1. Warm-Up: Take a ¼ sheet from the tan bin.
Place your homework on your desk.
Read the following sentences.
Then, answer the questions below.
“That’s the name of the house,” explained Gretel. “Out-With.”
Bruno considered this. He hadn’t seen any sign on the outside to say that was what it was called, nor had he seen any writing on the front door.
“But what does it mean?” he asked in exasperation. “Out with what?”
What words or phrases in the sentences might be context clues that help you determine the meaning of the underlined word.
What do you think the underlined word means?

2. “That’s the name of the house,” explained Gretel. “Out-With.”
Bruno considered this. He hadn’t seen any sign on the outside to say that was what it was called, nor had he seen any writing on the front door.
“But what does it mean?” he asked in exasperation. “Out with what?”
1. Which phrase is a context clue for the word “exasperation?”
A. Bruno considered this.
B. hadn’t seen anything on the outside
C. Writing on the front door.
D. “But what does it mean?”
2. Which of the following matches the definition of “exasperation” using the context clues?
A state of being angered or irritated with someone.
A state of happiness.
An action of peacefulness.
A state of explanation.

3. Exasperation: A state of being angered or irritated with someone.

4. A state of being angered or irritated with someone.
Term:
Exasperation
Story:
Picture
Definition:
A state of being angered or irritated with someone.
Reminding Word:   

5. Agenda
Objective:
Primary: I can determine the central idea in an informational text, analyze its development over the course of the text, and provide an objective summary of the text. (RI.1.2)
Secondary: I can cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (RI.1.1)
I can engage in collaborative discussions with diverse partners about a variety of eighth-grade topics. (SL.1.1)
Essential Question:
How does the early development of main characters contribute to an emerging theme in chapters 1-5 of The Boy in the Striped Pajamas?
Warm-Up: Context Clues (exasperation)
Vocabulary: exasperation (LINCS strategy)
Whole Group:
Review stations.
Stations:
Technology: Achieve 3000 (The List Lives On, To Keep the Promise, Families to Learn About Loved Ones)
Book-Mind-Heart: The Boy in the Blue Pajamas, chapters 2-3
Independent reading (fill out a “book” for books you have finished reading): Among the Hidden
4. Teacher-led: Finish DAR Testing- Begin DAR TTS Strategies
Closing: Vocabulary Review

6. Quarter 1 Words
1. Multiple: many different types
2. Tuition: money used to pay for private school
3. On the verge: almost, on the edge of doing something
4. Expelled: kicked out of
5. Lecture: a speech, a “talking to”
6. Defiant: won’t do something you are supposed to do
7. Detained: Held against your will (arrested)
8. Prestigious: Something that has a great reputation and is well-respected.
9. All-Consuming: when something takes up all of your time and energy
10. Reflect: to think back on something
11. Plague (verb): to annoy or bother
12. Harsh: unpleasant or uncomfortable
13. Gravitate: To move towards something
14. Juvenile: something made for teens or young people
15. Convicted: found guilty of a crime
16. Suburb: An area surrounding the city where lots of people might live.
17. Rural: In the country.
18. Embody: To put in the form of a body.
19. Fate: Something that is going to happen no matter what.

7. Quarter 2 Words:
1. Savor: To enjoy and appreciate.
2. Lofty: Going way up high in the air.
3. Chiseled: Looks like it is cut out of stone.
4. Insisted: demand something forcefully
5. beckoned: Invited
6. Intellectual: a well-educated person
7. Superstition: a belief that is not based on facts and can be based on fear
8. Umpteenth: used to show that there is a very large number of something
9. Careen: To lean or tip over while in motion
10. Idly: In a lazy way
11. Skittish: nervous
12. Stupefied: so shocked that you can’t think properly
13. Fatigue: Tiredness, weakness or exhaustion
14. Potential: Possible; Capable of being or becoming
15. Surveying: Looking over something very carefully
16. Incredulously: Unbelievably
17. Dole: To hand out
18. Pristine: Spotless
19. Sporadically: Happening occasionally (from time to time; now and then)
20. Competent: Being good at things or capable

8. Quarter 3 Words:
Persecution: To treat horribly, especially for racial, political or religious reasons.
Systematic: Planned out (using a system or plan).
Dismissively: Like it doesn’t matter.
Presume: To make a guess based on the facts.
Desolate: Bare and Empty.
Resigned: To give in to. (To accept something unpleasant that one cannot do anything about.)
Exasperation: A state of being angered or irritated with someone.

