A Framework for Early Literacy Instruction: Aligning Standards to
Assessment: Aligning Curriculum, Instruction, and … Aligning Curriculum, Instruction, and...
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Transcript of Assessment: Aligning Curriculum, Instruction, and … Aligning Curriculum, Instruction, and...
November 2013
©2013 Public Consulting Group. All rights reserved.
Assessment: Aligning Curriculum,
Instruction, and Assessments
275
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 3
File: 9.1.1 Lesson 3 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.1 Lesson 3
Introduction
In Lesson 3, students will finish listening to Karen Russell’s “St. Lucy’s Home for Girls Raised by Wolves”
(pp. 235–246). Students will continue to participate in comprehension activities throughout the read-
aloud to support comprehension and engagement.
Throughout the read-aloud, students will write about and discuss the text by engaging in
comprehension activities. The lesson assessment asks students to determine the central idea of "St.
Lucy’s Home for Girls Raised by Wolves" and cite at least four pivotal moments in the text that show
how this idea develops throughout the story. For homework, students will write a paragraph reflection
about their discussion skills based on the Speaking and Listening Standard addressed in the lesson. In
addition, students will read their Accountable Independent Reading (AIR) text.
Standards
Assessed Standard(s)
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Addressed 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.
SL.9-10.1c 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 lesson assessment asks students to answer a Quick Write by citing at least four pieces of text
evidence in a paragraph response.
· What is the central idea of "St. Lucy’s Home for Girls Raised by Wolves"? Cite at least four pivotal
moments in the text that show how this idea develops throughout the story.
High Performance Response(s)
High Performance Responses may include the following:
• The central idea is that the girls raised by wolves must choose between two cultures: behaving like a
277
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 3
File: 9.1.1 Lesson 3 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
wolf or behaving like a human; the first choice is not really an option.
• The central idea is that girls who were raised by wolves must assimilate or adapt to human culture
as determined by St. Lucy’s.
Text Evidence:
• Claudette turns on Mirabella at the dance because she wants to pass the dancing test, showing that
she can become human.
• Claudette is not truly able to return home. She lies to her parents when she says she is “home.”
• Claudette runs with the bread, away from Mirabella, during the duck feeding incident because she
doesn’t want to fail. She wants to do well at St. Lucy’s by showing that she can act human.
• The pack is happy when Mirabella is expelled from St. Lucy’s because she was holding them back
and she was a failure. The girls want to be successful at becoming human.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
· heifer (n.) – a young female cow
· cleric (n.) – an ordained member of a religion
· jugular (n.) – short for jugular vein, a large vein in the neck
· disconcerting (adj.) – upsetting or disturbing
· bliss (n.) – supreme happiness
· catastrophic (adj.) – disastrous
· adapted (v.) – adjusted oneself to different conditions
Vocabulary to teach (may include direct word work and/or text-dependent questions)
· barbarity (barbaridad – Spanish) (n.) – crude or unsophisticated act
· languid (adj.) – relaxed
· hirsute (adj.) – hairy; shaggy
· sinewy (adj.) – muscular; strong
· purgatory (n.) – a place of purification or temporary punishment after death; place in between two
worlds
· ostracized (v.) –excluded, by general consent, from society, friendship, conversation, privileges, etc.
· bilingual (n.) – a person who can speak two languages with the facility of a native speaker
· delectable (adj.) – appetizing or delicious
· supplemented (v.) – completed or added to
· interred (v.) – placed into or buried
· assault (n.) – a violent attack
· conferred (v.) – discussed together
· improvised (v.) – made up
· bristled (v.) – visibly threatened
· overstimulating (v.) – too exciting
· bewildered (adj.) – perplexed and confused
· disoriented (adj.) – confused
· grimace (n.) – a type of facial expression, usually of disgust, disapproval, or pain
278
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 3
File: 9.1.1 Lesson 3 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
· taunt (n.) – a remark made in order to anger, wound, or provoke someone
· eradication (n.) – removal of or destruction
· bipedal (adj.) – walking on two feet
· commandment (n.) –.an order or mandate
· origins (n.) –. places from which something arises or is derived
· aptitudes (n.) – abilities or talents
· catechism (n.) – a book of principles or instruction; usually associated with the Christian religion
· rehabilitated (adj.) – restored to good condition, health, or standing
· shunned (v.) – kept away from
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
· Standards Addressed: RL.9-10.1, RL.9-10.2, SL.9-10.1c
· Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 235–246)
• Introduction of Lesson Agenda
• Homework Accountability
• Read-Aloud and Student Activities
• Quick Write
• Closing
10%
5%
70%
10%
5%
Materials
• Common Core Learning Standards Tool (See Lesson 1.)
279
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
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Gra
de
9 •
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du
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sso
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Le
ar
nin
g S
eq
ue
nc
e
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
no
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
10
%
Intr
od
uct
ion
of
Less
on
Ag
en
da
B
eg
in b
y r
ev
iew
ing
th
e a
ge
nd
a a
nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
.1,
RL.
9-
10
.2,
SL.
9-1
0.1
c.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
Exp
lain
th
at
stu
de
nts
wil
l b
eg
in w
ork
ing
on
a
ne
w s
tan
da
rd a
s w
ell
: SL
.9-1
0.1
c. A
sk
stu
de
nts
to
in
div
idu
ally
re
rea
d s
tan
da
rd S
L.9
-
10
.1c
an
d a
sse
ss t
he
ir f
am
ilia
rity
wit
h a
nd
ma
ste
ry o
f th
e s
tan
da
rd o
n t
he
ir C
om
mo
n
Co
re L
ea
rnin
g S
tan
da
rds
To
ol.
(S
ee
Le
sso
n
1).
Ask
stu
de
nts
to
wri
te d
ow
n w
ha
t th
ey
thin
k
are
th
e l
arg
e i
de
as
in t
his
sta
nd
ard
an
d
dis
cuss
th
em
wit
h a
pa
rtn
er.
Stu
de
nts
re
ad
sta
nd
ard
SL.
9-1
0c,
wri
te
do
wn
th
eir
id
ea
s, a
nd
ta
lk w
ith
a p
art
ne
r.
Sa
mp
le r
esp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·M
ov
e d
iscu
ssio
ns
forw
ard
·A
sk a
nd
an
swe
r q
ue
stio
ns
·R
ela
te t
he
dis
cuss
ion
to
big
ge
r id
ea
s
·A
ctiv
ely
ge
t o
the
rs i
nto
th
e d
iscu
ssio
n
Alt
ho
ug
h s
pe
ak
ing
an
d l
iste
nin
g
tak
e p
lace
in
cla
ssro
om
s e
ve
ry d
ay
,
the
CC
SS
ask
s st
ud
en
ts t
o e
ng
ag
e i
n
coll
ab
ora
tive
wo
rk i
n d
ee
p a
nd
pu
rpo
sefu
l w
ay
s. C
on
sid
er
spe
nd
ing
ad
dit
ion
al
tim
e d
iscu
ssin
g t
his
sta
nd
ard
. It
is
imp
ort
an
t h
ere
fo
r
stu
de
nts
to
id
en
tify
qu
est
ion
ask
ing
,
mo
vin
g t
he
dis
cuss
ion
fo
rwa
rd,
rela
tin
g t
he
co
nv
ers
ati
on
to
la
rge
r
ide
as,
an
d a
ctiv
ely
in
vo
lvin
g o
the
rs
as
ke
y b
eh
av
iors
fo
r su
cce
ssfu
l
dis
cuss
ion
s.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
C
he
ck i
n w
ith
stu
de
nts
ab
ou
t th
eir
AIR
te
xt.
If
stu
de
nts
are
str
ug
gli
ng
to
fin
d a
te
xt,
reco
mm
en
d t
itle
s th
at
mig
ht
be
of
inte
rest
to
stu
de
nts
or
refe
r to
th
e A
cco
un
tab
le
Ind
ep
en
de
nt
Re
ad
ing
Lis
t.
Stu
de
nts
vo
lun
tee
r in
form
ati
on
ab
ou
t
the
ir A
cco
un
tab
le I
nd
ep
en
de
nt
Re
ad
ing
text
.
Se
e t
he
9.1
Mo
du
le P
refa
ce f
or
mo
re i
nfo
rma
tio
n r
eg
ard
ing
AIR
.
280
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 3
Fil
e:
9.1
.1 L
ess
on
3 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
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ttri
bu
tio
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ial-
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70
%
Re
ad
-Alo
ud
an
d S
tud
en
t A
ctiv
itie
s
H
av
e s
tud
en
ts t
ak
e o
ut
the
ir "
St.
Lu
cy’s
Ho
me
fo
r G
irls
Ra
ise
d b
y W
olv
es"
te
xt a
nd
turn
to
th
e S
tag
e 3
ep
igra
ph
.
Stu
de
nts
ta
ke
ou
t th
eir
“S
t. L
ucy
’s H
om
e
for
Gir
ls R
ais
ed
by
Wo
lve
s” t
ext
an
d t
urn
to t
he
Sta
ge
3 e
pig
rap
h.
Co
nsi
de
r re
vie
win
g t
he
Qu
ick
Wri
te
fro
m L
ess
on
2 a
s a
wa
y t
o r
ev
iew
the
re
ad
ing
fro
m L
ess
on
2.
Re
ad
alo
ud
th
e S
tag
e 3
ep
igra
ph
co
nti
nu
ing
to t
he
pa
rag
rap
h b
eg
inn
ing
wit
h “
It w
as
du
rin
g S
tag
e 3
th
at
we
me
t o
ur
firs
t
pu
reb
red
gir
ls”
(pp
. 2
35
–2
37
).
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
Ask
stu
de
nts
to
re
spo
nd
to
th
e f
ollo
win
g
qu
est
ion
in
de
pe
nd
en
tly:
Wh
at
is h
ap
pe
nin
g
wit
h M
ira
be
lla
? (
Giv
e s
tud
en
ts t
wo
to
th
ree
min
ute
s to
re
spo
nd
in
div
idu
all
y.)
Th
en
, h
av
e
stu
de
nts
sh
are
ou
t th
eir
re
spo
nse
s. R
em
ind
stu
de
nts
to
cit
e t
ext
ev
ide
nce
wh
en
giv
ing
the
ir r
esp
on
ses.
Stu
de
nt
resp
on
se m
ay
in
clu
de
th
e
foll
ow
ing
:
·S
he
is
stil
l fa
llin
g b
eh
ind
. S
he
isn
’t
ab
le t
o s
pe
ak
En
gli
sh o
r e
at
at
the
tab
le.
(“M
ira
be
lla
, b
att
lin
g a
ra
cco
on
un
de
r th
e d
inn
er
tab
le w
hile
th
e r
est
of
us
too
k d
ain
ty b
ite
s o
f p
ea
s a
nd
bo
rsch
t. M
ira
be
lla
, d
oin
g b
ell
y f
lop
s
into
co
mp
ost
.”)
·S
he
is
sta
rtin
g t
o l
oo
k b
ad
. H
er
tee
th
are
fa
llin
g a
pa
rt a
nd
sh
e i
s g
ett
ing
thin
ne
r. (
“He
r te
eth
we
re g
rou
nd
do
wn
to
nu
bb
ins;
he
r h
air
wa
s fa
llin
g
ou
t.”)
·T
he
nu
ns
thin
k s
om
eth
ing
mu
st b
e
do
ne
ab
ou
t h
er.
Co
nsi
de
r ca
llin
g o
n s
eve
ral s
tud
en
ts
to e
nco
ura
ge
ma
xim
um
pa
rtic
ipa
tio
n a
nd
a v
ari
ety
of
resp
on
ses.
Co
nti
nu
e r
ea
din
g f
rom
“It
wa
s d
uri
ng
Sta
ge
3
tha
t w
e m
et
ou
r fi
rst
pu
reb
red
gir
ls …
” to
,
“Je
an
ett
e g
ot
a h
ole
in
on
e.”
(p
p.
23
7–
23
9)
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
281
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 3
Fil
e:
9.1
.1 L
ess
on
3 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
6
Ask
stu
de
nts
to
en
ga
ge
in
a T
urn
-an
d-T
alk
wit
h a
pa
rtn
er
sitt
ing
ne
ar
the
m a
bo
ut
the
foll
ow
ing
qu
est
ion
: W
ha
t a
re s
om
e t
hin
gs
the
gir
ls a
re l
ea
rnin
g t
o d
o?
(G
ive
th
em
on
e
to t
wo
min
ute
s to
tu
rn a
nd
ta
lk.)
Stu
de
nt
pa
rtn
ers
pa
rtic
ipa
te i
n a
Tu
rn-
an
d-T
alk
wit
h s
om
eo
ne
sit
tin
g n
ea
r th
em
.
