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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.
Read the following sentences. Then, answer the questions below. Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.” The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?” 1.What words or phrases in the sentences might be context clues that help determine the meaning of the underlined word? 2. What do you think the underlined word means?

2 Minho shrugged, then wiped fresh beads of sweat off his forehead
Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.” The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?” What does the word “rebuke” mean based on the context clues? Criticism or disapproval A repetition Arrow and knife Infection

3 Minho shrugged, then wiped fresh beads of sweat off his forehead
Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.” The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?” 2. Which phrase serves as the best context clue for “rebuke?” then wiped fresh beads of sweat off his forehead B. Dude, you got to learn. Stupid Newbies. C. considering he’d known this guy all of three minutes D. “Isn’t he the leader?” What does the word “rebuke” mean based on the context clues? Criticism or disapproval A repetition Arrow and knife Infection

4 Criticism or disapproval
Term:  Rebuke Story: Picture Definition: Criticism or disapproval Reminding Word:

5 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.

6 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

7 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 Weary: Very tired Suppress: To stop or put an end to Appendage: Something smaller that sticks out from something larger Eradicate: Destroy completely; put an end to Complexity: ability to be complicated and confusing 13. Anticipation: the act of wanting something badly 14. Inexplicably: Unable to be explained 15. Indecipherable: Unable to be understood 16. Banished: Sent away as punishment 17. Ominous: giving the impression that something bad or unpleasant is going to happen; threatening 18. Contemplation: Thinking hard about something 19. Replenished: Built back up; restored 20. Pretense: Pretending; make believe 21. Foliage: Lots of leaves on trees and plants 22. Apparition: A ghost-like image of a person

8 Demeanor: Facial appearance; the way a person looks.
Trepidation: Fear. Rebuke: Criticism or disapproval.

9 Agenda Objective: Primary: -I can analyze how an author develops and contrasts the points of view of different characters in a text (RL.2.6). 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 Thomas’ perspective of being a Runner shift throughout chapters ten through eighteen? Warm-Up: Context Clues: Rebuke Vocabulary: Rebuke (LINCS Strategy) Whole Group: Review Stations Stations: 1. Achieve: Achieve 3000 (Another Chance for a Better Life?, Doing What’s Right, One Girl, Two Homelands ) 2. The Maze Runner, Chapters 12 and 13, 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?” This shows us that Thomas realizes that nearly all of his memory has been wiped clean. (ELABORATION) 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):  Elaboration #1: Evidence #2 (give the page # also):  Elaboration #2:

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

15 TL (Achieve Questions) 3 (Achieve- Yellow Sheet)
Station Groups Pd 5 TL (Achieve Questions) 1 (BMH- HOTQ/ IR) 2 (BMH- HOTQ/ IR) 3 (Achieve- Yellow Sheet) 1 2 3 4 5 6 7 8 Mercedes Paige Jaden Kris (Did TL and 1) Aiden Jazmine Jayden P. Kefrain (Did 1 and 2) Kayla Jatavia Ivan (Did 2 and 3) Yahsir Xavier Joshua Adri

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 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.

20 Higher Order Thinking Question (Chapters 12 and 13)
Who respects whom more? Thomas or Minho? Use at least two pieces of evidence from the text to support your answer. Cite your evidence. Use elaboration sentences to explain your evidence.

21 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 images were most important to you? Who respects whom more? Thomas or Minho? 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

22 Closing Use context clues and your knowledge of the meaning of the bold word in the sentence below to answer the question following it: The evil beast was certain to destroy the world. But, when Josh showed up and yelled, “Not today, you meanie!”, the beast was filled with trepidation. What does the word “trepidation” mean? curiosity facial appearance slimy smile fear


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