Students listen to a reading of the final two sections (Stages 4 and 5) of Russell’s short story before analyzing the interactions of the characters. Students also focus on developing speaking and listening skills by participating in a small-group collaborative discussion. Lesson 3 in Google Doc format
1. Listen/Read Along
In this passage, listen for specific details that develop Mirabella’s interactions with other characters.
- Read “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, pp. 240–246 (from “Stage 4: As a more thorough understanding of the host culture” to “‘So,’ I said, telling my first human lie. ‘I’m home’”)
2. Review Vocabulary
- frog-marched (v.) – forced a person or persons to march with their arms held firmly behind the back
- muzzle (n.) – a device placed over an animal’s mouth to prevent the animal from biting
- intercepted (v.) – seen or overheard (a message, transmission, etc.) meant for another
3. Answer questions
Answers can be simple phrases, you do not need to use full sentences — I’m primarily assessing your comprehension of the text.
- How does Mirabella treat Jeanette and Claudette at the beginning of Stage 4?
- How do the nuns treat Mirabella at the Debutante Ball?
- Why does Mirabella jump on Claudette?
- Why does Claudette “grunt” at Mirabella that “[she] didn’t want [her] help”?
- How does Claudette feel about Mirabella’s actions? Why does Claudette feel this way?
- What happens to Mirabella following the Debutante Ball?
4. Short essay response (quick write)
- Lesson 3. How does Mirabella interact with the rest of the pack?
Include this lesson’s vocabulary wherever possible to develop the topic through the use of well-chosen, relevant, and sufficient evidence. Use your Short Response Rubric and Checklist to guide your written responses. Send in your responses to email@example.com!