As
stu
de
nts
are
dis
cuss
ing
, ci
rcu
late
an
d p
rov
ide
su
pp
ort
wh
ere
ne
cess
ary
.
Ha
ve
stu
de
nt
pa
rtn
ers
sh
are
ou
t th
eir
resp
on
ses.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·R
ide
bic
ycl
es,
da
nce
, p
lay
ch
eck
ers
,
rea
d,
an
d g
olf
(“E
ve
ry F
rid
ay
, th
e g
irls
wh
o h
ad
lea
rne
d h
ow
to
rid
e a
bic
ycle
cele
bra
ted
by
go
ing
on
ch
ap
ero
ne
d
trip
s in
to t
ow
n.”
)
Co
nti
nu
e r
ea
din
g a
lou
d,
fro
m “
On
Su
nd
ays,
the
pre
ten
din
g f
elt
alm
ost
…”
to,
“…y
ou
c ou
ld t
ell t
ha
t th
ey w
ere
ple
ase
d”
(pp
. 2
39
–
24
0).
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
Ask
stu
de
nts
to
wri
te d
ow
n q
ue
stio
ns
the
y
ha
ve
ab
ou
t S
tag
e 3
. E
nco
ura
ge
stu
de
nts
to
loo
k b
ack
th
rou
gh
th
e S
tag
e 3
na
rra
tive
to
cap
ture
an
y q
ue
stio
ns
the
y m
ay
ha
ve f
rom
Sta
ge
3’s
en
tire
ty.
Stu
de
nts
wri
te t
he
ir q
ue
stio
ns
ab
ou
t th
e
text
. Stu
de
nts
’ q
ue
stio
ns
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·W
ha
t m
igh
t h
ap
pe
n t
o M
ira
be
lla
? W
ill
she
ge
t k
icke
d o
ut
of
St.
Lu
cy’s
?
·W
ha
t a
re p
ure
bre
d g
irls
?
·H
ow
ca
n t
he
ir t
ail
s b
e i
nv
isib
le?
·Is
Je
an
ett
e s
ad
ab
ou
t n
o lo
ng
er
be
ing
a w
olf
?
An
y q
ue
stio
n a
stu
de
nt
ha
s is
va
lid
,
as
lon
g a
s it
is
rela
ted
to
th
e t
ext
. If
stu
de
nts
are
str
ug
gli
ng
wit
h
qu
est
ion
s, e
nco
ura
ge
th
em
to
th
ink
ab
ou
t u
nk
no
wn
vo
cab
ula
ry,
de
tail
s
in t
he
te
xt t
ha
t se
em
ed
co
nfu
sin
g,
or
wh
at
the
y w
an
t to
kn
ow
fro
m t
he
text
th
at
wil
l b
e r
ea
d n
ext
.
Ask
stu
de
nts
to
sh
are
ou
t a
nd
wri
te t
he
ir
qu
est
ion
s o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Exp
lain
to
stu
de
nts
th
at
ma
ny
of
the
se
Stu
de
nts
sh
are
ou
t th
eir
qu
est
ion
s a
nd
reco
rd t
he
m o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Co
nsi
de
r p
ost
ing
stu
de
nt
qu
est
ion
s
to h
elp
th
em
wh
en
th
ey
go
ba
ck a
nd
clo
se r
ea
d t
his
pa
rt o
f th
e t
ext
.
282
NY
S C
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n C
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& L
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racy
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rric
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m
D R
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T
Gra
de
9 •
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du
le 1
• U
nit
1 •
Le
sso
n 3
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e:
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ess
on
3 D
ate
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/31
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Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
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are
Alik
e 3
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np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
qu
est
ion
s w
ill
be
an
swe
red
as
the
te
xt i
s re
ad
clo
sely
in
up
com
ing
le
sso
ns.
Co
nti
nu
e r
ea
din
g t
he
te
xt a
lou
d f
rom
,
“Sta
ge
4:
As
a m
ore
th
oro
ug
h…
” to
, “…
ho
w
the
pa
ck f
elt
ab
ou
t a
ny
thin
g”
(pp
. 2
40
–2
41
).
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
Ask
stu
de
nts
to
en
ga
ge
in
a T
urn
-an
d-T
alk
wit
h a
pa
rtn
er
sitt
ing
ne
ar
the
m a
bo
ut
the
foll
ow
ing
qu
est
ion
s: H
ow
do
es
this
sce
ne
rev
ea
l th
e d
iffe
ren
ces
be
twe
en
Mir
ab
ell
a,
Jea
ne
tte
, a
nd
Cla
ud
ett
e,
an
d w
ha
t te
xtu
al
ev
ide
nce
su
pp
ort
s yo
ur
ide
as?
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·M
ira
be
lla
is
stil
l b
eh
ind
. S
he
is
the
low
est
pe
rfo
rmin
g s
tud
en
t. E
vid
en
ce
incl
ud
es:
Sh
e s
cra
tch
es
at
the
gir
ls
an
d t
he
n r
oll
s a
rou
nd
on
th
e f
loo
r.
(“M
ira
be
lla
le
t o
ut
a w
him
pe
r. S
he
scra
tch
ed
at
us
an
d s
cra
tch
ed
at
us,
rak
ing
he
r n
ail
s a
lon
g o
ur
shin
s so
ha
rd t
ha
t sh
e d
rew
blo
od
.”)
·Je
an
ett
e i
s th
e h
igh
est
pe
rfo
rme
r. S
he
is h
igh
en
ou
gh
in
th
e c
lass
to
ta
lk t
o
Mir
ab
ell
a.
(“Je
an
ett
e f
row
ne
d.
‘Yo
u
are
a l
ate
blo
om
er,
Mir
ab
ella
! U
sua
lly
,
ev
ery
thin
g’s
be
gu
n t
o m
ake
mo
re
sen
se b
y M
on
th T
we
lve
at
the
late
st.’
”)
·C
lau
de
tte
is o
nly
wo
rrie
d a
bo
ut
he
rse
lf.
Sh
e d
oe
sn’t
ca
re a
bo
ut
Mir
ab
ell
a o
r Je
an
ett
e.
(“I
ign
ore
d h
er
an
d c
on
tin
ue
d d
ow
n t
he
ha
ll.
I h
ad
on
ly f
ou
r m
ore
ho
urs
to
pe
rfe
ct t
he
Sa
usa
lito
. I
wa
s w
orr
ied
on
ly a
bo
ut
my
self
.”)
As
stu
de
nts
are
dis
cuss
ing
, ci
rcu
late
an
d p
rov
ide
su
pp
ort
wh
ere
ne
cess
ary
.
283
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
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rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 3
Fil
e:
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.1 L
ess
on
3 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
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np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
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mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
8
Ha
ve
stu
de
nt
pa
rtn
ers
sh
are
ou
t th
eir
va
rio
us
resp
on
ses.
Stu
de
nt
pa
rtn
ers
sh
are
ou
t th
eir
resp
on
ses.
Co
nti
nu
e r
ea
din
g a
lou
d f
rom
th
e p
ara
gra
ph
tha
t b
eg
ins
“At
sev
en
o’c
lock
on
th
e d
ot…
”
to,
“…th
at
wa
s o
ur
last
co
mm
un
al
ho
wl”
(p
p.
24
1–
24
5).
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
Ha
ve
stu
de
nts
in
de
pe
nd
en
tly
wri
te a
resp
on
se t
o t
he
fo
llow
ing
qu
est
ion
s:
1.
Wh
at
ha
pp
en
ed
at
the
da
nce
?
2.
Wh
at
is y
ou
r re
spo
nse
to
Mir
ab
ell
a
be
ing
exp
ell
ed
? U
se e
vid
en
ce f
rom
th
e
text
to
su
pp
ort
yo
ur
thin
kin
g.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
1.
Cla
ud
ett
e f
org
ot
ho
w t
o d
o t
he
Sa
usa
lito
da
nce
an
d s
tart
ed
pu
mp
ing
.
Sh
e l
oo
ke
d t
o J
ea
ne
tte
fo
r h
elp
bu
t
Jea
ne
tte
re
fuse
d t
o h
elp
he
r.
Mir
ab
ell
a d
eci
de
d t
o h
elp
he
r b
y
jum
pin
g o
n t
op
of
he
r. B
ut,
Cla
ud
ett
e
saw
ev
ery
on
e lo
ok
ing
, so
sh
e t
urn
ed
on
Mir
ab
ell
a a
nd
to
ld h
er
she
did
n’t
wa
nt
he
r h
elp
.
2.
Stu
de
nt
resp
on
ses
ma
y v
ary
bu
t
sho
uld
be
su
pp
ort
ed
by
th
e t
ext
.
·It
se
em
s fa
ir b
eca
use
Mir
ab
ell
a h
as
ye
t to
ad
ap
t. E
vid
en
ce i
ncl
ud
es:
sh
e
ruin
ed
th
e s
cho
ol d
an
ce,
she
ha
s to
we
ar
a m
uzz
le s
o s
he
wo
n’t
bit
e
pe
op
le,
she
do
esn
’t k
no
w h
ow
to
spe
ak
, sh
e r
oll
s a
ll o
ver
the
flo
or.
(“S
he
’d c
he
we
d t
hro
ug
h h
er
rest
rain
ts
an
d t
ack
led
me
fro
m b
eh
ind
, b
ark
ing
at
un
see
n c
ou
ga
rs,
try
ing
to
sh
ield
me
As
stu
de
nts
are
wri
tin
g,
circ
ula
te
an
d m
on
ito
r st
ud
en
t
com
pr e
he
nsi
on
of
the
te
xt.
Qu
est
ion
2 i
s a
skin
g f
or
stu
de
nts
’
op
inio
n w
ith
te
xtu
al
sup
po
rt.
284
NY
S C
om
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n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 3
Fil
e:
9.1
.1 L
ess
on
3 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
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ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
9
wit
h h
er
tin
y b
od
y.”
)
·It
se
em
s u
nre
aso
na
ble
sin
ce M
ira
be
lla
wa
s tr
yin
g t
o h
elp
Cla
ud
ett
e w
he
n
Cla
ud
ett
e w
as
in n
ee
d.
Th
e g
irls
ju
st
wa
nt
to s
ee
he
r g
on
e b
eca
use
sh
e
isn
’t l
ea
rnin
g a
nd
try
ing
to
be
a g
oo
d
stu
de
nt.
(“’
Mir
ab
ell
a c
an
no
t a
da
pt!
Ba
ck t
o t
he
wo
od
s, b
ack
to
th
e
wo
od
s!’”
)
Ha
ve
stu
de
nts
sh
are
ou
t th
eir
re
spo
nse
s to
the
qu
est
ion
s.
Stu
de
nts
sh
are
ou
t th
eir
re
spo
nse
s,
refe
rrin
g t
o a
nd
dis
cuss
ing
th
eir
sup
po
rtin
g t
ext
ua
l e
vid
en
ce.
Co
nsi
de
r ca
llin
g o
n d
iffe
ren
t p
art
ne
r
sets
to
en
cou
rag
e m
axi
mu
m
pa
rtic
ipa
tio
n a
nd
a v
ari
ety
of
resp
on
ses.
Co
nti
nu
e r
ea
din
g a
lou
d t
he
Sta
ge
5 e
pig
rap
h
thro
ug
h t
he
en
d o
f th
e s
tory
(p
p.
24
5–
24
6).
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
Ask
stu
de
nts
to
wri
te d
ow
n q
ue
stio
ns
the
y
ha
ve
ab
ou
t S
tag
es
4 a
nd
5,
an
d t
he
sto
ry i
n
ge
ne
ral.
En
cou
rag
e s
tud
en
ts t
o lo
ok
ba
ck
thro
ug
h t
he
na
rra
tive
of
Sta
ge
s 4
an
d 5
to
cap
ture
an
y q
ue
stio
ns
the
y m
ay
ha
ve f
rom
Sta
ge
s 4
an
d 5
in
th
eir
en
tire
ty.
Als
o,
rem
ind
stu
de
nts
to
wri
te d
ow
n o
ve
r-a
rch
ing
qu
est
ion
s th
ey
ha
ve a
bo
ut
the
sto
ry a
s a
wh
ole
.
Stu
de
nts
wri
te d
ow
n q
ue
stio
ns.
Stu
de
nts
’
qu
est
ion
s m
ay
in
clu
de
th
e f
oll
ow
ing
:
·W
hy
is
the
pa
ck s
o e
ag
er
to g
et
rid
of
Mir
ab
ell
a?
·W
hy
did
Cla
ud
ett
e t
urn
on
Mir
ab
ell
a?
