a scaffold for teacherled text-dependent questions. Students will participate in a discussion about the reasons for text annotation and its connection to close reading. After an introduction and modeling of annotation, students will practice annotating the text with a partner. As student partners practice annotation, they will discuss the codes and notes they write on the text. The annotation codes introduced in this lesson will be used throughout Unit 1. For the lesson assessment, students will use their annotation as a tool to find evidence to independently answer, in writing, one text-dependent question. For homework, students will continue to read their Accountable Independent Reading (AIR) texts, this time using a focus standard to guide their reading.

Standards Assessed 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.

Addressed 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.

SL.9-10.1.c

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) The assessment in this lesson is a Quick Write. Students will use their annotations to find evidence to answer the text-dependent question. Students will be assessed on their ability to draw evidence from the text to respond to the prompt: 

What details repeat throughout this section of the text? What do these details tell you about how

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

the girls and their families interact with other characters in this section? Write a paragraph response using 3–4 pieces of strong textual evidence. High Performance Response(s) 

One detail that keeps repeating is that of ostracism or being excluded or not accepted. The author mentions ostracism twice in the paragraph that begins with “Our mothers and fathers were werewolves” (p. 227) but uses it in different ways. In one way, the parents of the girls, the werewolves, have been ostracized by human beings because of their eating habits. But, the werewolves have excluded the actual wolves because they have human-like features, such as thumbs and emotions like regret. This detail might be repeating because the girls are outsiders at St. Lucy’s. They are also outsiders to their own culture because they are not werewolves themselves.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

[Instructional Note: Since this lesson focuses on rereading text, students will be reviewing vocabulary from previous lessons.]

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

 Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1.c  • • • • • • •

Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 225–227) Introduction of Lesson Agenda Homework Accountability Introduction of Annotation Learning How to Annotate Pair-Share Annotation Practice Quick Write Closing

Materials • •

Common Core Learning Standards Tool (See Lesson 1.) Annotation Bookmark Handout

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Check in with students about their AIR text. Tell students they will begin discussing their reading in class in Lesson 6.

10%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, SL.9-10.1.c.

5%

Student Actions

Students listen.

Introduction of Annotation Briefly review the lesson agenda. Explain to students that they will continue to work with standards RL.9-10.1 and SL.9-10.1.c. In addition, students are going to start working with standard RL.9-10.3. Ask students to silently read the standard while you read it aloud from the Common Core Learning Standards Tool (See Lesson 1). Ask: What do you notice about this standard? What is it asking you to be able to do? Ask students to jot their ideas down. Lead a brief discussion about the standard.

Students follow along, reading silently the standard RL.9-10.3. Students write their ideas about RL.9-10.3 and share their responses. Sample responses may include the following:

Ask students to individually reread standard SL.9-10.3 and assess their familiarity with

Students reread standard SL.9-10.3 and assess their familiarity with and mastery

  

Analyze how characters develop Analyze how they advance the plot or theme and interact with other characters This focuses on complex characters.

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3

The important point to help students understand here is that RL.9-10.3 deals with far more than just “characterization.” This standard asks students to consider how characters grow and change over the course of a text and how those characters help advance the plot or illuminate key ideas in a text.

NYS Common Core ELA & Literacy Curriculum

DRAFT

and mastery of the standard on their Common Core Learning Standards Tool.

of the standard.

Discuss the importance of annotating text by asking students the following questions: 1. How have we marked the text thus far in our reading?

Student responses should include the following: 1. We have boxed unknown words and written the definitions next to the words, starred ideas that seem important or are repeating, and summarized some of our thinking on the text. 2. Marking the text helps you remember what you are reading by writing your thinking on the text, keeping track of important ideas, thinking about unfamiliar words and questioning the text or making connections between ideas.

2. What are some purposes for marking the text?

Share with students that marking the text is called annotation. Ask students: 3. How does annotating text change the way you read?

Explain that readers use shorthand ways of

3.

Student responses may include the following:



It connects you to the text more deeply by forcing you to read actively and pay close attention to details.



It makes it difficult to just read and shut your mind off.



It makes you slow down as you read.

Students write the annotation codes in

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Grade 9 • Module 1 • Unit 1 • Lesson 5

As students share their ideas in the following discussion, it may be helpful to capture the major ideas about annotation by taking notes on chart paper or on the board. These notes can then be posted in the classroom for reference purposes.

If students struggle, it may be helpful, to share with students that the responses just shared reveal why annotation is a close reading skill; annotation forces you to read deliberately. Explain annotation’s relationship with standard RL.910.1. Annotation helps students look closely at text evidence to figure out text’s explicit and implicit meanings.

Annotation is a difficult skill for

NYS Common Core ELA & Literacy Curriculum

marking text so as not to take away from their reading. Display and explain the following codes: 

Box unfamiliar words.



Star (*) important or repeating ideas.



Put a question mark (?) next to a section you’re questioning or confused about.



Use an exclamation point (!) for ideas that strike you or surprise you in some way.

DRAFT their notebooks or refer to a handout of the codes and their explanations.

Grade 9 • Module 1 • Unit 1 • Lesson 5

students to master because students must determine what and how to annotate. Differentiation Consideration: The process of annotation can be complex for some students. Some students will need the annotation symbols available to them on chart paper, on a handout/bookmark, and/or posted on their desk.

Share with students that besides using the codes, marking the text with your thinking related to the codes is important. Explain that students will use these codes throughout their close reading of “St. Lucy’s” to think more deeply about the details in the text. 20%

Learning How to Annotate Ask students to turn to the Stage 1 epigraph in their “St. Lucy’s” text (p. 225).

Students open their “St. Lucy’s” texts to the Stage 1 epigraph.

Explain to the students that as they reread the Stage 1 epigraph and paragraph, they should think about parts of the text that are surprising or stand out to them in some way.

Students listen to directions.

Reread the Stage 1 epigraph and paragraph 1 aloud to students.

Students follow along, reading silently.

Model a part of the text that was surprising. (In the sample student responses, there are

Students record the teacher modeling on

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5

In this lesson, only two annotation codes will be taught because boxing unfamiliar words and writing questions have been introduced in prior lessons.

Students may notice a variety of ideas and code these ideas slightly

NYS Common Core ELA & Literacy Curriculum

several annotations to discuss in this modeling example.) Write an exclamation point (!) on the text and model the reasoning for using this code in the margin. Have students write this model annotation on their text.

DRAFT their text. Annotations may include the following: 

The number of animal-like references



The lack of action by the nuns despite their displeasure

Ask students to identify additional areas to annotate.

Students volunteer annotations.

Ask students to look over this section of text and have them star one important or repeating idea.

Students star one important or repeating idea.

Ask students to volunteer answers.

Students share out their ideas. Student responses may include the following: 

A star by the word foreign because it is a reminder of the Stage 1 epigraph saying that this period is “new and interesting” (p. 225).

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Grade 9 • Module 1 • Unit 1 • Lesson 5

differently, but these examples show the text details students should be thinking more deeply about. A document reader may be helpful to support this modeling. If students are not allowed to write on their texts, provide them with self-stick notes on which to write their annotations. Note: it is important to not only show students the annotation markings on the text, but also the notes about the marking. The bridge between modeling and guided practice may require more than one example for students to fully understand; consider providing a few examples.

NYS Common Core ELA & Literacy Curriculum

DRAFT 

40%

Grade 9 • Module 1 • Unit 1 • Lesson 5

Stars marking the repetition of the pronoun we.

Pair-Share Annotation Practice Direct students to work in pairs to reread the section of the text from “‘Ay caramba,’ Sister Maria de la Guardia sighed,” to, “Neither did they” (pp. 226–227). As they close read this section, students should note places that surprise them or connect to other ideas with exclamation points and star important or repeating ideas in the text. Remind students to write their thinking next to their annotation codes. Students can also box more unfamiliar words and write more questions.

Students transition into pairs and prepare to read and annotate.

Provide sufficient practice time for rereading and annotation to ensure student pairs are able to work together and then to share out their most significant annotations in a class discussion. Students have previously read this section closely, so this annotation allows students to go deeper with the close reading already completed.

As the student pairs are reading and annotating, circulate and confer with the pairs about their annotations. Ask:

Students close read and annotate the text. What stands out to students will vary. Students should star some of the following ideas:

Consider giving students annotation bookmarks to remind them of the annotation codes while they continue to close read “St. Lucy’s.” (See the Lesson 5 handout: Annotation Bookmark Handout)

 

What marks or codes did you include on the text and why?



Stars near phrases such as “the pack,” “calloused pads of our fists” or “tearing at our new jumpers” that relate to the animal-like behavior of the girls (p. 226).



Stars next to ideas like the mothers and fathers having been threatened by frost (nature) and pitchforks (human beings), “outsider’s existence” and the words ostracized and purgatory.



Stars next to the werewolf parents

What notes did you write on the text next to the marks or codes? Why?

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

wanting children to become “naturalized citizens of human society” (p. 227). Conduct a class discussion about the text areas of surprise and important or repeating ideas found in the closely read section on pages 226–227. Ask the student pairs to share out their most significant annotations. Ask: 

Which marks or codes did you include on the text and why?



What thinking did you write on the text next to the marks or codes? Why?

See the example annotation list above for possible student discussion responses.

(Provide sufficient wait time when asking the questions above.) 10%

Quick Write Tell students they will use today’s annotations as a tool to answer a textdependent question. Remind students to provide textual evidence in their response. Based on your close reading during this lesson, what details repeat throughout this section of the text? What do these details tell you about how the girls and their families interact with other characters in this section? Write a paragraph response using 3–4 pieces of textual evidence.

Students read over the assessment question and listen to directions. See High Performance Response at the beginning of this lesson.

Prepare for the lesson ahead of time by writing the assessment questions on the board or on chart paper for students to see. Alternatively, create handouts for the students with space to write between the questions.

Have the students work independently to write a response to the Quick Write.

Students independently write a response to the Quick Write.

Encourage students to use words that have been introduced in small

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

group and class discussion. Examples may be civilized, lycanthropic, exuberant, culture, ostracized, remedied, purgatory, or couth. 10%

Closing Explain homework: Introduce Reading Standard 1 (RL.9-10.1 and RI.9-10.1) as a focus standard to guide students’ Accountable Independent Reading and model what applying a focus standard looks like. Tell students they should prepare for a brief 3–5 minute discussion that will ask them to apply the language of the standard to their reading.

Students will continue reading their Accountable Independent Reading text, focusing on standard RL.9-10.1 or RI.910.1.

For example, reading the first standard for informational texts asks students to “cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.” Students who have read an article on performance enhancing drugs in sports might say, “The article talked about how substances are bad for baseball players as well as everyone else.” A strong and thorough piece of evidence students might use to support this is to say, “For example, they described how high school students are now using these substances and before this was unheard of—this was just seen in the pros.” File: 9.1.1 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Some students may choose to annotate their Accountable Independent Reading texts as they read to practice the new skill of annotation. Even though this reading is meant to stimulate interest and enjoyment in reading, students may find annotating their texts a beneficial strategy for reading comprehension.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

For homework, instruct students to continue their AIR, this time using the language of the focus standard to guide their reading and come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard.

Homework Ask students to continue their AIR, this time using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 5

Annotation Markings Bookmark

Annotation Markings Bookmark

Annotation Markings Bookmark

Annotation Markings Bookmark

• Box unfamiliar words.

• Box unfamiliar words.

• Box unfamiliar words.

• Box unfamiliar words.

• Star (*) important or repeating ideas.

• Star (*) important or repeating ideas.

• Star (*) important or repeating ideas.

• Star (*) important or repeating ideas.

• Put a question mark (?) next to a section you’re questioning or confused about.

• Put a question mark (?) next to a section you’re questioning or confused about.

• Put a question mark (?) next to a section you’re questioning or confused about.

• Put a question mark (?) next to a section you’re questioning or confused about.

• Use an exclamation point (!) for connections between ideas or ideas that strike you or surprise you in some way.

• Use an exclamation point (!) for connections between ideas or ideas that strike you or surprise you in some way.

• Use an exclamation point (!) for connections between ideas or ideas that strike you or surprise you in some way.

• Use an exclamation point (!) for connections between ideas or ideas that strike you or surprise you in some way.

Remember to write notes in the margin as you read to record your ideas & thoughts.

Remember to write notes in the margin as you read to record your ideas & thoughts.

Remember to write notes in the margin as you read to record your ideas & thoughts.

Remember to write notes in the margin as you read to record your ideas & thoughts.

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

Lesson 6

Introduction In this lesson, the focus on teaching annotation continues. Students will discuss the Accountable Independent Reading (AIR) homework assignment from Lesson 5, 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. The lesson begins with a brief share out of the previous lesson’s AIR homework assignment. Next, students will review the annotation codes learned in Lesson 5 and practice annotating a new section of text with teacher support. Students will then transition into pairs to read and annotate a new section of text, reading from “That first afternoon, the nuns gave us free rein of the grounds” to “Neither did they” (pp. 227–229). Throughout the close reading and annotating, student pairs will answer text-dependent questions in a class discussion. For homework, students will answer in writing two questions that assess their understanding of the Stage 1 section as a whole. In addition, there is a vocabulary extension activity at the end of the lesson.

Standards 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 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. A. Reread the two paragraphs of text, “That first afternoon, the nuns gave us free rein” through File: 9.1.1 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

“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. 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. High Performance Response(s) A High Performance Response for Question A may include the following: 

The pack describes the human smells as “assaulting” their noses, which means the smells are “new” but may be a negative kind of new. They also say that their own smells have become foreign to them in this strange place. The words foreign and strange continue to indicate that St. Lucy’s is new to the pack. A High Performance Response for Question B may include the following: 

The pack has many human and wolf-like characteristics. The oldest sister experiences fear when the nuns approach, evidenced by having her hair go everywhere to show fear (“bristling”), which is similar to an animal. However, she shows her human-like qualities in that her hair doesn’t do this on its own, she has to extend it out from her head with her hands. The older sister howls like a wolf when asked her name. The pack runs around, fearful of the nuns, which shows their wolf-like characteristics. A High Performance Response for Question C may include the following: 

The Stage 1 epigraph describes Stage 1 as being fun and exciting, but Stage 1 describes more than just fun and excitement, so it is not entirely accurate. According to the narrator, the pack is also confused and upset at times. The text describes the pack, “running along the shore, tearing at our new jumpers in a plaid agitation. Our brothers stood on the deck, looking small and confused” (p. 228). Words like agitation and confused are not described in the Stage 1 epigraph. The wolf pack also describes the human odors as assaulting their noses, which does not have the same positive meaning as “fun and exciting.”

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

delectable (adj.) – appetizing or delicious



supplemented (v.) – completed or added to



interred (v.) – placed into or buried



assault (n.) – a violent attack

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Grade 9 • Module 1 • Unit 1 • Lesson 6



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

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

 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 • Homework Accountability  Annotation Practice  Close Reading, Annotation, and Text-Dependent Questions  Quick Write  Closing

5% 5% 20% 50% 15% 5%

Materials •

Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool)

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4. Ask students to individually reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda. Students reread standards RL.9-10.1, RL.9-10.3, and RL.9-10.4, and assess their familiarity with and mastery of the standards.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their AIR text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

20%

Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Annotation Practice Review the annotation codes from Lesson 5. 

Box unfamiliar words.



Star (*) important or repeating ideas.



Put a question mark (?) next to a section you’re questioning or confused about.

Students review the annotation codes by looking over the notes and markings they wrote in Lesson 5.

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Consider reviewing the Quick Write from Lesson 5 in a text-based discussion.

NYS Common Core ELA & Literacy Curriculum



DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

Use an exclamation point (!) for ideas that strike you or surprise you in some way.

Ask students if they have any questions about the annotation codes. Remind students that it is important to write on the text next to the codes so that students remember the reason for their codes.

Students share questions and listen.

Transition students from the annotation discussion into reading “St. Lucy’s.” Direct students to turn to the paragraph that begins with “That first afternoon, the nuns gave us free rein of the grounds” (p. 227).

Students open their “St. Lucy’s” text to the assigned paragraph.

Read aloud the assigned paragraph. Have students follow along in their texts.

Students follow along, reading silently.

Instruct students to reread the paragraph independently and annotate the text.

Students reread and annotate.

Instruct students to engage in a Turn-andTalk about their annotations. As students are talking, circulate and listen to student discussion. Check in with student pairs to ensure conversations are on target.

Students participate in a Turn-and-Talk about their annotations. Possible annotations may include the following: 

Boxing words: delectable, doomed, gamboled, diminished, exultant



Starring ideas “Everything was new, exciting, and interesting” (p. 227). This is repetitive of the Stage 1

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Depending on the needs of individual students, it may be necessary to model annotation again in this lesson to ensure student understanding.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

epigraph. A star next to the idea that “there were holes everywhere” because the pack seems very excited about this, as they let out a “celebratory howl” (p. 227). Conduct a class discussion about the following TDQs. Encourage students to further annotate their text based on the discussion. 1. What is the pack doing in this paragraph?

2. Why might the squirrels be “doomed”? (p. 227) 3. Based on the discussion about the “doomed” squirrels, what might delectable mean, as it describes the birds? (p. 227) 4. How does the pack show their wolf-like characteristics in this paragraph? 5. How is the pack feeling in this paragraph? 50%

Student responses may include the following:

1. They are exploring St. Lucy’s grounds. They are looking at all the animals and scenery St. Lucy’s offers (“the nuns gave us free rein of the grounds” (p. 227)). 2. The pack might eat the squirrels.

Provide wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Prompt students to provide text-based evidence.

3. The birds look good to eat. They look appetizing. 4. They consider eating various animals, howl together, and get excited to see holes all over St. Lucy’s grounds. 5. The pack is excited about the new environment.

Close Reading, Annotation, and Text-Dependent Questions Transition students into pairs for close reading and annotation. Share the purpose of the paired reading: to read new sections of “St. Lucy’s” 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.

Students transition into their paired reading groups.

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Place students into pairs ahead of time so they can transition quickly, and to allow for strategically selected heterogeneous groupings.

NYS Common Core ELA & Literacy Curriculum

Instruct pairs of students to begin reading the next paragraph, which begins with “We supplemented these holes by digging” (p. 227). Students will annotate the text as they read and discuss text-dependent questions.

DRAFT The student pairs read and annotate. Annotation may include the following: 

Boxes around the words supplemented, interred, assault, tallow, and astounded.



Exclamation point next to digging and placing items in the holes. The idea is that the girls act like wolves, even though they are humans.



Star next to the words foreign and strange place. The word foreign repeats from the first paragraph of the Stage 1 epigraph. Everything is new for the girls.



Questions about why their scent had become foreign.

Ask the student pairs the following Student responses may include the questions, giving them time to answer before following: moving on to the next question: 6. What is the pack doing with the holes? 6. They are digging new holes and burying their clothes, the bones of the squirrels, and sticks. 7. What words or phrases could replace 7. Added to, made more of supplemented? (p. 227) 8. What does interred mean, and how do you 8. Interred means "burying." The text says know? (p. 227) that they are putting their sticks, itchy new jumpers, and the bones of the squirrels in the hole. 9. What is “assaulting” the packs’ noses? (p. 9. Human odors like bread, petrol, and the 228) nun’s smell.

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Grade 9 • Module 1 • Unit 1 • Lesson 6

7

Provide wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Prompt students to provide text-based evidence. All word meanings discussed should be noted on the text. If students give answers without support from the text, prompt them to provide textual evidence by asking them how they know, or what their textual evidence is.

NYS Common Core ELA & Literacy Curriculum

10. If their noses are “aching,” (pp. 227-228) what might assault mean? 11. Why did their “own scent become foreign” to the girls? (p. 228) 12. What is the significance of the author’s focus on scent?

DRAFT 10. It might mean that the smells are offensive/strong and hard to bear for the wolves. 11. Human smells are overpowering their animal scent. 12. It emphasizes their upbringing by wolves and highlights that they are in a strange, new place that is over-powering and uncomfortable (“invisible assault” (p. 228)).

Have student pairs close read the next paragraph that begins with “We had just sprawled out in the sun for an afternoon nap” (p. 228).

Student pairs read and annotate. Annotations will vary, but possible annotations may include the following:  Boxes around the words conferred, infirm, bristled, and improvised.  Star near the idea that the pack used to dream the same dreams back then.  Exclamation point near the idea of the older sister holding her hair out from her head.

Ask the students these questions:

Student responses may include the following: 13. She bristles because she is worried about the nuns coming towards her; she is fearful. 14. Bristle might mean "to show fear or anxiety." 15. They have to manipulate their own bristling. They are not real animals that can make their own hair stand up. They

13. Why did the older sister "bristle"?

14. What might bristle mean? 15. What does the method the oldest sister uses to bristle reveal about the pack?

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Grade 9 • Module 1 • Unit 1 • Lesson 6

To increase student engagement, students can Turn-and-Talk in pairs about the text-dependent questions before sharing with the whole class.

14. If students struggle, it may be helpful to ask them to consider the connection to brush bristles (standing up straight).

NYS Common Core ELA & Literacy Curriculum

DRAFT have to use their hands to do it. This means they are human

Have pairs continue reading the next section of text, from “Sister Maria gave her a brave smile” to “Our littlest sister had the quickest reflexes” (p. 228).

Ask students these questions: 16. What are the nuns trying to do to the pack? 17. What are the feelings of the pack in the section just closely read, and how can you tell? 18. What are the feelings of the nuns in the section just closely read, and how can you tell?

Have pairs read from the paragraph that begins with “Our littlest sister had the quickest reflexes” up to the Stage 2 epigraph

The student pairs read and annotate. Annotations may include the following: 

Boxes around the words inarticulable, distillate, eclipsed, and subtler.



Star near the “subtler danger afoot” (p. 228). All of a sudden, St. Lucy’s isn’t exciting, but dangerous.



Exclamation point near Jeanette getting named. Jeanette is the oldest sister.

Student responses may include the following: 16. They are trying to give the pack individual human names like Jeanette and Mirabella. 17. They seem scared. The oldest sister is howling and the rest of the pack is running around, uncertain of what to do. 18. The nuns seem happy to go about their job of giving the pack human names. Sister Maria is giving a brave smile. And, when Jeanette is howling, Sister Maria continues to ignore her and slaps a name tag on her. The student pairs read and annotate. Annotation may include the following:

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Grade 9 • Module 1 • Unit 1 • Lesson 6

NYS Common Core ELA & Literacy Curriculum

(pp. 228–229).

DRAFT  

  Have student pairs discuss the following TDQs before sharing out in a whole class discussion: 19. What does Mirabella do and what happens to her? 20. What could overstimulating mean? 21. How has Stage 1 been overstimulating for the pack?

Boxes around the words menacing and overstimulating. Star near the part where Mirabella flattens her own ears against her head. She has to do this on her own because she is not truly a wolf. Exclamation point acknowledging that Mirabella is the smallest sister. Questions about why they have to tranquilize the girls.

Student responses may include the following: 19. Mirabella runs around and takes two hours to accept her nametag from the nuns. Sister Maria tranquilizes her. 20. Overstimulating might mean that the excitement is too much or frightening. 21. The pack is fearful of the name tagging process. The girls are allowed to act like wolves by urinating everywhere and tearing through the rooms. As the pack settles in for a nap, they are approached by the nuns with a strange process of getting named a human name. The human odors assaulted their noses and could be considered overstimulating.

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Grade 9 • Module 1 • Unit 1 • Lesson 6

NYS Common Core ELA & Literacy Curriculum

15%

Grade 9 • Module 1 • Unit 1 • Lesson 6

Quick Write Transition to the Quick Write. Distribute and display copies of the prompts (See assessment prompts at beginning of this lesson). Explain that for the lesson assessment, students 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.

5%

DRAFT

Students listen to the directions and answer the text-dependent questions. See High Performance Responses at the beginning of this lesson.

Post the assessment questions on the board or on chart paper so students can see the information. These assessment responses will be used in Lesson 7. Find several responses that students can use to evaluate based on the NY Text Analysis Rubric. Try to use responses from a different class period and remove student names to maintain anonymity.

Closing For homework, instruct students to continue their AIR using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard

Homework Students continue their AIR using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute discussion at the beginning of the next lesson based on their focus standard.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

Extension Homework Activity Consider assigning the homework below to give students more opportunities to practice applying key vocabulary from the text. Students will work with “St. Lucy’s” vocabulary through a word mapping activity. (Use Lesson 6: Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" Vocabulary Extension Tool.) Extension Homework: Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" Vocabulary Tool Directions: Students choose a word from the “Words to Consider” box. Step #1: Students write about what the word means in the context of “St. Lucy’s.” Step #2: Students write about what the word looks like in “St. Lucy’s.” Step #3: Students connect the word to other key words from “St. Lucy’s.”

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 6

Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool) Name:

What does this word mean in the context of St. Lucy’s? (Write the definition.)

Other important words from St. Lucy’s this connects to

The Word

What does this look like in St. Lucy’s? Words to Consider

culture shock purgatory barbarity supplement overstimulating

civilized Jesuit languid interred

lycanthropic exuberant hirsute assault

initial couth sinewy conferred

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remedied kempt bilingual improvised

ostracized kinetic delectable bristled

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 6

DRAFT

Model Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool) 1. What does this word mean in the context of St. Lucy’s? (Write the definition.)

3. Other important words from St. Lucy’s this connects to

The girls want to make their dorm rooms seem less foreign, so they spray their scent throughout the room to make the room seem more like home. Remedied means “corrected” in this section of text.

civilized—nuns erase the girls’ scents to rid them of their wolf culture

culture shock—in this culture, spraying is not considered a remedy

REMEDIED The Word Couth—the girls’ remedy is the opposite of being well-mannered

The girls wanted to fix their The nuns try to remedy the dorm to be more like their girls’ former identity by giving homes in the woods. them new names.

The nuns remedy the spraying by cleaning it daily.

2. What does this look like in St. Lucy’s?

culture shock purgatory barbarity supplement overstimulating

civilized Jesuit languid interred

Words to Consider lycanthropic initial exuberant couth hirsute sinewy assault conferred

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remedied kempt bilingual improvised

ostracized kinetic delectable bristled

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

Lesson 7

Introduction In this lesson, students continue to improve their skills in answering text-dependent questions through writing. Students will be introduced to the NY Regents Text Analysis Rubric, evaluate an authentic written response, and write their own responses to a text-dependent question related to "St. Lucy’s Home for Girls Raised by Wolves." They will evaluate their own work using the NY Regents Text Analysis Rubric. Though the rubric is used for formal responses to text, this evaluation is meant to be a less formal way for students to become familiar with this rubric. The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. The first half of the lesson focuses on the different qualities addressed in the NY Regents Text Analysis Rubric. Students will use the annotation skills they have acquired from previous lessons (Lessons 5 and 6) to close read the first two qualities of the rubric (Content & Analysis and Command of Evidence). Students will be given authentic student work from Lesson 6 to evaluate using the criteria provided by the rubric. Prior to the lesson, photocopy a variety of student responses, but remove the students’ names. (If possible, use a different class period’s responses to keep anonymity.) The lesson asks students to highlight, so it may be helpful to use different colors to help students distinguish among the different types of highlights. In the second half of the lesson, students will read a section of Stage 2, from the epigraph to “Jeanette got a hole in one” (pp. 229–231), annotate the text, and then answer a text-dependent question (TDQ) using the NY Regents Text Analysis Rubric to ensure their response demonstrates a thorough analysis of the text and includes a specific piece of textual evidence. To assess their current mastery of RL.9-10.3, students will write a brief response to the following prompt: How is the epigraph’s description of Stage 2 reflected in the girls’ experiences in this section of the text? For homework, students will continue to read their AIR texts.

Standards Assessed Standard(s) RL.9-10.3

Analyze how complex characters (e.g., those with multiple or confliction motivations) develop over the course of a text, interact with other characters, and 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;

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

how it sets a formal or informal tone). W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Assessment Assessment(s) This assessment is a Quick Write with a text-dependent question. There are three purposes of the writing assignment: 

Students demonstrate their understanding of Stage 2 by writing about the connections between the epigraph and the narrative.



Students practice evaluating their writing using the NY Regents Text Analysis Rubric.



Students write informative texts that demonstrate the Standard W.9-10.2, using a rubric that will support them in doing so. This assessment question is a formative one, but the introduction of a formal rubric will allow students to become familiar with the language on the rubric. Once students have completed this writing task and have evaluated it using the rubric, evaluate students' work to determine how well they understand the text and their ability to use specific evidence to answer a text-dependent question. 

How is the epigraph’s description of Stage 2 reflected in the girls’ experiences in this section of the text?

High Performance Response(s) High Performance Responses may include the following: 

The epigraph explains that the inhabitants at St. Lucy’s will continue to work to adjust to their new surroundings. This is evident in the narrative when the girls feel disoriented in their new surroundings and continue to “dream of rivers and meat” and their old way of living. Human activities like wearing shoes, walking on two legs, and living indoors are all part of the readjustment period. (“Keep your mouth shut, I repeated during our walking drills, staring straight ahead. Keep your shoes on your feet” (p. 229)).



The epigraph also says that the “work may be stressful” for the students. This is very true in how the girls deal with “marking their territory.” Every morning they urinate in the bedroom, trying to make it feel like home. However, every night they come home to the eradication of the pack musk. The girls are trying to find their way in this new environment of transforming from wolf to human. (“It was impossible to make the blank, chilly bedroom feel like home. In the beginning, we drank gallons of bathwater as part of a collaborative effort to mark our territory. We puddled up the yellow carpet of old newspapers. But later, when we returned to the bedroom, we were dismayed to find all track of the pack musk had vanished” (p. 230)).



The epigraph warns that the students may feel “isolated” or “uncomfortable” in their new culture. The girls feel isolated because they want to return home to their parents where they can show their wolf instincts and know how to act (“We had never wanted to run away so badly in our lives” (p. 229)). However, they know their parents will not accept them back after sending them away for the girls’ “own betterment” (p. 230). They must find a way to cope with their new lives while living

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

“between two languages,” the languages of werewolves and of humans. Ultimately, they stay because they do not want to “break the mother’s heart” (p. 230).

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

tawny (adj.) – dark yellowish or dull yellowish-brown color

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

bewildered (adj.) – perplexed and confused



disorienting (adj.) – confusing



grimace (n.) – a type of facial expression, usually of disgust, disapproval, or pain



taunt (n.) – a remark made in order to anger, wound, or provoke someone



eradication (n.) – removal of or destruction



bipedal (adj.) – walking on two feet

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2



Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 229–231)



Introduction of Lesson Agenda



Homework Accountability



Introduction of Text Analysis Rubric



Evaluate Authentic Work



Close Reading of Stage 2 of “St. Lucy’s”



Quick Write with Student Evaluation



Closing

5% 5% 15% 15% 45% 10% 5%

Materials • Common Core Learning Standards Tool (Lesson 1) • NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in the Unit Overview for its location). • Highlighters • Copies of High Performance Response from Lesson 6

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda

5%

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, W.9-10.2. Ask students to individually reread the standards and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students look at the agenda. Students listen. Students read standards RL.9-10.1, RL.910.3, RL.9-10.4, and W.9-10.2., and assess their familiarity with and mastery of the standards.

Before this lesson begins, make copies of a sample student response from the prior lesson, preferably from a different class period. The sample response should be one that needs to be developed more fully, rated at a Level 2 or 3 on the NY Regents Text Analysis Rubric.

Display standard W.9-10.2 and ask students to paraphrase it in pairs. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Students work in pairs to paraphrase standard W.9-10.2: Student responses may include the following: Be able to write informative pieces about complex information fluently by selecting appropriate evidence and information, and organizing and analyzing it well.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

15%

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Introduction of Text Analysis Rubric

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

Distribute the NY Regents Text Analysis Rubric and explain that this is the rubric on which formal responses will be evaluated from now on. Not all writing will be evaluated using this rubric, but it is important to introduce this rubric because the Mid-Unit and End-of-Unit Assessments will be evaluated using this rubric.

Students listen.

In this lesson, only the first two rows of the rubric will be introduced. In later lessons and units, the other criteria will be addressed in more detail.

Instruct students to read the first two rows of the rubric (Content & Analysis and Command of Evidence) and star an important point in each box.

Students read and annotate.

English Language Learners or students with IEPs may benefit from hearing the rubric read aloud. Students can mark the text as it is being read. Display the rubric on an overhead or interactive whiteboard so students can see the teacher’s annotations during the class discussion.

Address the Content & Analysis category.

Student responses may include the following: 1. Star the following phrases: conveys complex ideas, information is clear, responds to the task, supports an analysis 2. The category is asking for you to have an in-depth response that shows deep thinking about a question. 3. A Level 4 response is more thorough than a Level 3, but both responses are accurate. 4. A Level 3 has more analysis than a 2, and a 3 answer is correct, but a 2 may

1. What did you annotate in this category?

2. What is the Content & Analysis quality looking for? Can you paraphrase it? 3. What differentiates a Level 4 response from a Level 3 response? 4. Looking at your annotations for Level 3, 2, and 1 responses, what makes each File: 9.1.1 Lesson 7 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

one different from the others?

Address the Command of Evidence category. Ask students to determine the differences between each response level.

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Grade 9 • Module 1 • Unit 1 • Lesson 7

not be. A 1 response does not have any kind of literary analysis and does not identify a literary element. Student responses may include the following: 

A Level 4 response uses relevant textual evidence consistently, but a 3 response does not use textual evidence as often.



A Level 2 response uses less textual evidence than a 3 response, while a 1 response does not offer any textual evidence.

If necessary, provide the definitions of consistently, sufficiently, and inadequately.

Evaluate Authentic Work Hand out a new copy of the NY Regents Text Analysis Rubric, a highlighter, and a model response from Lesson 6’s assessment, specifically Question C: What is also part of Stage 1 that is not directly stated in the Stage 1 epigraph?

Students receive a new copy of the NY Regents Text Analysis Rubric, a highlighter, and a model student response to Lesson 6’s assessment Question C.

Each student should have a copy of the model response to write on; there should also be a copy available for viewing through a document camera or an interactive whiteboard.

Have students read the model student response, and then highlight on the NY Regents Text Analysis Rubric where the writer scored on the first two qualities.

Student responses will vary based on the piece of student work selected. Look for responses that use the language of the NY Regents Text Analysis Rubric.

Students should refer to the NY Regents Text Analysis Rubric when evaluating the responses.



Ask students to describe the qualities they noticed in the response.



What evidence did the writer supply that was effective and specific?



What is a recommendation you would give to the writer of this response?

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NYS Common Core ELA & Literacy Curriculum

45%

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

Close Reading of Stage 2 of “St. Lucy’s” Transition students to close reading by having students take out their “St. Lucy’s” text.

Students take out their “St. Lucy’s” text and prepare to read.

Instruct students to form pairs to read and annotate from the Stage 2 epigraph to “St. Lucy’s for our own betterment?” (pp. 229– 230) Remind students to use the annotation codes (introduced in Lesson 5) and write their thoughts about the text.

Students close read and annotate. Annotations may include the following: 





 Bring students back together and ask: 1. What are some changes that will happen in Stage 2 according to the Stage 2 epigraph? 2. What is “disorienting” about looking at the

Exclamation mark near "toilet seats and boiled tomatoes" (p. 229). It’s interesting that Russell chose to compare night to these two ideas. Star next to the “full-moon nights” (p. 229). This refers to the girls’ werewolf parents. Star next to “mouth shut” (p. 229). The girls need to look and act like humans. Box around the words bewildered, tawny, disorienting.

Student responses may include the following: 1. The students start to miss their families and “feel isolated, irritated, bewildered, depressed, or generally uncomfortable” (p. 229).

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In this portion of the lesson sequence, students should not be writing responses to the lesson’s assessment, but instead gathering evidence to support the question. Post the lesson assessment question so students can refer to it while they are reading.

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Remind students to think about the discussion norms and procedures explicitly addressed in earlier lessons. Students should focus on improving their discussion skills as the unit progresses.

NYS Common Core ELA & Literacy Curriculum

shoes for the narrator and what could disorienting mean?

3. What has "bewildered" the girls?

4. What does the word bewildered mean in this context?

Students independently read and annotate the section from “Physically, we were all easily capable of clearing the low stone walls” to “Mirabella cocked her ears at us, hurt and confused” (pp. 230–231).

2. The girls have moved from being on four legs to two, “I remember how disorienting it was to look down and see two square-toed shoes instead of my own four feet” (p. 229). Disorienting could mean “confusing.” 3. The girls have to do walking drills, wear shoes, and follow the rules of humans— which are new and confusing. 4. In this text, to be bewildered means "to be confused about one’s surroundings."

It may be helpful here to continue to prompt students to “go back to the text” with some of the following stems:

Students independently read and annotate the text. Annotations may include the following:

If students are not ready to read independently, consider pairing or grouping students for support. It may be helpful to read this section aloud again, and then have students close read independently.

 



Box around the words taunt, eradication, bipedal. Star “we were all easily capable of clearing the low stone walls” (p. 230). This is important because it shows that the girls are choosing to stay at the school even though it is difficult at times to be there. Star the words beckoned and taunt. This shows that there are still forces calling the girls back to their homes.

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Grade 9 • Module 1 • Unit 1 • Lesson 7

DRAFT

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

Where in the text did you find—?



What in the text tells you that—?



Where in the text does it say that—?



Where can you find that in the text? Consider posting these questions and frames in the classroom. Students record word meanings discussed on their texts or in their notes.

NYS Common Core ELA & Literacy Curriculum

DRAFT  

Ask the students in a whole-class discussion: 5. Who or what is taunting the girls?

6. What can you determine the word taunt means in this context? 7. How do the parents (still in the forest) affect the girls?

8. Why do the nuns perform a daily eradication?

9. What does eradicate mean in this context? 10. What two word parts do you see in the word bipedal?

Star the phrase “pack musk” (p. 230). The idea of the pack is very strong in this paragraph. Star near the phrases “made us feel invisible” and “eventually we gave up” with a note about the girls losing their identity (p. 230).

Student responses may include the following: 5. The moonlight, the woods, the memories of their families, and the low fence that surrounds the home taunts the girls to go home. 6. Taunt means "to mock or call out in this context." 7. The girls imagine their parents being disappointed in them for coming back to the woods and do not “want to break the mother’s heart” (p. 230). 8. The nuns perform a daily eradication to get rid of the smell of urine. (“We sprayed and sprayed every morning; and every night, we returned to the same ammonia eradication. We couldn’t make our scent stick here; it made us feel invisible” (p. 230)). 9. Eradicate means "to do away with something." 10. Bi (meaning "two") and pedal (meaning "something to do with your feet like using pedals on a bike")

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Grade 9 • Module 1 • Unit 1 • Lesson 7

NYS Common Core ELA & Literacy Curriculum

11. What can you determine bipedal means by looking at the word parts? 12. Why is the word bipedal important to the girls’ development?

13. How is Mirabella different from the other girls? 10%

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

11. Bipedal means "walking on two feet." 12. The girls are beginning to walk on two legs. (“The advanced girls could already alternate between two speeds: ‘slouch’ and ‘amble.’ Almost everyone was fully bipedal. Almost” (p. 230)). 13. She still is more wolf-like than human.

Quick Write with Student Evaluation Have students do a Quick Write in response to the following text-dependent question: How is the epigraph’s description of Stage 2 reflected in the experiences of the girls in this section of the text? Encourage students to use specific vocabulary from the text in their response.

Students write a paragraph response to the prompt, and then evaluate their responses against the NY Regents Text Analysis Rubric. See High Performance Response at the beginning of this lesson. Students use key vocabulary from the text in their response.

Encourage students to use the following words that were discussed during the lesson: overstimulating, bewildered, disorienting, taunt, eradication, bipedal.

Have students use the NY Regents Text Analysis Rubric to ensure all components have been addressed.

Students review their responses using the NY Regents Text Analysis Rubric.

Once students have completed this writing and evaluated it using the NY Regents Text Analysis Rubric, use this question to assess how well students understand the text as well as their ability to include specific evidence in a text-dependent question.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and

For homework, students continue reading their AIR texts using the lens of their focus standard to guide their reading.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 7

prepare for a 3-5 minute discussion of their text based on that standard.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

Lesson 8

Introduction In this lesson, students focus on close reading through annotation and answering text-dependent questions in a class discussion using “St. Lucy’s Home for Girls Raised by Wolves.” This lesson is focused on the Stage 2 reading, which students will close read in groups. The latter half of the lesson shows students how to paraphrase and directly quote evidence from the text in preparation for the Mid-Unit Assessment in Lesson 10. The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Next, students read and annotate the text in groups, from “Still, some things remained the same,” to “This was a Stage 3 thought” (pp. 231–235). Students will answer textdependent questions (TDQs) periodically throughout the group reading to aid their analysis of the text. The last part of the lesson uses authentic student responses to teach and demonstrate the use of paraphrasing and quoting directly from the text. Students will study examples of writing that includes paraphrasing to improve their paraphrasing and quoting skills. For the assessment, students will apply these two skills by answering one text-dependent question that focuses on the Stage 2 text analysis. For homework students will continue to read their AIR texts.

Standards 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, and 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.

SL.9-10.1.c

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) The formative assessment in this lesson gives students a choice between answering one of two textdependent questions that assess students’ understanding of how the text’s complex characters are developing in relation to each other. It is also an analysis of Stage 2, specifically related to the text read File: 9.1.1 Lesson 8 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

in this lesson (from “Still, some things remained the same” up to the Stage 3 epigraph) and Stage 2 as a whole (pp. 229–235). Encourage students to use key vocabulary from the text in their responses. A. Considering the complex characters and their development thus far in this text, why don’t the other girls want to be like Mirabella or Jeanette? Cite 3–4 pieces of strong textual evidence in your analysis. B. What do the details in Stage 2 reveal about the requirements of survival at St. Lucy’s? Cite 3–4 pieces of strong textual evidence in your analysis. High Performance Response(s) A high performance response for Question A may include some of the following: • Mirabella is not adapting and is performing poorly. She still walks around on all fours, even though the girls are required to be bipedal. She cannot feed the ducks and she still licks her wounds. She is having a difficult time transitioning and cannot follow human rules of behavior. (“They knew Mirabella couldn’t make bread balls yet. She couldn’t even undo the twist tie of the bag. She was sure to eat the birds: Mirabella didn’t even try to curb her desire to kill things….” (p. 234)). Mirabella holds the other girls back. During the “feeding the ducks incident” she doesn’t perform the task correctly and Claudette gets into trouble. She jumps all over Claudette and is found trying to strangle a mallard. She cannot be trusted to perform as a fellow student at St. Lucy’s. (“In a moment, she was on top of me, barking the old word for tug-of-war. When she tried to steal the bread out of my hands, I whirled around and snarled at her….” (p. 234)). • Jeanette is an overachiever who is pulling farther away from her wolf roots. Her shoes are shiny and she doesn’t respond to her wolf name anymore. (“Her real name was GWARR!, but she wouldn’t respond to this anymore. Jeanette spiffed her penny loafers until her very shoes seemed to gloat” (p. 232)). She is first to do everything, including drinking out of a sippy cup and laughing along with the nuns when they make jokes. She is able to ignore the human odors that still plague the other girls. (“When we entered a room, our nostrils flared beneath the new odors: onion and bleach, candle wax, the turnip smell of unwashed bodies. Not Jeanette. Jeanette smiled and pretended like she couldn’t smell a thing” (p. 232)). Although responses will vary, a high performance response for Question B might include the following: 

You have to be in the middle of the pack and try hard enough to adapt to human culture but not so much that you alienate the other girls. For example, you cannot be like Mirabella, a failure. You have to show some progress like keeping your shoes on your feet and trying to learn English. You cannot be as perfect as Jeanette because she is hated for her accomplishments in adapting. This survival ensures that you don’t remain alone at the school, as it seems Jeanette and Mirabella are alone. Everyone hates them. (“I probably could have vied with Jeanette for the number one spot, but I’d seen what happened if you gave in to your natural aptitudes” (p. 232)). You have to adapt to human culture by learning a new language, walking on two feet instead of all four limbs, not chewing on your shoes, and not licking your wounds in public.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None

Vocabulary to teach (may include direct word work and/or text-dependent questions)  commandment (n.) – an order or mandate  origins (n.) – places from which something arises or is derived  aptitudes (n.) – abilities or talents  rehabilitated (adj.) restored to good condition, health, or standing  shunned (v.) – kept away from *Note: There are additional vocabulary words addressed through text-dependent questions listed in the instructional notes to provide more scaffolding for students as needed.

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

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Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 229–235) Introduction of Lesson Agenda Homework Accountability Stage 2 Close Reading, Annotation, Evidence-Based Discussion Introduction to Quotations and Paraphrasing Assessment Closing

Materials • •

Copies of text-dependent questions Examples of student writing with paraphrasing (for display)

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

Learning Sequence Percentage of Lesson

Teacher Actions

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Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, SL.9-10.1.c.

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Students look at the agenda.

Homework Accountability Lead a brief share out on the previous lesson’s AIR homework assignment. Instruct students to talk in pairs about how they can apply the focus standard to their text. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

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Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Stage 2 Close Reading, Annotation, Evidence-Based Discussion Explain to students that the reading will be done in a different way during this lesson and the next one. Students will close read in groups by rereading small sections of the text and annotating. Throughout the process, student groups will answer text-dependent questions to further analyze the text and improve upon annotations previously made. Remind students they will work in reading groups during this lesson and the next. They should be cognizant of their discussion

Students listen.

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Instructional notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

participation. Transition students into reading groups. Students open their “St. Lucy’s” text to the Have students open up their “St. Lucy’s” text assigned paragraph. to the paragraph that begins with “Still, some things remained the same” (p. 231).

Remind students of the discussion norms and procedures explained in earlier lessons. It is important that all students participate in the group reading. Consider forming heterogeneous groupings to support students with reading this complex text.

Instruct the reading groups to begin reading the assigned paragraph and remind them to annotate as they read closely.

Reading groups read and annotate.

If students cannot write in the text, they can annotate on self-stick notes. Remind students to mark the text with the four codes introduced in Lesson 5 and to add their own thoughts. If student groups struggle with fluency, it may be helpful to read aloud particularly difficult passages to aid students' comprehension.

Ask students these questions:

Student responses may include the following: 1. They realize they are inferior or below the nuns/other humans so they are trying to please them. This is one of their rules in wolf culture. (“The main commandment of wolf life is Know Your Place, and that translated perfectly” (p. 231)). 2. Rule, law, mandate, belief.

Provide sufficient wait time between questions and make sure students understand the answers before moving on to the next questions in the sequence. Throughout the class discussion, direct students back to the text. If they are making inferences and analyzing the text, continue to probe their thinking by asking for textual evidence to support their

1. What “things remained the same” for the pack?

2. What might be some synonyms for the word commandment? 3. What is Mirabella holding on to?

3. Mirabella is holding onto her wolf

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

culture/her original identity.

conclusions.

Have the reading groups begin close reading from “Then she would sing out the standard chorus …” up to “I was one of the good girls” (pp. 231–232).

Reading groups read and annotate.

Remind the groups to annotate as they read closely.

Ask the students these questions:

Student responses may include the following: 4. Having been raised by werewolves in the woods, her origins are her wolf culture. 5. She is the one who has come the farthest in shedding her wolf culture (origins). She doesn’t chew on her shoes. She can talk with visitors, laugh along with the nuns, drink out of a sippy cup, and cut her “pelt.”

4. What are Jeanette’s “origins”?

5. How has Jeanette removed herself from her “origins”?

Encourage student groups to improve upon annotations based on the previous TDQ discussion. Tell students to focus on the questions just discussed and to mark any textual evidence that coincides with Jeanette removing herself from her origins.

The students add annotations to their text.

Instruct the reading groups read the paragraph that begins with “I was one of the good girls” (p. 232).

Reading groups read and annotate.

Ask students these questions:

Student responses may include the following: 6. Instead of saying “we,” it says “I”. The point of view altered from “we” to “I.” (“I

6. What is different about this paragraph?

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Remind the groups to annotate as they read closely.

NYS Common Core ELA & Literacy Curriculum

7. How does this change in wording impact our reading of the text? 8. What are the narrator’s “aptitudes”?

9. What words could replace aptitudes? 10. Why stay in the “middle of the pack”?

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

was one of the good girls.”) 7. The story is actually from the point of view of one of the girls, not the entire pack. 8. The narrator can read and understand the English language. (“But I had an ear for languages, and I could read before I could adequately wash myself” (p. 232)). 9. Words that could replace aptitudes might be talents or skills. 10. Success at St. Lucy’s means adapting enough but not too much. (“But I’d seen what happened if you gave in to your natural aptitudes” (p. 232)). The middle of the pack is safe. (“The pack hated Jeanette, but we hated Mirabella more” (p. 233)).

Encourage the student groups to improve upon annotations based on the previous TDQ discussion.

Students add annotations to their text.

Instruct the reading groups to read two paragraphs, from “The pack hated Jeanette, but we hated Mirabella more” up to “We spent a lot of time daydreaming during this period” (p. 233).

Groups read and annotate.

Remind the groups to annotate as they read closely.

Ask the students this question:

Student responses may include the following: 11. They are fearful of failing, but they also wish to fail (“guiltily hoped”) because they miss their native culture and their

Extension Questions:

11. How does the pack feel about failing?

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11. What does "catastrophic bliss" mean? (Bliss—“supreme happiness”; catastrophic—

NYS Common Core ELA & Literacy Curriculum

DRAFT home. (“We liked to speculate about his before bedtime, scaring ourselves with stories of catastrophic bliss” (p. 233)).

Encourage the student groups to improve upon annotations from the previous TDQ discussion.

Students add to their annotations.

Instruct students continue to read in groups. Tell the students they will read and annotate the rest of Stage 2 and end their reading before the Stage 3 epigraph (pp. 233–235). Explain to students that they will write responses to TDQ’s for the following section of reading as part of a group discussion. To monitor students’ progress, circulate as students read and annotate.

Reading groups continue to read and annotate.

As groups finish their reading and annotation, distribute the following textdependent questions for the groups to discuss and take notes on. 12. In what ways are the girls being “rehabilitated” by St. Lucy’s?

Reading groups discuss the textdependent questions. Student responses may include the following:

13. What might rehabilitated mean in this context?

12. They are being taught how to be human: use toilets, walk bipedally, feed ducks. 13. Rehabilitated means “fixed or restored” (suggesting something is wrong

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Grade 9 • Module 1 • Unit 1 • Lesson 8

“disastrous”) 11. Why would failing be both of these things? (It would blissful because they could be home again where they feel comfortable, with their parents. But it would be a disaster because their parents want a better life for them, which St. Lucy’s can offer.)

Prepare in advance by putting the text-dependent questions on a handout for the student group work. Circulate and listen to the reading groups’ discussions. Remind students to use evidence from the text to support their thinking. Students do not have to provide the

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 8

with them.) 14. Shunned might mean “never accepted or kept as an outsider.” 15. They could become too human-like to return to being wolves, yet maintain too many wolf attributes that they will not be accepted by human society (“wolf-girl bank teller, eating a raw steak”). 16. Claudette is the narrator in the story. She is the “I.” She is trying to be a good student. She wants to earn Skill Points. Claudette wants to follow the rules, she wants to assimilate.

exact definitions of the words used in context. Students should develop a working knowledge of how the author is using vocabulary to convey specific ideas about the characters and plot. A possible extension question related to shunned could be this: How is shunned related to other words in St. Lucy’s? (It is related to ostracized because they both mean to be rejected or kept as outsiders.)

Transition the students back into a wholeclass arrangement. Remind the students of the work in Lesson 7 with the NY Regents Text Analysis Rubric. Tell students that the rubric calls for extensive use of text evidence to support analysis of the text. There are two ways in which to write evidence, which include paraphrasing the text or using direct quotations from the text.

Students listen.

The preparation for this part of the lesson should be completed ahead of time. Project (using a document camera or LCD) or provide copies of student work (names removed), or create examples, to show the concept of paraphrasing and quoting directly from the text.

Show an example of student work in which paraphrasing has been done well. Ask the following questions: 1. What do you notice about paraphrasing?

Student responses may include the following:

14. What might shunned mean? 15. How could the pack be “shunned by both species”?

16. Who is Claudette and what kind of student is she?

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DRAFT

Introduction to Quotations and Paraphrasing

2. How was it used in this response?

1. Paraphrasing is when you put the text evidence in your own words. 2. Answers will vary based on the

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NYS Common Core ELA & Literacy Curriculum

3. If paraphrasing is putting the text in your own words, what mistakes could occur with this technique? Show an example of student work in which quoting directly from the text has been done well. Ask the following questions: 1. What do you notice about quoting directly from the text?

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Grade 9 • Module 1 • Unit 1 • Lesson 8

examples used. 3. You might not change all the words, which would mean you are copying from the text. Student responses may include the following: 1. It’s where you copy the text directly and use quotation marks. Quotes don’t have to be characters speaking to each other. It can be anything directly written in the text.

As needed, provide direct instruction on the mechanics of quoting directly from the text, including how to use appropriate punctuation (commas and quotation marks).

2. How was it used in this response?

2. Answers will vary based on the examples used. 3. If quoting directly from the text is putting 3. Making sure you use quotation marks the actual words from the text in correctly. Making sure you are using quotation marks, what mistakes or the exact words from the text. misunderstandings could arise? 10%

Assessment Tell students that for the lesson assessment they are going to practice using paraphrasing and quoting directly from the text by selecting one of two text-dependent questions to answer.

Students listen.

The formative assessment in this lesson gives students a choice between answering one of two text-dependent questions.

Students continue to listen.

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Prepare the lesson ahead of time by writing the text-dependent questions on the board or on chart paper. Or, make handouts for students with the questions printed on them for homework purposes.

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 1 • Lesson 8

The first assesses students’ understanding of how the text’s complex characters are developing in relation to each other. The second asks them to analyze the details of Stage 2 in relation to the requirements of survival at St. Lucy’s. Students will focus on the text selection covered in this lesson, from the paragraph that begins with “Still, some things remained the same” up to the Stage 3 epigraph. Encourage students to use key vocabulary from the text in their responses. Display and distribute the following questions: A. Considering the complex characters and their development thus far in this text, why don’t the other girls want to be like Mirabella or Jeanette? Cite 3–4 pieces of strong textual evidence in your analysis. B. What do the details in Stage 2 reveal about the requirements of survival at St. Lucy’s? Cite 3–4 pieces of strong textual evidence in your analysis. Instruct students to write their response. Remind them to do the following:   

Students complete their responses.

Use textual evidence from to support their analysis Practice paraphrasing and quoting directly from the text Consider the New York Regents Text

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See the assessment box in the previous part of this lesson plan for High Performance Response criteria.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 8

Analysis Rubric when deciding what to include in their responses. Collect responses at the end of this lesson. 10%

Closing For homework, instruct students to continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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Grade 9 • Module 1 • Unit 1 • Lesson 9

Lesson 9

9.1.1 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. The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. In the first half of the lesson, students will form small groups and engage in a close reading of the Stage 3 epigraph and narrative, ending before the paragraph “On Sundays, the pretending felt almost as natural as nature” (pp. 235–239). Students will answer text-dependent questions (TDQs) periodically throughout the group reading to aid their analysis of the text. In the second half of the lesson, students will be introduced to the Mid-Unit Assessment prompt (see Lesson 10) and will engage in an evidence-based discussion around the prompt. The purpose of the discussion is for students to begin planning and organizing their writing for the next lesson’s Mid-Unit Assessment writing in Lesson 10. This type of discussion effectively demonstrates SL.9-10.1.c, as students will build on each other’s ideas to prepare for the Mid-Unit Assessment. For homework, students will continue to plan for the Mid-Unit Assessment by adding to the textual evidence gathered in class.

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.9-10.1.c

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.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

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. High Performance Response(s) Student responses will vary by question and suggested answers are provided in the student response section of the lesson.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

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

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1.c Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 235–239) Introduction of Lesson Agenda Homework Accountability Introduction and Stage 3 Close Reading, Annotation, Evidence-Based Discussion Preparation for Mid-Unit Assessment: Evidence-Based Discussion Closing

5% 5% 40% 45% 5%

Materials • •

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

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

Learning Sequence Percentage of Lesson

Teacher Actions

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Introduction of Lesson Agenda

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Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, SL.9-10.1.c.

Students look at the agenda.

Ask students to individually reread the standards and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students read and assess their familiarity with and mastery of the standards.

Instructional notes (extensions, supports, common misunderstandings)

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

40%

Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Introduction and Stage 3 Close Reading, Annotation, Evidence-Based Discussion Transition students into the reading groups established in the previous lesson. Instruct students to open up their “St. Lucy’s” text to the Stage 3 epigraph (p. 235).

Students open their “St. Lucy’s” text to the Stage 3 epigraph (p. 235).

The Lesson 9 format is similar to the one established in Lesson 8, but other formats that engage students in collaborative conversation may be used as well.

Instruct reading groups to read the entire

Reading groups read and annotate.

If student groups struggle with

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Stage 3 epigraph (p. 235). Remind the groups to annotate as they read closely. Ask students these questions: 1. What is the host culture?

2. How will the students feel about the host culture in this stage?

3. Based on this, what might generalization mean?

Grade 9 • Module 1 • Unit 1 • Lesson 9

fluency, consider reading aloud particularly confusing passages to aid students' comprehension. Student responses may include the following: 1. The host culture is composed of “normal” humans who were not raised by werewolves and do not act like wolves. The nuns who run St. Lucy’s represent the host culture. 2. They will question the host culture and wonder how they live as they do. They will feel their own native culture is better than the host culture. 3. A generalization might be an assumption or a negative idea.

Encourage student groups to improve upon annotations based on the previous TDQ discussion. Remind students to box unfamiliar words and write word meanings on their texts or on self-stick notes.

Students add annotations to their text.

Have the reading groups closely read the Stage 3 narrative, from “The nuns were worried about Mirabella” to “nobody wanted to assume responsibility for it” (p. 236).

Reading groups read and annotate.

Remind the groups to annotate as they read closely.

Ask students these questions:

Student responses may include the following: 4. Mirabella is failing at adapting. She doesn’t eat dinner with the girls, she takes off her clothes, and she humps the organ.

It may be necessary to provide the definition for frottage (getting sexual stimulation from rubbing up against something).

4. How is Mirabella described in this section?

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5. Based on this description, what could ominous mean if it is describing the “something” that must be done to Mirabella?

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

She is failing at being a successful student. She doesn’t try. For example, she doesn’t try to earn Skill Points or polish the Saintin-the Box. She doesn’t speak English. She is embarrassing St. Lucy’s because she is a failure. (“Mirabella, shucking her plaid jumper in full view of the visiting cardinal” (p. 236)). 5. The nuns think, “something must be done about her.” This something is going to be awful. Ominous could mean something bad or negative. They may have to send her back home to the woods and this is seen as failure.

Encourage student groups to improve upon Students add annotations to their text. annotations based on the previous TDQ discussion by marking evidence that coincides with the questions that they might not have previously marked. Tell students to think about the questions just discussed and to mark any text evidence that coincides with the description of Mirabella and to box the word ominous. Have reading groups read the paragraph that begins “I could have warned her. If we were back home” (pp. 236-237).

Reading groups read and annotate.

Ask students these questions:

Student responses may include the following: 6. She is having physical issues like losing her hair, having trouble eating; her eyes have lost their spark. She is lonely. She

6. What is happening to Mirabella?

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Remind groups to annotate as they read closely.

NYS Common Core ELA & Literacy Curriculum

7. Why is it happening?

DRAFT doesn’t leave you alone if you show her kindness. 7. She isn’t adapting to St. Lucy’s and it is taking its toll on her.

Encourage student groups to improve upon their annotations from the previous TDQ discussion by marking evidence that coincides with the questions that students might not have previously marked. Tell students to think about the questions just discussed and to mark any text evidence that coincides with what is happening to Mirabella.

Students add annotations to their text.

Have reading groups 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)

Reading groups read and annotate.

Ask students the following questions:

Student responses may include the following: 8. They are described as being raised in captivity, smiley, and cute (“pert, bunny noses” (p. 237)) and as having human hairstyles and frilly names. 9. Purebred might mean pure human or humans that are not raised by wolves. 10. They were not raised by wolves. They have never lived in the forest.

8. How are the “purebred girls” described?

9. What might purebred mean here? 10. What does it mean that the “purebred girls” were raised in “captivity”? Encourage student groups to improve upon their annotations from the previous TDQ

Students add annotations to their text.

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Grade 9 • Module 1 • Unit 1 • Lesson 9

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Remind groups to annotate as they read closely.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

discussion. Have reading groups continue reading, from “Jeanette was learning how to dance” to “On Sundays, the pretending felt almost as natural as nature” (pp. 237–239). Explain to students that they will work with the TDQs for this next section of reading in a group discussion, writing their answers.

Reading groups read and annotate.

As the groups are finishing their close reading and annotation, distribute the following text-dependent questions for groups to respond to and discuss. 11. What does the bicycle ride reveal about Mirabella? 12. Based on the paragraph you just read, has the pack been successfully rehabilitated?

Student responses may include the following:

13. How are the details of the Stage 3 epigraph reflected in this last scene between Jeanette and Claudette?

11. She is falling behind. She is not adapting. 12. No, they still have wolf-like characteristics. They learn about the dance and their “invisible tails went limp” (p. 238). They still cannot dance. When Claudette practices the Sausalito on her own, she is a “private mass of twitch and foam” (p. 238). 13. Jeanette is crying over a line in her book about wolves. This shows that she has not completely adapted to the host culture. She is also crying alone, showing she is withdrawn. The fact that Jeanette can read shows she is on her way to adapting to human culture. Claudette can also read but doesn’t want to accept that common language with Jeanette yet because that would mean moving towards

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Post the TDQs or create a handout for student groups to use. Remind groups to annotate as they read closely. Circulate as students read and annotate to monitor groups’ progress.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

acceptance of the host culture and becoming a “goody two-shoes” (like Jeanette) herself (p. 232). 45%

Preparation for Mid-Unit Assessment: Evidence-Based Discussion Hand out the Mid-Unit Assessment prompt (see Lesson 10) and the NY Regents Text Analysis Rubric (see Lesson 7) to each student or have students write the prompt in their notebooks. Tell students the Mid-Unit Assessment will be evaluated using the first two boxes on the rubric (Content and Analysis/Command of Evidence).

Students look over the Mid-Unit Assessment prompt or write it in their notebooks.

Tell students that they will be using an evidence-based discussion to plan for the assessment that will take place in the next lesson. Remind students that during this discussion they will be using the same discussion norms and procedures that were established in earlier lessons. Ask students to share out how they know if they are effective at meeting the norms elicited by the Speaking & Listening standard (SL.9-10.1.c). Encourage students to facilitate the discussion among themselves without the discussion always returning to the teacher.

Students listen and continue to have out their St. Lucy’s text. Student responses may include the following:

Lead students in discussing the assessment prompt. Record the discussion on the board or on chart paper. Tell students to take notes

Students take notes on the discussion. Possible student responses may include the following:



One person is talking at a time, people are referring back to their text as they answer questions, responses are crafted before they are shared, peers are offering clarifying questions and comments, respectful disagreement is okay, every answer must be supported with textual evidence, body language communicates active engagement, and everyone is actively looking for information.

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The evidence-based discussion around the prompt is a planning tool for the students to use when writing their assessment responses in the following lesson (Lesson 10).

Differentiation Consideration: Record parts of the discussion on chart paper or a class wiki so

NYS Common Core ELA & Literacy Curriculum

on the discussion. Remind them that it is important for them to take notes during this discussion, as they will be able to use the notes in organizing their assessment writing. 1. Who are the characters we should focus on for this prompt? Why?

