May 1, 2019

Objective: I can analyze and gather evidence on how a text moves characters through the steps of culture shock (RL.11-12.1), so I can emulate the style in my own writing (W11-12.5).
Agenda:

• Entry Task: Grab a packet off the front table then review the definition of the words Epigraph, Diction, and Tone (we have seen these words in previous units):
  
  • Epigraph: (noun) a short quotation or saying at the beginning of a book or chapter, intended to suggest its theme
    
  • Diction: (noun) the choice and use of words and phrases in speech or writing
    
  • Tone: (noun) the attitude a writer takes toward the subject of a work, the characters in it, or the audience
    
• Pre-Reading: What do you think it would be like to be sent to a boarding school? Why do you feel this way?
  
  • Read the 4 stages of culture shock. Keep these stages in mind as we read our next transitional story:
    
• “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell.
  
• As you are following along to the story, fill in the chart in your packet to make notes on how you see the girls going through the stages of culture shock.
  

Exit Task:  If we finish answer the multiple choice and short answer questions regarding the story. Put this in a safe place to continue tomorrow.