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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 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 1 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 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 2 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 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 3 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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 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 4 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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.
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