2. What are you supposed to write about the characters?

At this point in the discussion, lead students in discussing textual evidence about the characters using their annotations and the text. Continue to record students’ contributions to the discussion so that students can “see” the discussion and take notes. Have students take out their Lesson 8 homework (TDQ responses) and analyze

DRAFT

students have access to the information. 1. Claudette, because she is the narrator and she relates her tale of adaptation throughout the story. She is also the one representative of the pack who speaks directly to the reader. Mirabella, because there are plenty of details about her not adapting. Jeanette, because there are plenty of details about her adapting easily. (The pack, as an entity, might also be considered a character because of their ability to adapt to the changes as described by the stages. The text evidence would have to be associated with Claudette when Claudette uses the pronoun we.) 2. The writing is about choosing one character who adapts to change and one who resists change and their differences. The two characters’ differences are revealed through their actions. Students continue to write discussion notes. Students take out their Lesson 8 homework assignments.

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Grade 9 • Module 1 • Unit 1 • Lesson 9

9

For reference, here is the Lesson 8 homework assignment: Considering the complex characters and their development thus far in this text, why don’t the other girls want to be like Mirabella or Jeanette? Cite 3–4 pieces of strong textual evidence in your analysis. What do the details in Stage 2

NYS Common Core ELA & Literacy Curriculum

their written responses for textual evidence that can be used in the discussion.

Ask the following TDQs to promote student discussion: 3. Which of the characters have adapted to change? 4. How have we seen this adaptation take place? (Students may describe Jeanette and Claudette separately.)

5. Which of the characters have resisted change? How have we seen this resistance take place?

reveal about the requirements of survival at St. Lucy’s? Cite 3–4 pieces of strong textual evidence in your analysis. Student responses may include the following: 3. Jeanette and Claudette have adapted to change. 4. Claudette has adapted through the various stages by: keeping her mouth shut and her shoes on her feet, not running back to her parents, not continuing to mark her territory, learning how to walk bipedal, learning to read, etc. Jeanette has adapted through the various stages by refusing to respond to her wolf name anymore, like laughing along with the nuns, drinking out of a sippy cup, and cutting her hair. 5. Mirabella resists change. She continues to act like a wolf, even through all the developmental stages. Evidence includes these details: She still digs holes like in the church pews, wags her invisible tail, walks on all fours, and wants her wounds licked.

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Grade 9 • Module 1 • Unit 1 • Lesson 9

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Provide language frames as models for students who need English language support: 

I think the character _______________ adapted/resisted change because—



I respectfully disagree with you because— (textual evidence + analysis)



I can add to that evidence because the text also says— Allow students to discuss TDQs with each other. Avoid “ping-ponging” exchanges between students and teacher. Instead, encourage students to agree, disagree, or add on to what others are saying. Encourage students to use vocabulary they have acquired during the lessons as part of their textual evidence and analysis. Specifically look for words that may have multiple meanings within and outside of the context of the text. These words include (but are not limited to) civilized, exuberant,

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

remedied, ostracized, purgatory, Jesuit, initial, couth, kinetic, barbaric, bilingual, overstimulating, bewildered, disorienting, eradication, bipedal, origins, rehabilitated, shunned. The following question should be used later in the discussion when sufficient textual evidence has been discussed and written on the board or on chart paper: What do you notice about the textual evidence that has been gathered?

As the lesson finishes, ask for student volunteers to share out their initial reflections on how the discussion progressed directly related to the norms that have been established:  

Student responses may include: 

Visually, Jeanette and Claudette have the most evidence supporting their easy adaptation to change versus Mirabella who shows the most resistance.



The pack could also be considered a character that adapts and resists. (See references to Claudette above for these discussion points. When referring to the pack, students should only use textual evidence associated with the pronoun we.)

Students report out on discussion norms. Student responses will vary based on discussions that take place.

How effective was the discussion based on the norms and procedures established in earlier lessons? How well did you, the students, manage the discussion as opposed to having the teacher facilitate?

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If students seem uncomfortable discussing their own or their classmates’ discussion performance, consider having students write responses to the reflection questions.

NYS Common Core ELA & Literacy Curriculum

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 9

Closing Remind students to take home their assessment prompt, discussion notes, rubric, and the St. Lucy’s text to continue planning their writing for the next lesson’s assessment.

Students take home their materials.

For homework, instruct students to continue to read their AIR text, and to use the language of their focus standard to prepare for a 3–5 minute text-based discussion at the beginning of the next lesson.

Students continue reading their AIR texts for homework and prepare for a 3–5 minute text-based discussion at the beginning of the next lesson.

Homework Students continue preparing for the Mid-Unit Assessment by adding to their discussion notes. Remind students that they will need these notes to refer to during the Mid-Unit Assessment.

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9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 10

Lesson 10

Introduction Lesson 10 is the Mid-Unit Assessment for this unit. In this lesson, students will individually write responses to an assessment prompt (provided to students in Lesson 9) based on the close reading completed thus far of “St. Lucy’s Home for Girls Raised by Wolves.” After completing the assessment, students will continue to close read and annotate a small section of the St. Lucy’s text. Although students have not read “St. Lucy’s Home for Girls Raised by Wolves” in its entirety, the MidUnit Assessment evaluates students’ close reading of the story thus far. Students will only use textual evidence gathered from close reading in Lessons 1 and 4–9. Students participated in an evidence-based discussion in Lesson 9 to aid them in preparing for the Mid-Unit Assessment. The NY Regents Text Analysis Rubric will be used to assess the Mid-Unit Assessment (Content and Analysis/Command of Evidence boxes only). The Mid-Unit Assessment requires students to apply the skills defined in the writing standards listed below. In addition, the prompt requires students to use strong and thorough textual evidence to support their analysis of character development over the course of the text. Students will analyze which characters have adapted or resisted change by addressing their interactions with other characters, their actions within the plot of the story, and how their development affects the story’s meaning. In Lesson 12, students will revisit this assessment and edit their responses based on small-group discussion. Following the assessment, students will continue to close read by annotating St. Lucy’s, from the paragraph that begins with “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241). Students will be given the option to complete an extension activity. For homework, students will continue their Accountable Independent Reading (AIR) using their focus standard.

Standards 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, and advance the plot or develop the theme.

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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Grade 9 • Module 1 • Unit 1 • Lesson 10

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.

W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Assessment Assessment(s) The Mid-Unit Assessment asks student to produce a formal informative response to the following prompt: 

Choose one character from St. Lucy’s who adapts to change and one who resists it. Explain the differences in their actions using evidence from the text. Use the first three stages of Lycanthropic Culture Shock to help organize your answer.

High Performance Response(s) High Performance Responses will include a strong interpretation of the text as well as textual evidence: Jeanette is a character who adapts to change. She adapts by developing through the stages of the handbook perfectly and well beyond any of her fellow pack members. Text Evidence from Stage 1 She accepts her name easily from the nuns, unlike Mirabella who takes two hours to be pinned down and tagged. Text Evidence from Stage 2 The pack hates Jeanette because she is the most successful at adapting and shedding her wolf origins. She doesn’t answer to her wolf name any longer, doesn’t chew on her shoes, and is able to greet visitors. Jeanette doesn’t seem to feel the effects of Stage 2 as much as the rest of the pack. She is able to joke around with the nuns, apologize, smile as the barber cuts her hair, and pretend the new odors do not bother her. (“Jeanette was the first among us to apologize; to drink apple juice out of a sippy cup; to quit eyeballing the cleric’s jugular in a disconcerting fashion” (p. 232)). All of these examples contrast with Stage 2’s description of the students feeling “irritated, bewildered…or generally uncomfortable” (p.229). Text Evidence from Stage 3 Jeanette is continuing her development by learning how to dance and golf. She is well beyond the pack developmentally and almost beyond Stage 3. There is no evidence that points out that she

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Grade 9 • Module 1 • Unit 1 • Lesson 10

feels the effects of Stage 3, like rejecting the host culture. Instead, the dancing and golf prove otherwise. She does still long for her wolf origins as exemplified in her crying over the reading that discusses the wolves lapping the lake. Claudette is a character that adapts to change. She adapts by developing through the stages of the handbook on target. She periodically questions the adaptation but continues to adapt, not resisting the change. Text Evidence from Stage 1 Claudette starts out with the pack, exemplifying the first elements of adaptation according to the elements of Stage 1. Claudette and the pack find St. Lucy’s “new, exciting, and interesting” by urinating all over to mark their territory, tearing through the rooms, killing squirrels, digging holes, and experiencing odors that are fascinating (p. 225). Claudette and the pack also experience fear around what is happening as the nuns approach with the name tags. This is the first step in her adapting to the changes. Text Evidence from Stage 2 Claudette continues to adapt based on the Stage 2 description. She is working to adjust to the new culture by wearing shoes, practicing bipedal walking, not chewing on her shoes (unlike Mirabella). She has a desire to return home but fights that desire because she doesn’t want to upset her parents. She is able to resist the “sly, human taunt” of the moonlight, the woods (p. 230). She, along with the pack, stops marking her territory and tries to resist pumping her backside (Mirabella continues to do this.) She tries to please the nuns (unlike Mirabella) and starts to adopt the thinking of the host culture, such as understanding the ridiculousness of walking around on all fours. However, Claudette doesn’t adapt in the same way Jeanette does. Claudette stays in the middle of the pack, not revealing all her talents. Claudette also shows her adaptation by trying to be a good student and earning “Skill Points.” This is exemplified in the duck incident with Mirabella and the fact that she won’t lick Mirabella’s wounds. (“Who would get penalized with negative Skill Points? Exactly” (p. 234)). She is trying to follow the rules of St. Lucy’s, thus, adapting to the changes. Text Evidence from Stage 3 Claudette continues to adapt in Stage 3 by questioning the nuns for convening a school dance when the students are not ready for the talking or dancing that will be required. She also wants Mirabella gone from the school, further showing that she is adapting to the human culture and is transitioning father away from her wolf culture. (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)). She is trying to dance, again, trying to adapt and please the nuns. Mirabella is a character that resists change. She resists change by not adapting to any of the Stages described. She doesn’t even try to shed her wolf origins. Text Evidence from Stage 1 Mirabella takes two hours to be pinned and tagged, unlike her sisters. Text Evidence from Stage 2 Mirabella continues to exhibit her wolf-like nature. She cannot walk bipedal (unlike her sisters), she File: 9.1.1 Lesson 10 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 10

continues to dig holes as evidenced in digging chunks out of the church pew to hide objects in, she continues to pump her backside, even when her sisters pinch her and say no. She isn’t able to or doesn’t try to please the nuns. She continues to urinate everywhere and scratch at fleas. She stands up for roll call but then returns to all fours. She doesn’t understand the same ideologies that her pack sisters understand—that walking on all fours is “unnatural” (p. 231). She continues to resist and hold on to her wolf culture. (“ ‘What are you holding on to? Nothing, little one. Nothing’ ” (p. 231)). She resists even aiding her fellow sister Claudette when feeding the ducks. She wants to play games and nip at Claudette’s heels. She doesn’t attempt the English language. She doesn’t “work to adjust to the new culture,” thus showing resistance (p. 229). Text Evidence from Stage 3 Mirabella continues to fail at adapting and resists change. She takes off her clothes, she doesn’t eat dinner at the table, and she “belly flops into compost” (p. 236). She resists the change by being a bad student. She doesn’t try and earn Skill Points or shell walnuts. She continues to hump objects. The pack is a character that adapts to change. The pack adapts by developing through the Stages of the handbook. (The evidence for the pack is similar to Claudette’s experiences. The evidence used in this type of response would refer only to textual evidence that connects to the pronoun we. See Claudette’s information above for evidence associated with this type of response.) The first two boxes on the New York Regents Text Analysis Rubric (Content and Analysis/Command of Evidence) should be used to evaluate this assessment (see Lesson 7). Students will be revisiting these assessments in Lesson 12, so consider grading before Lesson 12. Student assessments should not have grades written directly on them because students will be sharing their assessments with their peers in Lesson 12.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

The vocabulary from the reading completed in this lesson will be discussed in Lesson 11.

Lesson Agenda/Overview Student-Facing Agenda • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.4, W.9-10.9.a Text: St. Lucy’s Home for Girls Raised by Wolves Introduction of Lesson Agenda Homework Accountability

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4

5% 5%

NYS Common Core ELA & Literacy Curriculum

• • •

DRAFT

Mid-Unit Assessment: Written Response Independent Close Reading Closing

Grade 9 • Module 1 • Unit 1 • Lesson 10

60% 25% 5%

Materials • •

NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in the Unit Overview for its location). Copy of Mid-Unit Assessment

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 10

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda

5%

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, W.9-10.2, W.9-10.4, W.9-10.9.a.

Students look at the agenda.

Ask students to individually reread the standards and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students reread and assess their familiarity with and mastery of the standards.

Instructional Notes (extensions, supports, common misunderstandings)

Homework Accountability Lead a brief discussion of the homework assignment. Ask for questions about students’ assessment preparation.

60%

Student Actions

Students listen and ask questions.

Mid-Unit Assessment: Written Response. Explain to students that they should remain quiet throughout the lesson as a courtesy to all students.

Students listen.

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6

Because the homework assignment for this lesson was to prepare for the Mid-Unit Assessment, it may be useful to take a few minutes and reassure students that their preparation will help them complete the task.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 10

Have students take out their discussion notes Students take out their discussion notes from the previous lesson’s evidence-based from the previous lesson. discussion on the Mid-Unit Assessment prompt (Lesson 9).

25%

Inform students that they will write an essay response to the Mid-Unit Assessment prompt. They should keep the components of the first two boxes of the NY Regents Text Analysis Rubric in mind (Content & Analysis and Command of Evidence) when writing. Remind students to use their “St. Lucy’s” text to paraphrase and quote evidence correctly.

Students take out their “St. Lucy’s” text.

Consider providing students additional writing time if necessary.

Tell students that if they finish well before the time allotment they should revisit the New York Regents Text Analysis Rubric (first two boxes only) to ensure they have fulfilled all the criteria. Explain that when individual students finish the Mid-Unit Assessment, they can transition quietly to the reading and annotation. The passage is from “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241). Tell students that they will be held accountable for this reading in the following lesson (Lesson 11).

Students listen. Students review the rubric if they have extra time.

Share with the amount of time they have to complete the assessment.

Circulate as students are writing to answer non-content related questions.

Students independently write their responses to the Mid-Unit Assessment.

Post the reading assignment on the board or on chart paper.

Independent Close Reading

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Consider providing students additional writing time if necessary.

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 10

DRAFT

As individual students finish the Mid-Unit Students transition from the assessment Assessment, collect their work, and remind to reading “St. Lucy’s.” them to continue reading and annotating “St. Lucy’s.”

Circulate and monitor students’ progress with reading and annotation.

Students read and annotate.

For reference, the passage for the assignment is from “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241). Some students may struggle with close reading the text independently. If all students have completed the assessment, put these students into pairs, or do a Read-Aloud for additional support.

Student annotations may include the following:

Provide the following extension activity for students who finish early:



Exclamation point near the idea of “pretending,” making a connection to the idea that the girls haven’t fully become human, as they are still trying to adapt.



Exclamation point near the section about music instructing us in how to feel, the idea of music being universal across all cultures.



A question about the “old hunger”: What is this? A longing for the wolf culture?

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8



Have students create their own text-dependent questions based on the text read thus far. Tell students that the questions should have answers derived from the text but not found in the text directly. Students can share these questions with a partner and the partner can answer the questions orally.



Students can also pair up and

NYS Common Core ELA & Literacy Curriculum

DRAFT 

Boxes around the words arias, oculus, nave, conjure (attempts to define words in the margin of the text).



Question mark near the reference to Claudette’s mother: Is she forgetting her mother? Is this part of adapting?



Star near the chapel section of the text examining that Stage 3 is not as present in this scene. The chapel is where the girls feel most at “home.”



An exclamation point near the “human’s moon,” referring to the chapel and showing a connection to the idea that wolves howl at the moon.



An exclamation point near the reference to the chapel; the chapel is a way for the girls to vent their feelings.



A star near the nuns being pleased about the girls singing. The nuns are seeing the fruits of the assimilation process.



Star parts of the Stage 4 epigraph including thorough, acquired, more at home, self-confidence grows. It seems like the transition or adaptation is getting easier.



Star where Jeanette is noticing that everything makes sense. This is in connection to the Stage 4 epigraph—

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9

Grade 9 • Module 1 • Unit 1 • Lesson 10

discuss their annotations for this section of text.

NYS Common Core ELA & Literacy Curriculum

DRAFT Jeanette is right on track with the stages. 

Star near the part where Mirabella comes running in and disrupts Jeanette’s binder—Mirabella is still behind; she is not adapting.



A question about why Mirabella is still behind when the other girls have developed through the stages.



An exclamation point where the text says Jeanette can never fully shake her accent. She will never truly be “human” or adapted.



A question mark near the text where it says, “each word winced out like an apology for itself” (p. 241). Is Claudette wrong to think this way? Isn’t she in the same boat as Jeanette?



An exclamation point near the part where Mirabella has closed her jaws around Jeanette’s ankle. Jeanette and Mirabella are extreme opposites in adapting.



Exclamation point near “I was worried only about myself. By that stage, I was no longer certain of how the pack felt about anything” (p. 241). They are no longer a pack. They used to help each other out. A question mark near this part: Is this part of adapting, becoming an individual?

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Grade 9 • Module 1 • Unit 1 • Lesson 10

NYS Common Core ELA & Literacy Curriculum

5%

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 10

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

For homework, students continue reading their AIR texts using the lens of their focus standard to guide their reading.

Homework Students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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11

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

Lesson 11

Introduction This lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Then, students will review their reading annotation of “St. Lucy’s School for Girls Raised by Wolves” from Lesson 10. Students will participate in a Text-Dependent Questions (TDQs) Gallery Walk that will ask them to interact with and discuss the text. In the second part of the lesson, students will close read in pairs by annotating the rest of Stage 4, from “At seven o’clock on the dot, Sister Ignatius blew her whistle” to “that was our last communal howl” (pp. 241–245). Students will be introduced to the lesson assessment, which asks students to respond individually to a two-part text-dependent question about the mood of the dance and whether human culture is making sense for Claudette. For the lesson assessment, students will finish the two-part textdependent response. For homework, students will continue their AIR text using their focus standard as guidance.

Standards 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, and 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.

SL.9-10.1.c

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) The assessment in this lesson is a Quick Write. It is a text-dependent question that assesses students’ understanding of Claudette’s assimilation in Stage 4. Students will write a paragraph response, using their annotation to identify at least 3–4 pieces of strong and thorough textual evidence. This assessment directly correlates to Claudette’s character development. Encourage students to use key vocabulary from the text in their responses. 

Citing strong evidence from the text, describe the experience of the dance through Claudette’s

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

perspective. Stage 4 says that things will “make sense.” Is this true for Claudette? High Performance Response(s) High Performance Responses will vary but may include the following: • Claudette experiences the dance as stressful. From the physical environment of “purple and silver balloons…popping” around the girls to their physical appearance in organdy dresses and bouffant hairstyles with little bows, this was a very different feeling for the students (p. 241). She remembers the wolf brothers in their old personas, but they now have gone through a similar transformation to the girls. During the dance, Claudette has a moment of fear when she is supposed to start the dance, but can’t remember the steps. Mirabella attempts to help by running to her side, but she ends up just embarrassing herself and Claudette. Claudette is stressed that she will fail this test and may have to return to the woods. • In some ways, this way of life is making sense because Claudette is remembering less and less of her old way of life. Claudette has accepted many new things at school, including learning and adapting to a new culture, watching what happens to others when they cannot assimilate, and how a friend/sister can be an outcast because they do not fit in. The repercussions for Mirabella make sense for Claudette because the girl could not assimilate to her new surroundings and the nuns made the decision that she can no longer stay with the pack. However, as her experience at the dance demonstrates, she is not comfortable in the human world either.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

conjure (v.) – to summon

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1.c Text: “St. Lucy’s School for Girls Raised by Wolves” (pp. 239–245) Introduction of Lesson Agenda Homework Accountability Text-Dependent Questions Gallery Walk Reading and Annotation Quick Write Closing

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5% 5% 40% 35% 10% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Materials •

Chart paper

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Grade 9 • Module 1 • Unit 1 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda

5%

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, SL.9-10.1.c.

Students look at the agenda.

Ask students to individually reread the standards and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students reread and assess their familiarity with and mastery of the standards.

Instructional Notes (extensions, supports, common misunderstandings)

Homework Accountability Instruct students to talk with a partner about how they can apply the focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

40%

Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Text-Dependent Questions Gallery Walk Have students take out their annotations from the previous lesson. Instruct students to review the text briefly to recall the major ideas.

Students independently review their annotations from Lesson 10.

Transition to the Gallery Walk. Create five heterogeneous work groups for

Students listen to the directions of the

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Prepare for this lesson by writing the TDQs (text-dependent questions) on

NYS Common Core ELA & Literacy Curriculum

this lesson. Display and distribute the directions for the Gallery Walk and review them with students: 

Each group will travel to a chart paper poster and answer the TDQ written there.



The groups will then rotate clockwise, so each group sees each poster. When your group travels to the next poster, you should o Add something to the original response and/or o Put an exclamation point by strong and striking parts of response



Keep your texts with you and refer to them as you travel.

Assign each group a poster to start with and begin the activity. Instruct students to spend some time discussing the answer before recording it on the poster. Continue rotations until groups return to their original TDQ(s). Post TDQs on chart paper for the Gallery Walk: Poster 1 1. Why are Sundays different for Claudette?

DRAFT Gallery Walk.

chart paper and posting them around the room prior to the lesson. The Gallery Walk is suggested for this discussion, but any alternative that engages students in collaborative conversation and reflection on this section of the text is fine.

Students break into five different groups, respond to the TDQs on the posters, and rotate through the activity.

Circulate around the room as students are responding to the TDQs in case questions arise. The rotations may be timed or untimed, depending on the needs of the class and the time available.

Poster 1: Student responses may include the following: 1. On Sundays, the girls go to church to participate in a different kind of culture; this is their favorite place.

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Grade 9 • Module 1 • Unit 1 • Lesson 11

5

For multi-part questions, it is important for the questions to be posted apart from one another for students to answer all questions. Remind students to think about the discussion norms and procedures established in earlier lessons.

NYS Common Core ELA & Literacy Curriculum

2. Explain why the “pretending felt almost as natural as nature” (p. 239).

Poster 2 3. What conjures the image of her mother for Claudette? 4. What is the meaning of conjure in this context? 5. How has the mother figure changed in Stage 3? Poster 3 6. What does Claudette understand when she says, “We understood that this was the “’humans’ moon’” (p. 239)?

Poster 4 7. How do Jeanette, Mirabella, and Claudette endure in this part of Stages 3 and 4?

DRAFT 2. Through song and the physical environment of the church, the girls seem to forget about their surroundings for a little while. The music teaches the girls how to feel; it’s wordless and universal. Poster 2 : Student responses may include the following: 3. The shadows behind the church window. 4. To bring back, to bring into mind. 5. Claudette changes “my” mother to “the” mother. Poster 3: Student responses may include the following: 6. In the woods, howling was purposeful— for mating, for calling to each other— except when it was done at the moon. Claudette compares the singing to the wolves “howling beyond purpose” at the moon (p. 240). Poster 4: Student responses may include the following: 7. Jeanette—She has embraced many pieces of human culture, but is nostalgic for her home; she cries when she reads the passage about wolves. 7. Mirabella—She struggles with the assimilation. She still bites and lashes out at others, and the other girls are literally

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Grade 9 • Module 1 • Unit 1 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

Poster 5 8. What is the purpose of Mirabella’s character in Stage 4?

DRAFT leaving her behind, as she stays wolf-like. 7. Claudette—She is becoming more human-like by engaging in activities that are more human but is not yet “ready to claim a common language with Jeanette” (p.239). Poster 5: Student responses may include the following: 8. Mirabella’s character shows that not all of the wolves are able to assimilate to the new way of life. She also serves as a motivation to Claudette to try to assimilate. Even though she hangs onto her old way of life, she is not the model that Claudette wants to follow. Claudette understands that Mirabella’s actions of eating scraps of food and nipping at others is incorrect in the nuns’ eyes and begins to separate herself from Mirabella.

Reconvene the class as a whole class and lead a quick debrief of the Gallery Walk. Ask students to share insights and questions.

Students transition to a whole-class structure.

Ask the students:

Student responses may include the following: 9. Jeanette—She is adapting to the human culture quickly and has assimilated many of the habits and actions the nuns see as acceptable and successful. 9. Mirabella—She continues to struggle to adapt to the new culture. She watches the

9. What are you noticing about individual students at St. Lucy’s?

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Grade 9 • Module 1 • Unit 1 • Lesson 11

7

Remind students to use evidence from the text to support their text analysis.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

other girls become more and more human-like, while she reverts to her wolf instincts, as when Mirabella disrupts Jeanette’s notebook and rolls around on the floor. 9. Claudette—She realizes that acting human is a way to survive in the school, and she wants to fit in. She sees both Jeanette and Mirabella as extremes, as seen when she walks away from Jeanette because she doesn’t want to help with Mirabella. 35%

Reading and Annotation Transition students into paired reading.

Students transition into paired reading.

Tell students they will read and annotate the text in pairs, from “At seven o’clock on the dot, Sister Ignatius blew her whistle” to “that was our last communal howl” (pp. 241–245). Remind students to read the text closely by rereading it several times and using annotation to reflect on what they are reading.

Students read and annotate. Annotations will vary, but student “starred” annotations may include the following: 

The line, “I smelled like a purebred girl” because it shows Claudette’s vulnerability at the dance and how she is transitioning farther away from her wolf upbringing (p. 242).



The place where Claudette starts to “pump and pump” since this is reminiscent of Claudette’s old way of life as a wolf (p. 243). She reverts to her old ways.



The point at which Mirabella attacks

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8

If student pairs struggle with the close reading, read aloud sections for support.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

Claudette during the dance. 

10%

5%

The point at which the pack realizes that Mirabella is gone. Will they ever see her again? Do they want to see her again?

Quick Write Introduce the Quick Write lesson Students listen. assessment, a two-part text-dependent question: Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette? Remind students to use their annotations, identifying at least 3–4 pieces of text evidence to write a paragraph response.

Encourage students to use key vocabulary from the text when writing their response.

Have students begin the written response.

Students independently write their response.

Circulate as students are writing to ensure there are no misunderstandings and that students are using text evidence to support their analysis.

For homework, students continue reading their AIR texts using the lens of their focus standard to guide their reading.

Note for preparation for Lesson 12: It is important not to distribute graded copies of the assessment for the feedback activity in that lesson, so it may be helpful to make copies before they are scored.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 11

Homework Students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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10

NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 12

Lesson 12

Introduction In this lesson, students begin work with a new writing standard, W.9-10.5, as they begin to learn how to work collaboratively with others during the revision process. The lesson has two goals: to revisit the Mid-Unit Assessment, and to finish Stage 5 of the short story, “St. Lucy’s Home for Girls Raised by Wolves.” The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Then, students will revisit their Mid-Unit Assessment and provide specific feedback in pairs. Students will write three specific pieces of feedback on self-stick notes that point to areas of the NY Regents Text Analysis Rubric. The feedback will include alternate solutions, praise for the author, and confusing moments in the written response. Students will use this feedback to edit and revise their original Mid-Unit Assessment. Next, students will finish close reading by annotating the St. Lucy’s text, from the Stage 5 epigraph to the end of the text (pp. 245–246). After close reading by annotating with a partner, students will participate in a text-based discussion about Stage 5. At the conclusion of this discussion, students will do a Quick Write to briefly reflect on Claudette’s assimilation process.

Standards Addressed 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, and 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.

SL.9-10.1.b:

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 12

Assessment Assessment(s) This lesson’s assessment is a Quick Write. Students will need to include strong textual evidence from the narrative. These pieces of textual evidence can include, but are not limited to, specific vocabulary words, phrasing, or events. The prompt is as follows: 

Does the Stage 5 description accurately reflect Claudette’s development by end of her time at St. Lucy’s? Based on your response, what does this imply about the story’s theme? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

High Performance Response(s) High Performance Responses may include the following: • Yes, it does: When Claudette returns home, she does not have the instinct to act like a wolf, as she sees her family doing “typical” wolf activities. Claudette’s word choice of her “lolling” cousins shows that she now thinks of them as different. She is able to return home, but she wears clothes and brings along “human” food. • No, it does not: Claudette is lying when she says she is home, which means that she is not able to move between both cultures. She looks like a stranger to her werewolf parents and she is unable to find her way back without help. She is now only home in her human culture.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

lolling (v.) – sitting, lying, or standing in a lazy, relaxed way

 dour (adj.) – sullen; gloomy Vocabulary to teach (may include direct word work and/or text-dependent questions)  recoil (v.) – to shrink back  perfunctory (adj.) – carried out with a minimum of effort or reflection Note: Additional vocabulary words are addressed through text-dependent questions and are listed in the instructional notes to provide additional scaffolding for students as needed.

Lesson Agenda/Overview Student-Facing Agenda

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Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1.b, W.9-10.5

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Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 245–246) Introduction of Lesson Agenda Homework Accountability

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Mid-Unit Assessment Feedback

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Reading and Discussion

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Quick Write

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Closing

Materials 

Mid-Unit Assessment

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Grade 9 • Module 1 • Unit 1 • Lesson 12

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Grade 9 • Module 1 • Unit 1 • Lesson 12

Learning Sequence Percentage of Lesson

Teacher Actions

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

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Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, SL.9-10.1.b, W.9-10.5.

Students look at the agenda.

Before the start of this lesson, use the NY Regents Text Analysis Rubric to assess the Mid-Unit Assessment.

Introduce students to the new writing and speaking and listening standards for this lesson: W.9-10.5 and SL.9-10.1b. Ask students to individually reread the standards and assess their familiarity with and mastery of the standards on their Common Core Learning Standards Tool.

Students reread and assess their familiarity with and mastery of the standards. Students do a Turn-and-Talk.

Consider defining collegial for students.

Instruct students do a Turn-and-Talk about what this standard might look like and sound like in this lesson when students provide peer feedback on their Mid-Unit Assessment writing. Lead a brief discussion of responses.

Student responses may include the following: In our classroom, this standard would look like:  We will have roles in giving each other feedback. We will listen to each other and write down feedback.  Everyone following the rules we establish at the beginning of the process so that feedback can be effective.  Everyone actively participating so the goal of the feedback process can be

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met. In our classroom, this standard would sound like: Everyone working together to establish rules for how the feedback process will work. Small groups respectfully discussing a piece of writing to make improvements. Everyone thinking and working—no side conversations; complete focus on the feedback task to meet the established deadline.

Homework Accountability Instruct students to talk in pairs about how they can apply the focus standard to their AIR text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

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Grade 9 • Module 1 • Unit 1 • Lesson 12

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Mid-Unit Assessment Feedback Introduce the Mid-Unit Assessment feedback activity. Explain that the goal for this activity is to provide feedback to a fellow classmate to strengthen his or her assessment responses. Explain to students that, in this lesson, the goal is for all participants to provide constructive, critical feedback about their

Students listen to the directions and expectations regarding the Mid-Unit Assessment feedback process.

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For reference, this is the Mid-Unit Assessment prompt: Choose one character from St. Lucy’s who adapts to change, and one who resists it, and explain the differences in their actions using evidence from the text. Creating a safe space for students to provide peer feedback on writing is

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peers’ writing through collegial discussion, as they just discussed in the Turn-and-Talk.

Explain that Pairs will give each other specific feedback on the original assessment using self-stick notes. Each partner will give at least three pieces of feedback during the revision process, so each student will receive at least three notes regarding revision. The self-stick notes will include the following: 

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important. If students are struggling with the ideas inherent in this preliminary discussion, consider providing more discussion time for students to share out their beliefs and concerns about peer review. Students listen to directions.

Note 1: ALTERNATE SOLUTION— Alternate ideas or suggestions for revision using the rubric for guidance; for example, the author may need to have a more thorough analysis of the text, add more textual evidence, or add specific vocabulary terms from the text. The reviewer will suggest these alternate solutions on self-stick note #1. Note 2: BRAVO—Praise for specific parts of the response that align to the NY Regents Text Analysis Rubric; for example, a note might mention the author’s use of relevant and thorough textual evidence. Note 3: CONFUSION—A flag about something unclear; for example, a note might point out if a complex idea is not

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Grade 9 • Module 1 • Unit 1 • Lesson 12

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Post the three types of self-stick notes on the board or on chart paper for students to reference. Providing different-colored self-stick notes in order to differentiate the three types of feedback might be helpful for students. For example, ALTERNATE SOLUTION might use a yellow sticky note, BRAVO might use a red sticky note, and CONFUSION might use a blue sticky note.

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Grade 9 • Module 1 • Unit 1 • Lesson 12

fully developed or there is confusion around text evidence used. Explain that the feedback should correlate with specific portions of the written response. Pass out clean (ungraded) copies of the MidUnit Assessments, corresponding NY Regents Text Analysis Rubric, and three self-stick notes to each student. Transition students into pairs to begin the feedback process.

Students transition into pairs.

If possible, consider pairing students by the characters they used in the Mid-Unit Assessment. It is important not to distribute graded copies of the assessment, so it may be helpful to make copies before they are scored.

In pairs, students will provide three specific pieces of feedback (as instructed above) on each other’s assessment using the self-stick notes.

Students provide three specific pieces of feedback to their partner on self-stick notes.

Circulate to ensure students are providing specific feedback as discussed in the instructions above. If students are struggling with giving feedback, post the following language frames to help guide students in their feedback process:  Note 1: ALTERNATE SOLUTION o You may want to expand this idea to include— o Textual evidence might be added— o This idea might work better if— o You may want to add a specific vocabulary term from the text to describe_  Note 2: BRAVO o I liked how you— o This analysis is great

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Grade 9 • Module 1 • Unit 1 • Lesson 12

because— o This idea is effective because—  Note 3: CONFUSION o This section of text is unclear because— o I’m not sure what you meant when you wrote— Volume of revision is flexible with this task; students may revise their assessments, or use feedback for future reference.

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When students finish providing feedback, have students share and explain their feedback from the self-stick notes in pairs.

Students share feedback in pairs.

Have students individually write down one positive element of feedback they received and one area of improvement. Collect these pieces of feedback to refer to in future peer review processes.

Students write down feedback about the peer revision process.

The feedback collected from this reflection can be used to monitor student engagement and to inform instructional practices.

Once each partner has shared, transition students back into individually revising their Mid-Unit Assessment based on peer and teacher feedback.

Students will begin to edit and revise their Mid-Unit Assessment.

Give students their graded Mid-Unit Assessment so they can incorporate teacher feedback into their revisions.

Students share out responses from their Lesson 11 Quick Write.

See Lesson 11’s Assessment for possible student responses.

Reading and Discussion Ask students share out key understandings or pieces of evidence about Lesson 11’s Quick Write that focused on the experience of the dance through Claudette’s perspective, and whether Stage 4 “makes

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Grade 9 • Module 1 • Unit 1 • Lesson 12

sense” for Claudette. Remind students to focus on moving the discussion forward rather than just repeating what someone else has said. Transition the students into paired reading. Instruct students to read and annotate Stage 5 (pp. 245–246). Remind students to pay attention to textual details, especially those that relate to the Stage 5 epigraph.

Students transition to paired reading. Students read and annotate. Student annotations may include the following:  Star by “I couldn’t remember how to find the way back on my own” with a note that Claudette shows that she has changed since she doesn’t know her way through the woods (p. 246).  Exclamation point by “brought prosciutto and dill pickles” (p. 246). It’s surprising that she would bring fancy meats and little pickles to wolves. This is human food, not wolf food.  Star the idea that every step makes her sadder because she realizes that she is no longer a wolf.  Exclamation point next to the idea that Claudette’s brother is also now “rehabilitated” and is now a children’s author.  Star by the point at which her mother “recoiled” when she saw Claudette. She is a stranger in her own house. 

Star by “I told my first human lie” (p. 246). This shows that she is different from her family now. She sees herself

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Differentiation Consideration: It may be helpful to read this section of text aloud for students for fluency. Form student pairs in advance so they can transition quickly. Consider strategically grouping students heterogeneously.

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Grade 9 • Module 1 • Unit 1 • Lesson 12

as a human and not a wolf. Transition the students into a small group discussion of this section of text. Project or post the following TDQs and ask students to discuss them in small groups. Circulate to assess student analysis and provide support. Encourage students to further annotate their texts as they discuss.

Students transition to answer TDQs in small groups.

TDQs

Student responses may include the following: 1. She is more human than wolf at this point.

1. Claudette says that she had to have “a woodsman…accompany me; I couldn’t remember how to find the way back on my own” (p. 246). What does this tell you about Claudette? 2. What is this line saying about Claudette’s “training” at St. Lucy’s? 3. Claudette’s brother is described as a “dour, balding children’s author.” What do you understand about the brother? 4. What is the family’s reaction to Claudette?

5. What is the significance of her mother “recoiling back”? 6. What is Claudette’s reaction to the family?

2. The time at St. Lucy’s has been successful since she needs help going back to the cave. 3. The brother will have a similar fate as Claudette and will become human. 4. They are surprised to see her look so different, as revealed when her brother is “whining in terror.” The mother is both “proud and sad” to see her daughter. 5. Her mother doesn’t recognize her at first, so she jumps back—maybe in fright or surprise. 6. For the first time, she sees them as animals; she no longer has to crawl into

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Remind students to use evidence to support their text analysis. Though not essential for understanding, if students have questions about lolling or dour, provide definitions since they cannot be determined from context: lolling (v.) – sitting, lying, or standing in a lazy, relaxed way dour (adj.) –sullen; gloomy It may be helpful to transition to a whole-class discussion of the TDQs. Extension Question: Is St. Lucy’s successful at assimilating any of the characters? What evidence supports your thinking? Student responses may include the following: Yes: Jeanette—From the beginning you could see that she was able to take in and apply the human culture without much thought. Claudette is

NYS Common Core ELA & Literacy Curriculum

7. In the end, does Claudette reach Stage 5? Use text evidence to explain your answer.

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Quick Write

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Instruct students to respond to the following Quick Write prompt: Does the Stage 5 description accurately reflect Claudette’s development by the end of her time at St. Lucy’s? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures” (p.245). In your response, include strong textual evidence from the narrative – these pieces of text evidence can include, but are not limited to, specific vocabulary words, phrasing, or events.

DRAFT the cave, she walks in; she doesn’t try to eat the kill like her family; and she lies to them when she says she is home. 7. Student responses will vary. No: She finds herself unable to interact with her parents as she used to. She couldn’t find her way back on her own and she had to lie to her family. Yes: She has shown she can travel between the two cultures because she lives at St. Lucy’s, but is able to return home and interact with the wolves.

able to visit her family and live as a human. In Stage 4, Claudette admits that she does things for herself and not for the good of the pack any longer. No: Claudette mentions that there are little pieces of their old way of life that would forever be a part of the wolf girls. For example, Jeanette would forever have a slight accent on the word “bloomer.” Their wolf identity cannot be completely erased. St. Lucy’s fails to assimilate Mirabella.

Students complete the Quick Write. (See the Assessment box in the beginning of the lesson for High Performance Responses.)

Circulate as students write. Remind them to use their annotations to help them locate textual evidence to use in the Quick Write.

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Grade 9 • Module 1 • Unit 1 • Lesson 12

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Grade 9 • Module 1 • Unit 1 • Lesson 12

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Homework Students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

Lesson 13

Introduction The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. In prior lessons, students have closely read “St. Lucy’s Home for Girls Raised by Wolves” in its entirety (pp. 225–246). In this lesson, students will conduct a thorough analysis of the different stages of development. Students will work collaboratively in groups to analyze a particular stage of development, using a teacher model and a graphic organizer as guides. There is a model graphic organizer included with this lesson demonstrating the analysis work. This work is intended to support the final unit assessment that asks students to look critically at Claudette and make a claim about her ability to assimilate into human culture. In Lesson 14, students will share out the analysis they conducted to their classmates in short presentations. Also included in this lesson is a vocabulary homework activity that asks students to use vocabulary from the text to reflect on the stages of development. This homework will prepare students for the presentations in the following lesson (Lesson 14).

Standards 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, and 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.

SL.9-10.1.c

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) The purpose of this assessment is for students to demonstrate a strong understanding of a specific stage of development by citing strong textual evidence that links the epigraph with the narrative. Students will also begin to see why Karen Russell chose to structure her text using the handbook epigraphs and how the epigraphs reveal the characters’ abilities to adapt. This assessment asks students to find multiple pieces of textual evidence (linking the epigraph to the narrative), form interpretations about their connections, and then form a summary of the stage. Students will work in groups and will first File: 9.1.1 Lesson 13 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 1 • Lesson 13

complete a graphic organizer gathering this information. Then, students will produce a visual of the information to present to their classmates in the following lesson. (A list of presentation formats is included in the instructional notes in the lesson sequence; many of these include technology-based options.)  •

As a group, complete the Stage Analysis to analyze your assigned stage of development. From your group’s analysis of one stage of development (tool), produce a visual that will be presented to the class in the following lesson (Lesson 14). In your visual, you must have the following attributes: a. Clearly labeled stage of development b. Quotations from the narrative and epigraph that connect (include page numbers) from your stage of development c. An interpretation of each connection (in your own words) d. A minimum of four connections e. Important vocabulary words from the text underlined f. A summary of the stage and its importance to the girls’ development

High Performance Response(s) A High Performance Response would include the following: • Stage 1 o “… everything is new, exciting, and interesting …” Epigraph Stage 1  “The dim bedroom was windowless and odorless” (p.225) 

o

The girls have never been in a house, never mind a special school. The school is interesting and exciting—but very different from their old homes. For the first time, they are in a place without the smell of other wolves. “Lycanthropic Culture Shock” Epigraph Stage 1  “She backed towards the far corner of the garden, snarling in the most menacing register that an eight-year-old wolf-girl can muster.” (pp. 228-229) 

o

Mirabella is terrified in her new surroundings. She is unsure of how to react to the nuns trying to give her a name and assimilate her into human life. She truly is “shocked” by the notion of giving up her werewolf identity to take on human characteristics. “… initial period is one in which everything is new …” Epigraph Stage 1  “… ran in a loose, uncertain circle, torn between our instinct to help her and our new fear. We sensed some subtler danger afoot …” (p.228) 

As the girls receive their new human names they are worried, and they feel some danger. However, this is the initial stage, the beginning of their transformation to a new culture. By getting human names, it is the beginning of the end of their wolf identity. Overall, the girls have begun their journey into becoming human. In this first stage, the reader can see how Jeanette will assimilate quickly, while Mirabella is overstimulated from the beginning. This sets the stage for the rest of the narrative since the reader knows some girls will be successful and others may not be. The girls do see this stage as a new, occasionally exciting time, but the epigraph leaves out how terrified the girls are to go through this transformation. (At the end of the lesson, a model tool provides samples for each stage of development.)

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Grade 9 • Module 1 • Unit 1 • Lesson 13

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

None.

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1.c Text: “St. Lucy’s Home for Girls Raised by Wolves” Introduction of Lesson Agenda Homework Accountability Lycanthropic Culture Shock Stage Analysis Presentation Development Closing

Materials • •

Stage Analysis Tool Vocabulary Homework Activity Tool

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Grade 9 • Module 1 • Unit 1 • Lesson 13

Learning Sequence Percentage of Lesson

Teacher Actions

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Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, SL.9-10.1.c.

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Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Homework Accountability Instruct students to talk with a partner about how they can apply the focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

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Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Lycanthropic Culture Shock Stage Analysis Explain to students that to begin their analysis, they will be going back into the text and looking at the story as a whole. Ask: How is the whole short story organized or structured?

Students respond to the question about text structure. Student responses may include the following: It is divided into five parts—the five stages of Lycanthropic Culture Shock. Each section of the story begins with a description of that stage.

Distribute copies of Stage Analysis, a graphic organizer. Model how the textual analysis will be completed. As quotations and

Students follow along with the model.

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A graphic organizer is included with this lesson. Have students write the quote from the epigraph in the first

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interpretations are offered, write these on the board or chart paper.

column, a quote that connects the girls’ experience to the epigraph in the second column, and then a description of the understanding that this evidence provides in the third column.

Start with a part of the Stage 1 Epigraph (p. 225) and ask students to find a quote in the narrative that shows that the “initial period is one in which everything is new….” Students will provide responses.

Students volunteer responses and write an example on their graphic organizer. A response might include the following:  Epigraph Stage 1 “… initial period is one in which everything is new …”  p.228 “… ran in a loose, uncertain circle, torn between our instinct to help her and our new fear. We sensed some subtler danger afoot …”

Ask students this question: What does the reader now understand about Stage 1 from these two quotations?

Students volunteer responses. Student response may include the following:  Interpretation: As the girls receive their new human names they are worried, and they feel some danger. However, this is the initial stage, the beginning of their transition into a new culture. Getting human names signifies the beginning of the end of their wolf identity.

Tell students they will be working in collaborative groups on this analysis. Display and distribute the instructions for this activity and review them with students:

Students listen to directions.



Each group will be assigned one stage to analyze.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

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Each student should receive his/her own graphic organizer to record information.

The group is responsible for analyzing a minimum of four connections for their stage. Consider limiting group size to no more than 5 students. Multiple groups may need to address the

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 1 • Lesson 13

same stage based on class size. Directions should be posted for students to refer to during the learning activity.

Each group will be responsible for finding four different connections between their particular stages. Each connection will have a quotation from both the epigraph and the narrative of their designated stage and will provide an interpretation of the connection. Each group will write a summary of the stage. As groups record information on their graphic organizer, they should also note key vocabulary words or important terms by underlining them. Each person in the group will have a role. In the following lesson, each group will present their analysis of the stage to the class using a visual presentation tool.

Students will be placed into one of five different groups, analyzing one assigned stage. 

DRAFT

Each group will need to determine the role for which each person is responsible. (See the Instructional Notes for more information about the group member roles.) The group will find a minimum of four connections between the epigraph and the narrative and will complete the Stage Analysis. Once the analysis is complete (the graphic organizer is complete), each

Students divide into groups. Students assign roles to each person in the group. The group will determine a presentation method for their designated stage. See Model Stage Analysis for High Performance Responses.

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Consider using group roles to encourage maximum participation. Roles may include the following: Group Leader: This person will be responsible for reporting out on the group’s progress and voicing any questions/concerns. Recorder: This person is the primary person responsible for recording information. Annotator: This person is responsible for ensuring all quotations are marked in a central

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group will determine their presentation method. (See the Instructional Notes for more information about possible presentation methods.) The group will create a visual for their designated stage.

text so they can be easily accessed. Time Keeper: This person is responsible for keeping an eye on the time and prioritizing tasks. Students can choose from a variety of presentation methods, including but not limited to a traditional poster, PowerPoint®, Prezi®, Glogster®, Google® presentation, etc. These visuals are meant to provide the most important information from their stage of development and should not include illustrations, elaborate charts, diagrams, etc.

Remind students of the class discussion norms and procedures established in earlier lessons. Explain that all individual students are expected to participate fully in the group work. Consider collecting the individual graphic organizers for accountability purposes.

Students listen.

In groups, students will find textual evidence and begin an analysis of their designated stage using the Stage Analysis tool.

Students find evidence about their stage of development.

Circulate to ensure students are on task and to address any questions that may arise.

Students work in groups.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

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NYS Common Core ELA & Literacy Curriculum

25%

DRAFT

Presentation Development Groups will discuss possible quotations that Students determine applicable quotations. best provide a “snapshot” of their designated stage of development.

Encourage students to “tear into the text” by analyzing words, phrases, and entire sentences of the epigraph and closely reading the text.

Groups will discuss the connections between the epigraph and the narrative.

Students discuss possible connections between quotations.

As a group, students will create a visual that captures the important connections between the epigraph and the narrative.

Students create a visual that will serve as a “snapshot” of the most important connections and understandings of their stage.

Post the expectations for visuals so students can easily refer to them.

Groups will choose their four best connections from the group discussion (graphic organizer) and document them on their visual.

Students choose their four best connections to document on their visual.

High Performance Responses are included in the graphic organizer at the end of this lesson. At the conclusion of Lesson 14, these visuals should be displayed or accessible, so students can reference them as they move forward with their End-of-Unit Assessment.

Refer to the Assessment Description for a list of components each visual should have.

Have students create a summary statement for their stage of development, in conjunction with the visual presentation. 5%

Grade 9 • Module 1 • Unit 1 • Lesson 13

Students create a summary statement for their stage of development.

Closing Review the Vocabulary Connections activity. For homework, instruct students to complete it.

Students listen.

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DRAFT

Homework Vocabulary Connections Activity.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 13

Stage Analysis Tool Name: Quotation from the Epigraph

Connection to the Girls’ Experience (Quotation from the Narrative)

What understanding does this textual evidence provide?

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Summary of Stage

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 13

Model Stage Analysis Tool Name: Quotation from the Epigraph

Connection to the Girls’ Experience (Quotation from the Narrative)

What understanding does this textual evidence provide?

Summary of Stage

Stage 1: “… everything is new, exciting, and interesting …”

“The dim bedroom was windowless and odorless” p. 225

The girls have never been in a house, never mind a special school. The school is interesting and exciting—but very different from their old homes. For the first time, they are in a place without the smell of other wolves.

Overall, the girls have begun their journey into becoming human. In this first stage, the reader can see how Jeanette will assimilate quickly, while Mirabella had a difficult time with assimilating from the beginning. This sets the stage for the rest of the narrative since the reader knows some girls will be successful and others may not be. The girls do see this stage as a new, sometimes exciting time, but the epigraph leaves out how terrified the girls are to go through this transformation.

Stage 2: “… students feel isolated, irritated, bewildered, depressed, or generally uncomfortable.”

“We were all uncomfortable, and between languages.” p. 229

At this point in the girls’ development, they are literally between two different worlds but trying to become bilingual. They want to be able to fit into this human world, but things are different here – and uncomfortable, both physically and emotionally. For instance, the narrator feels physically uncomfortable wearing human shoes since she is used to being on all fours, but she is also emotionally uncomfortable watching Mirabella begin to fail at the assimilation process.

Overall, the adjustment phase continued for the girls. They had to adjust to a new way of life with new rules and expectations. However, they also had to adjust to a change in mentality; where they used to be a pack and acted as a unit, the girls start to become individuals. The pack sees differences in the actions and assimilation process of Jeanette and Mirabella, and how each of these girls is treated differently by the nuns – one being accepted and one being shunned.

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NYS Common Core ELA & Literacy Curriculum

Quotation from the Epigraph Stage 3: “… they reject the host culture and withdraw into themselves.”

Stage 4: “Everything begins to make sense.”

Connection to the Girls’ Experience (Quotation from the Narrative) “I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers.” p. 237

“We raced outside into the bright sunlight, knowing full well that our sister had been turned loose, that we’d never find her.” p. 245

DRAFT What understanding does this textual evidence provide?

Summary of Stage

Claudette struggles with how to deal with Mirabella who has daily struggles with adhering to the expectations at the school. She watches as Mirabella’s teeth are ground down and her hair is falling out from stress. Claudette knows that this place is not the right place for the small wolf girl, and she wishes her gone. However, Claudette doesn’t tell the nuns this sentiment, instead she keeps it to herself and tosses and turns at night with the guilt.

In this stage, Claudette is torn in two different directions, the first in trying to do something to help Mirabella as she cannot fit into this new culture. The second, which turns out to be more important to Claudette, is assimilating to the new surroundings. She does not help Mirabella, even though the guilt keeps her up at night, and instead worries about being able to do the Sausalito for a dance with the brother wolves. Claudette’s way of thinking begins to show a transformation to assimilation in this stage. Stage 4 demonstrates how the girls are being asked to perform like humans. In the earlier stages, there was more learning what it meant to be human. The high point of this stage was the dance, where Claudette had to perform the Sausalito, began to panic, and Mirabella followed her wolf instincts to jump in. The climax of the short story demonstrates how some of the girls were able to meet the demands of the nuns, while others could not. Those who could not change to the new culture were ostracized and punished by removal from the school.

In Stage 4, the girls at St. Lucy’s are supposed to make sense for the students. In the aftermath of the scene at the dance, Mirabella is set free from the school. Mirabella had a difficult time from the beginning of journey to change into a human – and this release from the structured world of the humans made “sense” for the girls at the school. Though they don’t know what happens to the sister, she is forced to go into a new kind of life.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

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NYS Common Core ELA & Literacy Curriculum

Quotation from the Epigraph Stage 5: “They find it easy to move between the two cultures.”

Connection to the Girls’ Experience (Quotation from the Narrative) “‘So,’ I said, telling my first human lie. ‘I’m home.’” p. 246

DRAFT What understanding does this textual evidence provide?

Summary of Stage

Claudette returned to her family in the cave. She finds that everything seems smaller, and not quite like she remembers it. Her family waited patiently for her to tell them about her time at St. Lucy’s, and Claudette begins to oblige. However, she takes on a human characteristic of lying to her family before she begins. This shows an ability to go between the wolf and human cultures.

Though Stage 5 claims that the students have fully assimilated and should be able to navigate through both cultures without much difficulty, Claudette’s experience of returning to her family demonstrates that the Handbook epigraph does not paint a true picture. Instead, Claudette finds this interaction stressful and resorts to lying to her family. She feels very different from her family members. She has fulfilled her parents' wishes by assimilating to the human world, at the expense of her relationship with her family.

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Grade 9 • Module 1 • Unit 1 • Lesson 13

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 13

DRAFT

Vocabulary Connections Name: Directions: Each stage of development at St. Lucy’s Home has different qualities to it. In today’s lesson, you focused on only one stage. Using vocabulary from the entire text, you are going to categorize words into different columns based on what the girls experienced in each stage. First, summarize each stage of Lycanthropic Culture Shock. Then, select two words for each stage and explain how each word connects to that stage.

conjure shunned supplement overstimulating culture shock bipedal

Barbarity Purgatory Bewildered Civilized Commandment Jesuit

Stage Summary

ominously assault disorienting lycanthropic origins initial

Words to Use purebred conferred grimace exuberant aptitudes

Word Associated with This Stage

Explanation

initial

The girls initially come to the school, unsure of how to act or behave.

EXAMPLE: Stage 1 is when the girls are brought to St. Lucy’s and must learn new habits. Stage 1

Stage 2

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bilingual captivity improvised taunt remedied catechism Word Associated with This Stage

delectable bristled eradication ostracized rehabilitated kinetic Explanation

NYS Common Core ELA & Literacy Curriculum

DRAFT

Stage 3

Stage 4

Stage 5

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Grade 9 • Module 1 • Unit 1 • Lesson 13

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9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

Lesson 14

Introduction This lesson is a continuation of the activities in Lesson 13. Student groups will participate in a presentation that shows their group’s analysis of a stage of development from “St. Lucy’s Home for Girls Raised by Wolves.” While each group presents, students will further develop the annotations of their texts and add to their vocabulary homework assignment from Lesson 13. The annotations compiled during this lesson will be used in the End-of-Unit Assessment to form an analysis of the short story in its entirety (pp. 225–246). At the conclusion of this lesson, students will use the annotations and information they learned from the presentations to write a piece that integrates their knowledge of the entire short story. The prompt asks students to analyze the text structure Russell utilizes and use multiple pieces of textual evidence in their response. In Lesson 15, students will revise these responses with a specific emphasis on adding an introduction and a conclusion and on paraphrasing textual evidence. These responses are considered informal and formative in nature.

Standards Assessed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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.

SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Assessment Assessment(s) The purpose of this assessment is to have students utilize learning about each of the stages to think about some of the big ideas Russell develops in this story. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story. This response will be revised in Lesson 15. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story. 

How would the reader's understanding of the story change without the descriptions of the different

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This welldeveloped response should include multiple pieces of textual evidence from different stages of development. High Performance Response(s) This High Performance Response demonstrates that each stage of development has the potential to be deeply analyzed. Not all students will discuss each stage of development, but this response is meant to provide a high level of analysis. High Performance Response may include the following: The stages in “St. Lucy’s” are essential to understanding the story. The epigraphs provide clues to the developmental state of girls at each stage. However, these stage descriptions from the Handbook are not always entirely accurate. This approach to explaining how students progress through assimilation does not take into account the reality of the students’ journeys. 

From Stage 1, the tone is set through the Handbook that this experience will be “fun” for the students. The moments of joy for the girls are when they are still naïve or new and find joy in destroying the home. But this is not the same kind of “fun” the Handbook had in mind. As the story progresses, the reader realizes that the epigraphs and the narrative do not often correspond with one another, and the two perspectives do not match. On one hand, the Handbook needs to convince others that this assimilation is in the best interest of the students, while the narrative tells a different kind of “truth.”



In Stage 2, this perspective surfaces again, when the epigraph claims, “students realize that they must work to adjust to the new culture.” Although Claudette does indeed work at the school, reminding herself not to chew her loafers, for example, the epigraph doesn’t tell the whole story. When Claudette considers going home to her family, she remembers that going back will mean, “betraying” her parents. The Handbook presents of perspective of “working” towards betterment, but ignores some of the costs that surface in that work for the girls.



Another purpose for the stages is to demonstrate the progression of the character through the process of assimilation. In Stage 3, the Handbook warns, students “reject the host culture and withdraw into themselves.” In the case of Claudette, this stage of development occurs not when she rejects the host culture but when she begins to reject her old way of life. She develops an inner struggle with how to contend with Mirabella, who does not adapt, and Jeannette, who adapts more quickly than any of the other girls, and herself. But in the end, Claudette succumbs to the expectations of the school in Stage 4 where “everything begins to make sense” and she rejects Mirabella because it doesn’t make sense not to.



This theme is further developed in Stage 5, when the Handbook claims that “they find it easy to move between the two cultures.” When Claudette returns home, she does not show that this is an easy adjustment; instead, she lies to her parents and finds the experience strange, awkward, and disconcerting. Russell’s use of the different stages of Lycanthropic Culture Shock provides an effective structure around which to center the development both of the main characters and central concerns of the text.

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

Vocabulary Vocabulary to provide directly (will not included extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

[Instructional Note: Students can add to their vocabulary homework from Lesson 13 during the student presentations.]

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.2, SL.9-10.4 Text: “St. Lucy’s Home for Girls Raised by Wolves” Introduction of Lesson Agenda Homework Accountability Lycanthropic Culture Shock Stage Presentations Assessment Closing

Materials •

Assessment Prompt (for display)

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5% 5% 65% 20% 5%

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda

5%

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.2, SL.9-10.4.

Students look at the agenda.

Display the prompt for the extended response and explain briefly that this is what students will answer in the second half of the class.

Students listen to directions and review the text-dependent question they will respond to at the end of the lesson.

Instructional notes (extensions, supports, common misunderstandings)

Homework Accountability Lead a quick debrief of Vocabulary Connections Activity.

65%

Student Actions

Students share connections and analysis of vocabulary.

Introduction of Lesson and Presentations of Stages Instruct students to return to their groups from the previous lesson to prepare for their presentations. Instruct students to take out their text and previous lesson’s vocabulary homework. Tell students they should add to their annotations and vocabulary work as they listen to presentations.

Students return to their groups and prepare for the group presentations.

Ask each group share their stage analysis with the class.

Students present their stage analysis to the class.

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See Lesson 13 for more information about what should be included on

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

the analysis visual. Each group should be given an approximate time to present their analysis. As groups are sharing, the rest of the class will continue to annotate the text with new textual insights. Students can also add to or revise their Lesson 13 Vocabulary Homework Activity Tool.

Students annotate text as groups are presenting. Students add to or revise Lesson 13 vocabulary homework.

The annotations students compile in this lesson will be used for responding to the text-dependent question at the end of this lesson and the End-of-Unit Assessment. During the presentations, direct or prompt students to insights that will help them respond to the textdependent question at the end of the lesson. See Lesson 13 for more information on the homework.

20%

Assessment Explain to students that they will independently write a response that shows understanding of the text as a whole, specifically regarding the purpose and function of the stages of development. Provide the following prompt: How would the reader's understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should include multiple pieces of textual

Students examine the writing prompt.

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5

To display the extended response prompt, either create a handout or post or project the prompt.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

evidence from different stages of development.

5%

Tell students that in Lesson 15 they will revise these responses, so this writing can be considered an initial draft. Also explain that the purpose of these responses is formative in nature —that students should use these responses to learn to improve their written responses throughout the year.

Students listen.

Circulate and work with students one-on-one through this initial draft.

Students independently answer a textdependent question in an extended written response.

For homework, instruct students to continue to read their Accountable Independent Reading text. Remind them use the language of their focus standard to prepare for a 3–5 minute text-based discussion at the beginning of the next lesson.

Students continue reading their AIR texts for homework and prepare for a 3–5 minute text-based discussion at the beginning of the next lesson.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students listen.

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Lesson 15 focuses on writing an introduction and a conclusion and paraphrasing textual evidence. If students struggle with how to begin their response, have them develop a thesis and allow them to write the introductory paragraph in Lesson 15.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 14

Homework Ask students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

Lesson 15

Introduction In this lesson, students will work on adding introductions and conclusions to the written response they began in the previous lesson’s assessment and will revise the body of the piece based on their introduction. This will continue to build some initial skill around the writing process they will develop more fully later in the year. The first part of this lesson focuses on establishing the qualities of effective introductions and conclusions. Students will discuss key elements of introductions and conclusions. Students will practice writing these by working with a partner and revising their assessment writing from Lesson 14: How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? For homework, students will continue their Accountable Independent Reading (AIR) text.

Standards 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, and advance the plot or develop the theme.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 referenced here.)

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.

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Assessment Assessment(s) The assessment in this lesson is a revision of the writing from the assessment in Lesson 14: How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? Students will revise their File: 9.1.1 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

written responses from this assessment to more effectively organize their ideas, and add an introduction and conclusion. High Performance Response(s) High Performance Responses for introductions may include the following: 

Introducing the short story: “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell



Restating the question to state a position: The reader’s understanding of the story changes without the Stage descriptions because the stages reveal the development the characters must go through to fully adapt to human culture. The stages determine whether the characters meet the adaptation or fall short. Russell’s purpose in including the descriptions is to give background to what the characters are going through at St. Lucy’s. The experiences of the characters would be more muddled or confusing if the stage descriptions were not present.



Include an overview of the big ideas/text analysis that will be fleshed out in the body paragraphs: This will vary based on the position students choose.

High Performance Responses for conclusions may include the following: • Rephrasing of the position stated in the introduction • Review of the big ideas/text analysis presented in the body of the written response Revisions of the body paragraphs will vary by individual student response but should include a revision of textual evidence and analysis based on the organization developed in the introduction. (See Lesson 14 for High Performance Response information.)

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

[Instructional Note: Encourage students to use vocabulary in individual written responses. Students will use vocabulary acquired in past lessons.]

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.5 Text: “St. Lucy’s Home for Girls Raised by Wolves” Introduction of Lesson Agenda Homework Accountability Writing Introductions and Conclusions Assessment: Paired Writing Closing

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5% 5% 45% 40% 5%

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

Materials • •

Lesson 14 Writing Prompt (for display) NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for its location).

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, W.9-10.2, W.9-10.5.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Homework Accountability Instruct students to talk with a partner about how they can apply the focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

45%

Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Writing Introductions and Conclusions Ask students to engage in a Turn-and-Talk about writing processes they have used in the past.

Students discuss writing processes they have used in the past.

Prepare copies of the NY Regents Text Analysis Rubric in advance or ensure students already have copies of it with them.

Transition students into talking about introductions and conclusions. Distribute the NY Regents Text Analysis Rubric or have students take it out if they have their own copy. Tell students that as introductions and conclusions are discussed, they can use the rubric to help them think about what might need to be included in both introductions

Students listen and look at the NY Regents Text Analysis Rubric.

Differentiation Consideration: Depending on students’ background knowledge regarding writing introductions and conclusions, consider adjusting the scaffolding of questions and time spent on this portion of the lesson.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

and conclusions. Ask students the following questions about introductions: 1. What is the purpose of an introduction?

2. What should you write in an introduction when answering a question about literature?

3. What should not be included in an introduction? 4. What additional information does the Text Analysis Rubric provide about writing an introduction?

