Lesson 12 | Short Stories | 9th Grade English

Objective

Compare the authors' craft and the theme development of all three stories through discussion and writing.

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

Which author’s message about identity most resonates with you? Use evidence from that text to support your answer.

How does the author develop that theme in his/her story? Use evidence from the story to support your answer.

Key Questions

Questions about the text that will help guide the students understanding

Who or what defines who we are? Can each individual decide and shape his or her own identity? After reading our stories and debating the issues raised in each, how would you answer these questions?
How has your answer changed since the beginning of the unit?
If our three authors met to debate these same questions, would they agree with each other? Why or why not?
Which author's message about identity most resonates with you? Why?

Notes

Suggestions for teachers to help them teach this lesson

Students should have the opportunity to participate in a discussion of they key questions as a way to review for the exam.
They should also have 10-15 minutes to record, in writing, their answers to the target task questions.
Any misconceptions that have surfaced in the unit can also be addressed today through discussion, Do Now, or practice in order to make sure students are ready to show mastery on their unit test.

Lesson 11

Lesson 13

Lesson Map

ATDPTI pp. 54 – 57

Explain how Sherman Alexie uses juxtaposition to characterize Junior.

Practice the systems and routines (vocabulary acquisition, annotation, independent reading) of the high school literature classroom.

ATDPTI pp. 59 – 66

Explain the techniques Alexie uses to reveal and develop theme.

Practice the systems and routines (same as yesterday, plus evidence-based writing) of the high school literature classroom.

“4 Stages of Culture Shock”
St. Lucy's Home for Girls Raised by Wolves p. 226 — Stage 1 Epigraph

Explain how the author uses specific diction to characterize the girls on p. 225.

Practice the systems and routines (same as yesterday, plus root study) of the high school literature classroom.

St. Lucy's Home for Girls Raised by Wolves pp. 226 – 229 — Stage 1

Explain how the author uses diction to reveal important information about characters, plot and conflict.

Practice the systems and routines (same as previous day's, plus vocabulary in context) of the high school literature classroom.

St. Lucy's Home for Girls Raised by Wolves pp. 229 – 235 — Stage 2

Explain how the author is using the central conflict and characters to develop the theme of identity.

Practice the systems and routines (previous routines, plus habits and expectations of rigorous discussion) of the high school literature classroom.

“History and Culture: Boarding Schools”
St. Lucy's Home for Girls Raised by Wolves pp. 235 – 240 — Stage 3

Explain how the author uses the characterization of Claudia, Mirabella, and Jeannette to further develop the conflict.

St. Lucy's Home for Girls Raised by Wolves pp. 240 – 246 — Stages 4 and 5

Explain how the author continues to develop theme in the final pages of the text.

Discussion & Writing

St. Lucy's Home for Girls Raised by Wolves — Whole Text

Discuss the theme of identity and write a thematic statement about the author’s message in "St. Lucy’s".

Writing

St. Lucy's Home for Girls Raised by Wolves — Whole text

Draft a written response to the prompt using brainstorming from day 8.

“Roselily” pp. 1 – 6

Explain how the author creates character and establishes conflict in the first four paragraphs of the story.

“Roselily”

Explain how the author uses the story’s structure to convey theme.

Discussion & Writing

Compare the authors' craft and the theme development of all three stories through discussion and writing.

Assessment

Short Stories

Objective

Target Task

Writing Prompt

Key Questions

Notes

Lesson Map

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