·W
hy
is
Cla
ud
ett
e u
na
ble
to
pe
rfo
rm
the
da
nce
?
·W
hy
is
“I’m
ho
me
” a
lie
?
An
y q
ue
stio
n a
stu
de
nt
ha
s is
va
lid
,
as
lon
g a
s it
is
rela
ted
to
th
e t
ext
. If
stu
de
nts
are
str
ug
gli
ng
wit
h
qu
est
ion
s, e
nco
ura
ge
th
em
to
th
ink
ab
ou
t u
nk
no
wn
vo
cab
ula
ry,
de
tail
s
in t
he
te
xt t
ha
t se
em
ed
co
nfu
sin
g,
or
wh
at
the
y w
an
t to
kn
ow
fro
m t
he
text
th
at
is s
till
un
cle
ar
for
the
m.
Ask
stu
de
nts
to
sh
are
ou
t a
nd
wri
te t
he
ir
qu
est
ion
s o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Exp
lain
to
stu
de
nts
th
at
ma
ny
of
the
se
qu
est
ion
s w
ill
be
an
swe
red
as
the
te
xt i
s re
ad
Stu
de
nts
sh
are
ou
t th
eir
qu
est
ion
s a
nd
reco
rd t
he
m o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Po
stin
g t
he
se q
ue
stio
ns
will
be
he
lpfu
l w
he
n s
tud
en
ts g
o b
ack
to
clo
se r
ea
d t
his
pa
rt o
f th
e t
ext
.
285
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 3
Fil
e:
9.1
.1 L
ess
on
3 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
clo
sely
in
up
com
ing
le
sso
ns.
10
%
Qu
ick
Wri
te
D
isp
lay
th
e Q
uic
k W
rite
pro
mp
t a
nd
in
stru
ct
stu
de
nts
to
an
swe
r it
.
Wh
at
is t
he
ce
ntr
al
ide
a o
f "S
t. L
ucy
’s H
om
e
for
Gir
ls R
ais
ed
by
Wo
lve
s "?
Cit
e a
t le
ast
fo
ur
piv
ota
l m
om
en
ts i
n t
he
te
xt t
ha
t sh
ow
ho
w
the
co
nfl
ict
de
ve
lop
s th
rou
gh
ou
t th
e s
tory
.
Stu
de
nts
co
mp
lete
a Q
uic
k W
rite
. Se
e
Hig
h P
erf
orm
an
ce R
esp
on
se a
t th
e
be
gin
nin
g o
f th
is l
ess
on
.
Cir
cula
te a
s st
ud
en
ts a
re w
riti
ng
,
mo
nit
ori
ng
fo
r st
ud
en
ts w
ho
are
stru
gg
lin
g o
r co
nfu
sed
.
Co
lle
ct t
he
Qu
ick
Wri
tes
at
the
en
d o
f th
e
less
on
.
5%
C
losi
ng
F
or
ho
me
wo
rk,
inst
ruct
stu
de
nts
to
do
th
e
foll
ow
ing
:
·W
rite
a p
ara
gra
ph
re
spo
nse
th
at
dis
cuss
es
wh
at
yo
u d
id w
ell
an
d w
ha
t
yo
u w
ou
ld l
ike
to
imp
rove
on
in
th
e
futu
re r
eg
ard
ing
dis
cuss
ion
sk
ills
. U
se
sta
nd
ard
SL.
9-1
0.1
c fo
r re
fere
nce
.
·B
eg
in r
ea
din
g y
ou
r A
IR t
ext
, if
ha
ve n
ot
do
ne
so
alr
ea
dy
.
Ho
me
wo
rk
Stu
de
nts
re
spo
nd
to
th
e f
ollo
win
g p
rom
pt
for
ho
me
wo
rk:
Th
ink
ing
ab
ou
t to
da
y’s
te
xt-b
ase
d d
iscu
ssio
n,
wri
te a
pa
rag
rap
h r
esp
on
se t
ha
t
dis
cuss
es
wh
at
yo
u d
id w
ell
an
d w
ha
t y
ou
wo
uld
lik
e t
o im
pro
ve
on
in
th
e f
utu
re.
Use
sta
nd
ard
SL.
9-1
0.1
c fo
r re
fere
nce
.
Stu
de
nts
be
gin
re
ad
ing
th
eir
AIR
te
xt.
286
November 2013
©2013 Public Consulting Group. All rights reserved.
Daily Assessment Alignment Recording Sheet
Use the space below to record areas of alignment between the standard, the Daily Assessment and any
Lesson Activities. Be specific when citing your evidence of alignment. Discuss with your partner.
Standard or Section of
Standard Daily Assessment Alignment Lesson Activity Alignment
287
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16
File: 9.1.1 Lesson 16 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.1 Lesson 16
Introduction
The purpose of Lesson 16 is to prepare students for the following lesson’s (Lesson 17) End-of-Unit
Assessment. This lesson prepares students to write formally using strong and thorough textual evidence
to analyze character development over the course of the story. Students will be introduced to the End-
of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. Students
will also briefly discuss the NY Regents Text Analysis Rubric to aid in the planning and organizing of their
writing for homework.
Students will begin by participating in a teacher-led discussion about the End-of-Unit Assessment
prompt. Following that, students will form small groups according to their position on the debate topic
and work together to gather evidence to support their position. The Evidence-Based Debate Planning
Tool, attached to this lesson, will guide students in collecting evidence. After the evidence is gathered,
the student groups will debate each other as a way to solidify their thinking about Claudette’s successful
(or unsuccessful) integration into society. Finally, the whole class will review the NY Regents Text
Analysis Rubric and begin planning their writing for the following lesson’s assessment.
Standards
Assessed Standard
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
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, and advance the plot
or develop the theme.
SL.9-10.1c 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)
Quick Write: Today’s debate was about whether or not Claudette was integrated successfully into
human society. Regardless of the position you took, do you think Claudette (or any of the girls) should
be integrated into human society? What evidence in the text supports your thinking?
High Performance Response(s)
Responses will vary, but look for a student to identify a position (“Yes,” “No,” “I’m not sure”) and
289
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16
File: 9.1.1 Lesson 16 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
support that position with evidence from the text:
· Yes, Claudette and the other girls should be integrated into human society because otherwise
they live in a purgatory, between worlds. They are not wolves. They don’t have tails or fur that
bristle, and they can’t “keep up with the purebred” wolves.
· No, Claudette and the other girls should not be integrated into human society because they
would give up what is important to them—their families, their language, and their pack.
Claudette loses the ability to find her way home, and when she says, “I’m home,” she
acknowledges that as a “human lie.” The cave isn’t her home anymore.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
· None.
Vocabulary to teach (may include direct word work and/or text-dependent questions)
· The teacher should encourage students to use the following Tier 2 /academic vocabulary words in
their evidence-based debate and in their assessment planning.
adapted host culture civilized epigraph origins
stages culture shock purgatory commandment couth
remedied ostracized recoiled delectable bristled
generalizations captivity assault conferred aptitudes
kempt barbarity eradication bipedal
overstimulating disorienting conjure rehabilitated
catechism purebred shunned foreign
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
· Standards: RL.9-10.1, RL.9-10.3, W.9-10.2, W.9-10.5
· Text: “St. Lucy’s Home for Girls Raised by Wolves”
• Introduction of Lesson Agenda
• Homework Accountability
· Introduction of Unit Assessment
· Evidence-Based Debate
· Unit Assessment Planning
· Closing
5%
5%
10%
50%
25%
5%
Materials
• Debate Position Evidence Samples
290
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16
File: 9.1.1 Lesson 16 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
• NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for
its location).
• Debate Procedures (for display)
• Key Vocabulary Handout
• Evidence-Based Debate Planning Tool
• Language Frames
• Chart paper
291
NY
S C
om
mo
n C
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Le
ar
nin
g S
eq
ue
nc
e
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
no
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
5%
In
tro
du
ctio
n o
f Le
sso
n A
ge
nd
a
B
eg
in b
y r
ev
iew
ing
th
e a
ge
nd
a a
nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
.1,
RL.
9-
10
.3,
W.9
-10
.2,
W.9
-10
.5.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
In
stru
ct s
tud
en
ts t
o t
alk
wit
h a
pa
rtn
er
ab
ou
t
ho
w t
he
y ca
n a
pp
ly t
he
fo
cus
sta
nd
ard
to
the
ir t
ext
. Le
ad
a b
rie
f sh
are
ou
t o
n t
he
pre
vio
us
less
on
’s A
IR h
om
ew
ork
ass
ign
me
nt.
Se
lect
se
ve
ral
stu
de
nts
(o
r st
ud
en
t p
air
s) t
o
exp
lain
ho
w t
he
y a
pp
lie
d t
he
ir f
ocu
s
sta
nd
ard
to
th
eir
AIR
te
xt.
Stu
de
nts
(o
r st
ud
en
t p
air
s) d
iscu
ss a
nd
the
n s
ha
re h
ow
th
ey
ap
pli
ed
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
te
xt f
rom
th
e
pre
vio
us
less
on
’s h
om
ew
ork
.
10
%
Intr
od
uct
ion
to
Un
it A
sse
ssm
en
t
H
an
d o
ut
to e
ach
stu
de
nt
the
En
d-o
f-U
nit
Ass
ess
me
nt
pro
mp
t a
nd
, if
ne
cess
ary
, co
pie
s
of
the
NY
Re
ge
nts
Te
xt A
na
lysi
s R
ub
ric.
Te
ll
stu
de
nts
th
at
the
En
d-o
f-U
nit
Ass
ess
me
nt
wil
l o
ccu
r in
th
e f
ollo
win
g le
sso
n (
Less
on
17
).
Th
e a
sse
ssm
en
t w
ill
be
an
ess
ay t
ha
t a
sks
stu
de
nts
to
use
ev
ide
nce
fro
m t
he
te
xt t
o
sup
po
rt a
po
siti
on
.
Stu
de
nts
lis
ten
an
d f
ollo
w a
lon
g o
n t
he
ir
ow
n c
op
ies
of
the
En
d-o
f-U
nit
Ass
ess
me
nt
pro
mp
t a
nd
th
e r
ub
ric.
Tra
nsi
tio
n s
tud
en
ts i
nto
in
de
pe
nd
en
tly
S
tud
en
ts r
ea
d t
he
En
d-o
f-U
nit
Ass
ess
me
nt
292
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
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D R
A F
T
Gra
de
9 •
Mo
du
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nit
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Le
sso
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e:
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.1 L
ess
on
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te:
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3 C
lass
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se:
Sta
rtin
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ub
lic C
on
sult
ing
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. T
his
wo
rk is
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nse
d u
nd
er
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Co
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rea
din
g t
he
En
d-o
f-U
nit
Ass
ess
me
nt
pro
mp
t:
Acc
ord
ing
to
Cla
ud
ett
e,
the
gir
ls’
pa
ren
ts
sen
t th
em
to
St.
Lu
cy’s
be
cau
se t
he
nu
ns
“wo
uld
ma
ke
us
na
tura
lize
d c
itiz
en
s o
f
hu
ma
n s
oci
ety
.” A
t th
e e
nd
of
the
sto
ry,
wa
s
Cla
ud
ett
e s
ucc
ess
full
y i
nte
gra
ted
in
to h
um
an
soci
ety
? W
rit e
an
ess
ay u
sin
g e
vid
en
ce f
rom
the
te
xt t
o s
up
po
rt y
ou
r p
osi
tio
n.
Str
uct
ure
yo
ur
resp
on
se b
y u
sin
g t
he
Sta
ge
s fr
om
th
e
Jesu
it H
an
db
oo
k o
n L
yca
nth
rop
ic C
ult
ure
Sh
ock
.
pro
mp
t in
de
pe
nd
en
tly
.
Ask
stu
de
nts
th
e f
ollo
win
g q
ue
stio
ns
an
d
en
sure
ea
ch q
ue
stio
n i
s a
nsw
ere
d b
efo
re
mo
vin
g o
n t
o t
he
ne
xt q
ue
stio
n.
En
cou
rag
e
stu
de
nts
to
ta
ke
no
tes
on
th
eir
ass
ess
me
nt
pro
mp
t:
1.
In y
ou
r o
wn
wo
rds,
wh
at
is t
his
ess
ay
pro
mp
t a
skin
g?
2.
Wh
at
is a
po
siti
on
, a
cco
rdin
g t
o t
his
ess
ay p
rom
pt?
3.
Wh
at
are
th
e p
oss
ible
po
siti
on
s y
ou
ca
n
tak
e i
n y
ou
r e
ssa
y r
esp
on
se?
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
1.