Ask students the following questions about conclusions: 5. What is the purpose of a conclusion? 6. What should you write in a conclusion when answering a question about literature?

Student responses may include the following: 1. The purpose of an introduction is to introduce the topic you are writing about and to provide a position or thesis related to a given prompt. 2. In the introduction, introduce the text and the author. Include an answer to the prompt, which is your position, and an overview of the ideas you will be addressing associated with the position. The ideas should be logically organized. 3. Do not include every text example or piece of evidence you will be writing about. Avoid first person, “I think.” 4. The introduction should respond to the task or prompt, remain focused on the text, present analysis of the text, set a formal tone in terms of style and language, and create an organizational structure for your essay.

As the students are discussing, write discussion notes so students can “see” and write down key points about introductions and conclusions.

Possible student responses may include the following: 5. The purpose of a conclusion is to bring closure to your writing. 6. The conclusion should restate your position. It should review the main ideas and text analysis (in order) that

The purpose of the conclusion paragraph may shift in future units. This particular response is an analysis of a single text whereas in subsequent units and modules, students will analyze multiple pieces of text in one written response.

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7. What should not be included in a conclusion?

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Grade 9 • Module 1 • Unit 1 • Lesson 15

supported your position. 7. The conclusion should not provide further analysis of text evidence that was not present in the body paragraphs. The conclusion should not make connections between the world/other texts when writing about a single piece of literature.

Assessment: Paired Writing Display the Lesson 14 assessment prompt again and explain to students that they were not required to write introductions or conclusions for this prompt.

Students examine the Lesson 14 assessment prompt.

Display the Lesson 14 prompt on chart paper or the board: How would the reader's understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? What was Russell's purpose in including these descriptions? This well-developed response should include multiple pieces of textual evidence from different stages of development.

Explain to students that they will write an Students listen. introduction and a conclusion for the Lesson 14 assessment based on the components just discussed. Have students form pairs to revise their Lesson 14 assessment responses.

Students move into pairs and take out their Lesson 14 assessment responses.

Provide student pairs enough time to create an introduction and a conclusion for the Lesson 14 assessment. The students can

Student pairs write an introduction and a conclusion for the Lesson 14 assessment.

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Pairs may be formed ahead of time to facilitate transitions.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

write the introduction and the conclusion on another piece of paper. Circulate and monitor students’ progress. Look for specific work to have pairs share out that exhibits qualities of effective introductions and conclusions.

Students continue to write their introductions and conclusions for their assessment.

While observing students' work, consider writing down the pairs and the work you want them to discuss. This will enable you to guide which correct or important information will be shared. If students struggle with writing effective introductions and conclusions, create a model and display it where it can be analyzed and revised, so students have a thorough understanding of what is expected.

After the pair work, have students share out different parts of the introductions and conclusions they wrote that were effective.

Student responses may include the following: 

Included Karen Russell and the title, “St. Lucy’s Home for Girls Raised by Wolves,” in the introduction.



Answered the prompt in the introduction: “The stages of the handbook are necessary for understanding the characters and how they develop at St. Lucy’s.“



The introduction included the big ideas, reasons, or analysis that will be explained in the body of the writing: “the handbook provides a description of the girls’ expected behavior for

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NYS Common Core ELA & Literacy Curriculum

DRAFT each stage, and their development is reflected by how well they are able to execute the expected behavior throughout the story.” 

Ask students this question: How does your assessment change now that you have included an introduction?

5%

The conclusion restated the position: “The stages demonstrate whether or not the characters are able to adapt and become successful humans” and reviewed the big ideas in the body of the essay.

Possible student responses may include the following: 

I have to reorganize my ideas since I discussed them in a different way in the introduction.



I have to include more evidence to support the big ideas/analysis that I stated were going to be a part of the writing in my introduction.



I have to include the big ideas/analysis or what the text evidence is saying so that I don’t just have lists of text evidence.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students listen.

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Grade 9 • Module 1 • Unit 1 • Lesson 15

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 15

Homework Students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Lesson 16

Introduction The purpose of Lesson 16 is to prepare students for the following lesson’s (Lesson 17) End-of-Unit Assessment. This lesson prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the Endof-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. Students will also briefly discuss the NY Regents Text Analysis Rubric to aid in the planning and organizing of their writing for homework. Students will begin by participating in a teacher-led discussion about the End-of-Unit Assessment prompt. Following that, students will form small groups according to their position on the debate topic and work together to gather evidence to support their position. The Evidence-Based Debate Planning Tool, attached to this lesson, will guide students in collecting evidence. After the evidence is gathered, the student groups will debate each other as a way to solidify their thinking about Claudette’s successful (or unsuccessful) integration into society. Finally, the whole class will review the NY Regents Text Analysis Rubric and begin planning their writing for the following lesson’s assessment.

Standards Assessed Standard Cite strong and thorough textual evidence to support analysis of what the text says RL.9-10.1 explicitly as well as inferences drawn from the text. Addressed Standard Analyze how complex characters (e.g., those with multiple or conflicting motivations) RL.9-10.3 develop over the course of a text, interact with other characters, and advance the plot or develop the theme. SL.9-10.1.c

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) Quick Write: Today’s debate was about whether or not Claudette was integrated successfully into human society. Regardless of the position you took, do you think Claudette (or any of the girls) should be integrated into human society? What evidence in the text supports your thinking?

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 1 • Lesson 16

High Performance Response(s) Responses will vary, but look for a student to identify a position (“Yes,” “No,” “I’m not sure”) and support that position with evidence from the text: 

Yes, Claudette and the other girls should be integrated into human society because otherwise they live in a purgatory, between worlds. They are not wolves. They don’t have tails or fur that bristle, and they can’t “keep up with the purebred” wolves.



No, Claudette and the other girls should not be integrated into human society because they would give up what is important to them—their families, their language, and their pack. Claudette loses the ability to find her way home, and when she says, “I’m home,” she acknowledges that as a “human lie.” The cave isn’t her home anymore.

Vocabulary Vocabulary to provide directly (will not include extended instruction)  None. Vocabulary to teach (may include direct word work and/or text-dependent questions)  The teacher should encourage students to use the following Tier 2 /academic vocabulary words in their evidence-based debate and in their assessment planning. Adapted host culture civilized epigraph origins Stages culture shock purgatory commandment couth Remedied ostracized recoiled delectable bristled generalizations captivity assault conferred aptitudes Kempt barbarity eradication bipedal overstimulating disorienting conjure rehabilitated catechism purebred shunned foreign

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.5

 • •

Text: “St. Lucy’s Home for Girls Raised by Wolves” Introduction of Lesson Agenda Homework Accountability



Introduction of Unit Assessment



Evidence-Based Debate



Unit Assessment Planning



Closing

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5% 5% 10% 50% 25% 5%

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Materials • • • • • • •

Debate Position Evidence Samples NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for its location). Debate Procedures (for display) Key Vocabulary Handout Evidence-Based Debate Planning Tool Language Frames Chart paper

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, W.9-10.2, W.9-10.5.

5%

Students look at the agenda.

Homework Accountability Instruct students to talk with a partner about how they can apply the focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

10%

Student Actions

Students (or student pairs) discuss and then share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Introduction to Unit Assessment Hand out to each student the End-of-Unit Assessment prompt and, if necessary, copies of the NY Regents Text Analysis Rubric. Tell students that the End-of-Unit Assessment will occur in the following lesson (Lesson 17). The assessment will be an essay that asks students to use evidence from the text to support a position.

Students listen and follow along on their own copies of the End-of-Unit Assessment prompt and the rubric.

Transition students into independently

Students read the End-of-Unit Assessment

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Instructional notes (extensions, supports, common misunderstandings)

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

reading the End-of-Unit Assessment prompt: prompt independently. According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society” (p. 227). At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the Stages from the Jesuit Handbook on Lycanthropic Culture Shock. Ask students the following questions and ensure each question is answered before moving on to the next question. Encourage students to take notes on their assessment prompt: 1. In your own words, what is this essay prompt asking?

2. What is a position, according to this essay prompt?

3. What are the possible positions you can take in your essay response?

Student responses may include the following:

1. The essay prompt is asking whether or not Claudette became human—if she is able to participate in human society successfully, if Claudette’s wolf culture has been rehabilitated enough that she can function in human society, or if the evidence is unclear whether she was actually able to adapt. 2. A position is a side or a supporting argument. You have to take a side when writing this essay, and that is your position. 3. There are three positions: yes, Claudette was integrated successfully

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Post the End-of-Unit Assessment prompt on the board or chart paper to use for this discussion of the prompt. Also, take notes on the discussion, so students can “see” the discussion and take their own notes.

NYS Common Core ELA & Literacy Curriculum

4. How are the stages going to play a role in your essay response?

Share with students that they can choose whichever side or position (yes, no, or it is unclear) they want to write about. However, High Performance Responses will adequately defend their position, no matter what it is. 50%

DRAFT into human society; no, Claudette was not integrated successfully into human society; or it’s unclear whether Claudette was integrated successfully into human society. 4. We have to structure or organize our evidence by using the five Stages of the Handbook. So, when writing evidence, we should keep in mind the stage under which that evidence falls and the connection between the evidence and the stage. The stages also say how successful the girls are at integrating into human society; therefore, the evidence should explain how successful the integration is. Students listen and think about which position to write about.

Evidence-Based Debate Transition the students into planning for the evidence-based debate by explaining the debate’s purpose. The debate is a way to help students think about the assessment writing before they begin to write. It will help students gather strong and thorough evidence that will be used to help them analyze character development over the

Students listen.

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Grade 9 • Module 1 • Unit 1 • Lesson 16

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

course of the story. The debate provides students a way to find textual evidence to support a position they may take on the assessment prompt. Explain the debate procedures. Inform students that they will break into small groups. Two of the groups will gather evidence to support the position that Claudette is successfully integrated into human society. Two groups will gather evidence to support the position that Claudette is not successfully integrated into human society, and two will gather evidence to show that it is unclear from the text whether or not Claudette was successful in integrating into human society. Once each small group has had a chance to work on their own to gather evidence, they will combine with another small group that is arguing the same position, share ideas, and decide upon the best evidence for the debate. Then, the three larger groups will debate.

Students continue to listen and follow along.

Prepare for the lesson ahead of time by having the debate procedures written on the board or chart paper to provide students with a visual of the directions.

Distribute the Evidence-Based Debate Planning Tool to each student. Explain the tool and how each small group must gather evidence arguing their assigned position using the tool. In addition, students must explain why the text evidence supports their position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and

Students follow along with the EvidenceBased Debate Planning Tool directions.

Consider distributing a handout with key vocabulary from the story for students to refer to while compiling their evidence. (See the end of this lesson for a sample handout.)

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Grade 9 • Module 1 • Unit 1 • Lesson 16

important vocabulary from the text. Transition the students into the six small groups as described in step 2.

Students move into six small groups. Each student will have and use their “St. Lucy’s” text and the Evidence-Based Debate Planning Tool.

Each individual student in the small group is expected to look for evidence and write on the EvidenceBased Debate Planning Tool.

Circulate and check in with each small group. Ensure that everyone in each group is participating in finding and sharing evidence.

Students look for text evidence that argues their assigned position, explain how the text evidence supports their position, identify page numbers and Stages with which the evidence is associated, and write on the EvidenceBased Debate Planning Tool. (Possible student evidence is denoted in the discussion section below.)

Encourage students to use vocabulary specific to the story when explaining the evidence. (See vocabulary list in the vocabulary box at the beginning of the lesson.)

Allow the six small groups time to gather evidence, then have them form three larger groups according to their argument position.

Students merge their six groups into three larger groups; each group will argue a shared position.

Explain to the three groups that they should share the evidence they gathered and decide which text evidence is the strongest for the debate. Based on this discussion, students may find additional text evidence to add to their tool.

Students listen carefully to each other and amend their evidence as necessary.

Differentiation Consideration: When the three large groups are sharing to each other, consider giving students highlighters to highlight the evidence they think is strongest for the debate.

Provide large groups time to share their evidence and to determine which evidence is strongest for the debate.

The three large groups share evidence gathered in their smaller groups. Groups begin deciding which evidence is strongest for the debate.

If students struggle with the idea of “strong evidence,” guide them to think about evidence from the text that supports the position in a way that is difficult to argue with.

Transition the students into the evidencebased debate by having each side of the

Students transition and listen.

Consider moving the desks to opposite sides of the classroom to

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 16

DRAFT

position share three pieces of strong textual evidence that supports their position (Claudette was successfully or unsuccessfully integrated into human society, or the text was unclear). As each side of the position shares, the other sides should take notes to rebut the evidence presented with text evidence from their position.

physically represent “three sides” of the debate.

Explain to students that rebut means “to challenge or oppose evidence presented.” Explain that students should look for ways to challenge or oppose evidence presented by the opposing side, or position.

Students listen.

After each group shares their three pieces of text evidence, the groups can take turns rebutting or providing more evidence to debate. (The debate should be continuous and flowing, but give the groups a few minutes to prepare rebuttals and additional evidence throughout.) Remind the students to use the language frames discussed in previous lessons in the unit. Even though this is a debate and students are arguing, respectful discussion is integral to the success of academic debate.

Each group shares three pieces of strong text evidence that supports their position. See the Debate Position Evidence Samples at the end of this lesson for possible student responses.

Prepare ahead of time for the lesson by posting language frames on the board or on chart paper as a reminder to the students to engage in respectful debate: 

I think Claudette was/was not successfully integrated into human society because—



I respectfully disagree with you because— (textual evidence + analysis)



I can add to that evidence because the text also says—

Try to record as much of the debate on the board or on chart paper as possible, so students can take notes for assessment-planning purposes.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Because this is the formative assessment for this lesson, listen to make sure all students have contributed to the discussion. It may be helpful to prompt groups to make sure everyone in their group participates. 25%

Unit Assessment Planning Transition the students back into a wholeclass structure.

Students transition back into a whole-class structure.

Ask the students to look at their EvidenceBased Debate Planning Tool and the debate notes captured on the board or chart paper. Ask the students this question: What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? As students are discussing the question, write the reasons on the board or on chart paper. Encourage students to write this information on the tool if they do not have it already.

Student responses may include the following: 

Claudette is able/unable to meet the standards of adaptation described by the Stages in the Jesuit Handbook. She never fully resolves to become completely human, and retains some wolf characteristics, so therefore she cannot be considered successfully integrated.



She loses too many of her wolf-like attributes, and so she is successful at integrating into human society because she can no longer function in her former wolf society.



She is between cultures and exhibits contradictory behavior. Specifically, she questions the adaptation; yet, continues to try. She still reverts to her wolf-like attributes even though

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If students struggle with this question, guide them back to the Evidence-Based Debate Planning Tool and the reasons for why the evidence chosen best supports their position. This is the analysis that the question elicits.

NYS Common Core ELA & Literacy Curriculum

DRAFT she has adopted human-like characteristics. 

5%

Beyond St. Lucy’s it is unknown if she is able to function in human society. She is able to meet some of the requirements of the handbook, but it is unknown if she fulfills all the requirements.

Transition students to review boxes 1 and 2 of the New York Regents Text Analysis Rubric (Content and Analysis/Command of Evidence).

Students review the rubric.

Explain to students that their position on Claudette’s integration should be fleshed out using some of the reasoning just discussed. Tell students to keep this type of analysis in mind when writing the essay in the following lesson.

Students listen and add evidence to their tools as needed.

Closing For homework, instruct students to plan/organize their writing for homework and come prepared to write the assessment in the Lesson 17. Remind students to remember the instruction on well-crafted introductions and conclusions in Lesson 15 and to take home their “St. Lucy’s” text, New York Regents Text Analysis Rubric, EvidenceBased Debate Planning Tool, associated vocabulary, and any other paperwork associated with the “St. Lucy’s” unit that will

Students finish planning and organizing for the End-of-Unit Assessment.

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Grade 9 • Module 1 • Unit 1 • Lesson 16

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

help them with planning for the assessment. In addition, remind students that they will be responsible for writing the page number associated with their text evidence in the End-of-Unit Assessment.

Homework Students plan and organize their essay writing in preparation for the End-of-Unit Assessment in the following lesson.

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Debate Position Evidence Samples (For Instructor Use Only) Below are samples of possible evidence students may use to support various positions in the debate. Claudette was successfully integrated into human society because: 

In Stage 2 she keeps her shoes on her feet—an important human societal behavior; realizes she cannot betray her parents by returning home until she is civilized; gives up urinating all over the bedrooms because the nuns continue to disinfect the area; realizes walking around on all four limbs is unnatural and ridiculous, showing that she understands the human mentality of walking bipedally; realizes that different sorts of calculations are necessary for survival at St. Lucy’s, demonstrating her ability to adapt to human society; her own reflection has become a stranger—she is becoming less wolf-like and more human; she doesn’t want to be brought down by Mirabella, and that is why the duck incident occurs—she wants to be a successful student, meaning she wants to be successful at being human; she is reading Jack London, which shows that she can read like a human being.



In Stage 3 she wants Mirabella gone, showing that she cannot be around anyone who is not adapting because it’s too difficult; could warn Mirabella but does not have the same commitment to the “pack” as she once did, showing that she is moving on from being a wolf; understands there are rules with humans like when she is playing checkers with the purebred girls; she learns how to ride a bicycle—the nuns point out that once you learn, it’s similar to learning how to be a human so is symbolic of her transformation to being a human; is starting to forget her mother in chapel; understands the difference between her wolf moon and the human moon, showing she is understanding the human culture more and more.



In Stage 4 she knows how to act at the party by talking to Kyle and wearing a dress; she is only worried about herself, showing how she thinks less of the “pack” and more about herself, which shows she is becoming more human; she turns on Mirabella at the party, which again shows she wants to be accepted as a human; she participates in one last communal howl when Mirabella is gone but cannot remember anything after that, showing she is letting go of her wolf attributes.



In Stage 5 she goes to visit her parents wearing a dress and brings human food, showing she has accepted human culture as her own; she ducks her head to enter the cave because she now walks on two legs instead of four limbs; her mother recoils from her as if she is a stranger because she is becoming more human; her mother looks both proud and sad because she realizes her daughter is successful as a human; says she is lying when she says she is home because she no longer belongs with the wolves and has become successfully integrated into human society.

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Claudette was not successfully integrated into human society because: 

In Stage 2 she continues to follow the wolf commandment of “Know Your Place” showing that she still is wolf-like even though she is trying to please the nuns by being a good student; guiltily hopes to fail so she can go back home, showing that she doesn’t truly buy into becoming a part of human society; resorts to acting like a wolf during the duck incident with Mirabella by snarling at her and pushing her ears back from her head and biting her shoulder; she still understands what Mirabella wants when Mirabella needs her wounds licked; and feels a throb of compassion for Mirabella because she is questioning human society.



In Stage 3 she still feels bad about Mirabella as she realizes that Mirabella is not adapting and it is taking a toll on her (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)), showing she is not completely “buying into” human culture; she pities the purebred girls because they have never known their werewolf parents or their forest home, showing that she still cares about her wolf upbringing and hasn’t completely bought into human society yet; is failing at becoming fully rehabilitated by her inability to do the Sausalito dance and still exhibiting wolf-like attributes (“Our invisible tails went limp” (p. 238)); she experiences anger with the nuns because of the dance and states that things had been simpler in the woods, showing that she has not fully integrated into human society; she isn’t ready to claim a common language with Jeanette, which shows she still hangs on to her wolf culture a bit since Jeanette represents an almost perfect adaptation; mentions she is still “pretending” when at chapel, showing that she isn’t fully integrated but pretending.



In Stage 4 she realizes that none of the girls will talk perfectly, showing they can never be successfully integrated into human society (“gloomy satisfaction, each word winced out like an apology” (p. 241)); falls apart at the first key human event, the dance where she flattens her ears, pumps the ground, and takes off her shoes. The dance exhibits her failure at integrating into human society.

It is unclear if Claudette was successfully integrated into human society because: 

In Stage 2, we don’t actually know what becomes of Claudette. (“It was the disgrace, the failure that we all guilty hoped for in our hard beds… Whatever will become of me?” (p. 233)) She can feed the ducks but reverts to wolf habits in dealing with Mirabella. (“I bit her shoulder, once, twice, the only language she would respond to” (p. 234)). Reads human books (Jack London) but can still understand Mirabella’s need to have her wounds licked. Continues to have compassion for Mirabella. (“How can people live like they do?” (p. 235))



In Stage 3, she wants Mirabella gone because she is aware of the physical damage caused by the lack of adaptation – this awareness shows Claudette’s uncertainty regarding the adaptation. (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)). She wonders what it would be like to be bred in captivity—she understands homesickness, which shows she does not accept full integration (contrasts with Jeanette). She relates the bicycle riding to a “sanctioned pumping”—still between cultures (p.238). When the dance is mentioned, she reverts to wolf characteristics, showing her contradictory behavior. (“Our invisible tails went limp” (p. 238)). She attempts to practice the dance but cannot do it—showing she is trying to become integrated but falls short (“a private mass of twitch and foam” (p. 238)). She doesn’t want to claim a common language with Jeanette—showing she is uncertain about

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

full integration into human society since Jeanette has accepted the adaptation fully. She says she is still “pretending” in church but is forgetting her wolf mother, which shows she is between cultures. 

In Stage 4, the epigraph states that everything should begin to make sense but Claudette fails at executing the dance. This shows it doesn’t make sense but she is still trying to adapt. Her self-confidence waned instead of grew. She is getting closer to becoming human as she mentions she smells like a purebred girl but then flattens her ears. She is not acting consistent with the Stage 4 epigraph, thus, revealing she is falling short of full integration. Turning on Mirabella during the dance shows she is integrated but then gives one last communal howl, showing she has not let go of all wolf characteristics.



In Stage 5, the timing of the visit to the parents is uncertain. This visit could have occurred before or after the school dance incident, thus, revealing that there is uncertainty to Claudette’s full integration. She couldn’t find her way back home (“the woodsman had to accompany me”(p. 246)), but she was willing to return, showing a lack of clarity whether she is truly integrated. She is sad about returning which could mean she hasn’t fully accepted her own adaptation. She looks different (“My mother recoiled from me, as if I was a stranger”) and has to duck her head, showing her human characteristics but then there is a recognition (“After all the tail wagging and perfunctory barking had died down…”), showing she may remain between the cultures.

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DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Evidence-Based Debate Planning Tool Names: Directions: Gather text evidence from the narrative and the Stages of the Handbook that support your assigned position. Then, explain how the text evidence supports your assigned position. Remember to label the page number and the Stage number associated with the text evidence. Circle your assigned position:  Claudette was successfully integrated into human society.  Claudette was not successfully integrated into human society.  It is unclear from the text if Claudette was successfully integrated into human society. Text Evidence

Stage

Text Evidence

How does this text evidence support your position? (Think about how the narrative connects to the Stages of the Handbook.)

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Page Number

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 16

Key Vocabulary Handout adapted

host culture

civilized

epigraph

origins

stages

culture shock

purgatory

commandment

couth

remedied

ostracized

recoiled

delectable

bristled

generalizations

captivity

assault

conferred

aptitudes

kempt

barbarity

eradication

bipedal

overstimulating

disorienting

conjure

rehabilitated

catechism

purebred

shunned

foreign

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NYS Common Core ELA & Literacy Curriculum

9.1.1

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 17

Lesson 17

Introduction Lesson 17 is the final lesson of Unit 1. Students have finished their close reading of “St. Lucy’s Home for Girls Raised by Wolves” (pp. 225–246) and will write a formal evidence-based essay about the text. Lesson 17 assesses the literacy skills and habits developed in Unit 1 including reading closely for textual details, annotating texts to support comprehension and analysis, engaging in productive evidence-based conversations about text, collecting evidence from texts to support analysis, and organizing evidence to plan around writing. Students will write a formal evidence-based essay addressing the assessment prompt (see Assessment box below). The assessment prompt directly correlates with the reading standards addressed throughout the unit. Students will use strong and thorough text evidence to analyze the text’s implicit and explicit meanings, specifically in regards to character development and text structure. In addition, this writing assignment will assess writing standards that have been addressed throughout the unit. Students will be expected to write the essay during the entire class period. They will be allowed to use their “St. Lucy’s” text to write the essay so they can accurately paraphrase and quote directly from the text. Students should utilize their annotations made during the close reading of the text, the evidencebased debate from Lesson 16, and specific writing lessons on citing evidence and writing introductions and conclusions. In addition, students are expected to use key vocabulary and terminology from the story in their essays. (Discretion should be used to determine the appropriate volume of vocabulary and how it will be graded. A vocabulary list is provided in Lesson 16.) As they have throughout the unit, students are expected to quote textual evidence, cite page numbers, and paraphrase correctly. The Endof-Unit Assessment should be assessed using the first two rows of the New York Regents Text Analysis Rubric (Content and Analysis/Command of Evidence). However, students are expected to write in a formal, organized manner. In the following unit (Unit 2), students’ written work will be graded for Coherence, Organization, and Style. For homework, students will continue to read their Accountable Independent Reading (AIR) text. Extension activities are included at the end of the lesson for students who finish the assessment early.

Standards 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, and advance the plot or develop the theme.

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 17

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.

Assessment Assessment(s) The assessment in this lesson is the End-of-Unit Assessment. The prompt is the following: 

According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society.” At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the Stages from the Jesuit Handbook on Lycanthropic Culture Shock.

High Performance Response(s) High Performance Responses may include the following: Yes, Claudette was successfully integrated into human society. Students may write about any of the following reasons or analysis: 

Claudette is able to meet the standards of adaptation described in the Stages of the Jesuit Handbook.  She is successfully integrated because she is able to adapt to many human societal requirements and realizes she can never go home to the forest.  She is successful at integrating into human society because she loses many of her wolf-like attributes and so can no longer function in her former wolf society.  She cares deeply about being a good student at St. Lucy’s and thus shows her willingness to become human and shun her wolf culture. Students must include text evidence from each Stage that correlates to the above analysis and clearly delineate what stage the text evidence comes from. Stage 2 Text Evidence: wearing shoes (“I remember how disorienting it was to look down and see two square-toed shoes instead of my own four feet” (p. 229)); learns not to chew on shoes; realizes they cannot betray their parents by returning to the forest until they are civilized (“But we knew we couldn’t return to the woods; not till we were civilized, not if we didn’t want to break the mother’s heart” (p. 230)); stops urinating all over to mark her territory because she realizes the nuns are erasing them (“We couldn’t make our scent stick here; it made us feel invisible. Eventually we gave up” (p. 230)); walks bipedally instead of on all fours; realizes walking on all fours is unnatural and ridiculous; realizes there are different sorts of calculations to survival at St. Lucy’s; her own reflection is becoming a stranger (“I’d bristle and growl, the way that I’d begun to snarl at my own reflection as if it were a stranger” (p. 233); wants to be a good student and doesn’t appreciate Mirabella bringing her down (the duck incident); wants to earn Skill Points Stage 3 Text Evidence: She wants Mirabella gone (“I would have warned her. But the truth is that by Stage 3 I wanted her gone” (p. 236)); begins to understand there are certain rules to being human (“And the rules here were different depending on which humans we were with” (p. 237)); learns how to ride a bicycle, a symbol for learning how to become human (“ ‘Being human is like riding this bicycle. Once you’ve learned how, you’ll never forget’ ” (p. 237)); she begins to forget her mother in the chapel (“The

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 1 • Lesson 17

mother, I’d think, struggling to conjure up a picture” (p. 239)); understands the difference between the human moon and the wolf moon. Stage 4 Text Evidence: She is worried only about herself and the pack is no longer a single unit; she is able to talk with Kyle at the dance; wears a dress to the dance; she turns on Mirabella at the party when Mirabella comes to her aid; she cannot face Mirabella when she gets expelled; engages in one last communal howl which shows she is no longer part of the wolf pack. Stage 5 Text Evidence: She goes to visit her parents wearing a dress and brings human food; she ducks her head to enter the cave because she is walking on two legs; her mother recoils from her because she is a stranger to her now (“My mother recoiled from me, as if I was a stranger” (p. 246)); her mother looks at her proud and sad; she says she is lying when she says she is home (“ ‘So’, I said, telling my first human lie. ‘I’m home.’ ”). Furthermore, when Claudette is given the opportunity to return to her parents, she needs the woodsman to accompany her because she “couldn’t remember how to find the way back” on her own. This demonstrates that she has forgotten part of her wolf roots since she must depend on another human to show her the way back to her “home.” No, Claudette was unsuccessful in integrating into human society. Students can include any of the following reasons or analysis including the following: 

Claudette is unable to meet the standards of adaptation described by the Stages in the Jesuit Handbook.  Claudette never fully resolves to become completely human, so therefore she cannot be considered successfully integrated.  Claudette never gives up some of her wolf characteristics, so therefore she can never be successfully integrated into human society. Students must include text evidence from each Stage that correlates to the above analysis and clearly delineate what stage the text evidence comes from. Stage 2 Text Evidence: stands by the wolf commandment of “Know Your Place” so acts like a good student because of the wolf culture expectation to do so—not because of the school’s expectations; guiltily hopes to fail so she can return to her wolf upbringing (“It was the disgrace, the failure that we all guiltily hoped for in our hard beds” (p. 233)); acts like a wolf with Mirabella during the duck incident (“I whirled around and snarled at her, pushing my ears back from my head. I bit her shoulder, once, twice, the only language she would respond to” (p. 234)); fails the “duck feeding exam”; she knows what Mirabella wants when Mirabella wants her wounds licked and she feels a throb of compassion for her Stage 3 Text Evidence: She feels bad about Mirabella (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)); she pities the purebred girls because they have never known the forest or a wolf upbringing (“I felt sorry for them. I wondered what it would be like to be bred in captivity, and always homesick for a dimly sensed forest, the trees you’ve never seen” (p. 237)); fails at learning the Sausalito dance to show her rehabilitation; keeps exhibiting wolf characteristics like feeling as if she has an invisible tail and feeling that things had been simpler in the woods; anger at the nuns; having to practice the Sausalito but like a wolf (“… a private mass of twitch and foam” (p. 238)); not ready to claim a common language with Jeanette (who represents the most adapted); she admits to still pretending in the chapel. (“On Sundays, the pretending felt almost as natural as nature” (p. 239)). Stage 4 Text Evidence: She realizes that they will never talk perfectly (“I thought with a gloomy satisfaction, each word winced out like an apology for itself” (p. 241)); flattens her ears at the dance; falls apart at the dance where she is supposed to show her rehabilitation; she pumps at the dance and

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Grade 9 • Module 1 • Unit 1 • Lesson 17

takes off her shoes. Based on the text, it is unclear whether Claudette was successful in integrating into human society. Students can include any of the following reasons or analysis including the following: 

She is between cultures and exhibits contradictory behavior. Specifically, she questions the adaptation, yet continues to try. She still reverts to her wolf-like attributes even though she has adopted human-like characteristics.



Beyond St. Lucy’s it is unknown if she is able to function in human society.



She is able to meet some of the requirements of the handbook, but it is unknown if she fulfills all the requirements. Students must include text evidence from each stage that correlates to the above analysis and clearly delineate what stage the text evidence comes from. Stage 2 Text Evidence: We don’t actually know what becomes of Claudette. (“It was the disgrace, the failure that we all guilty hoped for in our hard beds… Whatever will become of me?” (p. 233)); she can feed the ducks but reverts to wolf habits in dealing with Mirabella. (“I bit her shoulder, once, twice, the only language she would respond to” (p. 234)); reads human books (Jack London) but can still understand Mirabella’s need to have her wounds licked; continues to have compassion for Mirabella. (“How can people live like they do?” (p. 235)) Stage 3 Text Evidence: She wants Mirabella gone because she is aware of the physical damage caused by her lack of adaptation—this awareness shows Claudette’s uncertainty regarding the adaptation. (“I slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on my loafers” (p. 237)). She wonders what it would be like to be bred in captivity; understands homesickness, which shows she does not accept full integration (contrasts with Jeanette); relates the bicycle riding to a “sanctioned pumping”—still between cultures. When the dance is mentioned, she reverts to wolf characteristics, showing her contradictory behavior. (“Our invisible tails went limp” (p. 238)) Attempts to practice the dance but cannot do it, showing she is trying to become integrated but falls short (“a private mass of twitch and foam” (p. 238)). She doesn’t want to claim a common language with Jeanette showing she is uncertain about full integration into human society since Jeanette has accepted the adaptation fully. Says she is still “pretending” in church but is forgetting her wolf mother, which shows she is between cultures. Stage 4 Text Evidence: The epigraph states that everything should begin to make sense but Claudette fails at executing the dance. This shows it doesn’t make sense but she is still trying to adapt. Her selfconfidence waned instead of grew. She is getting closer to becoming human as she mentions she smells like a purebred girl but then flattens her ears. She is not acting consistent with the Stage 4 epigraph, thus revealing she is falling short of full integration. Turning on Mirabella during the dance shows she is integrated but then gives one last communal howl, showing she has not let go of all wolf characteristics. Stage 5 Text Evidence: The timing of the visit to the parents is uncertain. This visit could have occurred before or after the school dance incident, thus, revealing that there is uncertainty to Claudette’s full integration. She couldn’t find her way back home (“the woodsman had to accompany me”), but she was willing to return, showing a lack of clarity as to whether she is truly integrated. She is sad about returning which could mean she hasn’t fully accepted her own adaptation. She looks different (“My mother recoiled from me, as if I was a stranger.”) and has to duck her head, showing her human characteristics but then there is a recognition (“After all the tail wagging and perfunctory barking had died down …”), showing she may remain between the cultures.

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 1 • Lesson 17

Vocabulary Vocabulary to provide directly (will not include extended instruction)” 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions)” 

[INSTRUCTIONAL NOTE: Students will use key vocabulary and terminology in their assessments. See Lesson 16 for vocabulary list.]

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.3, W.9-10.2, RL.9-10.1

 • • • •

Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 225–246) Introduction of Lesson Agenda Homework Accountability End-of-Unit Assessment Closing

5% 5% 85% 5%

Materials • • •

NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for its location). Informational texts (See extension activity in Learning Sequence.) List of key vocabulary (See Lesson 16.)

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Grade 9 • Module 1 • Unit 1 • Lesson 17

DRAFT

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, W.9-10.2, RL.9-10.1.

5%

Students look at the agenda.

Instructional notes (extensions, supports, common misunderstandings)

It may be useful to explain to the students that the environment of the classroom should remain quiet throughout the lesson as a courtesy for all students

Homework Accountability Lead a brief discussion about the homework assignment. Explain to students that they will use the preparation they did for today’s assessment.

85%

Student Actions

Students listen.

End-of-Unit Assessment Instruct students to take out their “St. Lucy’s” text and Evidence-Based Debate Planning Tool from Lesson 16.

Students take out their “St. Lucy’s” text and Evidence-Based Debate Tool from Lesson 16.

If students were provided a vocabulary list from Lesson 16, they should also have it available when writing.

Tell students they will have the entire lesson time to write an essay responding to the assessment prompt. Remind them to keep the qualities of the first two boxes of the NY Regents Text Analysis Rubric in mind (Content and Analysis/Command of Evidence) when writing. Remind students to use their “St.

Students listen.

If students finish the End-of-Unit Assessment early, provide them with the following extension options: 

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6

Give students an informational text about Native American boarding schools and have students compare “St. Lucy’s Home for Girls Raised by Wolves” with Native American

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 1 • Lesson 17

DRAFT

Lucy’s” text in order to paraphrase, quote evidence correctly, and to cite page numbers associated with textual evidence. Additionally, remind students to write an introduction and a conclusion to help them logically organize their writing.

boarding schools. Have students find comparisons between the treatment of Native Americans and St. Lucy’s students and how both groups react to their new surroundings. See the URL below for a text. (http://www.pbs.org/indiancountry/ history/boarding.html) 

Have students select a true account of an immigrant. Have students find parallels between the assimilation of the girls at St. Lucy’s and immigrants to America. See the URL below for the Library of Congress’s collection of immigrant stories. (http://www.loc.gov/teachers/classro ommaterials/presentationsandactiviti es/presentations/immigration/interv/ toc.php)



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7

Students may return to their initial responses/questions from Lessons 2 and 3 to reflect on their learning. Students may respond to the following prompt in writing: How did the close reading change your understanding of the story? What parts of the story were more developed for you?

NYS Common Core ELA & Literacy Curriculum

5%

DRAFT

Advise students that if they finish before the time allotment is over, they should revisit the NY Regents Text Analysis Rubric (first two boxes only) to ensure they have fulfilled all the criteria.

Students continue to listen.

Circulate around the room as students are writing to answer questions that arise. Students should be silently and independently writing.

Students write their End-of-Unit Assessment essays.

Grade 9 • Module 1 • Unit 1 • Lesson 17

Remind students to use key vocabulary and terminology in their writing. Consider making the vocabulary list from Lesson 16 available to students through a handout, or posting on chart paper or the board.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students listen.

Homework Provide students with the option to complete an extension activity related to the unit (see Instructional Notes). Students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2

Unit Overview

“A work of art is good if it has arisen out of necessity.” Text(s)

Number of Lessons in Unit

Excerpt from Letters to a Young Poet by Rainer Maria Rilke, Letter One, (pp. 3–12). Excerpts from Black Swan Green by David Mitchell, Hangman, (pp. 24–29), and Solarium, (pp. 142–156). 11

Introduction In this unit, students will continue to practice and refine routines such as close reading, annotation, identification of evidence, and participation in collaborative discussions. Students will study the authors’ use of language to create meaning and build characters. They will also build vocabulary, write routinely, and, at the end of the unit, develop an essay that synthesizes ideas in the two texts. Students will read excerpts from two texts (nonfiction and fiction), Rilke’s Letters to a Young Poet and Mitchell’s Black Swan Green. These two texts will be juxtaposed, allowing for a study of key ideas and characters across texts. In the Rilke Letters, students will consider, through nonfiction, how the narrator introduces and develops the central tenets of his advice to the young poet. In Black Swan Green, students will return to some of the broad ideas they investigated in Unit 1 because Jason, the young narrator, is trying to fit in but is dealing with very different challenges. As they read and talk about these texts, students will dive deeply into a study of academic language and examine how both authors use this language to develop or describe their characters and their dilemmas. For the Mid-Unit Assessment, students will choose three phrases that Rilke uses and describe how they build on and express Rilke’s advice through the use of language (RI.9-10.1, RI.9-10.4, W.9-10.2). For the End-of-Unit Assessment, students will write an essay describing each of the characters and their current predicament, and then explaining how the advice from one text would apply to the other (RI.9-10.1, RI.9-10.2, W.9-10.9).

Literacy Skills & Habits  Read closely for textual details  Annotate texts to support comprehension and analysis  Engage in productive evidence-based conversations about text  Collect evidence from texts to support analysis  Determine meaning of unknown vocabulary File: 9.1.2 Overview Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2

Standards for This Unit CCS Standards: Reading—Literature 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.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of 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.

CCS Standards: Reading—Informational Text RI.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.

RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCS Standards: Writing W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

CCS Standards: Speaking & Listening 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. Note: Bold text indicates targeted standards that will be assessed in the unit. File: 9.1.2 Overview Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2

Unit Assessments Ongoing Assessment Standards Assessed

RL.9-10.1, RL.9-10.2, RL.9-10.3, RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, W.9-10.9

Description of Assessment

Answer text-dependent questions. Write informally in response to text-based prompts.

Mid-Unit Assessment Standards Assessed

RI.9-10.1, RI.9-10.4

Description of Assessment

Students will choose three phrases that Rilke uses and describe how they build and express Rilke’s advice through the use of language. Prompt: Select three phrases that represent significant pieces of advice and explain how Rilke’s use of language (i.e., particular words) gives each phrase its specific meaning. End-of-Unit Assessment

Standards Assessed

RL.9-10.1, RL.9-10.2, W.9-10.9

Description of Assessment

Compose an essay in response to one of the following prompts: How might Rilke’s counsel also apply to Jason? OR How might Madame Crommelynck’s counsel also apply to the young poet? In your essay, discuss how the author's word choice and phrasing impact the effectiveness of their counsel. Your essay must include the following components:  An introduction that o identifies the texts and author, o identifies the mentor (Rilke or Madame Crommelynck), o identifies the mentee (the young poet or Jason), and o makes a claim as to why the counsel that the mentor gives to his/her original mentee also applies to the mentee in the other text.  An evidence-based description of the young poet’s or Jason’s predicament. For example: If you are applying Madame Crommelynck’s advice to the young poet, describe the situation for which the young poet seeks counsel.  Evidence that supports the claim that appears in the introduction.  A conclusion that points back to both texts.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2

Unit-at-a-Glance Calendar Lesson

Text

Learning Outcomes/Goals

1

Rilke’s Letter One, paragraph one.

Students read closely to begin to analyze how Rilke’s ideas are introduced in the passages that they will read.

2

Rilke’s Letter One, paragraph 2 and beginning of paragraph three.

The students will analyze how ideas unfold in the text. They will determine the choices that the author makes in order to develop his ideas. They will determine meaning of words as they are used in the text.

3

Rilke’s Letter One, complete paragraph three.

Students will consider how Rilke develops his central piece of advice to the young poet. Students will analyze Rilke’s use of repetition, figurative language, and word choice to determine how these specific details shape and refine the central ideas of this text. Students will prepare for the Mid-Unit Assessment by selecting 3-5 specific details from the entire Letter One that are powerful language choices in helping Rilke advise the young poet.

4

Mid-Unit Assessment

Students will demonstrate their understanding of Rilke’s advice to the young poet and the language he uses to impart it.

5

Mitchell’s Black Swan Green, Hangman (pp. 24–26) from “So anyway” to “That was five years ago.”

Students will be introduced to the narrator and main character, Jason, and will become familiar with the style and voice of the narrator.

6

Mitchell’s Black Swan Green, Hangman (pp. 26–28).

Students will continue to analyze Jason’s character by connecting details about the text, moving to a more central idea/theme about Jason, namely his fear of being humiliated in front of his peers.

7

Mitchell’s Black Swan Green, Solarium (pp. 142–145) from beginning of chapter to “’To business.’”

Students will draw explicit and implicit conclusions about Jason's first impressions of the vicarage and the character of Madame.

8

Mitchell’s Black Swan Green, Solarium (pp. 145–148) from "A young man needs” to “The last drops were the thickest.”

Students will begin to unpack the relationship between Madame and Jason as they explore the advice she gives him. This lesson begins to draw students’ attention to the thematic similarities between the two texts in this unit.

9

Mitchell’s Black Swan Green, Solarium (pp. 149–156) from “One

Students will continue the analysis of how Mitchell’s ideas develop. The students will continue their examination of Jason’s predicament and will analyze Madame Crommelynck’s advice to

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2

moment we were” to “I might as well hang myself.”

him.

10

Review of texts from Unit 2.

Students will understand requirements of End-of-Unit Assessment and prepare by making key choices from the prompt and gathering details from the text.

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End-of-Unit Assessment.

Using work from preceding lessons, students revise a text in progress to demonstrate their understanding of the unit's texts through the End-of-Unit Assessment.

Preparation, Materials, and Resources Preparation 

Read closely and annotate the unit texts, Letter One by Rilke and the selections from Black Swan Green. Materials/Resources 

Gather necessary instructional materials such as pens, pencils, self-stick notes, and chart paper.



Full text of Letter One from Letters to a Young Poet by Rainer Maria Rilke.



Full texts of Hangman and Solarium from Black Swan Green by David Mitchell.



Download and copy Reading Closely Checklist located at http://www.engageny.org/resource/grades-9-10-ela-reading-closely-unit.



Download and copy the NY Regents Text Analysis Rubric: http://www.engageny.org/sites/default/files/resource/attachments/2013.05.09__ela_regents_nti_document_final.pdf on page 23 of 96.

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 1

Lesson 1

Introduction In the first lesson of this unit, students continue to build the close reading skills they began to develop in Unit 1 as they analyze Letter One of Rainer Maria Rilke’s Letters to a Young Poet. In this letter, Rilke responds to a young poet’s search for guidance. In the excerpt, students will close read in this lesson, Rilke challenges the usefulness of criticism and comments on the intangible and inexpressible nature of art. Students will begin to understand the connections Rilke is establishing and developing in this section. Students will engage with the ideas Rilke presents in this empowering, lyrical text through independent and group work. Students will begin by listening to a teacher Read-Aloud of the text, following along in their own texts as they listen. This provides important fluency support as students gain familiarity with this new genre of informational text. Students will then reread paragraphs one and two independently, work to determine the meaning of academic/Tier 2 vocabulary in context, answer text-dependent questions (TDQs), and participate in class discussion as they build an understanding both of Rilke and of the poet to whom he writes.

Standards Assessed Standard(s) Analyze how the author unfolds an analysis or series of ideas or events, including the RI.9-10.3 order in which the points are made, how they are introduced and developed, and the connections drawn between them. Addressed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text says RI.9-10.1 explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in a text, including RI.9-10.4 figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Assessment Assessment(s) 

Quick Write: Based on reading and class discussion, briefly respond to the following prompt: What relationship is Rilke establishing between language and art? How does this support his assertions about criticism? What evidence supports your thinking?



Homework due at beginning of Lesson 2: students’ annotated texts

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 1

High Performance Response(s) 

High Performance Responses should indicate a formative understanding that Rilke is questioning whether it is possible to fully express ideas and experiences through language. Rilke asserts that “most experiences are unsayable,” and goes on to pronounce that “more unsayable than all other things are works of art.” Students connect Rilke’s doubt that words can express art to his rejection of “words of criticism,” and the “more or less fortunate misunderstandings” that result.



Annotated Texts: Students annotate (on their text or with sticky notes) for important ideas, thoughts, and unfamiliar vocabulary that relate to the focusing question. Student annotations may include the following: o Rilke formerly said he would not “discuss your verses” but now offers specific criticism; he’s doing what he just said he wouldn’t do. o The young poet’s poems currently “have no style of their own.” o The poet’s work shows “silent and hidden beginnings of something personal.”

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

tangible (adj.) – perceptive by touch

 transitory (adj.) – not permanent Vocabulary to teach (may include direct word work and/or text-dependent questions) 

confidence (n.) – full trust, confidential communication



endures (v.) – lasts

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RI.9-10.1, RI.9-10.3, RI.9-10.4



Text: Letter One from Rilke’s Letters to a Young Poet



Introduction of Unit and Lesson Agenda



Homework Accountability



Read-Aloud of Rilke’s Letter One



Close Reading and Evidence-Based Discussion



Text-Dependent Questions (TDQs) and Activities



Quick Write



Closing

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Materials 

Copy of RI.9-10.1, RI.9-10.3, and RI.9-10.4



List of vocabulary words for display.

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Grade 9 • Module 1 • Unit 2 • Lesson 1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 1

Learning Sequence Percentage of Lesson

Teacher Actions

10%

Introduction of Unit and Lesson Agenda Briefly introduce the unit and the texts: Letter One from Rainer Maria Rilke’s Letters to a Young Poet, and “Hangman” and “Solarium,” two chapters from Black Swan Green by David Mitchell.

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Share the purpose of this unit: to continue building upon reading standards RI.9-10.1, RI.9-10.3, and RI.9-10.4 and to consider how these standards operate in the context of informational texts. Begin by reviewing the agenda and sharing the standards for this lesson: Standards: RI.9-10.1, RI.9-10.3, RI.9-10.4. Display standards RI.9-10.1, RI.9-10.3, and RI.9-10.4. Read the standards aloud and ask students to follow along as they listen. Pose the following questions for students to discuss in pairs: 1. What do you notice about these standards as opposed to the standards in

Students complete a Turn-and-Talk with a partner. Student responses may include the following: 1. Standard RL.9-10.1 and RI.9-10.1 both deal with using evidence. 2. Standard RL.9-10.3 focuses on characters, but RI.9-10.3 focuses on evaluation of authors' development/ support of

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It may be useful to have these questions written on the board or displayed in some other way before class begins. Note that RL is the abbreviation for the literature strand and RI stands for the informational text. Having these standards displayed helps students develop ownership of them and makes it easier to refer to

NYS Common Core ELA & Literacy Curriculum

Unit 1? 2. How are they different? How are they similar? Lead a brief recap of pair discussions. Tell students that they will return to these standards throughout the year. 5%

argument/ideas. Ideas, arguments, and events are under study, rather than plot or themes. RL.9-10.4 and RI.9-10.4 are almost identical. Both are about learning to determine word meanings from context and consider the impact of that language on the text.

Grade 9 • Module 1 • Unit 2 • Lesson 1

them throughout the unit. Students may need some assistance understanding the difference between RL.9-10.3 and RI.9-10.3. Both focus on how a text develops. Let students know that they will be looking here at how an author lays out and develops a point or an idea, rather than a character.

Homework Accountability Instruct students to talk with a partner about how they can apply their focus standard to their text. Lead a brief (3–5 minute) share out on the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

20%

DRAFT

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Read-Aloud of Rilke’s Letter One Distribute copies of Rilke’s Letter One and the page that documents the title and publication date. Ask for volunteers to answer the following question: 1. What can the title reveal about the form of this text?

1. There is a unique format for this text: a letter. This understanding is supported by the title Letters to a Young Poet.

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Question Extensions: Students may observe that letters are not always nonfiction texts. The Color Purple, an example of a novel in epistolary form, is fiction. Consider telling students that the letters were actually written even earlier than the publication date and discuss the tradition of letter writing

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 1

that today is almost gone. Students are likely to point to e-mail, texting, Skype, and other technological advances as the reason for the vanishing tradition. Read Letter One aloud. Have students follow along with their own texts.

Students follow along, reading silently.

The purpose of the teacher ReadAloud is to model fluency and support struggling readers. Advanced students may not require this; in this case, ask students to read the text independently before proceeding with the lesson. In Unit One, questions were introduced during the initial ReadAloud; here, because the letter is relatively short and the language (not the ideas) is less complex than St. Lucy’s, an uninterrupted Read-Aloud is recommended. However, should students need it, it may be useful to pause and allow for reflection time during the Read-Aloud.

25%

Close Reading and Evidence-Based Discussion Ask students to do a close reading of the first paragraph of the letter independently and annotate for unfamiliar vocabulary. Remind students that this type of annotation means to put a box around unfamiliar words and

Students silently read and annotate the first paragraph for unfamiliar vocabulary.

Because some of Rilke’s syntax is complex, it may be necessary to help

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Circulate around the room, assisting students with the annotation activity when necessary.

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NYS Common Core ELA & Literacy Curriculum

phrases. Instruct students to pay particular attention to words that look familiar but may have a slightly different meaning.

25%

Grade 9 • Module 1 • Unit 2 • Lesson 1

DRAFT

students chunk sections of sentences to make meaning. Remind students that if they come to an unfamiliar word, they should look inside the word (structural analysis) for familiar portions, and outside the word (contextual analysis) for clues to its meaning.

Have students go over the annotations with a partner sitting near them. The partners should note which words they can figure out from context, and which ones they may still need help with.

Students discuss vocabulary in pairs.

Students will remain in their pairs for the remainder of this lesson.

Ask student pairs to share words they figured out from context and words they are still struggling with. Flag words on the vocabulary list, letting students know that these are words they will learn over the course of the next few lessons.

Students share words.

If some students ask about words not on the vocabulary list for this unit, consider asking pairs to discuss some of these words, looking for clues to their meanings in the paragraph.

Text-Dependent Questions (TDQs) and Activities Display the following chunks of text with Students work together, answering associated TDQs for students to discuss in questions and capturing responses their pairs. Students should record their in their notes. responses and be prepared to share in class discussion.

Consider asking students for a reminder of some guidelines for reading closely and answering TDQs. Student responses may include the following: 

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Answering TDQs requires using evidence from the text.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 1

DRAFT 

Read like a detective.



Read multiple times.



It’s difficult, and that’s okay.

This step will be particularly helpful for less experienced students, or if there has been a gap between the end of Unit 1 and the beginning of Unit 2. “Your letter arrived just a few days ago. I want to thank you for the great confidence you have placed in me.” 1. What might Rilke’s use of the word confidence reveal about the contents of the young poet’s initial letter?

“I cannot discuss your verses; for any attempt at criticism would be foreign to me.” 2. What might Rilke’s use of the word foreign reveal about the relationship he perceives between art and criticism? 3. What can you infer about the purpose of the young poet’s letter from Rilke’s refusal?

Student responses may include the following: 1. Rilke is thanking the young poet for putting great trust in him and for being so open and honest with him about private and personal matters.

2. Foreign means "somebody from another country than your own," so by using this word Rilke is implying that, in his opinion, art and criticism are from two different places; they are not related to one another. 3. The writer of the letter wants Rilke’s opinion about the poetry and advice about how the young poet can improve his work. Student responses may include: 

The poet asked Rilke if his

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Ask students to volunteer a definition of the word confidence. Students will probably be familiar with confidence as an adjective to describe selfassuredness. Guide students towards an understanding that confidence also means both “full trust” and “confidential communication.” Criticism as advice or skillful judgment may be a new idea. If students struggle, it may be helpful to share the similarity to the term critic and ask students to think about what a good movie or music critic does.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 1

DRAFT poetry was good. 

“Nothing touches a work of art so little as words of criticism: they always result in more or less fortunate misunderstandings.” 4. According to Rilke, what results from criticism? 5. What is Rilke saying about the power of criticism to influence art? Use evidence from the text to support your response.

He asked Rilke to offer him advice.

4. Criticism typically doesn’t work and usually results in someone “misunderstanding” a text.

The answer here should be complex since there are several layers to Rilke’s response.

5. Student responses may include the following: 

Rilke thinks criticism is useless or pointless. Criticism is not a good way to think about art.



Note the complexity of this sentence; it has two parts. Take more time discussing the students’ responses. Reading aloud and rephrasing his words may help the students analyze Rilke’s ideas.

Rilke tells the poet “things aren't all so tangible and sayable.”

Additional scaffolding questions:



Events take place “in a space that no word has ever entered.”



What is a “more fortunate misunderstanding”?



Many things are “unsayable,” but especially art because it lasts forever.



What might be a “less fortunate misunderstanding”?



How does this relate to the effect of criticism?



What is the best possible outcome, and what is the worst possible outcome? The syntax of the first part of the sentence is unusual; consider asking the students to rephrase it.

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NYS Common Core ELA & Literacy Curriculum

“Things aren't all so tangible and sayable as people would usually have us believe; most experiences are unsayable, they happen in a space that no word has ever entered, and more unsayable than all other things are works of art, those mysterious existences, whose life endures beside our own small, transitory life.”

6. There is repetition of the word sayable in the word unsayable. Rilke challenges the belief that “things” can be expressed through words, or even understood at all. 7. Art has a life that is “mysterious” and that “endures” beyond Rilke’s (or any human’s) “transitory” life. Art has a life that lasts forever.

6. What words repeat in this passage? What belief does Rilke challenge through these repetitions? 7. What “life” does Rilke attribute to works of art? How does the life of art compare to human life? It may be necessary to offer students a definition of the word transitory as meaning "something that doesn’t last very long." Lead a brief class discussion of student responses to questions 1–7. Continue to remind students to use explicit textual evidence to support their answers. 10%

Quick Write Display the following prompt for students to respond to independently: Based on reading and class discussion, briefly respond to the following prompt:

Students respond in writing to the Quick Write prompt. See High Performance Response at the beginning of this lesson.

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Grade 9 • Module 1 • Unit 2 • Lesson 1

DRAFT

10

Extension: Ask students to define the word endure. Student responses may include the following: 

Endure means "to last." He says the art will endure beyond the artist



In other contexts, endure could mean to “bear or tolerate,” as in “to endure pain.”

NYS Common Core ELA & Literacy Curriculum

DRAFT

What relationship is Rilke establishing between language and art? How does this support his assertions about the usefulness of criticism? What evidence supports your thinking? Collect written responses as students leave. 5%

Closing For homework, instruct students to independently reread the second paragraph and annotate, focusing their annotation of the text with the following question: How does Rilke’s approach in the second paragraph compare to his “preface”?

Student read, annotate, and prepare for discussion.

They should be prepared to discuss their annotations in the following lesson. Remind students that the annotation codes they should use include the following: 

Boxing unfamiliar words



Starring important ideas



Writing thoughts, reactions, or connections Instruct students to be prepared to discuss their annotations in pairs.

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Grade 9 • Module 1 • Unit 2 • Lesson 1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 1

Homework Students independently reread the second paragraph and focus their annotation of the text with the following question: How does Rilke’s approach in the second paragraph compare to his “preface”? They should be prepared to discuss their annotations in the next lesson (Lesson 2). Note: Remind students that the annotation codes they should use include the following: 

Boxing unfamiliar words



Starring important ideas



Writing thoughts, reactions, or connections

Instruct students to be prepared to discuss their annotations in pairs.

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 2

Lesson 2

Introduction In this lesson, students will continue to analyze Rilke’s Letter One, building on the understanding they have developed of the purpose and context for Rilke’s letter. They will dive deeply into the text as they continue to uncover the choices Rilke makes to develop his critique of, and advice to, the young poet. Students will begin by reviewing paragraph two in pairs, focusing on Rilke’s critique of the young poet. Students will then work in groups as they continue to close read the letter and analyze how Rilke introduces and develops his advice. This process will prepare students for more complex work with textual details later on in this unit. Students will call upon their group analysis in a final Quick Write. For homework, students will read the next lesson’s text excerpt and respond to a guiding prompt.

Standards Assessed Standard(s) RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them.

Addressed Standard(s) RI.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.

RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Assessment Assessment(s) Quick Write: According to Rilke, what is the purpose of the artistic life? How does Rilke introduce and develop this idea? Use evidence from the text to support your response. High Performance Response(s) • Rilke uses a nature metaphor to develop the idea that an artist’s entire life should be completely devoted to the artistic urge. Rilke describes the urge to write as a tree which “spread[s] its roots into the very depths of your heart,” and the job of the artist to “dig into yourself for a deep answer.” If the poet finds that the answer is “a strong, simple 'I must,'” Rilke advises him to, “build your life ... your whole life” in devotion to the artistic “impulse” that resides within him. File: 9.1.2 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 2

Vocabulary Vocabulary to provide directly (will not include extended instruction) •

facile (adj.) – easily done, superficial

Vocabulary to teach (may include direct word work and/or Text-Dependent Questions) •

indifferent (adj.) – unconcerned

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

•

Standards: RI.9-10.1, RI.9-10.3, RI.9-10.4

•

Text: Letter One from Rainer Maria Rilke’s Letters to a Young Poet

• • • • •

Introduction of Lesson Agenda Homework Accountability Text Analysis in Groups: TDQ Tool Quick Write Closing

5% 5% 60% 25% 5%

Materials •

Text-Dependent Questions Organizer—Rilke Tool

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 2

Learning Sequence Percentage Teacher Actions of Lesson 5%

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

To build student ownership of the standards and understanding of their own learning, it may be helpful to have the standards for this unit posted in the room.

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RI.9-10.1, RI.910.3, RI.9-10.4.

5%

Student Actions

Homework Accountability Ask students to open up their annotated Rilke text (Lesson 1 homework) and follow along as you read paragraph two aloud.

Students follow along, reading silently.

Instruct students to share the annotations they made for homework in pairs. (Annotation-focusing question: How does Rilke’s approach in the second paragraph compare to his “prefatory remarks”?)

Student pairs discuss their annotations.

Move around the room checking for vocabulary that emerges and for key ideas the students have starred. Make sure students identify connections between this paragraph and the first. There is a contradiction established by Rilke’s second paragraph: he says in his prefatory remarks that he will not offer criticism of the young poet’s works, but then goes on to do just

After students have had time to discuss in their pairs, lead a brief full-class discussion and ask student pairs to share their observations.

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Encourage students to pair up with a different partner.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 2

that in the second paragraph. 60%

Text Analysis in Groups: TDQ Tool Explain to students that in the next activity they will explore the advice Rilke offers following his opening remarks.

Remind students that authors use language to convey their ideas and good readers identify and interpret the choices that authors make.

Do a Read-Aloud the entire passage for this lesson, from “You ask whether your verses are any good” through “must become a sign and witness to this impulse.”

Students follow along, reading silently.

Have students form small, heterogeneous groups for the purpose of discussing the text in more depth and recording insights. Distribute the Text-Dependent Questions (TDQ) Organizer–Rilke Tool to students. Explain that they will use this organizer to focus their group discussion of the next few paragraphs of Rilke’s letter and capture their thinking. Instruct students to read each passage aloud in their groups and discuss the associated questions. After students have had time to discuss, each student should independently record a response on his or her tool.

Groups begin working on the TextDependent Questions Organizer—Rilke Tool.

For each of the passages that the text is divided into, there are a series of questions. The purpose is to ensure that the students point to details in the text when they analyze. Paying attention to these details enables the students to deepen their understanding of the complexity of the text.

Remind students that reading closely involves returning to the text to support their thinking and discussion. Circulate while students are working on these File: 9.1.2 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

It may be helpful to create these groups ahead of time to ensure they are diverse. Assign, or have students assume, a role within the group, such as Facilitator, Reader, and Recorder. During discussions, allow time for each group to share their collaborative work with the class.

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DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 2

passages and provide support as needed. 25%

Quick Write After students have had time to complete the Rilke tool, pose the following prompt for a Quick Write:

Students complete a Quick Write. See High Performance Response at the beginning of this lesson for sample student work.

According to Rilke what is the purpose of the artistic life? How does Rilke introduce and develop this idea? Use evidence from the text to support your response. 5%

Closing For homework, instruct students to read from “Then come close to Nature” through “the objects that you remember” and briefly respond in writing to the following question: What might Rilke mean by “Nature” in this passage? Use evidence from the text to support your response.

Having students read this text before class will help them move more quickly through this passage in Lesson 3, as well as connect back to their understanding of “Nature” from Lesson 1.

Homework Read from “Then come close to Nature” through “the objects that you remember” and briefly respond in writing to the following question: What might Rilke mean by “Nature” in this passage? Use evidence from the text to support your response.

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Text-Dependent Questions Organizer—Rilke Tool Passage

Name:

TDQs

Response

You ask whether your verses are any good… 1. What do you notice about the structure of No one can advise or help you—no one (pp. 5– these sentences? What effect does Rilke 6). create through these structural choices? 2. What does Rilke beg the young poet to give up? There is only one thing you should do… must I write? (p. 6).

3. How might your understanding of the tone of Rilke’s message change if the word only was removed? 4. How does Rilke embody the “reason” for writing? What image of the inner life of an artist does Rilke create? 5. What questions is Rilke imploring the young poet to ask of himself? According to Rilke, what answer must an artist give? 6. How might your understanding of Rilke’s message change if your was replaced with the word the in the sentence “the most silent hour of your night”?

Dig into yourself…must become a sign and witness to this impulse (p. 6).

7. How can the understanding of “your night” that you developed in question 6 help you to make meaning of Rilke’s reference to the “humblest and most indifferent hour”? 8. What might Rilke’s response to the Young Poet be if he answered no to these questions?

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Grade 9 • Module 1 • Unit 2 • Lesson 2

DRAFT

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 2

DRAFT

Model Text-Dependent Questions Organizer—Rilke

Name:

Passage

TDQs

Response

You ask whether your verses are any good… No one can advise or help you—no one (pp. 5–6).

1. What do you notice about the structure of these sentences? What effect does Rilke create through these structural choices?

1. The paragraph begins with four short sentences. (“You ask whether your verses are any good. You ask me. You have asked others before this. You send them magazines.”) This is different from earlier paragraphs that had longer, more complex sentences. Also, these four sentences all start with the word you. They’re repetitive and have parallel structure. The structure of these sentences emphasizes the importance of Rilke’s message.

2. What does Rilke beg the Young Poet to give up?

2. The poet has sent his work to lots of people, trying to get advice from others, including Rilke, who begs him to “stop doing that kind of thing.”

There is only one thing you should do… must I write? (p. 6).

3. How might your understanding of the tone 3. The word only emphasizes the urgent and of Rilke’s message change if the word only was imperative nature of Rilke’s tone. It denies the removed? possibility of any other path; Rilke’s advice is the single correct course of action. 4. How does Rilke embody the “reason” for writing? What image of the inner life of an artist does Rilke create?

