1. D Optimistic Having a positive view of what will happen in the future.
Warm-Up: No paper.
Place any late homework on your desk.
In the next table of your LINCS sheet, copy the following information:
1. Term:
Optimistic   
3. Reminding Word (sounds like or looks like):
4. Story (use the definition and the reminding word):
5. Picture
2. Definition:
Having a positive view of what will happen in the future. D

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.
Invest: To give your money to a company so they can use it to make more money for you and them.
Indescribably: So strange you can’t explain it.
Optimistic: Having a positive view of what will happen in the future.

4. Agenda (Tuesday, 10/9)
Essential Question: How do the essential details help me to determine the overall meaning of a 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: Optimistic Whole Group: Prepare for stations Review HOTQ format Work Period: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (Nonverbal Communication)( Independent Work: Grade 7: Read Chapter 11 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: Skill-based lessons.

5. Steve Rogers /9
The Skin I’m In 11

7. How well is Charlese respected by others? How do we know?

8. High Order Thinking Question, Chapter 11
How well is Charlese respected by others? How do we know? 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 (WR) A
Perryman, Jalen C
Scott, Zachariah E
Summerall, Tyrone
 Black Widow (WR)
Corley, David
Le, Wayne
 Thor (SRC)
Karincic, Amer
Sherman, Jarren
 Captain America (SRC)
Calderon-Hernande, Gabriela
Hall, Jacob
Ross, Blaine

10. Iron Man (WR) A
Williams, Wileyah B
Berrios, Caitlin C
Davis, Indea D
Sassaman, Eric E
Taylor, Chris
 Black Widow (WR)
Wims, Gabrielle
Wright, Xavier
Upshaw, Deziya
Whigham, Isaac
Young, Cori
 Thor (WR) A
Bradford, Kymoni B
Gagliardo, Julianna C
Sorrell, Abigail D
Small, Lavon E
Vorn, Julianna
 Captain America (SRC)
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
What sort of demeanor must you have in order to get people to respect you?

33. Closing
Name something that makes you optimistic?