1. Warm-Up: Take a ¼ sheet from the tan bin.
Place any late homework on your desk.
Copy the following words (you may write them on five lines on your paper):
1. Poverty Harbor Limitation Resolve Intervene
Choose a picture that matches each of the words above. Just write the letter of the picture by the word on your paper. A C D B E

2. Term:
Story:
Picture
Definition
Reminding Word:

3. Agenda
Objective: To review the meanings of all vocabulary words and prepare for Socratic Seminar regarding Reporting Live. Essential Question: After reading “Train of Death” and the stretch articles from Achieve 3000, what have you learned about immigration and the laws on immigration? Warm-Up: Vocabulary Review Vocabulary: Vocabulary Review Word Sort Whole Group: Discuss Book Mind Heart and Higher Order Questions for Chapter 5 Answer Socratic Seminar Questions (Prepare for Socratic Seminar) Stations: 1. On the Record- Complete questions for Socratic Seminar Preparation 2. Independent reading (fill out a “book” for books you have finished reading) 3. Technology: Achieve 3000 (College, Here We Come; Chicago School Sends Everyone to College; Not the News; News at Your Fingertips, Newsman Ed Bradley Dies) 4. Teacher-led: Monitoring Station Work, answering questions and concerns; DAR test Closing: Vocabulary Review

4. LINCS Strategy Sheets Pull all of your LINCS Strategy Sheets.
Check for all of the following words and definitions.
Add Terms and Definitions for any words you are missing.

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. Neutral (neither + nor -)
Word Sort
Look at each of your vocabulary words. Classify each word as a “negative word” (-), “neutral” (neither negative or positive), or “positive” (+). Copy the following chart on your paper and write the words in their correct columns. The columns will not have an even number of words.
(-)
Neutral (neither + nor -)
(+)

7. Negative Neutral Positive
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.
Negative
Neutral
Positive

8. Homework

9. Homework

10. Homework

11. 2. On the Record- Book- Mind- Heart Strategy
Whole Group:
Intro to stations:
Technology: Achieve 3000
College, Here We Come; Chicago School Sends Everyone to College; Not the News; News at Your Fingertips, Newsman Ed Bradley Dies
2. On the Record- Book- Mind- Heart Strategy
Reporting Live, Chapter 4
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: DAR test

12. Whole Group Discussion: Chapter 3
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?

13. Whole Group Discussion: Chapter 3
Mind:
What surprised you?
What connections did you make?
What images were most important to you?
What lines created the surprise or connection?

14. Whole Group Discussion: Chapter 3
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?

15. Higher Order Thinking Questions (Chapter 5)
1. Who is most to blame for Enrique’s life? Use evidence from the text in your answer? 2. Should Enrique go back to Maria or stay in America? Give reasons for your answer.

16. Socratic Seminar and Writing Activity
At the end of each unit, the class will engage in a Socratic Seminar. The class will use the information they learn from the Socratic Seminar and write a written response. Day 1- students work individually and in groups to prepare for the seminar Day 2- conduct the Socratic Seminar Day 3- complete writing assignment (after completing the Socratic Seminar, you will answer the essential question, which will serve as a writing assessment).

17. Preparation for Socratic Seminar
Organize your Book-Mind-Heart and Higher Order Thinking Questions. Then, choose at least five of the following questions to answer for the notes you will use for the Socratic Seminar. Write the page number and/or paragraph number of any information that you will have to cite in the Socratic Seminar and writing portion of the activity.
What are the three texts mainly about?
Why did the authors write each of the texts?
If you were to put all three texts together, what would be an appropriate title for them?
Write the most important quote or information provided by each piece of text.
What do these stories tell us about the way Americans look at immigrants and illegal immigrants?
How might immigration be good for America?
How might immigration be bad for America?
Why is Enrique’s story important?
How does poverty in a different country affect us in the United States?
What questions do you have about the text? What is unclear to you?

18. 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 last name (Mr. Jones, Ms. Smith). Use statements such as, “I understand what Mr. Jones is saying, but…”)
Base any opinions on the text
Address comments to the group (no side conversations)
Wait for at least two other people to speak before you speak again
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.

19. The Essential Question/ Writing Assessment
Option 1: After reading “Train of Death,” in Reporting Live, along with stretch articles from Achieve3000 and On the Record, what do the events of immigrants tell us about the changing outlook on immigration? Be sure to include varying perspectives of Americans and immigrants. Option 2: After reading “Train of Death” and the stretch articles from Achieve 3000, what have you learned about immigration and the laws on immigration? Be sure to include different perspectives of Americans and immigrants. Directions: Write an essay of at least four paragraphs. The essay should include an introduction paragraph, two supporting paragraphs, and a conclusion paragraph. The two supporting paragraphs must include at least two quotes each (evidence) from the texts.

20. Socratic Seminar Beginning Point
How should the U.S. handle the situation with illegal immigration?

21. Socratic Seminar Evaluation

22. Socratic Seminar Evaluation

23. Socratic Seminar Examples

24. Closing
What was the most effective part of the Socratic Seminar process today?