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4. Rilke describes the “reason” for writing as a tree that takes root in the “depths” of an artist’s heart. Rilke is creating an image of the inner life of an artist as one that is rooted in the creation of art. The growth and production of art starts within the heart of the artist, so the artist must cultivate their inner sanctum (“go into yourself”).

NYS Common Core ELA & Literacy Curriculum

DRAFT 5. What questions is Rilke imploring the Young Poet to ask of himself? According to Rilke, what answer must an artist give?

Grade 9 • Module 1 • Unit 2 • Lesson 2

5. Rilke implores the young poet to ask himself: • Would I die if I couldn’t write? (“whether you would have to die if you were forbidden to write”) • Do I have to write? (“must I write?”) According to Rilke, an artist must answer “I must” to these questions.

Dig into yourself…must become a sign and witness to this impulse (p. 6).

6. How might your understanding of Rilke’s message change if your was replaced with the word the in the sentence “the most silent hour of your night”?

6. Rilke is not literally talking about nighttime; he is talking about the dark and difficult times in an individual’s life.

7. How can the understanding of “your night” that you developed in question 6 help you to make meaning of Rilke’s reference to the “humblest and most indifferent hour”?

7. “Your night” means the dark times of an individual's life, and “humblest and most indifferent hour” is again a reference to difficult times in the artist’s life.

8. What might Rilke’s response to the young poet be if he answered no to these questions?

8. Rilke is implying that if a person can live without creating art, then he or she is not truly called to be an artist. He asks the young artist to “confess to yourself whether you would have to die if you were forbidden to write.” If the young poet doesn’t feel that way, Rilke might advise the young poet to move on to other pursuits.

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

Lesson 3

Introduction In this lesson, students will consider one of the key ideas in Letter One of Rilke’s Advice to a Young Poet. Students will read and analyze from “Then come close to Nature” to “to whom his whole life is devoted.” In this passage, Rilke develops his central piece of advice to the young poet: “go into yourself.” Students will analyze Rilke’s use of repetition, figurative language, and word choice to determine how these specific details shape and refine the central ideas of this text. Students will respond to text-dependent questions in groups, connecting important ideas in the latter half of the letter with Rilke’s advice in the first half. Students will synthesize their understanding of the development of the central ideas of this complex passage in a brief written response to this lesson’s Quick Write: What is Rilke asking the young poet to focus on when he advises, “the creator must ... find everything in himself”? What steps does the young poet have to take to become “a world for himself”? This lesson also prepares students for an assessment of their understanding of Rilke and their progress on Standards RI.9-10.1, RI.9-10.3, and RI.9-10.4. For homework, students will continue to read their Accountable Independent Reading (AIR) texts, this time using a new focus standard to guide their reading.

Standards Assessed Standard(s) RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Addressed Standard(s) RI.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.

RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them.

RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

Assessment Assessment(s) 

Quick Write: What is Rilke asking the young poet to focus on when he advises “the creator must ... find everything in himself”? What steps does the young poet have to take to become “a world for himself”? Draw upon evidence from throughout this lesson’s close reading passage to demonstrate how Rilke develops this central idea.

High Performance Response(s) A High Performance Response should summarize the key points of this passage, as well as analyze how Rilke unfolds his central piece of advice to the young poet to “go into yourself” over the course of this passage. When Rilke tells the young poet to “find everything in himself,” he is emphasizing his earlier advice to “go into yourself.” The young poet should focus on himself to find the answer to the question of whether or not he should be an artist. Student responses may vary for the second half of this question but should have some or all of the following to demonstrate their understanding. According to Rilke, the steps the young poet must take to become “a world for himself” include the following:      

“go into yourself and see how deep the place is from which your life flows” “build your life in accordance with this necessity; your whole life, even into its humblest and most indifferent hour” “then, as if no one had ever tried before, try to say what you see and feel and love and lose” “write about what your everyday life offers you” “turn your attention” to childhood memories “when you express yourself, use the Things around you”



“take that destiny upon yourself, and bear it, its burden and its greatness”

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

immersion (n.) – the act or state of being dipped or submerged in a liquid

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

facile ( adj.) – easily achieved, effortless

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DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4



Text: Letter One from Rainer Maria Rilke’s Letters to a Young Poet



Introduction of Lesson Agenda



Homework Accountability



Text-Dependent Questions and Activities



Quick Write



Lesson 4 Preview



Closing

5% 5% 60% 20% 5% 5%

Materials •

None.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RI.9-10.1, RI.910.2, RI.9-10.3, RI.9-10.4. Remind students that they will continue to focus on the central idea of this text, considering word choice and how the author unfolds his ideas. Inform students that the next lesson will include an assessment of their learning over the past few lessons.

5%

Instructional notes (extensions, supports, common misunderstandings)

Students look at the agenda.

To build student ownership of the standards and understanding of their own learning, it may be helpful to have the standards for this unit posted in the room.

Homework Accountability Ask students to volunteer their responses to the focusing question of their reading homework from Lesson 2: What might Rilke mean by “Nature” in this passage? Lead a brief share out to ensure that the responses are supported by the text and demonstrate understanding of key ideas.

60%

Student Actions

"Nature" could have two meanings in this context. Rilke could be referring to the natural world (e.g., animals, plants), but he could also be referring to human nature.

Text-Dependent Questions and Activities Ask students to take out their Rilke Letter One text and call on a strong student reader

Students follow along, reading silently.

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Spending time with this passage for homework will have fostered

NYS Common Core ELA & Literacy Curriculum

to read aloud from “Then come close to Nature” to “the objects that you remember.”

the familiarity necessary for a comfortable and productive student Read-Aloud.

Students should continue in the groups established in Lesson 2. Display the following question for student groups to discuss. Students should record their responses and be ready to share with the class. 1. What words and phrases can help you make meaning of the word facile in this context?

Students write their responses and discuss them before sharing out with the class. Students responses may include the following:

2. Why might Rilke describe traditional forms of poetry as “facile,” and then caution the young poet that these forms are in fact “the hardest to work with”?

2. Rilke states that these forms take “a great, fully ripened power” to create something “individual where good, even glorious, traditions exist.” Rilke is saying that these regular kinds of poems are harder to work with because there are already so many good examples of them in the world.

3. What is Rilke asking the young poet to embrace when he counsels him to try “as if no one had ever tried before”? Circulate and monitor students’ progress, ensuring that their responses include specific text evidence. Lead a brief discussion of student

1. The text includes “ordinary” and “general themes,” so the word facile must mean "something that is regular or easily accessible."

3. Rilke is asking the young poet to focus on the things that he can see and experience for himself, to “say what you see and feel and love and lose.” He tells the young poet to “write about what your everyday life offers you,” rather than the “ordinary” and “general” forms of poetry that are traditional. Rilke is

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Grade 9 • Module 1 • Unit 2 • Lesson 3

DRAFT

5

Have students form small, heterogeneous groups for the purpose of discussing the text in more depth and recording insights. It may be helpful to create these groups ahead of time to ensure they are diverse. Assign, or have students assume, a role within the group, such as Facilitator, Reader, and Recorder. During discussions allow time for each group to share their collaborative work with the class. Additional Scaffolding TDQs: 

What “traditions” does Rilke counsel the young poet to avoid? Why?

NYS Common Core ELA & Literacy Curriculum

responses.

Ask students to read aloud in their groups from “If your everyday life seems poor” to “far in the distance.” Display the following TDQs for students to discuss in their groups before sharing out with the class: 4. How does Rilke’s assertion that “for the creator there is no poverty and no poor, indifferent place” build upon his earlier reference to “humblest and most indifferent hour[s]”?

5. According to Rilke, what is the artist’s “jewel beyond all price”? How does this kind of reflection develop an artist's inner life? Hint: Focus your analysis on the verbs Rilke uses in this passage.

DRAFT advising the young poet to approach all experiences like they are brand new, rather than letting other people’s thoughts influence him.

While students work, circulate and check student comprehension of the key ideas in this passage.

4. There is a connection between Rilke’s statement that an artist should devote their life to art even in hard times (reviewed in Lesson 2) and his statement that there is no such thing as “indifferent place[s]” for an artist. Even places that seem poor have rich experiences for an artist to work with. An artist must work through difficult times, and in difficult places. 5. The artist’s childhood is the “jewel beyond all price” that is available even in a prison cell. Rilke’s assertion that “your personality will grow stronger, your solitude will expand and become a place where you can live in the twilight” suggests Rilke is saying that this type of remembering will result in a stronger personality, and will turn the aloneness of self-reflection into a safe place, a

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Grade 9 • Module 1 • Unit 2 • Lesson 3

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5. Students may struggle with the phrase “the sunken feelings of this enormous past” which refers to the sunken memories of childhood. 5. If students struggle with this question, it may be necessary to address the meaning of the word solitude in this context.

NYS Common Core ELA & Literacy Curriculum

6. Circle all the references to houses and homes in this passage. According to Rilke, where is the artist’s true home? Lead a brief discussion of student responses.

Ask students to read aloud in their groups from “And if out of this turning within” to “that is the only way one can judge it.” Display the following TDQs for students to discuss in their groups before sharing out with the class: 7. How does Rilke’s use of the word “natural” in this passage compare to your understanding of his use of “Nature” that you developed for homework?

8. According to Rilke, what makes art “good”? Lead a brief discussion of student responses.

DRAFT home. 6. “Treasured house” and “where you can live” are examples. Both of these references are contained within Rilke’s reflections on the importance of memories. Therefore, the artist is most at home in “solitude,” a “dwelling” built from his/her imagination and dreams and memories.

7. Rilke has capitalized the word Nature in the line “then come close to Nature” but has not when he describes art as “your dear natural possession.” In this context, Rilke is not referring to Nature as an independent being but instead is using the word natural to describe poems that are born from the lived experiences of the author, rather than influenced by outside forces. 8. Art is “good” if it has “arisen out of necessity,” or if it comes from the inner life of an artist who “must” create art. It can only be judged by the inner life of the artist who created it.

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Grade 9 • Module 1 • Unit 2 • Lesson 3

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8. If students struggle, offer a definition of necessity as "something that must happen." 8. Extension question: How can art’s quality be judged? Art can be judged only by whether

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

or not is has “arisen out of necessity.” It is the artist’s commitment to the work that determines whether or not the art is good; art can be judged only in relationship to the intention behind its creation. Ask students to read aloud in their groups from “So, dear Sir,” to “to whom his whole life is devoted." Display the following TDQs for students to discuss in their groups before sharing out with the class: 9. What does Rilke’s use of the words burden and bear it suggest about how he understands the life of an artist?

10. What kind of “reward” is Rilke referring to when he counsels the young poet to accept his destiny “without ever asking what reward might come from outside”? Use evidence from the passage that you explored in Lesson 2 to inform your response.

11. What might Rilke’s choice to capitalize Nature but use the lowercase for creator

9. Rilke describes art as a “destiny” that is both a “burden” that the artist must “bear” as well as a “greatness.” This infers that Rilke understands being an artist as something heavy and difficult, but worthwhile. 10. Rilke’s previous references to “looking outside” for the approval of “certain editors” and “magazines” put this statement into context. This repetition of “outside” is a reminder to the young poet not to seek rewards, or praise, from others, even Rilke himself (“You ask me … stop doing that sort of thing.”) 11. Student responses to this complex question will vary.

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11. It may be helpful to inform students that in the Judeo-

NYS Common Core ELA & Literacy Curriculum

suggest about how he understands the relationship between artist and inspiration? Lead a brief discussion of student responses.

DRAFT Some students may make a connection back to Rilke’s advice to “come close to Nature” and recognize that Nature is an important part of an artist’s work. Some students may connect the “creator” with the artist and recognize that because “creator” is lowercase it means that the author did not intend to refer to a proper noun or specific person.

Grade 9 • Module 1 • Unit 2 • Lesson 3

Christian tradition, Creator with a capital C is generally used to refer to God. It may also be necessary to remind students that a capital letter indicates a proper noun or name.

Some students may extend this observation to connect to the use of the word Creator to refer to God but only when it is capitalized as a name. In this case, creator refers to the person who creates art (the artist). Some students may extend this observation further to include that Rilke is placing Nature, or inspiration, in a position of power over the creator, or artist. 20%

Quick Write Display the following prompt and ask students to respond in a Quick Write: What is Rilke asking the young poet to focus on when he advises that the creator must “find everything in himself”? What steps does the young poet have to take to become “a world for himself”?

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

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Student responses should call upon evidence throughout this lesson’s close reading passage to demonstrate how Rilke develops this central idea.

NYS Common Core ELA & Literacy Curriculum

5%

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

Lesson 4 Preview Inform students that in the next lesson they will write a paragraph in which they will use sentences or phrases from Rilke’s letter to explain how the author uses language to advise the young poet. Remind students that that use of language means the choices that authors make. Ask students for examples of Rilke’s specific choices that the class has discussed.

5%

Student responses may include the following: ● Repetition of the same word (you, must, nature) ● Use of capital letter for Nature

Closing Introduce standard RI.9-10.2 as a focus standard to guide students’ Accountable Independent Reading (AIR), and model what applying a focus standard looks like. Tell students they should prepare for a brief 3–5 minute discussion that will ask them to apply the language of the standards to their reading.

Students continue reading their AIR text.

For example, RI.9-10.2 asks students to “determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.” Students who read “St. Lucy's Home for Girls Raised by Wolves” File: 9.1.2 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Some students may choose to annotate their AIR texts as they read to practice the new skill of annotation. Even though this reading is meant to stimulate interest and enjoyment in reading, some students may find annotating their texts a beneficial strategy for reading comprehension.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 3

might say, “A major theme of St. Lucy’s is the struggle to integrate into human society. This theme emerges early on, for example when Claudette is disoriented by the shoes on her two (instead of four) feet. The theme is developed as Claudette and the other girls begin to acclimate to the ways of St. Lucy’s. It culminates when Claudette goes back to visit her wolf family and they recoil from her because they no longer recognize her.” For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their AIR text for homework.

In addition, students should select from 3 to 5 of Rilke’s phrases, sentences, or words from Letter One that are strong examples of powerful language choices in preparation for the Mid-Unit Assessment.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard. Select from 3 to 5 of Rilke’s phrases, sentences, or words from the entire Letter One that are strong examples of powerful language choices in preparation for the Mid-Unit Assessment. (See Closing above.)

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 4

Lesson 4

Introduction This is the final lesson in the series of close reading lessons on Rilke’s Letters to a Young Poet. Students will prepare for and complete an assessment of standards RI.9-10.1 and RI.9-10.4 using the Rilke text. For homework, students identified three powerful language choices that Rilke employs to shape the central ideas of his text. In this lesson, they will use their collected evidence to complete a formal writing assignment as their Mid-Unit Assessment. This assignment asks students to describe how Rilke uses language in Letter One to build and express his central advice. This assessment requires students to marshal multiple pieces of evidence to explain an idea, assessing their capacity to use evidence to support analysis, and to trace the development of an idea across an entire text. This lesson will ask students to recall the writing skills they began developing in Unit 1. This formal writing assignment will ask students to incorporate quotes and pay attention to the organization and clarity of their written response. Students will use the words, sentences, and phrases they collected for homework, as well as class discussions, to help them develop their responses. For homework, students will continue to read their Accountable Independent Reading (AIR) texts.

Standards Assessed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text says RI.9-10.1 explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in a text, including RI.9-10.4 figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Addressed Standard(s) Write informative/explanatory texts to examine and convey complex ideas and W.9-10.2 information clearly and accurately through the effective selection, organization, and analysis of content.

Assessment Assessment(s) Mid-Unit Assessment: Students will choose three sentences or phrases that Rilke uses and describe how they build and express Rilke’s advice through use of language. Prompt: Use the sentences or phrases that you selected for homework (chosen to represent significant pieces of advice) and explain how Rilke’s use of language (e.g., particular words or use of words) gives each phrase its specific meaning. Then explain how these three sentences or phrases contribute to File: 9.1.2 Lesson 4 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 2 • Lesson 4

Rilke’s central advice. In your answer be sure to 

Include an introductory sentence.



Write each quote plus a sentence or two that explain the quote and any notable choice of words; you may note a metaphor, a word in italics, or perhaps repetitions.



Write a concluding sentence that explains how the three sentences or phrases you chose contribute to Rilke’s overall message.



Follow conventions of standard English.

 Integrate at least two of the vocabulary words we discussed from this text. Use the NY Regents Text Analysis Rubric to evaluate these paragraphs. High Performance Response(s) Students’ paragraphs reflect an understanding of Rilke’s central advice to the young poet. They also convey the students’ ability to provide close analysis of the text. Students use at least three examples in their analysis of how Rilke conveys his advice. Students provide a variety of responses based on the sentences or phrases they choose. For example: A student may begin with the following or similar introductory sentence: In his letter, Rilke emphasizes the importance of a writer going inside, rather than outside, for sources of writing. A student who begins a response with this sentence may choose the following three examples (although there are many others):   

“write about what your everyday life offers you; describe your sorrows and desires, the thoughts that pass through your mind” “And even if you found yourself in some prison, whose walls let in none of the world's sound – wouldn't you still have your childhood, that jewel beyond all price, that treasure house of memories?” “out of this immersion in your own world, poems come”

After each example, the student will explain what the example means, and any special use of language they note. A student might write something similar to the following: Rilke uses the words jewel beyond all price and treasure house as metaphors for childhood memories to emphasize that any person has memories and that they are like precious jewels or a treasure chest. There is never a reason for the creative person to feel poor in experiences that he or she can draw upon for writing. In conclusion, the student might explain that Rilke urges the poet to use his own life experiences, even if they don’t appear special and unusual. He says these things to emphasize that writing is personal and that you can’t look for public approval of its value. Students are expected to demonstrate command of the conventions of standard English.

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Grade 9 • Module 1 • Unit 2 • Lesson 4

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

None.

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RI.9-10.1, RI.9-10.4, W.9-10.2



Text: Letter One from Rainer Maria Rilke’s Letters to a Young Poet



Introduction of Lesson Agenda



Homework Accountability



Quotation Integration Mini Lesson



Mid-Unit Assessment Tool



Closing

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Materials 

Assessment Prompt (for display)



Tips for Integrating Quotations Handout



Mid-Unit Assessment Tool

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 2 • Lesson 4

Learning Sequence Percentage Teacher Actions of Lesson 5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RI.9-10.1, RI.9-10.4, W.9-10.2. Remind students that they have seen these standards in earlier lessons. Briefly review the agenda for today’s lesson. Explain that the assessment they complete today assesses their ability to use evidence in their analysis and gives them a chance to begin practicing writing skills they will use for the rest of the year. Distribute or display a copy of the assessment prompt. Ask a student to read the prompt aloud.

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Student Actions

Students look at the agenda.

Student volunteer reads the prompt as other students follow along.

Homework Accountability Transition to Mid-Unit Assessment prep. Ask students to take out the sentences or phrases that they selected for homework. Students should also have their copy of Rilke’s letter in front of them. Tell students that, before they complete their assessment, they have an opportunity to talk about some of the ideas they will be incorporating by

Students discuss their homework assignments and add to their notes.

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Confirm that students’ selections demonstrate their knowledge of the text and represent pieces of advice that Rilke gives the young poet. Students should be able to explain how the author’s use of language (the choices that he makes) gives each word or phrase its meaning. e.g., use of question marks, repetition of key phrases (“go into yourself”), and

NYS Common Core ELA & Literacy Curriculum

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discussing their homework assignment. Place students in groups of four. Write or project the following discussion instructions: In your groups, discuss the words and phrases you selected. Go around the group and share the selection of words and phrases. 

Grade 9 • Module 1 • Unit 2 • Lesson 4

nature metaphors.

Identify the way that Rilke uses the word or the phrase.



Examine how that word or phrase helps develop a specific piece of advice that Rilke offers. Remember to do these three things in your discussion: 1. Ask questions and build upon one another’s ideas. 2. Return to the text. 3. Add good thinking by your group members to your notes. When students have finished their discussions, lead a short debriefing session to ensure that students understand the connection between their evidence and Rilke’s use of language. 20%

Quotation Integration Mini Lesson Explain to students that an important component of textual analysis is integrating quotations in a way that strengthens the point they wish to make.

Students follow along as teacher demonstrates integration of quotes.

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This is an important component of good writing. Allow time for students to ask questions and to demonstrate their understanding of the practice.

NYS Common Core ELA & Literacy Curriculum

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DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 4

Write or project these steps (see Tips for Integrating Quotations Handout) and explain each one: Step I Select a quote you’d like to integrate into your piece: “go into yourself and see how deep the place is from which your life flows” Step II Select a word, or several words, from that quote that carry significant ideas: “go into yourself,” “how deep the place is,” and perhaps “your life flows.” Step III Compose a sentence that includes those words and includes the point you want to make: Rilke tells the poet to go inside to “go into [himself].” He says that this is where he will see “how deep the place is” where his “life flows” from.

This is also a good opportunity to draw students’ attention to the use of simple present tense in text analysis. Consider underlining the words tells and says in the sample sentence and explain that any time a reader analyzes a text, it is a new reading and therefore in the present tense. Students should not be penalized if they do not incorporate this into their writing. This is simply information for them that they will be able to return to later.

Provide time for questions and ask for student volunteers to demonstrate the integration of quotations.

Consider asking students to write their sample sentences on the board so others have additional examples to look at when they write their paragraph.

Mid-Unit Assessment Tool Distribute the Mid-Unit Assessment Tool. Tell students they may use the text and any notes they have taken to write their paragraph.

Students independently write their paragraphs.

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For students who need additional support, consider providing a frame for the topic sentence such as “In Rilke’s first letter to the young poet, a central theme of his advice includes ______.” Point out

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 4

that this statement comes directly from the details they selected and will discuss. 5%

Closing Collect students’ work and inform students that in the next lesson they will read a different text, but they will return to Rilke later in the unit. For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their AIR text for homework.

If students have not had time to complete the Mid-Unit Assessment Tool in class, consider assigning it as homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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Grade 9 • Module 1 • Unit 2 • Lesson 4

Tips for Integrating Quotations Student Handout Step I Select a quotation you would like to integrate into your piece. Sample: “go into yourself and see how deep the place is from which your life flows”

Step II Select a word, or several words, from that quotation that carry significant ideas. Sample: “go into yourself,” “how deep the place is,” and perhaps “your life flows.”

Step III Compose a sentence that includes those words and includes the point you want to make. Sample: Rilke tells the poet to go inside to “go into [himself].” Rilke says that this is where he will see “how deep the place is” from which his “life flows.”

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 2 • Lesson 4

Mid-Unit Assessment Tool Prompt and Instructions Write a paragraph that discusses Rilke choice of language affected his message. Use the three sentences or phrases that you chose for homework. Explain how these represent significant pieces of advice and explain how Rilke’s use of language (e.g., particular words or use of words) gives each phrase its specific meaning. Then explain how the three sentences or phrases contribute to Rilke’s overall advice. In your answer be sure to  Include an introductory sentence.  Write each quote plus a sentence or two that explain the quote and any notable choice of words; you may note a metaphor, a word in italics, or perhaps repetitions.  Write a concluding sentence that explains how the three sentences or phrases you chose contribute to Rilke’s overall message.  Follow conventions of standard English.  Integrate at least two of the vocabulary words we discussed from this text.

Things to Remember     

Compose a topic sentence that tells the reader what piece of advice you are discussing; it will keep your paragraph focused. Select only short phrases or single words. Work to integrate quotations into your sentences. Include discussion of language. Arrange the sequencing of ideas in your paragraph logically (the topic sentence will help).

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 5

Lesson 5

Introduction In the next two lessons, students will read closely and discuss an excerpt from Chapter 2,“Hangman,” from the novel Black Swan Green. Students will read from “So anyway, Mum dropped me at Malvern” to “I was taken to see Mrs. de Roo, the speech therapist at Malvern Link Clinic. That was five years ago” (pp. 24–26). This reading will introduce students to the narrator and main character, Jason, and will familiarize them with his style and voice. Close reading in this section will prepare students for reading a second, longer section from later in the novel that will offer them rich content for comparison to Rilke’s “Letter One.” After a brief introduction and teacher Read-Aloud, students will close read the first four paragraphs of the selection, using text-dependent questions to drive them back into the text and deepen their understanding. Students will carefully consider the character, his feelings, and his motivations. They will also consider the relationship between language and meaning in this rich novel. In a homework assignment, students have an opportunity to deepen their understanding of the character and his situation by choosing a precise word to describe Jason and supporting their choice with evidence from the text.

Standards 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, and 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).

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 2 • Lesson 5

Assessment Assessment(s) 

The assessment in this lesson is in two parts. The first part consists of student responses to textdependent questions that occur during the lesson sequence. The second part is the homework.



Homework: Reread the section of the text from today’s lesson. Then choose a precise word from or implied by the text to describe Jason as the author presents him in this chapter. Write a welldeveloped paragraph that uses details from the paragraphs to support your choice. Be sure to use a word we discussed today in your response.

High Performance Response(s) 

Teaching points related to the text-dependent questions are embedded in the Learning Sequence below.



A proficient response to the reflective writing prompt will offer a specific descriptive word stated in or inferred from the text, such as insecure, worried, or embarrassed. These responses will use details from the present action of the text as well as the flashback to support the claim. Look for evidence of students choosing smaller pieces of text and embedding them with appropriate quotation marks in sentences. o A word that could be used to describe Jason is insecure. He is insecure about his speech, so much so that he envies those who do not need to test what they want to say for “stammer words.” This self-consciousness has been with him since his very first stammering episode, which took place five years before the story begins. He was unable to say the word nightingale in class and was humiliated by this. His insecurity extends to other aspects of his life, including a wish to avoid the “Dyson Perrins” kids so he would not have to worry about getting beaten up.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

scrap (n.) – a fight



skive off (v.) – skip



flid (n.) – slang for someone with physical or mental challenges



noose (n.) – a loop with a running knot that tightens as the rope is pulled

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

stammer (v.) – to speak with involuntary breaks and pauses

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 2 • Lesson 5

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

 Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4  • • • • •

Text: “Hangman” from Black Swan Green (pp. 24–26) Introduction of Lesson Agenda Homework Accountability Read-Aloud Close Reading and Partner Discussion Closing

Materials • None.

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5% 5% 15% 70% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 5

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4. Remind students that these are the same standards they worked with in Unit 1. Return assessments from Lesson 4 and lead a quick debrief with students.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

15%

Student Actions

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Read-Aloud Distribute the “Hangman” excerpts and point out where students will begin reading.

Though there is a coherent narrative to the novel, the chapters of Black Swan Green also hold up as individual vignettes. This lesson begins at the second paragraph of the chapter to

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 5

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avoid some unnecessary confusion and offensive language. Read the excerpt aloud, reminding students to read along silently.

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Students follow along, reading silently.

If students are able to read this complex text on their own, consider having them do so. Reading aloud to students supports fluency, especially with this complex text.

Students read and annotate the excerpt.

It may be useful to remind students of the annotation codes:

Close Reading and Partner Discussion Ask students to read the first paragraph again, from “So, anyway, Mum dropped me off” to “too hard for the Dyson Perrins kids to bother with me.” This time ask students to annotate the text using the codes they have learned.



Put a box around unfamiliar words.



Put a question mark by areas of confusion.



Write connections or reactions in the margins.

 Star important ideas. This can be done either on the text itself or with self-stick notes. In pairs, have students share their annotations.

Student pairs will share their annotations and discuss text-dependent questions.

Pose the following questions for students to discuss in their pairs. After giving pairs time to review and discuss the text and their annotations, ask pairs to share their responses.

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NYS Common Core ELA & Literacy Curriculum

1. What seems to be true about Jason and his peers?

Grade 9 • Module 1 • Unit 2 • Lesson 5

DRAFT 1. Student responses may include the following: 

There is violence among rival schools (“Pluto Noak’d hit their hardest kid so hard”) and strict social rules (“If you chicken out” or “if you tell a teacher”). Students should hit upon the social pressure and possible violence that is ongoing in Jason’s life.

1. It may be helpful to ask additional questions to make sure students understand that the narrator isn’t referring just to past violence at school. To help students get there, direct students to the word lucky and ask, “Why does Jason feel lucky that the Dyson Perrin kids don’t notice him?” Sample student responses include the following: 

2. What can you infer about the definition of scrap in this context?

2. Student responses may include the following: 

A scrap is a fight, based on the explanation that follows about Pluto Noak.

Ask students to read and annotate the next paragraph, from “Today was my second appointment this year ” to “taught chimpanzees to speak in sign language.

Students read and annotate.

3. How does the narrator feel as he enters and sits in the waiting room?

3. Student responses may include the following:

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The Dyson Perrin kids are still inclined to get into conflict with students from Jason’s school. He mentions that “every year” students from each school meet for a “mass scrap.”

2. If students are unable to provide a definition, supply it and ask students to verify how this definition fits with the preceding question about the nature of Jason’s peer culture.

3. For groups or students who would benefit from additional challenge, ask

NYS Common Core ELA & Literacy Curriculum

DRAFT 

Jason is uncomfortable with the others in the room such as “old biddy,” the “hobbit man with watery eyes,” and the woman “with coat hangers instead of bones.”



He feels good that the receptionist doesn’t try to embarrass him, or “show him up.”



He is envious of the receptionist’s ability to say what she wants when she thinks it. The narrator also hears in the clock’s tick a reminder of his upcoming execution, described more explicitly in the parenthetical that follows.

Ask students to read and annotate the next two paragraphs, from “Most people think stammering and stuttering are the same ” to “What’s wrong with Jason Taylor?” before engaging them in the next set of discussion questions:

Students read and annotate.

4. Ask students to complete a Turn-andTalk about the difference between a stammer and a stutter.

4. Student responses may include the following: 

Lead a quick debrief to make sure students understand this distinction.

A stutter is when a speaker repeats the first sound of a word.



A stammer is when a speaker gets stuck on the first sound.

5. When does the game of Hangman

5. Student responses may include the

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Grade 9 • Module 1 • Unit 2 • Lesson 5

them to consider the effect of revealing the narrator’s reason for being at the clinic so indirectly. 3. In their responses to the previous question, students may have already noted that Jason envies the receptionist, but they may also see that this envy is the revelation of his stammer, the “thing he wants to talk about least.” To help students connect the indirect revelation to a feeling of suspense, ask them to consider how the paragraph might be different if it began with an explanation that he is at the clinic for his stammering problem.

NYS Common Core ELA & Literacy Curriculum

narrated here take place?

DRAFT following: 

6. How does the narrator feel during the game of Hangman?

7. Follow up the discussion by challenging the student pairs to look for interesting language that gives a deeper sense of what Jason is feeling.

Grade 9 • Module 1 • Unit 2 • Lesson 5

The text tells us directly that this event occurred five years ago (from the present of the novel). We were alerted to the shift in time by the narrator’s mention of “I started going that summer when it never rained….”

6. Student responses may include: 

Jason is embarrassed.



He is frightened and self-conscious.

7. Student responses may include the following: 

“kaboom”



the reference to “noose”



images of “eyes popping out” as it tightens



repetition and exaggeration of “Every”

7. Offer additional modeling and guidance as needed, but begin by encouraging students to draw on their know-how from work with the Rilke letter before introducing a new scaffold. Consider providing language frames to help students link specific word choices with their effects: “The word ___ gives a sense of ____” or “Comparing ___ to ___ lets me know ___.” This section is particularly rich. Consider projecting it for full-class reference as you discuss it.

Conclude the close reading section of the lesson by reading aloud the last paragraph for today, from “But no matter how shocked, scared, breathless and ashamed” to “That was five years

Students follow along, reading silently.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 5

ago.” 8. What do you notice about the language of the first sentence of the paragraph?

8. Student responses may include the following: 

“No matter how” repeats three times.



Multiple adjectives in a row, “shocked, scared, breathless, ashamed.”



Shifts abruptly to “I couldn’t say ‘nightingale.’” It’s a very long lead-in to a short, stark statement.

Ask students to do a Turn-and-Talk about their reactions to this paragraph and this section of Black Swan Green. Invite them to make a note of things they found puzzling.

The personal and embarrassing nature of this narrative will very likely resonate with students. They have now spent considerable time during this lesson analyzing the text. Discussing their reactions gives an opportunity to process and connect to what they have read.

Lead a short discussion of student reactions and responses to the text. 5%

8. Although students may notice the repetition, they may not be able to discuss its contrast to “I couldn’t.” If not, prompt students by sharing that one way to analyze the effect of repetition is to look at the point where the repetition breaks.

Closing For homework, instruct students to reread the section of the text from today’s lesson. Choose a precise word from or implied by the text to describe Jason, as the author presents him in this chapter. Write a well-developed paragraph that uses details from the

Remind students to integrate shorter quotes—words and phrases—to explain their choice. Depending on students’ experiences and sensitivity to this selection, you may wish to add an opportunity to write about their personal response toward

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NYS Common Core ELA & Literacy Curriculum

DRAFT

text to support your response.

Grade 9 • Module 1 • Unit 2 • Lesson 5

Jason and his situation after they have completed the close reading and reflective writing components.

Explain that students will use their paragraphs in the next lesson. Tell students that a way to start thinking about this question is to ask, “What is a word that describes Jason, and how do I know it describes him?”

Homework Reread the section of the text from today’s lesson. Choose a precise word from or implied by the text to describe Jason as the author presents him in this chapter. Write a well-developed paragraph that uses details from the text to support your choice. Be sure to use a word we discussed today in your response.

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NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 6

Lesson 6

Introduction In this lesson, students will conclude their study of the excerpt from Hangman that they began in the previous lesson. Students will read from “It must have been around then (maybe that same afternoon)” to "I’d rather kill Hangman that way than let him kill me tomorrow morning. I mean that.” (pp. 26–28). Students will continue to analyze Jason’s character using details from the text to support their understanding, but in this lesson they will move to a more central idea or theme about Jason. By analyzing the way Jason gives human characteristics to his stammer through Hangman, students will deepen their understanding of how the author establishes Jason’s fear of being humiliated in front of his peers. Students begin by returning to the homework assignment from the previous lesson. Students then continue reading, annotating, and discussing the text. The lesson concludes with an opportunity for students to connect their understandings from both lessons in this arc, reflecting specifically upon the relationship between Jason and Hangman in a Quick Write. For homework, students will continue to read their Accountable Independent Reading (AIR) texts.

Standards Assessed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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 theme.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 6

Assessment Assessment(s) Quick Write: What is the relationship between Jason and Hangman? What central idea does this relationship illuminate in the text? What evidence did you use to identify this central idea? High Performance Response(s) 

Hangman is a symbol, or representation, of Jason’s fear of stammering, a central idea in this story. Hangman is violent and is a way for Jason to describe some of the physical symptoms that he experiences. Jason says that the Hangman will “crush” his throat and “mangle” his tongue. The idea of a hangman is scary and reinforces Jason’s fear of people mocking him for his stammer, something Jason says will make his life not “worth living.”

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

Upton-on-Severn Comprehensive (n.) – Jason’s high school



Sitting for A-levels (v.) – taking top-level university entrance exams

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

substitute ( v.) – to replace with something similar

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3 Text: Hangman from Black Swan Green (pp. 26–28) Introduction of Lesson Agenda Homework Accountability Close Reading and Evidence-Based Discussion Quick Write Closing

Materials • •

Standard RL.9-10.2 (for display) Sentence for display: Quarter past four. Sixteen hours and fifty minutes to live.

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2

5% 5% 75% 10% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 6

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda

5%

Student Actions

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.2, RL.9-10.3. Tell students they will continue to work with standards RL.9-10.1 and RL.9-10.3 and that they are beginning to work with a new standard: RL.9-10.2.

Students look at the agenda.

Display the language of standard RL.910.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Ask students to put the standard in their own words.

Student responses may include the following: 

We are looking at central ideas or themes in a text.



We are looking at how the text details create and develop the big ideas or themes.



We should be able to recall the major events in the story as a summary.

Instructional Notes (extensions, supports, common misunderstandings)

To build student ownership of the standards and understanding of their own learning, it may be helpful to have the standards for this unit posted in the room.

Homework Accountability Ask students to take out their homework paragraphs from the previous lesson and discuss them with a partner.

Students discuss their paragraphs in pairs.

Lead a brief discussion of student responses. File: 9.1.2 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

3

Circulate as students share their paragraphs. Encourage them to discuss the choices of details to explain the descriptive word.

NYS Common Core ELA & Literacy Curriculum

75%

Grade 9 • Module 1 • Unit 2 • Lesson 6

DRAFT

Close Reading and Evidence-Based Discussion Explain to students that today they will read the next four paragraphs of the text, from “It must have been around then (maybe that same afternoon)” to "I’d rather kill Hangman that way than let him kill me tomorrow morning. I mean that.”

Students follow along, reading silently.

Read aloud the excerpt, instructing students to follow along in their texts. Ask students to reread and annotate the first paragraph of this section, either independently or in pairs, from “It must have been around then” to “but Dad’d never let me.”

Students reread and annotate the first paragraph.

Students who need fluency support may benefit from pairing with a more fluent reader. At this point, students should know the current annotation codes, but it may be helpful to have them displayed in the classroom for reference. 

Put a box around unfamiliar words.



Put a question mark by areas of confusion.



Write connections or reactions in the margins.



Star important ideas.

This can be done either in the text itself or with self-stick notes. Transition to a whole-class discussion of the following text-dependent questions. 1. What human characteristics does

1. Student responses may include the

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1. These images are vivid. Allow

NYS Common Core ELA & Literacy Curriculum

Jason give to his stammer, and to what effect?

DRAFT following: 

He refers to his stammer as a hangman, not the word game that prompted the stammer but an actual executioner.



Jason describes Hangman’s facial features and imagines him putting his fingers in Jason’s mouth.



The Hangman looks for the kinds of words that will cause Jason to stammer.



The effects of these images include showing how scared Jason is of his stammer (he explains that he “dreaded” people asking his age) and demonstrating how out of control Jason feels.

Ask students to reread and annotate the next paragraph of this section, either independently or in pairs, from, “The only way to outfox Hangman” to “getting labeled ‘School Stutterboy.’”

Students read and annotate.

2. How has Jason dealt with his stammer?

2. Student responses may include the following: 



Jason has adapted to his stammer by becoming extremely aware of what he is saying and is about to say. He reads the dictionary to have plenty of words he can use to avoid stammer words. Doing so helps avoid

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Grade 9 • Module 1 • Unit 2 • Lesson 6

students plenty of time to consider them and their effects.

Share with students that Upton-onSevern Comprehensive is the name of Jason's school. Remind students of the reference to the strict social rules at his school that they learned about in Lesson 5. Depending on students’ experiences and

NYS Common Core ELA & Literacy Curriculum

DRAFT the embarrassment of the stammer but also causes him to fear using a word that might get him in trouble with his friends. 

He buys time by saying “er.”



He pretends he does not know the answer to questions when the answer is “a stammer word.”

Ask students to reread and annotate the next paragraph of this section, either independently or in pairs, from “That’s something I’ve always just about avoided,” to “I mean that.”

Students read and annotate.

Project this text from the previous lesson for students to see:

3. Student responses may include the following:

“Quarter past four. Sixteen hours and fifty minutes to live.” (p. 25) Pose the following questions for class discussion:



This refers to his upcoming readaloud—the assembly we now know Jason is dreading.



Hangman is going to “kill” him by embarrassing him.

Grade 9 • Module 1 • Unit 2 • Lesson 6

sensitivity to this selection, you may wish to add an opportunity for students to talk or write about their personal response toward Jason and his situation after they have completed the close reading and reflective writing components.

3. Thinking back to this sentence, what does Jason mean when he says he has so little time left to live? 4. What is Jason really afraid of?

4. Student responses may include the following: 

Jason is afraid of feeling embarrassed in front of so many people and the teasing and torment he will have to endure.

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6

Extension: Ask students to discuss the connections between Jason’s imagery of Hangman and his use of the term execution. Explain that “sitting for A levels” is taking a high-stakes college entrance

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 6

DRAFT exam.

10%

Quick Write Transition students to the Quick Write: What do details from the text tell you about the relationship between Jason and Hangman?

Students use their notes and annotations to offer a brief response to the prompt. See High Performance Response at the beginning of this lesson.

Tell students they may use their notes and text to respond to this question. Collect students’ responses. 5%

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their AIR text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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7

NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

Lesson 7

Introduction In this lesson, students begin their study of “Solarium,” a chapter from the novel Black Swan Green with thematic connections to Letter One of Rilke’s Letters to a Young Poet. Over the next several lessons, students will prepare to apply the skills they have developed over the past few weeks to a new task: cross-textual analysis. In this lesson, students will read, summarize, and discuss the first four pages of the chapter, from “OPEN UP! OPEN UP! holler door” to “To business” (pp. 142–145). This solid foundation will prepare them for the richness of the conversations with Madame Crommelynck in the lessons to come. Students will use a familiar annotation symbol (!) to indicate a connection to another text or excerpt within the text (in addition to indicating something surprising or striking). Encourage students to connect what they already know from “Hangman” to this reading selection. This strategy will also prime students to find points of comparison with Rilke without the teacher’s direct suggestion in upcoming lessons. Students will read along during a Read-Aloud of the text before annotating and discussing a section in small groups. These groups will prepare a summary to share with the class. Students will then participate in a discussion around focused text-dependent questions. For homework, students will reread today’s text selection and write a response using a guiding prompt.

Standards Assessed 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.

Addressed 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, and advance the plot or develop 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).

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1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

Assessment Assessment(s) • • •

Summary statements Text-dependent questions Homework: Informal writing prompt: Think back to your impressions from Jason in “Hangman.” What do you know about Jason now that you didn’t know before?

High Performance Response(s) • •

Sample responses for summary statements and text-dependent questions are embedded in the learning sequence below. Homework responses include Jason’s activity as a poet and his interest in talking with someone about his work. Students may note that his stammer does not significantly impede his communication in this section.

Vocabulary Vocabulary to provide directly (will not include extended instruction) • • • • • •

vicarage (n.) – the house of a vicar, who is a member of the clergy serving a particular community punt (n.) – a flat-bottomed boat (perhaps already familiar to students as a verb meaning to kick) trainers (n.) – British term for tennis shoes propagate (v.) – reproduce, create more of timidity (n.) – fearfulness, hesitance incontinence (n.) – (used here figuratively) a failure or inability to restrain something (usually a bodily function; students may know the term in this literal sense)

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

gratis (adj.) – free, provided at no charge



apprehended (v.) – caught; taken into custody

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4 Text: “Solarium” from Black Swan Green (pp. 142–145) Introduction of Lesson Agenda Homework Accountability Review of Annotation Read-Aloud with Discussion in Pairs Group Summaries and Reporting Full-Class Discussion of Text-Dependent Questions Closing

Materials •

None.

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3

5% 5% 5% 10% 40% 30% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Lead a brief (3–5 minute) share out on the Accountable Independent Reading (AIR) homework assignment from Lesson 6. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4.

5%

Student Actions

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Review of Annotation Remind students of the types of annotations they have been doing in recent lessons: for unfamiliar vocabulary, for questions, for important ideas, and more. Explain that for the next few days they will be learning an additional annotation strategy: using an exclamation point (!) to indicate an idea that stands out. You may wish to clarify the distinction between this new symbol and the  symbol, which allows students to indicate connections within a single text.

Students listen to directions and review annotation chart.

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4

As students begin today’s reading, they will need to apply what they know about Jason, the narrator of Black Swan Green, as they see him in a new situation. Point out that any questions and confusions they had earlier in this chapter will be addressed as they persevere and read closely.

NYS Common Core ELA & Literacy Curriculum

10%

DRAFT

Read-Aloud with Discussion in Pairs Tell students that you will be reading aloud the text for today’s lesson before they do summary and analysis work. Ask them to read along with you and be prepared to complete an occasional Turn-and-Talk with a classmate about what they think is happening. Read aloud from the beginning of the chapter to “He’d stopped, and spoke around a narrow door. ‘A visitor.’”

Students follow along, reading silently.

Pause briefly and provide a synonym for each of the following words when you encounter them in the text.



He is at a vicarage.



He was invited there to discuss his poetry; he’s writing under a pseudonym.



vicarage (n.) – the house of a vicar (a clergy person)



punt (n.) – a flat-bottomed boat



trainers (n.) – tennis shoes (British)

1. Student responses may include the following:

Ask students to discuss the following question with a partner: 1. What do you know about where Jason is and why he is there? Continue reading from “This solarium didn’t have any scientific apparatus” to “her bony fingers swept ash off the page.” Pause briefly and provide a synonym for or definition of each of the following words

Students follow along, reading silently. Students discuss in pairs the questions they have about what is happening in this section.

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Grade 9 • Module 1 • Unit 2 • Lesson 7

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

when you encounter them in the text. 

timidity (n.) – fearfulness, hesitance



incontinence (n.) – (used here figuratively) a failure or inability to restrain something (usually a bodily function)

Ask students to pair up for a Turn-and-Talk and discuss what questions they have about what’s happening in this section. Continue reading from “My name is Eva van Outryve de Crommelynck” to “Black Swan Green Parish Magazines by her side. ‘To business.’”

Students follow along, reading silently. Students discuss in pairs their thinking about what is happening in this section, and what questions they have.

Pause briefly and provide a synonym for the following word when you encounter it in the text. 

propagate (v.) – reproduce, create more of

Students may need additional background knowledge to make sense of this section. If students ask, it may be helpful to explain that some religions advocate having large families (define propagate). The Anglican church, however, does not hold such a belief, hence, Madame Crommelynck’s theory about why she is able to rent the vicarage.

Ask students work in pairs for a Turn-and-Talk again. This time they should discuss their thinking about what is happening and what questions they have.

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Students will likely wonder or be confused about the reference to Eliot Bolivar. Some students may be able to infer that Jason is Eliot Bolivar because Jason considers the note as being an invitation to him, but it is fine for students to remain tentative on this point for now.

6

NYS Common Core ELA & Literacy Curriculum

40%

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

Group Summaries and Reporting Explain that in the following activity students will be split into small groups of three or four and assigned a short section of the reading to reread, annotate, discuss, and summarize.

Students reread and annotate this section. Students follow along with the model summary, reading silently.

Model your expectations by giving everyone time to reread and annotate the first section, from “OPEN UP! OPEN UP! Holler door knockers.” to “I kicked a pebble down the drive.” Then project this model summary and read it aloud. Ask students to follow along. Jason is knocking nervously at the door of the vicarage. He had been there last week during the night and found a note inviting Eliot Bolivar back at this time to discuss his poetry. Answer any questions about expectations. Have students form small heterogeneous groups, and assign each group one of the following four passages to work with:

Students join their groups, reread, annotate, and discuss to prepare their brief summary.

Passage 1: “A bolt slid like a rifle” to “He’d stopped, and spoke around a narrow door. ‘A visitor.’” Passage 2: “The solarium didn’t have any“ to “her bony fingers swept ash off the page.” Passage 3: “’My name is Eva van Outryve de

Circulate while students are working, making sure groups are identifying the important points in their passage.

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More than one group may cover each passage. These summaries may be written in notebooks, on chart paper, or in a collaborative document such as a Google doc.

7

NYS Common Core ELA & Literacy Curriculum

DRAFT

Crommelynck’” to “’It says so on your gatepost. On the main road.’” Passage 4: “’Ah.’ Madame Crommelynck nodded.” to “’To business.’” Instruct students to read and annotate their passage independently before discussing in their groups. Group members will develop their summaries together, but each student should write the summary to each section independently. Facilitate a conversation around the summaries, calling on students from different groups covering the same passage to add to or clarify responses.

Student responses may include the following: Passage 1: Jason assumes the man who answers the door is the vicar but later wonders if he is the butler. He notices some unusual smells and sights as he moves from the door to the room he’s being led to. Passage 2: Jason is led to a smoky room where an “old but grand” woman is waiting for him. He is uncomfortable introducing himself and instead waits for her to address him. Passage 3: Madame Crommelynck introduces herself and refers to Jason as “Eliot Bolivar the

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Grade 9 • Module 1 • Unit 2 • Lesson 7

NYS Common Core ELA & Literacy Curriculum

DRAFT poet.” He is pleased at being referred to as such. She is surprised at his age, and he continues to ask where the vicar is. Passage 4: Madame clarifies Jason’s confusion by explaining that the vicar no longer lives there. He explains that he has been sending his poems there, and they have been appearing in the parish magazine. She explains that she has been delivering the poems for him.

30%

Full-Class Discussion of Text-Dependent Questions Facilitate a full-class discussion of the following text-dependent questions: 1. What does Madame Crommelynck think about her name? What does this suggest about her personality more generally?

2. What does Madame’s use of the term emotional incontinence suggest about her worldview? Consider the phrase in the context of her complete comment.

1. Student responses may include the following:  

Despite her English friends’ suggestion, Madame Crommelynck refuses to be called “Mrs.” instead of “Madame.” She seems to take pride in her name and who she is (“What is wrong with onions-and-beret?”) and insists she be called what she is used to being called.

2. Student responses may include the following:  

Madame seems to look down on the young, but not humorlessly and not without understanding. She seems to feel it is “wonderful” to be so young as to be openly emotional,

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9

Grade 9 • Module 1 • Unit 2 • Lesson 7

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 7

but “miserable” to be incontinent— unable to control the expression of those emotions. 3. How do the definitions of gratis and apprehended help clarify Madame’s relationship with Jason?

3. Student responses may include the following: 

 5%

Gratis means “free of charge.” Apprehended means “caught.” Madame is delivering his poems for free although she is afraid of being caught by the vicar’s wife. She is doing him a favor that in some ways puts her at risk. She is taking on the role of a mentor for him.

3. It may be difficult to know whether “Is gratis” links back to the previous sentence or propels forward to the next. Help students go inside the word by prompting them to think of other words with gratis as their root. Some examples are gratitude or gratuity. These examples may help students see the connection.

Closing For homework, instruct students to reread the sections from “Hangman” and today’s work from “Solarium.” Tell them to write an informal paragraph in response to the prompt listed under Homework.

Homework Students reread the section from “Hangman” and today’s work from “Solarium” and write an informal paragraph in response to this prompt: Think back to your impressions from Jason in “Hangman.” What do you know about Jason now that you didn’t know before?

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10

NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

Lesson 8

Introduction In this lesson, students will continue reading a section of “Solarium” from Black Swan Green, from “’A young man needs“ to “The last drops were the thickest” (pp. 145–148). Students will consider the advice Madame Crommelynck gives to Jason as a young poet as they practice collecting and organizing details from the text to support analysis. Students will begin by listening to a Read-Aloud of this section of the text. Following the Read-Aloud, students will close read the text and answer text-dependent questions that analyze Madame Crommelynck’s advice and Jason’s response to it. Students will process the reading by completing a three-column chart that allows them to trace and record Madame’s praise of Jason’s poetry, her criticisms of it, and his responses to her commentary, building their ability to identify and connect details from text. For homework, students will be asked to reread this lesson’s excerpt, adding details to their chart.

Standards Assessed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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 Assessment(s) Quick Write: 

Based on the reading for today, what is an idea Madame Crommelynck has about art and artists? Include one piece of evidence from the text to support your thinking.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

High Performance Response(s) 

Madame Crommelynck believes that artists should not try to make things beautiful. She advises that, in art, “Beauty is a distraction. Beauty is cosmetics” and that too much of it ruins art.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

qualification (n.) – a restriction or limitation put on a response or idea



blank verse (n.) – poetry written without rhyme



sentimentality (n.) – the quality of being overly emotional



maladroit (adj.) – clumsy, insensitive



loubard and vandale (n.) – hooligan, vandal

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

exotic (adj.) – strikingly unusual; from or as from a foreign land



misconception (n.) – a mistaken understanding



disintegrate (v.) – to break apart, fall to pieces



atrocious (adj.) -- shockingly bad



immune to (adj.) – not receptive to

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.2, RL.9-10.4 Text: “Solarium” from Black Swan Green (pp. 145–148) Introduction of Lesson Agenda Homework Accountability Teacher Read-Aloud Close Reading of “Solarium” Quick Write Closing

Materials 

Three-Column Note-Taking Tool

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5% 5% 10% 65% 10% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

Learning Sequence Percentage Teacher Actions of Lesson 5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.2, RL.9-10.1, RL.9-10.4.

5%

Student Actions

Students look at the agenda.

Homework Accountability Briefly review the homework from Lesson 7. Select several students to share their responses from the Lesson 7 homework prompt: Think back to your impressions of Jason in “Hangman.” What do you know about Jason now that you didn’t know before?

Students briefly share responses to the Lesson 7 homework assignment.

Explain to students that they will continue to examine the chapter “Solarium” and consider the relationship between Jason and Madame Crommelynck. 10%

Teacher Read-Aloud Ask students to take out their texts. Prepare them for independent reading by reading aloud the section for today. (From “A young man needs …“ to “The last drops were the thickest.”) Remind

Students follow along, reading silently.

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 8

DRAFT

students to read along silently. 65%

Close Reading of “Solarium” Ask students to reread and annotate from “A young man needs” to “lie down in your coffin and say, ‘When you’re ready,’” either independently or in pairs.

Students read and annotate.

At this point, students should know the current annotation codes, but it may be helpful to have them displayed in the classroom for reference. 

Put a box around unfamiliar words.



Put a question mark by areas of confusion.



Use an exclamation point to indicate ideas that stand out.



Write connections or reactions the margins.

 Star important ideas. This can be done either on the text itself or with self-stick notes. Facilitate a whole-class discussion with the following text-dependent questions. Allow time for rereading and consulting the text.

Throughout the discussion, students respond to text-dependent questions and improve their annotations.

1. Think back to what you know about Madame C. from the previous lesson’s reading. In what ways is she exotic?

1. Student responses may include the following: 

She has a French accent.



She insists on being called “Madame.”



She wears interesting and unusual clothing and jewelry.

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Encourage students to improve upon their annotations as the discussion unfolds.

NYS Common Core ELA & Literacy Curriculum

2. How does Jason feel about having someone pay attention to his poetry?

Ask students to reread and annotate, from “Madame Crommelynck did a tiny growl” to “’Once a poem’s left home it doesn’t care about you’” either independently or in pairs.

DRAFT 2. Student responses may include the following: 

Jason displays mixed emotions, as he is both “giddy with importance” and “fearful.”



He uses the image of a stake being driven into one’s heart by the reader of one’s poetry to reinforce the fear.

blank verse (n.) –poetry written without rhyme



sentimentality (n.) –the quality of being overly emotional

3. What aspects of Jason’s poetry does Madame discuss in this section? What does she mean when she says his poems won’t “disintegrate”?

Students may be confused about the historical references here. If so, it may be useful to provide some historical context about the Falkland War (the novel is set during a war between Argentina and Britain; the countries are fighting over several islands off the coast of Argentina; at the time of this war, General Galtieri and Margaret Thatcher were the leaders of the respective countries) Alternatively, consider inviting students to investigate the topic for homework. 3. Student responses may include the following: 

She notes that he loves words.



She praises the images of his poems,

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2. Students may notice the similarity between this image and the image of the boy who jammed pencils in his eyes to avoid his A-levels. In both cases, Jason uses the image to express his fear of someone’s response to him or his work.

Students read and annotate.

Ask students to share some of their annotations for this section. Focus on things they found confusing. Provide definitions for the following words: 

Grade 9 • Module 1 • Unit 2 • Lesson 8

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3. This basic question serves as a brief check for understanding. It helps ensure students are able to dig into the more analytical questions that follow.

NYS Common Core ELA & Literacy Curriculum

DRAFT adding that they are at least written strongly enough to receive criticism. 

She talks about the origin of his poetry, “the heart.”



His poems are “robust” and won’t “disintegrate” at “just one touch.” This suggests that disintegrate means “to fall apart.”



Explain to students that you are going to provide a note-taking tool at this point in the lesson to help them keep track of important information. The tool will not only help them understand what they are reading today, but it will help prepare them for the End-of Unit Assessment in the future. Project and distribute copies of the Three-Column Note-Taking Tool and explain its layout to students. The lefthand column is for quotes relating to praise Madame offers Jason. The center column is for recording negative remarks she makes about his poetry. The righthand column is where students should record Jason’s reactions to Madame’s comments. Explain that in addition to responding to text-dependent questions, they will take

She contends, however, that he lets his love of words get the best of him, even master him.

Students listen to instructions and ask questions as they arise.

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Grade 9 • Module 1 • Unit 2 • Lesson 8

Extension Question: What does Jason mean when says “X-rays make me queasy”? Student responses may include the following: Jason feels Madame has realized he uses poems to reveal very personal feelings (in this instance, about his parents). Her insights into his emotional world make him feel uncomfortable.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

notes using the chart for the rest of the lesson. Ask for volunteers to share what might be appropriate notes for the section of the reading they just completed.

Student responses may include the following: 

For the first column: His poetry is substantial enough to criticize.



For the second column: He lets his love of words overpower the direct expression of emotion.



For the third column: He is feeling sick at the thought of his expression of emotions being subject to such scrutiny.

Give students time to take additional notes from the reading, sharing in pairs as time permits.

Students review the reading and take additional notes on the tool, organized in the column format.

Have students close read and annotate the text (independently or in pairs) from “’Back Gardens’” to “’Attach plastic parrots? No. You do not.’”

Students read and annotate.

4. What does Madame mean when she calls the title of his poem “atrocious”?

4. Student responses may include the following:  She does not like the title.  She does not believe the title is a good one.

5. What does Madame’s criticism of the title “Back Gardens” cause Jason to reveal?

5. Student responses may include the following: 

Madame prompts Jason to explain that he has had to choose an

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4. While students may not know the precise meaning of atrocious, the fact that she also refers to the title as “inferior” cues students to understand that atrocious is an insult.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

alternate title to hide the real-life experience that is the subject of his poem.  6. What point about poetry is Madame trying to make when she asks the question, “If you have a magnolia in a moonlight courtyard, do you paint its flowers?”

He believes that beauty is necessary in poetry.

6. Student responses may include the following: 

She is trying to get Jason to understand that an idea should not be dressed up with fancy words.



Too much beauty ruins art.



She tells him to avoid embellishing his writing.

Ask students to turn back to their notetaking tool and, with a partner, review what they just read and take notes.

Students record details on the tool.

Have students read and annotate the text (independently or in pairs), “You think—Madame Crommelynck snorted smoke” to “The last drops were the thickest.”

Students read and annotate.

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Students will likely understand that loubard and vandale are insults, but provide the English translations: hooligan and vandal. Extension Question: How does Madame deepen this idea with the distinction between amateurs and masters? Student responses may include: She explains that an amateur thinks it is his words that make something beautiful, but an expert knows his words merely convey the beauty of the topic. Circulate as students work, offering guidance as necessary. Although students should be thorough, explain that they will have a chance to reread this section and take additional notes.

NYS Common Core ELA & Literacy Curriculum

7. What does it mean for beauty to be “immune to definition”? What does Madame hope Jason understands about beauty through their conversation?

DRAFT 7. Student responses may include the following: 

Beauty can’t be defined. It can’t be captured. It is only discernible when it is seen or experienced.



He should not work too hard to make something seem beautiful through the words he chooses to describe it.

Grade 9 • Module 1 • Unit 2 • Lesson 8

7. Define inarticulate and maladroit as necessary. If students struggle here, point them toward the awkwardness of the characters’ back and forth, and the immediately preceding words of difficult and impossible. This should help students extend their existing understanding of immune as a health term to a broader idea of “not being receptive to an action; it cannot be done.” Draw attention to the word misconception. Guide students to understand its meaning through Madame’s negation of the popular mistaken understandings about beauty.

Ask students to turn back to their notetaking tool and, with a partner, review what they just read and take notes. 10%

Students record details on the tool.

Quick Write Close the lesson by giving students a brief summary of the section from “’Are you a poet?’ to “’By the geraniums’”

Students listen to summary.

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Share with students Madame’s story of relationships with several famous artists in her past, from film actors to composers to poets. She explains that her father was a composer and that her family is Belgian.

NYS Common Core ELA & Literacy Curriculum

Quick Write:

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

Students do the Quick Write.

Instruct students to complete the following Quick Write: Based on the reading for today, what is an idea Madame Crommelynck has about art and artists? Include one piece of evidence from the text to support your thinking. 5%

Closing For homework, instruct students to reread the section of “Solarium” discussed in this lesson and add more details to the note-taking tool organized around key ideas about Madame’s praise of Jason’s poetry, her criticisms of it, and his responses to her comments.

Homework Reread the section of “Solarium” discussed in this lesson and add more detail to the Three-Column Note-Taking Tool, organizing key ideas around Madame’s praise of Jason’s poetry, her criticisms of it, and his responses to her comments.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 8

Three-Column Note-Taking Tool Praise from Madame

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Criticism from Madame

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Jason’s Thoughts/Reactions

NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

Lesson 9

Introduction This lesson concludes the first close reading of “Solarium” in Black Swan Green by David Mitchell, from “One moment we were watching the twitch” to “I might as well hang myself.” (pp. 149–156). Students will continue their examination of Jason’s predicament and will analyze Madame Crommelynck’s advice to him. They will closely analyze Madame’s view of truth through close reading in groups. This lesson serves as a bridge to the next three-lesson arc, in which students prepare for the End-of-Unit Assessment. Students will begin by reviewing the previous lesson’s homework. They will close read a new section of text, work in groups to create summaries, and continue to investigate vocabulary in context. Finally, students will read in groups, annotating and answering text-dependent questions. For homework, students will complete a vocabulary activity and continue to read their Accountable Independent Reading (AIR) texts.

Standards Assessed Standard(s) RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

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.

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) Quick Write: What is Madame’s view of truth? High Performance Response(s) Anyone can be truthful about “superficialities, but it is difficult to be truthful about pain.” Artists must be truthful or their “art will stink of falseness.” People appreciate truth. Madame says the girl will appreciate the poem if it is “beauty and truth.” Truth is not popular, and therefore “poetry is not.”

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

stratagem (n.) – trick designed to gain advantage



hi-fi (n.) – record player



L.P. (n.) – a record



Liverpool F.C. (n.) – a football (soccer) club



stylus (n.) – instrument used for writing



quotidian (adj.) – usual or customary



prat (n.) – an incompetent person (slang)



a priori (adj.) – existing in the mind prior to and independent of experience

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

pseudonym (n.) – a fictitious name used by an author



quintessentially (adv.) – of the pure and essential essence of something



versifier (n) – a writer who composes rhymes; one who writes poor verse



derivative (adj.) – not original; secondary

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.2, SL.9-10.1c Text: “Solarium” from Black Swan Green (pp. 149–156) Introduction of Lesson Agenda Homework Accountability Read Aloud Group Work TDQs Evidence-Based Discussion Closing

Materials • TDQ Strips

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5% 5% 10% 50% 25% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.2, RL.9-10.1, SL.9-10.1c.

5%

Students participate in the debriefing.

Read Aloud Ask students to take out their texts. Prepare them for their group reading and summary activity by reading aloud the section for today (from “One moment we were watching the twitch” to “the English have an irresistible urge to self-mutilation. But today you are late.”) Remind students to read along silently in their own texts.

50%

Students look at the agenda.

Homework Accountability Lead a short debriefing discussion on the Three-Column Note-Taking Tool assigned for homework to ensure students have a solid understanding of Madame and Jason. Tell students to keep the tool with them to use in the next few lessons.

10%

Student Actions

Students follow along, reading silently.

Group Work TDQs

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

Transition students to group work. Have students form heterogeneous groups of 3 or 4. Display the following quote from Madame: “So. Do I learn today your true name, or do I still give hospitality to a stranger who hides behind a ridiculous pseudonym?” Pose the following questions for students to discuss with their groups before sharing out with the class:

Student responses may include the following:

1. What does Madame Crommelynck say in this sentence? What is Jason’s pseudonym?

1. Madame says that she wants to know Jason’s name and that he hides behind a pseudonym. These words suggest the meaning of the word. She knows that Eliot Bolivar is a fake name.

