Curriculum / ELA / 9th Grade / Unit 6: Short Stories / Lesson 3
ELA
Unit 6
9th Grade
Lesson 3 of 13
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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.
Article: “The Four Stages of Culture Shock”
Book: St. Lucy's Home for Girls Raised by Wolves by Karen Russell p. 226 — Stage 1 Epigraph
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
The diction in the “Stage 1” description on p. 225 suggests which of the following about the students:
Which two pieces of diction from the epigraph best support the answer to number 1?
In the first paragraph, the narrator’s diction suggests which of the following about the pack when they first arrive at St. Lucy’s?
Which two pieces of diction from paragraph one best support your answer?
The girls are wolves. Agree or disagree? Why?
Questions about the text that will help guide the students understanding
Suggestions for teachers to help them teach this lesson
Lesson 2
Lesson 4
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.
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.
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.
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.
Explain how the author uses the characterization of Claudia, Mirabella, and Jeannette to further develop the conflict.
Explain how the author continues to develop theme in the final pages of the text.
Discussion & Writing
Discuss the theme of identity and write a thematic statement about the author’s message in "St. Lucy’s".
Writing
Draft a written response to the prompt using brainstorming from day 8.
Explain how the author creates character and establishes conflict in the first four paragraphs of the story.
Explain how the author uses the story’s structure to convey theme.
Compare the authors' craft and the theme development of all three stories through discussion and writing.
Assessment
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