Short Stories

Lesson 6
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ELA

Unit 6

9th Grade

Lesson 6 of 13

Objective


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

Readings and Materials


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Target Task


Writing Prompt

Compare the progress of Claudia, Mirabella and Jeannette at St. Lucy’s. What might be the author’s purpose for having the three characters respond so differently to St. Lucy’s? Use evidence from the text to support your answer.

In what ways does St. Lucy’s function as an allegory? Explain using evidence from both the article and the text.

Key Questions


  • Examine the diction in the "Stage 3" epigraph describing the "host" country versus the old culture. Based on this diction, what will the girls start to believe in Stage 3?
  • What is the purpose of the first paragraph of the chapter?
  • What evidence do we see that the narrator is experiencing "Stage 3" symptoms?
  • How do Mirabella and Jeannette's actions/progress compare with that of the narrator?
  • Who are the "pure-bred" girls and why are they at St. Lucy's?
  • What is the author's purpose for having the three girls have such different experiences? How might this relate to the theme?
  • In what ways are the responses of the girls similar to the responses of the families in the article? In what ways is this story an allegory?

Notes


  • Do Now: Students should read the Indian Boarding School article to find the central idea and supporting details.
  • Later in class, they should go back and find evidence in the story that it is an allegory for Indian Boarding Schools. How are the different reactions of the girls similar to the different reactions of the Native Americans described in the article?
  • Consider using the following song and/or photo to ask how it develops a similar theme and message to the story and/or article:
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Lesson 5

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Lesson 7

Lesson Map

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