1. Warm-Up: Take a new LINCS strategy sheet from the tan bin.
Place any late homework on your desk.
In the next table of your LINCS sheet, copy the following information:
1. Term:
Tolerance   
3. Reminding Word (sounds like or looks like):
4. Story (use the definition and the reminding word):
5. Picture
2. Definition:
The strength and patience to put up with something that is bad. A

2. Vocabulary Sheet 3 Summoning: Calling upon someone to do something.
Potential: Showing the ability to become or develop into something in the future.
Restriction: Being limited or controlled.
Self-Perception: The way a person sees him/herself.
Demeanor: Behavior, manner, attitude.
Modesty: The attitude you have when you don’t think you are too great. Not full of pride.

3. Vocabulary Sheet 4
Tolerance: The strength and patience to put up with something that is bad.

4. Agenda (Monday, 10/1)
Essential Question: How do I find essential details in order to make conclusions about text? Standard: RL1 Finding key details Objective: Students will use essential details of a text to come to a conclusion based on a high order thinking question. Warm-Up: LINCS: Tolerance Whole Group: Prepare for stations RATA: Chapter 9: Essential Details: Who makes Maleeka changer her mind about how she feels at the school? Review HOTQ format Work Period: Complete Socratic Seminar on the following topics: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (Hairdressers: Doing the Dos)( Independent Work: Grade 7: Read Chapters 9 and 10 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: Data Chat; Discuss how to enter OneView and how to use it.

5. Bruce Wayne /1
The Skin I’m In
9-10

7. How much does Maleeka care for her mother
How much does Maleeka care for her mother? How do you know that she cares or doesn’t care for her?

8. High Order Thinking Question, Chapter 8
How much does Maleeka care for her mother? How do you know that she cares or doesn’t care for her? 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.

9. Iron Man A
Perryman, Jalen C
Scott, Zachariah E
Summerall, Tyrone
 Black Widow
Corley, David
Le, Wayne
 Thor
Karincic, Amer
Sherman, Jarren
 Captain America
Calderon-Hernande, Gabriela
Hall, Jacob
Ross, Blaine

10. Iron Man A
Williams, Wileyah B
Berrios, Caitlin C
Davis, Indea D
Sassaman, Eric E
Taylor, Chris
 Black Widow
Wims, Gabrielle
Wright, Xavier
Upshaw, Deziya
Whigham, Isaac
Young, Cori
 Thor A
Bradford, Kymoni B
Gagliardo, Julianna C
Sorrell, Abigail D
Small, Lavon E
Vorn, Julianna
 Captain America
King, Zakary
Salem, Marianne
Papalia, Julius
Schmidt, Hannah
Scott, Kyler

18. Socratic Seminar Introduction
Group Discussion
LAFS.8.RI.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.
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

19. Socratic Seminar Introduction Video
2:30

20. 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.
Primary Conversation Topics from Book-Mind-Heart:
What does the author want you to know?
What surprised you?
How does “family” affect what people think of others?
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

21. 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. Refer to each other by first name. Use statements such as, “I understand what Mackenzie 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.

22. Socratic Seminar Self-Evaluation Sheet

23. Socratic Seminar Self-Evaluation Sheet

24. Socratic Seminar Self-Evaluation Sheet

25. Socratic Seminar Self-Evaluation Sheet

26. Socratic Seminar Self-Evaluation Sheet

27. Socratic Seminar Partner Evaluation Sheet

28. Socratic Seminar Partner Evaluation Sheet

29. Socratic Seminar Partner Evaluation Sheet

30. Socratic Seminar Partner Evaluation Sheet

31. Socratic Seminar Partner Evaluation Sheet

32. Socratic Seminar 2 Book-Mind-Heart Questions
1 Version of the High Order Thinking Question
Does Maleeka care about other people? Or, is she so miserable that she has a hard time thinking about anyone but herself?

33. Closing
What type of demeanor must you have to have lots of tolerance?