Read the following text. Warm-Up: Take a ¼ sheet from the tan bin. Place your homework on your desk. Read the following text. At the Knowledge Is Power Program, a network of 109 charter schools in 20 states and the District of Columbia, middle school students are rewarded for good behavior with a weekly incentive "paycheck"—fake money that can be redeemed at the school store or used to pay for the cost of field trips. The system is phased out by high school because it is no longer needed. Use context clues to write your own definition for the word REDEEMED.

To be studied closely for payment To be received for doing good things At the Knowledge Is Power Program, a network of 109 charter schools in 20 states and the District of Columbia, middle school students are rewarded for good behavior with a weekly incentive "paycheck"—fake money that can be redeemed at the school store or used to pay for the cost of field trips. The system is phased out by high school because it is no longer needed. 1. Use context clues to choose the best definition for the bold word above. To be studied closely for payment To be received for doing good things To be lost To be traded for money or goods

At the Knowledge Is Power Program, a network of 109 charter schools in 20 states and the District of Columbia, middle school students are rewarded for good behavior with a weekly incentive "paycheck"—fake money that can be redeemed at the school store or used to pay for the cost of field trips. The system is phased out by high school because it is no longer needed. 2. Which of the phrases acts as the best context clue for the bold word above. At the Knowledge Is Power Program, a network of 109 charter schools in 20 states and the District of Columbia, with a weekly incentive "paycheck"—fake money at the school store or used to pay for the cost of field trips. The system is phased out by high school because it is no longer needed.

Vocabulary, Sheets 7 and 8 7A: Compel: force or pressure (someone) to do something 7B: Persistent: Does not give up. Continues to try. 7C: Implement: To put into action. 7D: Segregate: To separate one person or group from another. 7E: Insight: The ability to gain a deep understanding of a person or thing. 7F: Undermine: To damage or weaken. 8A: Aspire: To hope for or go after something. 8B: Abound: To be plentiful (to have lots of). 8C: Fragile: Easily broken or damaged. 8D: Gavel: A wooden hammer used in a court by a judge to keep order. 8E: Portable: Able to be easily carried or moved, especially because of being a lighter and smaller version than usual. 8F: Redeemed: To exchange for money or goods.

Vocabulary, Sheets 5 and 6 5A: Posture: The way you hold your body when you stand or sit. 5B: Resolve: To settle or find a solution to something. 5C: Physique: The shape and size of a person’s body. 5D: Institution: A place to care for people with mental conditions. 5E: Sacrifice: The act of giving up one thing to save another. 5F: Isolation: Separation from others. 6A: Meditate: To sit quiet and still in order to think deeply. 6B: Competitive: Having or displaying a strong desire to be more successful than others. 6C: Matter-of-factly: To say something without emotion, naturally, and quietly. 6D: Curriculum: Subjects taught in school. 6E: Resent: To feel anger for someone or something. 6F: Vacant: Empty

Vocabulary, Sheets 3 and 4 3A: Summoning: Calling upon someone to do something. 3B: Potential: Showing the ability to become or develop into something in the future. 3C: Restriction: Being limited or controlled. 3D: Self-Perception: The way a person sees him/herself. 3E: Demeanor: Behavior, manner, attitude. 3F: Modesty: The attitude you have when you don’t think you are too great. Not full of pride. 4A: Tolerance: The strength and patience to put up with something that is bad. 4B: Invest: To give your money to a company so they can use it to make more money for you and them. 4C: Indescribably: So strange you can’t explain it. 4D: Optimistic: Having a positive view of what will happen in the future.

Sheet One Aghast: horrified Stupefied: confused Goad: to whip or annoy into doing something In Vain: with no purpose Spontaneously: suddenly Navigate: to find the correct path from one spot to another Sheet Two Empower: To give power or strength to. Timid: Being scared or being unsure of yourself. Philanthropy: A desire to help people, especially through charity. Advocate: To speak or write in favor of something. Amend: To make minor changes in something to make it more fair. Peer: A person who is equal to another in abilities, qualifications, age, background and social status.

Agenda (Thursday, 2/7) Essential Question: Using dialogue and actions from the text as evidence, how are we aware that Maleeka is beginning to change? Standard: LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Students will use essential details of a text to determine how aspects of a character are being revealed. Warm-Up: Context Clues: redeemed Whole Group: Station Preparation Work Period: CATCH-UP Day… Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (“Pay Up!”). If finished with all of the assignments, complete “Music for a Live Earth.” Focus on summarizing completely. Independent Work: Grade 7: Read Chapter 25 & 26 of The Skin I’m In and complete BMH questions and HOTQ. Independent Reading: Choose a book from the class library. Read quietly. Focus on any new vocabulary you can find. Teacher-Led: See “teacher-led” grouping sheet.

Clark Kent 2 1/22 The Skin I’m In 25-26

Reread page 44. How has Maleeka’s self esteem changed between that page and chapters 25 and 26?

High Order Thinking Question, Chapters 25 and 26 Reread page 44. How has Maleeka’s self esteem changed between that page and chapters 25 and 26? Begin with a complete topic sentence that answers the question. Cite your evidence. Include evidence from the book that supports your topic sentence. Use at least two pieces of evidence to support your answer. Include at least one elaboration/ explanation sentence with each piece of evidence that shows how your evidence supports your topic sentence. Finish with a concluding sentence.

Sir Wilson-Washington CA Iron Man WR A Zachariah Scott D Jalen Perryman IM  Black Widow WM B David Corley Wayne Le BW  Thor Fluency A Tyrone Summerall H Sir Wilson-Washington Thor  Captain America SRC Army Code Talkers (Common Lit) Aylah Bell B Julianna Gagliardo D Jacob Hall E Amer Karincic F Blaine Ross Jarren Sherman Teacher-Led Comp. Strategies: David C. Tyron S.

BW Thor Thor Captain America CA Iron Man A Jeremiah Perryman B WR A Jeremiah Perryman B Caitlin Berrios D Chris Taylor F Wileyah Williams IM  Black Widow Fluency Eric Sassaman Abigail Sorrell De’Ziya Upshaw Julianna Vorn H Isaac Whigham E Cori Young BW  Thor SRC Lazy Anansi (Common Lit) A Zakary King C Xavier Wright D Marianne Salem F Gabrielle Wims H Lavon Small E Rivers Willis Thor  Captain America SRC Army Code Talkers (Common Lit) Kyler Scott Hannah Schmidt Julius Papalia DAR: River Willis

Socratic Seminar 2 Book-Mind-Heart Questions 1 Version of the High Order Thinking Question What makes Maleeka “Char’s fool?” What is the biggest difference between Char and Maleeka in these two chapters? What are the first ten words Miss Saunders will say to Maleeka when she finds out that Maleeka and her friends have damaged her classroom?

Closing How might someone say that all of these words are somewhat related? Compel Implement Aspire