A Consumed Warm-Up: Take a new LINCS strategy sheet from the tan bin. Place any homework on your desk. In the next table of your LINCS sheet, copy the following information: 1. Term:   Consumed    3. Reminding Word (sounds like or looks like): 4. Story (use the definition and the reminding word): 5. Picture 2. Definition:  to be filled up with (or, to be overcome by). A

Consumed: to be filled up with (or, to be overcome by)

The Maze Runner begins 1/9/18 pd 5 in 2017-18 file folder

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. 9E: Retaliate: Make an attack or assault in return for a similar attack. 9F: Ascend: To move in an upward direction. 10A: Consumed: To be filled up with; to be overcome by.

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, 3/25) Essential Question: How does the setting of The Maze Runner impact the main character’s mood in chapter one through nine? Standard: LAFS.7.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.7.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. Students will analyze how particular elements of a story interact (RL.1.3). Warm-Up: LINCS: Consumed Whole Group: Stations Preparation Work Period: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (“Real-Life Robots,”). Independent Work: Grade 7: Read Chapter 3 of The Maze Runner 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.

Based on what we see so far, what makes Thomas different from Chuck? 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, Chapter 3 Based on what we see so far, what makes Thomas different from Chuck? 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.

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?

Sir Wilson- Washington Iron Man DAR Test A Myles Bartley TL  Black Widow WM B David Corley C Wayne Le D Jalen Perryman H Jordan Anderson  Thor Zombies: Close Reading Strategies A Tyrone Summerall C Amer Karincic D Zachariah Scott F Jarren Sherman  Captain America Aylah Bell B Julianna Gagliardo Jacob Hall Blaine Ross H Sir Wilson- Washington

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 TL  Black Widow Fluency, or, Zombies: Close Reading Strategies Eric Sassaman Abigail Sorrell De’Ziya Upshaw Julianna Vorn H Isaac Whigham E Cori Young  Thor Zombies: Close Reading Strategies A Zakary King C Xavier Wright D Marianne Salem E Rivers Willis  Captain America Lavon Small Hannah Schmidt Julius Papalia F Gabrielle Wims

Closing Who and what determines which homework activity you complete?