Objective
Analyze how diction and narrative point of view reveals the central conflict within the story.
Readings and Materials
Book:St. Lucy's Home for Girls Raised by Wolves by Karen Russell
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Target Task
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Discussion & Writing Prompt
How does the shift in the narrative point of view between Stage 1 and Stage 2 reveal the central conflict that emerges in this part of the story?
Criteria for Success
- Identifies that in Stage 1, Russell uses mainly a first-person plural narrative point of view ("we") to indicate that the girls are united as a pack.
- Identifies that in Stage 2, Russell uses mainly a first-person singular narrative point of view ("I") to reveal the tension between the girls now.
- Explains that at the end of Stage 1, the nuns start to give the girls their own names to signify that they are individuals.
- Through Claudette's narration, Russell reveals that the girls' relationships are changing as well as her internal conflict about adapting to the new environment.
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Sample Response
An example response to the Target Task at the level of detail expected of the students.
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Key Thinking
Key thinking students do about today's reading.
Close Read Questions
Describe the tone of the Stage 1 epigraph. What is the connection between the epigraph and the first paragraph of the story?
What is the impact of the narrator's use of "we" in Stage 1? What does that indicate about the girls and their pack as a whole?
What impact does Stage 2 have on the girls as well as their relationship with each other? What diction suggests this?
Vocabulary
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Literary Terms
epigraph
a short quotation or saying at the beginning of a book or chapter, intended to suggest its theme
Text-based
lycanthropic
adj.
(p. 225)
of or pertaining to the delusion in which one imagines oneself to be a wolf
culture shock
n.
(p. 225)
the disorientation or confusion a person may feel when experiencing a new culture.
ostracize
v.
(p. 227)
to exclude someone from society or a group
Homework
Reading and/or task to be completed at home in preparation for the next lesson.
Book:St. Lucy's Home for Girls Raised by Wolves by Karen Russell pp. 235 – 246
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While reading, answer the following questions.
Summarize the Stage 3 epigraph. How are the girls supposed to feel?
How is Mirabella's inability to adapt affecting her?
Who are the purebread girls? How does Claudette feel about them?
Why is Jeanette crying? How does Claudette respond to her at this moment?
How does Mirabella treat Jeannette and Claudette at the beginning of Stage 4?
What does Mirabella do at the Debutante Ball? Why?
What happens to Mirabella after the Debutante Ball?
What is the significance of Claudette's family's reaction to her visit home?
Enhanced Lesson Plan
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Standards
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.
Reading Standards for Literature
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.
RL.9-10.4— Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Reading Standards for Literature
RL.9-10.4— Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.6— Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Reading Standards for Literature
RL.9-10.6— Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Supporting Standards
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1
Language Standards
L.9-10.1— Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6
Language Standards
L.9-10.6— Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1
Reading Standards for Literature
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.
RL.9-10.2
Reading Standards for Literature
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.
RL.9-10.5
Reading Standards for Literature
RL.9-10.5— Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
SL.9-10.1
Speaking and Listening Standards
SL.9-10.1— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6
Speaking and Listening Standards
SL.9-10.6— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9.a
Writing Standards
W.9-10.9.a— Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
W.9-10.10
Writing Standards
W.9-10.10— Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 9
Lesson 11