2. How do her words point to what you already know about her and about Jason?

2. Madame is blunt here as she is earlier when she tells Jason, for example, that “[b]eautiful words ruin his poetry.” In the same way that she criticizes his poetry, she is critical of his use of a fake name. His use of a fake name is the same as hiding.

Distribute a TDQ Strip to each group.

Students respond to TDQs in their groups.

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2. This idea is significant, and some students may grasp how much hiding Jason really does. To push students to think further, consider discussing this idea in greater depth.

Check students’ understanding of the

NYS Common Core ELA & Literacy Curriculum

DRAFT

Tell students that their job is to reread the passage on the strip and discuss the TDQ.

Grade 9 • Module 1 • Unit 2 • Lesson 9

way the author uses the exchanges between the two characters to develop his ideas.

Instruct each group to:

25%



read the passage together



read the group’s TDQ



discuss possible responses



record the responses in their notes

Evidence-Based Discussion Transition students from small-group work to a whole-class discussion. Invite each group to report the key idea they discussed. Tell students to take notes on each question.

Groups report the key idea they have discussed and take notes on each question.

Although this activity is structured as a whole-class discussion, it could easily be done as a Jigsaw or using another protocol that gets students talking to one another. Keep students seated with their group for this activity.

3. Why does Jason mention “Hangman” in this passage?

3. Student responses may include the following:

Extension: In a previous lesson, students discussed Madame’s resistance to changing her name; this passage provides an opportunity to revisit her reasons.



In “Hangman,” Jason describes his stammer as a potential social problem. Therefore, it is something that he carefully conceals.



He also tells her that he chose the pseudonym because it sounds “more … poetic.” Jason hides his stammer and he hides his real name—he is insecure about both his speech and his poetry.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

4. How does the author use Jason’s explanation about his name to further develop his character and illustrate the relationship between the old woman and the boy?

4. Student responses may include the following:

5. Why does Madame exclaim “Aha! Truth!”?

5. Student responses may include the following:

6. How does Madame bring the conversation back to the truth?



Madame forces Jason to admit that his “poetry is a shameful secret.” Jason says that she is correct and then attempts to explain why he does it. His reasoning further complicates his relationship not only with his environment but also with himself.



Jason tells Madame that if a person’s parents are “famous,” he can write poetry. Because his father works in a supermarket, he cannot.



She realizes that he is afraid. She states, “You are afraid the barbarians will not accept you in the tribe if you write poetry.”

6. Student responses may include the following: 

Madame asks more questions and pushes Jason to explain himself. He says that since he is 13 and he does not “fit in,” his life is “a misery.” Madame says, “Now you are talking like a real poet.”



Madame explains that he is “entirely of his words” and that he is “being

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Grade 9 • Module 1 • Unit 2 • Lesson 9

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6. The definition of the word essential will help students establish the meaning of quintessential. Consider revisiting the word later in the discussion when its meaning becomes clearer.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 2 • Lesson 9

DRAFT quintessentially truthful.”

Transition students to small-group discussion.

Students follow along, reading silently.

Read aloud the next passage from “’Anyone can be truthful’” to “‘I should just hang myself.’” Tell students to follow along in the text. Provide the definition of the following word when you read it in the text: a priori (adj.) – existing in the mind prior to and independent of experience Instruct students to reread the passage and annotate.

Students annotate the text.

Transition students to complete a Quick Write.

Student responses may include the following: 

Anyone can be truthful about “superficialities, but it is difficult to be truthful about pain.”

What is Madame’s view of truth?



Instruct students to discuss their answers in their groups and add to their response if they choose.

Artists must be truthful or their “art will stink of falseness.”



People appreciate truth. Madame says the girl will appreciate the poem if it is “beauty and truth.”

Collect their responses at the end of class.



Truth is not popular.



Truth is beauty. “If an art is true, if an art is free of falseness, it is, a priori,

Ask students to use their annotations to respond to the following question:

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Extension: Discuss what Jason means when he says, “Only in my poems, I realized, do I get to say exactly what I want.” Student responses may include the following: 

Jason’s stammer prevents him from saying many words easily. He often will “substitute” words for “stammer words.” It is only in his poetry that he does not need to do this. Here he can indeed say “exactly” what he wants.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

beautiful.” 

5%

Jason’s best poem is “Hangman” because he is truthful about his stammer. It is here that Jason actually understands the greater point that Madame makes.

Closing For homework, instruct students to select one of this lesson’s vocabulary words and explain how that word connects to a key idea in the text.

Students select one of this lesson’s vocabulary words and explain how that word connects to a key in the text.

In addition, students should continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

Homework Select a vocabulary word from today’s lesson that you think is important to expressing a key idea in the text. Write a short paragraph in which you explain the word you selected and how it connects to an important idea in the text. 

pseudonym



quintessentially



versifier



derivative

 a priori In addition, students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard. File: 9.1.2 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 9

Text-Dependent Question (TDQ) Strips

Reread the following passage: From “Hangman was even stopping me from saying, ‘Sorry.’” to “’just sounded more … poetic.’” (p. 153.) TDQ: Why does Jason mention “Hangman” in this passage?

Reread the following passage: From “What is more poetic than ‘Jason,’” to “your logic is eluding me.” (pp. 153–154). TDQ: How does the author use Jason’s explanation about his name to further develop his character and illustrate the relationship between the old woman and the boy?

Reread the following passage: From “If your dad’s a famous composer” to “(She’s a pain sometimes.) ‘That’s it. Exactly.’” (p. 154). TDQ: Why does Madame exclaim, “Aha! Truth!”?

Reread the following passage: From “And you wish to become a hairy” to “you are being quintessentially truthful.” (p. 154). TDQ: How does Madame bring the conversation back to the truth?

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9

NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Lesson 10

Introduction In this lesson, students will be introduced to the End-of-Unit Assessment prompts, one of which they will respond to in the next lesson: “How might Rilke’s counsel also apply to Jason? Or How might Madame Crommelynck’s counsel also apply to the young poet? In your essay, discuss how the author's word choice and phrasing impact the effectiveness of their counsel.” This assessment gauges students’ ability to use textual evidence by asking them to engage in analysis across two texts. The thematic and topical similarities between the texts provide rich opportunities for exploration, and students will find robust evidence to support their thinking about this prompt. To prepare for this assessment, students will gather and discuss connections among textual details that might be used in the next lesson. Working together, they will analyze these details to identify those that allow them to determine the predicament of each mentee in Rilke’s Letter One and Mitchell’s Black Swan Green. They will then select either Madame or Rilke’s advice and consider how it might apply to the protégé in the other story. Making connections across texts is a key component of literacy learning in the CCSS, and students bring their understanding of both texts to bear on this task.

Standards Addressed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text says RL.9-10.1 explicitly as well as inferences drawn from the text.

Assessment Assessment(s) This lesson is preparation for the End-of-Unit Summative Assessment, so there is no formal assessment in this lesson. Rather, take opportunities to ensure and clarify student understanding during group work and class discussion. Written evidence of understanding can come through the two End-of-Unit Assessment tools: the Predicament Analysis tool and the Assessment Preparation tool. High Performance Response(s) The following indicate solid preparation using the two assessment preparation tools: 

A selection of details from both texts that work together to create a clear analytic idea



Details that are a mix of more and less obvious selections, with less obvious selections potentially indicating deeper, more original thinking



Commentary on how the details relate, and how language in the details helps the reader understand the connections

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Vocabulary Vocabulary to Provide Directly (will not include extended instruction) 

predicament (n.) – an unpleasantly difficult, perplexing, or dangerous situation

Vocabulary to Teach (may include direct word work and/or text-dependent questions) 

None.

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1 Texts: Letter One from Rainer Maria Rilke’s Letters to a Young Poet (pp. 3– 12); excerpts from Black Swan Green (pp. 142–156) Introduction of Lesson Agenda Homework Accountability Analysis of Predicaments Tool Assessment Preparation Tool Closing

Materials • • •

Predicament Analysis Tool Unit 9.1.2 Final Assessment Assessment Preparation: Connecting the Texts

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2

5% 5% 40% 45% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1. Explain to students that the upcoming assessment will ask them to practice using evidence by looking across two texts.

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Tell students that, in this lesson, they will begin preparing for the assessment by thinking about connections between the details in the two texts they have read in this unit: Rilke’s Letter One and the two excerpts from Mitchell’s Black Swan Green. 5%

Homework Accountability Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

40%

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Analysis of Predicaments Tool Ask students to take out their notes and all annotated texts. Tell them they will use these in their work today to analyze the predicaments of both the young poet and

This understanding will be important for the upcoming Endof-Unit Assessment.

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3

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Jason. Project and distribute a copy of the Predicament Analysis tool. Share with students the examples provided on the handout. To ensure comprehension, discuss the meaning of predicament with the students. predicament (n.) – an unpleasantly difficult, perplexing, or dangerous situation Instruct students to break into groups of 3 or 4. Explain that they will use this tool to look for details that help them understand the predicament of the young poet (column 1) and Jason (column 2). Instruct students to work collaboratively, using their notes, to find textual evidence explaining the two characters’ predicaments.

Students work in groups.

If students struggle to begin, it may be helpful to direct students to these sentences on the tool: “Why is the Young Poet getting advice from Rilke?” and “Why is Jason getting advice from Madame?” Tell students that thinking about these questions is a good way to approach this.

Ask students to take a moment to write a summary (independently) of each character’s predicament in their own words. Students may write the summary in their notes or on the Predicament Analysis tool.

Student responses may include the following:

Check that students are synthesizing the textual evidence in group discussion, and in their independently written statements.



Young poet is seeking advice because he is unsure of the quality of his verse.



The young poet’s predicament is primarily personal; he is wondering about his poems and talks to a single outside source.



Jason is receiving advice because Madame feels he is not being true to his heart.



Jason’s predicament has a more

Lead a brief whole-class discussion to check for understanding.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

distinctly social element, as he is concerned about the consequences of writing truthfully. 45%

Assessment Preparation Tool Introduce the End-of-Unit Assessment. Display the assessment prompts, and ask students to read the prompts silently. Then, help students focus on the key elements of the prompts by reading aloud. Pass out and project the Assessment Preparation tool and tell students that the next step is to select the mentor/mentee pair they would like to focus on (Rilke and Jason or Madame and the young poet).

Students will read prompt silently and then ask questions.

Students listen and ask questions.

Explain that students should examine their notes, texts, annotations, and other materials to look for advice their chosen mentor gives (Column 1) and explain how that advice would apply to their chosen mentee (Column 2).

It may be helpful to ensure that students know the terms mentor and mentee. Remind students that they already have many details in their notes, annotations, and other handouts. Encourage them to access those materials.

Share and discuss the example provided and allow time for students to ask questions.

Instruct students to work independently to select a mentor/mentee pair and begin gathering details.

Students work independently on the tool, gathering evidence and thinking about how it applies to the figure from the other text. Possible student responses include:

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If students are confused, it may be helpful to point out that the lefthand column is where they record details from the text. In the righthand column, they will explain how this detail (advice) would apply to the figure from the other text.

5

Check that students are gathering relevant examples that connect to the other text. Caution students not to be satisfied with the most obvious connections, though they

NYS Common Core ELA & Literacy Curriculum

After students have had time to gather details independently, break them into small groups of 3 or 4, based on their choice of mentor/mentee pairs.

DRAFT 

Rilke tells the young poet to “write about what your everyday life offers” and to “describe [it] with heartfelt, silent, humble sincerity”. This advice connects to Madame’s praise of the sincerity displayed in the poem about Jason’s mother and father’s arguing, a scene from his everyday life.



Madame’s warning not to “compose derivative verses of cupids and cliché,” (p.155) but rather to remain true to his unique, original perspective on his own life, is a good piece of advice to the young poet, who Rilke has said has yet to find his own voice.

Students discuss their examples in their groups.

Instruct students to discuss their examples and add insights from their discussion to their notes. 5%

Closing Tell students that they will continue to shape their details into a written response to the essay in the next lesson. For homework, instruct students to continue to look for details using the tool to help prepare them for the End-of-Unit Assessment.

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Grade 9 • Module 1 • Unit 2 • Lesson 10

may be an appropriate place to start. Instead, look for multiple connections and select those that offer the richest details for support.

This discussion is an important opportunity both for synthesis and for learning from peers.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Homework Students continue to look for details and examples from the texts in preparation for the assessment.

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7

Grade 9 • Module 1 • Unit 2 • Lesson 10

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Predicament Analysis Tool The Young Poet’s Predicament: Why is the young poet getting advice from Rilke? p. 15: Rilke reads the poems of the young poet. Rilke tells him that he lacks “individual style.”

Jason’s Predicament: Why is Jason getting advice from Madame? p. 146. Madame “jabs” Jason’s heart and tells him that in his poetry he has to express what is there.

Summary of Jason’s predicament:

Summary of the young poet’s predicament:

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Unit 9.1.2 Final Assessment You have read excerpts from Letters to a Young Poet by Rainer Maria Rilke (an informational text) and Black Swan Green by David Mitchell (a work of fiction). In both texts, a young, aspiring poet receives the counsel of an older mentor. Compose a well-developed essay in response to one of the following prompts: How might Rilke’s counsel also apply to Jason? OR How might Madame Crommelynck’s counsel also apply to the young poet?

High Performance responses should include the following components: 

An introductory paragraph that o identifies the texts and author. o identifies the mentor (Rilke or Madame). o identifies the mentee (the young poet or Jason). o connects details to explain how the mentor’s counsel to his/her original mentee also applies to the mentee in the other text.



An evidence-based description of the young poet’s or Jason’s predicament. For example, if you are applying advice to the young poet, describe the situation for which the young poet seeks counsel.



An explanation of how Rilke’s advice applies to Jason or how Madame’s advice applies to the young poet, including a discussion of the author’s word choice and phrasing.



An explanation of how the author’s word choice and phrasing influence the effectiveness of the advice.

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9

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 10

Assessment Preparation: Connecting the Texts How would Rilke’s advice apply to Jason or Madame Crommelynck’s advice apply to the young poet? Rilke’s/Madame’s Advice Example Student’s Choice: Madame p. 146: Madame tells Jason to express what is in his heart.

Rilke’s/Madame’s Advice Your Choice: ___________________________

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Application of Advice to Jason/Young Poet Advice to Young Poet p. 6: “Find out the reason that commands you to write”…“into the very depths of your heart”

Application of Advice to Jason/Young Poet Advice to _______________________________

10

NYS Common Core ELA & Literacy Curriculum

9.1.2

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 11

Lesson 11

Introduction In the final lesson of this unit, students will do the End-of-Unit Assessment, demonstrating their ability to describe complex characters and analyze across texts. Using their notes, worksheets, and rubrics from previous lessons, students will independently compose an essay in response to one of the prompts listed under Assessment Description. Student writing responses should discuss how the author's word choice and phrasing influence the effectiveness of the character’s counsel. For homework, students will continue to read their Accountable Independent Reading (AIR) texts. These assessments should be evaluated using the New York Regents Text Analysis Rubric.

Standards Assessed Standards Cite strong and thorough textual evidence to support analysis of what the text says RL.9-10.1 explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze in detail its development over RL.9-10.2 the course of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of the text. Draw evidence from literary or informational texts to support analysis, reflection, and W.9-10.9 research.

Assessment Assessment(s) Description You have read excerpts from Letters to a Young Poet by Rainer Maria Rilke (an informational text) and Black Swan Green by David Mitchell (a work of fiction). In both texts, a young, aspiring poet receives the counsel of an older mentor. Compose a well-developed essay in response to one of the following prompts: How might Rilke’s counsel also apply to Jason? OR How might Madame Crommelynck’s counsel also apply to the young poet? In your essay, discuss how the author's word choice and phrasing influence the effectiveness of the character’s counsel. Use at least three of the vocabulary words from this unit. This essay will be evaluated using the New York Regents Text Analysis Rubric.

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1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 11

High Performance Response(s) High Performance Responses should include the following components:  An introductory paragraph that o identifies the text and the author. o identifies the mentor (Rilke or Madame). o identifies the mentee (the young poet or Jason). o connects details to explain how the mentor’s counsel to his/her original mentee also applies to the mentee in the other text.  A detailed description of the young poet’s or Jason’s predicament. For example: If you are applying advice to the young poet, describe the situation for which the poet seeks counsel.  An explanation of how Rilke’s advice applies to Jason or how Madame’s advice applies to the young poet, including a discussion of the author’s word choice and phrasing.  An explanation of how the author’s word choice and phrasing affect the value of the advice. In each essay, look for the following elements:   



Three or four paragraphs that show the student’s ability to develop an idea using well-chosen details from both texts. The discussion and connection of details should demonstrate the student’s ability to work across texts. Students should apply the wisdom from one text to a character from another. The essay also needs to convey the choices the authors make. For example, Mitchell uses italics repeatedly. When Madame says, “True poetry is truth," she tells the young poet that quality rests in his ability to write truthfully. Mitchell’s use of italics emphasizes this point. The essay should reflect some of the academic vocabulary introduced throughout this unit.

Vocabulary Vocabulary to Provide Directly (will not include extended instruction) 

None.

Vocabulary to Teach (may include direct word work and/or text-dependent questions) 

None.

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson

• Standards: RL.9-10.1, RL.9-10.2, W.9-10.9 • Texts: Letter One from Rainer Maria Rilke’s Letters to a Young Poet (pp. 312); excerpts from Black Swan Green (pp. 142–156) • Introduction of Lesson Agenda • Homework Accountability • End-of-Unit Assessment • Closing

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2

5% 5% 85% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Materials 

None.

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Grade 9 • Module 1 • Unit 2 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 11

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing Students look at the agenda. the standards for this lesson: RL.9-10.1, RL.910.2, W.9-10.9.

5%

Homework Accountability Lead a brief discussion about the homework assignment. Explain to students that they will use the preparation they did yesterday for today’s assessment.

85%

Students listen.

End-of-Unit Assessment Before the students begin to write, ask them if there are any questions about the assessment. Give them the class period to write. Remind them to refer to the notes, tools, and texts from the previous lessons as they write.

Students take out necessary materials from previous lessons and both texts (Rilke and Mitchell).

Instruct students to begin writing their essays.

Monitor students’ work; note whether they are using their charts and making connections between earlier activities this essay. Consider reminding students that they should use textual details as evidence in their essays. Because this is a summative assessment, it is important to

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 2 • Lesson 11

not provide students with content-related support or guidance. 5%

Closing Collect the finished essays, as well as the handouts, drafts, and tools that students used for reference. For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

The tools can help assess whether class activities prior to this assessment provided a constructive scaffold. Look for continuity from the tools to this assessment activity. Students continue to read their AIR text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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5

NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3

Unit Overview

“Wisely and slow; they stumble that run fast.” Text(s) Number of Lessons in Unit

Romeo and Juliet by William Shakespeare (Selected Scenes and Speeches) Romeo + Juliet (Baz Luhrmann, 1996) (Selected Scenes) 20

Introduction In this unit, students continue to develop habits and skills related to close reading, annotation, using evidence, building vocabulary, and participating in structured discussion, and they do so with text that is more qualitatively complex than in earlier units. This may be students’ first exposure to Shakespeare and the format of a play, so instruction will include a focus on Shakespeare’s use of language and on the organization of the play. Students will study the structure of his language and speeches for craft and impact on character development. Students will alternate reading and viewing Shakespeare’s Romeo and Juliet, continuing their study of how authors develop complex characters. They will follow the development of Romeo and Juliet from the time each character is introduced, collecting evidence as to how the two characters develop across all five acts of the play as revealed by Shakespeare’s language and their interactions with other characters. Throughout the reading and viewing of the play, students will examine Shakespeare’s rich use of figurative language, word play, and powerful cadence. While this unit serves as an introduction to Shakespeare, it does not delve into the world and works of Shakespeare. Students will study both the written text and Baz Luhrmann’s 1996 film version of the play. Key scenes will be read and analyzed closely, based on their pivotal role in the play and their historic and cultural relevance in the wider range of reading. Luhrmann’s film will address the text between the selected excerpts to allow students to contextualize their close readings. Pause periodically during the film for discussion, returning to the written script if necessary. Some parts of the play will be viewed without reading the script, and others will be read closely without viewing. For the Mid-Unit Assessment, students will be assessed with a short written response, preceded by structured discussion. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from Act 2.2 as a whole (RL.9-10.3, W.9-10.2). For the End-of-Unit Assessment, students choose either Romeo or Juliet and write an essay that explains how that character changes throughout the play as revealed by the Shakespeare’s language and the structure of the play (RL.9-10.3, W.9-10.2).

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1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3

Literacy Skills & Habits 

Read closely for textual details



Annotate texts to support comprehension and analysis



Collect evidence from texts to support analysis



Organize evidence to plan around writing



Review and revise writing

Standards for This Unit CCS Standards: Reading—Literature 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).

RL.9-10.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

CCS Standards: Writing W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3

treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). CCS Standards: Speaking & Listening SL.9-10.1b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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.

College and Career Readiness Anchor Standards for Reading CCSS.ELALiteracy. CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Note: Bold text indicates targeted standards that will be assessed in the unit.

Unit Assessments Ongoing Assessment Standards Assessed

RL.9-10.3, RL.9-10.4, RL.9-10.5, RL.9-10.7, W.9-10.2

Description of Assessment

Answer text-dependent questions. Write informally in response to text-based prompts.

Mid-Unit Assessment Standards Assessed

RL.9-10.3, W.9-10.2

Description of Assessment

The three-lesson arc will culminate in a brief writing assignment, which comprises the Mid-Unit Assessment. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from Act 2.2 as a whole.

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3

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3

Students will respond to the following prompt: How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene?

End-of-Unit Assessment Standards Assessed

RL.9-10.3, W.9-10.2

Description of Assessment

Students choose either Romeo or Juliet and write an essay that explains how Shakespeare unfolds the character throughout the play with evidence referencing Shakespeare’s language and the events of the play.

Unit-at-a-Glance Calendar Lesson

Text

Learning Outcomes/Goals

1

Text: Prologue: Summarizes the play and foreshadows the action (Act 1 Prologue, lines 1–14).

This lesson provides initial exposure to Shakespearean language and the entry point to comprehension of the text. Students will begin grappling with the thematic complexity of this text, with the summative question: What relationship is Shakespeare establishing in the prologue between love and hate?

Film: N/A

2

Text: Romeo explains to Benvolio that he is in love (Act 1.1, lines 206–236). Film: Act 1.1, lines 1–205 [2:37– 13:35]: Fight in the street between Montagues and Capulets; dialogue between Montagues, Capulets and the Prince; Montagues and Benvolio talk about Romeo.

3

Text: Romeo explains to Benvolio that he is in love (Act 1.1, lines 206–236).

First lesson in a two-lesson arc. Students will make inferences about the character of Romeo based on his relationship to Benvolio and Rosaline. This lesson is the first introduction students have to Romeo. This lesson also serves as an introduction to the film Romeo + Juliet (Lurhman, 1996), as well as modeling critical film viewing and note taking.

Second lesson in a two-lesson arc. Students will continue to make inferences about the character of Romeo based on his relationship to Benvolio and Rosaline.

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Grade 9 • Module 1 • Unit 3

Film: N/A

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Text: Lady Capulet tells Juliet about Paris (Act 1.3, lines 64– 100). Film: Act 1.2, lines 1–102 and Act 1.3, lines 1–63 [13:36–17:05]: Paris and Capulet talk about Juliet; Romeo and Benvolio find out about Capulet ball and decide to go; Lady Capulet and the nurse talk about Juliet’s age.

5

Text: Romeo and Juliet meet, kiss, find out each other’s identity (Act 1.5, lines 92–109). Film: Act 1.5, lines 51–91 [27:57– 30:26]: Tybalt sees Romeo at the party and wants to kill him; Capulet says no; Romeo catches first sight of Juliet.

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Text: Romeo and Juliet meet, kiss, find out each other’s identity (Act 1.5, lines 92–109). Film: N/A

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Text: Balcony scene soliloquies (Act 2.2, lines 1–51).

Students will make inferences about the character of Juliet based on her interaction with Lady Capulet. This lesson is the first introduction students have to Juliet.

Students begin a close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball (Act 1.5, lines 92–109). Students will focus on Romeo’s initial overture to Juliet in lines 92–95 with a focus on Shakespeare’s use of imagery.

Students continue their analysis of Act 1.5, lines 92–109 as they explore the focusing question: What can you learn about Juliet from the way that she responds to Romeo?

Film: N/A

First lesson in a three-lesson arc on the balcony scene. Students will make inferences about the characters of Romeo and Juliet through close reading of their soliloquies, with a focus on Shakespeare's structural choices in this scene. Students will build shared knowledge of some of the most iconic lines in the play.

Text: Balcony scene, Juliet worries about Romeo’s safety (Act 2.2, lines 52–106).

Second lesson in a three-lesson arc about the balcony scene. Students will make inferences about the characters of Romeo and Juliet based

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DRAFT

Film: N/A

on their conversation with each other in this passage, considering language choice and author's structural choices.

Text: Balcony scene, exchange of vows (Act 2.2, lines 107–141).

Third lesson in a three-lesson arc about the balcony scene. This lesson also contains the midunit assessment. Students make inferences about the characters of Romeo and Juliet through cumulative comprehension of the balcony scene, considering language use, character interactions, and Shakespeare's structural choices. Students consider, compare, and contrast the development of Romeo and Juliet's concerns and desires in a formal writing assignment.

Film: Act 2.3, lines 27–90 [46:37– 49:40]: Friar and Romeo talk about love and he agrees to marry Romeo and Juliet.

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Text: Romeo kills Tybalt (Act 3.1, lines 59–110). Film: Act 2.6, lines 9–37 [55:57– 57:30]: Romeo and Juliet get married. Act 3.1, lines 1–55 [57:31– 1:00:10]: Mercutio and Benvolio hang out, Tybalt enters and challenges Mercutio.

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Text: Romeo kills Tybalt (Act 3.1, lines 108–138). Film: N/A

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Grade 9 • Module 1 • Unit 3

Text: Romeo kills Tybalt (Act 3.1, lines 108–138). Film: Act 3.1, lines 143–197 [1:10:37–1:12:24]: Benvolio, the Capulets and the Montagues argue about what should happen to Romeo.

Students will explore conflicting motivations of three complex characters (Mercutio, Romeo, Tybalt) through this focusing question: Who is to blame for Mercutio’s death? Students should make inferences about how this key event affects character development, as well as how the choices that these characters' advance the tragic plot of the play.

Students continue their exploration of Romeo’s character development as they begin to work through the excerpt Act 3.1, lines 108–138, in which Romeo kills Tybalt. Students lay the critical groundwork for the unifying focusing question of this two-lesson arc: Is Romeo “fortune’s fool”? Students resume their analysis of Tybalt’s death scene (Act 3.1, lines 108–138), and directly explore the unifying focusing question of this two-lesson arc: Is Romeo “fortune’s fool”?

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Text: Juliet’s speech while she waits for Romeo to come to her room that night (Act 3.2, lines 1– 31). Film: N/A

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Text: Friar Laurence tells Romeo that the Prince has decided to banish him (Act 3.3, lines 1–70). Film: N/A

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Text: Juliet threatens to kill herself to avoid marrying Paris, and Friar Laurence proposes another plan, sends letter to Romeo (Act 4.1, lines 44–88).

Grade 9 • Module 1 • Unit 3

In this lesson, students will close read Juliet’s speech while she waits for Romeo, before she has found out that Romeo killed her cousin Tybalt. The lesson will ask students to draw a comparison between a close reading of this passage and Marc Chagall’s painting Romeo and Juliet, with a focus on structural choices and the effects they create. This lesson focuses on Romeo’s reaction to his banishment in conversation with Friar Laurence, with an emphasis on word choice and meaning, particularly repeating words with multiple meanings. First lesson in two-lesson arc. This lesson focuses on Juliet’s character development through an exploration of her word choice and rich imagery.

Film: Act 3.5, lines 107–234 [1:22:19–1:26:34]: Juliet fights with her parents, Juliet goes to see Friar Laurence. 16

Text: Juliet threatens to kill herself to avoid marrying Paris, and Friar Laurence proposes another plan, sends letter to Romeo (Act 4.1, lines 44–126).

Second lesson in a two-lesson arc. This lesson addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. Students comprehend the tragic events that are to come through an understanding of the Friar’s plan. Students compare Juliet’s conversation with the Friar to Romeo’s in order to build understanding of Romeo and Juliet’s character development.

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Text: Romeo enters Juliet’s tomb, makes a speech, and kills himself. (Act 5.3, lines 85–120).

This lesson continues to build skills around students making cumulative connections across the text. Students complete a close reading of Romeo’s suicide and connect elements of this passage with parts of the play they have read

Film: Act 5.1, lines 58–86 [1:37:49–1:39:08]: Romeo buys File: 9.1.3 Overview Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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poison from the Apothecary.

Grade 9 • Module 1 • Unit 3

earlier.

Act 5.2, lines 23–26 [1:39:08– 1:39:36]: Friar Laurence founds out his letter was never sent. Text: Juliet, upon awakening and seeing Romeo dead, stabs herself (Act 5.3, lines 139–170).

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This lesson is a final point of comparison for an analysis of Juliet’s character development across the five acts of the play. Students will complete a close reading of Juliet’s suicide guided by the focusing question: Who or what is responsible for Juliet’s death?

Film: N/A

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Text: Montagues and Capulets make peace (Act 5.3, lines 296– 310).

First lesson in a two-lesson arc that makes up the End-of-Unit Assessment. Students should make inferences about Romeo and Juliet's character development using evidence from all five acts of the play. Students will use a tool to organize their thoughts and develop a claim, in preparation to write End-of-Unit Assessment.

Film: N/A

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N/A

Second lesson in a two-lesson arc that makes up the End-of-Unit Assessment. Students craft a piece of writing for the End-of-Unit Assessment.

Preparation, Materials, and Resources Preparation  Read closely and annotate Romeo and Juliet by William Shakespeare. Materials/Resources 

Shakespeare, William, and René Weis. Romeo and Juliet. London: Bloomsbury Plc, 2012. Print.



Romeo + Juliet (1996, Lurhmann).



Lit2Go (Free): https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334 [Single voice dramatic reading]



Chagall, Marc. Romeo and Juliet. 1964. Masterworks Fine Art. Web: http://www.masterworksfineart.com/inventory/2039



BBC Radio Production ($3.99): http://www.audiogo.com/us/romeo-and-juliet-bbc-radioshakespeare-william-shakespeare-gid-21505 [Full cast production, heavily accented]



Shakespeare Interactive Folio (Free): http://www.canadianshakespeares.ca/folio/folio.html

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Grade 9 • Module 1 • Unit 3

[Interactive, multimedia, web based, audio for entire play not available] 

New York Regents Text Analysis Rubric: http://www.engageny.org/sites/default/files/resource/attachments/2013.05.09__ela_regents_nti_document_final.pdf on page 23 of 96.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 1

Lesson 1

Introduction In this first lesson of the unit, students will build their close reading skills as they work carefully through the fourteen-line prologue of Shakespeare’s Romeo and Juliet. This lesson serves as the initial exposure to Shakespearean language and the entry point to comprehension of the text. This fluency is crucial to establish early on, as students will be exploring Romeo and Juliet through a series of excerpted close readings. At the end of class, students should be able to navigate the language to derive meaning and complete an open-ended Quick Write that challenges students to begin grappling with the complexity of this iconic text. Students will begin the lesson by listening to a masterful reading of the Prologue for fluency and comprehension. For the duration of the class students will read in small groups, annotate their text, answer TDQs, and participate in class discussions. Students will draw upon this analysis to complete a Quick Write that sets the groundwork for the exploration of structure and character development that occurs throughout Unit 3. For homework, students will provide a brief summary of the Prologue. Note: Avoid providing explicit context for Shakespeare as a playwright and historical figure. Focusing student analysis on the text itself, rather than contextual information, will encourage students to make meaning through the text without relying on preconceived notions.

Standards Assessed Standard(s) RL.9-10.4

Determine the meanings 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).

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.

Assessment Assessment(s) Quick Write: In the Prologue, what relationship does Shakespeare establish between love and hate? How do his specific word choices illustrate this relationship? Use evidence from the text to support your answer.

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Grade 9 • Module 1 • Unit 3 • Lesson 1

High Performance Response(s) Student responses to this multifaceted question will vary. What is important here is that students begin a productive struggle with the figurative and connotative meanings of Shakespeare’s language. This is integral to a complex understanding of Shakespeare’s text. Look for students to use language and evidence from the play to begin to make connections. 

Children from two families with an “ancient grudge” (line 3) against each other fall in love. The families are described as having “dignity” but also as being involved in the “ancient grudge.” Shakespeare writes that the lovers are responsible for the end of their family’s hatred, “their death bur[ies] their parents’ strife” (line 8). However, the feud between these “two foes” (line 5) does not end because of the affection between the “star-crossed lovers” (line 6). Instead, it is their “end,” or death, that ends the fight. By placing contrasting words together (e.g., “dignity”/“mutiny,” “civil”/”blood,” “fatal”/“loins”) Shakespeare is illustrating that love and hate are intertwined, and the results of each are not always what you would expect.

Vocabulary Vocabulary to provide directly (will not include extended instruction)      

dignity (n.) – honorable status loins (n.) – reproductive organs fatal (adj.) – causing death overthrows (n.) – ruins, downfalls doth (v.) – (archaic) does strife (n.) – angry fight

Vocabulary to teach (may include direct word work and/or text-dependent questions)    

prologue (n.) – an introduction civil (adj.) – relating to ordinary citizens; polite or courteous misadventured (adj.) – misfortunate or ill-fated piteous (adj.) – deserving of pity; sad

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • • •

% of Lesson

Standards: RL.9–10.1, RL.9–10.4 Text: Romeo and Juliet, Act 1 Prologue, lines 1–14 Introduction of Lesson Agenda Homework Accountability Opening Activity Masterful Reading and Prologue Handout Text-Dependent Questions and Activities Quick Write Closing

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5% 5% 5% 5% 70% 5% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Materials •

Prologue Handout

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Grade 9 • Module 1 • Unit 3 • Lesson 1

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 1

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Sharing and discussing the target standards at the beginning of each lesson encourages students to engage directly with the standards and develop a sense of intellectual ownership.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9–10.1, RL.9–10.4. In this lesson, students will close read the first section of Shakespeare’s Romeo and Juliet, the Prologue. Students will chunk the text and work through a series of textdependent questions in groups of four to build skills necessary to navigate and derive meaning from Shakespeare’s language.

5%

Student Actions

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Opening Activity Write the words progressive, prototype, proactive, and prologue on the board. Provide the following questions for students.

Students answer independently in their notebooks and are prepared with the answer when class begins. The words begin with the prefix pro-.

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In this, and all subsequent opening activities in the unit, the question should be displayed for students as they enter the classroom. Students

NYS Common Core ELA & Literacy Curriculum

They should record their responses. What do these words have in common? What does this similarity reveal about the meaning of these words? Ask students for observations about how this understanding can help them to infer the meaning of prologue.

DRAFT Students work through the meanings of several of the words in order to make connections between them. For example prototype means "an early draft or model," proactive means "to plan ahead," progressive means "ahead of its time." Each word implies an action that occurs before another. Students note that a prologue comes before or introduces the rest of a play.

5%

are expected to briefly respond on paper as their first task. If students are unable to come up with the meaning of pro, tell them that pro means “before.” Then ask them for examples of other words beginning with the prefix pro. Have them relate the meaning of the prefix to the meaning of their own examples.

Masterful Reading and Prologue Handout Distribute a copy of the Prologue to each student.

Students follow along, reading silently.

Make copies of the Prologue before class. Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334

Students read the first four lines of the play together in groups. As they read together, students note the repetition of the word civil.

You may choose to create student groups ahead of time, to ensure they are diverse. Assign, or have students assume, a role within the group, such as Facilitator, Reader, and Recorder.

Tell students that they will listen to a masterful reading of the Prologue before they begin reading it on their own. Read or play an audio version of the prologue in its entirety. 70%

Grade 9 • Module 1 • Unit 3 • Lesson 1

Text-Dependent Questions and Activities Have students form small, heterogeneous groups of four for the purpose of discussing the text in more depth and recording insights. During discussions, allow time for each group to share their collaborative work with the class. Instruct groups to read the first four lines aloud, focusing this reading with the following instruction: Find and circle repeating words in lines 1–4. Once students

Encourage students to read one line each in their groups, so each student has an opportunity to read

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DRAFT

have finished reading, ask them to share the repetitions that they identified.

Grade 9 • Module 1 • Unit 3 • Lesson 1

aloud. If students are struggling, encourage them to repeat this reading activity several times with the goal of comprehension.

Pose the following questions one at a time for full class discussion. Allow time between the questions for students to discuss in their groups before sharing with the class. Direct students to the first use of the word civil in the prologue, “where civil blood makes civil hands unclean” (line 4). 1. Used as an adjective, civil is generally defined as “polite.” Replace the first appearance of the word civil in line 4 with the word polite. How does this substitution change your understanding of the sentence?

Student responses may include the following: 1. The people who are bleeding are polite. Some students might note that the word polite seems out of place beside the word “blood.”

2. Civil can also be defined as something that relates to ordinary citizens (e.g., civilians). Replace the first appearance of civil with the word civilian. How does this substitution change your understanding of this sentence?

2. The blood and hands belong to normal, everyday people.

Direct students to the second use of the word civil in the Prologue, “where civil blood makes civil hands unclean” (line 4).

3. Students identify the families and make connections between the provided definitions of the vocabulary word dignity (see Vocabulary chart) and the work they have done on the uses of the word civil.

3. Whose hands are being made “unclean”? What words and phrases can you find in lines 1–3 to support your understanding of this

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1. If students struggle to define, encourage them to use similar sounding words to make meaning. For example, civil is the first part of the word civilian, which means "a citizen or an ordinary person." Remind students to use the footnotes to aid comprehension.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 1

DRAFT

second use of civil in line 4? 4. Now consider both uses of the word civil. Ask: What are two different ways you can mix and match the definitions in line 4? Paraphrase the meaning of each sentence you generate. Which meaning supports the claim you made in your answer to question 4?

4. “Polite blood makes civilian hands unclean.” or “Civilian blood makes polite hands unclean.” Students support their claim that it is the household’s hands that are unclean by substituting definitions that support this understanding.

5. Why do you think Shakespeare uses civil in two different ways in the same sentence?

5. Shakespeare is playing with the multiple meanings of civil.

Circulate and support only as needed. Then lead a brief class discussion of each question. Direct student groups to reread lines 1–4. Now that students have a better understanding of the word civil, pose the following question: 6. What is at stake in this ancient fight? Instruct student groups to read lines 5–8. Provide the following question for groups to answer. Instruct students to take note of their observations in their groups and be prepared to share in a class discussion. 7. What happens to the lovers? What adjective in line 5 supports your answer?

6. Ordinary people are dying because of the fight between the two dignified, polite households. Therefore, innocent lives are at stake in this “ancient grudge” (line 3).

7. They die. Students point to “fatal” in line 5 to support the answer.

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Additional scaffolding questions for lines 5–8: 

Who are the foes? Hint: review lines 1–4. The two households.



How are the lovers related to the two families? They are the children of two feuding families.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 1

Now lead student groups through a dissection of lines 7 and 8: 8. Look at the word misadventured in line 7. What familiar word can you find in misadventured? What does this word mean? How does the prefix mis- change your definition?

8. Students identify the familiar word adventure in misadventured. Students may define adventure as an exciting journey or an unexpected event. Students offer familiar words with this prefix, such as mistake, misuse, or misbehave. Students infer that the prefix means something bad, accidental, or wrong. So misadventured means "an adventure that has gone wrong."

9. What familiar word do you hear in piteous? How can this familiar word help you to understand what piteous means in this context?

9. Students find and define the word pity. Possible definitions: to feel sad for someone else or to look down on someone else.

10. What tone or mood does Shakespeare create in this passage through these two words?

10. The tone is one of foreboding (a bad feeling about the events to come).

Direct students to the word overthrows. Tell students that overthrows in this context means “downfalls” or “ruins.” Now direct students to line 8 and ask: 11. What does the death of the “starcross’d” lovers accomplish?

11. The downfall/death or “end” (line 11) of the star-crossed lovers ultimately resolves their parents’ fight.

11. This is an essential understanding. If students struggle, provide additional support.

12. Students may make connections between the following ideas: the “star-cross’d lovers” and the “death-

12. Withdraw support and encourage students to struggle here, in a gradual release of

Circulate and support only as needed. Lead a discussion of the questions on lines 7– 8. Have students read lines 9–11 and answer the following questions in their groups: 12. How can you use lines 9–11 to support and strengthen the claim you made about File: 9.1.3 Lesson 1 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

what the death of the star-crossed lovers accomplishes?

Grade 9 • Module 1 • Unit 3 • Lesson 1

DRAFT mark’d” children the “death” mentioned in line 8 and the “end” mentioned in line 11 the burial of the “parents’ strife” (line 8) with the resolution of the “parents’ rage” (line 10) Ultimately, students understand that lines 9–11 reiterate the meaning that they unpacked from lines 5–8.

Have students read and annotate lines 12–14 and answer the following questions in groups: 13. Who is “our” in line 12? Who is “you” in line 13?

13. Our refers to the CHORUS and the audience; you refers to the audience.

14. What does the CHORUS ask you to do in the final three lines?

14. Be patient and get the details of the story through the actor’s “toil.”

responsibility. Additional scaffolding question for lines 9–11: 

What is “death-mark’d love”? (line 9) Love “mark’d” by death is love that we already know will end in death.

Circulate and support only as needed. Lead a discussion of the questions on lines 9– 14. 5%

Quick Write Transition to independent writing assignment.

Students complete Quick Write independently.

Have students respond to the following Quick Write prompt: In the Prologue, what relationship does Shakespeare establish between love and hate? How do his specific word choices illustrate this relationship? Use evidence from the text to support your answer.

See High Performance Response at the beginning of this lesson.

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This Quick Write is an open-ended prompt that sets the groundwork for the exploration of structure and character development that occurs throughout Unit 3.

NYS Common Core ELA & Literacy Curriculum

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DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 1

Closing Remind students that for homework they will Students write a brief summary of the provide a brief summary of the events of the Prologue for homework. play that the Prologue previews. Their summary will be collected at the start of Lesson 2.

Homework The Prologue provides an overview of the "two hours' traffic of our stage." In two well-constructed sentences, provide a brief summary of the events that the Prologue previews.

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 1

DRAFT

Prologue Handout

Romeo and Juliet1 Act 1 Prologue, lines 1-14 Two households, both alike in dignity, … … … … … … … … … … … … What here shall miss, our toil shall strive to mend.

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dignity: n. honorable status fatal: adj. causing death loins: n. reproductive organs doth: v. (archaic) does strife: n. angry fight

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Shakespeare, William. Romeo and Juliet. Edited by René Weis. London: Bloomsbury Arden Shakespeare, 2012.

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9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 2

Lesson 2

Introduction In this lesson, students will develop their close reading skills as they begin to work carefully through the short excerpt from Act 1.1, lines 206–236. In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio. Students will complete their close reading of this passage in Lesson 3. Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of text-dependent questions to guide students in their exploration of the unifying focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? Student work in this lesson will lay the groundwork for this exploration, while Lesson 3 will prompt students to draw upon and further their initial analysis. Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to begin their unit-long exploration of Romeo’s character development. This passage is students’ introduction to the character of Romeo. As such, it acts as a point of origin for student analysis of how Romeo’s character unfolds throughout the play as revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters. This lesson also functions as an introduction to Baz Luhrmann’s film Romeo + Juliet, which will be used regularly throughout the unit to supplement close readings of the text. Students will watch Luhrmann’s representation of the events of Act 1.1 that precede a close reading of lines 206–236. This first section of film will introduce students to many of the key characters of Shakespeare’s play, as well as facilitate understanding of the key events that lead up to Romeo’s discussion with Benvolio. Additionally, this lesson will introduce students to critical viewing strategies via Film Tool: Stylistic Choices, a tool that will accompany the film throughout the unit and encourage students to think critically about Luhrmann’s stylistic choices as well as assist in the collection and organization of notes on the sequential structure of the play. This tool will ensure that film viewing remains a purposeful, critical, and rigorous classroom activity. For homework, students will expand this lesson’s Quick Write assessment response to include additional pieces of textual evidence.

Standards Assessed Standard(s) 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.

Addressed Standards Cite strong and thorough textual evidence to support analysis of what the text says RL.9–10.1 File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

explicitly as well as inferences drawn from the text. RL.9–10.3

Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Assessment Assessment(s) Quick Write: Draw upon your understanding of the metaphor that Romeo has constructed in lines 206– 209 to answer the following prompt: Do Romeo and Rosaline feel the same way about their relationship? High Performance Response(s) Student responses should call upon their understanding of Romeo’s motivations and interactions that they have developed through their exploration of word choice and figurative language in this lesson. Lesson 3 will ask students to build on this initial understanding of Romeo’s motivations and interactions to begin to develop an understanding of how Shakespeare crafts Romeo as a complex character. Sample response: Although Romeo desires this relationship as evidenced by his pursuit of Rosaline, “she’ll not be hit / with cupid’s arrow (lines 206–207). Rosaline’s resistance to Romeo’s “arrow” of love indicates that she does not seem to feel the same way.

Vocabulary Vocabulary to provide directly (will not include extended instruction)  Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity  proof (n.) – in this context, armor  chastity (n.) – virginity, celibacy  posterity (n.) – all future generations  forsworn (v.) – relinquished under oath  doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group Vocabulary to teach (may include direct word work and/or text-dependent questions) 

assailing (v.) – making a violent attack on

Lesson Agenda/Overview Student-Facing Agenda • • • •

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Standards: RL.9–10.1, RL.9–10.3, RL.9–10.4 Text: Romeo and Juliet, Act 1.1, lines 206–236 Introduction of Lesson Agenda Homework Accountability

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File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35) Masterful Reading: BBC Radio Production of Romeo and Juliet, Act 1.1, lines 206–236 (14:35–16:14) Text-Dependent Questions and Activities Quick Write Closing

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Materials   

Film Tool: Stylistic Choices Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35) Masterful Reading: BBC Radio Production of Romeo and Juliet, Act 1.1, lines 206–236 (14:35– 16:14)

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

Learning Sequence Percentage of Lesson

Teacher Actions

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Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9–10.1, RL.9–10.3, RL.9–10.4

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Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Homework Accountability Lead a brief class discussion on student summaries of the Prologue (assigned as homework in Lesson 1). Collect summaries for student accountability.

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Student Actions

Students discuss the summaries. Student summaries may include: Two families are fighting. Their children are in love, and their death is the only thing that can end the feud.

Film: Excerpt from Baz Luhrmann’s Romeo + Juliet Prepare to show an 11-minute clip of Baz Luhrmann’s 1996 film Romeo + Juliet (2:37–13:35; see Unit Overview). This clip will introduce many of the key characters of Shakespeare’s play, as well as facilitate understanding of the events that lead up to the excerpt that students will analyze in this lesson and the next.

Students watch the film clip and respond on the tool when the film is paused. See Model Film Tool: Stylistic Choices for sample responses.

Hand out Film Tool: Stylistic Choices. Students will use this tool to develop critical observations of Luhrmann’s stylistic choices, as well as provide a means to organize the key events of the play. Students will use a new, blank copy of this tool File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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When reviewing categories on Film Tool: Stylistic Choices, it may be necessary to devote extra time to explanations of what is meant by Editing and Lighting/Color. Editing choices might be addressed by explaining that filmmakers make choices about what they focus the camera on at strategic points in the film, where they position the camera in relation to actors, and how they choose to transition between

NYS Common Core ELA & Literacy Curriculum

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every time they view the film. Explain that the film will be paused at strategic points so that the class can collaboratively generate observations, which you will then show where to place on the tool. In future lessons, the tool will facilitate independent note-taking. Students can refer to this initial collaborative work as a model when necessary.

different shots. Lighting/Color might be addressed by explaining that filmmakers will use light to emphasize or de-emphasize people or objects and to convey a mood.

Review the categories on the film tool and answer any clarifying questions. Begin film clip. Pause at the end of each segment as designated below, and ask for student observations. Use their observations to model filling out the tool. Instruct students to record the class-generated observations on their own tool for future reference. Segment 1—2:37–9:15 Segment 2—9:15–9:35 Segment 3—9:36–12:05 Segment 4—12:06–13:35 Lead a brief class discussion on Luhrmann’s representation of Act 1.1. Scaffolding questions include the following: 1. Where are these scenes set? How does this influence your understanding of the action? 2. What important props did the characters use in these scenes? How do the props help convey the action?

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

Grade 9 • Module 1 • Unit 3 • Lesson 2

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Grade 9 • Module 1 • Unit 3 • Lesson 2

3. How were the characters dressed? What might their costumes suggest about these characters? 4. What sounds did you hear? What effect is Luhrmann creating with these sounds? 5. What did you notice about the lighting in each scene? Why do you think Luhrmann made these choices? 5%

Masterful Reading: BBC Radio Production As students may have noted while watching Luhrmann’s film, it is often easier to understand a play like Romeo and Juliet through performance. Explain that today’s analysis will begin with a short audio performance. Play the BBC radio performance of Romeo and Juliet, Act 1.1, lines 206–236 (14:35–16:14). Instruct students to follow along in their text and be prepared to offer their first impressions to the following question: What are Romeo and Benvolio discussing? Lead a quick class debriefing of student observations.

Students listen to a professional recording. At this point in the lesson, students may possess only tentative familiarity with the excerpt. Students may be able to identify the topic of the conversation between Benvolio and Romeo: a girl whom Romeo likes.

Note: BBC Radio 3 Full Cast Dramatization of Romeo and Juliet is available on both iTunes and Amazon. (See Unit Overview.) Alternatively, read aloud the passage or call upon student volunteers to help perform the entire excerpt. Have less fluent readers take Benvolio’s part because it has fewer lines and simpler vocabulary. Hearing the lines performed will aid in student comprehension and reinforce the concept that the first excerpt is a dialogue between two characters, unlike the Prologue in Lesson 1. If students struggle to identify the topic Romeo and Benvolio are discussing, explain that you will be working through difficult language and phrases together to come to a better understanding of the excerpt.

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Text-Dependent Questions and Activities Read lines 206–209 aloud to the class. Write the definitions of proof and chastity (see Vocabulary chart) on the board. Direct students to the word proof and ask them to define the word in context. Then point out that this meaning is different from the way the word is generally used. Here it means "armor" not "evidence." Instruct students to reread lines 206–207 in pairs and then discuss how they might use the definitions of proof and chastity to answer the following question: 1. Why will Rosaline “not be hit with cupid’s arrows”? (lines 206–207) Ask students to reread lines 206–209 in their pairs and underline the words that are related to the definition of proof they have discussed. Then, have them consider the following question: 2. What is the relationship between Romeo and Rosaline?

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Students listen to lines 206–209 and then discuss definitions of proof and chastity. Students read lines 206–209 in pairs and answer questions. Student responses may include: 1. Rosaline is using her celibacy like armor to protect herself from falling in love; she is “in strong proof of chastity well-armed” (line 208). 2. Romeo is in love with Rosaline and pursuing her, like a hunter trying to catch his prey, as is evidenced by his attempts to “hit” her with “cupid’s arrows” (lines 206–207).

Quick Write Have students respond to the following Quick Write prompt: Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Inform students that at the beginning of the next File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

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Grade 9 • Module 1 • Unit 3 • Lesson 2

class, they will use their written response as a starting point for continued analysis of this excerpt (lines 206–236) in Lesson 3. 5%

Closing Inform students that they will expand on their Quick Writes for homework by reviewing the text selection to find additional pieces of evidence.

Students expand on their Quick Writes for homework by reviewing the text selection to find additional pieces of evidence.

Homework Review today’s Quick Write prompt and your response. Then go back and review the text selection from today’s lesson and find 1–2 additional pieces of evidence to expand on your Quick Write response.

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

Film Tool: Stylistic Choices Directions: Use this tool to help you record critical observations of Baz Luhrmann’s Romeo + Juliet. There is no need to record a lot of detail in every section, but try to note at least one observation under each category. Characters: Who appears in the scene(s)? Who gets the most screen time? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Setting: Where is this scene(s) set? What do you notice about this environment? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Costumes: What are the characters wearing? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Sounds: What sounds do you hear in the scene(s)? Is there a soundtrack? What effects are created through sound? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Props: What are the most important objects in the scene(s)? How are they used? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

Acting Styles: How do the actors portray their characters? Are they dramatic? Are they reserved? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Editing: What do you notice about camera position at different moments in the scene(s)? Is it close to the action? Is it farther away? At what angle is the camera positioned? Does it move between actors? What is being framed? What is being left out of the scene? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ Lighting and Color: How is light used? What colors do you see in the scene(s)? _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ List the key events of the film segment you viewed: _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Model Film Tool: Stylistic Choices* Directions: Use this worksheet to help you record critical observations of Baz Luhrmann’s Romeo + Juliet. There is no need to record a lot of detail in every section, but try to note at least one observation under each category. Characters: Who appears in the scene(s)? Who gets the most screen time? • Montagues: Benvolio, Lady Montague, Lord Montague • Capulets: Tybalt • Captain Prince • Romeo • Tybalt and Benvolio get a lot of screen time. Setting: Where is this scene(s) set? What do you notice about this environment? • Fight scene is set in sports cars at a gas station. The movie is set in modern times. • After fight scene, the scene reveals the big billboard signs with Montague and Capulet names. • There is a huge statue of Jesus right in the middle of violence in the city. • Romeo sits amidst the wreckage of what looks like an old stage on the water. • Benvolio and Romeo are at the beach, which also seems to be an amusement park. A Ferris wheel and a carousel look deserted. • Romeo and Benvolio walk into a Pool Hall. Costumes: What are the characters wearing? • Members of the Montague clan wear open Hawaiian shirts and sport tattoos. They all have died hair and wear silver crosses. Lady Montague and Montague are dressed in formal evening wear. • Members of the Capulets are dressed in tight black leather. They also wear silver crosses around their necks. Tybalt has a goatee and stiffly styled hair, and a picture of the Virgin Mary adorns his vest. He has spurs on his boots. • The Prince is wearing a police uniform. Sounds: What sounds do you hear in the scene(s)? Is there a soundtrack? What effects are created through sound? • Very dramatic music introduces the setting and the characters. • Sirens scream and car tires squeal during fight scene. • Western style adventure music in the background of fight scene. • The music changes suddenly to a dramatic, serious tone when the gas station is engulfed in flames. • Moody music plays in the background when Romeo is introduced.

File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 2

Props: What are the most important objects in the scene(s)? How are they used? • Guns are brandished in this scene. • Tybalt points a gun at a harmless little boy. • Tybalt kisses his gun before he shoots it • Action happens in and around flashy sports cars. • The characters wear cross necklaces. There is a cross on the dashboard in Montague’s car. • Helicopters patrol the air over the city. • Vanity license plates on the cars show Montague or Capulet. • Romeo is smoking, and so is Tybalt. • Romeo has a notebook. He may be writing poetry. Acting Styles: How do the actors portray their characters? Are they dramatic? Are they reserved? • Montagues are being really goofy, fight scene is a bit overly dramatic, highly stylized. Editing: What do you notice about camera position at different moments in the scene(s)? Is it close to the action? Is it farther away? At what angle is the camera positioned? Does it move between actors? What is being framed? What is being left out of the scene? • Camera zooms in on the guns of Montagues and Capulets in the fight scene. This puts emphasis on the weapons. • Camera cuts very quickly between Montagues and Capulets in fight scene. This creates and heightens a feeling of inevitable violence. • Many alternating close ups of faces in fight scene dramatize the tension. • Camera cuts between close up of Montague and Capulet’s faces to brief scenes of fighting, patrolling helicopters, army coming in, etc. • Some parts of the fight scene are in slow motion. Tybalt leaps through the air with guns blazing. Lighting and Color: How is light used? What colors do you see in the scene(s)? • Lots of bright light and colors are used in the fight scene—blue sky, pink hair, bright blue, red and yellow sports cars • When Montagues question Benvolio about Romeo, the colors are muted and dusky, and the lighting is dark. • When Romeo is introduced, he sits on the beach framed by orange and yellows of a romantic sunset. List the key events of the film segment you viewed: • There is a street fight between the Montagues and the Capulets. • The Prince yells at the families for fighting and tells them to put a stop to it. • The Montagues ask Benvolio about the whereabouts of Romeo. • Romeo and Benvolio meet and talk about Romeo being in love. *Students are not expected to generate many detailed observations in a single viewing. This sample worksheet illustrates the variety of observations that students might have, not the quantity of notes that they should take. File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 3

Lesson 3

9.1.3 Introduction

In this lesson, students will continue to develop their close reading skills as they resume their exploration of the short excerpt begun in Lesson 2 (Act 1.1, lines 206–236). In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio. Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to continue to build upon the foundation of their unit-long exploration of Romeo’s character development. In conjunction with Lesson 2, Lesson 3 establishes this excerpt as a point of origin for future analysis of how Romeo’s character unfolds throughout the play, revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters. Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of text-dependent questions to guide students in their exploration of the unifying focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? At the close of the lesson, students will consolidate and strengthen the analysis they have performed in both lessons as they craft a final brief written response to the focusing question. For homework, students will continue to read their accountable independent reading texts using a new focus standard to guide their reading.

Standards Assessed Standard(s) RL.9-10.3

Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Addressed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text says RL.9-10.1 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.

ELA-Literacy CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment Assessment(s) Quick Write: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Cite specific evidence from the text to support File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 3

your response. High Performance Response(s) 

Romeo describes his romantic pursuit of Rosaline as a battle in which he is the aggressor and she is the victim—his “loving terms” are a “siege” and his gazes “assail” her (lines 210-211). He thinks of himself as a romantic hero or warrior, armed with “Cupid’s arrows” (line 207). This self-perception seems to influence his understanding of love as ultimately about overpowering and conquering the object of his affection.



Romeo’s love for Rosaline seems to be entirely dependent on her good looks, as is indicated by his repeated reference to Rosaline’s beauty—“O, she is rich in beauty” (line 213)—and his repeated use of the word fair (line 219). Rosaline’s beauty is all Romeo talks about; he doesn’t mention anything else that he admires about her.

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Romeo takes himself very seriously, perhaps more seriously than he deserves, as is suggested by Benvolio’s dismissal of Romeo’s love for Rosaline as a passing crush when he says “forget to think of her…examine other beauties” (lines 223–226).

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity

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proof (n.) – in this context, armor

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chastity (n.) – virginity, celibacy

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posterity ( n.) – all future generations

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forsworn ( v.) – relinquished under oath

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doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

uncharmed (adj.) – immune to; not charmed by

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

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Standards: RL.9–10.1, RL.9-10.3, RL.910.4, ELA-Literacy.CCRA.R.7 Text: Romeo and Juliet, Act 1.1, lines 206–236 Introduction of Lesson Agenda Homework Accountability Masterful Reading: BBC Radio Production of Romeo and Juliet, Act 1.1, lines 206–236, [14:35–16:14] Text-Dependent Questions and Activities Quick Write Closing

File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Materials •

None.

File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 3

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 3

Learning Sequence Percentage Teacher Actions of Lesson 5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.910.4, ELA-Literacy.CCRA.R.7. Lesson 3 continues the exploration of the excerpt that students began in Lesson 2 (Act 1.1, lines 206–236). At the end of this lesson, students will draw upon the analysis they performed in both lessons to craft a brief written response to the focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline?

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Student Actions

Students look at the agenda.

Homework Accountability Students recap that Rosaline is using her vow of celibacy to protect herself. From here, students may be able to infer that if Rosaline is not hit by Romeo’s arrows of love, she is not in love with Romeo. She Reread your Quick Write and lines 206–209 of remains immune to Romeo’s romantic the play. Based on your analysis up to this overtures, or uncharmed by him. point, what clues in line 208 can help you to understand what the word uncharmed (line 209) means? Instruct students to review the Lesson 2 Quick Write that they revised and expanded for homework and post the following instructions on the board:

File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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The purpose of the homework accountability activity is to have students revisit their analysis of lines 205–209 in Lesson 2 and to set the stage for making connections between the Lesson 2 Quick Write and the close reading work in Lesson 3.

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Lead a brief class discussion of student responses. 5%

Masterful Reading: BBC Radio Production As in Lesson 2, begin the class by playing the BBC radio performance of Act 1.1, lines 206– 236 (14:35–16:14). Instruct students to follow along in their texts. The purpose of this exercise is to reacquaint students with the excerpt in its entirety.

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Students follow along, reading silently.

Text-Dependent Questions and Activities Instruct students to form pairs and read lines 209–212 aloud. When students have read the text, direct their attention to line 211. Pose the following question for a Think-Pair-Share: 1. What clues from lines 206–209 can help you to understand the meaning of the adjective assailing in line 211?

Student responses may include the following: 1. Students might point to the words hit in line 206 and siege in line 210. Both refer to Romeo’s aggressive descriptions. Students infer that assailing means to make a violent attack on something.

Direct students to return again to their Lesson 2 Quick Write (Do Romeo and Rosaline feel the same way about their relationship?) Pose the follow-up question:

2. Students further support their assertion that Rosaline is refusing Romeo’s pursuit with specific references to the text, such as the fact that Rosaline will not “stay the siege” of Romeo’s “loving terms,” and she will not “encounter” the onslaught of his “assailing eyes.”

2. Now that you’ve taken a closer look at lines 209–212, dig deeper. Can you find other evidence in the text to support the claim you made in Lesson 2? Be ready to discuss your observations with the class. Lead a brief class discussion on students’ observations.

File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 3

NYS Common Core ELA & Literacy Curriculum

DRAFT

Pose the following questions for students to discuss in their pairs: 3. What is Romeo’s courtship of Rosaline compared to? Cite evidence from the text to support your answer.

3. Romeo’s courtship of Rosaline is compared to a conquest in battle or a hunting expedition. Textual evidence might include “hit by cupid’s arrows,” “stay the siege,” and “assailing eyes.”

4. What do these comparisons reveal about how Romeo understands himself? What do they reveal about how he understands Rosaline?

4. Romeo sees himself as a hunter and Rosaline as his prey.

Have student pairs take turns reading the parts of Romeo and Benvolio to each other. When they have finished they should complete the following activity:

At this point students will have listened to a masterful reading of the excerpt twice. Their familiarity with the language of this passage should support students in reading aloud.

Draw lines between pairs of rhyming words. Then, discuss the following questions with your partner:

Students link the words that rhyme at the end of Romeo’s couplets.

5. How does Romeo’s speech compare to Benvolio’s? Hint: consider word choice, pacing, and structure.

5. Students notice that Romeo speaks in long, grandiose text while Benvolio’s responses are short, usually one-line. Students also note that romantic Romeo’s lines end with rhymes while Benvolio’s lines do not rhyme.

6. What can the differences you identified with your partner reveal about these two characters?

6. Students note that Benvolio has little to say in response to his cousin’s long ramblings. On the other hand, Romeo appears self-absorbed and emotional.

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Grade 9 • Module 1 • Unit 3 • Lesson 3

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Armed with a firmer understanding of plot and character, students are now ready to explore the effect of author’s craft on character development.

NYS Common Core ELA & Literacy Curriculum

DRAFT Students might also note that Romeo’s use of rhyme makes him sound romantic and poetic.

Pose the following questions for student pairs to discuss: 7. Look carefully back through the entire excerpt. What words does Romeo use repeatedly? Underline them.

7. Students note that Romeo uses the words fair and beauty multiple times (five times each).

8. Why do you think Romeo is pursuing Rosaline? What words or lines in the text make you think so?

8. Romeo’s repeated use of the words “fair” and “beauty “when describing Rosaline and his attraction to her indicates that he is only interested in her because she is beautiful.