Th
e e
ssa
y p
rom
pt
is a
skin
g w
he
the
r
or
no
t C
lau
de
tte
be
cam
e h
um
an
—if
she
is
ab
le t
o p
art
icip
ate
in
hu
ma
n
soci
ety
su
cce
ssfu
lly
, if
Cla
ud
ett
e’s
wo
lf c
ult
ure
ha
s b
ee
n r
eh
ab
ilit
ate
d
en
ou
gh
th
at
she
ca
n f
un
ctio
n i
n
hu
ma
n s
oci
ety
, o
r if
th
e e
vid
en
ce i
s
un
cle
ar
wh
eth
er
she
wa
s a
ctu
all
y
ab
le t
o a
da
pt.
2.
A p
osi
tio
n i
s a
sid
e o
r a
su
pp
ort
ing
arg
um
en
t. Y
ou
ha
ve
to
ta
ke a
sid
e
wh
en
wri
tin
g t
his
ess
ay
, a
nd
th
at
is
yo
ur
po
siti
on
.
3.
Th
ere
are
th
ree
po
siti
on
s: y
es,
Cla
ud
ett
e w
as
inte
gra
ted
su
cce
ssfu
lly
Po
st t
he
En
d-o
f-U
nit
Ass
ess
me
nt
pro
mp
t o
n t
he
bo
ard
or
cha
rt p
ap
er
to u
se f
or
this
dis
cuss
ion
of
the
pro
mp
t. A
lso
, ta
ke n
ote
s o
n t
he
dis
cuss
ion
, so
stu
de
nts
ca
n “
see
”
the
dis
cuss
ion
an
d t
ak
e t
he
ir o
wn
no
tes.
293
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
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on
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ial-
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ns.
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en
ses/
by
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.0/
6
4.
Ho
w a
re t
he
sta
ge
s g
oin
g t
o p
lay
a r
ole
in y
ou
r e
ssa
y r
esp
on
se?
into
hu
ma
n s
oci
ety
; n
o,
Cla
ud
ett
e
wa
s n
ot
inte
gra
ted
su
cce
ssfu
lly
in
to
hu
ma
n s
oci
ety
; o
r it
’s u
ncl
ea
r
wh
eth
er
Cla
ud
ett
e w
as
inte
gra
ted
succ
ess
full
y in
to h
um
an
so
cie
ty.
4.
We
ha
ve
to
str
uct
ure
or
org
an
ize
ou
r
ev
ide
nce
by
usi
ng
th
e f
ive
Sta
ge
s o
f
the
Ha
nd
bo
ok
. So
, w
he
n w
riti
ng
ev
ide
nce
, w
e s
ho
uld
ke
ep
in m
ind
th
e
sta
ge
un
de
r w
hic
h t
ha
t e
vid
en
ce f
all
s
an
d t
he
co
nn
ect
ion
be
twe
en
th
e
ev
ide
nce
an
d t
he
sta
ge
. T
he
sta
ge
s
als
o s
ay
ho
w s
ucc
ess
ful
the
gir
ls a
re
at
inte
gra
tin
g i
nto
hu
ma
n s
oci
ety
;
the
refo
re,
the
ev
ide
nce
sh
ou
ld
exp
lain
ho
w s
ucc
ess
ful
the
inte
gra
tio
n is
.
Sh
are
wit
h s
tud
en
ts t
ha
t th
ey
ca
n c
ho
ose
wh
ich
eve
r si
de
or
po
siti
on
(y
es,
no
, o
r it
is
un
cle
ar)
th
ey
wa
nt
to w
rite
ab
ou
t. H
ow
ev
er,
Hig
h P
erf
orm
an
ce R
esp
on
ses
wil
l ad
eq
ua
tely
de
fen
d t
he
ir p
osi
tio
n,
no
ma
tte
r w
ha
t it
is.
Stu
de
nts
lis
ten
an
d t
hin
k a
bo
ut
wh
ich
po
siti
on
to
wri
te a
bo
ut.
50
%
Ev
ide
nce
-Ba
sed
De
ba
te
T
ran
siti
on
th
e s
tud
en
ts i
nto
pla
nn
ing
fo
r th
e
ev
ide
nce
-ba
sed
de
ba
te b
y e
xpla
inin
g t
he
de
ba
te’s
pu
rpo
se.
Th
e d
eb
ate
is
a w
ay
to
he
lp s
tud
en
ts t
hin
k a
bo
ut
the
ass
ess
me
nt
wri
tin
g b
efo
re t
he
y b
eg
in t
o w
rite
. It
wil
l h
elp
stu
de
nts
ga
the
r st
ron
g a
nd
th
oro
ug
h
ev
i de
nce
th
at
wil
l b
e u
sed
to
he
lp t
he
m
an
aly
ze c
ha
ract
er
de
ve
lop
me
nt
ov
er
the
Stu
de
nts
lis
ten
.
294
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
cou
rse
of
the
sto
ry.
Th
e d
eb
ate
pro
vid
es
stu
de
nts
a w
ay
to f
ind
te
xtu
al
ev
ide
nce
to
sup
po
rt a
po
siti
on
th
ey
ma
y t
ake
on
th
e
ass
ess
me
nt
pro
mp
t.
Exp
lain
th
e d
eb
ate
pro
ced
ure
s. I
nfo
rm
stu
de
nts
th
at
the
y w
ill
bre
ak
in
to s
ma
ll
gro
up
s. T
wo
of
the
gro
up
s w
ill
ga
the
r
ev
ide
nce
to
su
pp
ort
th
e p
osi
tio
n t
ha
t
Cla
ud
ett
e is
su
cce
ssfu
lly
inte
gra
ted
in
to
hu
ma
n s
oci
ety
. T
wo
gro
up
s w
ill
ga
the
r
ev
ide
nce
to
su
pp
ort
th
e p
osi
tio
n t
ha
t
Cla
ud
ett
e is
no
t su
cce
ssfu
lly i
nte
gra
ted
in
to
hu
ma
n s
oci
ety
, a
nd
tw
o w
ill g
ath
er
ev
ide
nce
to s
ho
w t
ha
t it
is
un
cle
ar
fro
m t
he
te
xt
wh
eth
er
or
no
t C
lau
de
tte
wa
s su
cce
ssfu
l in
inte
gra
tin
g i
nto
hu
ma
n s
oci
ety
. O
nce
ea
ch
sma
ll g
rou
p h
as
ha
d a
ch
an
ce t
o w
ork
on
the
ir o
wn
to
ga
the
r e
vid
en
ce,
the
y w
ill
com
bin
e w
ith
an
oth
er
sma
ll g
rou
p t
ha
t is
arg
uin
g t
he
sa
me
po
siti
on
, sh
are
id
ea
s, a
nd
de
cid
e u
po
n t
he
be
st e
vid
en
ce f
or
the
de
ba
te.
Th
en
, th
e t
hre
e l
arg
er
gro
up
s w
ill
de
ba
te.
Stu
de
nts
co
nti
nu
e t
o l
iste
n a
nd
fo
llo
w
al o
ng
.
Pre
pa
re f
or
the
less
on
ah
ea
d o
f ti
me
by
ha
vin
g t
he
de
ba
te p
roce
du
res
wri
tte
n o
n t
he
bo
ard
or
cha
rt p
ap
er
to p
rov
ide
stu
de
nts
wit
h a
vis
ua
l of
the
dir
ect
ion
s.
Dis
trib
ute
th
e E
vid
en
ce-B
ase
d D
eb
ate
Pla
nn
ing
To
ol
to e
ach
stu
de
nt.
Exp
lain
th
e
too
l a
nd
ho
w e
ach
sm
all
gro
up
mu
st g
ath
er
ev
ide
nce
arg
uin
g t
he
ir a
ssig
ne
d p
osi
tio
n
usi
ng
th
e t
oo
l. I
n a
dd
itio
n,
stu
de
nts
mu
st
exp
lain
wh
y th
e t
ext
ev
ide
nce
su
pp
ort
s th
eir
po
siti
on
(th
is i
s th
e t
ext
an
aly
sis)
, w
he
re t
he
ev
ide
nce
ca
me
fro
m (
pa
ge
nu
mb
er
an
d
sta
ge
), a
nd
in
clu
de
ap
pro
pri
ate
an
d
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
Ev
ide
nce
-
Ba
sed
De
ba
te P
lan
nin
g T
oo
l d
ire
ctio
ns.
Co
nsi
de
r d
istr
ibu
tin
g a
ha
nd
ou
t w
ith
ke
y v
oca
bu
lary
fro
m t
he
sto
ry f
or
stu
de
nts
to
re
fer
to w
hil
e c
om
pil
ing
the
ir e
vid
en
ce.
(Se
e t
he
en
d o
f th
is
less
on
fo
r a
sa
mp
le h
an
do
ut.
)
295
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
8
imp
ort
an
t v
oca
bu
lary
fro
m t
he
te
xt.
Tra
nsi
tio
n t
he
stu
de
nts
in
to t
he
six
sm
all
gro
up
s a
s d
esc
rib
ed
in
ste
p 2
.
Stu
de
nts
mo
ve
in
to s
ix s
ma
ll g
rou
ps.
Ea
ch
stu
de
nt
wil
l h
av
e a
nd
use
th
eir
“S
t. L
ucy
’s”
text
an
d t
he
Ev
ide
nce
-Ba
sed
De
ba
te
Pla
nn
ing
To
ol.
Ea
ch i
nd
ivid
ua
l st
ud
en
t in
th
e s
ma
ll
gro
up
is
exp
ect
ed
to
loo
k f
or
ev
ide
nce
an
d w
rite
on
th
e E
vid
en
ce-
Ba
sed
De
ba
te P
lan
nin
g T
oo
l.
Cir
cula
te a
nd
ch
eck
in
wit
h e
ach
sm
all
gro
up
.
En
sure
th
at
ev
ery
on
e i
n e
ach
gro
up
is
pa
rtic
ipa
tin
g i
n f
ind
ing
an
d s
ha
rin
g e
vid
en
ce.
Stu
de
nts
lo
ok
for
text
ev
ide
nce
th
at
arg
ue
s th
eir
ass
ign
ed
po
siti
on
, e
xpla
in
ho
w t
he
te
xt e
vid
en
ce s
up
po
rts
the
ir
po
siti
on
, id
en
tify
pa
ge
nu
mb
ers
an
d
Sta
ge
s w
ith
wh
ich
th
e e
vid
en
ce i
s
ass
oci
ate
d,
an
d w
rite
on
th
e E
vid
en
ce-
Ba
sed
De
ba
te P
lan
nin
g T
oo
l. (
Po
ssib
le
stu
de
nt
ev
ide
nce
is
de
no
ted
in
th
e
dis
cuss
ion
se
ctio
n b
elo
w.)
En
cou
rag
e s
tud
en
ts t
o u
se
vo
cab
ula
ry s
pe
cifi
c to
th
e s
tory
wh
en
exp
lain
ing
th
e e
vid
en
ce.
(Se
e
vo
cab
ula
ry l
ist
in t
he
vo
cab
ula
ry b
ox
at
the
be
gin
nin
g o
f th
e l
ess
on
.)
All
ow
th
e s
ix s
ma
ll g
rou
ps
tim
e t
o g
ath
er
ev
ide
nce
, th
en
ha
ve t
he
m f
orm
th
ree
la
rge
r
gro
up
s a
cco
rdin
g t
o t
he
ir a
rgu
me
nt
po
siti
on
.
Stu
de
nts
me
rge
th
eir
six
gro
up
s in
to t
hre
e
larg
er
gro
up
s; e
ach
gro
up
wil
l a
rgu
e a
sha
red
po
siti
on
.
Exp
lain
to
th
e t
hre
e g
rou
ps
tha
t th
ey
sh
ou
ld
sha
re t
he
ev
ide
nce
th
ey
ga
the
red
an
d d
eci
de
wh
ich
te
xt e
vid
en
ce i
s th
e s
tro
ng
est
fo
r th
e
de
ba
te.
Ba
sed
on
th
is d
iscu
ssio
n,
stu
de
nts
ma
y fi
nd
ad
dit
ion
al t
ext
ev
ide
nce
to
ad
d t
o
the
ir t
oo
l.
Stu
de
nts
lis
ten
ca
refu
lly t
o e
ach
oth
er
an
d
am
en
d t
he
ir e
vid
en
ce a
s n
ece
ssa
ry.
Dif
fere
nti
ati
on
Co
nsi
de
rati
on
: W
he
n
the
th
ree
la
rge
gro
up
s a
re s
ha
rin
g t
o
ea
ch o
the
r, c
on
sid
er
giv
ing
stu
de
nts
hig
hli
gh
ters
to
hig
hli
gh
t th
e
ev
ide
nce
th
ey
th
ink
is s
tro
ng
est
fo
r
the
de
ba
te.
