1. Warm-Up: Take a ¼ sheet from the tan bin.
Place any late homework on your desk.
Read the following sentence:
He would spend the next six months in juvenile hall for
attempted murder. While he was locked up, another girlfriend, Alicia, gave birth
to a baby boy. At 16, Wes was both a father and a convicted criminal.
Choose one of the two underlined words from the sentences above.
What words or phrases in the sentences might be context clues that help you determine the meanings of “juvenile” or “convicted?”
What do you think the word “juvenile” or “convicted” means?

2. Definition: Something made for teens or young people
Copy the following term and its definition on your paper.
Term: Juvenile
Definition: Something made for teens or young people
Term: Convicted
Definition: Found guilty of a crime

3. Juvenile Convicted Found guilty of a crime
Term:
 Juvenile
Story:
Picture
Definition:
Something made for teens or young people
Reminding Word:
Term:
 Convicted
Story:
Picture
Definition:
Found guilty of a crime
Reminding Word:

4. 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

5. Agenda
Objective: To determine the central idea of a text and analyze its development over the course of the text. To understand how to use the Achieve strategy sheet with summarizing and questioning. Essential Question: How were the lives of the two Wes Moores shaped by the decisions they made? What does this suggest about the impact our choices have on our adult lives? Warm-Up: (Context clues) Vocabulary: (LINCS strategy) Whole Group: Vocabulary Review Whole group discussion: Chapter 3 of Life and Death Stations: (55 minutes) 1. On the Record- BMH (Chapters 4 and 5) 2. Independent reading (fill out a “book” for books you have finished reading) 3. Technology: Achieve 3000 (College, Here We Come; Chicago School Sends Everyone to College, 100 Years of Happy ) 3. Teacher-led: Monitoring Station Work, answering questions and concerns; DAR test Closing: Vocabulary Review

6. Homework

7. Homework

8. Homework

9. Whole Group Discussion: Chapter 3

10. Whole Group Discussion: Chapter 3
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?

11. Whole Group Discussion: Chapter 3
Mind:
What surprised you?
What connections did you make?
What images were most important to you?
What lines created the surprise or connection?

12. Whole Group Discussion: Chapter 3
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?

13. Higher Order Thinking Questions (Chapter 3)
How might the mother of the Wes Moore that went to jail be to blame or NOT be to blame for his fate?
What happens in the chapter to show that maybe the Wes Moore who went to jail never had a chance in life?

14. You are the lawyer of the Wes Moore who is in jail.
Defend why you think Wes Moore, himself, is not to blame for his crimes. Explain why you think he did not have a fair chance in life. Tell why you think he deserves a chance at parole.
You are the people of society.
Defend why you think Wes Moore should NOT be allowed out of jail. Explain why you think he is getting what he deserves.

15. You are the people of society.
Defend why you think Wes Moore should NOT be allowed out of jail. Explain why you think he is getting what he deserves.
1. (We do):
You are the lawyer of the Wes Moore who is in jail.
Defend why you think Wes Moore, himself, is not to blame for his crimes. Explain why you think he did not have a fair chance in life. Tell why you think he deserves a chance at parole.
1. (I do): Wes’s father wasn’t around to help.

16. WHO IS TO BLAME? You are the lawyer of the Wes Moore who is in jail.
Defend why you think Wes Moore, himself, is not to blame for his crimes. Explain why you think he did not have a fair chance in life. Tell why you think he deserves a chance at parole.
You are the people of society.
Defend why you think Wes Moore should NOT be allowed out of jail. Explain why you think he is getting what he deserves.

17. 2. On the Record- Book- Mind- Heart Strategy
Station Rotations:
Technology: Achieve 3000
College, Here We Come; Chicago School Sends Everyone to College; 100 Years of Happy
2. On the Record- Book- Mind- Heart Strategy
Life and Death: Part 1, Chapters 4 and 5
3. Independent reading- find a book
Search quietly for a book to read independently here or at home. You may check the book out. Write name on list. Write your name on Post-It note. Place Post-It in book. Place book on shelf or take it with you.
4. Teacher-led: DAR test

18. Higher Order Thinking Questions (Chapters 4 and 5)
(College) Wes Moore’s dad passed away early in his life. What affect did this have, eventually, on Wes Moore?
What did Wes Moore (prison) do to try to improve his life? Why do you think this didn’t work?

19. Closing
Name something you are “plagued” by.