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\nEngageNY\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 10\n

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\nAs you work through a literary analysis unit based on Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves,\" use a writing assessment to measure your class's skills. They choose one epigraph from the story to analyze and track...\n
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\nEngageNY\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 12\n

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\nFinding the central idea in a text can be as simple as deciphering the correct pieces of supporting evidence. As your class reads Stage 4 of \"St. Lucy's Home for Girls Raised by Wolves\" by Karen Russell, they analyze the interactions...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 13\n

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\nFinish Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves\" with an instructional activity focusing on the story's conclusion. After participating in literary analysis discussions with small groups, ninth graders complete a Quick...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 14\n

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\nKaren Russell's short story \"St. Lucy's Home for Girls Raised by Wolves\" has a unique structure that adds value to the story. With the fourteenth activity in a unit about literary analysis and textual support, analyze how Russell has...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 17\n

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\nEighth graders demonstrate their understanding with the final assessment in a literary analysis unit based on Karen Russell's short story, \"St. Lucy's Home for Girls Raised by Wolves.\" Having prepared for the assessment in the last few...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 15\n

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\nHow much progress has Claudette made at the end of \"St. Lucy's Home for Girls Raised by Wolves\"? Ninth graders note evidence for and against Claudette's successful adaptation into human society with a graphic organizer. Additionally,...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 16\n

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\nPrepare for the end-of-unit assessment in a unit focused on Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves.\" As your class continues gathering evidence to support or argue against the success of Claudette's adaptation into...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 2\n

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\nHow can you read a character's tone? What about a narrator's tone? Analyze Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves\" with a lesson that focuses on how word choice can change tone and how tone can affect the development...\n
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\n\"Introducing\n\n
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\nIntroducing “If” and Noting Notices and Wonders of the First Stanza\n

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\nAfter reading chapter 14 of the story Bud, Not Buddy by Christopher Paul Curtis, scholars take part in a read-aloud of the poem If by Rudyard Kipling and compare it to the reading of Bud, Not Buddy. Learners then go deeper into the poem...\n
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\n\"Notices\n\n
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\nNotices and Wonders of the Second Stanza of “If”\n

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\nHere is an instructional activity that asks pupils to analyze poetry and sparks discussion about two different types of texts: asking how is the poem, If by Rudyard Kipling alike and different from the story, Bud, Not Buddy by...\n
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\n\"Looking\n\n
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\nLooking Closely at Stanza 2—Identifying Rules to Live By Communicated in “If”\n

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\nPupils take part in a close reading of the poem, If by Rudyard Kipling, in which they delve deep into its meaning and identify its rules to live by. As the grand discussion progresses, learners then relate the poem's rules with those...\n
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\n\"Notices,\n\n
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\nNotices, Wonders, and Vocabulary of the Third Stanza of “If”\n

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\nHow does one's experience reading a poem's text differ from listening to its audio version? Delve into the insightful question with the poem, If by Rudyard Kipling, as pupils compare and contrast their experience using a note-taking...\n
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\n\"Looking\n\n
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\nLooking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If”\n

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\nJust as Bud, from the novel Bud, Not Buddy by Christopher Paul Curtis, had rules to live by, so does the poem, If by Rudyard Kipling, but how do the two relate? Pupils delve deep into the poem's third stanza, participate in a grand...\n
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\nWriting: Drafting Body Paragraphs and Revising for Language\n

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\nBegin the drafting phase of the writing process with a lesson plan focused on logically writing three body paragraphs. Then, revise the writing to make it more formal after a teacher-directed mini-lesson plan. Each paragraph highlights...\n
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\n\"Planning\n\n
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\nPlanning for Writing: Introduction and Conclusion of a Literary Argument Essay\n

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\nAfter completing three body paragraphs of an argument essay about life's rules to live by from Bud, Not Buddy Christopher Paul Curtis, it's time to begin writing the introduction and conclusion. Independently, pupils draft the final two...\n
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\n\"Asking\n\n
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\nAsking Probing Questions and Choosing a Research Topic\n

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\nBegin the writing journey of an evidence-based essay detailing a rule to live by with various activities to familiarize learners with the topic and jump-start brainstorming. First, pupils take part in an in-depth review and discussion of...\n
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\n\"Introducing\n\n
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\nIntroducing Research Folders and Generating a Research Question\n

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\nTake the next step in the writing process with a lesson plan geared towards the completion of writing an evidence-based essay about a rule to live by, as Bud did in Bud, Not Buddy by Christopher Paul Curtis. Pupils collaborate with their...\n
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\n\"End\n\n
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\nEnd of Unit 2 Assessment: Final Draft of Literary Argument Essay\n

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\nTake the last step in writing a literary argument essay using Bud, Not Buddy by Christopher Paul Curtis in an activity focused on feedback. Using the stars and steps revision method, pupils consider teacher and peer feedback to revise...\n
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\n\"Qualities\n\n
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\nQualities of a Strong Literary Argument Essay\n

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\nOne activity, two essays, and one central theme: qualities of an argument essay. Here, scholars first describe the qualities of an argument essay regarding Bud's rules to live by from the novel Bud, Not Buddy by Christopher Paul Curtis....\n
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\n\"Analyzing\n\n
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\nAnalyzing Structure and Theme in Stanza 4 of “If”\n

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\nHere is a lesson that provides scholars with two opportunities to stretch their compare-and-contrast muscles. First, learners compare and contrast their experience reading the fourth stanza of If by Rudyard Kipling to listening to the...\n
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\n\"Revisiting\n\n
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\nRevisiting Bud’s Rules: Survive or Thrive?\n

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\nBud followed a series of rules from Bud, Not Buddy by Christopher Paul Curtis. The question is, how did he use those rules to thrive or survive? After a grand discussion, class members explore the novel to locate and cite textual...\n
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\n\"Pitching\n\n
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\nPitching Your Claim with Best Evidence\n

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\nDoes Bud use his rules to survive or thrive? That is the driving question of a lesson plan following the reading of Bud, Not Buddy by Christopher Paul Curtis. In an argument essay prewriting activity, pupils use textual evidence to...\n
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\n\"Selecting\n\n
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\nSelecting Evidence to Logically Support Claims\n

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\nIt's time to make a rule sandwich! After exploring the writing assignment's rubric and analyzing a model essay, learners are guided through the prewriting phase using the sandwich technique. Pupils create their sandwich addressing the...\n
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\nGrade 10 ELA Module 1: Unit 1, Lesson 2\n

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\nIf you only read a poem once, you'll miss many levels of analysis and comprehension. High schoolers finish reading \"The Passionate Shepard to His Love\" by Christopher Marlowe and discuss how the poem's organization contributes to its...\n
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