9.1.1 Lesson 5

NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

9.1.1 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 teacher- led 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 Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

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 5% • Homework Accountability 5% • Introduction of Annotation 10% • Learning How to Annotate 20% • Pair-Share Annotation Practice 40% • Quick Write 10% • Closing 10%

Materials

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

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

Learning Sequence Percentage Teacher Actions Student Actions Instructional Notes (extensions, of Lesson supports, common misunderstandings) 5% 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.9- 10.3, SL.9-10.1.c. 5% Homework Accountability Check in with students about their AIR text. Students listen. Tell students they will begin discussing their reading in class in Lesson 6. 10% Introduction of Annotation Briefly review the lesson agenda. Explain to Students follow along, reading silently the The important point to help students that they will continue to work with standard RL.9-10.3. students understand here is that standards RL.9-10.1 and SL.9-10.1.c. Students write their ideas about RL.9-10.3 RL.9-10.3 deals with far more than In addition, students are going to start and share their responses. Sample just “characterization.” This working with standard RL.9-10.3. Ask responses may include the following: standard asks students to consider how characters grow and change students to silently read the standard while  Analyze how characters develop over the course of a text and how you read it aloud from the Common Core  Analyze how they advance the plot or those characters help advance the Learning Standards Tool (See Lesson 1). theme and interact with other plot or illuminate key ideas in a text. Ask: What do you notice about this characters standard? What is it asking you to be able to  This focuses on complex characters. do? Ask students to jot their ideas down. Lead a brief discussion about the standard. Ask students to individually reread standard Students reread standard SL.9-10.3 and SL.9-10.3 and assess their familiarity with assess their familiarity with and mastery

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

and mastery of the standard on their of the standard. Common Core Learning Standards Tool. Discuss the importance of annotating text by Student responses should include the As students share their ideas in the asking students the following questions: following: following discussion, it may be 1. How have we marked the text thus far 1. We have boxed unknown words and helpful to capture the major ideas in our reading? written the definitions next to the about annotation by taking notes on words, starred ideas that seem chart paper or on the board. These important or are repeating, and notes can then be posted in the summarized some of our thinking on classroom for reference purposes. the text. 2. Marking the text helps you 2. What are some purposes for marking remember what you are reading by the text? writing your thinking on the text, keeping track of important ideas, thinking about unfamiliar words and questioning the text or making connections between ideas.

Share with students that marking the text is If students struggle, it may be called annotation. Ask students: helpful, to share with students that 3. How does annotating text change the the responses just shared reveal 3. Student responses may include the way you read? why annotation is a close reading following: skill; annotation forces you to read

 It connects you to the text more deliberately. Explain annotation’s deeply by forcing you to read relationship with standard RL.9- actively and pay close attention to 10.1. Annotation helps students details. look closely at text evidence to  It makes it difficult to just read and figure out text’s explicit and implicit shut your mind off. meanings.  It makes you slow down as you read. Explain that readers use shorthand ways of Students write the annotation codes in Annotation is a difficult skill for

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

marking text so as not to take away from their notebooks or refer to a handout of students to master because their reading. Display and explain the the codes and their explanations. students must determine what and following codes: how to annotate.  Box unfamiliar words. Differentiation Consideration: The  Star (*) important or repeating ideas. process of annotation can be complex for some students. Some  Put a question mark (?) next to a section students will need the annotation you’re questioning or confused about. symbols available to them on chart  Use an exclamation point (!) for ideas paper, on a handout/bookmark, that strike you or surprise you in some and/or posted on their desk. way. 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 Students open their “St. Lucy’s” texts to in their “St. Lucy’s” text (p. 225). the Stage 1 epigraph. Explain to the students that as they reread Students listen to directions. In this lesson, only two annotation the Stage 1 epigraph and paragraph, they codes will be taught because boxing should think about parts of the text that are unfamiliar words and writing surprising or stand out to them in some way. questions have been introduced in prior lessons. Reread the Stage 1 epigraph and paragraph 1 Students follow along, reading silently. aloud to students. Model a part of the text that was surprising. Students record the teacher modeling on Students may notice a variety of (In the sample student responses, there are ideas and code these ideas slightly

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

several annotations to discuss in this their text. differently, but these examples modeling example.) Write an exclamation show the text details students point (!) on the text and model the reasoning Annotations may include the following: should be thinking more deeply for using this code in the margin. Have  The number of animal-like about. students write this model annotation on references their text. A document reader may be helpful  The lack of action by the nuns to support this modeling.

