NYS Common Core ELA & Literacy Curriculum
9.1.1
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
Lesson 6
Introduction
In this lesson, the focus on teaching annotation continues. Students will discuss the Accountable
Independent Reading (AIR) homework assignment from Lesson 5, review annotation, finish close
reading and annotating Stage 1 of "St. Lucy’s Home for Girls Raised by Wolves," and write responses to
two text-dependent questions (TDQs) using evidence from the text.
The lesson begins with a brief share out of the previous lesson’s AIR homework assignment. Next,
students will review the annotation codes learned in Lesson 5 and practice annotating a new section of
text with teacher support. Students will then transition into pairs to read and annotate a new section of
text, reading from “That first afternoon, the nuns gave us free rein of the grounds” to “Neither did they”
(pp. 227–229). Throughout the close reading and annotating, student pairs will answer text-dependent
questions in a class discussion.
For homework, students will answer in writing two questions that assess their understanding of the
Stage 1 section as a whole. In addition, there is a vocabulary extension activity at the end of the lesson.
Standards
Assessed Standard(s)
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, advance the plot or
develop the theme.
Addressed Standard(s)
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.9-10.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
Assessment
Assessment(s)
The assessment in this lesson is a Quick Write with two parts. Both parts ask students to analyze Stage
1. Students will have a choice to answer either Question A or Question B, but all must answer Question
C. In total, the students will answer two text-dependent questions. Students must use key evidence and
vocabulary from the text in their responses.
A. Reread the two paragraphs of text, “That first afternoon, the nuns gave us free rein” through
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1
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
“We supplemented these holes by digging some of our own” (p. 227). Based on these two
paragraphs, how is the pack’s initial experience at St. Lucy’s, “new, exciting, and interesting?”
Write a paragraph response using your annotations to identify 2-3 pieces of strong text
evidence for your answer.
B. Reread the section of text that begins with the paragraph, “We had just sprawled out in the sun
for an afternoon nap” through the Stage 2 epigraph (pp. 228–229). What does this section
reveal about the pack’s human and wolf-like characteristics? Write a paragraph response using
your annotations to identify 2–3 pieces of strong text evidence for your answer.
C. Based on the lesson’s discussion and text evidence annotated, how accurately does the Stage 1
epigraph represent the pack’s initial experience at St. Lucy’s? Write a paragraph response using
your annotations to identify 2–3 pieces of strong text evidence for your answer.
High Performance Response(s)
A High Performance Response for Question A may include the following:

The pack describes the human smells as “assaulting” their noses, which means the smells are
“new” but may be a negative kind of new. They also say that their own smells have become
foreign to them in this strange place. The words foreign and strange continue to indicate that St.
Lucy’s is new to the pack.
A High Performance Response for Question B may include the following:

The pack has many human and wolf-like characteristics. The oldest sister experiences fear when
the nuns approach, evidenced by having her hair go everywhere to show fear (“bristling”),
which is similar to an animal. However, she shows her human-like qualities in that her hair
doesn’t do this on its own, she has to extend it out from her head with her hands. The older
sister howls like a wolf when asked her name. The pack runs around, fearful of the nuns, which
shows their wolf-like characteristics.
A High Performance Response for Question C may include the following:

The Stage 1 epigraph describes Stage 1 as being fun and exciting, but Stage 1 describes more
than just fun and excitement, so it is not entirely accurate. According to the narrator, the pack is
also confused and upset at times. The text describes the pack, “running along the shore, tearing
at our new jumpers in a plaid agitation. Our brothers stood on the deck, looking small and
confused” (p. 228). Words like agitation and confused are not described in the Stage 1 epigraph.
The wolf pack also describes the human odors as assaulting their noses, which does not have
the same positive meaning as “fun and exciting.”
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

None.
Vocabulary to teach (may include direct word work and/or text-dependent questions)

delectable (adj.) – appetizing or delicious

supplemented (v.) – completed or added to

interred (v.) – placed into or buried

assault (n.) – a violent attack
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2
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6

conferred (v.) – discussed together

improvised (v.) – made up

bristled (v.) – (of hair or fur) stood upright away from the skin, esp. in anger or fear.

