NYS Common Core ELA & Literacy Curriculum Grade 9 Module 1 Unit 1 Lesson 4

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn Lessn 4 Intrductin In this lessn, students cntinue their reading and analysis f Karen Russell s St. Lucy s Hme fr Girls Raised by Wlves. Students read pages (frm Stage 1: The initial perid is ne in which everything is new t ur parents were sending us away fr gd. Neither did they ) in which the pack arrives at St. Lucy s and begins the initial stages f adjustment t human sciety. Students analyze hw Russell develps the pack as a character in itself. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Russell develp the pack as a character? Fr hmewrk, students preview the reading fr the fllwing lessn by bxing any unfamiliar wrds and cnducting brief searches int the wrds meanings. Students als cntinue reading their Accuntable Independent Reading (AIR) texts thrugh the lens f a fcus standard and prepare fr a brief discussin n hw they applied the fcus standard t their texts. Standards Assessed Standard(s) RL RL Addressed Standard(s) SL c L a Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text. Analyze hw cmplex characters (e.g., thse with multiple r cnflicting mtivatins) develp ver the curse f a text, interact with ther characters, and advance the plt r develp the theme. Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. c. Prpel cnversatins by psing and respnding t questins that relate the current discussin t brader themes r larger ideas; actively incrprate thers int the discussin; and clarify, verify, r challenge ideas and cnclusins. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw des Russell develp the pack as a character? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify the ways in which Russell develps the pack as a character (e.g., Russell develps the pack thrugh their interactins with ther characters; Russell uses the prnun we t develp the pack as a character). Analyze hw these techniques develp the pack as a character (e.g., Russell uses the pack s interactins with ther characters. The pack s relatinship with the lcal wlves and farmers shws hw they live an utsider s existence in the frest (p. 227). The pack s parents are stracized by lcal farmers wh threaten them with pitchfrks (p. 227). In turn, as werewlves, the pack s parents stracize the lcal wlves by having smetimes-thumbs, and regrets, and human children (p. 227). These interactins shw why the pack has been sent t St. Lucy s, because their parents want them t live in human sciety (p. 227) rather than in the frest, which Claudette describes as a green purgatry (p. 227). When the pack arrives at St. Lucy s, Russell develps them thrugh their interactins with the nuns; by baring rw after rw f tiny, wd-rtted teeth, the pack shws itself t be wild and afraid (p. 226)). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) hirsute (adj.) hairy; shaggy sinewy (adj.) muscular; strng barbaridad (Spanish n.) crudity f style, taste, expressin, etc. apiary (n.) a place where bees are kept pidgin (n.) any brken frm f a language File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 purgatry (n.) any cnditin r place f temprary suffering Vcabulary t teach (may include direct wrd wrk and/r questins) backwds (adj.) unsphisticated stracized (v.) excluded, by general cnsent, frm sciety, friendship, cnversatin, privileges, etc. Additinal vcabulary t supprt English Language Learners (t prvide directly) lass (n.) a rpe with a lp that is used fr catching animals deacn (n.) a member f sme Christian churches wh has special duties werewlves (n.) peple wh smetimes change int wlves especially when the mn is full heifers (n.) yung female cws Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , RL , SL c, L a Text: "St. Lucy's Hme fr Girls Raised by Wlves" by Karen Russell, pp Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Intrductin t Anntatin 4. Reading and Discussin 5. Paraphrasing and Qutatins 6. Quick Write 7. Clsing % f Lessn 1. 10% 2. 10% 3. 10% 4. 45% 5. 10% 6. 10% 7. 5% Materials Student cpies f the 9.1 Cmmn Cre Learning Standards Tl (refer t Lessn 1) Cpies f the Anntatin Markings Bkmark fr each student File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Student cpies f the Character Tracking Tl (refer t Lessn 3) students may need additinal blank cpies Cpies f the Tips fr Integrating Qutatins Handut fr each student Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and assessed standards fr this lessn: RL and RL In this lessn, students analyze hw Russell develps the pack as a character. Students engage in evidencebased discussin and cmplete the lessn with a Quick Write. Students lk at the agenda. Instruct students t take ut their cpies f the 9.1 Cmmn Cre Learning Standards Tl. Infrm students that in this lessn they begin t wrk with a new standard: L a. Ask students t individually read this standard n their tls and assess their familiarity with and mastery f it. Students read and assess their familiarity with standard L a. Instruct students t talk in pairs abut what they think the standard and substandard mean. Lead a brief discussin abut these standards. Student respnses may include: The standard talks abut determining the meaning f wrds as they are used in a text. Substandard L a fcuses n using cntext as a strategy fr determining wrd meaning. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied fcus standard RL r RI t their AIR texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied the fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied the fcus standard t their AIR texts frm the previus lessn s hmewrk. Activity 3: Intrductin t Anntatin 10% Discuss the imprtance f anntatin by asking the fllwing questins: What are sme purpses fr marking the text? Student respnses may include: Marking the text helps the reader t remember what they are reading by recrding their thughts abut the text. Marking the text helps the reader t keep track f imprtant ideas. Marking the text helps the reader t think abut unfamiliar wrds. Marking the text helps the reader t questin the text r make cnnectins between ideas. Explain t students that marking the text, r anntatin, is a skill fr reading clsely. Nte the relatinship f anntatin t standard RL : anntatin helps students lk clsely at textual evidence t determine a text s meanings. Hw des anntatin impact the way yu read? Student respnses may include: Anntatin cnnects the reader t the text mre deeply by making a reader read mre actively and pay clse attentin t details. Anntatin makes it difficult t just read because it slws dwn yur reading. Explain that readers use shrthand ways f marking text s as nt t take time away frm their reading. Display and explain the fllwing cdes: Bx unfamiliar wrds. Star (*) imprtant r repeating ideas. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Put a questin mark (?) next t a sectin yu are questining r cnfused abut, and write yur questin dwn. Use an exclamatin pint (!) fr cnnectins between ideas r ideas that strike r surprise yu in sme way, and prvide a brief nte explaining the cnnectin. Distribute cpies f the Anntatin Markings Bkmark. Explain that it is imprtant fr students t anntate the text with their thinking alngside the cdes. Explain that students will use these cdes thrughut the year, beginning with their reading f St. Lucy s Hme fr Girls Raised by Wlves, t keep track f their thinking abut the text. Differentiatin Cnsideratin: T help students remember anntatin cdes, cnsider psting them in the classrm, r instructing students t cpy the cdes int their ntebks r agendas. Activity 4: Reading and Discussin 45% Instruct students t frm grups. Pst r prject the questins belw fr students t discuss. Instruct students t anntate the text as they read and discuss, and t keep track f character develpment in the text using the Character Tracking Tl. If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: Hw des Russell describe the pack? Instruct student grups t read pages f St. Lucy s Hme fr Girls Raised by Wlves (frm Stage 1: The initial perid is ne in which everything is new t ur parents were sending us away fr gd. Neither did they ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: hirsute means hairy; shaggy, sinewy means muscular; strng, barbaridad means crudity f style, taste, expressin, etc., apiary means a place where bees are kept, pidgin means any brken frm f a language, and purgatry means any cnditin r place f temprary suffering. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f hirsute, sinewy, barbaridad, apiary, pidgin, and purgatry n their cpies f the text r in a vcabulary jurnal. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: lass means a rpe with a lp that is used fr catching animals, deacn means a member f sme Christian churches wh has special duties, werewlves means peple wh smetimes change int wlves especially when the mn is full, and heifers means yung female cws. Students write the definitins f lass, deacn, werewlves, and heifers n their cpies f the text r in a vcabulary jurnals. Why were the nuns faces pinched with displeasure? The nuns are displeased because the pack is behaving like wlves and nt like girls. The pack is verturning dresser drawers, pawing thrugh clean underwear, and smashing lightbulbs (p. 225). The pack is als jump[ing] frm bunk t bunk (p. 225) and peeing n everything. What is the impact f the narratr s use f the prnun we t describe the pack? The narratr frequently refers t the pack as we, which means that members f the pack see each ther as ne. Cnsider reminding students that a prnun is a wrd (such as I, he, she, yu, it, we, r they) that is used instead f a nun r nun phrase. Hw des the cmparisn f the pack t the Cpacabana girls develp the pack as a character? The Cpacabana girls are described as fat and languid with silky pelts, and eat guava right ut f yur hand (p. 226), which means they are less wild and mre bedient. The cmparisn shws hw much mre uncivilized the hirsute and sinewy (p. 226) pack is. Given the pack s behavir, what can yu infer Sister Jsephine means by backwds )? Russell describes the pack as hirsute, and as mving by knuckling alng with terrible psture, suggesting that the pack is nt fully develped and acts mre like wlves than humans (p. 226). This suggests that backwds may mean unsphisticated r unrefined. Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. Hw d the pack s interactins with the nuns develp the pack as a character? They bare rw after rw f tiny, wd-rtted teeth (p. 226) at the nuns, which shws that the pack is afraid and aggressive. Remind students t anntate their texts fr character develpment, using the cde CD. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Hw are the girls different frm their parents? What causes this difference? The girls are human, but their mthers and fathers were werewlves (p. 227). The girls are human because the parents werewlf cnditin skips a generatin (p. 227). What can yu infer abut the meaning f stracized, given the relatinship f the pack s parents t the farmers and the lcal wlves? Ostracized might mean excluded; their parents lived an utsider s existence because f their relatinship with the farmers and lcal wlves (p. 227). Cnsider drawing students attentin t the applicatin f L a thrugh the prcess f using cntext t make meaning f unknwn wrds. Differentiatin Cnsideratin: If students struggle, cnsider asking the fllwing scafflding questins: What d the pack s parents d t the farmers? The pack s parents eat the farmers fruit pies and terrriz[e] the heifers (p. 227). Hw d the farmers respnd t these actins? The farmers threaten the pack s parents with pitchfrks (p. 227). Hw d the pack s parents stracize[] the lcal wlves? The pack s parents stracize the lcal wlves by having smetimes-thumbs, and regrets, and human children (p. 227), meaning they are werewlves, nt actual wlves. Why d the pack s parents enrll their daughters in St. Lucy s? Student respnses may include: Their parents wanted smething better fr [them] (p. 227), which means that unlike their parents, the pack had a chance at being fully bilingual (p. 227) and becming naturalized citizens f human sciety (p. 227). In ther wrds, they want them t have a chance at being accepted by human sciety. Their parents enrlled them in St. Lucy s s that the pack can study a better culture there (p. 227). They think their children will have a better life if they learn human ways. Lead a brief whle-class discussin f student respnses. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Instruct students t discuss the fllwing questin in their grups: Describe the pack s interactins with each ther and ther characters (e.g., the nuns, their families, lcal wlves). Student respnses may include: The pack s interactin with each ther is playful and destructive. They jump[] frm bunk t bunk, smash[] lightbulbs, spray exuberant yellw streams f urine n the bunks, and buckl[e] in kinetic laughter (p. 225) with each ther. The pack s interactin with the nuns is aggressive and fearful. The pack shws its fear when it bares rw after rw f tiny, wd-rtted teeth (p. 226) at the nuns, and the narratr bites Sister Jsephine s ankle. The pack has a lving bnd with their families. Their parents want smething better fr [them] (p. 227), s they send them away t St. Lucy s t have a chance at a better life. The pack is stracized by the lcal wlves because they have smetimes-thumbs, and regrets, and human children, meaning they are partly human (p. 227). Cnsider reminding students that this is an pprtunity t apply standard SL c by participating effectively in a cllabrative discussin. Students may especially fcus n psing and respnding t questins, incrprating thers int the discussin, and challenging r verifying ideas and cnclusins. Remind students that they shuld keep track f character develpment in the text using the Character Tracking Tl. Lead a brief whle-class discussin f student respnses. Activity 5: Paraphrasing and Qutatins 10% Remind the students f their wrk with standard RL in Lessn 1. Tell students that the standard requires them t use evidence frm the text t supprt their analysis. Explain that t cite evidence, students may qute directly frm the text r paraphrase the text. Students listen. Pst r prject the fllwing direct qute frm St. Lucy s Hme fr Girls Raised by Wlves : They lived an utsider s existence in caves at the edge f the frest, threatened by frst and pitchfrks." (p. 227) Pst r prject the fllwing example and ask students the fllwing questins: File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 The narratr explains, They lived an utsider s existence in caves at the edge f the frest (p. 227). What is the same abut these tw examples? Bth examples use sme f the same wrds frm the text. What is different abut these tw examples? Student respnses may include: All f the wrds in the first example are in qutatin marks. The secnd example is shrter and includes nly part f the first example. The secnd example includes sme wrds utside f the qutatin marks. Explain t students that bth examples are taken frm St. Lucy s, but that the secnd example demnstrates hw t use a qute when making a statement abut the text. As needed, prvide direct instructin n the mechanics f quting directly frm the text, including hw t use apprpriate punctuatin (cmmas and qutatin marks). Cnsider instructing students n the crrect placement f cmmas and qutatin marks when quting directly frm the text. Review the Tips fr Integrating Qutatins Handut with students. Pst r prject the fllwing example: They were utsiders wh were threatened by farmers and the elements. What is the same abut this example in cmparisn t the first tw examples? This example is abut the same part f the text as the first tw examples. What is different abut this example in cmparisn t the first tw examples? Student respnses shuld include: This example uses n qutatin marks. This example uses different wrds frm the first tw examples. Explain t students that this example demnstrates hw t paraphrase, which means t rephrase r restate the text in ne s wn wrds withut changing the meaning f the text. Remind students that when paraphrasing the text, they shuld nt use direct qutes frm the text. Instruct students t practice using direct qutes and paraphrasing as they read and discuss the text, as well as in their Quick Write respnses. Activity 6: Quick Write 10% File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Instruct students t respnd briefly in writing t the fllwing prmpt, using paraphrase and direct qutatin t cite textual evidence: Hw des Russell develp the pack as a character? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 7: Clsing 5% Fr hmewrk, students read pages (frm That first afternn, the nuns gave us free rein t It all felt like a sly, human taunt ), bxing any unfamiliar wrds and cnducting brief searches int the wrds meanings. Als fr hmewrk, students shuld cntinue t read their AIR text thrugh the lens f fcus standard RL r RI , and prepare fr a 3 5 minute discussin f their text based n that standard. Students listen. Hmewrk Read pages (frm That first afternn, the nuns gave us free rein t It all felt like a sly, human taunt ) t preview tmrrw s reading. Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in the cntext, and write a brief definitin abve r near the wrd in the text. Cntinue t read yur Accuntable Independent Reading thrugh the lens f fcus standard RL r RI and prepare fr a 3 5 minute discussin f yur text based n that standard. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Anntatin Markings Bkmark Anntatin Markings Bkmark Anntatin Markings Bkmark Anntatin Markings Bkmark Anntatin Markings Bkmark Bx unfamiliar wrds. Bx unfamiliar wrds. Bx unfamiliar wrds. Bx unfamiliar wrds. Star (*) imprtant r repeating ideas. Star (*) imprtant r repeating ideas. Star (*) imprtant r repeating ideas. Star (*) imprtant r repeating ideas. Put a questin mark (?) next t a sectin yu re questining r cnfused abut. Put a questin mark (?) next t a sectin yu re questining r cnfused abut. Put a questin mark (?) next t a sectin yu re questining r cnfused abut. Put a questin mark (?) next t a sectin yu re questining r cnfused abut. Use an exclamatin pint (!) fr cnnectins between ideas r ideas that strike yu r surprise yu in sme way. Use an exclamatin pint (!) fr cnnectins between ideas r ideas that strike yu r surprise yu in sme way. Use an exclamatin pint (!) fr cnnectins between ideas r ideas that strike yu r surprise yu in sme way. Use an exclamatin pint (!) fr cnnectins between ideas r ideas that strike yu r surprise yu in sme way. Remember t write ntes in the margin as yu read t recrd yur ideas and thughts. Remember t write ntes in the margin as yu read t recrd yur ideas and thughts. Remember t write ntes in the margin as yu read t recrd yur ideas and thughts. Remember t write ntes in the margin as yu read t recrd yur ideas and thughts. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Mdel Character Tracking Tl Name: Class: Date: Directins: Use this tl t keep track f character develpment thrughut the mdule. Trace character develpment in the texts by nting hw the authr intrduces and develps characters. Cite textual evidence t supprt yur wrk. Text: St. Lucy s Hme fr Girls Raised by Wlves by Karen Russell Character Trait Evidence The Pack Uncivilized As cmpared t the fat and languid girls frm Cpacabana with silky pelts, wh eat guava right ut f yur hand (p. 226), the hirsute and sinewy (p. 226) pack is much less civilized. The members f the pack [jump] frm bunk t bunk, [smash] lightbulbs, spray exuberant yellw streams f urine n the bunks, and buckl[e] in kinetic laughter (p. 225) with each ther. Afraid, aggressive The pack bares rw after rw f tiny, wd-rtted teeth (p. 226) at the nuns. Human Even thugh their mthers and fathers were werewlves (p. 227), the pack is human because their parents cnditin skips a generatin (p. 227). Outsider status The pack leads an utsider s existence with their parents because f their relatinship with the farmers, wh resent them fr eating their silled fruit pies and terrrizing the heifers (p. 227). At the same time, the pack [can t] keep up with the purebred wlves, whm their parents stracize by having smetimes-thumbs, and regrets, and human children (p. 227). The frest becmes a green purgatry fr the pack (p. 227). File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13

14 NYS Cmmn Cre ELA & Literacy Curriculum Grade 9 Mdule 1 Unit 1 Lessn 4 Tips fr Integrating Qutatins Handut Step 1: Select a qutatin yu wuld like t integrate int yur piece. Sample: We went knuckling alng the wden flr n the callused pads f ur fists, baring rw after rw f tiny, wd-rtted teeth. (p. 226) Step 2: Select a wrd, r several wrds, frm that qutatin that carry significant ideas. Sample: We went knuckling alng the wden flr, baring rw after rw f tiny, wdrtted teeth (p. 226). Step 3: Cmpse a sentence that includes thse wrds and the pint yu want t make. There are several ways t d this: 1. Write a cmplete sentence and use a cln t intrduce the qute. Sample: The narratr describes the animal-like behavir f the pack: We went knuckling alng the wden flr (p. 226). 2. Write a statement ending in that t intrduce the qute. Sample: The narratr describes the pack s aggressive behavir when she says that [they] bar[ed] rw after rw f tiny, wd-rtted teeth (p. 226). 3. Write a statement fllwed by a cmma t intrduce the qute. Sample: The narratr states, We went knuckling alng the wden flr (p. 226). 4. Insert shrt qutatins int yur wn sentence. Sample: Russell uses descriptive language when she prtrays the pack s wd-rtted teeth (p. 226) t emphasize the pack s wildness. File: Lessn 4, v2 Date: 8/31/14 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 14