1. Warm-Up: Take a ¼ sheet from the tan bin.
Read the following sentences.
Then, answer the questions below.
Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.”
The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?”
1.What words or phrases in the sentences might be context clues that help determine the meaning of the underlined word?
2. What do you think the underlined word means?

2. Minho shrugged, then wiped fresh beads of sweat off his forehead
Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.”
The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?”
What does the word “rebuke” mean based on the context clues?
Criticism or disapproval
A repetition
Arrow and knife
Infection

3. Minho shrugged, then wiped fresh beads of sweat off his forehead
Minho shrugged, then wiped fresh beads of sweat off his forehead. “You scared of that pip-squeak? Dude, you got to learn. Stupid Newbies.”
The rebuke hurt Thomas far more than it should have, considering he’d known this guy all of three minutes. “Isn’t he the leader?”
2. Which phrase serves as the best context clue for “rebuke?”
then wiped fresh beads of sweat off his forehead
B. Dude, you got to learn. Stupid Newbies.
C. considering he’d known this guy all of three minutes
D. “Isn’t he the leader?”
What does the word “rebuke” mean based on the context clues?
Criticism or disapproval
A repetition
Arrow and knife
Infection

4. Criticism or disapproval
Term:
 Rebuke
Story:
Picture
Definition:
Criticism or disapproval
Reminding Word:

5. Obtain: to get something (to come in to possession of something)
Ultimate: the final or best
Intense: exciting and scary
Corrupt: bad; not doing the right thing
Destination: a place one is going to
Migrant: Someone who goes to one country to live from another country
Panting: Breathing very heavily
Refugee: Someone who leaves one country for another in order to be safe.
Persecute: to treat someone terribly (especially because of religion, race, gender, etc.)
10. Desert: to leave someone and not go back to them
11. Poverty: a state of being poor
12. Harbor: to hold someone for safety
13. Limitation: Something that keeps you from doing what you want to do
14. Resolve: to decide to do something; to determine that you will do something
15. Intervene: To get in the middle of; to come between two things
16. Meager: Lacking in amount or condition. Or, Lacking in quantity or quality.
17. Agonizing: Causing great mental pain.
18. Murky: Dark and gloomy.
19. Vulnerable: Weak and able to be attacked.

6. Residency: the right to be able to say you officially live in the U.S..
Artifact: an item of historical value.
Diversity: the state of having people of different backgrounds and cultures.
Intrude: to interfere or cut in.
Integrity: The quality of being an honest and strong moral person
Heritage: Your upbringing. Your traditions and culture.
Memoir: A diary, a biography, a record of events that someone writes about their life.
Banter: talking in a joking or teasing manner.
Condolences: words of sympathy or sorry for someone who is suffering
Ambitious: Puts forth a lot of effort to reach goals.
Complex: Complicated.
Resentful: Hateful
Vow: to promise
Economist: Someone who studies how much stuff is being sold or bought in a country so the country can make money.
Innovation: The act of creating or starting something new.
Prestigious: Something that has a great reputation and is well-respected
Pall: anything that covers with darkness or gloom
Impersonate: Pretend to be another person
Veil: A covering, normally over the face
Turbulent: Rough and destructive

7. Ascend: to move upward.
Consumed: to be filled up with (or, to be overcome by)
Disorienting: filling with confusion
Dilapidated: falling apart; run-down and damaged
Malicious: wicked or harmful
Congregating: Gathering in a group
Churning: Working hard
Weary: Very tired
Suppress: To stop or put an end to
Appendage: Something smaller that sticks out from something larger
Eradicate: Destroy completely; put an end to
Complexity: ability to be complicated and confusing
13. Anticipation: the act of wanting something badly
14. Inexplicably: Unable to be explained
15. Indecipherable: Unable to be understood
16. Banished: Sent away as punishment
17. Ominous: giving the impression that something bad or unpleasant is going to happen; threatening
18. Contemplation: Thinking hard about something
19. Replenished: Built back up; restored
20. Pretense: Pretending; make believe
21. Foliage: Lots of leaves on trees and plants
22. Apparition: A ghost-like image of a person

