Read the following text. Warm-Up: Take a ¼ sheet from the tan bin. Read the following text. Miss Saunders did not like the way her face looked when she was young. She prayed for God to make her face perfect. When she did not get what she prayed for, it caused her to aspire to be perfect in everything she did. This made her work harder and try harder than nearly everyone else. Use context clues to write your own definition for the word ASPIRE.

Miss Saunders did not like the way her face looked when she was young Miss Saunders did not like the way her face looked when she was young. She prayed for God to make her face perfect. When she did not get what she prayed for, it caused her to aspire to be perfect in everything she did. This made her work harder and try harder than nearly everyone else. 1. Use context clues to choose the best definition for the bold word above. To be angry and upset about something To lie and be untruthful about something To trick others in to getting what you want To go after something or to hope for

Miss Saunders did not like the way her face looked when she was young Miss Saunders did not like the way her face looked when she was young. She prayed for God to make her face perfect. When she did not get what she prayed for, it caused her to aspire to be perfect in everything she did. This made her work harder and try harder than nearly everyone else. 2. Which of the phrases acts as the best context clue for the bold word above. Miss Saunders did not like the way her face looked She prayed for God to make her face perfect. When she did not get what she prayed for, to be perfect in everything she did.

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.

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 (Tuesday, 1/15) Essential Question: How does the author use the change in characters to develop the theme? Standard: LAFS.7.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Objective: Students will examine the manner in which characters change over the course of text to affect the theme. Students will use essential details of a text to come to a conclusion based on a high order thinking question. Warm-Up: Context Clues: Aspire Whole Group: Station prep. Work Period: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (“A Young YouTube Star”) Independent Work: Grade 7: Read Chapter 21 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: Begin second session of DAR Testing.

Chapter 20 RATA Questions How has Miss Saunders allowed her physical appearance to have created her inner personality? Can being “less than” everyone else drive someone to try to be better than everyone else? Is that an advantage or a disadvantage in life?

Diana Prince 2 1/8 The Skin I’m In 20 and 21

When it comes to having friends, are Maleeka and Miss Saunders alike or different? Explain your choice.

High Order Thinking Question, Chapters 20 and 21 When it comes to having friends, are Maleeka and Miss Saunders alike or different? Explain your choice. 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.

Wilson-Washington, Sir Sherman, Jarren Karincic, Amer THOR Iron Man WR: Word List 4, Flash Cards A Perryman, Jalen C Summerall, Tyrone F Bell, Aylah IM  Black Widow Corley, David Le, Wayne D Scott, Zachariah Gagliardo, Julianna BW  Thor SRC: Independent Reading (DAR SRC) Wilson-Washington, Sir Sherman, Jarren Karincic, Amer THOR  Captain America Ross, Blaine Hall, Jacob

BW Thor THOR Captain America CA Iron Man A Williams, Wileyah B WRWord List 4; Flash Cards A Williams, Wileyah B Berrios, Caitlin C Jeremiah Perryman D Sassaman, Eric E Taylor, Chris IM  Black Widow WR: Word List 4; Flash Cards Wims, Gabrielle Wright, Xavier Upshaw, Deziya Whigham, Isaac Young, Cori BW  Thor WR: Word List 4; Flash Cards A King, Zakary B Gagliardo, Julianna C Sorrell, Abigail D Small, Lavon E Vorn, Julianna THOR  Captain America SRC: Independent Reading (DAR SRC) Salem, Marianne Papalia, Julius Schmidt, Hannah Scott, Kyler

Socratic Seminar 2 Book-Mind-Heart Questions 1 Version of the High Order Thinking Question What pairs of characters in the book would you say are “friends?” What lesson about life is Maleeka trying to teach Miss Saunders? By the end of the chapter, who is more positive about life? Miss Saunders or Maleeka?

Closing Nothing could _(1)___________ Black Panther to _(2)__________ a new plan that would _(3)______________ all of the people in the south from all of the people in the north. Compel: Persistent: Implement: Segregate: Insight: Undermine: