Warm-Up: Take a ¼ sheet from the tan bin. Place any late homework on your desk. Test yourself so far… HOW WELL DO YOU KNOW THE MEANINGS OF THESE WORDS? Copy the words then, write the definition of each word (or, write an example of it). 1. Diverse: 2. Tenacious: 3. Stereotype: 4. Prodigious:

Sheets 9 and 10 9A: Diverse: Made up of many races or groups. 9B: Tenacious: Keeping a firm hold on something; persistent. 9C: Stereotype: An oversimplified image held by one person or group of another. 9D: Prodigious: Marvelous or amazing.

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 (Monday, 3/4) 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: Vocabulary Review Whole Group: RATA: Chapters 30-32 Introduce the final activity for The Skin I’m In. Work Period: Begin working on the Final Activity for The Skin I’m In.

Name: ______________________________________ The Skin I’m In Interview Questions Directions: Choose four of the following questions. Find someone to “interview.” Ask that student one of your questions. Write the name of the student and the student’s answer under each of the four questions. Find a different student to “interview” for each question.   1. Why does Maleeka consider herself a “freak” and a “loser”? In what way does she identify with Miss Saunders? Student name: _________________ Answer:    2. Maleeka describes herself as “the kind of person folks can't help but tease.” Do you think her negative attitude toward herself influences the way others treat her?     3. In what ways do we all make judgments about our appearance? How do these feelings affect our self-esteem and identity?

4. What do you think Maleeka was thinking and feeling when John-John said, "She ain't nobody worth knowing"? How do others' comments impact our feelings about ourselves? Student name: __________________ Answer: 5. Why do people often focus on weaknesses and negative qualities instead of the positive qualities and characteristics that we all possess? 6. Why did Maleeka automatically assume that Caleb saw the worst in her? What does it say about Caleb that he was able to see beyond the negativity of his peers? Student name: __________________ Answer: 7. Why do you think Maleeka is ridiculed for being dark-skinned in a school that is mostly African American? Where do you think such attitudes about skin tone come from?

8. Why do you think Maleeka “changed her mind” about attending the better school? How do her feelings about her color and appearance play into this decision? Student name: __________________ Answer: 9. Why is Sweets able to see past color and stand confident? What does it take to remain self-assured in the face of prejudice and cruelty? 10. How does Maleeka expect that her new clothing and hair style will change things for her? Do others treat her any differently as a result of these changes? Student name: ___________________ Answer: 11. Can external features such as clothes, hair, make-up, etc. actually improve one's self-confidence? Do these things ultimately affect the way that others view us?

Name: _____________________________________ The Skin I’m In Final Activity Directions: Answer each of the questions below using information from your interviews and the book The Skin I’m In. 1. What did you learn about other students in this class based on the answers provided to you in your interview questions? (Think about things like this: Do students seem to feel bad for those who are bullied? Do people understand why being “different” is so difficult to deal with? Do other students feel good about themselves? Do they feel bad about themselves? Is it just hard to tell?) 2. What did you learn about yourself by reading The Skin I’m In? (Think about things like: which character are you most like? What really, really bothered you in the book? Do you think you could have handled Maleeka’s situation better than Maleeka?, etc.) 3. After answering the two questions above, what theme sticks out the most to you from The Skin I’m In?

Oliver Queen 2 2/19 The Skin I’m In 28-29

A lot has happened over these two chapters A lot has happened over these two chapters. What is the real theme of the chapters? Use evidence to support your theme. The elaboration MUST tell how the evidence supports the topic sentence. If it does not, it will not be counted. It can NOT just repeat the evidence. It can NOT just say, “This is what the theme is about” for example. It must explain it in detail.

High Order Thinking Question, Chapters 28 and 29 A lot has happened over these two chapters. What is the real theme of the chapters? Use evidence to support your theme. 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 Iron Man WR A Zachariah Scott D Jalen Perryman  Black Widow WM B David Corley Wayne Le  Thor Fluency A Tyrone Summerall H Sir Wilson-Washington  Captain America SRC Army Code Talkers (Common Lit) SRC: The Face of Immortality (850) Test-Taking Strategies SRC Trail Into the Darkness (700) Test-Taking Strategies Aylah Bell B Julianna Gagliardo D Jacob Hall E Amer Karincic F Blaine Ross Jarren Sherman

Thor Captain America Iron Man A Jeremiah Perryman B Caitlin Berrios D WR A Jeremiah Perryman B Caitlin Berrios D Chris Taylor F Wileyah Williams  Black Widow Fluency Eric Sassaman Abigail Sorrell De’Ziya Upshaw Julianna Vorn H Isaac Whigham E Cori Young  Thor SRC Lazy Anansi (Common Lit) SRC Trail Into the Darkness (700) Test-Taking Strategies A Zakary King C Xavier Wright D Marianne Salem F Gabrielle Wims H Lavon Small E Rivers Willis  Captain America SRC Army Code Talkers (Common Lit) SRC: The Face of Immortality (850) Test-Taking Strategies Kyler Scott Hannah Schmidt Julius Papalia

Socratic Seminar Create the questions for the Socratic Seminar. Use these stems to help you create questions that make you think deeply about the text: Why should… Is it better to _______ than ______? How might the author have _________? What is the difference between _____ and _____? If you _________ what would happen…? Why is there _______? How does ________ make a difference in __________? What are the strengths and weaknesses of ___________? What causes _________________? How could ____________________ be used to ______________________? How is ______________ similar to what you have read in other books, articles or Achieve assignments?

Closing How does making predictions help you comprehend better?