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.
Past the flowers there was a very pleasant pavement with a wooden bench on it. There was a plaque (a metal plate) attached to the top of the bench but she couldn’t read the inscription from this distance. There was no telling what it actually said.
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. To DO…
Must read chapter 6 and come up with new HOTQ.

3. Past the flowers there was a very pleasant pavement with a wooden bench on it. There was a plaque (a metal plate) attached to the top of the bench but she couldn’t read the inscription from this distance. There was no telling what it actually said.
1. Which of the following matches the definition of “inscription” using the context clues?
Words written on a sign
A small statue
A lengthy letter written to a loved one
Words written to direct vehicles

4. Past the flowers there was a very pleasant pavement with a wooden bench on it. There was a plaque (a metal plate) attached to the top of the bench but she couldn’t read the inscription from this distance. There was no telling what it actually said.
2. Which two phrases serve as the strongest context clues for the word “inscription?”
Past the flowers
a very pleasant pavement
pavement with a wooden bench
There was a plaque (a metal plate) attached to the top of the bench
what it actually said
1. Which of the following matches the definition of “inscription” using the context clues?
Words written on a sign
A small statue
A lengthy letter written to a loved one
Words written to direct vehicles

5. Inscription: words written on a plaque or a monument.

6. Words written on a plaque or a monument.
Term:
Inscription
Story:
Picture
Definition:
Words written on a plaque or a monument.
Reminding Word:   

7. 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 (inscription)
Vocabulary: inscription (LINCS strategy)
Whole Group:
Pd 7: Review Stations; (review Higher Order Thinking Question answer)
Pd 8: Review Stations; (review Higher Order Thinking Question answer)
After stations are finished, engage in Socratic Seminar
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)
Book-Mind-Heart: The Boy in the Striped Pajamas, chapter 6
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

8. 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.

9. 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

10. 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

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

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

16. 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?

17. 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?

18. 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?

19. 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?
How would you describe the relationship between Bruno and his father?
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

20. 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.

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

22. 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.

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 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 Chapters 4-5
You do: Look at and analyze the paragraphs that describe the conversation between Bruno and his father. How would you describe the relationship between the two? Support your answer with at least two pieces of evidence from the text.

25. Higher Order Thinking Question Chapter 6
You do: How is the relationship between Maria and Bruno changing due to their conversation in chapter six? 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. Closing
Try to remember your reminding word and story for the underlined word, then read the sentence and answer the question below:
Eeyore was very irritated by the way Tigger just jumped up and down all day and never seemed to have anything important to say, so when Tigger tried to get him to talk to him, Eeyore treated Tigger dismissively.
Which of the following definitions most closely matches the meaning of “dismissively?”
Hatefully, angrily
Like he doesn’t matter
Very strangely
Very happily