1. Warm-Up: Take a ¼ sheet from the tan bin.
Place your homework on your desk.
Read the following sentences.
Then, answer the questions below.
They disappeared inside, pulling it shut behind them with a loud clonk. Thomas stared, his mind churning to come up with any possible explanation for what he’d just witnessed. Nothing developed, but something about that creepy old building gave him goose bumps.
1.What words or phrases in the sentences might be context clues that help determine the meaning of “churning”?
2. What do you think the word “churning” means?

2. They disappeared inside, pulling it shut behind them with a loud clonk
They disappeared inside, pulling it shut behind them with a loud clonk. Thomas stared, his mind churning to come up with any possible explanation for what he’d just witnessed. Nothing developed, but something about that creepy old building gave him goose bumps.
1. Which two sets of words or phrase serve as context clues for the word “churning”?
They disappeared inside
With a loud clonk
Thomas stared, his mind
To come up with any possible explanation
But something about that creepy old building

3. They disappeared inside, pulling it shut behind them with a loud clonk
They disappeared inside, pulling it shut behind them with a loud clonk. Thomas stared, his mind churning to come up with any possible explanation for what he’d just witnessed. Nothing developed, but something about that creepy old building gave him goose bumps.
1. Which two sets of words or phrase serve as context clues for the word “churning”?
They disappeared inside
With a loud clonk
Thomas stared, his mind
To come up with any possible explanation
But something about that creepy old building
2. What does the word “churning” mean based on the context clues?
Burning
Hurting
Working
Silent

4. Churning: working hard

5. Term:
 Churning
Story:
Picture
Definition:
Working hard
Reminding Word:

6. Obtain: to get something (to come in to possession of something)
Ultimate: the final or best
Intense: exciting and scary
Corrupt: bad; not doing the right thing
Destination: a place one is going to
Migrant: Someone who goes to one country to live from another country
Panting: Breathing very heavily
Refugee: Someone who leaves one country for another in order to be safe.
Persecute: to treat someone terribly (especially because of religion, race, gender, etc.)
10. Desert: to leave someone and not go back to them
11. Poverty: a state of being poor
12. Harbor: to hold someone for safety
13. Limitation: Something that keeps you from doing what you want to do
14. Resolve: to decide to do something; to determine that you will do something
15. Intervene: To get in the middle of; to come between two things
16. Meager: Lacking in amount or condition. Or, Lacking in quantity or quality.
17. Agonizing: Causing great mental pain.
18. Murky: Dark and gloomy.
19. Vulnerable: Weak and able to be attacked.

7. Residency: the right to be able to say you officially live in the U.S..
Artifact: an item of historical value.
Diversity: the state of having people of different backgrounds and cultures.
Intrude: to interfere or cut in.
Integrity: The quality of being an honest and strong moral person
Heritage: Your upbringing. Your traditions and culture.
Memoir: A diary, a biography, a record of events that someone writes about their life.
Banter: talking in a joking or teasing manner.
Condolences: words of sympathy or sorry for someone who is suffering
Ambitious: Puts forth a lot of effort to reach goals.
Complex: Complicated.
Resentful: Hateful
Vow: to promise
Economist: Someone who studies how much stuff is being sold or bought in a country so the country can make money.
Innovation: The act of creating or starting something new.
Prestigious: Something that has a great reputation and is well-respected
Pall: anything that covers with darkness or gloom
Impersonate: Pretend to be another person
Veil: A covering, normally over the face
Turbulent: Rough and destructive

8. Ascend: to move upward.
Consumed: to be filled up with (or, to be overcome by)
Disorienting: filling with confusion
Dilapidated: falling apart; run-down and damaged
Malicious: wicked or harmful
Congregating: Gathering in a group
Churning: Working hard

9. Agenda
Objective: Primary: I can analyze how particular elements of a story interact (RL.1.3). Secondary: I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RL.1.1). I can determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text (RL.1.2). Essential Question: How does the setting of The Maze Runner impact the main character’s mood in chapter one through nine? Warm-Up: Context Clues: churning Vocabulary: churning (LINCS Strategy) Whole Group: Review Stations (complete 1 ½ stations) With remaining time, review answering the high order question. Have students look at each others and determine if they have at least two pieces of evidence. Rewrite if necessary. Stations: 1. Achieve: Achieve 3000 (Pay Up!, Remember When?) 2. The Maze Runner, Chapters 3-4, Book-Mind-Heart, HOTQ 3. Independent reading (fill out a “book” for books you have finished reading) 4. Teacher-led: Differentiated instruction Closing: Vocabulary Review

10. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer.

11. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer. Chuck and Thomas have a couple of things in common. Neither of them can remember more than their first names. Also, they are the two newest boys to come to the Glade.

12. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer. Chuck and Thomas have a couple of things in common. Neither of them can remember more than their first names. Also, they are the two newest boys to come to the Glade. On page 16, the narrator tells us that Thomas noticed that Chuck remembered his first name, but not anything else. He thinks, “They all remembered their names. Why not their parents’ names? Why not a friends’ name?” Also, on page … (we do)

13. High Order Thinking Question: Why do you think it is necessary for the boys to be so rude to Thomas? Use at least two pieces of evidence from the text to support your answer.
Topic Sentence:
Evidence #1 (give the page # also):
Evidence #2 (give the page # also):

17. Station Groups Pd 5 TL 1 2 3 4 5 6 7 8 Ivan Paige Jaden Aiden Jazmine
Jayden P.
Kefrain
Adri
Duncan
Joshua
Kayla
Xavier
Yahsir
Montana
Mercedes
Jatavia
Jonah
Kris

18. 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?

19. 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?

20. 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?

21. Higher Order Thinking Question (Chapters 3-4)
Why do you think it is necessary for the boys to be so rude to Thomas? Use at least two pieces of evidence from the text to support your answer.

22. Primary Conversation Topics from Book-Mind-Heart:
Student-Led Book Talk
Primary Conversation Topics from Book-Mind-Heart:
What does the author want you to know?
What surprised you?
Is it necessary for the boys to be so mean to Thomas? Why or why not?
Group Leader
Keep the conversation moving.
Ensure people are letting each other speak.
Ensure the conversation is civil.
A goal is to get everyone to talk.
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

23. 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.

24. Closing
What is the theme of a text? A. The main cause of an action B. A comparison between two things C. The lesson the reader learns about life D. The reason the author wrote the text