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Warm-Up: Take a ¼ sheet from the tan bin.

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1 Warm-Up: Take a ¼ sheet from the tan bin.
Place any late homework on your desk. Read the following sentences. Then, answer the questions below. Herr Liszt was particularly fond of history and geography, while Bruno preferred reading and art. What words or phrases in the sentences might be context clues that help you determine the meaning of the underlined word. What do you think the underlined word means?

2 Herr Liszt was particularly fond of history and geography, while Bruno preferred reading and art.
Which of the following matches the definition of “fond” using the context clues? Having a disliking for something Having a liking for something. Having a neutral feeling for something. Having a desire to change something.

3 Herr Liszt was particularly fond of history and geography, while Bruno preferred reading and art.
Which of the following matches the definition of “fond” using the context clues? Having a disliking for something Having a liking for something. Having a neutral feeling for something. Having a desire to change something. 2. Which phrase serves as the strongest context clue for “fond?” Herr Liszt was history and geography of history while Bruno preferred reading and art.

4 Fond: Having a liking for

5 Having a liking for. Fond Term: Story: Picture Definition:
Fond Story: Picture Definition: Having a liking for. Reminding Word:   

6 Agenda Objective: Primary: I can analyze how particular lines of dialogue or incidents in a story propel the action. (RL.1.3) I can analyze how a text makes connections among and distinctions between individuals, ideas, or events. (RI.1.3) Secondary: I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. (RL.2.4) I can analyze the impact of specific word choices on meaning and tone of a text. (RI.2.4) I can determine or clarify the meaning of unknown and multiple-meaning words or phrases, choosing flexibly from a range of strategies. (L.3.4) I can engage effectively in a range of collaborative discussions about texts. (SL.1.1) Essential Question: How do particular lines of dialogue or incidents in chapters 6-10, The Boy in the Striped Pajamas propel the action, reveal aspects of characters, or provoke decisions? Warm-Up: Context Clues (fond) Vocabulary: fond (LINCS strategy) Whole Group: RATA: Chapter 8 Students reading chapter 9 and answer higher order thinking question for chapters 8 and 9 Stations: Technology: Achieve 3000 (The List Lives On, To Keep the Promise, Families to Learn About Loved Ones, A Day of Remembering, Three War Heroes, Saving the Children) Book-Mind-Heart: The Boy in the Striped Pajamas, chapter 10 Independent reading (fill out a “book” for books you have finished reading): Among the Hidden 4. Teacher-led: Strategies and mini-lessons based on DAR data Closing: Vocabulary Review

7 Quarter 1 Words 1. Multiple: many different types 2. Tuition: money used to pay for private school 3. On the verge: almost, on the edge of doing something 4. Expelled: kicked out of 5. Lecture: a speech, a “talking to” 6. Defiant: won’t do something you are supposed to do 7. Detained: Held against your will (arrested) 8. Prestigious: Something that has a great reputation and is well-respected. 9. All-Consuming: when something takes up all of your time and energy 10. Reflect: to think back on something 11. Plague (verb): to annoy or bother 12. Harsh: unpleasant or uncomfortable 13. Gravitate: To move towards something 14. Juvenile: something made for teens or young people 15. Convicted: found guilty of a crime 16. Suburb: An area surrounding the city where lots of people might live. 17. Rural: In the country. 18. Embody: To put in the form of a body. 19. Fate: Something that is going to happen no matter what.

8 Quarter 2 Words: 1. Savor: To enjoy and appreciate. 2. Lofty: Going way up high in the air. 3. Chiseled: Looks like it is cut out of stone. 4. Insisted: demand something forcefully 5. beckoned: Invited 6. Intellectual: a well-educated person 7. Superstition: a belief that is not based on facts and can be based on fear 8. Umpteenth: used to show that there is a very large number of something 9. Careen: To lean or tip over while in motion 10. Idly: In a lazy way 11. Skittish: nervous 12. Stupefied: so shocked that you can’t think properly 13. Fatigue: Tiredness, weakness or exhaustion 14. Potential: Possible; Capable of being or becoming 15. Surveying: Looking over something very carefully 16. Incredulously: Unbelievably 17. Dole: To hand out 18. Pristine: Spotless 19. Sporadically: Happening occasionally (from time to time; now and then) 20. Competent: Being good at things or capable

9 Quarter 3 Words: Persecution: To treat horribly, especially for racial, political or religious reasons. Systematic: Planned out (using a system or plan). Dismissively: Like it doesn’t matter. Presume: To make a guess based on the facts. Desolate: Bare and Empty. Resigned: To give in to. (To accept something unpleasant that one cannot do anything about.) Exasperation: A state of being angered or irritated with someone. Foreseeable: Soon. So close you can “see” it. Conviction: A strongly held opinion or belief. Customary: Usual; normal (what one normally does) Insistent: Demanding; forceful Distinctly: Clearly Inscription: Words written on a plaque or a monument Obliged: Made to do something (have to do it) Discarding: Getting rid of; removing Diversion: A distraction to change what one is thinking about Appalingly: To do something with disgust 18. Succession: Sequence. The act of something following something else in order. 19. Mischief: Playfulness; the act of getting in trouble 20. Insolently: Rudely 21. Fond: Having a liking for

