St. Lucy’s Home for Girls Raised by Wolves Unit 1 Lesson 1 Standards Tools Close Reading Discussion Read page 225 Quick Write Assessment Homework: Choose an independent reading book

Quick Write Assessment What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph? Cite evidence from the text in your response.

Think-Pair-Share: What are you learning about the pack? Unit 1 Lesson 2 Bell Ringer: Go back to the Stage 1 epigraph and the first full paragraph of “St. Lucy’s Home for Girls Raised by Wolves” and summarize what the reader can expect to see in Stage 1. Standard RL.9-10.2 Read pg. 225-227 Think-Pair-Share: What are you learning about the pack? Read pg. 227-230 Think-Pair-Share: Based on what we just read, what do you think the girls are doing at St. Lucy’s, and what evidence from the text supports your ideas? Read pg. 230-233 Quick Write: Why does it seem the pack hates Jeanette and Mirabella? What evidence in the text supports your thinking? Quick Write #2: What are some of the lessons the pack is learning at St. Lucy’s? Cite textual evidence to support your response. Homework: Independent Reading Choice due

Bell Ringer 10/28 Bell Ringer: Go back to the Stage 1 epigraph and the first full paragraph of “St. Lucy’s Home for Girls Raised by Wolves” and summarize (3-5 sentences) what the reader can expect to see in Stage 1.

Think-Pair-Share #1: What are you learning about the pack? Think-Pair-Share #2: Based on what we just read, what do you think the girls are doing at St. Lucy’s, and what evidence from the text supports your ideas?

Quick Write #1: Why does it seem the pack hates Jeanette and Mirabella Quick Write #1: Why does it seem the pack hates Jeanette and Mirabella? What evidence in the text supports your thinking? Quick Write #2: What are some of the lessons the pack is learning at St. Lucy’s? Cite textual evidence to support your response.

Unit 1 Lesson 3 Standard SL.9-10.1 a. Discuss b. Record on Common Core Learning Standards Tool 2. Stage 3 and 4 (pg. 235-246) 3. Think-Pair-Share #1: What are some things the girls are learning to do? Think-Pair-Share #2: How does this scene reveal the differences between Mirabella, Jeanette, and Claudette, and what textual evidence supports your ideas? Quick Write Homework: Write a paragraph response that discusses what you did well and what you would like to improve on in the future regarding discussion skills. Use standard SL.9-10.1 for reference.

Bell Ringer: Write a letter to Mrs Bell Ringer: Write a letter to Mrs. Cook explaining what you have done well with and what would you like to improve on in the future in regards to discussion skills and group work. * Length minimum 7-10 sentences

Unit 1 Lesson 3 Think-Pair-Share #1: What are some things the girls are learning to do? Think-Pair-Share #2: How does this scene reveal the differences between Mirabella, Jeanette, and Claudette, and what textual evidence supports your ideas?

Unit 1 Lesson 3 Quick Write: 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 the conflict develops throughout the story.

Happy Halloween! Bell Ringer: Describe your best costume! (5-8 sentences)

Unit 1 Lesson 4 AIR: Reminder: Must begin reading this week! Review paragraph “At first…” pg. 225 Partner Work: Reread “Ay caramba…” pg 226 a. Box unfamiliar words b. Discuss 4. Text Dependent Questions 5. Connect back to Stage 1 epigraph & Think-Pair-Share 6. Quick Write: Explain why the girls’ parents accepted the nuns’ offer. Use the words ostracized and purgatory in your response to show specifically how these words reflect essential ideas of the text. Homework: Finish quick write; work on AIR

Unit 1 Lesson 4 Quick Write: Explain why the girls’ parents accepted the nuns’ offer. Use the words ostracized and purgatory in your response to show specifically how these words reflect essential ideas of the text.

Unit 1 Lesson 5 1. Bell Ringer: Read Standard RL.3. What do you noitce about this standard? What is it asking you to do? 2. Annotation discussion/notes 3. Reread Stage 1 and annotate 4. Read from “Ay caramba, Sister Marie de la Guardia signed,” to “Neither did they” (pg. 226-227) and annotate with a partner 5. Quick Write: What details repeat throughout this section of the text? What do these details tell you about how the girls and their families interact with other characters in this section? Write a paragraph response using 3-4 pieces of strong textual evidence.

Bell Ringer: Write a letter to Mrs Bell Ringer: Write a letter to Mrs. Cook explaining what you have done well with and what would you like to improve on in the future in regards to discussion skills and group work. * Length minimum 7-10 sentences

Learning How to Annotate Box unfamiliar words * Important or repeating ideas Put a question mark (?) next to a section that you’re questioning or confused about. Use an exclamation point (!) for ideas that strike you or surprise you in some way.

Unit 1 Lesson 5 Quick Write: What details repeat throughout this section of the text? What do these details tell you about how the girls and their families interact with other characters in this section? Write a paragraph response using 3-4 pieces of strong textual evidence.