overstimulating (adj.) – too exciting
Lesson Agenda/Overview
Student-Facing Agenda
% of Lesson
 Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
 Text: "St. Lucy's Home for Girls Raised by Wolves" (pp. 227–229)
• Introduction of Lesson Agenda
• Homework Accountability
 Annotation Practice
 Close Reading, Annotation, and Text-Dependent Questions
 Quick Write
 Closing
5%
5%
20%
50%
15%
5%
Materials
•
Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" (Vocabulary Extension Tool)
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3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
Learning Sequence
Percentage
of Lesson
Teacher Actions
5%
Introduction of Lesson Agenda
Begin by reviewing the agenda and sharing
the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4. Ask students to individually
reread standards RL.9-10.1, RL.9-10.3, and
RL.9-10.4, and assess their familiarity with
and mastery of the standards on their
Common Core Learning Standards Tool.
5%
Instructional Notes (extensions,
supports, common
misunderstandings)
Students look at the agenda. Students
reread standards RL.9-10.1, RL.9-10.3, and
RL.9-10.4, and assess their familiarity with
and mastery of the standards.
Homework Accountability
Instruct students to talk in pairs about how
they can apply their focus standard to their
AIR text. Lead a brief share out on the
previous lesson’s AIR homework assignment.
Select several students (or student pairs) to
explain how they applied their focus
standard to their AIR text.
20%
Student Actions
Students (or student pairs) discuss and
then share how they applied their focus
standard to their AIR text from the
previous lesson’s homework.
Annotation Practice
Review the annotation codes from Lesson 5.

Box unfamiliar words.

Star (*) important or repeating ideas.

Put a question mark (?) next to a section
you’re questioning or confused about.
Students review the annotation codes by
looking over the notes and markings they
wrote in Lesson 5.
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4
Consider reviewing the Quick Write
from Lesson 5 in a text-based
discussion.
NYS Common Core ELA & Literacy Curriculum

DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
Use an exclamation point (!) for ideas
that strike you or surprise you in some
way.
Ask students if they have any questions
about the annotation codes. Remind
students that it is important to write on the
text next to the codes so that students
remember the reason for their codes.
Students share questions and listen.
Transition students from the annotation
discussion into reading “St. Lucy’s.” Direct
students to turn to the paragraph that begins
with “That first afternoon, the nuns gave us
free rein of the grounds” (p. 227).
Students open their “St. Lucy’s” text to the
assigned paragraph.
Read aloud the assigned paragraph. Have
students follow along in their texts.
Students follow along, reading silently.
Instruct students to reread the paragraph
independently and annotate the text.
Students reread and annotate.
Instruct students to engage in a Turn-andTalk about their annotations. As students are
talking, circulate and listen to student
discussion.
Check in with student pairs to ensure
conversations are on target.
Students participate in a Turn-and-Talk
about their annotations. Possible
annotations may include the following:

Boxing words: delectable, doomed,
gamboled, diminished, exultant

Starring ideas “Everything was new,
exciting, and interesting” (p. 227).
This is repetitive of the Stage 1
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5
Depending on the needs of
individual students, it may be
necessary to model annotation
again in this lesson to ensure
student understanding.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
epigraph. A star next to the idea that
“there were holes everywhere”
because the pack seems very excited
about this, as they let out a
“celebratory howl” (p. 227).
Conduct a class discussion about the
following TDQs. Encourage students to
further annotate their text based on the
discussion.
1. What is the pack doing in this paragraph?
2. Why might the squirrels be “doomed”? (p.
227)
3. Based on the discussion about the
“doomed” squirrels, what might delectable
mean, as it describes the birds? (p. 227)
4. How does the pack show their wolf-like
characteristics in this paragraph?
5. How is the pack feeling in this paragraph?
50%
Student responses may include the
following:
1. They are exploring St. Lucy’s grounds.
They are looking at all the animals and
scenery St. Lucy’s offers (“the nuns gave
us free rein of the grounds” (p. 227)).
2. The pack might eat the squirrels.
Provide wait time between
questions and make sure students
understand the answers before
moving on to the next questions in
the sequence. Prompt students to
provide text-based evidence.
3. The birds look good to eat. They look
appetizing.
4. They consider eating various animals,
howl together, and get excited to see
holes all over St. Lucy’s grounds.
5. The pack is excited about the new
environment.
Close Reading, Annotation, and Text-Dependent Questions
Transition students into pairs for close
reading and annotation. Share the purpose
of the paired reading: to read new sections
of “St. Lucy’s” closely by annotating the text
for strong textual evidence that can be used
for text analysis and to participate in
effective discussions of the text.
Students transition into their paired
reading groups.
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6
Place students into pairs ahead of
time so they can transition quickly,
and to allow for strategically
selected heterogeneous groupings.
NYS Common Core ELA & Literacy Curriculum
Instruct pairs of students to begin reading
the next paragraph, which begins with “We
supplemented these holes by digging” (p.
227). Students will annotate the text as they
read and discuss text-dependent questions.
DRAFT
The student pairs read and annotate.
Annotation may include the following:

Boxes around the words
supplemented, interred, assault,
tallow, and astounded.