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13 Station Groups Pd 7 TL 1 2 3 4 5 6 Ava Maya Laniah Terri’el Cody
Joseph Giuseppe Markus Mahad Michael F. Jonathon Riayn Annointcee Jesus Derricka Manuel Catherine Jesse Simeona Anthony

14 TL (Achieve Questions) 3 (Achieve- Yellow Sheet)
Station Groups Pd 7 TL (Achieve Questions) 1 (BMH- HOTQ/ IR) 2 (BMH- HOTQ/ IR) 3 (Achieve- Yellow Sheet) 1 2 3 4 5 6 Ava Maya Laniah Terri’el Cody Joseph Giuseppe Markus Mahad Jonathon Riayn Annointcee Michael F. Jesus Manuel Catherine Jesse Simeona Anthony

15 Station Groups Pd 8 TL 1 2 3 4 5 6 Eric Alex Romeo Amani Oraldo Victor
Kidi Deshawn Caydence Aryanna Regan Tea Latashia Johnnisha Jade Michael Gabriel Malachi N’Var Kaleb

16 TL (Achieve Questions) 3 (Achieve- Yellow Sheet)
Station Groups Pd 8 TL (Achieve Questions) 1 (BMH- HOTQ/ IR) 2 (BMH- HOTQ/ IR) 3 (Achieve- Yellow Sheet) 1 2 3 4 5 6 Eric Alex Romeo Amani Oraldo Kidi Deshawn Caydence Aryanna Regan Latashia Johnnisha Jade Michael Tea Victor Gabriel Malachi N’Var Kaleb

17 Whole Group Discussion:
Book: Who is telling the story? What does the author want you to know? What did you notice about how the author told this story?

18 Whole Group Discussion:
Mind: What surprised you? What connections did you make? What images were most important to you? What lines created the surprise or connection?

19 Whole Group Discussion:
Heart: What did you discover about yourself? What matters most to you in this text or in your conversation? What did you take to heart?

20 Primary Conversation Topics from Book-Mind-Heart:
Student-Led Book Talk Group Leader Keep the conversation moving. Ensure people are letting each other speak. Ensure the conversation is civil. Encourage all members of the discussion group to participate. Primary Conversation Topics from Book-Mind-Heart: What does the author want you to know? What surprised you? Hot Seat Evaluators Speakers Speakers Evaluators

21 Socratic Seminar Norms
Don’t raise hands but use sensitivity to take turns and not interrupt others Listen carefully Address one another respectfully (Yes, sir/ma’am. No, sir/ma’am). Use statements such as, “I understand what Joseph is saying, but…”) Base any opinions on the text Address comments to the group (no side conversations) Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence If you are an observer, listen, understand, take notes, evaluate. Hot Seat: If you are an observer/evaluator and you would like to make a comment, you may move to the “hot seat” to engage in the conversation.

22 Higher Order Thinking Question
What can we learn about father’s job by the conversation he is having with the soldiers?

23 Higher Order Thinking Question
What can we learn about father’s job by the conversation he is having with the soldiers? We can learn that father is _in command ______________________. On page 42, the narrator tells us, “they certainly weren’t as handsome as Father. Nor were there uniforms as freshly pressed.” This indicates that father must be superior to them. Also, on page (we do- find evidence…) 43, the narrator tells us that “father held a hand in the air, which immediately caused the other men to fall silent.” This shows us that Father is in charge because the men stop to listen to him immediately.

24 Higher Order Thinking Question
What can we learn about father’s job by the conversation he is having with the soldiers? We can learn that father is _in command ______________________. On page 42, the narrator tells us, “they certainly weren’t as handsome as Father. Nor were there uniforms as freshly pressed.” This indicates that father must be superior to them. Also, on page 43, the narrator tells us that “father held a hand in the air, which immediately caused the other men to fall silent.” This shows us that Father is in charge because the men stop to listen to him immediately.

25 Higher Order Thinking Question Chapter 7
Why is it necessary for Bruno’s mother to say what she does in the second to last paragraph of the chapter? Support your answer with at least two pieces of evidence from the text. Use elaboration sentences to show how your evidence supports your topic sentence.

26 Higher Order Thinking Question Chapters 8 and 9
How does Bruno’s immaturity affect the story so far? Support your answer with at least two pieces of evidence from the text. Use elaboration sentences to show how your evidence supports your topic sentence.

27 Higher Order Thinking Question Chapter 10
Why does Bruno feel like the boy in the striped pajamas has a better life than him? Support your answer with at least two pieces of evidence from the text. Use elaboration sentences to show how your evidence supports your topic sentence.

28 Closing Try to remember your reminding word and story for the underlined word, then read the sentence and answer the question below: It was customary for Pooh to invite Piglet in for a smackerel of honey. And, it was also traditional for Piglet to accept the invitation. Which of the following definitions most closely matches the meaning of the underlined word? crazy normal strange perfect


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