12. High Order Thinking Questions (Chapters 1-5)
Chapters 1-5: 1. Explain what Bruno’s mother means when she says, “We don’t have the luxury of thinking.” (pg. 13) 2. What does this line reveal about his mother’s feelings regarding their situation? How might it contribute to a possible emerging theme? 3. Which quotation supports the idea that Bruno was unaware of the Holocaust? 4. How might Bruno's innocence impact the overall text? 5. Select two words or phrases in the text that support the idea that Bruno is innocent about the world around him. 6. How does the act of Maria packing Bruno’s things contribute to the development of the plot? (page 3) 7. Which quotation supports the idea that Bruno is innocent of the evil that lives outside the grounds of his new house? (chapter 2) 8. Select two words or phrases in the passage that support the idea that Bruno is suspecting something is not right about the new house. (chapter 2) 9. How does the phrase about Bruno, “Bruno had a pain in his stomach and he could feel something growing inside him...” provide more insight into his innocence about their new home? (page 15) 10. Why do you think Bruno always tries to be honest with himself? (chapter 3) 11. What does the name of their new home, "Out-With," foreshadow? (chapter 3) 12. What significance does the change in landscape hold when Bruno looks out his window? (chapter 4) 13. What dialog between Gretl and Bruno best depicts their innocence? (chapter 4) 14. When Bruno refers to Hitler as "the Fury," how does this contribute to the developing theme of innocence? (chapter 5)

13. Station Groups Pd 7 TL 1 2 3 4 5 6 Ava Maya Laniah Terri’el Cody
Joseph
Giuseppe
Markus
Mahad
Jonathon
Riayn
Michael
Jesus
Derricka
Manuel
Catherine
Jesse
Simeona
Anthony

14. Station Groups Pd 8 TL 1 2 3 4 5 6 Eric Alex Romeo Amani Oraldo Kidi
Deshawn
Caydence
Aryanna
Regan
Tea
Latashia
Johnnisha
Jade
Michael
Victor
Gabriel
Malachi
N’Var
Kaleb

15. Whole Group Discussion:
Book:
Who is telling the story?
What does the author want you to know?
What did you notice about how the author told this story?

16. Whole Group Discussion:
Mind:
What surprised you?
What connections did you make?
What images were most important to you?
What lines created the surprise or connection?

17. Whole Group Discussion:
Heart:
What did you discover about yourself?
What matters most to you in this text or in your conversation?
What did you take to heart?

18. Station Rotations:
Technology: Achieve 3000
The List Lives On
2. On the Record- Book- Mind- Heart Strategy
Chapter One
3. Independent reading- find a book
Search quietly for a book to read independently here or at home. You may check the book out. Write name on list. Write your name on Post-It note. Place Post-It in book. Place book on shelf or take it with you.
4. Teacher-led: Reading Skills

19. Primary Conversation Topics from Book-Mind-Heart:
Student-Led Book Talk
Group Leader
Keep the conversation moving.
Ensure people are letting each other speak.
Ensure the conversation is civil.
Encourage all members of the discussion group to participate.
Primary Conversation Topics from Book-Mind-Heart:
What does the author want you to know?
What surprised you?
Does Bruno have a right to be upset with what is going on in his life?
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

20. Auschwitz (pronounced like Oush-witz)

21. Higher Order Thinking Question Chapters 2 & 3
Does Bruno have a right to be upset about what is happening to his life? Support your answer with at least two pieces of evidence from the text.

22. Socratic Seminar Norms
Don’t raise hands but use sensitivity to take turns and not interrupt others
Listen carefully
Address one another respectfully (Yes, sir/ma’am. No, sir/ma’am). Use statements such as, “I understand what Joseph is saying, but…”)
Base any opinions on the text
Address comments to the group (no side conversations)
Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence
If you are an observer, listen, understand, take notes, evaluate.
Hot Seat: If you are an observer/evaluator and you would like to make a comment, you may move to the “hot seat” to engage in the conversation.

23. Closing
What is the theme of a text? A. The main cause of an action B. A comparison between two things C. The lesson the reader learns about life D. The reason the author wrote the text