Exclamation point next to digging and
placing items in the holes. The idea is
that the girls act like wolves, even
though they are humans.

Star next to the words foreign and
strange place. The word foreign
repeats from the first paragraph of
the Stage 1 epigraph. Everything is
new for the girls.

Questions about why their scent had
become foreign.
Ask the student pairs the following
Student responses may include the
questions, giving them time to answer before following:
moving on to the next question:
6. What is the pack doing with the holes?
6. They are digging new holes and burying
their clothes, the bones of the squirrels,
and sticks.
7. What words or phrases could replace
7. Added to, made more of
supplemented? (p. 227)
8. What does interred mean, and how do you 8. Interred means "burying." The text says
know? (p. 227)
that they are putting their sticks, itchy
new jumpers, and the bones of the
squirrels in the hole.
9. What is “assaulting” the packs’ noses? (p.
9. Human odors like bread, petrol, and the
228)
nun’s smell.
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Grade 9 • Module 1 • Unit 1 • Lesson 6
7
Provide wait time between
questions and make sure students
understand the answers before
moving on to the next questions in
the sequence. Prompt students to
provide text-based evidence.
All word meanings discussed should
be noted on the text.
If students give answers without
support from the text, prompt them
to provide textual evidence by
asking them how they know, or
what their textual evidence is.
NYS Common Core ELA & Literacy Curriculum
10. If their noses are “aching,” (pp. 227-228)
what might assault mean?
11. Why did their “own scent become
foreign” to the girls? (p. 228)
12. What is the significance of the author’s
focus on scent?
DRAFT
10. It might mean that the smells are
offensive/strong and hard to bear for the
wolves.
11. Human smells are overpowering their
animal scent.
12. It emphasizes their upbringing by
wolves and highlights that they are in a
strange, new place that is over-powering
and uncomfortable (“invisible assault” (p.
228)).
Have student pairs close read the next
paragraph that begins with “We had just
sprawled out in the sun for an afternoon
nap” (p. 228).
Student pairs read and annotate.
Annotations will vary, but possible
annotations may include the following:
 Boxes around the words conferred,
infirm, bristled, and improvised.
 Star near the idea that the pack used
to dream the same dreams back
then.
 Exclamation point near the idea of
the older sister holding her hair out
from her head.
Ask the students these questions:
Student responses may include the
following:
13. She bristles because she is worried
about the nuns coming towards her; she is
fearful.
14. Bristle might mean "to show fear or
anxiety."
15. They have to manipulate their own
bristling. They are not real animals that
can make their own hair stand up. They
13. Why did the older sister "bristle"?
14. What might bristle mean?
15. What does the method the oldest sister
uses to bristle reveal about the pack?
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8
Grade 9 • Module 1 • Unit 1 • Lesson 6
To increase student engagement,
students can Turn-and-Talk in pairs
about the text-dependent questions
before sharing with the whole class.
14. If students struggle, it may be
helpful to ask them to consider the
connection to brush bristles
(standing up straight).
NYS Common Core ELA & Literacy Curriculum
DRAFT
have to use their hands to do it. This
means they are human
Have pairs continue reading the next section
of text, from “Sister Maria gave her a brave
smile” to “Our littlest sister had the quickest
reflexes” (p. 228).
Ask students these questions:
16. What are the nuns trying to do to the
pack?
17. What are the feelings of the pack in the
section just closely read, and how can you
tell?
18. What are the feelings of the nuns in the
section just closely read, and how can you
tell?
Have pairs read from the paragraph that
begins with “Our littlest sister had the
quickest reflexes” up to the Stage 2 epigraph
The student pairs read and annotate.
Annotations may include the following:

Boxes around the words
inarticulable, distillate, eclipsed, and
subtler.

Star near the “subtler danger afoot”
(p. 228). All of a sudden, St. Lucy’s
isn’t exciting, but dangerous.

Exclamation point near Jeanette
getting named. Jeanette is the oldest
sister.
Student responses may include the
following:
16. They are trying to give the pack
individual human names like Jeanette and
Mirabella.
17. They seem scared. The oldest sister is
howling and the rest of the pack is running
around, uncertain of what to do.
18. The nuns seem happy to go about
their job of giving the pack human names.
Sister Maria is giving a brave smile. And,
when Jeanette is howling, Sister Maria
continues to ignore her and slaps a name
tag on her.
The student pairs read and annotate.
Annotation may include the following:
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9
Grade 9 • Module 1 • Unit 1 • Lesson 6
NYS Common Core ELA & Literacy Curriculum
(pp. 228–229).
DRAFT




