When Claudette throws dirt and stones at Mirabella is defeated and Mirabella, she makes cringing retreat into “a the shadows of the purple saplings” (p. 234). Mirabella comes to Claudette, her Mirabella is vulnerable. “holding hand out keening a high, whining noise … through her nostrils.” Her fists are “balled together like small, white porcupines, her brows knitted in animal confusion” (p. 235). 3 Mirabella is her plaid jumper in full These behaviors show that Mirabella has not “shucking view of the visiting cardinal,” a adapted to her new culture” and that “battling “host raccoon” while the other girls take she continues to behave like a wolf. “dainty bites of peas and borscht;” she is belly “doing flops into compost” (p. 236). Mirabella does not to earn Points by Mirabella is not that her behaviors “try “aware” shelling walnuts and polishing Saint-in-the are failing” so she does not try to correct “a Box” and she does not know how to them (p. 236). “even say the word walnut” (p. 236). Mirabella does not seem to value the ways of her new culture. Mirabella the spongy, long-dead Mirabella has not adapted to the foods of her “hate[s] foods” (p. 236) served at the school; she new culture” (p. 235). “host for scraps” (p. 237) from the other “beg[s] girls and under [Claudette’s] bed, “live[s] gnawing on [her] loafers” (p. 237). Formative Assessment Examples Activity 5: Quick Write 10% Instruct students to respond briefly in writing to the following prompt: How does Russell develop the characters of Mirabella and Jeanette? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short Response Rubric and Checklist to guide their written responses.
When Claudette throws dirt and stones at Mirabella, she makes “a cringing retreat into the shadows of the purple saplings” (p. 234). Mirabella is defeated and Mirabella comes to Claudette, “holding her hand out … keening a high, whining noise through her nostrils.” Her fists are “balled together like small, white porcupines, her brows knitted in animal confusion” (p. 235). Mirabella is vulnerable. 3 Mirabella is “shucking her plaid jumper in full view of the visiting cardinal,” “battling a raccoon” while the other girls take “dainty bites of peas and borscht;” she is “doing belly flops into compost” (p. 236). These behaviors show that Mirabella has not adapted to her new “host culture” and that she continues to behave like a wolf. Mirabella does not “try to earn Points by shelling walnuts and polishing Saint-in-the Box” and she does not “even know how to say the word walnut” (p. 236). Mirabella is not “aware” that her behaviors are “a failing” so she does not try to correct them (p. 236). Mirabella does not seem to value the ways of her new culture. Mirabella “hate[s] the spongy, long-dead foods” (p. 236) served at the school; she “beg[s] for scraps” (p. 237) from the other girls and “live[s] under [Claudette’s] bed, gnawing on [her] loafers” (p. 237). Mirabella has not adapted to the foods of her new “host culture” (p. 235). Formative Assessment Examples Activity 5: Quick Write 10% Instruct students to respond briefly in writing to the following prompt: How does Russell develop the characters of Mirabella and Jeanette? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short Response Rubric and Checklist to guide their written responses.
111_e_session_3_fiction_participant_packet.docx