Direct students to reread lines 223–226 with the following questions in mind: 9. What is Benvolio’s advice to Romeo? What does this suggest about his attitude towards Romeo’s infatuation with Rosaline? Lead a brief class discussion of student responses.

9. Students paraphrase lines 223 (“Be ruled by me, forget to think of her”) and lines 225–226 (“By giving liberty unto thine eyes. Examine other beauties.”) to explain that Benvolio advises Romeo to stop thinking about Rosaline. Benvolio says that Romeo will forget all about Rosaline if he looks at other pretty girls. Students might infer that Benvolio’s short and unsympathetic response suggests that he perceives Romeo as shallow and quick to fall in love. As far as Benvolio is concerned, when Romeo finds another girl as pretty as Rosaline, she will be easily replaced.

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Grade 9 • Module 1 • Unit 3 • Lesson 3

NYS Common Core ELA & Literacy Curriculum

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DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 3

Quick Write Pose the following prompt for a Quick Write: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Support your ideas with evidence from the text.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Use the Quick Write to assess students’ understanding of this section of Romeo and Juliet.

Students will continue reading their independent reading text.

Some students may choose to annotate their independent reading texts as they read to practice the new skill of annotation. Even though this reading is meant to stimulate interest and enjoyment in reading, some students may find annotating their texts a beneficial strategy for reading comprehension.

Inform students that you will collect their Quick Write at the end of class. At the beginning of the next class, they will use it as a starting point for continued analysis of the play. 5%

Closing Explain homework: Introduce Reading Standard Three as a focus standard to guide students’ Accountable Independent Reading and model what applying a focus standard looks like. Tell students they should prepare for a brief 3–5 minute discussion that will ask them to apply the language of the standards to their reading. For example, Reading Standard 9-10.3 for informational texts asks students to “analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.” Students who have read an article on global warming might say, “The article began with

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 3

an anecdote about polar bears and how they’re having a hard time finding solid ice to live on in the Artic. The article then talked about the root causes of that problem: how pollution like toxic chemicals emitted by manufacturing has depleted the ozone layer over the past century. This has led to some of the warmest temperatures on record in recent years, which has directly affected species’ habitats like the polar bears described in the beginning of the article.” Inform students that for homework they should review and expand their notes from today’s lesson. Remind students that they should also continue reading their AIR text using the new focus standard for guidance.

Students review and expand their notes from today’s lesson for homework. Students also continue to read their Accountable Independent Reading text, using the new focus standard for guidance.

Homework Students review and expand their notes from today’s lesson. Students should also continue their Accountable Independent Reading using the language of the focus standard to guide their reading. Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 4

Lesson 4

Introduction In this lesson, students continue to build their close reading skills as they explore the excerpt from Act 1.3, lines 64–100 in which Lady Capulet discusses marriage with Juliet. This lesson is the students’ first introduction to Juliet in the play, and, though her dialogue is brief in this scene, a close reading here will give insight in later lessons about her development as a character. Students will focus their analysis on a comparison of Juliet and Lady Capulet’s attitudes toward love and marriage. Students will consider word choice, imagery, and language to frame their analysis. Students will engage in rich discussions with a partner, a small group and the whole class, as well as complete a brief writing assignment to close the lesson. For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, and 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). ELA-Literacy. Integrate and evaluate content presented in diverse media and formats, including CCRA.R.7 visually and quantitatively, as well as in words.

Assessment Assessment(s) Quick Write: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer. High Performance Response(s)

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DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 4

High Performance Responses might include: • Juliet doesn’t care that much about marriage, she doesn’t have anything to say about it, and she says she hasn’t thought about it, that it is an “honour that I dream not of” (line 67). • She doesn’t talk very much and she uses the word “like” instead of “love” when agreeing to meet Paris at the party (line 98). • Her mother thinks marriage is very important, she describes Juliet’s suitor as “valiant,” “fair” and “precious,” and she uses “love” several times. Juliet’s mother gives several reasons that Juliet should get married, like other girls from good families are already married and she commands Juliet to “think of marriage now” (line 70).

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

esteem (adj.) – well-bred, from a good family (see footnote)



valiant (adj.) – full of courage, brave



lineament (n.) – distinctive feature of the body, especially of the face



margent (n.) – archaic use of 'margin' meaning outer limit

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

dispositions (n.) – frame of mind, attitude, temperament



consent (n.) – permission

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • • •

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Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7 Text: Romeo and Juliet, Act 1.3, lines 64–100 Introduction of Lesson Agenda Homework Accountability Opening Activity Film: Romeo + Juliet [13:36–17:05] Text-Dependent Questions and Activities Quick Write Closing

Materials • •

Film Tool: Stylistic Choices (see Lesson 2) Film: Romeo + Juliet [13:36–17:05] DVD

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 4

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.

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Student Actions

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Opening Activity Display the following question as students enter the classroom: How did Romeo describe Rosaline in yesterday’s lesson? Students should record their answers.

Students respond to the opening question in writing. Students may say Romeo described Rosaline as beautiful, pretty, or good looking.

Briefly discuss students’ responses. Share the target standards for this lesson: RL.910.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.

This activity asks students to recall that Romeo described Rosaline’s beauty in the last text. It may be helpful to explain to students that reviewing their work from the previous lesson will help them make connections between the excerpts and boost their comprehension of the play. This activity in particular will be helpful as students learn that Lady

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 4

DRAFT

Capulet and the Nurse describe Paris (Juliet’s suitor) in much the same way. 5%

Film: Romeo + Juliet Distribute blank copies of the Film Tool: Stylistic Choices introduced in Lesson 2. Pause the film at strategic points so students can generate their observations.

Students view the film, recording their observations on the tool.

Show the film. (See Unit Overview.) [13:36–17:05] (DVD) Lead a brief class discussion, asking students to offer their observations about the film.

70%

Students to summarize details of the plot: Paris and Capulet talk about Juliet; Romeo and Benvolio find out about the Capulet ball and decide to go; Lady Capulet and the Nurse search for Juliet, and then bring her into Lady Capulet’s room to have a talk.

Text-Dependent Questions and Activities

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If students offer too few observations after viewing the film, consider asking: 

Where is the scene set?



How does the setting influence the action of the scene?



How were the characters dressed? What might their apparel suggest about the characters?



What sounds did you hear? What effect does the filmmaker create with them?



What did you notice about the lighting in the scene? Why do you think the filmmaker made these choices?

NYS Common Core ELA & Literacy Curriculum

Have students reread lines 64–75 in small groups. Alternatively, you may choose to play an audio version of this section. Display the following questions for students to discuss in their groups before sharing out with the class: 1. What words or phrases in line 66 can help you make meaning of the word dispositions? What synonyms can you offer for dispositions? 2. What is Lady Capulet asking Juliet? What can you infer about Juliet from her response?

Have students reread lines 70–75 in their groups and complete these activities: 3. Find and circle the references to motherhood.

Student responses may include the following: 1. Students recognize the root word position in dispositions and its connection to the preceding word stands. Lady Capulet asks Juliet about her position toward marriage. Students offer synonyms such as opinion, view, attitude, or position. 2. Lady Capulet asks Juliet what she thinks about marriage (“how stands your dispositions to be married” line 66). Juliet doesn’t “dream” about marriage; she hasn’t begun to consider marriage. Juliet has one very brief line, while her mother uses three lines to ask her the question. Juliet is probably quiet and thoughtful, and she might not have a close relationship with her talkative, overbearing mother.

3. Lady Capulet refers to motherhood twice in these lines, “made already mothers,” and “I was your mother.” Students should infer that according to Lady Capulet, the purpose of

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Grade 9 • Module 1 • Unit 3 • Lesson 4

DRAFT

5

Have students form small, heterogeneous groups for the purpose of discussing the text in more depth and recording insights. You may choose to create these groups ahead of time, to ensure they are diverse. Assign, or have students assume, a role within the group, such as Facilitator, Reader, and Recorder. During discussions allow time for each group to share their collaborative work with the class. Extension Question: 

How old is Juliet? How do you know? Students should point to supporting examples from the text, such as Lady Capulet’s use of the word maid and the play on the word in "younger than you...are made already mothers” (lines 70–72). Additionally, the Nurse refers to Juliet as a young lady. To help students make meaning from the text, reread Act 1.2, lines 8–11, and Act 1.3, line 13, where it explicitly states that Juliet is not yet fourteen.

NYS Common Core ELA & Literacy Curriculum

Based on these references, what can you infer about Lady Capulet’s attitude toward marriage? 4. According to Lady Capulet, why should Juliet begin to think about marriage? Have students reread lines 76–95 in their groups. Then, ask the following questions, allowing sufficient time for students to discuss in their groups before sharing out with the whole class.

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 4

marriage is to produce children. 4. Lady Capulet believes that Paris wants to marry Juliet (“the valiant Paris seeks you for his love”). Students read and discuss in their groups.

Students may benefit from having vocabulary words from this dense passage displayed or written on the board. (See Vocabulary chart.) Remind students to use their footnotes for clues.

5. When and where will Juliet see Paris for herself? 6. What is the cumulative effect of the words, phrases and comparisons used to describe Paris?

7. What can you infer about Lady Capulet’s attitude toward marriage? Circle vocabulary or phrases that can help you make a claim about Lady Capulet’s attitude toward marriage. Write down any observations you make about the way she is speaking in this passage.

5. Juliet will see Paris at the Capulet party on that very night (“this night you shall behold him at our feast,” line 81). 6. Lady Capulet describes Paris’s face as a precious book of love. Paris is “valiant, a man of wax, a flower.” Lady Capulet and Nurse describe Paris in terms of his physical appearance and his strong character. The cumulative effect is almost overwhelmingly positive. 7. Students should circle works like precious, fair, glory, pride, golden. Students should also notice that Lady Capulet has begun to use end rhymes, and speak more poetically. Students should infer that Lady Capulet thinks marriage is good and important, and she is trying to convince Juliet to think about marriage in the same way through her poetic language and detailed descriptions of Paris’ beauty.

Have students finish reading lines 95–100 in their groups.

Now that students have an understanding of Lady Capulet’s attitude toward marriage, they will

Have students discuss these questions in their File: 9.1.3 Lesson 4 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

groups, before sharing out with the whole class. 8. What difference in word choice do you notice between Lady Capulet in line 97 and Juliet in line 98?

9. Consent as a noun is generally defined as “permission.” How is Juliet using consent in line 100? How would line 100 be different if consent was replaced with “command”?

10. What can you infer about Juliet’s reply based on your understanding of her use of consent? 5%

unpack Juliet’s attitude toward marriage. 8. Lady Capulet asks if Juliet can “like of Paris’ love” but Juliet doesn’t use the word love, she only uses the word like. She’s agreeing to look at him, but only to see if she “likes” him, not to fall in “love.” 9. Juliet is using consent to imply that her mother has given her permission for Juliet to fall in love with Paris, even though it was her mother that brought up the idea. It would be different if Juliet said “command” because Juliet would be saying explicitly that her mother is not giving her a choice about whether or not she wants to marry Paris. 10. Juliet is saying she will do what her mother is asking her to do, since it seems like she doesn’t have a choice.

Quick Write Have students briefly respond in writing to the following prompt: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Inform students that you will collect their Quick Write at the end of class and use it to evaluate their comprehension of the text read in this lesson.

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Grade 9 • Module 1 • Unit 3 • Lesson 4

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NYS Common Core ELA & Literacy Curriculum

5%

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 4

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

Lesson 5

Introduction In this lesson, students will begin a close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball (Act 1.5, lines 92–109). Students will focus on Romeo’s initial overture to Juliet in lines 92– 95. Slowing down the pace and unpacking Romeo’s first four lines will enable students to construct the complex foundational understanding necessary for their continued engagement with this multifaceted extended metaphor. In Lesson 6, students will continue their analysis of this excerpt as they explore how Juliet’s response shapes the dialogue that follows, and what this increasingly intricate interaction might reveal about these two complex characters. This lesson and the following one focus student analysis on Shakespeare’s use of imagery. A set of textdependent questions with an emphasis on vocabulary guide students in making meaning of Romeo’s complex metaphor. At the close of the lesson, students will be introduced to the Stage Directions Tool that will continue to shape their analysis in Lesson 6. For homework students will briefly respond in writing to a focusing question that asks them to consider their understanding from this lesson’s close reading.

Standards 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, and advance the plot or develop the theme.

Addressed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text RL.9-10.1 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).

CCSS.ELA-Literacy. CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment Assessment(s) •

Stage Directions Tool

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

High Performance Response(s) •

The paraphrasing and stage directions required by the Stage Direction Tool will encourage students to analyze the interactions between Romeo and Juliet and what these interactions may reveal about the motivations of these two complex characters. See the Stage Direction Tool Model for High Performance Responses.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead



pilgrim (n.) – one who travels to a shrine or holy place as a devotee



saint (n.) – one who is officially recognized after death as being holy



palmer (n.) – another word for pilgrim



purged (v.) – gotten rid of; cleared of guilt



trespass (v.) – to sin; to enter someone’s land illegally



prodigious (adj.) – being an omen (obsolete)

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

profane (v.) – to treat something sacred with contempt or irreverence

Lesson Agenda/Overview Student-Facing Agenda • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7. • Text: Romeo and Juliet, Act 1.5, lines 92–109 • Introduction of Lesson Agenda • Homework Accountability • Watch Romeo + Juliet [27:57–30:26] • Opening Activity • Text-Dependent Questions and Activities • Stage Directions Tool • Closing

Materials • • •

Film Tool: Stylistic Choices (see Lesson 2) Film Clip: Romeo + Juliet [27:57–30:26] Stage Directions Tool (found at the end of this lesson)

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing Students look at the agenda. the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7. In this lesson, students will explore Romeo’s initial overture to Juliet (lines 92–95) during their first encounter at the Capulet Ball (lines 92–109). Students will work with the class and in pairs to unpack the imagery in these first four lines. This analysis will help students to build the foundational understanding necessary for continued engagement with this passage in Lesson 6.

5%

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

20%

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Watch Romeo + Juliet Pass out blank copies of the Film Tool: Stylistic

Students take notes on their tool as they

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Choices (see Lesson 2).

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

watch the scene.

Inform students that they will be watching a short film clip to fill in the events of Act 1.5 that precede the close reading excerpt for today. Play film clip (27:57–30:26; see Unit Overview). Circle the room and observe note taking. Offer guidance when needed. Lead a quick debrief of film sequence (use some or all of the quick debrief questions). Ensure that students have recorded the primary event of today’s clip on their copy of Film Tool: Stylistic Choices.

Student responses to Key Events section of the film tool may include the following: 

Romeo catches first sight of Juliet.



Tybalt sees Romeo at the party. He wants to fight him, but Lord Capulet will not allow it.

Sample film debrief questions: Where are these scenes set? How does this influence your understanding of the action of the scene? What important props did the characters use in these scenes? Why do you think these props were emphasized? How were the characters dressed? What might their costumes suggest about these characters? What sounds did you hear? What effect is Luhrmann creating with sound? What did you notice about the lighting in these scenes? What effect is Luhrmann creating with

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

light? 20%

Opening Activity Hand out Stage Directions Tool (found at the end of this lesson). Instruct students to follow along on their tool as they listen to a masterful reading of lines 92–109.

Students follow along, reading silently the excerpt on their tool.

Provide an explanation of imagery, for example: Authors use descriptive language to create imagery. Imagery can have different functions in the text. Sometimes these visual pictures add detail to an author's description; other times authors employ figurative language to make a comparison that helps illustrate a point the author or character is trying to make. Instruct students to reread Romeo and Juliet’s dialogue (lines 92–109) and identify and circle all the images in this passage in their tool.

Student responses may include the following: 

shrine

Ask students to share the images they have identified, and record a master list on the board.



pilgrim



saints



palmers

Pose the following question for class discussion:

Students make the connection between religious words and the imagery in the scene.

What do all these images have in common? This discussion will likely incorporate a great deal of direct vocabulary instruction. See

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5

Definitions for all of the words on the sample master list can be found at the bottom of the Stage Directions Tool. Review definitions as needed.

Definitions for all of the words on the sample master list can be found at bottom of the Stage Directions Tool. Review definitions as needed.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 5

DRAFT

Instructional Notes.

25%

Instruct students to read through Romeo and Juliet’s dialogue again and underline any other words associated with religion on their tool.

Sample words to add to master list:

Ask students to share the words they underlined and why. Add these words to the list on the board. Address any vocabulary that students are struggling with.



holy



devotion



prayer



faith



sin

Text-Dependent Questions and Activities Have students form reading pairs and reread Romeo’s first four lines aloud (lines 92–94). Display the following questions for students to discuss in their pairs. Students should record their answers and be ready to share in full class discussion. 1. What is the holy shrine that Romeo’s hand is unworthy to touch?

Additional scaffolding for lines 92– 94:  Student responses may include the following: 1. Romeo is referring to Juliet, or perhaps more specifically, Juliet’s hand.

2. How can this description help you to understand the meaning of the word profane (line 92) in this context?

2. If Romeo is saying that his hand is unworthy to touch Juliet’s, then profane describes the result of the contact between something holy and something unworthy. Romeo’s touch would make dirty, degrade, or dishonor Juliet’s holiness.

3. What is Romeo comparing his lips to? Underline the words in the text. Using the vocabulary box at the bottom of your tool,

3. “Two blushing pilgrims.” Romeo is comparing his lips to two red-faced, embarrassed, self-conscious, or flushed

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6

Underline the word that Romeo uses to describe his own hand. Students underline unworthiest. 

What is Romeo comparing his lips to? Underline the evidence in the text. Students underline two blushing pilgrims.

NYS Common Core ELA & Literacy Curriculum

DRAFT

paraphrase what you’ve underlined.

travelers to a holy place.

4. What gentle sin are Romeo’s lips about to commit?

4. Romeo wants to place a tender kiss on Juliet’s hand to replace the rough touch of his unworthy hand.

5. How might your understanding of this passage change if the word gentle (in “gentle sin”) was replaced with rough? How does the adjective gentle inform your understanding of Romeo’s tone and intention in this passage? What other adjectives in lines 92–95 support this understanding?

5. If Romeo had referred to his actions as “rough” sin, it would seem like Romeo believes that this flirtation is truly a bad thing. Although Romeo is using serious religious language, he is flirting with Juliet. His “sin,” and therefore his overtures, are not truly evil, they are kind and tender (line 95).

6. Refer to the definitions of pilgrim and shrine at the bottom of your tool. What extended metaphor is Romeo constructing in these first four lines?

6. Romeo has created a religious metaphor to describe his first interaction with Juliet. Romeo is comparing himself to a religious devotee, and Juliet is the holy thing that he has come to worship.

7. What might this metaphor suggest about how Romeo perceives Juliet?

7. This metaphor suggests that Romeo sees Juliet as something that is worthy of his worship. Some students might infer that Romeo is putting Juliet up on a pedestal or elevating her to a status above himself.

Grade 9 • Module 1 • Unit 3 • Lesson 5

Circle around the room and assist as needed. Lead a full class discussion of questions 1–7. 20%

Stage Directions Tool Explain to students that in a play like this one, stage directions tell the actors what they will

Answers will vary, but they should indicate an understanding of the implied actions in

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Note: If students are unfamiliar with the format and function of stage directions, direct them to

NYS Common Core ELA & Literacy Curriculum

DRAFT

be doing as they speak their lines.

these four lines.

Pose the following activity for students to complete in their pairs:

Student responses may include the following: Romeo might be reaching for Juliet’s hand or moving to grab it. Romeo might be moving to kiss Juliet’s hand, lifting it to his mouth. (See the Model Stage Directions Tool for a sample response.)

If you were going to write a stage direction for Romeo to accompany the first four lines of this scene, how would you direct the action? Take a minute to think independently, then discuss with your partner. Call upon several student pairs to share their responses. Now direct students in framing a model stage direction to accompany these lines. Finally, have students record this collaboratively formed stage direction on their own tool. Students can refer to this stage direction as a model in their continued work with this tool in Lesson 6. Instruct students to hand in their Stage Directions Tool. The tool will be passed back at the beginning of Lesson 6. 5%

Closing For homework students will re-read a portion of the excerpt from this lesson and respond briefly in writing to the following question: How does Romeo’s initial approach towards Juliet compare to his approach towards

Students re-read and reflect on the close reading they completed in this lesson, responding briefly in writing to a focusing question.

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Grade 9 • Module 1 • Unit 3 • Lesson 5

lines 106 and 108. Point out the bracketed information in the margin, [kisses her], as an example.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 5

Rosaline? Students should come to the next lesson prepared to discuss their response.

Homework Reread lines 92–95 and review your Lesson 5 notes. Now reread Romeo’s description of his love for Rosaline that you analyzed in Lesson 2 (Act 1.1, lines 227–235). Write a reflective response to the following question: How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline? Be ready to hand in your written response at the beginning of the next lesson.

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 5

DRAFT

Stage Directions Tool Directions: Follow your teacher’s directions to insert stage directions and paraphrase dialogue. (Excerpt Reference: Act 1.5, lines 92-109) ROMEO If I profane with my unworthiest hand… … … …

92

95

Stage Directions:

JULIET … … … …

96

Stage Directions: ROMEO …

100

Paraphrase: JULIET …

101

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 5

DRAFT

Paraphrase:

ROMEO … …

102

JULIET …

104

Stage Directions:

ROMEO … …

105

JULIET …

107

ROMEO …

108

JULIET You kiss by th’ book.

109

    

shrine (line 93) (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead pilgrim (line 94) (n.) – one who travels to a shrine or holy place as a devotee palmer (line 99) (n.) – another word for pilgrim purged (line 106) (v.) – to get rid of; to clear of guilt trespass (line 108) (v.) – to sin; to enter someone else’s land illegally

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 5

DRAFT Model Stage Directions Tool

Directions: Follow your teacher’s directions to insert stage directions and paraphrase dialogue. (Excerpt Reference: Act 1.5, lines 92-109)

ROMEO If I profane with my unworthiest hand … … …

92

95

JULIET … … … … [Juliet pulls her hand back away from Romeo’s mouth]

96

ROMEO … Paraphrase: Don’t both pilgrims and saints have lips as well as hands?

100

JULIET … Paraphrase: Yes, they do, but they use those lips to pray not to kiss.

101

ROMEO … …

102

JULIET …

104

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 5

DRAFT

[Juliet stands still, but leans her head up for a kiss] ROMEO … … [Kisses her.]

105

JULIET …

107

ROMEO … [Kisses her.]

108

JULIET You kiss by th’ book.

109

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

Lesson 6

Introduction In this lesson, students will continue their close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball (Act 1.5, lines 92–109). Students will explore how Juliet’s response to Romeo’s initial overture shapes the dialogue that follows and what this increasingly intricate interaction might reveal about these two complex characters. This lesson continues the focus from Lesson 5 on Shakespeare’s use of imagery. The Stage Directions Tool and a related set of text-dependent questions prompt students to generate stage directions and paraphrase actions at key points in Romeo and Juliet’s dialogue. This process will encourage students to make meaning of the sequence of events in this highly metaphorical scene, as well as make inferences about character motivation. Students will synthesize their analysis of this excerpt in a final Quick Write to the focusing question: What can you learn about Juliet from the way that she responds to Romeo? For homework students will read a portion of the text and respond briefly in writing to a question that asks them to consider the actions of the scene.

Standards Assessed Standard(s) 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).

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.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

Assessment Assessment(s) • •

Quick Write: What can you learn about Juliet from the way that she responds to Romeo? Use evidence from the text to support your response. Stage Directions Tool

High Performance Response(s) •

•

Student responses to this open-ended Quick Write will vary. The goal here is to get students to begin to think broadly about what they can learn about Juliet through an analysis of her interactions with Romeo. Students might note that it is clear that Juliet really likes Romeo—she flirts with him and ultimately lets him kiss her (“you kiss by th’ book,” line 109). Others might make more direct inferences about Juliet’s character—perhaps her initial refusal to accept Romeo’s kiss (“lips that they must use in prayer” line 101) indicates that she is shy or modest. Other students might offer that Juliet is bold—she is not afraid to engage in a direct conversation with Romeo on equal terms, and she ultimately lets him kiss her in a public space (the Capulet Ball) with relatively little persuasion. Some students might point to the quality of Juliet’s metaphors (“pilgrims,” “saints”) to support the assertion that Juliet is clever with words—she takes Romeo’s metaphor and twists it to direct the conversation in a way that she chooses. The paraphrasing and stage directions required by the Stage Directions Tool will indicate whether or not students are struggling with basic comprehension of the text.

Vocabulary Vocabulary to provide directly (will not include extended instruction) • • • • • • •

shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead pilgrim (n.) – one who travels to a shrine or holy place as a devotee saint (n.) – one who is officially recognized after death as being holy palmer (n.) – another word for pilgrim purged (v.) – gotten rid of; cleared of guilt trespass (v.) – to sin; to enter someone’s land illegally prodigious (adj.) – being an omen (obsolete)

Vocabulary to teach (may include direct word work and/or text-dependent questions) •

mannerly (adj.) – polite

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4 Text: Romeo and Juliet, Act 1.5, lines 92–109 Introduction of Lesson Agenda Homework Accountability Masterful Reading: Romeo and Juliet, Act 1.5, lines 92–109 Text-Dependent Questions and Stage Directions Tool Quick Write Closing

Materials •

Stage Directions Tool (see Lesson 5)

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5% 10% 5% 70% 5% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Redistribute Stage Directions Tool (see Lesson 5). Lead a brief discussion of the students’ homework (How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline?) and collect written responses.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4. In this lesson, students will continue their exploration of Romeo and Juliet’s initial interaction at the Capulet Ball. Students will work with the Stage Directions Tool and associated TDQs to explore this lesson’s focusing question: What can you learn about Juliet from the way that she responds to Romeo?

10%

Student Actions

Students forge connections between Romeo’s advances in both of these passages. Students note the similarities in Romeo’s approach, both in terms of the intense use of imagery and metaphor, as well as the aggressive nature of his pursuit. Some students might indicate that Romeo idolizes Juliet (she is a “holy saint”) just as he idolized Rosaline only pages before (“she hath Dian’s wit”).

Masterful Reading

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The purpose of this activity is to review essential understandings from Lesson 5, as well as to encourage students to continue to build connections across the text in their exploration of character development.

NYS Common Core ELA & Literacy Curriculum

Have students listen to a masterful reading of the excerpt in its entirety (Act 1.5, lines 92–109), as they follow along in their text. 70%

Grade 9 • Module 1 • Unit 3 • Lesson 6

DRAFT

Students follow along, reading silently in their texts.

Text-Dependent Questions and Stage Directions Tool Have students form heterogeneous groups according to established protocols. Instruct groups to reread Juliet’s first 4 lines aloud (lines 96–99), and then display the following questions. Students should discuss in their groups, take notes on their discussion, and be prepared to share with the class. 1. What familiar word(s) do you see in mannerly (line 97)? What does Juliet mean by "mannerly devotion" (line 97)?

Student responses may include the following: 1. The word manner(s) appears in mannerly. Having manners means displays of politeness or proper etiquette. In this context, Juliet is saying that Romeo’s devotion to her is polite and proper.

2. How does Juliet feel about Romeo’s advances? Use evidence from the text to support your answer.

2. Juliet does not seem to mind that Romeo is holding her hand. Students might point to the phrase "you do wrong your hand too much" as evidence that she doesn’t mind what his hand is doing, or that she counters his assertion that his hand is unworthy to touch hers by describing his devotion as polite and proper.

3. How does Juliet respond to Romeo’s attempt to kiss her hand? How does this response draw upon

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3. Juliet uses Romeo’s own words to stop him from kissing her hand. Juliet asserts that

5

Additional scaffolding questions for lines 96–99: 

According to Juliet, why does Romeo "wrong [his] hand too much"? Juliet says that Romeo is being too hard on his hand because saints and pilgrims touch hands. Therefore, this is an appropriate thing for them to do.



According to Juliet, how do palmers (pilgrims) kiss? (Hint: What part of their body do they use instead of their mouth?)

NYS Common Core ELA & Literacy Curriculum

the metaphor Romeo constructed in lines 92–95?

4. How do you think Juliet might communicate this message with her actions? Suggest a stage direction that tells the actor what to do. Record your stage direction on your tool.

Grade 9 • Module 1 • Unit 3 • Lesson 6

DRAFT pilgrims worship saints by touching their hands to the hands of the saints. Therefore, pilgrims and saints “kiss” by touching hands. If Juliet is the “saint” and Romeo is the “pilgrim” (as Romeo established in his first four lines), then because he is already touching her hand, kissing with his lips to express his devotion is not necessary. 4. Responses will vary but should indicate a logical stage direction for the character at this point. Juliet is refusing Romeo’s offer to kiss her hand, so any action that expresses that she is resisting his attempt or turning away is appropriate. Perhaps she pulls her hand away from his, or perhaps she reaches up to touch his other hand with her own. (See Model Stage Directions Tool for a sample answer.)

Pilgrims kiss by placing the palms of their hands together. 

Which words in Juliet’s response also appear in Romeo’s first lines?

Hand, pilgrims, kiss, and saints are words in both Romeo and Juliet’s first lines.

Circulate and assist as needed. Lead full class discussion. Stage Directions Tool Extension Activity: Once students complete the Stage Directions Tool in their groups, have students direct and perform the scene they have just constructed according to the directions they have outlined. Like the stage directions,

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

the scene should demonstrate an understanding of the interactions and motivations of Romeo and Juliet in this highly metaphorical scene. Each discussion group can direct and perform their own scene, or all groups can collaborate as a class to direct and perform a single scene. Instruct groups to reread lines 100–101 aloud, then complete the following activities on their tool: 5. What is Romeo’s reply to Juliet? Paraphrase in your groups and record your answer in the appropriate box on your tool. 6. Take 30 seconds to paraphrase Juliet’s response. Record your answer on your tool.

Student responses may include the following: 5. Sample paraphrase: Both saints and pilgrims have lips, don’t they?

6. Sample paraphrase: Yes, they do have lips, but they are supposed to use them to pray not to kiss.

Circulate to check for comprehension.

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NYS Common Core ELA & Literacy Curriculum

Instruct students to reread lines 102–109, then display the following questions for students to discuss in their groups: 7. What course of action is Romeo suggesting to Juliet when he says "let lips do what hands do"?

Additional scaffolding questions for lines 102–109: 7. Romeo is saying that he and Juliet should put their lips together, i.e., they should kiss on the mouth.

8. According to Juliet, what do saints do? What do saints not do?

8. Saints grant prayers but “do not move” (line 104).

9. Review the definition of saint at the bottom of the Stage Directions Tool. Why can’t saints move?

9. Saints can’t move because they are dead.

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Grade 9 • Module 1 • Unit 3 • Lesson 6

DRAFT

8



What word repeats in this section? Underline the repeating word every time it appears. The word sin appears four times in the lines.



What does the repetition suggest about how Romeo and Juliet are feeling about their kiss? Romeo and Juliet may feel guilty about their kiss because they are describing it as something that is sinful.

9. If students struggle to grasp this facet of the metaphor in the lines, explain that saints are people who are made into important religious figures after they die. Then explain that pilgrims worship saints in the

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

form of statues and holy relics (preserved objects connected to that person). 10. How is Juliet using the metaphor of saints and pilgrims as a response to Romeo’s plea for a kiss? Write a stage direction to accompany line 104 that clearly expresses what you think Juliet is telling Romeo in this sentence. Record your response in your Stage Directions Tool.

10. Stage directions will vary but should indicate that this is a point of acquiescence for Juliet. She yields to Romeo’s pleas for a kiss (grants a pilgrim’s prayer) but will not initiate the kiss (saints do not move). A possible stage direction is that Juliet stands still, with her gaze averted. (See Model Stage Directions Tool for a sample response.)

Circulate and assist as needed. Lead full class discussion. 5%

Quick Write Display the following prompt for students to respond to independently: What can you learn about Juliet from the way that she responds to Romeo? Remember to use evidence from the text to support your answer.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson for elements to look for in student work.

Ask students to hand in both their Quick Write and Stage Directions Tool at the end of class. 5%

Closing For homework students will read a portion of the text and respond briefly in writing to a question that asks them to consider the actions of the

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Students read from Romeo and Juliet independently and respond briefly in writing to a focusing question.

9

If necessary, students can complete this Quick Write for homework, or this prompt can be used as a basis for a concluding full class or group discussion.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 6

scene. Students should be prepared to discuss their observations at the beginning of the next lesson.

Homework Read lines Act 1.5, lines 133–140 and respond to the following question: What has Juliet just discovered about Romeo? Be prepared to hand in your response at the beginning of Lesson 7.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

Lesson 7

Introduction This lesson is the first in a three-lesson arc that addresses Act 2.2, the balcony scene. Close readings will focus on building student understanding of Romeo and Juliet as they influence each other’s character development, as well as building shared knowledge of some of the most iconic lines in the play. The reading is split at strategic points in the arc. The first lesson asks students to focus on soliloquies, one for Romeo and one for Juliet. The next lesson shows Romeo and Juliet in conversation with each other. The arc culminates in a writing assignment that comprises the Mid-Unit Assessment and asks students to consider character development across the three-lesson arc. This concentrated exploration halfway through the unit will prepare students to consider cumulative character development in the End-of-Unit Assessment. The first lesson engages with the lines 1–51, encompassing both Romeo’s famous line “What light through yonder window breaks” and Juliet’s iconic musing “A rose by any other word.” This passage allows for an exploration of Shakespeare’s structural and stylistic choices, as well as character development of Romeo and Juliet. Students will focus on the playwright’s choices concerning both concrete structural elements (e.g., where the characters are in relation to each other on the stage) and craft (e.g., how the characters are revealed to the audience). Throughout the three-lesson arc, students will be working in small groups. Group work will encourage students to articulate their thoughts and expose students to varying opinions. For homework students will re-read a portion of the text that they have close read in this lesson and complete an activity that asks them to reflect on their understanding.

Standards Assessed Standard(s) RL.9-10.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Addressed 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, and advance the plot or develop the theme.

RL.9-10.4

Determine the meaning of words or 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;

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

how it sets a formal or informal tone).

Assessment Assessment(s) Quick Write: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware? High Performance Response(s) 

In crafting the scene, Shakespeare involves the audience in eavesdropping and sympathizing with Juliet’s plight. The soliloquy reveals Juliet’s innermost thoughts, ones she may have kept to herself had she known Romeo was listening, as evidence by her embarrassment “else would a maiden blush be paint my cheek.”

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

vestal livery (n.) – virginal appearance



doff (v.) – cast off



aloft (adv.) – high above



baptized (v.) – gave a name to

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

discourses (v.) – speaks, talks

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.3, RL.9-10.4, RL.9-10.5



Text: Romeo and Juliet, Act 2.2, lines 1–51

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Introduction of Lesson Agenda

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Homework Accountability

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Masterful Reading: Romeo and Juliet, Act 2.2, lines 1–51

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Text-Dependent Questions and Activities

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Quick Write

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Closing

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

Materials 

Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334



Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505

File: 9.1.3 Lesson 7 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Instructional Notes (extensions, supports, common misunderstandings)

Students look at the agenda.

Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, RL.9-10.4, RL.9-10.5. This lesson is the first in a three-lesson arc exploring Act 2.2. This arc will move slowly through a close reading of this scene, culminating in the Mid-Unit Assessment.

Alternative Audio: http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505

In this lesson students will be listening to and close reading Act 2.2, lines 1–51. 5%

Homework Accountability Lead a brief class discussion asking students to share their responses to the homework question:

Students observe that Juliet has discovered Romeo is a Montague, the only son of her family’s enemy.

What has Juliet just discovered about Romeo? 5%

Masterful Reading Have students listen to a masterful reading of Act 2.2, lines 1–51.

Students follow along, reading silently.

Instruct students to read along in their text.

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If students are confused about the timeline of the play, inform them that what they are about to read today is happening on the same night

NYS Common Core ELA & Literacy Curriculum

Provide the following question to focus student reading: To whom are Romeo and Juliet speaking in this excerpt? How do you know? 75%

Grade 9 • Module 1 • Unit 3 • Lesson 7

DRAFT

as the text they read in the last lesson. The Capulet ball has ended, but it is the same night.

Text-Dependent Questions and Activities Have students form discussion groups. Throughout the entire three-lesson arc, students will stay in these groups unless independent work is specifically called for. Ask students to read Romeo’s lines (lines 1– 32) aloud in their groups.

Students form groups and read aloud lines Have students form small, 1–32. heterogeneous groups for the purpose of discussing the text in more depth and recording insights. You may choose to create these groups ahead of time to ensure they are diverse. Assign, or have students assume, a role within the group, such as Facilitator, Reader, and Recorder. During discussions, allow time for each group to share their collaborative work with the class. Encourage students to use sentence stems in their group discussion. • •

1. To whom is Romeo talking? How do you know?

Student responses may include the following: 1. Romeo is talking to himself (or no one) and/or he is talking to the moon. Students point to the fact that Romeo is the only figure present for nine lines before Juliet

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I think that Romeo is talking to... because... I agree/disagree with (student) because...

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

enters and evidence like line 11 “O, that she knew she were” and line 14 “’tis not to me she speaks.” 2. What phrase(s) or word(s) in lines 12–14 can help you make meaning of the word discourses? What can you infer about Juliet’s actions from the way Romeo describes her?

2. Listen for students to identify “speaks, yet she says nothing,” “I will answer it” and “not to me she speaks.” Therefore, the word discourses is a reference to speaking. The inference is that Juliet’s mouth is silent, but her eyes are communicating.

Circulate and observe student discussions, assisting only as needed. After students have had time to discuss in groups, have them share their responses with the class. Instruct students to read lines 33–49 aloud in their groups. Ask students to consider the following questions while they read: 3. To whom is Juliet speaking? How do you know? Hint: Consider how Romeo’s lines in this passage help support your answer.

3. Juliet is also talking to herself (or no one). Romeo states that “tis not to me she speaks” (line 14). He hesitates before revealing himself, by stating "Shall I hear more, or shall I speak at this?" (line 37) Romeo’s lines support the inference that Juliet is thinking out loud.

4. What does the audience know that Juliet does not know?

4. The audience knows Romeo hears Juliet but that she is unaware of his presence.

Circle and observe, assisting only when necessary.

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If students struggle over the meaning of the word discourse, encourage them to think of words it sounds similar to—discuss or, more loosely, converse. Also encourage them to look into the next line of text, where Romeo explicitly says he will answer the discourse and that she speaks, though Juliet does not say anything.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

After students have had time to discuss in groups, have them share their responses with the class. Direct students to reread lines 33–36 aloud in their groups. 5. What does Juliet want Romeo to do? Why? Tell students to consider what they have learned about Romeo and Juliet’s families.

5. Juliet wants Romeo to “refuse thy name” and “deny thy father” and become her lover (“be but sworn my love”). Juliet wants Romeo to deny his name so he won’t be her enemy (“tis but thy name that is my enemy”).

Direct students to reread lines 43–44 aloud in their groups. 6. In these lines, what relationship is Juliet establishing between the name of a thing and the thing itself?

6. Juliet says a rose would smell the same if it had a different name (“a rose by any other word would smell as sweet”). Juliet is saying that a living thing—in this case Romeo—exists independently from its name.

Direct students to reread lines 38–49 aloud in their groups. 7. How does Juliet’s claim about the nature of a rose apply to Romeo? Students should consider their answer to the previous question.

7. Juliet’s example of the rose applies to Romeo because if Romeo changed his name, he would still be the same person whom she loves (“Romeo would, were he not Romeo called, retain that dear perfection”).

Students may struggle with the figurative phrase “deny thy father and refuse thy name.”

Circulate and observe student discussions, assisting only as needed. After students have had time to discuss in groups, have them share their responses with the class. Ask students to consider lines 33–49 in context of their discussion. Then have

8. Juliet probably shared more than she might have revealed if she had known

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Remind students that character development happens over time, so

NYS Common Core ELA & Literacy Curriculum

students discuss the following questions in their groups: 8. How might Juliet’s soliloquy have been different if she had known Romeo was listening? Hint: Count the number of lines Juliet has in this scene. How does this compare to her earlier speeches?

Grade 9 • Module 1 • Unit 3 • Lesson 7

DRAFT Romeo was there. Juliet’s soliloquy is sixteen lines long. This is the most lines Juliet has spoken so far in the play.

often comparing past behavior or speech patterns with current ones can offer insight into characters. If students have not yet encountered the word soliloquy offer the following definition: soliloquy (n.) the act of talking to oneself; a dramatic monologue that reveals the inner thoughts and feelings of a character.

Circulate and observe student discussions, assisting only as needed.

Encourage students to find examples of both dialogue and monologue in their text.

After students have had time to discuss in groups, have them share their responses with the class.

Students could benefit from deconstructing the words monologue and dialogue. The suffix -logue means “words” or “speech.” The prefix mono- means “one” or “alone” (monochrome means “a single color,” monotone means “one level of speaking,” so monologue means “one person talking”). Dia- is the same in meaning as the prefix bi-, which means “two.” (Diameter means “a line that splits a circle into two equal halves”, so a dialogue is two people talking to one another.) Have students finish reading lines 49–51 in their groups. 9. What course of action has Romeo just

9. Romeo reveals his presence to Juliet and addresses her directly, saying “I take thee at thy word” This resolves the

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Additional scaffolding TDQs: •

Offer students a definition for baptized as meaning “to give a

NYS Common Core ELA & Literacy Curriculum

taken? How does this affect the scene? Circulate and observe student discussions, assisting only as needed.

DRAFT suspense built to this point in the scene.

Quick Write Have students respond to the following Quick Write prompt: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware? Remember to use evidence from the text to support your answer.

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Ask students to hand in their Quick Write at the end of class. 5%

name to.” What new name does Romeo say he will take? Romeo says he will take love as his new name; he will no longer be known as Romeo.

After students have had time to discuss in groups, have them share their responses with the class. 5%

Grade 9 • Module 1 • Unit 3 • Lesson 7

Closing For homework students will re-read the text Students re-read the text from this lesson from this lesson and respond in writing to and respond to a task that asks them to the following task: Reread the text from this reflect on their understanding. lesson (Act 2.2, lines 1–51) and choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene. Use evidence from the text to support your choice.

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Use the Quick Write to assess students' understanding of this lesson's section of Romeo and Juliet.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 7

Homework Reread the text from this lesson (Act 2.2, lines 1–51) and choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene. Use evidence from the text to support your choice.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 8

Lesson 8

Introduction This is the second lesson in a three-lesson arc that focuses on close reading of the iconic balcony scene from Romeo and Juliet. The text addressed in this lesson is Act 2.2, lines 52–106. This passage provides an opportunity for students to explore Romeo and Juliet in conversation with each other. Through a targeted exploration of word choice and figurative language, students will work toward an understanding of how complex characters develop through interactions with each other. Students will continue working in the groups that were established in Lesson 7, as well as discussing observations with the entire class. For homework, students will continue to read their Accountable Independent Reading texts.

Standards Assessed Standard(s) 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).

Addressed Standard(s) RL.9-10.1

Cite strong and thorough evidence 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.

Assessment Assessment(s) Quick Write: What can you infer about Romeo and Juliet by comparing their use of language? Use evidence from the text to support your answer. High Performance Response(s) Reponses will vary but should include text-based evidence and reflect an understanding that language is used to establish, reveal, and compare these characters. Student responses may include the

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 8

following: 

Romeo is not thinking about reality, only about being in love with Juliet. He is more romantic, and wants “satisfaction,” the “exchange of thy love’s faithful vow.” His main concern is love, and his extensive use of imagery (“bright angel” “love’s light wings” “I am no pilot”) and figurative language reiterates this more romantic focus.



Juliet is more practical (“fain would I dwell on form”), and worried about Romeo’s safety (“they will murder thee”). Her limited use of imagery shows that she is more pragmatic than Romeo.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

bescreened (adj.) – hidden from sight

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counsel (n.) – private thoughts

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thine (pron.) – that which belongs to you

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enmity (n.) – hatred

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compliment (n.) – a formal act

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perjuries (n.) – false vows

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fain (adv.) – gladly

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peril (n.) – danger

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

cunning (n.) – skill, charm

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strange (adj.) – reserved

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light (adj.) – of little weight, shallow, insubstantial

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4

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Text: Romeo and Juliet, Act 2.2, lines 52–106

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Homework Accountability

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Introduction of Lesson Agenda

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Opening Activity

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Masterful Reading: Romeo and Juliet, Act 2.2, lines 52–106

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Text-Dependent Questions and Activities

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Quick Write

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Closing

File: 9.1.3 Lesson 8 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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5% 5% 5% 5% 70% 5% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 8

Materials 

Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334



Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505

File: 9.1.3 Lesson 8 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 8

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4. Inform students that they are picking up where they left off in the previous lesson and that they will continue to work in the same groups of four.

Students look at the agenda.

Let students know that the next lesson will be their third and final lesson on the balcony scene. They will be expected to complete a short writing assignment in the next class for the Mid-Unit Assessment. 5%

Homework Accountability Briefly discuss student responses to their rereading (Act 2.2, lines 1–51) and the prompt: Choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene.

Student choices from the homework will vary but should demonstrate an understanding of the tension, romance and longing of this scene. Two samples are offered here. Romeo’s lines 10–12: It is my lady, O, it is my love! / O, that she knew she were! /

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT She speaks yet she says nothing. What of that? Juliet’s lines 47–49: Romeo, doff thy name, / and for thy name, which is no part of thee, / take all myself.

5%

Opening Activity Display lines 52–53. Display the following question to help students place this lesson’s excerpt in context: What is Juliet responding to in lines 52–53?

5%

Students briefly jot an answer to respond to the opening activity. Student responses may include: Juliet is responding to Romeo revealing his presence to her.

Masterful Reading Have students listen to a masterful reading of Act 2.2, lines 52–106.

Students follow along, reading silently.

Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334 Alternative Audio: http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505

70%

Text-Dependent Questions and Activities Instruct students to read aloud lines 52–61 in their groups of four. 1. Why doesn’t Romeo know how to tell Juliet who he is? What relationship is Romeo establishing between his name and himself?

Student responses may include the following: 1. Romeo doesn’t know how to tell Juliet

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Additional scaffolding questions for lines 52–61: 

What information is Juliet asking

NYS Common Core ELA & Literacy Curriculum

who he is (“I know not how to tell thee who I am”) because his name is the name of Juliet’s enemy and “hateful” to her. Romeo says that his name has become hateful to himself as well. Some students might suggest that by refusing to say his name, Romeo is attempting to divorce himself from his family. He wants to form a new identity that is not associated with this family feud that pits him against Juliet. Students may also point out that this is a response to Juliet’s request in the previous soliloquy (“refuse thy name”) that Romeo overheard. Instruct students to read aloud in their groups lines 62–84. Direct students to reread lines 62–69.

Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT

for in these lines? Juliet is asking for the name of the man who has surprised her. 

How does Romeo respond to these requests? Romeo says he doesn’t know how to tell Juliet his name.

2. Love has the power to help Romeo fly “with love’s light wings” (line 66) and protect him from her family, “therefore thy kinsmen are no stop to me” (line 69).

2. According to Romeo, what power does love have? Direct students to reread lines 70–73. 3. What concern is Juliet expressing in line 70?

3. Juliet is worried that Romeo will be murdered; “they will murder thee” (line 70).

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Additional scaffolding questions for lines 70–73: 

What does Romeo say is more dangerous than twenty swords? Juliet’s eye.



What imagery in line 72 can help you understand what peril means

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT

in line 71? The image of twenty swords. “Peril” means danger. 4. Offer students a definition of peril ("dangerous"). For Romeo, why is Juliet’s eye more perilous than twenty swords? What concern is Romeo expressing?

4. If she looks at him without sweetness. Romeo is expressing the concern that Juliet won’t love him.

5. How does Romeo’s concern differ from Juliet’s? What might this comparison reveal about these two characters?

5. Romeo’s concern is about love; Juliet’s is about Romeo’s safety. This comparison shows that Romeo is more romantic and Juliet is more practical.

Direct students to reread lines 74–78.

6. Romeo prefers death (“my life were better ended”; line 77) to life without Juliet (“than ... wanting of thy love”; line 78). This is again a romantic concern overriding a practical one; Romeo is valuing romance over his own life.

6. What does Romeo prefer to life without Juliet’s love? How does this support your understanding of what Romeo values?

Consider the request he makes of her eye. What would the opposite be? What would this indicate about Juliet’s feelings toward Romeo?

6. The definition of wanting as “lacking” may be unfamiliar to students. Take the time to explore the meaning of this word if it causes confusion. Additional scaffolding for lines 74– 78: 

Direct students to reread lines 79–84. 7. What extended metaphor is Romeo constructing in these lines? What might this reveal about how Romeo understands his

7. Romeo compares Juliet to merchandise, Offer students the definition of pilot and himself to a ship’s captain, using the as Romeo uses it, “the pilot of a metaphor of a treasure hunt. Romeo is ship.” trying to tell Juliet that he would do anything to be with her.

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What is Juliet asking Romeo? What is Romeo’s answer? Juliet is asking Romeo who led him to her. Romeo says that love led him to Juliet.

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NYS Common Core ELA & Literacy Curriculum

relationship to Juliet?

Some students may extend this answer to include the fact that Romeo is also establishing a metaphor of possession, where Juliet is a prize or treasure to be captured.

Instruct students to read aloud in their groups lines 85–89 and circle repeating words.

Students circle the repeating word fain three times.

8. Offer students a definition of fain as “gladly.” What does the use of fain in these lines reveal about how Juliet is feeling? Why might she be feeling this way?

8. The repetition of the word emphasizes this statement: Juliet really, really wishes she could take back what she said.

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Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT

8

Additional scaffolding questions for lines 85–89: 

What does Juliet say Romeo would see if it were not night? Romeo would see her blushing.



What can you infer from this about how Juliet is feeling? Juliet is feeling embarrassed. She says if it wasn’t night time Romeo would see her blushing because of what he overheard.



When Juliet says, “what I have spoke,” what speech is she referring to? Hint: recall your last close read, in Lesson 7. Juliet is referring to her “rose” speech, which she made when she did not know Romeo was listening.

Now that students know what fain means, they can understand that Juliet would gladly take back what she said.

NYS Common Core ELA & Literacy Curriculum

9. Offer students a definition of compliment as “formality.” When Juliet says “farewell, compliment” to what is she saying goodbye? What shift might this indicate in her attitude?

9. Students to make connections between the close reading for lesson 7 and today’s excerpt. Juliet might be embarrassed because Romeo heard her say that she really likes him. Juliet is saying good-bye to formality. It might mean she’s putting her embarrassment behind her.

Instruct students to read aloud in groups lines 90–97.

10. Juliet is unsure of Romeo’s feelings toward her, and she is cautious of appearing to be “too quickly won” (line 94). Juliet is feeling nervous about her relationship with Romeo. She is unsure of the permanence of his feelings for her. Some students might suggest that once again, Juliet is voicing practical concerns about the outcome of this relationship.

10. What concerns underlie Juliet’s requests? What might this reveal about how she understands her relationship with Romeo?

Instruct students to read aloud in groups lines 98–106. 11. What is the definition of light in line 99 and line 105? How does this description inform your understanding of Juliet’s intentions towards Romeo?

Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT

11. Juliet uses light to mean “shallow” or “casual” or “silly.” Light love is just like a crush. Juliet is trying to tell Romeo that she truly loves him.

If students are having trouble defining Juliet’s use of light, ask: How would these lines be different if light was replaced with casual? The phrase “taking it lightly” might also be helpful to some students. Additional scaffolding TDQs for lines 98–106: ●

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Who are “those who have more cunning to be strange” (line 101)? What does cunning mean here? What about strange? They are other women who

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 8

DRAFT

Romeo could have fallen in love with, who are better at hiding their feelings than Juliet is. Cunning (defined in footnotes) means more adept, or more artful. Strange (also in footnotes) means reserved. 

Ask students to consider their close reading as a whole while they complete this activity in their groups. Instruct students to review the text they have just read and circle all the imagery found in Romeo’s lines. Then they will repeat the process for Juliet’s lines.

For Romeo, students circle phrases such as “love’s light wings,” “twenty of their swords,” “night’s cloak,” “lent him my eyes,” “vast shore washed with the farthest sea.” For Juliet, students circle “drunk a hundred words” but not much else.

Ask students to offer examples of the imagery they identified. Record students' observations on the board. 12. What do you notice about the use of imagery in Romeo’s lines versus Juliet’s lines?

12. Students identify that Romeo uses a lot of imagery and that Juliet does not use a lot of imagery. Student responses may vary but should

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How does Juliet compare herself to these people? Juliet compares herself by saying she doesn’t have the same charms that other women might, but she’ll be a more “true” lover than someone who pretends not to care.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 8

include an understanding that language is used to establish, reveal, and compare these characters. 5%

Quick Write Students respond independently in writing to the following question:

See High Performance Response.

What can you infer about Romeo and Juliet by comparing their use of language? Consider their main concerns in this excerpt. 5%

If students struggle here, direct them back to lines 70–73 in order to reestablish Romeo’s and Juliet’s differing concerns.

Closing For homework, instruct students to continue Students continue to read their their Accountable Independent Reading Accountable Independent Reading text for through the lens of their focus standard and homework. prepare for a 3–5 minute discussion of their text based on that standard.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 9

Lesson 9

Introduction This is the final lesson in the three-lesson arc focusing on the iconic balcony scene, and it contains the Mid-Unit Assessment. The text selection for this lesson is Act 2.2, lines 107–141, in which Romeo and Juliet exchange vows. Students will read this text selection closely, considering the ways in which Romeo and Juliet influence each other through conversation. The three-lesson arc will culminate in a brief writing assignment, which is the Mid-Unit Assessment. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from Act 2.2 as a whole. Students will continue working in the groups of four that were established in 9.1.3 Lesson 7, as well as participating in discussion with the entire class. Students will end this lesson by viewing a portion of Baz Luhrmann’s Romeo + Juliet that will provide summary and act as a bridge to the next set of lessons. For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, and advance the plot or develop the theme. W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 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 draw inferences 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 Assessment(s) Writing Assignment: Use the text selections found on your Mid-Unit Prep Tool and your own notes and annotations from Lessons 7–9 to answer the following question: How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene? Use evidence from the text to support your answer. File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 9

High Performance Response(s) Student responses may vary but could include the following: 

Romeo: Romeo starts out the scene wanting to be near Juliet, to touch her face (“O, that I were a glove upon that hand that I might touch that cheek!”), and to look at her. Then he expresses concern that she won’t love him (“wanting of thy love”), but he isn’t worried about being murdered (“let them find me here”). Romeo then expresses a desire to give Juliet his vow of love and to get hers. He doesn’t seem to be swayed by Juliet’s worry that they are moving too fast, and he convinces her to give him her vow of love. Romeo starts out with romantic desires, not worried about practical things. He ends the scene still concerned with romantic desires.



Juliet: Juliet starts the scene wanting Romeo to get rid of his name so he won’t be her enemy (“deny thy father and refuse thy name”). Then she fears for his safety and is worried that he might be murdered by her kinsmen (“thy will murder thee”). Then she worries that their relationship is moving too fast and won’t last (“too like the lightning which doth cease to be”), but Romeo changes her mind and she ends up giving Romeo her vow of love. Juliet starts out with practical worries and concerns but ends up expressing romantic desires (“my love as deep, the more I give to thee”). Use NY Regents Text Analysis Rubric to assess student writing.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

contract (n.) – formal agreement for marriage (this definition offered in footnotes)



bent (n.) – purpose



procure (v.) – to obtain or get by care

Vocabulary to teach (may include direct word work and/or text-dependent questions)  inconstant (adj.) – changeable Additional Scaffolding Questions: 

vow (v.) – make a promise



swear (v.) – make a promise

Lesson Agenda/Overview Student-Facing Agenda • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2 Text: Romeo and Juliet, Act 2.2, lines 107–141 Introduction of Lesson Agenda Homework Accountability Opening Activity

File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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5% 5% 5%

NYS Common Core ELA & Literacy Curriculum

• • • • •

DRAFT

Text-Dependent Questions and Activities Mid-Unit Prep Tool Mid-Unit Assessment Independent Writing Assignment Watch Romeo + Juliet [46:37–49:40] Closing

Grade 9 • Module 1 • Unit 3 • Lesson 9

20% 15% 40% 5% 5%

Materials • • • • •

Mid-Unit Prep Tool Film Tool: Stylistic Choices (see Lesson 2) Film: Romeo + Juliet [46:37–49:40] Masterful Reading of Romeo and Juliet, Act 2.2, lines 107–141 (see Unit Overview) Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334 Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505

File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 9

Learning Sequence Percentage Teacher Actions of Lesson 5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2. Inform students they are picking up where they left off and will continue to work in the groups established in Lesson 7.

5%

Students look at the agenda.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

5%

Student Actions

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Opening Activity Project Act 2.2, lines 2–3 and lines 98–99 on the board.

Students briefly respond to the question in their notebooks.

Display the following question: What word can you find that is used in both these lines? How is it being used in each context?

Romeo uses the word light when he sees Juliet’s window and uses it to compare Juliet to the sun, the moon, and angels. “Light” in this context means beauty or brightness.

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 9

DRAFT Juliet uses the word light when she is trying to convince Romeo her love is real. "Light" in this context means shallow, or insubstantial.

20%

Text-Dependent Questions and Activities Have students listen to a masterful reading of Act 2.2, lines 107–141 (see Unit Overview).

Students follow along, reading silently.

Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334 Alternative Audio: http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505

Instruct students to get into their groups of four.

Students circle swear five times and vow twice.

Direct students to read lines 107–114 aloud in their groups, circling repeating verbs in their text. Then, lead a discussion of the following questions, allowing students time to discuss in groups before sharing with the whole class. 1. How does Juliet’s description of “th’ inconstant moon” compare to Romeo’s description of the moon? What concern is Juliet expressing with this image?

Student responses may include the following: 1. Romeo’s description is more about the beauty of the moon, “yonder blessed moon…that tips with silver all these fruit tree tops” and Juliet’s is about the moon as something you can’t count on because it doesn’t stay the same, it is “inconstant”.

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Additional scaffolding TDQs for lines 107–114: 

Where have you seen the word swear used before? What does it mean in this context? Listen for students to identify the meaning of the verb swear as “curse.” Prompt students to

NYS Common Core ELA & Literacy Curriculum

Juliet is concerned that if Romeo swears by the moon he will “prove likewise variable,” and the vow won’t last.

Instruct students to read lines 115–124 aloud in their groups. Then continue the discussion in the same way. 2. How does the use of light in lines 119– 120 compare to how you’ve seen it used previously in this scene? What does this image represent for Juliet?

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recall Romeo’s use of forswear at the Capulet ball, to come to the second definition of swear as “to make a promise.” If students struggle to make this connection, provide the definition of swear. 

What words or phrases in line 109 can help you make meaning of vow in line 107? Romeo says he will “vow” by the moon, and Juliet asks him not to “swear” by the moon, so students should infer that vow and swear have the same meaning.



Why, according to Juliet, is it better for Romeo to swear by himself? Juliet would believe Romeo if he swore by himself because she worships him.

Additional scaffolding questions for lines 115–124:  2. It is different from how Romeo used light, which was for a description of beauty. It is similar to how Juliet used light, which was a way to describe shallow or insubstantial love. The image of

File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a

Grade 9 • Module 1 • Unit 3 • Lesson 9

DRAFT

6

What does Juliet refer to as “too rash”? Define rash, using the words and phrases in line 118 to help you. Juliet is referring to the

NYS Common Core ELA & Literacy Curriculum

lightning represents something that seems over before it starts, something that happens really fast. Juliet is worried about their love being over before it starts, like lightning. 3. What imagery is Juliet using in lines 120– 121? What does this image represent for Juliet? What fears might these two contrasting images express?

3. Juliet uses the imagery of a flower, a “bud of love” blossoming in the summer. This imagery represent love that blossoms over time (“when next we meet”), unlike the lightning which happens really fast and then “doth cease to be.”

4. Why does Juliet interrupt Romeo? What can you infer about Juliet’s opinion of Romeo based on her interruptions?

4. Juliet stops Romeo from swearing his love, or giving her a vow (“well, do not swear”). Juliet thinks Romeo is moving too fast, and is too “rash.”

Instruct students to read lines 125–136 aloud in their groups.

5. Satisfaction is to have “th’ exchange of thy love’s faithful vow for mine”. Romeo’s desire to have Juliet exchange vows right now is opposite to Juliet’s earlier concern that things are moving too fast.

5. What, according to Romeo, is “satisfaction”? How does Romeo’s desire for satisfaction compare to Juliet’s concern in lines 116–124? 15%

Grade 9 • Module 1 • Unit 3 • Lesson 9

DRAFT

“contract,” or vows, as too rash. Rash means "sudden" or "unadvised." It’s a bad idea. 

You have been reading this scene for three lessons, but consider the action in real time. How much time has it taken for this change in concerns to occur? It’s been only a few minutes.

Mid-Unit Prep Tool Inform students that they are going to Students work on the tool in their groups. spend the rest of the class working on a See the model tool. writing assignment that addresses the entire balcony scene, but first they are going to use a tool to review the text and organize their thoughts and observations.

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This tool provides opportunity for students to practice an activity similar to one they will be asked to complete in preparation for their End-of-Unit Assessment.

NYS Common Core ELA & Literacy Curriculum

DRAFT

See tool at the end of this lesson. 40%

Mid-Unit Assessment Independent Writing Assignment Instruct students to use the text selections found on their tool and their own notes and annotations from Lessons 7–9 to answer the following prompt:

Students write the Mid-Unit Assessment independently.

How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene? Students may choose to focus their answer on either Romeo or Juliet but should focus on the character's interactions with each other. Collect writing assignment from students. 5%

Watch Romeo + Juliet and Closing Pass out blank copies of the Film Tool: Stylistic Choices and show a clip of the film (46:37–49:40 on the DVD). Briefly discuss using the Film Tool.

5%

Students hand in writing assignment.

Students watch the film and take notes on their tool. Students summarize that the Friar agrees to marry Romeo and Juliet.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

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Grade 9 • Module 1 • Unit 3 • Lesson 9

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 9

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

Mid-Unit Prep Tool

Name: Identify Who is Speaking

Text Selection

Identify the Desire, Concern or Fear Being Expressed

Act 2.2 lines 24–25 O, that I were… …that cheek! Act 2.2 lines 42–44 O, be some other name!... …smell as sweet. Act 2.2 line 70 If they do see… Act 2.2 lines 77–78 My life were… …of thy love. Act 2.2 lines 104–105 Therefore pardon me… …to light love Act 2.2 lines 119–120 Too like lightning… …Sweet, good night. Act 2.2 line 132 And yet I… Act 2.2 lines 139–140 O blessed… …but a dream.

File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

Grade 9 • Module 1 • Unit 3 • Lesson 9

DRAFT

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NYS Common Core ELA & Literacy Curriculum

Model Mid-Unit Prep Tool Text Selection

Grade 9 • Module 1 • Unit 3 • Lesson 9

DRAFT Name: Identify Who is Speaking

Identify the Desire, Concern or Fear Being Expressed

Romeo

Romeo wants to touch Juliet, to be near her.

Juliet

Juliet wants Romeo to give up his name so he will no longer be her enemy.

Juliet

Juliet is worried that Romeo will be murdered if her family sees him.

Romeo

Romeo would rather die than live without Juliet’s love.

Juliet

Juliet is concerned Romeo will think her love is insubstantial.

Juliet

Juliet is concerned that they are moving too fast, and their love will be over before it begins.

Juliet

Juliet is expressing her love for Romeo, she wishes for the love she already has.

Act 2.2 lines 24–25 O, that I were… …that cheek! Act 2.2 lines 42–44 O, be some other name!... …smell as sweet. Act 2.2 line 70 If they do see… Act 2.2 lines 77–78 My life were… …of thy love. Act 2.2 lines 104–105 Therefore pardon me… …to light love Act 2.2 lines 119–120 Too like lightning… …Sweet, good night. Act 2.2 line 132 And yet I…

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 9

Act 2.2 lines 139–140 O blessed… …but a dream.

