Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. High Performance Response(s) A High Performance Response should: Vocabulary Vocabulary to provide directly (will not include extended instruction) vied (v.) competed with others in an attempt to get or win something – aptitudes (n.) abilities or talents – catastrophic (adj.) disastrous – bliss (n.) supreme happiness – vacant (adj.) devoid of thought, reflection, or expression – compassion (n.) feeling of wanting to help someone who is sick, hungry, in trouble, etc. – rehabilitated (v.) restored to a condition of good health, ability to work, or the like – confounding (adj.) perplexing; confusing – Vocabulary to teach (may include direct word work and/or questions) None. Additional vocabulary to support English Language Learners (to provide directly) daydream (n.) pleasant thoughts about one’s life or future that one has while one is awake – ambushed (v.) attacked from a concealed position – Lesson Agenda/Overview Student-Facing Agenda Materials Standards & Text: Student copies of 9.1 Common Core Learning Standards Tool Standards: RL.9-10.3, W.9-10.2.a, SL.9-10.1.c to 9.1.1 Lesson 1) Text: Lucy’s Home for Girls Raised by Wolves” by “St. Student copies of the Karen Russell, pp. 235-240 Claims/Introductions Practice Learning Sequence: Sheet Introduction of Lesson Agenda Student copies of the Mid-Unit Homework Accountability Planning Tool Reading and Discussion Claims and Introductions Claims and Introductions: Practice
Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. High Performance Response(s) A High Performance Response should: Vocabulary Vocabulary to provide directly (will not include extended instruction) vied (v.) – competed with others in an attempt to get or win something aptitudes (n.) – abilities or talents catastrophic (adj.) – disastrous bliss (n.) – supreme happiness vacant (adj.) – devoid of thought, reflection, or expression compassion (n.) – feeling of wanting to help someone who is sick, hungry, in trouble, etc. rehabilitated (v.) – restored to a condition of good health, ability to work, or the like confounding (adj.) – perplexing; confusing Vocabulary to teach (may include direct word work and/or questions) None. Additional vocabulary to support English Language Learners (to provide directly) daydream (n.) – pleasant thoughts about one’s life or future that one has while one is awake ambushed (v.) – attacked from a concealed position Lesson Agenda/Overview Student-Facing Agenda Materials Standards & Text: Standards: RL.9-10.3, W.9-10.2.a, SL.9-10.1.c Text: “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, pp. 235-240 Student copies of 9.1 Common Core Learning Standards Tool to 9.1.1 Lesson 1) Student copies of the Claims/Introductions Practice Sheet Student copies of the Mid-Unit Planning Tool Learning Sequence: Introduction of Lesson Agenda Homework Accountability Reading and Discussion Claims and Introductions Claims and Introductions: Practice
111_e_session_3_fiction_participant_packet.docx