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. To keep himself entertained Bruno spent a long Saturday morning and afternoon creating a new diversion for himself. At some distance from the house, there was a large oak tree, one with a very wide trunk, strong enough to support a small boy. 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?

To keep himself entertained Bruno spent a long Saturday morning and afternoon creating a new diversion for himself. At some distance from the house, there was a large oak tree, one with a very wide trunk, strong enough to support a small boy. Which of the following matches the definition of “discarding” using the context clues? A. Believing in yourself B. Getting rid of; removing C. Delaying an action D. Getting someone else to do something for you

To keep himself entertained Bruno spent a long Saturday morning and afternoon creating a new diversion for himself. At some distance from the house, there was a large oak tree, one with a very wide trunk, strong enough to support a small boy. 2. Which phrase serves as the strongest context clues for the word “diversion?” To keep himself entertained Bruno spent a long Saturday morning and afternoon creating for himself At some distance from the house, there was a large oak tree one with a very wide trunk, strong enough to support a small boy Which of the following matches the definition of “diversion” using the context clues? A. A belief in someone B. A distraction to change what one is thinking about C. A delay of some action D. Getting someone else to do something for you

Diversion: A distraction to change what one is thinking about

A distraction to change what one is thinking about Term:   Diversion Story: Picture Definition: A distraction to change what one is thinking about Reminding Word:   

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 (diversion) Vocabulary: diversion (LINCS strategy) Whole Group: Socratic Seminar RATA: Chapter 77: pages 67-75 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 7, page 76-85 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

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.

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

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

Station Groups Pd 1 TL 1 2 3 4 5 6 7 8 Logan Ledio Ashlyn Amra Hanna Gavin Dallas Ethan Andreo Josiah Davin Wyatt Noah Nivan Andre Siarra

Station Groups Pd 2 TL 1 2 3 4 5 6 7 8 Bill Laura Pasko Johnnie Christian T. Aubreonna Javaughn Bristol Casey Leo Shavon Kylee Cedric Ellie Shellise Bobby Malakhi Nicolas Quinten

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?

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?

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?

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 is the relationship between Bruno and Maria changing? Hot Seat Evaluators Speakers Speakers Evaluators

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? Chapter 7: Why is it necessary for Bruno’s mother to say what she does at the end of chapter 7? Hot Seat Evaluators Speakers Speakers Evaluators

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.

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

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.

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.

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.

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.

Closing Try to remember your reminding word and story for the underlined word, then read the sentence and answer the question below: As Pooh walked up to Rabbit’s house, he could see that she was discarding old Honey pots. “Shall we fill them with more honey?” asked Pooh. Which of the following definitions most closely matches the meaning of the underlined word? Filling Reading Getting rid of Painting