Have student pairs discuss the following
TDQs before sharing out in a whole class
discussion:
19. What does Mirabella do and what
happens to her?
20. What could overstimulating mean?
21. How has Stage 1 been overstimulating for
the pack?
Boxes around the words menacing
and overstimulating.
Star near the part where Mirabella
flattens her own ears against her
head. She has to do this on her own
because she is not truly a wolf.
Exclamation point acknowledging
that Mirabella is the smallest sister.
Questions about why they have to
tranquilize the girls.
Student responses may include the
following:
19. Mirabella runs around and takes two
hours to accept her nametag from the
nuns. Sister Maria tranquilizes her.
20. Overstimulating might mean that the
excitement is too much or frightening.
21. The pack is fearful of the name tagging
process. The girls are allowed to act like
wolves by urinating everywhere and
tearing through the rooms. As the pack
settles in for a nap, they are approached
by the nuns with a strange process of
getting named a human name. The human
odors assaulted their noses and could be
considered overstimulating.
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10
Grade 9 • Module 1 • Unit 1 • Lesson 6
NYS Common Core ELA & Literacy Curriculum
15%
Grade 9 • Module 1 • Unit 1 • Lesson 6
Quick Write
Transition to the Quick Write. Distribute and
display copies of the prompts (See
assessment prompts at beginning of this
lesson). Explain that for the lesson
assessment, students will respond to two
prompts, using evidence from the section
they studied today. Students should use their
annotations to identify text evidence to
support their thinking.
Students can choose between Question A
and Question B, but all students must answer
Question C.
5%
DRAFT
Students listen to the directions and
answer the text-dependent questions.
See High Performance Responses at the
beginning of this lesson.
Post the assessment questions on
the board or on chart paper so
students can see the information.
These assessment responses will be
used in Lesson 7. Find several
responses that students can use to
evaluate based on the NY Text
Analysis Rubric. Try to use
responses from a different class
period and remove student names
to maintain anonymity.
Closing
For homework, instruct students to continue
their AIR using the language of the focus
standard to guide their reading. Students
should come in prepared for a 3–5 minute
discussion at the beginning of the next lesson
based on their focus standard
Homework
Students continue their AIR using the language of the focus standard to guide their reading. Students should come in prepared for a 3–5 minute
discussion at the beginning of the next lesson based on their focus standard.
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11
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
Extension Homework Activity
Consider assigning the homework below to give students more opportunities to practice applying key vocabulary from the text.
Students will work with “St. Lucy’s” vocabulary through a word mapping activity. (Use Lesson 6: Word Mapping for "St. Lucy’s Home for Girls
Raised by Wolves" Vocabulary Extension Tool.)
Extension Homework: Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves" Vocabulary Tool Directions:
Students choose a word from the “Words to Consider” box.
Step #1: Students write about what the word means in the context of “St. Lucy’s.”
Step #2: Students write about what the word looks like in “St. Lucy’s.”
Step #3: Students connect the word to other key words from “St. Lucy’s.”
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12
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 1 • Lesson 6
Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves"
(Vocabulary Extension Tool)
Name:
What does this word mean in the context of St.
Lucy’s? (Write the definition.)
Other important words from St.
Lucy’s this connects to
The Word
What does this look like in St. Lucy’s?
Words to Consider
culture shock
purgatory
barbarity
supplement
overstimulating
civilized
Jesuit
languid
interred
lycanthropic
exuberant
hirsute
assault
initial
couth
sinewy
conferred
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13
remedied
kempt
bilingual
improvised
ostracized
kinetic
delectable
bristled
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 1 • Lesson 6
DRAFT
Model Word Mapping for "St. Lucy’s Home for Girls Raised by Wolves"
(Vocabulary Extension Tool)
1. What does this word mean in the context of
St. Lucy’s?
(Write the definition.)
3. Other important words from St.
Lucy’s this connects to
The girls want to make their dorm rooms seem less
foreign, so they spray their scent throughout the
room to make the room seem more like home.
Remedied means “corrected” in this section of text.
civilized—nuns
erase the girls’
scents to rid them of
their wolf culture
culture shock—in
this culture,
spraying is not
considered a
remedy
REMEDIED
The Word
Couth—the girls’
remedy is the
opposite of being
well-mannered
The girls wanted to fix their The nuns try to remedy the
dorm to be more like their girls’ former identity by giving
homes in the woods.
them new names.
The nuns remedy the spraying
by cleaning it daily.
2. What does this look like in St. Lucy’s?
culture shock
purgatory
barbarity
supplement
overstimulating
civilized
Jesuit
languid
interred
Words to Consider
lycanthropic
initial
exuberant
couth
hirsute
sinewy
assault
conferred
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14
remedied
kempt
bilingual
improvised
ostracized
kinetic
delectable
bristled