Romeo

Romeo is concerned that the whole conversation was a dream.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 10

Lesson 10

Introduction In this lesson, students close read Act 3.1, lines 59–110. In this excerpt, Tybalt kills Mercutio. Guided by a set of text-dependent questions, students will engage in a collaborative analysis of the multifaceted motivations of three of Shakespeare’s complex characters. These text-dependent questions will prompt students to explore Shakespeare’s figurative language and word choice in order to prepare students to respond independently to the three writing prompts found on their Lesson 10 Tool. The first two prompts on the Lesson 10 Tool ask students to consolidate and summarize the analysis they have performed as a class. The final prompt asks that students independently develop a claim to address the lesson’s focusing question: Who is to blame for Mercutio’s death? Students will craft their response into a brief paragraph. This writing exercise will allow students to practice developing and supporting a claim by synthesizing information gathered throughout the lesson in order to structure an effective argument. For homework, students will briefly respond to a vocabulary focused writing prompt.

Standards Addressed 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, and advance the plot or develop the theme.

Addressed Standard(s) Cite strong and thorough textual evidence to support analysis of what the text RL.9-10.1 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).

CCSS.ELA-Literacy. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCRA.R.7

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 10

Assessment Assessment(s) Lesson 10 Tool High Performance Response(s) •

See Model Lesson 10 Tool for High Performance Responses.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

appertaining (v.) – belonging or being connected as a rightful part



alla stoccado (n.) – a stab or thrust with a fencing sword



pilcher (n.) – a scabbard for a sword



rapier (n.) – a thin, light, sharp pointed sword for thrusting



passado (n.) – a thrust in fencing with one foot advanced



bandying (v.) – exchanging back and forth



sped (adj.) – finished (archaic)



peppered (adj.) – ruined (archaic)



braggart (n.) – a person who brags about achievements or possessions

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

tender (v.) – to hold something dear, to value



dishonorable (adj.) – lacking honor, shameful



grave (n.) – a place where dead people are buried; (adj.) – serious or solemn

Lesson Agenda/Overview Student-Facing Agenda • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7 Text: Romeo and Juliet, Act 3.1, lines 59–110 Introduction of Lesson Agenda Homework Accountability Film: Romeo + Juliet (55:57–1:00:10) Text-Dependent Questions and Lesson 10 Tool Closing

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5% 5% 10% 75% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Materials • • •

Film Tool: Stylistic Choices Film Clip: Luhrmann’s Romeo + Juliet (55:57–1:00:10) Lesson 10 Tool

File: 9.1.3 Lesson 10 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 10

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 10

DRAFT

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

10%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.

5%

Student Actions

Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Film: Romeo + Juliet Begin the lesson by watching a four-minute clip of Luhrmann’s Romeo + Juliet (55:57– 1:00:10). This clip encompasses the key events of Act 2.6 and introduces students to the events of Act 3.1, providing the necessary context for close reading of lines 59–110 in this lesson.

Students watch film and take notes on their tool. Key events in 55:57–1:00:10: 

Romeo and Juliet get married.



Tybalt challenges Mercutio.

Hand out blank copies of the Film Tool: Stylistic Choices (see Lesson 2).

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





File: 9.1.3 Lesson 10 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a

Sample film debrief questions:

4

Where are these scenes set? How does this influence your understanding of the action of the scene? What important props did the characters use in these scenes? Why do you think these props were emphasized? How were the characters dressed? What might their

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 10

DRAFT

Play film clip (55:57–1:00:10). Lead a brief class discussion on student observations of Luhrmann’s stylistic choices (see Lesson 2 Model Film Tool). Check for student comprehension of the key events.

75%

 

costumes suggest about these characters? What sounds did you hear? What effect is Luhrmann creating with sound? What did you notice about the lighting in these scenes? What effect is Luhrmann creating with light?

Text-Dependent Questions and Lesson 10 Tool Hand out Lesson 10 Tool. Explain that you will be pausing the class discussion today at strategic points for students to respond to the three writing prompts found on their tools.

Students follow along, silently reading the Lesson 10 tool.

Explain that the first two prompts on the Lesson 10 Tool ask students to summarize some of the main ideas they have been discussing in class. The last prompt asks students to take a position and defend it with evidence from the text. The Lesson 10 Tool will be collected at the end of class. Instruct students to form small heterogeneous groups according to established protocols. Consider instructing student groups to divide the lines according to characters, with one student reading the part of Benvolio, another the part of Tybalt, and another the part of Romeo.

Students read aloud in groups, assisting peers with fluency, pacing, and emphasis.

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The goal here is for students to begin to recognize the complex character dynamics of this excerpt, as well as familiarize themselves with language and key events of the scene before beginning a more detailed analysis.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 10

DRAFT

Have students read the entire excerpt (Act 3.1, lines 59–110) aloud in these groups. Direct students to reread lines 59–65. At the same time, display the following questions for students to discuss in their groups. Student groups should be prepared to share their thoughts with the class. 1. What reason does Romeo have to love Tybalt?

2. What course of action does Romeo advocate in response to Tybalt’s insult? What in the text makes you think so? Lead class discussion of group responses.

Student responses may include the following: 1. Juliet, or more specifically Romeo’s marriage to Juliet, is the “reason of [Romeo’s] love” for Tybalt. Tybalt is Juliet’s cousin. Now that Juliet is Romeo’s wife, Tybalt and Romeo share a common family bond. 2. Romeo wants to walk away from Tybalt. He is refusing to fight him. Students point to Romeo’s statement “therefore, farewell” as evidence.

If students struggle to make the connection, point them to the List of Roles in their text and ask the following scaffolding questions: 

What is Tybalt’s relationship to Juliet? Tybalt and Juliet are cousins.



What relationship does Romeo have with Juliet? Juliet is Romeo’s wife.



What relationship does Romeo have with Tybalt? Tybalt, Juliet’s cousin, is now related to Romeo through marriage. Additional scaffolding for lines 59– 66: 

Have students reread lines 70–71. Display the following questions for students to discuss in their groups: 3. What clues in this sentence can help you to understand what Romeo means by tender in

3. Students circle the word “dearly” to help them understand that “tender” in this context is a verb that means "to hold something dear," or "to value something."

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6

In this passage, what does Tybalt call Romeo? Circle your answer in the text. Students should circle the word villain.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 10

this context? Circle your answer and be ready to share. 4. Why does Romeo "tender" the name of Capulet as "dearly as his own"?

4. Romeo holds the name of Capulet as dearly as he holds his own because he loves Juliet and is now married to her.

5. What shift in Romeo’s allegiances does this statement suggest?

5. Since Romeo “tender[s]” the name of Capulet as much as the name of Montague, then perhaps he no longer feels like the Capulets are his enemies. Students might further infer that his love of the “name” (line 70) is a metaphor for the love of the family itself, so here Romeo is saying that he loves the Montagues and Capulets equally.

Lead a brief class discussion of student responses.

Direct students to the first Quick Write on their Lesson 10 Tool: Why won’t Romeo fight Tybalt?

Quick Write: See Model Lesson 10 Tool for sample student response.

Instruct students to take two minutes to write a response or two or three sentences, calling upon the analysis of lines 59–71 that they completed in their groups. Direct students to reread lines 72–89 in their groups. Display the following questions for students to discuss in their groups:

6. Students to identify the word honor in the word dishonorable. The prefix dismakes the word mean the opposite of the core word. In this case, dishonorable means "without honor," or "shameful."

6. What root word do you see in dishonorable (line 72)? How does the prefix dis- change the File: 9.1.3 Lesson 10 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Remind students that this is an informal writing exercise. They should not worry about grammar, spelling, etc.

NYS Common Core ELA & Literacy Curriculum

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core meaning of this word? 7. What does Mercutio find dishonorable? Circle the words in line 72 that act as clues. Lead class discussion of student responses.

Read aloud lines 72–83. Focus student listening with the following activity: As you listen, read along in the text and circle all the stage directions that you see.

7. Students circle the words “calm” and/or “submission”. Mercutio finds Romeo’s calmness in the face of Tybalt’s insult dishonorable. He sees Romeo’s refusal to fight as a shameful surrender to an enemy, an act of “vile submission” (line 72). 8. Students determine by Mercutio’s actions (as indicated in the stage directions “Draws” and “They fight”) that Mercutio thinks fighting is the honorable response to Tybalt’s insult.

Lead a brief class recap of stage directions students have circled, then display the following question for students to discuss in their groups: 8. Based on what Mercutio does, what course of action does he believe to be honorable? Direct students to respond independently to the second Quick Write on their Lesson 10 Tool: Why does Mercutio fight Tybalt?

Quick Write 2: See Lesson 10 Model Tool for sample student response.

Circle the room and provide support when necessary. Instruct students to reread lines 84–89. Pose the following question for students to discuss in their groups:

9. Students underline the stage direction beneath line 89 "Tybalt under Romeo’s arm thrusts Mercutio" and "flies," to explain that Tybalt has injured Mercutio.

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Grade 9 • Module 1 • Unit 3 • Lesson 10

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Grade 9 • Module 1 • Unit 3 • Lesson 10

9. Who is responsible for Mercutio’s injury? Underline the words from the text that support your answer. Direct students to reread lines 100–105. Pose the following question for students to discuss in their groups: 10. Who does Mercutio say is responsible for his injury? Underline the lines in the text that makes you think so.

10. Students underline lines 104–105, “why the devil came you between us? I was hurt under your arm,” to explain that Mercutio is saying that it is Romeo’s fault that he is injured.

Circulate and observe student discussion, assist only as needed. Direct students to reread lines 91–110 in pairs. Pose the following questions for class discussion: 11. What phrase do you see repeated in this section? Underline it every time it appears. What does Mercutio mean by this? Who does Mercutio blame for his injuries here? Direct students to question 3 on their Lesson 10 Tool: Who is to blame for Mercutio’s death? Instruct students to review the sections of the text that they’ve underlined, and then write a short paragraph, using evidence from these sections in their response

11. Mercutio repeats "a plague a’ both your houses" three times between lines 91 and 110. Some students might note that he shouts the more abbreviated "your houses!" a fourth time in line 110. Mercutio is blaming the two feuding families (the Montagues and the Capulets) for his injuries. Students craft brief written response to the Lesson 10 focusing question (See Model Lesson 10 Tool for sample student response).

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If necessary, this final prompt can be completed as homework or used as a guide for full class discussion.

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 10

Collect Lesson 10 Tools. 5%

Closing Remind students that for homework they will generate two meanings that they think are appropriate for the word “grave” in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Students should be prepared to offer their definitions of grave and turn in their written responses at the beginning of Lesson 11.

Students respond in writing to the guiding prompt.

Homework Reread aloud lines 90–105. The word grave can have several meanings. Offer two meanings that you think are appropriate in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Use evidence from the text to support your response.

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 10

Lesson 10 Tool 1. Why won’t Romeo fight Tybalt? Support your answer with evidence from the text. ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 2. Why does Mercutio fight Tybalt? Support your answer with evidence from the text. ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 3. Who is to blame for Mercutio’s death? Support your assertion with evidence from the text. ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________

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Grade 9 • Module 1 • Unit 3 • Lesson 10

Model Lesson 10 Tool 1. Why won’t Romeo fight Tybalt? Romeo won’t fight Tybalt because he “has a reason to love” Tybalt. The reason Romeo has to love Tybalt is that he is married to Romeo’s cousin Juliet. Romeo loves Juliet and thinks of her as his family, so he loves Tybalt and thinks of him as his family too. Romeo tells Tybalt this when he says that he holds the name of Capulet “as dearly as mine own” (line 71). Romeo’s love for Juliet has helped him to understand that the blood feud between the Montagues and the Capulets is pointless and wrong because he feels an allegiance to both families now. 2. Why does Mercutio fight Tybalt? Mercutio fights Tybalt because he thinks that Romeo is being “dishonorable” (line 72) in not responding angrily to Tybalt’s insult. Mercutio describes Romeo’s “calm” (line 72) unwillingness to fight as “vile submission” (line 72) because he understands Romeo’s lack of action as a shameful surrender to a man who has insulted Romeo and by extension all Montagues. Therefore, Mercutio fights Tybalt because he is trying to uphold the Montague family honor. 3. Who is to blame for Mercutio’s death? The bloody family feud between the Montagues and the Capulets is to blame for Mercutio’s death. Although Mercutio was stabbed by Tybalt’s sword, he ultimately places the blame not on the individual man, but on the Montague and Capulet families. After Mercutio is injured he shouts “a plague a’ both your houses,” which means that he is cursing both the house of Montague and the house of Capulet. If Mercutio just blamed Tybalt for his injury, he would only have cursed the house of Capulet, not both houses. Mercutio shouts this same curse three different times, in lines 92, 101, and finally in line 108 where he follows his curse with the explanation that “they have made worms' meat of me” (line 109). Here he is clearly blaming both families for his approaching death – it is their fault that he will soon be buried in the ground and will decompose. It is clear from his repetition of this curse that Mercutio blames the family feud between the Montagues and the Capulets for his death. The feud is what makes Mercutio feel like he has to defend the Montague family honor against Tybalt’s insult. If he hadn’t tried to defend the family honor, he never would have been injured. Note: Students might provide a variety of contradictory responses to answer this question. Some students might argue that Tybalt is to blame for Romeo’s death, because Tybalt is the one who dealt the killing blow with his rapier (“Tybalt under Romeo’s arm thrusts Mercutio in and flies” (line 90)). Other students might make the claim that Romeo is to blame for Tybalt’s death, because when he tried to stop the fight between Romeo and Tybalt he came between them, and so Tybalt was able to go beneath Romeo’s arm and stab Tybalt (“why the devil came you between us? I was hurt under your arm” (line 105)) As long as students make a claim and support it with evidence from the text, they have accomplished the primary goal of the assignment.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

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Grade 9 • Module 1 • Unit 1 • Lesson 11

Lesson 11

Introduction In this lesson, the first in a two-lesson arc, students will continue their exploration of Romeo’s character development as they begin to work carefully through Act 3.1, lines 108–138, in which Romeo kills Tybalt. This passage is a critical turning point in the play and functions as a catalyst for the tragic events that unfold in subsequent scenes. Students will perform a concentrated close reading of lines 108–122, in which Romeo outlines his motivations for killing Tybalt. Slowing down the pace and working intensively with a short excerpt will help students hone their skills in comprehending complex text, and prepare them for longer excerpts in the weeks to come. Students will complete their close reading of this passage in Lesson 12. Activities that involve reflection, vocabulary, and writing guide students in their exploration of this arc’s unifying focusing question: Is Romeo “fortune’s fool”? This question prompts students to explore Romeo’s motivations, his interactions with other characters, and how his decisions advance the tragic plot of Shakespeare’s play. Student work in Lesson 11 lays the critical groundwork for this exploration. In Lesson 12, students will draw upon and further their initial analysis, and demonstrate cumulative comprehension in a brief written response to the unifying focusing question. For homework, students will review and expand their Lesson 11 Quick Writes with additional evidence from the text.

Standards Assessed Standard(s) 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).

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.

Assessment Assessment(s) Quick Write: What is Romeo implying about his own role in the events to come? Use evidence from the

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 1 • Lesson 11

text to support your response. High Performance Response(s) Look for student responses to this Quick Write to demonstrate an understanding of the implications of Romeo’s complex statement in lines 121–122. For example: • When Romeo says “this but begins the woe others must end” (line 122) he is indicating that he will not be able to resolve the tragedy that has begun with Mercutio’s death.

Vocabulary Vocabulary to provide directly (will not include extended instruction) • • • • • • •

mortal (adj.) – causing or having caused death temper (n.) – disposition; (v.) – to soften something by adding the influence of something else aspire (v.) – to rise, climb, or soar woe (n.) – great sorrow or distress respective (adj.) – partial (obsolete) conduct (n.) – guide (obsolete) consort (v.) – accompany, escort (obsolete)

Vocabulary to teach (may include direct word work and/or text-dependent questions) • • • • •

slander (n.) – the utterance of false charges which damage another person’s reputation effeminate (adj.) – having feminine qualities; not manly in appearance or manner valour (n.) – strength of mind or spirit that enables a person to encounter danger bravely moe (adj.) – more fate (n.) – the development of events outside of a person’s control; destiny

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4 Text: Romeo and Juliet, Act 3.1, lines 108–138 Introduction of Lesson Agenda Homework Accountability Masterful Reading: Romeo and Juliet, Act 3.1, lines 108–138 Text-Dependent Questions and Activities Quick Write Closing

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5% 5% 5% 75% 5% 5%

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Materials • None.

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Grade 9 • Module 1 • Unit 1 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 11

Learning Sequence Percentage Teacher Actions of Lesson 5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4. Introduce students to the unifying focusing question of this two-lesson arc: Is Romeo “fortune’s fool”? Student work in this lesson will lay the groundwork for this cumulative exploration. In Lesson 12, students will conclude their analysis of this passage and craft an independent written response to the unifying focusing question.

5%

Student Actions

Students look at the agenda.

Homework Accountability Lead a brief class discussion of student responses to the homework from Lesson 10: Read aloud lines 90–105. The word grave can have several meanings. Offer two that you think are appropriate in the context of line 100, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself?

Students volunteer a definition for the noun form of grave (a place where dead people are buried) as well as the adjectival form of grave (serious, or giving cause for alarm). Mercutio describes himself as a grave man because he has been seriously injured and because he thinks he is going to die (and be buried in a grave). Some

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Consider explaining pun to students who are unfamiliar with this concept.

NYS Common Core ELA & Literacy Curriculum

Collect student homework for accountability. 5%

DRAFT students might note that this is a pun.

Masterful Reading Read aloud Act 3.1, lines 110–138 or, alternatively, play an audio recording (see Unit Overview). Instruct students to read along in their texts.

Students follow along, reading silently.

Explain that students will be working in pairs. They will be exploring the first chunk of this excerpt (Act 3.1, lines 108–122) together and then responding independently to a culminating Quick Write. 75%

Text-Dependent Questions and Activities Direct students to read aloud lines 111–114. Provide students with the following textdependent questions to discuss in their pairs. Each pair should be prepared to share in class discussion. 1. Whom does Romeo blame for Mercutio’s injury? Underline the part of the text that tells you.

Student responses may include the following: 1. Students underline “My very friend, hath got this mortal hurt / In my behalf” (lines 112–113) as evidence that Romeo blames himself for Mercutio’s injury.

2. What is “Tybalt’s slander” (line 114)? Hint: Review line 60 from your Lesson 10 excerpt.

2. Tybalt’s slander is that he insulted Romeo by calling him a “villain.” Line 60 directs students to the exact line in which this slander occurs –“thou art a villain.”

3. According to Romeo, what are the

3. Romeo says that Tybalt’s slander has stained his reputation (“my reputation

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Grade 9 • Module 1 • Unit 3 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

DRAFT

consequences of Tybalt’s slander?

stained” line 113).

4. What familiar word do you see within effeminate (line 116)? How can this word help you to understand what Romeo feels Juliet’s beauty has done to him?

4. Students identify the familiar word feminine within the word effeminate (line 116). Romeo feels that Juliet’s “beauty” (line 116) has made him more feminine or less of a man.

5. Review the definition of valour on your vocabulary chart (n. strength of mind or spirit that enables a person to encounter danger bravely). What do valour and steel have in common?

5. Students make the connection that valour and steel share the concept of strength. Valour is strength of mind, while steel is a very strong metal. Some students might make the connection between steel in the form of a weapon that would help someone to face danger bravely.

6. In your own words, what has Juliet’s beauty 6. Juliet’s beauty has softened Romeo’s done to Romeo’s “temper”? bravery and dulled his strength. 7. According to Romeo, why didn’t he defend himself against Tybalt’s slander? Support your answer with evidence from lines 108–114.

7. Romeo didn’t defend himself against Tybalt’s slander because he feels that his relationship with Juliet has made him less of a man. Therefore, he no longer has the strength to encounter danger bravely, as Romeo explains, “Juliet, thy beauty hath made me effeminate and in my temper softened valour’s steel” (lines 115–117).

8. Why does Romeo blame himself for Mercutio’s injury?

8. Romeo blames himself for Mercutio’s injury because he thinks that his relationship with Juliet is ultimately

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Grade 9 • Module 1 • Unit 3 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

Circle the room and support as needed. Lead class discussion on questions 1–8.

Instruct student pairs to read lines 118–122. Display the following questions for students to answer in their pairs. They should be prepared to share their answers with the class.

DRAFT responsible. If Juliet had not made him less manly, then Romeo would not have allowed his reputation to be damaged by Tybalt’s insult. If Romeo’s reputation had not been damaged, then Mercutio would not have felt the need to defend Romeo’s reputation for him by fighting Tybalt. 9. The letter r is missing from moe. Shakespeare took the r out of the word more so it would rhyme with woe.

9. A letter is missing from moe (line 121). Read the sentence again. What do you think it might be? Why do you think Shakespeare omitted this letter? 10. What recent event is Romeo describing when he says “this day’s black fate” (line 121)?

10. Mercutio’s death

11. According to Romeo, who will end the “woe” that has just begun?

11. “others” (i.e., not himself)

Circulate and support as needed. Lead class discussion of questions 1–3. 5%

Quick Write Pose the following Quick Write for students

Students complete a Quick Write. See

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Grade 9 • Module 1 • Unit 3 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

to answer independently.

DRAFT High Performance Response.

Quick Write: What is Romeo implying about his own role in the events to come? 5%

Closing Remind students that for homework they will review and expand their Quick Write with additional evidence from the text. Students should be prepared to hand their revised Quick Write in at the beginning of Lesson 12.

Students review and expand their Lesson 11 Quick Write.

Homework Review and expand Quick Write with additional evidence from the text.

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Grade 9 • Module 1 • Unit 3 • Lesson 11

NYS Common Core ELA & Literacy Curriculum

9.1.3

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Grade 9 • Module 1 • Unit 3 • Lesson 12

Lesson 12

Introduction In this lesson, students will continue to develop their close reading skills as they resume their analysis of Tybalt’s death scene in Act 3.1, lines 108–138. In conjunction with Lesson 11, Lesson 12 establishes Act 3.1, lines 108–138 as a turning point in Romeo’s character development. In their close reading of lines Act 3.1, lines 120–138, students will work in pairs to analyze word choice, figurative language, and character interactions in order to explore the unifying focusing question of this two-lesson arc: Is Romeo “fortune’s fool”? At the close of the lesson, students will consolidate and strengthen the analysis they have performed in both lessons as they craft a final brief written response to the focusing question. For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, and 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.

ELALiteracy.CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment Assessment(s) Quick Write: Is Romeo “fortune’s fool” (line 138)? Use evidence from the text to support your response. High Performance Response(s) Responses to this Quick Write will vary. The sample responses below illustrate elements to look for in student work: • Romeo is not “fortune’s fool” because it was his own decision that led to Tybalt’s death and the tragic situation he is in now. Romeo could have continued to avoid violence, but instead he chose to kill Tybalt in retribution for Mercutio’s death. No one forced his hand; he made the choice to resort to violence on his own when he said “away to heaven, respective lenity, and fire-eyed fury File: 9.1.1 Lesson 12 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 12

be my conduct now” (lines 125–126). The bad things that happen as a consequence of Tybalt’s death are Romeo’s own doing, not just the result of fate. • Romeo is “fortune’s fool” because the chain of events that led him to kill Tybalt were not under his control. Romeo did not know that his relationship with Juliet would lead to Mercutio’s death. This is an example of bad luck because he never could have known how one event would influence the other. Once Mercutio dies, Romeo has no choice but to avenge his friend’s death. When Romeo says “this day’s black fate on moe days doth depend, this but begins the woe others must end” (lines 121–122), he is explaining just how little control he has over the events that will follow.

Vocabulary Vocabulary to provide directly (will not include extended instruction) • • • • • • •

mortal (adj.) – causing or having caused death temper (n.) – disposition; (v.) – to soften something by adding the influence of something else aspire (v.) – to rise, climb, or soar woe (n.) – great sorrow or distress respective (adj.) – partial (obsolete) conduct (n.) – guide (obsolete) consort (v.) – accompany, escort (obsolete)

Vocabulary to teach (may include direct word work and/or text-dependent questions) • lenity (n.) – the quality or state of being tolerant • fortune (n.) – chance or luck, or an outside, random force that affects humans

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, ELA-Literacy.CCRA.R.7 Text: Romeo and Juliet, Act 3.1, lines 108–138 Introduction of Lesson Agenda Homework Accountability Opening Activity Text-Dependent Questions and Activities Quick Write Film: Romeo + Juliet Act 3.1, lines 143–197 (1:10:37–1:12:24) Closing

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DRAFT

Materials • Film: Baz Luhrmann’s Romeo + Juliet • Film Tool: Stylistic Choices (see Lesson 2)

File: 9.1.1 Lesson 12 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 12

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 12

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Instructional notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, ELA-Literacy.CCRA.R.7. In this lesson, students will close read 3.1.119–138, concluding the exploration of Tybalt’s death scene (Act 3.1, lines 108–138) begun in Lesson 11.

Students look at the agenda.

Students will explore the final chunk of this excerpt (Act 3.1, lines 119–138) in pairs and then respond independently to the focusing question of this two-lesson arc: Is Romeo “fortune’s fool”? 5%

Homework Accountability Instruct students to review the Lesson 11 Quick Write that they expanded for homework. (What is Romeo implying about his own role in the events to come?) Lead a brief class discussion of student responses.

Students identify a possible discontinuity in Romeo’s prediction of the future and the description of events to come as provided by the CHORUS in the prologue of Act 1.

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The purpose of this activity is to review crucial understandings developed in Lesson 11, as well as to prompt students to continue the process of making connections across the text in its entirety.

NYS Common Core ELA & Literacy Curriculum

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Grade 9 • Module 1 • Unit 3 • Lesson 12

Collect student homework for accountability. 15%

Opening Activity Display the following activity on the board for students to complete independently. Students should jot down their responses and be ready to share with the class. Opening Activity: Reread Act 1 Prologue, lines 1–14, then revisit your Lesson 11 Quick Write. How does Romeo’s prediction of future events in lines Act 3.1, lines 121–122 compare to the description of the events of the play provided by the Chorus? Lead brief class discussion of student responses.

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Student responses may include the following: In Act 3.1, line 122, Romeo states that Mercutio’s death has begun a terrible chain of events that he will not be able to stop: “this but begins the woe others must end.” In contrast, in the Act 1 Prologue the CHORUS informs the audience that the death of the two children of the feuding households (Romeo and Juliet) will “bury their parent’s strife” (Act 1 Prologue, line 8). Although Romeo is not present to witness the resolution, according to the CHORUS Romeo does stop the “woe” through his own death.

Text-Dependent Questions and Activities As in Lesson 11, begin with a masterful reading of the entire excerpt (Act 3.1, lines 108–138). Instruct students to follow along in their texts as they listen.

Students follow along, reading silently.

Instruct student to reread lines 120–131. Display the following questions for students to discuss in their pairs. Pairs should be prepared to share their answers with the class.

1. Students identify the phrase “fire-eyed fury be my conduct now” in line 126 to determine that lenity must be the opposite of fury, or "the state of being tolerant or kind."

Student responses may include the following:

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Students will most likely need to rely heavily on the vocabulary chart provided at the beginning of class throughout this question sequence.

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Grade 9 • Module 1 • Unit 3 • Lesson 12

1. What clues in line 126 can help you to determine the meaning of lenity in line 125? 2. What choice is Romeo making in lines 126– 131?

2. Romeo is choosing to approach Tybalt with violence and anger, rather than the tolerance that he formerly demonstrated.

3. What three possible paths to justice does Romeo propose in line 131?

3. Students identify the following three options outlined in Romeo’s statement “Either thou or I, or both, must go with him” (131): • • •

4. What do you notice about the pacing of this fight sequence? Hint: How does it compare to Mercutio and Tybalt’s duel (3.1 lines 82–97)? Circulate and provide support as needed. Lead full class discussion.

Instruct student pairs to read lines 134-139. Pose the following questions one at a time for full class discussion: 5. In what contexts have you heard the word fortune before? Consider the meaning of

I die. You die. We both die.

4. The fight sequence between Romeo and Tybalt is very brief as compared to the extended fight sequence between Mercutio and Tybalt. The fight is encompassed in a single stage direction after line 133 “They fight. Tybalt falls [and dies]”. This direction is short, and includes very little description. The action here is very abrupt. 5. Students might suggest that they have heard the word fortune in the context of money. Other students might also mention that they have heard the word fortune used in the context of fortune teller or fortune cookie. In this passage, fortune is

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Additional scaffolding for lines 134–139: 5. It may be helpful to have students substitute each definition of fortune that you have discussed

NYS Common Core ELA & Literacy Curriculum

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DRAFT

fortune in these different scenarios. What do you think fortune means in the context of this passage?

used to imply a future or fate that will happen regardless of individual choice or self-determination, it is a future that is destined to happen.

6. What might it mean to be “fortune’s fool” (line 138)?

6. If fortune means luck or destiny or someone’s future, and to be a fool means to be tricked by someone, or to be made to look ridiculous, then to be “fortune’s fool” is to be tricked by your destiny, or to have bad luck, or to be a victim of your fate.

Grade 9 • Module 1 • Unit 3 • Lesson 12

and paraphrase the sentence as a strategy for determining the meaning of fortune in this sentence.

Quick Write Students will draw upon the analysis they have performed in their pairs in Lessons 11 and 12, in order to write a brief independent response to the unifying focusing question of this two-lesson arc. Students will hand in their written responses at the end of class.

Student answers to this Quick Write will vary. See High Performance Response(s) for sample student answers.

Display the following Quick Write prompt: Is Romeo “fortune’s fool” (line 138)? Use evidence from the text to support your response. Collect student Quick Writes. 10%

Film: Romeo + Juliet Hand out blank copies of the Film Tool:

Students watch film and take notes on Lurhmann’s stylistic choices and key plot

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Film debrief questions:

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DRAFT

Stylistic Choices (see Lesson 2).

events on their film viewing tool.

Conclude the lesson by watching a twominute clip of Baz Lurhmann's Romeo + Juliet (1:10:37–1:12:24; see Unit Overview). This clip will address the culminating events of Act 3.1 that precede this lesson’s excerpt.

Key event of this clip: Prince banishes Romeo

Lead a brief recap of student observations (see Instructional Notes for possible discussion questions). Ensure that students have noted the key events of this clip in the appropriate space on their tool.

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Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

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Grade 9 • Module 1 • Unit 3 • Lesson 12

• Where are these scenes set? How does this influence your understanding of the action of the scene? • What important props did the characters use in these scenes? Why do you think these props were emphasized? • How were the characters dressed? What might their costumes suggest about these characters? • What sounds did you hear? What effect is Luhrmann creating with these sounds? • What did you notice about the light in these scenes? Why do you think Luhrmann made these choices?

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Grade 9 • Module 1 • Unit 3 • Lesson 12

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 13

Lesson 13

Introduction This lesson is a close reading of Act 3.2, lines 1–31, Juliet’s speech while she waits for Romeo, before she has found out that Romeo killed her cousin Tybalt. The lesson will ask students to draw a comparison between a close reading of this passage and Marc Chagall’s painting Romeo and Juliet (link in the Materials box), with a focus on structural choices and the effects they create. Students will engage in rich discussion in small groups and with the whole class before completing a short, evidence-based writing assignment at the end of class. For homework, students will continue to read their Accountable Independent Reading texts.

Standards Assessed Standard(s) RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). Addressed Standard(s) 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 Assessment(s) • Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet • Quick Write: In Act 3.2, lines 1–31, and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play? Use evidence from the text and the painting to support your claim. High Performance Response(s) 

See Model Stylistic Choices Tool



Student responses to the Quick Write prompt may vary, but should draw a comparison between the kinds of things that are intentionally absent from this excerpt and from the painting. Examples of possible student observations:

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o o o

o

o

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Grade 9 • Module 1 • Unit 3 • Lesson 13

Shakespeare and Chagall highlight and leave out the same kinds of things in the excerpt and the painting, emphasizing love and leaving out tragedy. In context this makes the emphasis on happiness seem even sadder because the reader/viewer knows that Romeo and Juliet do not get to stay happy. Chagall highlights the happiness of the two lovers through the use of the colors he chooses, and if you did not know that the story of Romeo and Juliet was a tragedy, his painting would just seem really happy. Shakespeare has Juliet deliver this speech about how excited she is for Romeo to get to her room, she repeats the word “come” and describes herself as “an impatient child” but she doesn’t know that Romeo has just killed her cousin Tybalt. Shakespeare and Chagall both show happiness upfront, but the tragedy is always in the background.

Vocabulary Vocabulary to provide directly (will not include extended instruction) • • • • •

apace (adv.) – quickly steeds (n.) – horses Pheobus (n.) – Apollo, god of the Sun, the sun personified Phaeton (n.) – son of Apollo bating (v.) – coursing, running through

Vocabulary to teach (may include direct word work and/or text-dependent questions) • civil (adj.) – honorable, noble

Lesson Agenda/Overview Student-Facing Agenda • • • • • • • • • •

% of Lesson

Standards: RL.9-10.4, RL.9-10.7 Text: Romeo and Juliet, Act 3.2, lines 1–31 Introduction of Lesson Agenda Homework Accountability Opening Activity Introduction of RL.9-10.7 Text-Dependent Questions and Activities Stylistic Choices Tool: Marc Chagall's Romeo and Juliet Quick Write Closing

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5% 5% 5% 5% 45% 25% 5% 5%

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Grade 9 • Module 1 • Unit 3 • Lesson 13

Materials • Marc Chagall’s Romeo and Juliet: http://www.masterworksfineart.com/inventory/2039 • Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet

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Grade 9 • Module 1 • Unit 3 • Lesson 13

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.4, RL.9-10.7. Explain to students that today they will be doing a close reading of Act 3.2, lines 1–31 and then comparing it to a piece of modern art.

Students look at the agenda.

Explain that students will be asked to complete a short writing assignment at the end of class comparing the reading and the art, so they should take care to take detailed notes, as this will help them build the strongest possible response. 5%

Homework Accountability Instruct students to talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

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Students (or student pairs) discuss and share how they applied their focus standard to their AIR text from the previous lesson’s homework.

Opening Activity Display the following question. Students should

Student responses may include the following:

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

record a brief answer and be prepared to share. Why has the Prince banished Romeo?

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Grade 9 • Module 1 • Unit 3 • Lesson 13

The Prince has banished Romeo because Romeo killed Tybalt.

Briefly discuss the question. This information will be important for students to keep in mind as they consider the textual context of this lesson’s close reading. 5%

Introduction of RL.9-10.7 Display the full text of Standard RL.9–10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

1. Students point to the qualifier artistic to indicate that mediums has something to do with different kinds of art. Other students might point to the two examples provided (Auden’s poem and Breughel’s painting) to indicate that mediums refers to different artistic means of expression.

Pose the following questions for class discussion: 1. What clues in this standard can help you to determine the meaning of mediums in this context?

If students struggle to understand this concept, consider displaying or handing out an image of Breughel’s Landscape with the Fall of Icarus and Auden’s “Musée des Beaux Arts.” The goal here is for students to grasp that these are examples of two different artists engaging with the same material in different artistic formats, rather than to engage with the details of these materials in a critical way. If necessary, provide students with a definition of emphasis.

2. Why might an artist choose to emphasize or leave absent certain details when representing a subject or a scene?

2. Students make observations about the intentionality behind an artistic product— artists may choose to leave elements out accidentally, or they may purposefully choose to omit aspects of the scene or subject that don’t further their own interpretation or reading or message. The same goes for

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Grade 9 • Module 1 • Unit 3 • Lesson 13

emphasis. 3. How might the comparison of two representations of the same subject/scene enrich our understanding of this subject/scene?

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3. Students begin to consider how analyzing differing interpretations can illuminate how the same subject can be understood or interpreted In different ways. This process highlights the subjectivity of literary analysis and illuminates the rationality behind the deliberate choices (author’s craft) made in artistic products of all kinds.

These questions are intended to encourage students to explore and take ownership of the standards. If students struggle with this discussion, it may be worthwhile to return to these questions at the end of the lesson. Students can then use their analysis of Chagall to inform their responses.

Students follow along, reading silently on their copies.

Copy the reading ahead of time.

Text-Dependent Questions and Activities Pass out copies of the reading on a sheet of paper. This will allow for more annotation and note taking on the text. Have students listen to a masterful reading of Act 3.2, lines 1–31 (see Unit Overview). Instruct students to break into heterogeneous groups according to established protocols.

4. Juliet uses the image of fiery “steeds” that are galloping toward the god of the sun, to bring in the night. Juliet is expressing her desire for night to come.

Instruct students to read aloud lines 1–31 in their groups. After posing each question, allow time for group discussion before calling on students to share out with the whole class. Instruct students to reread lines 1–7. Offer students definitions for this section (see

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Consider breaking the text into five six-line sections and encouraging groups to have each member read aloud one section, rather than having one student read the entire passage.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 13

vocabulary chart at the beginning of this lesson). 4. What desire is Juliet expressing through her use of imagery in these lines?

Instruct students to re-read lines 8–16 5. Direct students to the word civil in line 10. Ask students to recall where they have seen civil before. In what context did it first appear? What is the context here? 6. What relationship is being established between Juliet and the night?

5. In the Prologue, the word civil was used to refer to blood and the hands of the feuding households becoming unclean. Here it is used as a way to describe the night.

5.If students struggle to recall the use of civil from the Prologue, direct them to look at the Prologue in their text. Additional scaffolding TDQs for lines 8–16:

6. Juliet is addressing the night like it is a person; she is expressing desire for the night to come because night is when she will be with Romeo. She is complimenting the night, calling it “civil” and her “matron,” and saying that the night will “learn [her]” how to “grow bold.”

• Who or what is Juliet addressing in these lines? Juliet addresses the night. • According to Juliet, what time is best for lovers? Night is the best time for lovers.

Instruct students to reread lines 17–25, circling repeating words. 7. What desire is being expressed through this repetition? What does Juliet want to happen?

Students circle night five times and come five times. 7. The repetitions emphasize how much Juliet wants the night to arrive immediately, and how great her desire is.

• How does Juliet describe the night? Juliet describes the night as “civil,” or polite, and as a "sobersuited matron."

8. What imagery does Juliet create to talk about Romeo? What can you infer about Juliet’s feelings for Romeo based on this imagery?

8. Juliet creates the image of Romeo being cut into stars to make the face of night more beautiful (“take him and cut him out in little stars”). Juliet is totally in love with Romeo.

• What will the night teach Juliet how to do? The night will teach Juliet how to be “bold.” Extension: Some students may

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Grade 9 • Module 1 • Unit 3 • Lesson 13

come to the understanding that Juliet is expressing a desire to lose her virginity.

Instruct students to reread lines 26–31, underlining imagery in these lines. 9. What does Juliet compare herself to? What can this comparison reveal about how she is feeling?

Extension TDQ for entire excerpt: • How does Juliet’s use of imagery in this passage compare to earlier close readings of Juliet’s lines? What might you infer about Juliet’s character development? Juliet is using much more imagery than she has before. Juliet is becoming more romantic, and her use of imagery is probably influenced by Romeo, who uses tons of imagery all the time.

Now ask students a series of questions that address Shakespeare’s structural choices and the context surrounding this passage.

10. The audience knows that Romeo has killed Tybalt and been banished by the Prince, but Juliet does not.

Again, allow students time to discuss in groups before asking them to share. 10. What does the audience know that Juliet does not yet know? Consider what key plot points immediately precede this scene.

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11. What effect does Shakespeare create by ordering the events in this way? Consider how your knowledge of what has just happened influences the way you understand this passage. Instruct students that this is an example of dramatic irony. This is irony that is inherent in the structure and events of the play; the meaning is understood by the audience but not by the characters. 25%

DRAFT 11. The effect is one of tragedy or loss, because Juliet is so happy and impatient for the night to come, but the reader knows that what is coming is the knowledge that Romeo is banished. It makes the passage seem sad, even though the words are full of excitement. It is sad because the reader knows Juliet won’t get what she wants.

Avoid spending too much time defining dramatic irony for students. It is important for them to be able to have a name for this feature of the play, but they should be making inferences about its presence and role in the play through questions and observations.

Stylistic Choices Tool: Marc Chagall's Romeo and Juliet Display a copy of Marc Chagall’s Romeo and Juliet.

See Model Stylistic Choices Tool.

Pass out copies of the Stylistic Choices Tool. Students should work through the tool in their groups, discussing each question and recording their observations.

If possible, students may benefit from being provided with a color copy, or to have color copies distributed for groups to share. This kind of tool should be familiar to students, as it is very similar to the kind of tool used to focus film viewing in this unit, and should need little introduction.

This tool will be collected at the end of the lesson to assess student comprehension. 5%

Grade 9 • Module 1 • Unit 3 • Lesson 13

Quick Write After students have had time to complete their Stylistic Choices Tool, they independently respond in writing to the following question:

See High Performance Response.

In Act 3.2, lines 1–31, and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave

This Quick Write is a way for students to consider the role of dramatic irony in the play, and the corresponding choices in Marc Chagall’s painting. This will serve as a

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It may be helpful to display this question for students to return to as they write.

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absent? What effect do these choices create when you consider them in context of the events of the play?

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Grade 9 • Module 1 • Unit 3 • Lesson 13

point of origin for student analysis of dramatic irony in Romeo and Juliet and for students to begin to consider these kinds of challenging questions.

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 13

Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet Name: 1. What are the predominant colors in the painting? What is the quality of the color (e.g., bright, muted, or dark)?

2. Identify the figures. Who are they? What do you notice about how they are represented? Is their representation realistic?

3. What other symbols or imagery can you identify in the painting?

4. What is the emotion of the painting? How do you know?

5. Where are Romeo and Juliet in relation to the city? What can you infer from their position in the painting? Hint: Recall what is happening inside the city.

6. What has Chagall chosen not to represent in this painting? Consider what you know about the events of the play thus far.

7. How does your knowledge of what Chagall chose not to represent influence your understanding of the painting?

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Grade 9 • Module 1 • Unit 3 • Lesson 13

Model Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet* Name: 1. What are the predominant colors in the painting? What is the quality of the color (e.g., bright, muted, or dark)? Green, Purple, Blue, Pink/red. The colors are bright, solid, and without much shading. 2. Identify the figures. Who are they? What do you notice about how they are represented? Is their representation realistic? The figures are Romeo and Juliet. They are hugging and they are smiling. They are alone. They are not painted in a realistic way; they are represented in simple lines and the colors are not lifelike. 3. What other symbols or imagery can you identify in the painting? A dove, a horse, a sun/moon with Romeo’s and Juliet’s faces in it, a city that is probably Verona. 4. What is the emotion of the painting? How do you know? The painting is happy, Romeo and Juliet are in love, indicated by the fact that the colors are bright and the people are smiling. 5. Where are Romeo and Juliet in relation to the city? What can you infer from their position in the painting? Recall what is happening inside the city. Romeo and Juliet are above the city, in the sky. The inference is that they are above the feud and the violence that is happening in Verona. 6. What has Chagall chosen not to represent in this painting? Consider what you know about the events of the play thus far. Chagall has chosen not to represent the fighting or the death, or any of the violence of Romeo and Juliet. There are no other people in the painting. 7. How does your knowledge of what Chagall chose not to represent influence your understanding of the painting? Knowing that Romeo and Juliet are going to die, and there is a lot of hate and violence that Chagall does not represent, creates a layer of tragedy underneath what would otherwise be a very joyful painting. *As with the Model Film Tool in Lesson 2, this Model Stylistic Choices Tool is an example of student observations, not an answer sheet.

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9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

Lesson 14

Introduction This lesson is a close reading of Romeo’s reaction to his banishment, in conversation with Friar Laurence. The text for this lesson is Act 3.3, lines 1–70. Students will read lines 1–11 for comprehension and focus on lines 12–70 for their close reading. The lesson focuses on word meaning, with an emphasis on Romeo’s state of mind and his attitude toward his banishment. Students will participate in rich discussions in small groups and with the whole class, including a definition activity using a Vocabulary Activity Tool that asks them to explore multiple meanings and repetition. Students will conclude with a discussion that asks them to use this information to make an inference about Shakespeare’s language use and their understanding of Romeo’s character development. For homework students will independently read from Romeo and Juliet and briefly reflect on their understanding in writing.

Standards Assessed Standard(s) 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).

Addressed 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, and advance the plot or develop the theme.

Assessment Assessment(s) Vocabulary Activity Tool High Performance Response(s) See Model Vocabulary Activity Tool

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Grade 9 • Module 1 • Unit 3 • Lesson 14

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

validity (n.) – legal acceptability or soundness (this definition offered in footnotes)



carrion (n.) – dead or rotting flesh



displant (v.) – to uproot, transplant (this definition offered in footnotes)



dispute (v.) – to argue



estate (n.) – situation (this definition offered in footnotes)



prevail (v.) – to succeed

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

mean* (n.) – instrument, method; (adj.) – offensive, nasty, malicious



adversity (n.) – disastrous fortune or fate

* used twice in the line, with two different meanings

Lesson Agenda/Overview Student-Facing Agenda 

Standards: RL.9-10.3, RL.9-10.4



Text: Romeo and Juliet, Act 3.3, lines 1–70



Introduction of Lesson Agenda



Homework Accountability



Masterful Reading



Text-Dependent Questions and Activities



Vocabulary Activity



Full Class Discussion



Closing

% of Lesson

5% 5% 5% 50% 20% 10% 5%

Materials • Vocabulary Activity Tool

File: 9.1.3 Lesson 14 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

Learning Sequence Percentage Teacher Actions of Lesson 5%

50%

Students look at the agenda.

Homework Accountability Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

5%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, RL.9-10.4. In this lesson, students will close read a conversation between Romeo and the Friar, with a focus on language choices and word meaning.

5%

Student Actions

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Masterful Reading Have students listen to a masterful reading of Act 3.3, lines 1–70 (see Unit Overview).

Students follow along, reading silently and circling repeating words and phrases.

Students should annotate with special consideration to repeating words and phrases.

Students note the repetition of the word banishment and the similar word banished.

Text-Dependent Questions and Activities Instruct students (in groups of four) to read

Student responses may include the

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Alternatively, consider having a student read the part of Friar Laurence, while you or a very proficient student handles the more dense passages of Romeo.

NYS Common Core ELA & Literacy Curriculum

aloud lines 1–11 and be prepared to offer a key plot point that summarizes the content of these lines. This activity will allow students to quickly recall what has just happened in the play (i.e., that Romeo killed Tybalt).

Grade 9 • Module 1 • Unit 3 • Lesson 14

DRAFT following: The Friar has told Romeo that Romeo has been banished by the Prince.

Groups should elect a scribe to record their observations. Allow students time to discuss these questions in groups before sharing out with the whole class. Instruct students to read aloud lines 12–28 in their groups. 1. What can you infer about how Romeo is feeling from his repetition of banished?

1. Romeo is in shock. He is feeling terrible, and he is obsessing over this problem. He sees no solutions, only banishment and death.

2. How does the Friar think Romeo should view his situation? What can you infer about the Friar’s attitude toward Romeo’s situation?

2. Friar Laurence thinks Romeo should see this banishment as “dear mercy.” Romeo should be patient. Romeo should be thankful that the Prince did not sentence him to death. The Friar thinks Romeo’s situation is “mercy” compared to what could have happened to him, which is death.

Instruct students to read aloud lines 29–51 in their groups.

3. Heaven is where Juliet is (“heaven is here where Juliet lives”). Every “unworthy thing” can live there, but Romeo may not live there.

3. Where is “heaven” according to Romeo? Who gets to live there? Who does not get to live there?

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Additional scaffolding for Lines 29–51: 

Who is “he” in line 40? What is happening with pronouns in this line? What happens to the pronouns in line 41?

NYS Common Core ELA & Literacy Curriculum

Ask students to offer a definition of carrion. If no student can offer the definition, provide the definition as “dead or rotting flesh.” 4. According to Romeo, what attributes does the carrion fly have that he does not?

 5. Romeo creates an image of a carrion fly landing on Juliet’s lips. Romeo’s reference to “carrion flies” brings death and decay into this passage. It creates an unsettling image of Juliet.

6. According to Romeo, what can the word banished do to him? What does Romeo compare the word to?

6. Romeo says even hearing the word banishment spoken by his friend can “mangle” him. He compares the Friar saying “banished” to poison or a knife.

Instruct students to read aloud lines 51–70 in their groups.

7. The Friar repeatedly asks Romeo to let him speak (“hear me a little speak”). Romeo won’t let the Friar speak (“talk no more”). The Friar keeps asking Romeo to listen to him, but Romeo won’t listen.

8. How does Romeo compare himself and the Friar in lines 65–70? Of what is Romeo trying to convince the Friar through this comparison?

8. Romeo compares his age to the Friar’s age and their situations (“wert thou young as I, Juliet thy love…then mightst thou speak”). Romeo is trying to convince the Friar that he would act the same way if he was in Romeo’s situation.

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“He” is Romeo. Romeo is referring to himself in the third person. In line 41 Romeo starts referring to himself as “I” again.

4. A “carrion fly” is an insect that lives on or around dead or rotting flesh, but Romeo says it has more “validity,” “honor,” and “courtship” than he does.

5. What imagery does Romeo use involving the carrion fly? What effect is created by this image?

7. What request(s) does the Friar make of Romeo in this interaction? How does Romeo respond?

Grade 9 • Module 1 • Unit 3 • Lesson 14

DRAFT

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What can you infer about Romeo’s state of mind based on his use of the third person? Romeo is looking at himself from the outside. It makes Romeo sound a little crazy or frantic.

Additional scaffolding for lines 51–70: 

How does the Friar describe Romeo’s state of mind in line 52? The Friar calls Romeo a “mad man.”

NYS Common Core ELA & Literacy Curriculum

9. What can you infer about Romeo’s state of mind from this interaction?

20%

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

9. Romeo is being stubborn, and a little crazy. He does not want to listen to advice. He is very emotional and he is grieving.

Vocabulary Activity Pass out copies of the Vocabulary Activity Tool. Instruct students to complete the tool in their groups.

Students complete the Vocabulary Activity Tool in groups.

Circulate and assist only as needed. Once students have had time to complete the tool, briefly discuss student observations. Collect Vocabulary Activity Tool to assess student comprehension. 10%

Full Class Discussion Lead a full class discussion about the following questions: 

How might Romeo define banishment?

Student observations will vary but should indicate an understanding that Romeo and the Friar have completely different views of banishment. 

Romeo defines banishment as “hell itself.”

 In Romeo’s mind there is nothing worse than banishment, and he would rather die than be banished from the city where Juliet lives. 

How might the Friar define banishment?



The Friar defines banishment as “dear mercy.”

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It may be helpful to record student generated definitions and observations on the board, both for student reference and note taking, and to ensure that students avoid repeating observations that have already been made.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

 He wants to make Romeo understand that at least he isn’t being sentenced to death. In comparison to death, banishment isn’t that bad. 

5%

How do the two definitions compare?

The Friar’s definition is more optimistic and practical, but Romeo won’t listen to him.

Closing For homework students will independently read from Romeo and Juliet and briefly reflect on their understanding in writing.

Read from Romeo and Juliet and briefly reflect on their understanding in writing.

Students should be prepared to discuss their observations at the beginning of the next lesson.

Homework Read Act 3.2, lines 64–72, (from “What storm is this” through “alas the day, it did”) and write an objective summary of this excerpt.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

Vocabulary Activity Tool Name: Directions: Define these words as Romeo uses them. Some words may have more than one use. Be sure to define all uses of these words.

 mean (Act 3.3, line 45)

 fly (Act 3.3, line 41)

1. What do you notice about the use of these two words in Act 3.3?

2. What might Shakespeare be trying to accomplish using the words in this way?

3. Can you think of another example where you’ve encountered this kind of word play in the text?

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 14

Model Vocabulary Activity Tool Name: Directions: Define these words as Romeo uses them. Some words may have more than one use. Be sure to define all uses of these words. 



mean (Act 3.3, line 45) 

A way/method to kill Romeo “no sudden mean of death”



Cruel “though ne’er so mean”

fly (Act 3.3, line 41)  

The insect “carrion flies” To get away “from this I must fly”

1. What do you notice about the use of these two words in Act 3.3? Sometimes Shakespeare repeats a word but with a different meaning in each repetition. This not always the case, and depends on context, but is the case in this excerpt. 2. What might Shakespeare be trying to accomplish using the words in this way? Shakespeare is emphasizing a passage, or playing with language. It also makes Romeo’s line seem a little crazy, which is further supported by the Friar calling him a “madman.” 3. Can you think of another example where you’ve encountered this kind of word play in the text? Students may offer examples of the multiple uses and definitions of light that they have encountered (from the balcony scene, among other places), or the use of civil in the Prologue and the text they studied in Lessons 12 and 13.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 15

Lesson 15

9.1.3 Introduction

This lesson is the first in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. The arc will address Act 4.1. In this lesson, students will focus on a close reading of lines 44–88, ending right before the Friar lays out his plan for Juliet’s escape. The next lesson will focus on a close reading of lines 89–126 and guide students to develop their understanding of the Friar’s plan. This understanding is crucial for complex comprehension of the tragic sequence of events that are to come. This lesson focuses on Juliet’s character development through an exploration of her word choice and rich imagery. Students will read Juliet’s conversation with the Friar and engage in both small group and whole class discussions. For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, and 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).

CCSS.ELAIntegrate and evaluate content presented in diverse media and formats, including Literacy.CCRA.R.7 visually and quantitatively, as well as in words.

Assessment Assessment(s) Quick Write: According to Juliet, what does her relationship to Romeo enable her to do? What connection is Juliet establishing between her personal safety and her relationship to Romeo? Use evidence from the text to support your answer. File: 9.1.3 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 15

High Performance Response(s) Student observations will vary, but should indicate an understanding that Juliet is valuing her relationship with Romeo over her life. 

Juliet says that her love for Romeo allows her to be fearless and act without doubt (“And I will do it without fear or doubt” line 87).



Juliet is saying that her love for Romeo and their relationship is more important than her own safety or life. She is willing to die (“slay thyself” line 72) or be mangled or be chained with “roaring bears” (line 80) if it means she can be with Romeo and avoid marrying someone else (“rather than marry Paris” “to live an unstained wife to my sweet love” line 88). Students will be asked to complete a Quick Write in Lesson 16 that encompasses the text from this two-lesson arc.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

umpire (v.) – to decide or settle a dispute



commission ( n.) – authority



chide (v.) – to disapprove of



charnel-house (n.) – building next to graveyard where old bones are stored

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

resolution (n.) – decision, plan of action



long ( adj.) – considerable length of time; (n.) – desire

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7



Text: Romeo and Juliet, Act 4.1, lines 44–88



Introduction of Lesson Agenda



Homework Accountability



Film: Romeo + Juliet (1:22:19–1:26:34)



Text-Dependent Questions and Activities



Quick Write



Closing

5% 5% 15% 60% 10% 5%

Materials • •

Film: Baz Luhrmann’s Romeo + Juliet Film Tool: Stylistic choices

File: 9.1.3 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 15

Learning Sequence Percentage Teacher Actions of Lesson 5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7.

5%

Students look at the agenda.

Homework Accountability Lead a brief class discussion to review student summaries of lines Act 3.2, lines 64–72, as assigned for homework in Lesson 14.

15%

Student Actions

Student summaries may include the following: Juliet found out that Romeo killed her cousin Tybalt and is in mourning.

Film: Romeo + Juliet Hand out blank copies of the Film Tool: Stylistic Choices (Found in Lesson 2) or display it and instruct students to draw the categories in their notebooks. This portion of the film addresses the plot gap between Lesson 14 and Lesson 15.

Students will watch the film and take notes on their Film Tool. Students observe that Juliet had a fight with her parents about their plans to marry her to Paris. Juliet tells the nurse she is going to go see the Friar.

Play film (1:22:19–1:26:34 on the DVD; see Unit Overview). Briefly discuss, using Film Tool: Stylistic Choices.

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

60%

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 15

Text-Dependent Questions and Activities Have students listen to a masterful reading of Act 4.1, lines 44–88.

Students follow along, reading silently.

Have students break into their groups of four, electing a scribe to record their observations.

Student responses may include the following:

Pose the following questions for each group of lines. Allow time for groups to discuss questions before sharing with class.

1. She is being forced to marry a man named Paris (or “County Paris”) on Thursday.

• What words or phrases in lines 56–57 help you understand the meaning of deed in line 57? Hint: Consider what ceremony the Friar performed for Romeo and Juliet from question 6. Students point to sealed and connect the marriage of Romeo and Juliet to the word deed, understanding it means “marriage contract.”

2. Students generate their own understanding of past (i.e., it already happened, it’s not in the present). Others might infer that she is feeling like everything is behind her and nothing is in front of her.

• What is the new “deed” that Juliet’s hand might have to participate in? If students struggle, offer a definition of deed as contract. Point out that in this context the deed is a marriage contract. The new deed is a marriage to Paris.

Instruct student groups to read aloud lines 44–49, with attention to repeating words and phrases. 1. What is the cause of Juliet’s grief? If necessary, point students to the list of roles, where they can find that “County” is Paris’s title. 2. What might the repetitions you identified reveal about Juliet’s emotions or state of mind? Tell students that past can also mean beyond. From here, students might infer that Juliet feels that she is beyond the point of hope. Instruct student groups to read aloud lines 50–54. 3. According to Juliet, what is her reason for coming to see the Friar? What is Juliet’s “resolution”? Consider why she would need a knife.

3. Juliet would rather die than marry Paris, and she came to seek advice from the Friar. Juliet has resolved to commit suicide rather than marry Paris.

File: 9.1.3 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Additional scaffolding for lines 55– 59:

NYS Common Core ELA & Literacy Curriculum

Instruct student groups to read aloud lines 55–59.

DRAFT

4. Review lines 55–56. According to Juliet, what role did the Friar play in her relationship with Romeo?

4. He “joined their hands.” Students may connect this action to the fact that the Friar performed their marriage, but the essential understanding is that he has assisted in the development of their relationship.

5. What other outcome does Juliet see for herself, if not marriage to Paris? Hint: This would “slay” both her hand and her heart.

5. To commit suicide with the knife (“my resolution [showing her knife]” “slay them both,” “I long to die”).

Instruct student groups to read aloud lines 60–65.

6. The Friar proposing another viable option (“unless thou tell me how I mat prevent it”). She is asking the Friar to tell her what to do (“give me some present counsel”).

6. According to Juliet, what could prevent her from committing suicide? Consider what request she is making of the Friar.

7. How does Juliet describe the knife? What power is Juliet attributing to the knife? (If students struggle, see additional scaffolding or offer a definition for umpire and arbitrate.)

7. “Bloody” and “shall play the umpire.” Juliet is saying that the knife will solve the problem, make the decision, and act as the authority.

Instruct student groups to read aloud lines 65–67, with attention to repeating words and phrases.

Students identify the repetition of the word long.

8. How is Juliet using long? Consider the possibility of multiple meanings here.

8. Long–desire; Juliet is longing to die. Long – amount of time; Juliet asks the Friar not to take so long to respond to her.

9. What can you infer about Juliet’s resolve

9. Juliet is very serious and desperate;

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Grade 9 • Module 1 • Unit 3 • Lesson 15

Additional scaffolding questions for lines 60–65: • Offer students a definition of commission as meaning “authority.” According to Juliet, what gives the Friar authority to give her counsel? His age and art. The fact that he is a religious figure, and that he is older and therefore wiser. • Direct students to line 63. Ask students to consider the context in which they have heard the word umpire. What does an umpire do? Students identify baseball as a context where they have encountered the word umpire. Students may say that an umpire enforces the rules of

NYS Common Core ELA & Literacy Curriculum

based on this repetition?

DRAFT something needs to happen right away.

Grade 9 • Module 1 • Unit 3 • Lesson 15

the game, makes decisions about plays, etc. Students identify that the umpire solves disputes and acts as an authority. • How can your understanding of umpire help you make meaning of the word arbitrate? Students explain that arbitrate means to solve problems, as well as to decide or determine outcomes.

Instruct student groups to read aloud lines 68–70 and circle repeating words and phrases. 10. What does the repetition you identified imply about how Friar Laurence views the “hope” that he sees? According to the Friar, what will this “desperate hope” prevent? Instruct student groups to read aloud lines 71–76. 11. According to the Friar, what kind of strength allows Juliet to consider his plan?

Instruct student groups to read aloud lines 77–85.

Students circle desperate twice. 10. It is a desperate hope; it’s a last resort. It might work and it might not, but it’s the last chance, or only option. The “desperate hope” will prevent Juliet’s suicide.

11. Juliet has “the strength of will to slay [her]self,” so she probably has the strength of will to do something scary that might allow her to live (“then it is likely thou wilt undertake a thing like death”).

Students circle the following images: “lurk where serpents are,” “roaring bears,” “dead men’s rattling bones,” etc. Students

File: 9.1.3 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Additional scaffolding for lines 71– 76: • What letter(s) might be missing from “scape” that would make it a word you are familiar with? Students identify that scape is an abbreviated form of escape. • What is Juliet escaping from? Who does Juliet have to “cop’st” with in order to escape? Marriage to Paris and death. She has to deal with death itself.

NYS Common Core ELA & Literacy Curriculum

Students should circle the images in this passage, and then go back to reread and underline the verbs. 12. What do these images have in common?

13. Who is the subject of these verbs?

10%

DRAFT underline the following verbs: bid, leap, walk, lurk, etc. 12. The images all are scary, disgusting, or disturbing, as well as dangerous. Juliet is describing things no one would want to do. 13. Juliet is the subject of the verbs, she says “bid me,” “hide me.” These things would be happening to her.

Quick Write Students respond briefly in writing to the following prompt:

See High Performance Response.

According to Juliet, what does her relationship to Romeo enable her to do? What connection is Juliet establishing between her personal safety and her relationship to Romeo? Use evidence from the text to support your answer. Collect Quick Write at the end of the lesson to assess student comprehension. 5%

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

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Grade 9 • Module 1 • Unit 3 • Lesson 15

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 15

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

File: 9.1.3 Lesson 15 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 16

Lesson 16

9.1.3 Introduction

This lesson is the second in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. The arc will address Act 4.1, lines 44–126. This lesson will focus on a close reading of lines 89–126 and guide students to comprehend the tragic events that are to come through an understanding of the Friar’s plan. Students will first break down the steps in the Friar’s plan and then revisit a portion of Romeo’s conversation with the Friar from Act 3.3. Students will use the Annotation and Comparison Tool to compare and contrast the conversations Romeo and Juliet have separately with the Friar. The class will culminate with a brief writing assignment. For homework, students will continue to read their Accountable Independent Reading texts. Note: This is the last lesson before students begin to study Romeo and Juliet’s death scene at the end of the play; understanding character motivation and development before moving on is crucial.

Standards 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, and 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).

ELAIntegrate and evaluate content presented in diverse media and formats, including Literacy.CCRA.R.7 visually and quantitatively, as well as in words.

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 16

Assessment Assessment(s) Quick Write: How do Romeo and Juliet’s conversations with the Friar compare and contrast? What can you infer about Romeo and Juliet’s character development? Use evidence from the text and your annotation tool to support your answer. High Performance Response(s) 

Romeo does not want to listen to the Friar’s advice (“talk no more”); Juliet is asking for the Friar’s advice (“tell me how I may prevent it”). Romeo spends many lines talking about Juliet and dwelling on his banishment; Juliet expresses a desire to have a conversation about how to solve the problem. Romeo is being more dramatic and romantic; Juliet is more desperate—she wants to kill herself—but is still practical in her desire for advice. Some students may extend this comparison to include a connection to the comparison they made during the balcony scene.



Similar to the balcony scene Romeo and Juliet are having the same kinds of feelings (love for each other and desperation about their situation) but responding in very different ways. Romeo is again highly figurative and romantic in his response; everything is dramatic. Juliet is again more practical and thinking about the literal situation and trying to come up with a solution (be that her death or something else).

