B Warm-Up: Place any late homework on your desk. In the next table of your LINCS sheet, copy the following information: 1. Term:  Tenacious    3. Reminding Word (sounds like or looks like): 4. Story (use the definition and the reminding word): 5. Picture 2. Definition:  Keeping a firm hold on something; persistent. B

Sheets 9 and 10 9A: Mutual: Having the same belief; Shared; common 9B: Tenacious: Keeping a firm hold on something; persistent.

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, 2/25) 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: LINCS Strategy: Tenacious Whole Group: Station Preparation Work Period: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (“Meet Marvel’s Muslim Teen Superhero”). Independent Work: Grade 7: Read Chapter 28 and 29 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.

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.

High Order Thinking Question, Chapter 27 NON-EXAMPLE OF ELABORATION What sort of things happen in the chapter that infer that Momma might be blaming herself for what Maleeka did? 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. Momma might be blaming herself for what Maleeka did. On page 147 of The Skin I’m In, we are told that Momma offers her tea to Maleeka and pushes it towards her, then they start crying together. When Momma does this she shows that she might be blaming herself for what Maleeka did. Also, on page…

High Order Thinking Question, Chapter 27 EXAMPLE OF ELABORATION What sort of things happen in the chapter that infer that Momma might be blaming herself for what Maleeka did? 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. Momma might be blaming herself for what Maleeka did. On page 147 of The Skin I’m In, we are told that Momma offers her tea to Maleeka and pushes it towards her, then they start crying together. When Momma does this she is showing that she cares for Maleeka and isn’t just going to yell and yell at her. When she offers her tea to Maleeka, it might indicate that she feels guilty for the fact that Maleeka goes without nice clothes and things like that and blames herself for the way Maleeka has acted out. Also, on page…

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 Define the following two words: Persistent Implement