despite their displeasure 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. Ask students to identify additional areas to Students volunteer annotations. The bridge between modeling and annotate. guided practice may require more than one example for students to fully understand; consider providing a few examples. Ask students to look over this section of text Students star one important or repeating and have them star one important or idea. 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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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

 Stars marking the repetition of the pronoun we. 40% Pair-Share Annotation Practice Direct students to work in pairs to reread the Students transition into pairs and prepare Provide sufficient practice time for section of the text from “‘Ay caramba,’ Sister to read and annotate. rereading and annotation to ensure Maria de la Guardia sighed,” to, “Neither did student pairs are able to work they” (pp. 226–227). As they close read this together and then to share out their section, students should note places that most significant annotations in a surprise them or connect to other ideas with class discussion. exclamation points and star important or Students have previously read this repeating ideas in the text. Remind students section closely, so this annotation to write their thinking next to their allows students to go deeper with annotation codes. Students can also box the close reading already more unfamiliar words and write more completed. questions. As the student pairs are reading and Students close read and annotate the text. Consider giving students annotation annotating, circulate and confer with the What stands out to students will vary. bookmarks to remind them of the pairs about their annotations. Ask: Students should star some of the following annotation codes while they  What marks or codes did you include ideas: continue to close read “St. Lucy’s.” on the text and why?  Stars near phrases such as “the (See the Lesson 5 handout: Annotation Bookmark Handout)  What notes did you write on the text pack,” “calloused pads of our fists” next to the marks or codes? Why? 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

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

wanting children to become “naturalized citizens of human society” (p. 227). Conduct a class discussion about the text See the example annotation list above for areas of surprise and important or repeating possible student discussion responses. 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?

(Provide sufficient wait time when asking the questions above.) 10% Quick Write Tell students they will use today’s Students read over the assessment Prepare for the lesson ahead of time annotations as a tool to answer a text- question and listen to directions. See High by writing the assessment questions dependent question. Remind students to Performance Response at the beginning of on the board or on chart paper for provide textual evidence in their response. this lesson. students to see. Alternatively, Based on your close reading during this create handouts for the students lesson, what details repeat throughout this with space to write between the section of the text? What do these details questions. 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. Have the students work independently to Students independently write a response Encourage students to use words write a response to the Quick Write. to the Quick Write. that have been introduced in small

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

group and class discussion. Examples may be civilized, lycanthropic, exuberant, culture, ostracized, remedied, purgatory, or couth. 10% Closing Explain homework: Introduce Reading Students will continue reading their Some students may choose to Standard 1 (RL.9-10.1 and RI.9-10.1) as a Accountable Independent Reading text, annotate their Accountable focus standard to guide students’ focusing on standard RL.9-10.1 or RI.9- Independent Reading texts as they Accountable Independent Reading and 10.1. read to practice the new skill of model what applying a focus standard looks annotation. Even though this like. Tell students they should prepare for a reading is meant to stimulate brief 3–5 minute discussion that will ask interest and enjoyment in reading, them to apply the language of the standard students may find annotating their to their reading. texts a beneficial strategy for reading comprehension. 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.”

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

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 Grade 9 • Module 1 • Unit 1 • Lesson 5 D R A F T

Annotation Markings Annotation Markings Annotation Markings Annotation Markings Bookmark Bookmark Bookmark Bookmark

• Box unfamiliar words. • Box unfamiliar words. • Box unfamiliar words. • Box unfamiliar words. • Star (*) important or • Star (*) important or • Star (*) important or • Star (*) important or repeating ideas. repeating ideas. repeating ideas. repeating ideas. • Put a question mark • Put a question mark • Put a question mark • Put a question mark (?) next to a section (?) next to a section (?) next to a section (?) next to a section you’re questioning or you’re questioning or you’re questioning or you’re questioning or confused about. confused about. confused about. confused about. • Use an exclamation • Use an exclamation • Use an exclamation • Use an exclamation point (!) for point (!) for point (!) for point (!) for connections between connections between connections between connections between ideas or ideas that ideas or ideas that ideas or ideas that ideas or ideas that strike you or surprise strike you or surprise strike you or surprise strike you or surprise you in some way. you in some way. you in some way. you in some way. Remember to write Remember to write Remember to write Remember to write notes in the margin as notes in the margin as notes in the margin as notes in the margin as you read to record your you read to record your you read to record your you read to record your ideas & thoughts. ideas & thoughts. ideas & thoughts. ideas & thoughts.

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