8. Demeanor: Facial appearance; the way a person looks.
Trepidation: Fear.
Rebuke: Criticism or disapproval.

9. Agenda
Objective: Primary: -I can analyze how an author develops and contrasts the points of view of different characters in a text (RL.2.6). Secondary: -I can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RL.1.1). -I can determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text (RL.1.2) Essential Question: How does Thomas’ perspective of being a Runner shift throughout chapters ten through eighteen? Warm-Up: Context Clues: Rebuke Vocabulary: Rebuke (LINCS Strategy) Whole Group: Review Stations Stations: 1. Achieve: Achieve 3000 (Another Chance for a Better Life?, Doing What’s Right, One Girl, Two Homelands ) 2. The Maze Runner, Chapters 12 and 13, Book-Mind-Heart, HOTQ 3. Independent reading (fill out a “book” for books you have finished reading) 4. Teacher-led: Differentiated instruction Closing: Vocabulary Review

10. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer.

11. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer. Chuck and Thomas have a couple of things in common. Neither of them can remember more than their first names. Also, they are the two newest boys to come to the Glade.

12. Answering a higher order thinking question:
Do Chuck and Thomas have anything in common? Use at least two pieces of evidence to support your answer. Chuck and Thomas have a couple of things in common. Neither of them can remember more than their first names. Also, they are the two newest boys to come to the Glade. On page 16, the narrator tells us that Thomas noticed that Chuck remembered his first name, but not anything else. He thinks, “They all remembered their names. Why not their parents’ names? Why not a friends’ name?” This shows us that Thomas realizes that nearly all of his memory has been wiped clean. (ELABORATION) Also, on page … (we do)

13. High Order Thinking Question: Why do you think it is necessary for the boys to be so rude to Thomas? Use at least two pieces of evidence from the text to support your answer.
Topic Sentence:
Evidence #1 (give the page # also):
 Elaboration #1:
Evidence #2 (give the page # also):
 Elaboration #2:

14. Station Groups Pd 5 TL 1 2 3 4 5 6 7 8 Ivan Paige Jaden Kris Mercedes
Jatavia
Aiden
Jazmine
Jayden P.
Kefrain
Adri
Kayla
Montana
Xavier
Yahsir
Joshua

15. TL (Achieve Questions) 3 (Achieve- Yellow Sheet)
Station Groups Pd 5
TL (Achieve Questions)
1 (BMH- HOTQ/ IR)
2 (BMH- HOTQ/ IR)
3 (Achieve- Yellow Sheet) 1 2 3 4 5 6 7 8
Mercedes
Paige
Jaden
Kris
(Did TL and 1)
Aiden
Jazmine
Jayden P.
Kefrain
(Did 1 and 2)
Kayla
Jatavia
Ivan
(Did 2 and 3)
Yahsir
Xavier
Joshua
Adri

16. 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?

17. 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?

18. 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?

19. 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.

20. Higher Order Thinking Question (Chapters 12 and 13)
Who respects whom more? Thomas or Minho? Use at least two pieces of evidence from the text to support your answer. Cite your evidence. Use elaboration sentences to explain your evidence.

21. Primary Conversation Topics from Book-Mind-Heart:
Student-Led Book Talk
Primary Conversation Topics from Book-Mind-Heart:
What does the author want you to know?
What images were most important to you?
Who respects whom more? Thomas or Minho?
Group Leader
Keep the conversation moving.
Ensure people are letting each other speak.
Ensure the conversation is civil.
A goal is to get everyone to talk.
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

22. Closing
Use context clues and your knowledge of the meaning of the bold word in the sentence below to answer the question following it:
The evil beast was certain to destroy the world. But, when Josh showed up and yelled, “Not today, you meanie!”, the beast was filled with trepidation.
What does the word “trepidation” mean?
curiosity
facial appearance
slimy smile
fear