Pro
vid
e l
arg
e g
rou
ps
tim
e t
o s
ha
re t
he
ir
ev
ide
nce
an
d t
o d
ete
rmin
e w
hic
h e
vid
en
ce i
s
stro
ng
est
fo
r th
e d
eb
ate
.
Th
e t
hre
e l
arg
e g
rou
ps
sha
re e
vid
en
ce
ga
the
red
in
th
eir
sm
all
er
gro
up
s. G
rou
ps
be
gin
de
cid
ing
wh
ich
ev
ide
nce
is
stro
ng
est
for
the
de
ba
te.
If s
tud
en
ts s
tru
gg
le w
ith
th
e i
de
a o
f
“str
on
g e
vid
en
ce,”
gu
ide
th
em
to
thin
k a
bo
ut
ev
ide
nce
fro
m t
he
te
xt
tha
t su
pp
ort
s th
e p
osi
tio
n in
a w
ay
tha
t is
dif
ficu
lt t
o a
rgu
e w
ith
.
Tra
nsi
tio
n t
he
stu
de
nts
in
to t
he
ev
ide
nce
-
ba
sed
de
ba
te b
y h
av
ing
ea
ch s
ide
of
the
Stu
de
nts
tra
nsi
tio
n a
nd
lis
ten
. C
on
sid
er
mo
vin
g t
he
de
sks
to
op
po
site
sid
es
of
the
cla
ssro
om
to
296
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
9
po
siti
on
sh
are
th
ree
pie
ces
of
stro
ng
te
xtu
al
ev
ide
nce
th
at
sup
po
rts
the
ir p
osi
tio
n
(Cla
ud
ett
e w
as
succ
ess
full
y o
r u
nsu
cce
ssfu
lly
inte
gra
ted
in
to h
um
an
so
cie
ty,
or
the
te
xt
wa
s u
ncl
ea
r).
As
ea
ch s
ide
of
the
po
siti
on
sha
res,
th
e o
the
r si
de
s sh
ou
ld t
ak
e n
ote
s to
reb
ut
the
ev
ide
nce
pre
sen
ted
wit
h t
ext
ev
ide
nce
fro
m t
he
ir p
osi
tio
n.
ph
ysi
call
y r
ep
rese
nt
“th
ree
sid
es”
of
the
de
ba
te.
Exp
lain
to
stu
de
nts
th
at
reb
ut
me
an
s “t
o
cha
lle
ng
e o
r o
pp
ose
ev
ide
nce
pre
sen
ted
.”
Exp
lain
th
at
stu
de
nts
sh
ou
ld l
oo
k f
or
wa
ys
to
cha
lle
ng
e o
r o
pp
ose
ev
ide
nce
pre
sen
ted
by
the
op
po
sin
g s
ide
, o
r p
osi
tio
n.
Stu
de
nts
lis
ten
.
Aft
er
ea
ch g
rou
p s
ha
res
the
ir t
hre
e p
iece
s o
f
text
ev
ide
nce
, th
e g
rou
ps
can
ta
ke
tu
rns
reb
utt
ing
or
pro
vid
ing
mo
re e
vid
en
ce t
o
de
ba
te.
(Th
e d
eb
ate
sh
ou
ld b
e c
on
tin
uo
us
an
d f
low
ing
, b
ut
giv
e t
he
gro
up
s a
fe
w
min
ute
s to
pre
pa
re r
eb
utt
als
an
d a
dd
itio
na
l
ev
ide
nce
th
rou
gh
ou
t.)
Re
min
d t
he
stu
de
nts
to u
se t
he
la
ng
ua
ge
fra
me
s d
iscu
sse
d i
n
pre
vio
us
less
on
s in
th
e u
nit
. E
ve
n t
ho
ug
h t
his
is a
de
ba
te a
nd
stu
de
nts
are
arg
uin
g,
resp
ect
ful
dis
cuss
ion
is i
nte
gra
l to
th
e
succ
ess
of
aca
de
mic
de
ba
te.
Ea
ch g
rou
p s
ha
res
thre
e p
iece
s o
f st
ron
g
text
ev
ide
nce
th
at
sup
po
rts
the
ir p
osi
tio
n.
Se
e t
he
De
ba
te P
osi
tio
n E
vid
en
ce S
am
ple
s
at
the
en
d o
f th
is le
sso
n f
or
po
ssib
le
stu
de
nt
resp
on
ses.
Pre
pa
re a
he
ad
of
tim
e f
or
the
le
sso
n
by
po
stin
g l
an
gu
ag
e f
ram
es
on
th
e
bo
ard
or
on
ch
art
pa
pe
r a
s a
rem
ind
er
to t
he
stu
de
nts
to
en
ga
ge
in r
esp
ect
ful
de
ba
te:
·I
thin
k C
lau
de
tte
wa
s/w
as
no
t
succ
ess
full
y in
teg
rate
d i
nto
hu
ma
n s
oci
ety
be
cau
se—
·I
resp
ect
full
y d
isa
gre
e w
ith
yo
u
be
cau
se—
(te
xtu
al
ev
ide
nce
+
an
aly
sis)
·I
can
ad
d t
o t
ha
t e
vid
en
ce
be
cau
se t
he
te
xt a
lso
sa
ys—
Try
to
re
cord
as
mu
ch o
f th
e d
eb
ate
on
th
e b
oa
rd o
r o
n c
ha
rt p
ap
er
as
po
ssib
le,
so s
tud
en
ts c
an
ta
ke
no
tes
for
ass
ess
me
nt -
pla
nn
ing
pu
rpo
ses.
297
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
Be
cau
se t
his
is
the
fo
rma
tiv
e
ass
ess
me
nt
for
this
le
sso
n,
list
en
to
ma
ke s
ure
all
stu
de
nts
ha
ve
con
trib
ute
d t
o t
he
dis
cuss
ion
. It
ma
y
be
he
lpfu
l to
pro
mp
t g
rou
ps
to
ma
ke s
ure
ev
ery
on
e i
n t
he
ir g
rou
p
pa
rtic
ipa
tes.
25
%
Un
it A
sse
ssm
en
t P
lan
nin
g
T
ran
siti
on
th
e s
tud
en
ts b
ack
in
to a
wh
ole
-
cla
ss s
tru
ctu
re.
Stu
de
nts
tra
nsi
tio
n b
ack
in
to a
wh
ole
-cla
ss
stru
ctu
re.
Ask
th
e s
tud
en
ts t
o l
oo
k a
t th
eir
Ev
ide
nce
-
Ba
sed
De
ba
te P
lan
nin
g T
oo
l a
nd
th
e d
eb
ate
no
tes
cap
ture
d o
n t
he
bo
ard
or
cha
rt p
ap
er.
Ask
th
e s
tud
en
ts t
his
qu
est
ion
: W
ha
t w
ere
the
va
rio
us
rea
son
s, d
isco
vere
d t
hro
ug
h t
he
ev
ide
nce
-ba
sed
de
ba
te,
tha
t d
em
on
stra
te
Cla
ud
ett
e’s
su
cce
ssfu
l o
r u
nsu
cce
ssfu
l
inte
gra
tio
n i
nto
hu
ma
n s
oci
ety
? A
s st
ud
en
ts
are
dis
cuss
ing
th
e q
ue
stio
n,
wri
te t
he
rea
son
s o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
En
cou
rag
e s
tud
en
ts t
o w
rite
th
is i
nfo
rma
tio
n
on
th
e t
oo
l if
th
ey
do
no
t h
av
e it
alr
ea
dy
.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·C
lau
de
tte
is a
ble
/un
ab
le t
o m
ee
t th
e
sta
nd
ard
s o
f a
da
pta
tio
n d
esc
rib
ed
by
the
Sta
ge
s in
th
e J
esu
it H
an
db
oo
k.
Sh
e
ne
ve
r fu
lly
re
solv
es
to b
eco
me
com
ple
tely
hu
ma
n,
an
d r
eta
ins
som
e
wo
lf c
ha
ract
eri
stic
s, s
o t
he
refo
re s
he
can
no
t b
e c
on
sid
ere
d s
ucc
ess
full
y
inte
gra
ted
.
·S
he
lo
ses
too
ma
ny
of
he
r w
olf
-lik
e
att
rib
ute
s, a
nd
so
sh
e i
s su
cce
ssfu
l a
t
inte
gra
tin
g i
nto
hu
ma
n s
oci
ety
be
cau
se s
he
ca
n n
o lo
ng
er
fun
ctio
n i
n
he
r fo
rme
r w
olf
so
cie
ty.
·S
he
is
be
twe
en
cu
ltu
res
an
d e
xhib
its
con
tra
dic
tory
be
ha
vio
r. S
pe
cifi
call
y,
she
qu
est
ion
s th
e a
da
pta
tio
n;
ye
t,
con
tin
ue
s to
try
. S
he
sti
ll re
ve
rts
to
he
r w
olf
-lik
e a
ttri
bu
tes
ev
en
th
ou
gh
If s
tud
en
ts s
tru
gg
le w
ith
th
is
qu
est
ion
, g
uid
e t
he
m b
ack
to
th
e
Ev
ide
nce
-Ba
sed
De
ba
te P
lan
nin
g
To
ol
an
d t
he
re
aso
ns
for
wh
y t
he
ev
ide
nce
ch
ose
n b
est
su
pp
ort
s th
eir
po
siti
on
. T
his
is
the
an
aly
sis
tha
t th
e
qu
est
ion
eli
cits
.
298
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
11
she
ha
s a
do
pte
d h
um
an
-lik
e
cha
ract
eri
stic
s.
·B
eyo
nd
St.
Lu
cy’s
it
is u
nk
no
wn
if
she
is a
ble
to
fu
nct
ion
in
hu
ma
n s
oci
ety
.
Sh
e i
s a
ble
to
me
et
som
e o
f th
e
req
uir
em
en
ts o
f th
e h
an
db
oo
k,
bu
t it
is u
nk
no
wn
if
she
fu
lfil
ls a
ll t
he
req
uir
em
en
ts.
Tra
nsi
tio
n s
tud
en
ts t
o r
ev
iew
bo
xes
1 a
nd
2
of
the
Ne
w Y
ork
Re
ge
nts
Te
xt A
na
lysi
s R
ub
ric
(Co
nte
nt
an
d A
na
lysi
s/C
om
ma
nd
of
Ev
ide
nce
).
Stu
de
nts
re
vie
w t
he
ru
bri
c.
Exp
lain
to
stu
de
nts
th
at
the
ir p
osi
tio
n o
n
Cla
ud
ett
e’s
in
teg
rati
on
sh
ou
ld b
e f
lesh
ed
ou
t
usi
ng
so
me
of
the
re
aso
nin
g j
ust
dis
cuss
ed
.
Te
ll s
tud
en
ts t
o k
ee
p t
his
ty
pe
of
an
aly
sis
in
min
d w
he
n w
riti
ng
th
e e
ssa
y i
n t
he
fo
llow
ing
less
on
.
Stu
de
nts
lis
ten
an
d a
dd
ev
ide
nce
to
th
eir
too
ls a
s n
ee
de
d.
5%
C
losi
ng
F
or
ho
me
wo
rk,
inst
ruct
stu
de
nts
to
pla
n/o
rga
niz
e t
he
ir w
riti
ng
fo
r h
om
ew
ork
an
d c
om
e p
rep
are
d t
o w
rite
th
e a
sse
ssm
en
t
in t
he
Le
sso
n 1
7.
Re
min
d s
tud
en
ts t
o
rem
em
be
r th
e i
nst
ruct
ion
on
we
ll-c
raft
ed
intr
od
uct
ion
s a
nd
co
ncl
usi
on
s in
Le
sso
n 1
5
an
d t
o t
ak
e h
om
e t
he
ir “
St.
Lu
cy’s
” te
xt,
Ne
w
Yo
rk R
eg
en
ts T
ext
An
aly
sis
Ru
bri
c, E
vid
en
ce-
Ba
sed
De
ba
te P
lan
nin
g T
oo
l, a
sso
cia
ted
vo
cab
ula
ry,
an
d a
ny
oth
er
pa
pe
rwo
rk
ass
oci
ate
d w
ith
th
e “
St.
Lu
cy’s
” u
nit
th
at
wil
l
Stu
de
nts
fin
ish
pla
nn
ing
an
d o
rga
niz
ing
fo
r
the
En
d-o
f-U
nit
Ass
ess
me
nt.
299
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
12
he
lp t
he
m w
ith
pla
nn
ing
fo
r th
e a
sse
ssm
en
t.
