Read the following text. Warm-Up: Take a ¼ sheet from the tan bin. Read the following text. Miss Saunders did not like it when she realized Maleeka was listening in on her conversation with Tai. Miss Saunders had been talking about a lot of sensitive things that the students might use against her. She didn’t want Maleeka to undermine her reputation by telling the rest of the students what she said. Use context clues to write your own definition for the word UNDERMINE.

Miss Saunders did not like it when she realized Maleeka was listening in on her conversation with Tai. Miss Saunders had been talking about a lot of sensitive things that the students might use against her. She didn’t want Maleeka to undermine her reputation by telling the rest of the students what she said. 1. Use context clues to choose the best definition for the bold word above. Damage or weaken To lie about Come to a deep understanding To become very angry at something

Miss Saunders did not like it when she realized Maleeka was listening in on her conversation with Tai. Miss Saunders had been talking about a lot of sensitive things that the students might use against her. She didn’t want Maleeka to undermine her reputation by telling the rest of the students what she said. 2. Which of the phrases acts as the best context clue for the bold word above. Miss Saunders did not like it when she realized Maleeka was listening in on her conversation with Tai. Miss Saunders had been talking about a lot of sensitive things that the students might use against her.

Warm-Up: Do NOT take a paper from the tan bin. In the next table of your LINCS sheet, copy the following information: 1. Term:      3. Reminding Word (sounds like or looks like): 4. Story (use the definition and the reminding word): 5. Picture 2. Definition:

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.

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.

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 (Wednesday, 1/9, Pd 2) 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: Undermine Whole Group: Prepare for new stations. 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 Captain America Iron Man WR: Word List 4, Flash Cards A Perryman, Jalen C Summerall, Tyrone F Bell, Aylah  Black Widow Corley, David Le, Wayne D Scott, Zachariah  Thor SRC: Independent Reading (DAR SRC) Wilson-Washington, Sir Sherman, Jarren Karincic, Amer  Captain America Ross, Blaine Hall, Jacob

Thor Captain America Iron Man A Williams, Wileyah B Berrios, Caitlin C WRWord List 4; Flash Cards A Williams, Wileyah B Berrios, Caitlin C Jeremiah Perryman D Sassaman, Eric E Taylor, Chris  Black Widow WR: Word List 4; Flash Cards Wims, Gabrielle Wright, Xavier Upshaw, Deziya Whigham, Isaac Young, Cori  Thor WR: Word List 4; Flash Cards A King, Zakary B Gagliardo, Julianna C Sorrell, Abigail D Small, Lavon E Vorn, Julianna  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 What kind of demeanor would someone have who undermines a police officer’s authority?