1. St. Lucy’s School For Girls Raised by Wolves
By: Karen Russell

2. August 28, 2017—Warm Up Get a handout from the basket.
Get out a sheet of paper and put an MLA heading on it. (The poster on the side white board will show you how to use MLA format!!) Then, write the title “St. Lucy’s Home for Girls Raised by Wolves” Reading Journal on the title line.
Then, put #1 and answer the following question:
What would you do or feel if the government forced its way into your home and took all children under 18 to another place to live because they disagreed with your culture or the way you were being raised? (This is NOT about child abuse…they just don’t agree with your language, culture, or religion.)

3. August 29, 2016—Warm Up
Copy the definition of the word EPIGRAPH in the reading journal we started yesterday. Then, answer the question that follows: Epigraph—noun (ep-i-graf) 1. an engraved inscription; 2. a quotation set at the beginning of a literary work or one of its divisions to suggest its theme Based on what you know of the boarding schools where Native American children were sent, what might you write on a statue commemorating those children? What would you write on a statue in front of one of the old school buildings? (2 sentences)

4. August 30, 2017--Warm Up Reading Journal #3
Copy the word “ostracized” along with the definition. Then, answer both questions.
The definition of the word “ostracized” is “to exclude or banish from society.”
Why do you think the girls and their parents were ostracized by human and wolf society? Please cite text evidence from Stage 1.
Which groups are ostracized from our society today? Why are they ostracized?

5. Stage 1 Reading Guide—Answer in complete sentences and put in your reading journal. HINT: You can abbreviate the title; just say “St. Lucy’s”.
How does the word “Home” in the title begin to develop your understanding of the story?
What specific word choice or phrase in the title develops your understanding of who this story is about?
How does Russell begin the story?
For whom is “The Jesuit Handbook on Lycanthropic Culture Shock” written? Cite evidence from the text to support your response. What does the epigraph suggest about the time the girls will spend at St. Lucy’s? Cite specific words or phrases to support your response.
Describe the tone of the epigraph. What words and phrases create this tone?

6. Answer the following questions in your Reading Journal
Answer the following questions in your Reading Journal. Title this section “Stage 2-3 Questions.”
How is the tone of this section different than the beginning of Stage 1?
Why did the pack hate Jeanette? Do you know anyone who’s hated like Jeanette in your own life? Explain WHY the best are sometimes “hated.”
What was the problem with Mirabella? Quote at least two issues from the text.
What happened when Claudette had to go feed the ducks with Mirabella? How did the nuns try to scare Claudette into appropriate behavior?
Describe how the girls ostracized Mirabella in Stage 3. What was their reasoning for keeping her at a distance? Do you think you would treat someone the same way? Why or why not?

7. lycanthropic (adj.) – of or pertaining to a wolf or werewolf
“St. Lucy’s Home…” Vocabulary/Lit Terms Copy into your reading journal.
Vocabulary:
Jesuit (adj.) – of or pertaining to Jesuits, a male Roman Catholic religious order
lycanthropic (adj.) – of or pertaining to a wolf or werewolf
culture shock (n.) – a feeling of confusion, doubt, or nervousness caused by being in a place that is very different from what you are used to
Literary Terms:
figurative language: “language that expresses an idea in an interesting way by using words that usually describes something else,”
connotative meaning: “a suggested or associated meaning in addition to a word’s primary meaning,”
Cumulative: “including or adding together all of the things that came before,”
Tone: “an author’s attitude toward his or her subject.”

8. STEAL Characterization Notes—copy chart into your reading journal; keep a blank chart to refer back to throughout the year.
1. Direct or explicit characterization It uses another character, narrator or the protagonist himself to tell the readers or audience about the subject. 2. Indirect or implicit characterization The audience has to figure out for themselves the characteristics of the character by observing his/her thought process, behavior, speech, way of talking, appearance, and way of communication with other characters and also by discerning the response of other characters. Now, use the characterization chart to describe EITHER the narrator, Claudette, OR the “scrugliest” wolf-girl, Mirabella. (These will be turned in FRIDAY with your reading journal.)

9. Stage 4-5 Questions—Answer using complete sentences in your reading journal.
Why didn’t Claudette help clean up Mirabella’s mess?
Describe the preparations for the ball for the wolf girls. How are their preparations similar to preparations for a dance you’d go to?
How were the wolf boys different than Claudette had once known them?
What one word would you use to describe the conversation between the wolf girls and wolf boys? Why did you choose that word?
Why didn’t Jeanette help Claudette remember the steps to the Sausalito? Did Claudette deserve her help? Why or why not?
How did Mirabella prove that she was still part of the pack? What was Claudette’s response to Mirabella?
Explain the “lie” that Claudette told at the very end of the story. Why did she call it a lie?

10. September 5, Reader’s Response Question— Write 1-2 paragraphs which include EVIDENCE from the video and text. You may cite (“Unseen Tears”) for the video and (Russell 237) for the text. YOU WILL USE THIS FOR A CONVERSATION CHALLENGE TOMORROW! BE WELL PREPARED!!!
How is the experience of Claudette, Mirabella, and the other wolf-girls similar to the real life experience of the Native American children who went to the government run boarding schools? Please cite the videos we watched, “Unseen Tears,” as well as the text of “St. Lucy’s Home” and use at least three solid comparisons.

11. While watching the videos…
Use your half-sheet as a video guide for the following videos. You will want to be able to discuss these question intelligently and with respect for the people in the videos. This will lead to your next big writing assignment, so take good notes. You may attach the half sheet to a sheet of notebook paper if you need more room.

12. Video Links— “Unseen Tears”
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