In a
dd
itio
n,
rem
ind
stu
de
nts
th
at
the
y w
ill
be
resp
on
sib
le f
or
wri
tin
g t
he
pa
ge
nu
mb
er
ass
oci
ate
d w
ith
th
eir
te
xt e
vid
en
ce i
n t
he
En
d-o
f-U
nit
Ass
ess
me
nt.
Ho
me
wo
rk
Stu
de
nts
pla
n a
nd
org
an
ize
th
eir
ess
ay
wri
tin
g i
n p
rep
ara
tio
n f
or
the
En
d-o
f-U
nit
Ass
ess
me
nt
in t
he
fo
llow
ing
le
sso
n.
300
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
13
De
ba
te P
os
itio
n E
vid
en
ce
Sa
mp
les
(Fo
r I
nst
ru
cto
r U
se O
nly
)
Be
low
are
sa
mp
les
of
po
ssib
le e
vid
en
ce s
tud
en
ts m
ay
use
to
su
pp
ort
va
rio
us
po
siti
on
s in
th
e d
eb
ate
.
Cla
ud
ett
e w
as
succ
ess
full
y in
teg
rate
d i
nto
hu
ma
n s
oci
ety
be
cau
se:
·In
Sta
ge
2 s
he
ke
ep
s h
er
sho
es
on
he
r fe
et—
an
imp
ort
an
t h
um
an
so
cie
tal
be
ha
vio
r; r
ea
lize
s sh
e c
an
no
t b
etr
ay
he
r p
are
nts
by
re
turn
ing
ho
me
un
til
she
is
civ
iliz
ed
; g
ive
s u
p u
rin
ati
ng
all
ov
er
the
be
dro
om
s b
eca
use
th
e n
un
s co
nti
nu
e t
o d
isin
fect
th
e a
rea
; re
ali
zes
wa
lkin
g a
rou
nd
on
all
fo
ur
limb
s is
un
na
tura
l a
nd
rid
icu
lou
s, s
ho
win
g t
ha
t sh
e u
nd
ers
tan
ds
the
hu
ma
n m
en
talit
y o
f w
alk
ing
bip
ed
all
y;
rea
lize
s th
at
dif
fere
nt
sort
s o
f ca
lcu
lati
on
s a
re n
ece
ssa
ry f
or
surv
iva
l a
t S
t. L
ucy
’s,
de
mo
nst
rati
ng
he
r a
bil
ity
to
ad
ap
t to
hu
ma
n s
oci
ety
; h
er
ow
n r
efl
ect
ion
ha
s
be
com
e a
str
an
ge
r—sh
e i
s b
eco
min
g l
ess
wo
lf-l
ike
an
d m
ore
hu
ma
n;
she
do
esn
’t w
an
t to
be
bro
ug
ht
do
wn
by
Mir
ab
ell
a,
an
d t
ha
t is
wh
y t
he
du
ck i
nci
de
nt
occ
urs
—sh
e w
an
ts t
o b
e a
su
cce
ssfu
l stu
de
nt,
me
an
ing
sh
e w
an
ts t
o b
e s
ucc
ess
ful
at
be
ing
hu
ma
n;
she
is
rea
din
g J
ack
Lo
nd
on
,
wh
ich
sh
ow
s th
at
she
ca
n r
ea
d l
ike
a h
um
an
be
ing
.
·In
Sta
ge
3 s
he
wa
nts
Mir
ab
ell
a g
on
e,
sho
win
g t
ha
t sh
e c
an
no
t b
e a
rou
nd
an
yon
e w
ho
is
no
t a
da
pti
ng
be
cau
se i
t’s
too
dif
ficu
lt;
cou
ld w
arn
Mir
ab
ell
a b
ut
do
es
no
t h
ave
th
e s
am
e c
om
mit
me
nt
to t
he
“p
ack
” a
s sh
e o
nce
did
, sh
ow
ing
th
at
she
is
mo
vin
g o
n f
rom
be
ing
a w
olf
;
un
de
rsta
nd
s th
ere
are
ru
les
wit
h h
um
an
s li
ke w
he
n s
he
is
pla
yin
g c
he
cke
rs w
ith
th
e p
ure
bre
d g
irls
; sh
e le
arn
s h
ow
to
rid
e a
bic
ycle
—th
e
nu
ns
po
int
ou
t th
at
on
ce y
ou
le
arn
, it
’s s
imil
ar
to l
ea
rnin
g h
ow
to
be
a h
um
an
so
is
sym
bo
lic
of
he
r tr
an
sfo
rma
tio
n t
o b
ein
g a
hu
ma
n;
is
sta
rtin
g t
o f
org
et
he
r m
oth
er
in c
ha
pe
l; u
nd
ers
tan
ds
the
dif
fere
nce
be
twe
en
he
r w
olf
mo
on
an
d t
he
hu
ma
n m
oo
n,
sho
win
g s
he
is
un
de
rsta
nd
ing
th
e h
um
an
cu
ltu
re m
ore
an
d m
ore
.
·In
Sta
ge
4 s
he
kn
ow
s h
ow
to
act
at
the
pa
rty
by
ta
lkin
g t
o K
yle
an
d w
ea
rin
g a
dre
ss;
she
is
on
ly w
orr
ied
ab
ou
t h
ers
elf
, sh
ow
ing
ho
w s
he
thin
ks
less
of
the
“p
ack
” a
nd
mo
re a
bo
ut
he
rse
lf,
wh
ich
sh
ow
s sh
e i
s b
eco
min
g m
ore
hu
ma
n;
she
tu
rns
on
Mir
ab
ell
a a
t th
e p
art
y,
wh
ich
ag
ain
sh
ow
s sh
e w
an
ts t
o b
e a
cce
pte
d a
s a
hu
ma
n;
she
pa
rtic
ipa
tes
in o
ne
la
st c
om
mu
na
l h
ow
l wh
en
Mir
ab
ell
a i
s g
on
e b
ut
can
no
t
rem
em
be
r a
nyt
hin
g a
fte
r th
at,
sh
ow
ing
sh
e i
s le
ttin
g g
o o
f h
er
wo
lf a
ttri
bu
tes.
·In
Sta
ge
5 s
he
go
es
to v
isit
he
r p
are
nts
we
ari
ng
a d
ress
an
d b
rin
gs
hu
ma
n f
oo
d,
sho
win
g s
he
ha
s a
cce
pte
d h
um
an
cu
ltu
re a
s h
er
ow
n;
she
du
cks
he
r h
ea
d t
o e
nte
r th
e c
av
e b
eca
use
sh
e n
ow
wa
lks
on
tw
o le
gs
inst
ea
d o
f fo
ur
limb
s; h
er
mo
the
r re
coil
s fr
om
he
r a
s if
sh
e i
s a
str
an
ge
r
be
cau
se s
he
is
be
com
ing
mo
re h
um
an
; h
er
mo
the
r lo
ok
s b
oth
pro
ud
an
d s
ad
be
cau
se s
he
re
ali
zes
he
r d
au
gh
ter
is s
ucc
ess
ful a
s a
hu
ma
n;
say
s sh
e i
s ly
ing
wh
en
sh
e s
ay
s sh
e i
s h
om
e b
eca
use
sh
e n
o lo
ng
er
be
lon
gs
wit
h t
he
wo
lve
s a
nd
ha
s b
eco
me
su
cce
ssfu
lly
inte
gra
ted
in
to
hu
ma
n s
oci
ety
.
301
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
14
Cla
ud
ett
e w
as
no
t su
cce
ssfu
lly
in
teg
rate
d i
nto
hu
ma
n s
oci
ety
be
cau
se:
·In
Sta
ge
2 s
he
co
nti
nu
es
to f
oll
ow
th
e w
olf
co
mm
an
dm
en
t o
f “K
no
w Y
ou
r P
lace
” sh
ow
ing
th
at
she
sti
ll i
s w
olf
-lik
e e
ve
n t
ho
ug
h s
he
is
try
ing
to p
lea
se t
he
nu
ns
by b
ein
g a
go
od
stu
de
nt;
gu
ilti
ly h
op
es
to f
ail
so
sh
e c
an
go
ba
ck h
om
e,
sho
win
g t
ha
t sh
e d
oe
sn’t
tru
ly b
uy
in
to b
eco
min
g
a p
art
of
hu
ma
n s
oci
ety
; re
sort
s to
act
ing
lik
e a
wo
lf d
uri
ng
th
e d
uck
in
cid
en
t w
ith
Mir
ab
ell
a b
y s
na
rlin
g a
t h
er
an
d p
ush
ing
he
r e
ars
ba
ck
fro
m h
er
he
ad
an
d b
itin
g h
er
sho
uld
er;
sh
e s
till
un
de
rsta
nd
s w
ha
t M
ira
be
lla
wa
nts
wh
en
Mir
ab
ell
a n
ee
ds
he
r w
ou
nd
s li
cke
d;
an
d f
ee
ls a
thro
b o
f co
mp
ass
ion
fo
r M
ira
be
lla
be
cau
se s
he
is q
ue
stio
nin
g h
um
an
so
cie
ty.
·In
Sta
ge
3 s
he
sti
ll f
ee
ls b
ad
ab
ou
t M
ira
be
lla
as
she
re
ali
zes
tha
t M
ira
be
lla
is
no
t a
da
pti
ng
an
d i
t is
ta
kin
g a
to
ll o
n h
er
(“I
sle
pt
fitf
ull
y d
uri
ng
tha
t p
eri
od
, u
na
ble
to
fo
rge
t th
at
Mir
ab
ell
a w
as
liv
ing
un
de
r m
y b
ed
, g
na
win
g o
n m
y l
oa
fers
”),
sho
win
g s
he
is
no
t co
mp
lete
ly “
bu
yin
g i
nto
”
hu
ma
n c
ult
ure
; sh
e p
itie
s th
e p
ure
bre
d g
irls
be
cau
se t
he
y h
av
e n
ev
er
kn
ow
n t
he
ir w
ere
wo
lf p
are
nts
or
the
ir f
ore
st h
om
e,
sho
win
g t
ha
t sh
e
stil
l ca
res
ab
ou
t h
er
wo
lf u
pb
rin
gin
g a
nd
ha
sn’t
co
mp
lete
ly b
ou
gh
t in
to h
um
an
so
cie
ty y
et;
is
fail
ing
at
be
com
ing
fu
lly
re
ha
bil
ita
ted
by
he
r
ina
bil
ity
to
do
th
e S
au
salit
o d
an
ce a
nd
sti
ll e
xhib
itin
g w
olf
-lik
e a
ttri
bu
tes
(“o
ur
inv
isib
le t
ail
s w
en
t lim
p”)
; sh
e e
xpe
rie
nce
s a
ng
er
wit
h t
he
nu
ns
be
cau
se o
f th
e d
an
ce a
nd
sta
tes
tha
t th
ing
s h
ad
be
en
sim
ple
r in
th
e w
oo
ds,
sh
ow
ing
th
at
she
ha
s n
ot
full
y i
nte
gra
ted
in
to h
um
an
soci
ety
; sh
e i
sn’t
re
ad
y t
o c
laim
a c
om
mo
n l
an
gu
ag
e w
ith
Je
an
ett
e,
wh
ich
sh
ow
s sh
e s
till
ha
ng
s o
n t
o h
er
wo
lf c
ult
ure
a b
it s
ince
Je
an
ett
e
rep
rese
nts
an
alm
ost
pe
rfe
ct a
da
pta
tio
n;
me
nti
on
s sh
e i
s st
ill “p
rete
nd
ing
” w
he
n a
t ch
ap
el,
sh
ow
ing
th
at
she
isn
’t f
ully
in
teg
rate
d b
ut
pre
ten
din
g.
·In
Sta
ge
4 s
he
re
ali
zes
tha
t n
on
e o
f th
e g
irls
wil
l ta
lk p
erf
ect
ly,
sho
win
g t
he
y ca
n n
ev
er
be
su
cce
ssfu
lly
inte
gra
ted
in
to h
um
an
so
cie
ty
(“g
loo
my s
ati
sfa
ctio
n,
ea
ch w
ord
win
ced
ou
t li
ke
an
ap
olo
gy”)
; fa
lls
ap
art
at
the
fir
st k
ey
hu
ma
n e
ve
nt,
th
e d
an
ce w
he
re s
he
fla
tte
ns
he
r
ea
rs,
pu
mp
s th
e g
rou
nd
, a
nd
ta
ke
s o
ff h
er
sho
es.
Th
e d
an
ce e
xhib
its
he
r fa
ilu
re a
t in
teg
rati
ng
in
to h
um
an
so
cie
ty.