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

distilling liquor (n.) – drug, potion



borne (v.) – to be carried, taken



vault (n.) – tomb

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

bridegroom (n.) – groom

Lesson Agenda/Overview Student-Facing Agenda • • • • • •

% of Lesson

Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7 Text: Romeo and Juliet, Act 4.1, lines 44–126 Introduction of Lesson Agenda Homework Accountability Opening Activity and Masterful Reading Text-Dependent Questions and Activities

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

• • •

DRAFT

Annotation and Comparison Tool Quick Write Closing

Grade 9 • Module 1 • Unit 3 • Lesson 16

25% 10% 5%

Materials  • •

Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334 Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505 Annotation and Comparison Tool

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 16

Learning Sequence Percentage Teacher Actions of Lesson 5%

Students look at the agenda.

Homework Accountability Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

10%

Instructional Notes (extensions, supports, common misunderstandings)

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, ELA-Literacy.CCRA.R.7

5%

Student Actions

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Opening Activity and Masterful Reading Pose this question to students: What reason(s) does Juliet have for wanting to commit suicide? Invite students to share their thoughts and ideas regarding the opening question. Encourage students to build off of each other’s answers. Have students listen to a masterful reading of Act 4.1, lines 44–126.

Student responses may include one or all of the following plot points: Romeo killed her cousin, Romeo was banished, and her parents want to force her to marry Paris.

As the majority of the lines in this lesson’s close reading are spoken by the Friar, it is important for students to be reminded of Juliet’s state of mind; Juliet’s motivation is essential to understanding this scene as a whole.

Students follow along, reading silently.

Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 16

DRAFT

Alternative Audio: http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505 40%

Text-Dependent Questions and Activities Inform students that they will be picking up where they left off in Lesson 15. Have students return to the groups of four they established in Lesson 15. Each group should once again elect one student to act as a scribe to record their observations. Inform students that they will be focusing on lines 89–126 for their close reading and then considering the scene as a whole. Pose the following TDQs for each group of lines. Allow time for students to discuss questions before sharing with the class.

Student responses may include the following:

Students may benefit from having these questions preprinted, and then recording their answers on the printed copies. This may also be a 1. She is supposed to immediately “go Instruct student groups to read aloud lines useful tool for students to review home, be merry,” and tell her parents 89–121. later to support understanding of the she will marry Paris. The next night final events of the play. Using the following questions, students will she is not to let anyone into her room now break down the steps in Friar Laurence’s when she goes to bed (“look that *If students struggle, offer the plan. thou lie alone”) and then drink the definition of distilling liquor. potion (“this distilling liquor drink 1. What is Juliet supposed to do Additional scaffolding questions for thou off”). immediately? What is Juliet supposed to lines 89–121: do tomorrow night?* 

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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What happens when the effects of the drugs wear off? Juliet will wake up from “a

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 16

DRAFT

pleasant sleep.” 

What familiar words can you find in the word bridegroom? Offer a definition. Students identify the words bride and groom.



Who is the bridegroom? Paris, the man Juliet is supposed to marry.



What will the bridegroom think has happened to Juliet after he comes to her room? He will think she is dead.



Who will be there when Juliet wakes up? The Friar and Romeo.

2. What words and phrases in lines 95–104 can you find to illustrate the effect the drug will have on Juliet? Circle these words in your text. According to the Friar in line 105, how long will the effects last?

2. Students circle the following details: “No warmth, no breath,” “The roses in thy lips and cheeks shall fade,” “stiff and stark and cold,” “appear like death,” “borrow’d likeness of shrunk death.” Juliet will only appear to be dead for 42 hours.

If students struggle, offer the definition of distilling liquor.

3. Where will Juliet be borne after she is found in this state?

3.

If students struggle, prompt them to contrast the more familiar word born with borne.

Juliet will be taken to the Capulet tomb, “that same ancient vault where all the kindred of the Capulets lie” (lines 111-112).

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NYS Common Core ELA & Literacy Curriculum

25%

DRAFT

4. What, according to Friar Laurence, could prevent the plan from taking place?

4. “Womanish fear” or doubt on Juliet’s part.

5. How does Juliet respond? What can you infer about Juliet’s character from her response?

5. Juliet promises she has no fear (“tell not me of fear”). Student answers may vary but should include that Juliet’s grief has made her fearless; her love for Romeo has made her fearless.

Instruct student groups to read aloud lines 122–126. 6. What is the final step in the Friar’s plan?

6. He will send a letter to Romeo to tell him the plan.

7. How has Juliet’s attitude changed over the course of this scene? Consider both this lesson’s close reading, and the close reading from the last lesson.

7. Juliet responds in a brief and calm manner. She says “love give me strength” and calls the Friar her “dear father.” She is agreeing to the plan and seems to have accepted the “desperate hope” as her own hope for being with Romeo.

Annotation and Comparison Tool Transition students from discussion work to a group comparison activity in which an annotation tool is used.

Group work using annotation tool.

Hand out copies of the Annotation and Comparison Tool. Have student groups read aloud each passage and annotate connections, similarities, and differences they notice in File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 16

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 16

word choice and content. Encourage students to discuss inferences they are making as a group, but remind them that they will be responsible for generating their Quick Write responses independently. 10%

Quick Write Prompt: How do Romeo and Juliet’s conversations with the Friar compare? What can you infer about Romeo's and Juliet’s character development?

Students complete a Quick Write. See High Performance Response at the beginning of this lesson.

Collect Quick Write and the Annotation and Comparison Tool to assess student comprehension. 5%

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 16

Annotation and Comparison Tool What can you infer about Romeo and Juliet by comparing their conversations with the Friar? Compare and contrast these two passages. Use this tool to annotate connections between similar word choices and passages, highlight differences, and find evidence that reveals aspects of Romeo and Juliet’s character development.

Romeo – Act 3.3, lines 33–51

Juliet – Act 4.1, lines 50–67

…More validity, … … … … … … … … … … … … … … … … … …To mangle me with that word ‘banished’?

Tell me not, Friar, that thou hearest of this, … … … … … 55 … … … … … 60 … … … … … 65 … …If what thou speak’st speak not of remedy.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

Lesson 17

Introduction This lesson continues to build students’ skills in making cumulative connections across the text. The text selection for this lesson is Act 5.3, lines 85–120. In this scene, Romeo commits suicide in Juliet’s tomb. Students will complete a close reading for this passage and then work through a series of textdependent questions that help them build meaning by connecting elements of this passage with passages read earlier in the unit. Students will engage in rich discussion, first in groups and then with the whole class. This lesson focuses on having students return to previously read text and continue to build skills making connections across all five acts of the play. Student groups will complete an annotation tool together. Individual students will use their completed tools and group discussion answers to complete a Quick Write in which they make an inference about Romeo’s character development. For homework, students will return to a portion of the text they studied earlier in the unit and respond to a question that asks them to make connections across the text.

Standards 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, and advance the plot or develop the theme.

Addressed Standard(s) 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).

RL.9-10.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

Assessment Assessment(s) Quick Write: Make an observation about Romeo’s character development using the comparison tool and your notes from today’s close reading. Use evidence from the text to support your answer. High Performance Response(s)  

Student responses to the Quick Write prompt will vary but should include evidence that students understand Romeo’s character is developing throughout the play. Romeo has developed from being fearless and very sure of himself to being quite unsure and afraid. In the balcony scene, he is not afraid of getting caught and killed by Juliet’s family, yet now he seems hesitant. He repeatedly questions himself, “liest there in thy bloody sheet?” “shall I believe…?” and worries that death wants Juliet for a lover (“that unsubstantial death is amorous”), and then states he will kill himself “for fear of that.”

Vocabulary Vocabulary to provide directly (will not include extended instruction)      

interred (v.) – placed a dead body in a tomb ensign (n.) – a banner, or standard (this definition offered in footnotes) abhorred (v.) – loathed utterly paramour (n.) – lover, suitor yoke (n.) – agency of oppression (this definition offered in footnotes) engrossing (v.) – devouring (this definition offered in footnotes)

Vocabulary to teach (may include direct word work and/or text-dependent questions)  lightening (v.) – cheering or gladdening  inauspicious (adj.) – unlucky  unsavory (adj.) – unpleasant

Lesson Agenda/Overview Student-Facing Agenda 

Standards: RL.9-10.3, RL.9-10.4, RL.9-10.5



Text: Romeo and Juliet, Act 5.3, lines 85–120



Introduction of Lesson Agenda



Homework Accountability

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Film: Romeo + Juliet (1:37:49–1:39:36)



Masterful Reading

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5% 5% 10% 15%

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum



Text-Dependent Questions and Activities



Annotation Tool Activity



Quick Write



Closing

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

40% 10% 10% 5%

Materials 

Film: Romeo + Juliet (1:37:49–1:39:36)



Film Tool: Stylistic Choices (see Lesson 2)



Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334



Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505



Annotation Tool

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing Students look at the agenda. the standards for this lesson: RL.9-10.3, RL.910.4, RL.9-10.5. In this lesson students will complete a close reading of Act 5.3, lines 85–120, and then work through a series of text-dependent questions. Students will return to previously read text and continue to make connections across all five acts of the play.

5%

Homework Accountability Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

10%

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Film: Romeo + Juliet (1:37:49–1:39:36) Hand out blank copies of the Film Tool: Stylistic Choices (see Lesson 2), or instruct students to draw the categories in their

Watch film, taking notes on the film tool. Student summaries may include the

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

books.

following:

Play film (1:37:49–1:39:36 on the DVD; see Unit Overview).

Romeo buys poison from the Apothecary and Friar Laurence finds out the letter was never received by Romeo.

Briefly discuss using the film tool. 15%

DRAFT

Masterful Reading Have students listen to a masterful reading of Act 5.3, lines 85–120.

Students follow along, reading silently.

Have students break into their groups of four. A scribe from each group should record their observations.

Free Audio Resource: https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334 Alternative Audio: http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505

Encourage all students to take notes, which they can use to support their End-of-Unit Assessment. 40%

Grade 9 • Module 1 • Unit 3 • Lesson 17

Text-Dependent Questions and Activities Pose the following TDQs for each group of lines. Allow time for students to discuss questions before sharing with class. Instruct student groups to read aloud lines 85–101.

Student responses may include the following: 1. The audience knows that Juliet is not really dead. Romeo doesn’t know that because he never received the letter from the Friar.

1. At this point in the play, what does the audience know that Romeo does not? Hint: Consider what you know about the letter that Friar Laurence wrote to Romeo.

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Encourage students to take turns reading so that every person in the group gets a chance to read aloud.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Instruct student groups to reread lines 87– 96 aloud. 2. What words or phrases in these lines can help you make meaning of the word lightening?

2. Students identify the phrases “men at the point of death” and “have they been merry.” Students make the inference that lightening is a term that refers to a happiness before death.

3. What is causing Romeo to feel merry in this moment?

3. Romeo is experiencing happiness at the sight of Juliet.

Tell students that agency is a term that refers to the power that a character or thing possesses.

4. Her beauty has power over death. Death has not been able to “conquer” her beauty.

4. In line 92–96, what agency does Romeo attribute to Juliet? 5. How does the audience’s awareness of Juliet’s state affect the way you understand Romeo’s description of Juliet?

5. It is tragic; Romeo describes the fact that she doesn’t look dead, death has had no “power yet upon [her] beauty” and “death’s pale flag is not advanced,” but he is unaware that she isn’t actually dead.

Instruct student groups to reread lines 97– 101 aloud.

6. Romeo offers to kill himself as a “favour” to Tybalt. Romeo is feeling extreme guilt over killing Tybalt.

6. What does Romeo offer to do for Tybalt? What does this reveal about how Romeo is feeling?

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Grade 9 • Module 1 • Unit 3 • Lesson 17

NYS Common Core ELA & Literacy Curriculum

Instruct student groups to read aloud lines 101–115 aloud.

7. The stars

7. What does Romeo refer to as inauspicious? 8. Where else in the text does Shakespeare describe stars in this way?

Grade 9 • Module 1 • Unit 3 • Lesson 17

DRAFT

8. This refers back to the “star-cross’d lovers” from the Prologue.

7. If students struggle, inform them that one meaning of inauspicious is “unfavorable.” 8. If students struggle to make this connection, refer them to the Prologue in their text. Additional scaffolding TDQs: 

Instruct student groups to reread lines 116– 120 aloud.

9. The unsavory guide is the poison Romeo is about to drink.

Additional scaffolding TDQs: 

9. Who is Romeo’s unsavory guide?

 10. What is Romeo’s attitude toward death? Take into consideration how Romeo describes death and also what Romeo expects from death.

10. Romeo says he wants to die, but he takes his time giving this speech before drinking the poison. He looks at Juliet for a long time, and then goes through hugging and kissing her before he drinks the poison. He says death is a monster, but he also says it will let him shake the yoke of

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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What effect is created by Romeo’s description of death in lines 101–105? Romeo describes death as being in love, amorous, with Juliet. This description creates a spooky effect. Romeo refers to his fear.

What is Romeo’s last action before his death? Romeo kisses Juliet before he dies. What do the words or phrases that Romeo uses reveal about his state of mind? Romeo says he is weary and world-wearied. Earlier in this passage he talks about fear. He is afraid and tired, and he knows he wants to die.

NYS Common Core ELA & Literacy Curriculum

DRAFT inauspicious stars and it will let him rest. Romeo’s description is complicated. He is unsure of how he feels.

10%

Annotation Tool Activity Transition student groups from the discussion activity to a worksheet activity. Inform groups they will now complete a comparison activity using an annotation tool similar to the one they completed in Lesson 16.

Students complete the Annotation Tool in groups.

Hand out tool for Lesson 17. Working in their groups, have students read aloud each passage, and then annotate connections, similarities, and differences they notice in word choice and content. Encourage student groups to discuss inferences they are making, but remind them that they will be responsible for generating their Quick Write independently. 10%

Quick Write Students independently respond in writing to the following prompt: Make an observation about Romeo’s character development using the

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Grade 9 • Module 1 • Unit 3 • Lesson 17

10. Have students consider the length of Romeo’s speech when considering his attitude toward death. Remind students to consider both what he is saying and how he is saying it.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

comparison worksheet and your notes from today’s close reading. 5%

Closing For homework, instruct students to return to the Prologue and respond to the following focusing question: What can you infer about the way Romeo and Juliet will end? Use evidence from the Prologue and the understanding you have built from this lesson’s close reading.

Students return to the Prologue and respond to the prompt in writing.

This homework assignment asks students to make cumulative connections across the entire text.

Homework Reread the Prologue and respond to the following question: What can you infer about the way Romeo and Juliet will end? Use evidence from the Prologue and the understanding you have built from this lesson’s close reading.

File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 17

Annotation Tool Quickwrite: Make a claim about Romeo’s development as a character. Re-read these excerpts and compare. Consider what you know about Romeo’s character, and his interactions in these two scenes. Use this sheet for annotation and brainstorming. Write 3–5 sentences.

Romeo – Act 5.3, lines 85–86

Romeo – Act 2.2, lines 15–25 Two of the fairest stars in all the heaven,

… … … … … … … … … …That I might touch that cheek!

For here lies Juliet, … …full of light.

15

Romeo – Act 5.3, lines 92–96 Death, that hath sucked the honey of thy breath … … … … And death’s pale flag is not advanced there.

20

95

25 Romeo – Act 5.3, lines 107–119

Romeo – Act 2.2, lines 75–78 I have night’s cloak to hide me from their eyes … … …Than death prorogued, wanting of thy love.

And never from this palace of dim night … … … … … … … … … … …Here’s to my love.

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Romeo – Act 2.2, lines 82–84 I am no pilot, yet wert thou as far … …I should adventure for such merchandise.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

Lesson 18

Introduction In this lesson, students will draw upon the close reading skills that they have developed over the course of Module 1 as they work carefully through the short excerpt Act 5.3, lines 139–170. In this passage, Juliet wakes up to find Romeo lying dead next to her in the Capulet tomb. Juliet then kills herself with Romeo’s dagger. Students will analyze word choice, figurative language, and the structure of events to explore Juliet’s final act. As the culminating excerpt of Unit 3, this passage functions as the final point of comparison for an analysis of Juliet’s character development across the five acts of Shakespeare’s play. Activities involve reading aloud, group reflection, and discussion work with a set of text-dependent questions to guide students in their exploration of the lesson’s focusing question: Who or what is responsible for Juliet’s death? For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, 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).

Addressed Standard(s) SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on each others’ ideas and expressing their own clearly and persuasively.

File: 9.1.3 Lesson 18 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

Assessment Assessment(s) Brief written response to Round Robin Discussion question: Who or what do you think is responsible for Juliet’s death? Why? Use evidence from the text to support your response. High Performance Response(s) Sample student response: I think bad luck or fate is responsible for Juliet’s death. Romeo doesn’t realize that Juliet is faking her death, and so he kills himself. Juliet never could have predicted this when she agreed to the friar’s plan. Then, Juliet wakes up only minutes too late to prevent Romeo from taking his own life. Friar Laurence says that a “greater power” is responsible for these events. I think this greater power is fate, and fate is ultimately what is responsible for Juliet’s death.

Vocabulary Vocabulary to provide directly (will not include extended instruction)       

alack (interj.) – an expression of sorrow sepulchre (n.) – a burial chamber lamentable (adj.) – regrettable contagion (n.) – a contagious (communicable by contact) disease thwarted (v.) – defeated the hopes or aspirations of churl (n.) – a stingy person sheath (n.) – a case for a knife

Vocabulary to teach (may include direct word work and/or text-dependent questions)    

discoloured (adj.) – being altered or changed in color, especially for the worse chance (n.) – something that happens unpredictably without discernible human intention or observable cause masterless (adj.) – having no lord or master restorative (adj.) – having the power to restore (to bring something back, or return something to its former condition)

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

Lesson Agenda/Overview Student-Facing Agenda

% of the Lesson



Standards: RL.9-10.3, RL.9-10.4, SL.9-10.1



Text: Romeo and Juliet, Act 5.3, lines 139–170



Introduction of Lesson Agenda



Homework Accountability



Text-Dependent Questions and Activities



Round Robin Discussion and Brief Written Responses



Closing

Materials •

None.

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5% 5% 60% 25% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

Learning Sequence Percentage of Lesson

Teacher Actions

5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, RL.9-10.4, SL.9-10.1.

Student Actions

Students look at the agenda.

Explain that today’s excerpt will be explored in five chunks. There will be a series of text-dependent questions for each chunk. Questions will be explored as a group and then discussed with the class. Introduce this lesson’s focusing question: Who or what is responsible for Juliet’s death? 5%

Homework Accountability Lead a brief full class discussion asking students to share their responses to the previous lesson’s homework: Reread the Prologue and respond to the following question: What can you infer about the way Romeo and Juliet will end? Use

Student responses to the homework may vary, but may include the following: a prediction of the death of Juliet (“children’s end”) or the end of the feud (“bury their parents’ strife”).

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 18

DRAFT

evidence from the Prologue and the understanding you have built from this lesson’s close reading. 60%

Text-Dependent Questions and Activities Read Act 5.3, lines 139–170, aloud, or play an audio recording.

Students follow along, reading silently.

Have students form small, heterogeneous groups according to established protocols. Direct student groups to read aloud lines 140–146.

Student responses may include the following:

Display the following TDQs only. Allow time for students to discuss in their groups before sharing with class.

1. Students identify the familiar words color or colored in discoloured. The prefix dischanges the word colored so that it has a negative connotation (i.e., something has been colored wrongly or badly).

1. What familiar word do you see in discoloured? How does the prefix dischange the meaning of this word?

2. Why are the swords discoloured? Why are they masterless?

2. The swords are “discoloured” because they are stained with the red blood of Romeo and Paris, as is evidenced by the stage directions before line 140 “Friar stoops and looks on the blood and weapons.” They are “masterless” because their previous owners, Romeo and Paris, are

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Additional scaffolding questions for lines 140–146: 

How does Friar Laurence describe the swords in lines 142–143? Underline the adjectives in your text. Students underline the adjectives masterless, gory, and discoloured.



How does Friar Laurence describe the hour? What does he mean? Friar Laurence describes the hour as unkind. Students infer that the Friar describes the hour this way because Romeo and Paris have died very recently (likely within the last hour).

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

both dead. 3. Review the definition of lamentable provided to you. As a group, develop a definition of chance. Now reread lines 145– 146. What is Friar Laurence implying about recent events in this statement?

3. Students review the definition of lamentable (adj.) – regrettable. Possible student definitions of chance may include the following: “something that happens unpredictably; luck; or something that is accidental or coincidental.” After unpacking these two words, students make the connection that Friar Laurence is implying that recent tragic events were unpredictable or coincidental, without discernable human intention or observable cause.

4. According to Friar Laurence, who/what is responsible for the deaths of Romeo and Paris?

4. According to Friar Laurence, the deaths of Romeo and Paris are due to “lamentable chance” (line 146). Fate, fortune, or bad luck is responsible for the deaths of Romeo and Paris.

Circulate and support group discussions as needed. Lead a class discussion of lines 140–146, calling on groups to offer their answers. Direct student groups to read aloud lines 148–150. 5. What is Juliet unaware of that both the audience and Friar Laurence know? What effect does this create?

5. At this point in the text, Juliet is unaware that Romeo is dead, she asks the friar “Where is my Romeo” (line 150). This creates the added effect of suspense in how the audience experiences this tragedy.

Lead a class discussion of lines 148–150,

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Circulate around the room and support group discussions as needed. Extension questions for lines 148– 150:  How does Juliet refer to Romeo in these lines? Underline the

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 18

DRAFT

calling on groups to offer their answers.



Direct student groups to read aloud lines 151–159. 6. According to Friar Laurence, who/what is to blame for the tragic events that have transpired? What is Friar Laurence suggesting about the power of individual choice in this situation? Circle and support discussion groups as needed. Lead class discussion of lines 151–159.

Direct student groups to read aloud lines

6. Friar Laurence says that a “greater power” Additional scaffolding questions for (line 153) is the cause of these events. Friar lines 151–159: Laurence is suggesting that individual choice doesn’t stand a chance against a greater  How does Friar Laurence power when it comes to how events play describe the scene in front of out. He explains that despite the individual him? decisions that he, Juliet, and Romeo made, Friar Laurence describes the this tragic event still came to pass because scene as a “nest of death,” a something else was more powerful than all “contagion,” and “unnatural” three of them. (lines 151–152).  What option is Friar Laurence offering to Juliet? Friar Laurence is offering Juliet the option to join a nunnery. 7. Juliet refuses to accept Friar Laurence’s help and depart with him. She says, “I will

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part of the text that tells you. Students underline my lord (line 148) and my Romeo (line 150). What might this tell you about how Juliet understands her relationship to Romeo? Juliet understands herself as simultaneously possessing Romeo (as indicated by the possessive my, used twice) and as his subject or his inferior (he is her lord).

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It will probably be necessary here to discuss what a nunnery is (a

NYS Common Core ELA & Literacy Curriculum

160–167. 7. How does Juliet respond to Friar Laurence’s counsel? What does she see as a better alternative? Why? Hint: What do you know about Juliet that might make a nunnery a fate worse than death?

8. Why does Juliet describe the poison as a “restorative”? What does she think it will restore?

Grade 9 • Module 1 • Unit 3 • Lesson 18

DRAFT not away.” Juliet thinks that poisoning herself is a better alternative. Students' answers will vary. Some might suggest that Juliet’s passionate nature (as evidenced most clearly by Juliet’s soliloquy in Act 4) would make this a difficult transition. Others might point to the fact that she married Romeo against her parents’ wishes as evidence that a life of obedience would be difficult and even miserable for her. Others might point to Juliet’s affluent background— her family throws big parties—as a reason why a more spartan lifestyle would be uncomfortable. Still others might say that, for Juliet, any life without Romeo is not a life worth living.

convent) and what a nun is required to renounce (she must take the three vows: poverty, chastity, and obedience).

8. Juliet describes the poison as a restorative because she thinks that it has the power to bring Romeo back to her, if only in death, and so return their relationship to what it previously was.

Additional scaffolding:

Additional scaffolding: 





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If Juliet accepts Friar Laurence’s offer, what sort of a future does she have to look forward to? If Juliet accepts this offer, she has a quiet lifetime of prayer and abstinence to look forward to – no more passionate love affairs.

What familiar word do you see in restorative? What does this word mean? Students identify the familiar word restore within restorative. The word restore means “to return something to its former condition.” If students struggle to define restore, ask them scaffolding

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 18

DRAFT



9. What does Juliet realize in line 167? How does this compound the tragedy of the scene? Circulate around the room and support group discussions as needed. Lead a class discussion of lines 160–167.

Direct student groups to read aloud lines 168–170. 10. Whose dagger kills Juliet? What might this symbolize? Allow students time to discuss in their groups. Circle the room and support group discussions as needed. Lead a class discussion of lines 168–170.

9. In line 167, Juliet realizes that Romeo has died very recently because his lips have not yet grown cold, she exclaims “Thy lips are warm!” (line 167). This compounds the tragedy of the scene because if Juliet had woken only minutes earlier, she might have been able to stop Romeo from drinking the poison. 10. Romeo’s dagger kills Juliet. Student responses concerning the possible symbolic weight of this scenario will vary widely. Some students might say that Romeo’s dagger might symbolize that Juliet has chosen to die for Romeo—he is the reason for her death. Others might suggest that the fact that a Montague dagger killed yet another Capulet symbolizes that the Montague–Capulet family feud is ultimately

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questions to guide their thought process: What are people doing when they restore old cars? They are making old cars work like new cars again. So what does it mean to restore something? It means “to return something to the way it used to be.”

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Additional scaffolding questions for lines 168–170:  Why does Juliet kill herself with the dagger? Juliet kills herself with the dagger because the Page and Watchmen have just walked in, and the poison has not yet taken effect. Students might also respond that there wasn’t

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 18

DRAFT responsible for this tragedy. Still others might suggest that Romeo’s dagger is symbolic of the tragic consequences of Romeo and Juliet’s forbidden love.





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enough poison left on Romeo’s lips to kill Juliet, so she had to use the dagger instead. How does Juliet describe the dagger? Why might she choose this word? Juliet describes the dagger as “happy” (line 169) because she thinks it will reunite her with Romeo, or perhaps because it will end her suffering. How is Juliet’s death by dagger different than Romeo’s death by poison? Apart from the obvious (i.e., Juliet’s death is most likely bloodier and slower than Romeo’s), Juliet’s death by dagger is more of an impulsive decision than Romeo’s death by poison. Romeo went out and bought the poison, which demonstrates that his decision was premeditated. Juliet, on the other hand, has awoken from a deep sleep to find her husband dead beside her. Her death by dagger is a decision made quickly and in the heat of the moment.

NYS Common Core ELA & Literacy Curriculum

25%

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

Round Robin Discussion and Brief Written Responses Inform students that they will conclude their exploration of Act 5.3 with a Round Robin discussion of the lesson’s focusing question: Who or what is responsible for Juliet’s death? Directions for Round Robin: Instruct students to arrange themselves into two concentric circles. Each circle should contain the same number of students, creating pairs between the two circles. Student pairs should be facing each other.

Example 1 minute Round Robin responses: Student 1 from inner circle (1 min): I think Juliet is responsible for her own death because she is the one who decided to take Romeo’s dagger and stab herself. She could have decided to go with Friar Laurence, but she didn’t.

Student 2 from outer circle (1 min): I think Romeo is responsible for Juliet’s death because she only kills herself so that she can be with him. If Romeo had only realized that Juliet wasn’t dead before he took the The Round Robin begins with each student poison, he would be alive and so would in the inner circle discussing their answer to Juliet. the following prompt for 1 minute: Who or what do you think is responsible for Juliet’s death? Why? Each student’s counterpart on the outer circle first listens and then responds with his or her own answer to the focusing question for 1 minute. Then, at your direction, students in the outer circle rotate to the right one spot and repeat the protocols established with a new partner. This Round Robin will include

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Round Robin rationale: The purpose of this exercise is for students to practice how to make a claim and support it with evidence. This exercise also has the added benefit of brainstorming and oral processing.

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 18

three rotations. Circulate and observe student discussions and assess comprehension. Once three rotations have been completed, direct students to briefly record their response to the Round Robin discussion question, using evidence from the text to support their response. Collect these written responses to assess for comprehension as students exit the class. 5%

Closing For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

Students continue to read their Accountable Independent Reading text for homework.

Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Lesson 19

Introduction This lesson is the first in a series of two lessons that comprise the End-of-Unit Assessment for Unit 3. This lesson requires students to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play. This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment. Note: The Lesson 19 tools provide students with the key excerpts that will help structure their final analysis of character development. Student essays in Lesson 20 will require that students independently select supporting evidence to build upon the claim they established in Lesson 19.

Standards 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, and advance the plot or develop the theme.

Addressed Standard(s) 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 Assessment(s) Description Romeo and Juliet evidence-based claims tools High Performance Response(s) 

Romeo: See model Romeo tool for sample student response.

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NYS Common Core ELA & Literacy Curriculum



DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Juliet: See model Juliet tool for sample student response.

Note: The two model tools illustrate two different ways students might approach and organize their exploration of the text. The essential goal of this exercise is for students to engage with details of the text and actively make connections.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband



enmity (n.) – the state of being hostile/angry



sacrifices (n.) – lives offered for a higher purpose

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

None.

Lesson Agenda/Overview Student-Facing Agenda

% of Lesson



Standards: RL.9-10.3, RL.9-10.4



Text: Romeo and Juliet, Act 5.3, lines 296–310



Introduction of Lesson Agenda



Homework Accountability



Text Dependent Questions and Activities



Romeo and Juliet Tools Activity



EBC Review and End-of-Unit Assessment Preparation



Closing

Materials 

Romeo Tool



Juliet Tool

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5% 5% 30% 30% 25% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Learning Sequence Percentage Teacher Actions of Lesson 5%

Student Actions

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, RL.910.4. Inform students that today is the first day of a two-day arc dedicated to the End-ofUnit Assessment. Today, students will begin the process of developing an evidence-based claim about Romeo and Juliet. In Lesson 20, students will craft their claim into a formal written response.

Students look at the agenda.

The Lesson 19 tools provide students with the key excerpts that will help structure their final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, they will make an inference about character. Finally, students will be asked to make connections between these details and inferences. Students will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play. Students will begin these tools as a class, and then finish them in groups of four. Students File: 9.1.3 Lesson 19 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 19

DRAFT

will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20. 5%

Homework Accountability Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

30%

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

Text-Dependent Questions and Activities Read aloud Act 5.3, lines 296–310, or play an audio recording.

Students follow along, reading silently.

Pose the following questions for students to discuss in their groups before sharing out with the whole class. Direct students to Capulet’s lines 296–297. 1. What does Capulet ask from Montague? What is Capulet offering in return?

Student responses may include the following: 1. He asks him to ”give me thy hand.” He is offering to make peace.

Direct students to lines 298–302. 2. What does Montague offer to give Capulet? Hint: What is Montague really offering here?

2. He offers to make a statue of Juliet “out of pure gold.” He is also offering peace.

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Additional scaffolding questions for lines 296–297: 

What does Capulet call Montague? Capulet calls Montague brother.

NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 19

DRAFT

Direct students to lines 303–304. 3. According to Capulet, who/what is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?

Direct students to lines 305–310. 4. Who has made peace? Why might the Prince describe this peace as "glooming"?

30%

3. Capulet blames the feud between the two households for Romeo and Juliet’s deaths; he says that Romeo and Juliet are sacrifices to the hatred between the two families (“poor sacrifices of our enmity”). Romeo and Juliet have been sacrificed for peace.

4. The Montagues and the Capulets have made peace. The prince might be saying that it is good that they have made peace but there is “sorrow” that it took the deaths of Romeo and Juliet to make it happen.

Romeo and Juliet Tools Activity Pass out copies of both the Romeo Tool and the Juliet Tool to students. Project on the board a blank tool (you may choose Romeo or Juliet to model; refer to the model worksheet for examples of responses). Encourage students to fill in their own tool as you perform this model activity.

Students participate in model tool activity by offering key details and claims about Romeo’s character development. Students record class observations on tool.

Instruct students to turn back in their text to

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If students struggle with question 3, define the word sacrifice as “the offering of lives for a higher purpose.” Additional scaffolding question for lines 303–304: 

What words does Capulet use in line 304 to describe the deaths of Romeo and Juliet? “Poor sacrifices.”

Additional scaffolding question for lines 305–310: 

How does the Prince sum up the story of Romeo and Juliet? There never was a story of more woe.

NYS Common Core ELA & Literacy Curriculum

DRAFT

the text selection written on their tool. Ask students to offer examples of textual details they see in these lines that may offer insight into Romeo as a character. After students have offered several textual details, ask them to begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? Finally, ask students to draw upon these connections to make an observation about Romeo’s character in this passage. Divide students into groups of four. Ask student groups to begin the process for the next row, working as a group to find textual details and make a second inference about Romeo’s character. Once students complete the first two boxes in the second row, call the class back together and ask students to compare this second inference with the one that they generated as a class. What has changed? What has stayed the same? Model filling in this response on the tool. Have students reassemble into their small groups. Instruct student groups to repeat this activity for the remainder of class. Explain that the goal is for groups to complete both

Student groups complete both tools.

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Grade 9 • Module 1 • Unit 3 • Lesson 19

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

tools. Remind students that they may use their past assignments and notes for reference. Circulate around the room. Observe student process and assist as needed. 25%

EBC Review and End-of-Unit Assessment Preparation Instruct students that there are two steps in this lesson’s homework assignment: 

Review your tools and decide which character you will focus on in your End-ofUnit Assessment.



Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.

Review and Contextualize the EBC Process: The EBC is a three-step process in making evidence-based claims (EBC): 

Textual details: First take note of textual details that tell you about Romeo or Juliet.



Text-to-text connections: Explain a connection you have made between these details.



Make a claim: Draw a conclusion about Romeo or Juliet’s character development that can be referenced back to the textual

Students record the steps to their homework assignment.

Students participate in EBC review activity and store their tools in their notebooks for homework and Lesson 20’s End-of-Unit Assessment.

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Students may benefit from having the EBC steps projected on the board.

NYS Common Core ELA & Literacy Curriculum

DRAFT

details and text-to-text connections. Instruct students that they have already completed steps 1 and 2 using their tool. Now they need to make a claim that will become the focus of their in-class essay in the next lesson. Demonstrate how you might form a claim using the text-to-text details and connections established on the model Lesson 19 tools. Read aloud observations and observation comparisons from the model Lesson 19 tools (second and third rows of table). Model drawing a conclusion about Romeo or Juliet’s character development from these connections. 5%

Closing For homework, instruct students to review their completed tools, select which character they are going to focus on, and formulate a claim about that character’s development. Students record their claim in the designated place on their tool and bring this tool to the next class. Remind students that they must bring their tools with them to the next class, as the tools will be valuable resources to refer to while writing their End-of-Unit Assessment.

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Grade 9 • Module 1 • Unit 3 • Lesson 19

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Homework Students review their completed tools, select which character they are going to focus on, and formulate a claim about that character’s development. Students record their claim in the designated place on their tool and bring this tool to the next class. Note: If students have not been able to complete the tools in class, they may complete them independently for homework.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Romeo Tool Claim: ROMEO Text Selection

Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo?

Observations: What can you infer about Romeo from these details?

Act 1.1, lines 206– 236 (Romeo talks to Benvolio about Rosaline)

Act 2.2, lines 1–32 (Balcony scene soliloquy)

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How does your observation compare to your understanding of Romeo in the previous acts?

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Act 3.1, lines 59– 138 (Mercutio and Tybalt death scenes)

Act 5.3, lines 70– 120* (Romeo commits suicide)

*Romeo does not appear in Act 4 of Romeo and Juliet

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Juliet Tool Claim: JULIET Text Selection

Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Juliet?

Observations: What can you infer about Juliet from these details?

Act 1.3, lines 64–100 (Juliet talks to Lady Capulet about marriage)

Act 2.2, lines 107– 138 (Balcony scene exchange of vows)

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How does your observation compare to your understanding of Juliet in the previous acts?

NYS Common Core ELA & Literacy Curriculum

DRAFT

Act 3.2, lines 1–31 (Juliet’s speech while she waits for Romeo)

Act 4.1, lines 50–88 (Juliet threatens to kill herself)

Act 5.3, lines 139– 170 (Juliet commits suicide)

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13

Grade 9 • Module 1 • Unit 3 • Lesson 19

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

Model Romeo Tool Claim: Romeo struggles between his dedication to love and his dedication to honor throughout Romeo and Juliet. ROMEO Text Selection Act 1.1, lines 206–236 (Romeo talks to Benvolio about Rosaline)

Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo?

Observations: What can you infer about Romeo from these details?

How does your observation compare to your understanding of Romeo in the previous acts?

1. “O, she is rich in beauty” (line 213)

Romeo cares a lot about beauty, and it seems to be what he values most about Rosaline.

n/a (this is first intro to Romeo)

“She is too fair, too wise, wisely too fair” (line 219) “Fair” = x6 in lines 206–236 and “beauty” = x4 in lines 209–218. Romeo only describes his love for Rosaline in terms of her beauty, and he describes her beauty only in general terms. 2. “ …The precious treasure of his eyesight lost” (line 231)

Romeo takes his love for Rosaline very seriously; he thinks his feelings for Rosaline are unique. Benvolio doesn’t take Romeo as seriously as Romeo takes himself. Maybe Romeo takes himself too seriously? Maybe he has said this kind of thing before?

Romeo calls Rosaline the precious treasure of his eyesight. 2. “Benvolio: Be ruled by me, forget to think of her …Examine other beauties.” (lines 223– 226) Benvolio’s practicality contrasts with Romeo’s romanticism.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

3. “Show me a mistress …thou canst not teach me to forget.” (lines 232–235) Romeo says that he won’t ever forget about Rosaline’s beauty.

Act 2.2, lines 1–32 (Balcony scene soliloquy)

1. “But soft, what light …her maid art far more fair than she” (lines 2–6). Romeo has fallen in love with Juliet and forgotten all about Rosaline. Romeo compares Juliet to the sun. Her beauty is being described as a force that lights things up.

2. “She speaks. O speak again…a winged messenger of heaven” (lines 25–28) Romeo repeats the word speak twice in his entreaty.

Romeo seems to fall in love easily (Benvolio was right!). Romeo is demonstrating how much he values beauty again. Romeo understands Juliet’s beauty as a force that lights up everything around him (the night). Romeo is interested in more than just looking at Juliet, because he asks her to speak to him. Something about Juliet makes Romeo want to hear her voice.

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Romeo’s quick switch from Rosaline to Juliet confirms my observation that maybe in Act 1, he was more in love with “being in love” than he was with Rosaline herself. Romeo’s focus on Juliet’s beauty seems different here than it was with Rosaline. He repeatedly describes her beauty as a light that illuminates their surroundings. Romeo doesn’t want Juliet to remain just the “treasure of his eyesight” like in Act 1. When he asks her to speak to him, he is opening a dialogue and giving her the chance to be more than just beautiful.

NYS Common Core ELA & Literacy Curriculum

Act 3.1, lines 59–138 (Mercutio and Tybalt death scenes)

1. “my very friend… And in my temper softened valour’s steel!” (lines 112–117) Romeo feels ashamed that he did not defend his own honor. He thinks that Juliet’s beauty has made him less of a man. 2. “Away to heaven…fury be my conduct now.” (lines 125–126)

Grade 9 • Module 1 • Unit 3 • Lesson 19

DRAFT

Romeo understands his love of beauty as a weakness that makes him not want to fight and defend his family’s honor. He eventually chooses violence over peace, and the need to defend his honor over his love for Juliet.

Romeo understands his earlier desire for peace between the Montagues and Capulets as shameful. His decision to be guided by fury rather than leniency suggests that his priorities have changed or are being called into question.

Romeo is choosing violence over the tolerance he previously showed Tybalt.

Act 5.3, lines 70–120* (Romeo commits suicide)

“For here lies Juliet…full of light.” (lines 85– 86) Romeo sees Juliet’s beauty as lighting up the tomb. “Oh my love…Hath had no power yet upon thy beauty.” (lines 91–93)

Turning point for Romeo? Juliet’s beauty is not only not the most important thing to him anymore, it is a negative thing. Romeo understands Juliet’s beauty as the cause of his friend’s death.

Romeo sees Juliet’s beauty as illuminating the tomb that she and Tybalt lie in. For Romeo, Juliet’s beauty is more powerful than Death. Romeo regrets killing Tybalt, seems like he wishes he hadn’t given into the anger/violence.

After questioning his earlier dedication to Juliet, Romeo makes a choice to stay with her, rather than with his family and the fighting.

Death has not extinguished her light. “Tybalt, liest thou there…Forgive me, cousin!” (lines 97–101) Romeo regrets killing Tybalt. *Romeo does not appear in Act 4 of Romeo and Juliet

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NYS Common Core ELA & Literacy Curriculum

Grade 9 • Module 1 • Unit 3 • Lesson 19

DRAFT Model Juliet Tool

Claim: Juliet's attitude toward love and marriage changes throughout Romeo and Juliet.

JULIET Text Selection

Act 1.3, lines 64–100 (Juliet talks to Lady Capulet about marriage)

Act 2.2, lines 107–138 (Balcony scene exchange of vows)

Word Choice/Text Details: What Observations: What can are some specific images, you infer about Juliet words, and phrases that from these details? Shakespeare uses to tell you about Juliet?

How does your observation compare to your understanding of Juliet in the previous Acts?

Juliet only has four lines.

n/a (first introduction to Juliet)

She uses like instead of love. Juliet says she has not thought about marriage.

Juliet asks Romeo not to swear or vow: “swear not by th’inconstant moon.” Juliet uses the image of lightning:“too rash, too unadvised, too sudden” Juliet gives Romeo her vow of love. “give it thee again” Juliet describes her love as deep and infinite.

Juliet does not care about marriage, but her mother really, really does. Juliet might not have a close relationship with her mother. Juliet wants to take things slow with Romeo. Juliet wants their love to last. Juliet is being practical.

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Juliet changed her mind about taking things slow with Romeo in a matter of minutes.

This seems like a turning point for Juliet; there is a big shift in BUT Juliet gives Romeo character. her vow of love, which she just asked him not to do. Juliet’s love for Romeo has made her forget her

File: 9.1.3 Lesson 19 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a

Juliet is using Romeo’s imagery to respond to him, like in the party scene. She is thinking about practical matters, like in the soliloquy.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 19

practical worries. Act 3.2, lines 1–31 (Juliet’s speech while she waits for Romeo)

Juliet uses imagery of fiery horses and the god of the sun, a raven with snow on its back, and Romeo as stars.

Juliet’s love for Romeo has made her more romantic in her language and imagery use.

Juliet is completely in love with Romeo. She is pretty much only thinking about love and marriage, and not about the practical worries that she expressed in the balcony scene.

Juliet is very sad and feels like her situation is hopeless.

Juliet uses a combination of imagery and direct language, and expresses both a dramatic desire to die and a practical desire to get advice from the Friar. She has combined her practical ways from before she gave her vow of love to Romeo with her romantic expressions after she gave the vow of love.

The word come repeats five times and night repeats ten times. Juliet compares herself to an impatient child. Act 4.1, lines 50–88 (Juliet threatens to kill herself)

Juliet uses long to mean a length of time and a desire. Juliet begs the Friar to give her advice. Juliet threatens to kill herself with a knife. Juliet uses lots of imagery to express all the things she would do to avoid marrying Paris.

She wants to kill herself, but she also asks for advice, which is really practical. Juliet is willing to do anything to get out of marrying Paris.

Juliet says she is without fear or doubt. Act 5.3, lines 139–170 (Juliet commits

It takes Juliet a minute after she wakes up to realize what

Juliet’s suicide wasn’t something she planned to

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Juliet has given up on hope. Her language is brief, like in the first scene where she comes in. She rejects the Friar’s advice, which is different from when she begged for his advice in Act

NYS Common Core ELA & Literacy Curriculum

suicide)

DRAFT

happened.

do in the tomb.

Juliet tells the Friar to go away, and refuses his offer to take her to a nunnery.

Juliet is overcome by sorrow, and is happy to die to escape the situation she is in.

Juliet’s speech before she kills herself is brief; she says “I’ll be brief.” Juliet uses Romeo’s knife to kill herself.

The friar offers another option, but Juliet rejects it.

Juliet calls the poison friendly and the knife happy.

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Grade 9 • Module 1 • Unit 3 • Lesson 19

4.1. She no longer cares about life, and just wants to die to get out of the terrible situation she is in. Her language is more direct and practical, like before she gave Romeo her vow of love.

NYS Common Core ELA & Literacy Curriculum

9.1.3

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

Lesson 20

Introduction This lesson is the second in a series of two lessons that comprise the End-of-Unit Assessment for Unit 3. In this lesson, students will craft a formal in-class essay exploring how Shakespeare unfolds character throughout the play. This response requires students to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play. Students will use the textual details they collected throughout the unit as well as the connections they established in their Lesson 19 tools to structure their end-of-unit written response. During the writing process, students will independently select supporting evidence to strengthen the claim they produced independently for their Lesson 19 homework. For homework, students will continue to read their Accountable Independent Reading texts.

Standards 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, and advance the plot or develop the theme.

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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.

W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection and research.

Assessment Assessment(s) In-class essay response to the following prompt: Choose either Romeo or Juliet, and write an essay that explains how Shakespeare unfolds that character throughout the play. Reference Shakespeare’s language and the events of the play as supporting evidence.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

High Performance Response(s) 

See sample student essays for High Performance Responses.



Use NY Regents Text Analysis Rubric to assess student work.

Vocabulary Vocabulary to provide directly (will not include extended instruction) 

None.

Vocabulary to teach (may include direct word work and/or text-dependent questions) 

None.

Student-Facing Agenda Agenda Items

% of Lesson



Standards: R.9-10.1, R.9-10.3, W.9-10.2, W.9-10.9



Text: Shakespeare’s Romeo and Juliet



Introduction of Lesson Agenda



Homework Accountability



Independent Writing: Essay due at end of class period.



Closing

Materials 

None.

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5% 10% 80% 5%

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

Learning Sequence Percentage Teacher Actions of Lesson 5%

Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: R.9-10.1, R.910.3, W.9-10.2, W.9-10.9.

10%

Student Actions

Students look at the agenda.

Homework Accountability Ask students to volunteer the claims they have written on the top of their Lesson 19 tool for homework accountability.

Students offer the claims they constructed for homework.

Lead a quick debriefing session to ensure that student claims reflect the requirements of the assessment. 80%

Independent Writing Transition students to independent writing Students write End-of-Unit Assessment time. essay. Circulate around the room and offer support as needed.

5%

Closing Collect student essays as students leave the class.

Hand in End-of-Unit Assessment.

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Instructional Notes (extensions, supports, common misunderstandings)

NYS Common Core ELA & Literacy Curriculum

For homework, instruct students to continue their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

Students continue to read their Accountable Independent Reading text for homework.

Homework Homework Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

Model Student Response with Juliet as Focus Character First Comes Love, Then Comes Marriage: Juliet’s Shifting Attitude Toward Love and Marriage in Romeo and Juliet

Claim: Juliet's attitude toward love and marriage changes throughout Romeo and Juliet. Throughout Romeo and Juliet, by William Shakespeare, Juliet's attitude toward love and marriage changes dramatically. She begins the play ambivalent toward love and marriage, but after meeting Romeo, she quickly shifts her attitude and falls in love. Ultimately, Juliet commits suicide because she discovers Romeo is dead, and she cannot go on living without Romeo's love. Shakespeare provides evidence for this change through Juliet's use of language, imagery, and dramatic irony in the play. Juliet's first introduction in Act 1.3, establishes the fact that she does not think about marriage, and she is reluctant to use the word love. Juliet's mother asks her what she thinks about marriage and Juliet replies "it is an honour that I dream not of" (line 67). Later in the same scene, Juliet's mother asks her if she can "like of Paris' love?" (line 97) Juliet replies that she will "look to like" (line 98) but does not use the word love. In Act 1.5, Juliet meets Romeo for the first time and he kisses her. At first she tries to avoid having him kiss her hand, playing with his imagery of the pilgrim and the saint, but she quickly allows him to kiss her. Juliet's interest in Romeo is different from the indifference she shows in Act 1.3, when she is talking to her mother. Juliet is beginning to consider love, or at least "like," because of her interaction with Romeo. Juliet's soliloquy on the balcony reveals her true feelings for Romeo. She only says so much because she thinks she is alone, but the audience knows that Romeo is listening to her talk. Juliet dwells on Romeo's name and expresses a desire for him to "be but sworn my love" (Act 2.2, line 35) and "be some other name." (line 42) She argues that even with a new name Romeo would still have "dear perfection." (line 46) After Romeo reveals himself to Juliet, she worries about his safety and about the possibility that “thy will murder” Romeo (line 70), while in the same passage Romeo uses lots of romantic language and dwells on love and ignores Juliet's worries about his safety. When Romeo tries to give his vow of love to Juliet she stops him, worrying that it will be like "th' inconstant moon" (line 109) and that Romeo will "prove likewise variable" (line 111). She worries about how fast things are moving and tries to say goodnight to Romeo before they exchange vows, in the hope of allowing "this bud of love" (line 121) to become "a beauteous flower" (line 122) over time. However, Romeo makes one more request of Juliet, and then she completely changes her mind and gives Romeo her vow of love. She seems to completely forget about her previous worries and give herself over to love. The balcony scene is Juliet's turning point in her opinion of love and marriage.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

The next time Juliet has a soliloquy, it is while she is waiting for Romeo to come to her room in Act 3.2. They are now married, and Juliet does not yet know that Romeo has killed her cousin Tybalt. Juliet uses rich imagery, unlike anything she has used up to this point in the play, including the image of Romeo scattered across the sky, "in little stars" (line 22) where "he will make the face of heaven so fine / that all the world will be in love with night" (lines 23–24). Juliet's love for Romeo has made love something she thinks about all the time, which is a clear change from her statement in Act 1.3, where she says marriage is something she "dream[s] not of" (line 67). In Act 4.1, Juliet now knows that Romeo has killed her cousin, and her parents are trying to force her to marry Paris. She goes to see the Friar and gives a speech that combines her old worrying nature and practicality, and her new concern with love and her marriage to Romeo. Juliet begs for the Friar's "wisdom," "counsel," and "remedy" (lines 50–67), while simultaneously describing her desire to end her life with a "bloody knife" (line 62) and repeating the word "long" (line 66) to indicate both her deep desire and the speed with which she needs the Friar's help. After the Friar offers her a plan, Juliet goes to great lengths to describe all the things she would be willing to do to avoid marrying Paris and get to "live an unstained wife" to Romeo, her "sweet love" (lines 87–88). Love and marriage give Juliet the strength and the reason to do things she would not have otherwise attempted. When Juliet wakes up in the tomb in Act 5.3, she is faced with Romeo’s dead body. The Friar offers to take her to a nunnery, but Juliet tells him to leave her alone, she “will not away” (line 160) from Romeo. She doesn’t talk very much, and even says “I’ll be brief” (line 169). Once Juliet decides to end her life, she doesn’t hesitate and even calls the poison that Romeo took “friendly” (line 163) and the knife that she kills herself with “happy” (line 169). Juliet does not explicitly give a reason for committing suicide, but her final actions indicate that she is dying because Romeo is dead. She calls him her “true love” (line 161) and kisses him before she dies. Romeo changed Juliet and gave her a reason to care about something she didn't care about before. Her love for Romeo changed the way she spoke and the things she was concerned with. When Romeo convinces Juliet to give him her vow of love she changes both the things she spends time talking about, and the way she talks. She uses more complex imagery and is less concerned with practical matters, like the family feud or the possibility her parents will find out about Romeo. Romeo's banishment and her parents making her marry Paris made her desperate and gave her the fearlessness to take the potion and pretend to be dead. Her love for Romeo changed her character to allow her to attempt things she would not have otherwise. Juliet's suicide is ultimately the final confirmation of her shift to being a romantic. She rejects the practical option, and without Romeo, without their marriage, and without love, ends her life.

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

Model Student Response with Romeo as Focus Character Love and Honor in Romeo and Juliet

Claim: Romeo struggles between his dedication to love and his dedication to honor throughout Romeo and Juliet. Romeo and Juliet is considered by many to be the greatest romance ever told, and Romeo is often idealized as the perfect romantic partner. Yet a closer examination of the play reveals Romeo to be a man with complex motivations and equally complex relationships. Throughout Shakespeare’s play, Romeo struggles between his dedication to love and his dedication to honor. In Act 1.1, Shakespeare introduces Romeo as a shallow and overly romantic young man. When Romeo swooningly describes his crush Rosaline to his cousin Benvolio, he uses the word “fair” six times, and the word “beauty” four times (lines 206–236). The repetition of these words highlights that Rosaline’s beauty is what Romeo values most about her; she is the “precious treasure of his eyesight” (line 231). Benvolio’s dismissive response to his lovesick cousin indicates that he thinks Romeo is shallow and inconsistent. He advises Romeo, “be ruled by me, forget to think of her… examine other beauties” (lines 223–226). According to Benvolio, Romeo will forget about Rosaline as soon as he sees another pretty girl. Romeo’s refusal to accept Benvolio’s advice and his declaration that “thou canst not teach me to forget” (line 235) suggests that Romeo takes himself and his love for Rosaline a lot more seriously than Benvolio does. Benvolio’s doubtful opinion of Romeo’s devotion is quickly proven correct. Romeo spies Juliet at the Capulet ball and immediately forgets all about Rosaline. Romeo’s quick swap of Juliet for Rosaline once again suggests a young man who is more in love with being in love than he is with any individual woman. Yet Romeo’s first conversation with Juliet at the ball seems to begin a slight shift in his attitude towards love. As Romeo waits outside Juliet’s balcony in the hopes of seeing her again, his declarations of love take on a slightly different hue. Although his speech is still centered upon descriptions of her beauty, he does not describe this beauty in general terms as he did with Rosaline. Instead, Romeo repeatedly compares Juliet’s beauty to light in Act 2.2; she is “the fair sun” whose “light through yonder window breaks,” (lines 2–4) a “bright angel glorious to this night” (lines 26–27). For Romeo, Juliet’s beauty is something more powerful and dynamic than a pretty face. She lights up the darkness that surrounds them, and illuminates Romeo with her radiance. Made brighter by Juliet’s own brilliance, Romeo doesn’t want Juliet to remain just the “treasure of his eyesight.” When he begs her “O speak again” (line 26), he is opening up a conversation and giving Juliet the chance to be more than just a pretty face. Romeo’s relationship with Juliet has deepened his understanding of love.

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7

NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Unit 3 • Lesson 20

But Romeo and Juliet’s relationship cannot stay in the space of Juliet’s balcony for long. The young lovers must deal with the bloody feud that pits their families and friends against each other. After witnessing his best friend Mercutio’s death at the hands of Juliet’s cousin Tybalt, Romeo begins to question his previous dedication to beauty and love. He says “my very friend, hath got this mortal hurt on my behalf; my reputation stained With Tybalt’s slander...O sweet Juliet, Thy beauty hath made me effeminate And in my temper softened valour’s steel!” (Act 3.1, lines 112–117.) Here, Romeo blames Juliet’s beauty, the very beauty that he once saw as lighting up the world, for his best friend’s death. Romeo believes his love for Juliet and her beauty is making him less of a man. He now finds his earlier desire for peace between the Montagues and Capulets shameful and dishonorable. Romeo’s decision to be guided by anger rather than forgiveness when he says “away to heaven, respective lenity, and fireeyed fury be my conduct now” (lines 125–126) suggests that he is questioning everything he once believed in. When Romeo decides to kill Tybalt, he chooses violence over peace and his family’s honor over his love for Juliet. This is the true tragedy of Shakespeare’s play. As the events of the play reach their disastrous conclusion, Romeo makes the ultimate choice in his struggle between love and honor. As Romeo enters the Capulet tomb and finds Juliet’s body lying next to that of Tybalt, he is once again struck by the brilliance of her beauty and his love for her; “her beauty makes this vault a feasting presence full of light” (Act 5.3, lines 85–86). For Romeo, Juliet’s beauty is more powerful even than death “Oh my love, my wife, Death that sucked the honey of the breath hath had no power yet upon thy beauty” (lines 91–93). Faced with the consequences of his decisions, Romeo feels regret for killing Tybalt, “Forgive me, cousin!” he pleads (line 101) before he takes his own life. After questioning his dedication to the peace that his love for Juliet has brought him, Romeo makes the final decision to stay with Juliet in the light, rather than return to the darkness of violence and family feuds. Romeo’s suicide is a tragedy, but it is just one death among many. Romeo’s conflicting motivations expose the true tragedy of Shakespeare’s play – the ongoing violence between the Montagues and the Capulets. The Romeo who takes his own life is a very different man from the lovesick young boy who only cared about a pretty face. His final choice indicates a complex understanding of the value of real love and the sacrifices it requires.

File: 9.1.3 Lesson 20 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

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NYS Common Core ELA & Literacy Curriculum

9.1

DRAFT

Grade 9 • Module 1 • Performance Assessment

Performance Assessment

Introduction In this performance task, students read closely, analyze text, work with paired texts, and demonstrate skills and habits they have practiced throughout the module. Two variations of this rigorous task are provided:  In Option A students read and analyze several pre-selected excerpts from Rilke’s Letters 4 and 7; they choose one, and apply Rilke’s advice to a character from another text in the module.  In Option B students read and analyze all of Rilke’s “Letter 7,” independently choose an extended quote from the letter, and apply that quote to a character from another text in the module. Choose either of the tasks depending the appropriateness for students in your class. (Note: Students have practiced a similar task with another Rilke excerpt in Unit 2.) Detailed instructions for the fivelesson task follow the prompts. Each lesson is likely to last one class period. However, timing may vary depending on individual class schedules and student scaffolding needs. These performance tasks may be evaluated using the New York State Regents Text Analysis Rubric. (See Unit 2 End-of-Unit Assessment, Lesson 11, High Performance Response for an example of the type of response you can expect from these prompts.)

Option A Option A: Prompt Over the course of this module, you have read the short story “St. Lucy’s Home for Girls Raised by Wolves,” an excerpt from Black Swan Green, an excerpt from Letters to a Young Poet, and Romeo and Juliet. All of the texts feature young people emerging into self-awareness and the adult world. Below are several quotations from Rilke’s Letters 4 and 7 (which you did not read in class). You will read and analyze all of the quotations, choose one, and in an essay explain how Rilke’s advice in this quotation could apply to a complex character in any of the other texts you read in this module. Be sure to include in your essay the following components: 

An analysis of the Rilke quotation you have chosen. What does he say explicitly and what does he mean? Explain how Rilke’s use of language (i.e., particular words) gives the selected quotation its specific meaning.



A brief, evidence-based analysis of how the character you have chosen develops over the course of the text. Explain how the author’s use of language (i.e., particular words and phrases)

File: 9.1. Performance Assessment Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Performance Assessment

reveals how the character develops. An analysis of how Rilke’s advice applies to the character chosen, using evidence from both the quotation and the chosen text.

Option A: Quotations 1. Have patience with everything that remains unsolved in your heart… live your way into the answer (Letter 4, pp. 34–35). 2. Therefore, dear sir, love your solitude… which they wouldn’t be able to comprehend (Letter 4, pp. 41–42). 3. It is also good to love… work is merely preparation (Letter 7, p. 68). AND

It is a high inducement… calls him to vast distances (Letter 7, pp. 69–70).

Option A: Process The Module Performance Task will require students to analyze excerpts from Rilke’s Letters to a Young Poet that they have not seen previously, collaboratively discuss the excerpts, and independently write an essay that pairs the excerpt with a character from text read previously in the module. The task will take five lessons and assess students’ ability to read closely, cite evidence, and synthesize key ideas across texts. Lesson 1 Explain and post the guiding question for the performance task so that students will know the goal of their work: How can an excerpt from Rilke’s Letters to a Young Poet apply as advice to a complex character in any other text in Module 1? Working individually, students read and annotate three short excerpts from Rilke, as they have been learning to do with text throughout the module. (Be aware that some students will require more support.) Lesson 2 Students will meet in small groups to further analyze the excerpts, using their notes and guiding questions (provided by you) that draw their attention to how Rilke’s language can be interpreted in different ways to apply to a broad range of life situations. Students will discuss how the quotes could apply to characters from other texts in the module. For homework, provide the essay prompt, and ask students to come to class the next day having considered which Rilke quote would best apply to a particular character studied in the module. Lesson 3 Students will be reorganized into pairs or triads according to which quote and which character they have chosen. Together they will compare and discuss evidence, and generate additional ideas for their own essay. Lessons 4 and 5 Following these collaborative activities, students will use their notes in the fourth lesson to File: 9.1. Performance Assessment Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Performance Assessment

independently organize their response to the prompt, and write a first draft, which will be revised and brought to final copy in the final lesson. RL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.5, RI.9-10.1, RI.9-10.3, RI.9-10.4, W.9-10.2, W.9-10.10, (SL.9-10.1)

Option B Option B: Prompt Over the course of this module, you have read the short story “St. Lucy’s Home for Girls Raised by Wolves,” an excerpt from Black Swan Green, an excerpt from Letters to a Young Poet, and Romeo and Juliet. All of the texts feature young people emerging into self-awareness and the adult world. Read and analyze Rilke’s “Letter 7” (which you did not read in class). Choose one extended quotation from the letter that could serve as advice to a specific complex character from another text in the module. In an essay, explain how Rilke’s advice in this quotation could apply to the character you have chosen. Be sure to include in your essay the following components:  An analysis of the Rilke quotation you have chosen. What does he say explicitly and what does he mean? Explain how Rilke’s use of language (i.e., particular words) gives the selected quotation its specific meaning.  A brief, evidence-based analysis of how the character you have chosen develops over the course of the text. Explain how the author’s use of language (i.e., particular words and phrases) reveals how the character develops.  An analysis of how Rilke’s advice applies to the character chosen, using evidence from both the quotation and the chosen text.

Option B: Process The Module Performance Task will require students to read and analyze “Letter 7” from Rilke’s Letters to a Young Poet. Students will collaboratively discuss their analysis of the letter, select an extended quote, and independently write an essay that pairs their excerpt with a text read previously in the module. The task will take five lessons and assess students’ ability to read closely, cite evidence, and synthesize key ideas across texts. Lesson 1 Explain and post the guiding question for the performance task so that so students will know the goal of their work: How can an excerpt from Rilke’s Letters to a Young Poet apply as advice to a complex character in any other text in Module 1? Working individually, students read and annotate “Letter 7,” as they have been learning to do with texts throughout the module. (Be aware that some students will require more support.) File: 9.1. Performance Assessment Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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NYS Common Core ELA & Literacy Curriculum

DRAFT

Grade 9 • Module 1 • Performance Assessment

Lesson 2 Students will meet in small groups to further analyze the letter, using their notes and guiding questions (provided by the teacher) that draw their attention to how Rilke’s language can be interpreted in different ways to apply to a broad range of life situations. They will discuss how the letter or parts of the letter could apply to characters in other texts in the module. For homework, provide students with the essay prompt and ask them to come to class the next day having selected an extended (3–7 sentence) quote from the text and the character from another text in the module to which the excerpt might apply. Lesson 3 Students will be reorganized into pairs or triads according to the character (from the other module text) they have chosen. They may be using different excerpts from Letter 7, but there is likely to be some overlap, as the letter is short. Together they will compare and discuss their excerpts and evidence as to how it applies to the character. By listening to others, students will generate additional ideas for their own essay. Lessons 4 and 5 Following these collaborative activities, students will use their notes in the fourth lesson to independently organize their response to the prompt and write a first draft, which will be revised and brought to final copy in the final lesson. RL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.5, W.9-10.2, W.910.10, (SL.9-10.1)

File: 9.1. Performance Assessment Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/

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