1. Reading across the Curriculum

2. “For Want of a Nail” by Mary Robinette Kowal

3. Introduction: What Is Reading Reading Rereading Annotating (Explicating) Analyzing/Interpreting Critiquing

4. Topic: Cliff Notes Objectives: to explore the storyline identify the main characters and their relationship to one another Do Now: List the characters in the story and describe in two/three sentences the story line Discussion: This early discussion is simply to maker sure that the basic story outline is clear.

5. Topic: Characters and Conflicts Objectives: to closely examine the characters investigate the conflicts in the story Do Now: List at least five details about each of the leading characters Discussion: Students take turns contributing to a discussion noting the characteristics of Rava, Ludoviko, Cordelia, and Georgo. This exploration leads to an investigation of the conflicts in the story.

6. Topic: Emerging Themes Objectives: to note the “recycling” rules of the society portrayed in the story probe Cordelia’s motives for breaking the laws Do Now: Select quotes that depict Cordelia’s motives Discussion: After a quick reminder of the “recycling” rules, using the quotes selected, discuss Cordelia’s motives. Note that Cordelia is an AI entity.

7. Topic: Critiquing Ideas Objectives: to explore the social issues that the story exposes Do Now: In a couple of sentences state what social issues are explored in the story Discussion: The students investigate Kowal’s critique of society HW: Compose a paragraph where you discuss the role that science plays in society. Your passage must incorporate “For Want of a Nail’s” perspective.

8. For want of a nail For want of a nail the shoe was lost. For want of a shoe the horse was lost. For want of a horse the rider was lost. For want of a rider the battle was lost. For want of a battle the kingdom was lost. And all for the want of a horseshoe nail.

9. CCLS 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. 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.9-10.3. 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.

10. 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.

11. 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.