It i
s u
ncl
ea
r if
Cla
ud
ett
e w
as
succ
ess
full
y i
nte
gra
ted
in
to h
um
an
so
cie
ty b
eca
use
:
·In
Sta
ge
2,
we
do
n’t
act
ua
lly
kn
ow
wh
at
be
com
es
of
Cla
ud
ett
e.
(“It
wa
s th
e d
isg
race
, th
e f
ail
ure
th
at
we
all g
uil
ty h
op
ed
fo
r in
ou
r h
ard
be
ds.
Wh
ate
ve
r w
ill
be
com
e o
f m
e?
”) S
he
ca
n f
ee
d t
he
du
cks
bu
t re
ve
rts
to w
olf
ha
bit
s in
de
ali
ng
wit
h M
ira
be
lla
. (“
I b
it h
er
sho
uld
er,
on
ce,
twic
e,
the
on
ly l
an
gu
ag
e s
he
wo
uld
re
spo
nd
to
.”)
Re
ad
s h
um
an
bo
ok
s (J
ack
Lo
nd
on
) b
ut
can
sti
ll u
nd
ers
tan
d M
ira
be
lla
’s n
ee
d t
o h
ave
he
r w
ou
nd
s
lick
ed
. C
on
tin
ue
s to
ha
ve
co
mp
ass
ion
fo
r M
ira
be
lla
. (“
Ho
w c
an
pe
op
le l
ive
lik
e t
he
y d
o?
”)
·In
Sta
ge
3,
she
wa
nts
Mir
ab
ell
a g
on
e b
eca
use
sh
e i
s a
wa
re o
f th
e p
hy
sica
l d
am
ag
e c
au
sed
by
th
e l
ack
of
ad
ap
tati
on
– t
his
aw
are
ne
ss s
ho
ws
Cla
ud
ett
e’s
un
cert
ain
ty r
eg
ard
ing
th
e a
da
pta
tio
n.
(“I
sle
pt
fitf
ull
y d
uri
ng
th
at
pe
rio
d,
un
ab
le t
o f
org
et
tha
t M
ira
be
lla
wa
s li
vin
g u
nd
er
my
be
d,
gn
aw
ing
on
my
lo
afe
rs.”
) S
he
wo
nd
ers
wh
at
it w
ou
ld b
e l
ike
to
be
bre
d i
n c
ap
tiv
ity
—sh
e u
nd
ers
tan
ds
ho
me
sick
ne
ss,
wh
ich
sh
ow
s sh
e
do
es
no
t a
cce
pt
full
in
teg
rati
on
(co
ntr
ast
s w
ith
Je
an
ett
e).
Sh
e r
ela
tes
the
bic
ycl
e r
idin
g t
o a
“sa
nct
ion
ed
pu
mp
ing
”—
stil
l b
etw
ee
n c
ult
ure
s.
Wh
en
th
e d
an
ce i
s m
en
tio
ne
d,
she
re
ve
rts
to w
olf
ch
ara
cte
rist
ics,
sh
ow
ing
he
r co
ntr
ad
icto
ry b
eh
av
ior.
(“O
ur
inv
isib
le t
ails
we
nt
lim
p.”
) S
he
att
em
pts
to
pra
ctic
e t
he
da
nce
bu
t ca
nn
ot
do
it—
sho
win
g s
he
is
try
ing
to
be
com
e i
nte
gra
ted
bu
t fa
lls
sho
rt (
“a p
riv
ate
ma
ss o
f tw
itch
an
d
foa
m”)
. S
he
do
esn
’t w
an
t to
cla
im a
co
mm
on
la
ng
ua
ge
wit
h J
ea
ne
tte
—sh
ow
ing
sh
e i
s u
nce
rta
in a
bo
ut
full
in
teg
rati
on
in
to h
um
an
so
cie
ty
302
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
1 •
Le
sso
n 1
6
Fil
e:
9.1
.1 L
ess
on
16
Da
te:
8/3
1/1
3 C
lass
roo
m U
se:
Sta
rtin
g 9
/20
13
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
15
sin
ce J
ea
ne
tte
ha
s a
cce
pte
d t
he
ad
ap
tati
on
fu
lly
. S
he
sa
ys
she
is
stil
l “p
rete
nd
ing
” in
ch
urc
h b
ut
is f
org
ett
ing
he
r w
olf
mo
the
r, w
hic
h s
ho
ws
she
is
be
twe
en
cu
ltu
res.
·In
Sta
ge
4,
the
ep
igra
ph
sta
tes
tha
t e
ve
ryth
ing
sh
ou
ld b
eg
in t
o m
ak
e s
en
se b
ut
Cla
ud
ett
e f
ail
s a
t e
xecu
tin
g t
he
da
nce
. T
his
sh
ow
s it
do
esn
’t
ma
ke s
en
se b
ut
she
is
stil
l tr
yin
g t
o a
da
pt.
He
r se
lf-c
on
fid
en
ce w
an
ed
in
ste
ad
of
gre
w.
Sh
e is
ge
ttin
g c
lose
r to
be
com
ing
hu
ma
n a
s sh
e
me
nti
on
s sh
e s
me
lls
like
a p
ure
bre
d g
irl
bu
t th
en
fla
tte
ns
he
r e
ars
. S
he
is
no
t a
ctin
g c
on
sist
en
t w
ith
th
e S
tag
e 4
ep
igra
ph
, th
us,
re
ve
ali
ng
sh
e
is f
all
ing
sh
ort
of
full
in
teg
rati
on
. T
urn
ing
on
Mir
ab
ell
a d
uri
ng
th
e d
an
ce s
ho
ws
she
is
inte
gra
ted
bu
t th
en
giv
es
on
e l
ast
co
mm
un
al
ho
wl,
sho
win
g s
he
ha
s n
ot
let
go
of
all
wo
lf c
ha
ract
eri
stic
s.
·In
Sta
ge
5,
the
tim
ing
of
the
vis
it t
o t
he
pa
ren
ts i
s u
nce
rta
in.
Th
is v
isit
co
uld
ha
ve
occ
urr
ed
be
fore
or
aft
er
the
sch
oo
l d
an
ce i
nci
de
nt,
th
us,
rev
ea
lin
g t
ha
t th
ere
is
un
cert
ain
ty t
o C
lau
de
tte
’s f
ull
in
teg
rati
on
. S
he
co
uld
n’t
fin
d h
er
wa
y b
ack
ho
me
(“t
he
wo
od
sma
n h
ad
to
acc
om
pa
ny
me
”),
bu
t sh
e w
as
wil
lin
g t
o r
etu
rn,
sho
win
g a
la
ck o
f cl
ari
ty w
he
the
r sh
e i
s tr
uly
inte
gra
ted
. S
he
is s
ad
ab
ou
t re
turn
ing
wh
ich
co
uld
me
an
she
ha
sn’t
fu
lly
acc
ep
ted
he
r o
wn
ad
ap
tati
on
. S
he
lo
ok
s d
iffe
ren
t (“
My
mo
the
r re
coile
d f
rom
me
, a
s if
I w
as
a s
tra
ng
er”
) a
nd
ha
s to
du
ck h
er
he
ad
, sh
ow
ing
he
r h
um
an
ch
ara
cte
rist
ics
bu
t th
en
th
ere
is
a r
eco
gn
itio
n (
“Aft
er
all
th
e t
ail w
ag
gin
g a
nd
pe
rfu
nct
ory
ba
rkin
g h
ad
die
d
do
wn
…”)
, sh
ow
ing
sh
e m
ay r
em
ain
be
twe
en
th
e c
ult
ure
s.
303
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16
File: 9.1.1 Lesson 16 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
16
Evidence-Based Debate Planning Tool
Names:
Directions: Gather text evidence from the narrative and the Stages of the Handbook that
support your assigned position. Then, explain how the text evidence supports your assigned
position. Remember to label the page number and the Stage number associated with the text
evidence.
Circle your assigned position:
· Claudette was successfully integrated into human society.
· Claudette was not successfully integrated into human society.
· It is unclear from the text if Claudette was successfully integrated into human society.
Text Evidence
Stage Text Evidence
How does this text evidence
support your position? (Think
about how the narrative
connects to the Stages of the
Handbook.)
Page
Number
304
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 16
File: 9.1.1 Lesson 16 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
17
Key Vocabulary Handout
adapted host culture civilized epigraph origins
stages culture shock purgatory commandment couth
remedied ostracized recoiled delectable bristled
generalizations captivity assault conferred aptitudes
kempt barbarity eradication bipedal
overstimulating disorienting conjure rehabilitated
catechism purebred shunned foreign
305
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 17
File: 9.1.1 Lesson 17 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.1 Lesson 17
Introduction
Lesson 17 is the final lesson of Unit 1. Students have finished their close reading of “St. Lucy’s Home for
Girls Raised by Wolves” (pp. 225–246) and will write a formal evidence-based essay about the text.
Lesson 17 assesses the literacy skills and habits developed in Unit 1 including reading closely for textual
details, annotating texts to support comprehension and analysis, engaging in productive evidence-based
conversations about text, collecting evidence from texts to support analysis, and organizing evidence to
plan around writing. Students will write a formal evidence-based essay addressing the assessment
prompt (see Assessment box below). The assessment prompt directly correlates with the reading
standards addressed throughout the unit. Students will use strong and thorough text evidence to
analyze the text’s implicit and explicit meanings, specifically in regards to character development and
text structure. In addition, this writing assignment will assess writing standards that have been
addressed throughout the unit.
Students will be expected to write the essay during the entire class period. They will be allowed to use
their “St. Lucy’s” text to write the essay so they can accurately paraphrase and quote directly from the
text. Students should utilize their annotations made during the close reading of the text, the evidence-
based debate from Lesson 16, and specific writing lessons on citing evidence and writing introductions
and conclusions. In addition, students are expected to use key vocabulary and terminology from the
story in their essays. (Discretion should be used to determine the appropriate volume of vocabulary and
how it will be graded. A vocabulary list is provided in Lesson 16.) As they have throughout the unit,
students are expected to quote textual evidence, cite page numbers, and paraphrase correctly. The End-
of-Unit Assessment should be assessed using the first two rows of the New York Regents Text Analysis
Rubric (Content and Analysis/Command of Evidence). However, students are expected to write in a
formal, organized manner. In the following unit (Unit 2), students’ written work will be graded for
Coherence, Organization, and Style. For homework, students will continue to read their Accountable
Independent Reading (AIR) text.
Extension activities are included at the end of the lesson for students who finish the assessment early.
Standards
Assessed 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, and advance the plot or
develop the theme.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
306
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 17
File: 9.1.1 Lesson 17 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
Assessment
Assessment(s)
The assessment in this lesson is the End-of-Unit Assessment. The prompt is the following:
· According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us
naturalized citizens of human society.” At the end of the story, was Claudette successfully
integrated into human society? Write an essay using evidence from the text to support your
position. Structure your response by using the Stages from the Jesuit Handbook on Lycanthropic
Culture Shock.
High Performance Response(s)
High Performance Responses may include the following:
Yes, Claudette was successfully integrated into human society. Students may write about any of the
following reasons or analysis:
· Claudette is able to meet the standards of adaptation described in the Stages of the Jesuit
Handbook.
· She is successfully integrated because she is able to adapt to many human societal requirements
and realizes she can never go home to the forest.
· She is successful at integrating into human society because she loses many of her wolf-like
attributes and so can no longer function in her former wolf society.
· She cares deeply about being a good student at St. Lucy’s and thus shows her willingness to
become human and shun her wolf culture.
Students must include text evidence from each Stage that correlates to the above analysis and clearly
delineate what stage the text evidence comes from.
Stage 2 Text Evidence: wearing shoes (“I remember how disorienting it was to look down and see two
square-toed shoes instead of my own four feet”); learns not to chew on shoes; realizes they cannot
betray their parents by returning to the forest until they are civilized (“But we knew we couldn’t return
to the woods; not till we were civilized, not if we didn’t want to break the mother’s heart”); stops
urinating all over to mark her territory because she realizes the nuns are erasing them (“We couldn’t
make our scent stick here; it made us feel invisible. Eventually we gave up.”); walks bipedally instead of
on all fours; realizes walking on all fours is unnatural and ridiculous; realizes there are different sorts of
calculations to survival at St. Lucy’s; her own reflection is becoming a stranger (“I’d bristle and growl,
the way that I’d begun to snarl at my own reflection as if it were a stranger”); wants to be a good
student and doesn’t appreciate Mirabella bringing her down (the duck incident); wants to earn Skill
Points
Stage 3 Text Evidence: She wants Mirabella gone (“I would have warned her. But the truth is that by
Stage 3 I wanted her gone.”); begins to understand there are certain rules to being human (“And the
rules here were different depending on which humans we were with”); learns how to ride a bicycle, a
symbol for learning how to become human (“Being human is like riding this bicycle. Once you’ve
learned how, you’ll never forget.”); she begins to forget her mother in the chapel (“The mother, I’d
Addressed 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.
307
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 17
File: 9.1.1 Lesson 17 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
think, struggling to conjure up a picture”); understands the difference between the human moon and
the wolf moon
Stage 4 Text Evidence: She is worried only about herself and the pack is no longer a single unit; she is
able to talk with Kyle at the dance; wears a dress to the dance; she turns on Mirabella at the party
when Mirabella comes to her aid; she cannot face Mirabella when she gets expelled; engages in one
last communal howl which shows she is no longer part of the wolf pack.
Stage 5 Text Evidence: She goes to visit her parents wearing a dress and brings human food; she ducks
her head to enter the cave because she is walking on two legs; her mother recoils from her because
she is a stranger to her now (“My mother recoiled from me, as if I was a stranger”); her mother looks at
her proud and sad; she says she is lying when she says she is home (“So, I said, telling my first human
lie. I’m home.”). Furthermore, when Claudette is given the opportunity to return to her parents, she
needs the woodsman to accompany her because she “couldn’t remember how to find the way back”
on her own. This demonstrates that she has forgotten part of her wolf roots since she must depend on
another human to show her the way back to her “home.”
No, Claudette was unsuccessful in integrating into human society. Students can include any of the
following reasons or analysis including the following:
· Claudette is unable to meet the standards of adaptation described by the Stages in the Jesuit
Handbook.
· Claudette never fully resolves to become completely human, so therefore she cannot be
considered successfully integrated.
· Claudette never gives up some of her wolf characteristics, so therefore she can never be
successfully integrated into human society.
Students must include text evidence from each Stage that correlates to the above analysis and clearly
delineate what stage the text evidence comes from.
Stage 2 Text Evidence: stands by the wolf commandment of “Know Your Place” so acts like a good
student because of the wolf culture expectation to do so—not because of the school’s expectations;
guiltily hopes to fail so she can return to her wolf upbringing (“It was the disgrace, the failure that we
all guiltily hoped for in our hard beds.”); acts like a wolf with Mirabella during the duck incident (“I
whirled around and snarled at her, pushing my ears back from my head. I bit her shoulder, once, twice,
the only language she would respond to.”); fails the “duck feeding exam”; she knows what Mirabella
wants when Mirabella wants her wounds licked and she feels a throb of compassion for her
Stage 3 Text Evidence: She feels bad about Mirabella (“I slept fitfully during that period, unable to
forget that Mirabella was living under my bed, gnawing on my loafers”); she pities the purebred girls
because they have never known the forest or a wolf upbringing (“I felt sorry for them. I wondered what
it would be like to be bred in captivity, and always homesick for a dimly sensed forest, the trees you’ve
never seen.”); fails at learning the Sausalito dance to show her rehabilitation; keeps exhibiting wolf
characteristics like feeling as if she has an invisible tail and feeling that things had been simpler in the
woods; anger at the nuns; having to practice the Sausalito but like a wolf (“… a private mass of twitch
and foam”); not ready to claim a common language with Jeanette (who represents the most adapted);
she admits to still pretending in the chapel. (“On Sundays, the pretending felt almost as natural as
nature.”)
Stage 4 Text Evidence: She realizes that they will never talk perfectly (“I thought with a gloomy
satisfaction, each word winced out like an apology for itself”); flattens her ears at the dance; falls apart
at the dance where she is supposed to show her rehabilitation; she pumps at the dance and takes off
308
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 17
File: 9.1.1 Lesson 17 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
4
her shoes.
Based on the text, it is unclear whether Claudette was successful in integrating into human society.
Students can include any of the following reasons or analysis including the following:
· She is between cultures and exhibits contradictory behavior. Specifically, she questions the
adaptation, yet continues to try. She still reverts to her wolf-like attributes even though she has
adopted human-like characteristics.
· Beyond St. Lucy’s it is unknown if she is able to function in human society.
· She is able to meet some of the requirements of the handbook, but it is unknown if she fulfills all
the requirements.
Students must include text evidence from each stage that correlates to the above analysis and clearly
delineate what stage the text evidence comes from.
Stage 2 Text Evidence: We don’t actually know what becomes of Claudette. (“It was the disgrace, the
failure that we all guilty hoped for in our hard beds. Whatever will become of me?”); she can feed the
ducks but reverts to wolf habits in dealing with Mirabella. (“I bit her shoulder, once, twice, the only
language she would respond to.”); reads human books (Jack London) but can still understand
Mirabella’s need to have her wounds licked; continues to have compassion for Mirabella. (“How can
people live like they do?”)
Stage 3 Text Evidence: She wants Mirabella gone because she is aware of the physical damage caused
by her lack of adaptation—this awareness shows Claudette’s uncertainty regarding the adaptation. (“I
slept fitfully during that period, unable to forget that Mirabella was living under my bed, gnawing on
my loafers.”) She wonders what it would be like to be bred in captivity; understands homesickness,
which shows she does not accept full integration (contrasts with Jeanette); relates the bicycle riding to
a “sanctioned pumping”—still between cultures. When the dance is mentioned, she reverts to wolf
characteristics, showing her contradictory behavior. (“Our invisible tails went limp.”) Attempts to
practice the dance but cannot do it, showing she is trying to become integrated but falls short (“a
private mass of twitch and foam”). She doesn’t want to claim a common language with Jeanette
showing she is uncertain about full integration into human society since Jeanette has accepted the
adaptation fully. Says she is still “pretending” in church but is forgetting her wolf mother, which shows
she is between cultures.
Stage 4 Text Evidence: The epigraph states that everything should begin to make sense but Claudette
fails at executing the dance. This shows it doesn’t make sense but she is still trying to adapt. Her self-
confidence waned instead of grew. She is getting closer to becoming human as she mentions she
smells like a purebred girl but then flattens her ears. She is not acting consistent with the Stage 4
epigraph, thus revealing she is falling short of full integration. Turning on Mirabella during the dance
shows she is integrated but then gives one last communal howl, showing she has not let go of all wolf
characteristics.
Stage 5 Text Evidence: The timing of the visit to the parents is uncertain. This visit could have occurred
before or after the school dance incident, thus, revealing that there is uncertainty to Claudette’s full
integration. She couldn’t find her way back home (“the woodsman had to accompany me”), but she
was willing to return, showing a lack of clarity as to whether she is truly integrated. She is sad about
returning which could mean she hasn’t fully accepted her own adaptation. She looks different (“My
mother recoiled from me, as if I was a stranger.”) and has to duck her head, showing her human
characteristics but then there is a recognition (“After all the tail wagging and perfunctory barking had
died down …”), showing she may remain between the cultures.
309
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 1 • Lesson 17
File: 9.1.1 Lesson 17 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
http://creativecommons.org/licenses/by-nc-sa/3.0/
5
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: Students will use key vocabulary and terminology in their assessments. See
Lesson 16 for vocabulary list.]
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
· Standards: RL.9-10.3, W.9-10.2, RL.9-10.1
· Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 225–246)
• Introduction of Lesson Agenda
• Homework Accountability
• End-of-Unit Assessment
• Closing
5%
5%
85%
5%
Materials
• NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in Unit Overview for
its location).
• Informational texts (See extension activity in Learning Sequence.)
• List of key vocabulary (See Lesson 16.)
310
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se k
ey
vo
cab
ula
ry
an
d t
erm
ino
log
y i
n t
he
ir w
riti
ng
.
Co
nsi
de
r m
ak
ing
th
e v
oca
bu
lary
lis
t fr
om
Less
on
16
av
ail
ab
le t
o s
tud
en
ts t
hro
ug
h a
ha
nd
ou
t, o
r p
ost
ing
on
ch
art
pa
pe
r o
r th
e
bo
ard
.
Cir
cula
te a
rou
nd
th
e r
oo
m a
s st
ud
en
ts
are
wri
tin
g t
o a
nsw
er
qu
est
ion
s th
at
ari
se.
Stu
de
nts
sh
ou
ld b
e s
ilen
tly
an
d
ind
ep
en
de
ntl
y w
riti
ng
.
Stu
de
nts
wri
te t
he
ir E
nd
-of-
Un
it
Ass
ess
me
nt
ess
ay
s.
5%
C
losi
ng
F
or
ho
me
wo
rk,
inst
ruct
stu
de
nts
to
co
nti
nu
e
the
ir A
cco
un
tab
le I
nd
ep
en
de
nt
Re
ad
ing
thro
ug
h t
he
len
s o
f th
eir
fo
cus
sta
nd
ard
an
d
pre
pa
re f
or
a 3
-5 m
inu
te d
iscu
ssio
n o
f th
eir
text
ba
sed
on
th
at
sta
nd
ard
.
Stu
de
nts
lis
ten
.
Ho
me
wo
rk
Pro
vid
e s
tud
en
ts w
ith
th
e o
pti
on
to
co
mp
lete
an
ext
en
sio
n a
ctiv
ity
re
late
d t
o t
he
un
it (
see
In
stru
ctio
na
l No
tes)
.
Stu
de
nts
sh
ou
ld c
on
tin
ue
th
eir
Acc
ou
nta
ble
In
de
pe
nd
en
t R
ea
din
g t
hro
ug
h t
he
le
ns
of
the
ir f
ocu
s st
an
da
rd a
nd
pre
pa
re f
or
a 3
-5 m
inu
te
dis
cuss
ion
of
the
ir t
ext
ba
sed
on
th
at
sta
nd
ard
.
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November 2013
©2013 Public Consulting Group. All rights reserved.
End-of-Unit Assessment Recording Sheet
Use the space below to record areas of assessment components for students to demonstrate
proficiency on the unit’s standards in the first column. Record in the second column student supports
embedded in the lesson that provides scaffolds to support students’ success. Discuss with your
partner.
Lesson 17 Assessment Components Lesson 16 Scaffolding Supports
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10/01/13
Test Blueprint: New York State Regents Examination in English Language Arts (Common Core)
Test Part Suggested Time
Standards Addressed
(coverage will vary)
Text Description Student Task
PART 1
READING
COMPREHENSION
60 minutes
RL.1-6, 10
RI.1-6, 8-10
L.3-5
2 – 3 texts
Up to approximately 2,600
words total
Each test will contain at least
one literature and one
informational text.
Students will perform a close reading of the texts and answer 24 multiple-
choice questions.
PART 2
WRITING FROM
SOURCES
90 minutes
RL.1-6,10-11
RI.1-10
W.1, 4,9
L.1-6
2 – 5 texts
Up to approximately 2,600
words total
Each test will contain at least
two informational texts and,
in addition, may contain
graphics or one literature
text.
Students will perform a close reading of the texts and write a source-based
argument, as directed by the task.
PART 3
TEXT ANALYSIS
30 minutes
RL.1-6, 10
RI.1-6, 8-10
W.2,4,9
L.1-6
1 text
Up to approximately 1,000
words
Each test will contain one
literature or one
informational text.
Students will perform a close reading of the text and write a two to three
paragraph response that identifies a central idea in the text and analyzes how
the author’s use of one writing strategy (literary element or literary technique
or rhetorical device) develops this central idea.
Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-
based response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in
Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard
coverage will vary from test to test based on the texts and writing tasks used.
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November 2013
©2013 Public Consulting Group. All rights reserved.
Regent’s Sample Assessment Items
Part 2: Writing From Sources Example Task
Your Task:
• Carefully read each of the five texts provided. Then, using evidence from at least four of the
texts, write a well-developed argument regarding the success of the Federal Theatre Project.
• Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use
specific and relevant evidence from at least four of the texts to develop your argument.
• Do not simply summarize each text.
Part 3: Text Analysis Example Item
Guidelines – Be sure to:
• Identify a central idea in the text.
• Analyze how the author’s use of one writing strategy (literary element or literary technique or
rhetorical device) develops this central idea.
o Examples include: characterization, conflict, denotation/connotation, metaphor, simile,
irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
• Use strong and thorough evidence from the text to support your analysis.
• Organize your ideas in a cohesive and coherent manner.
• Maintain a formal style of writing.
• Follow the conventions of standard written English.
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November 2013
©2013 Public Consulting Group. All rights reserved.
Note Catcher
Session Reflections Use the space below to record your thinking from this session. Think about ways to share your learning
back at your school with your colleagues.
Reflection Questions
How does the tightly aligned assessment, standards, and activities support your work?
How will the assessment component, which includes both formative and summative, help you
monitor student learning?
What are the next steps in using assessment data to inform your instruction?
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