1. Warm-Up: Take a ¼ sheet from the tan bin.
Read the following sentences.
Then, answer the questions below.
He looked over at Minho, huddled against the hall of the corridor. “I can’t believe we’re still alive,” he said.
Minho said nothing, just nodded, his face devoid of expression.
1.What words or phrases in the sentences might be context clues that help determine the meaning of the underlined phrase?
2. What do you think the underlined phrase means?

2. Minho said nothing, just nodded, his face devoid of expression.
He looked over at Minho, huddled against the hall of the corridor. “I can’t believe we’re still alive,” he said.
Minho said nothing, just nodded, his face devoid of expression.
What does the phrase “devoid of expression” mean based on the context clues?
Tight with emotion
Lacking any emotion
Crying with pain
Filled with happiness

3. Minho said nothing, just nodded, his face devoid of expression.
He looked over at Minho, huddled against the hall of the corridor. “I can’t believe we’re still alive,” he said.
Minho said nothing, just nodded, his face devoid of expression.
What does the phrase “devoid of expression” mean based on the context clues?
Tight with emotion
Lacking any emotion
Crying with pain
Filled with happiness
2. Which phrase serves as the best context clue for “devoid of expression?”
He looked over at Minho
huddled against the hall of the corridor
C. “I can’t believe we’re still alive,” he said.
D. Minho said nothing, just nodded, his face

4. Term:
 Devoid
Story:
Picture
Definition:
Empty, Lacking
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.
Provoke: To cause someone to act a certain way.
Taut: Tight
Inexplicably: In a way that can’t be explained.
What lay in store: what will happen.
Seared: to be felt or remembered because of emotional intensity
Pulsating: expanding or contracting in a rhythmic movement
Sparsely: Barely or hardly at all
Devoid: Empty, Lacking

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: Devoid Vocabulary: Devoid (LINCS Strategy) Whole Group: RATA: Chapter 25 Begin Flag Activity Stations: 1. Achieve: Achieve 3000 (Another Chance for a Better Life?; Doing What’s Right; One Girl, Two Homelands; The Storm Chasers, Tiny Animal, Big Problem ) 2. The Maze Runner, Chapters 25 and 26, Book-Mind-Heart 3. Independent reading (fill out a “book” for books you have finished reading) 4. Teacher-led: Differentiated instruction 5. Flags of the Glade Activity Closing: Vocabulary Review

10. 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

11. 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
Aiden
Jazmine
Jayden P.
Kefrain
Kayla
Jatavia
Ivan
Yahsir
Xavier
Joshua
Adri

12. 3 (Achieve- Yellow Sheet)
Station Groups Pd 5
1 (BMH- HOTQ/ IR)
2 (BMH- HOTQ/ IR)
3 (Achieve- Yellow Sheet)
TL (Achieve Questions) 1 2 3 4 5 6 7 8
Mercedes
Paige
Jaden
Kris
Aiden
Jazmine
Jayden P.
Kefrain
Kayla
Jatavia
Ivan
Yahsir
Xavier
Joshua
Adri

13. Group Discussion Game Teams
1 (BMH- HOTQ/ IR)
2 (BMH- HOTQ/ IR)
3 (Achieve- Yellow Sheet)
TL (Achieve Questions) 1 2 3 4 5 6 7 8
Mercedes
Paige
Kayla
Jatavia
Jazmine
Aiden
Jayden P.
Yahsir
Adri
Kefrain
Jaden
Kris
Xavier
Joshua
Ivan

14. 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?

15. 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?

16. 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?

17. 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.

18. Group Discussion Norms
Teams of 4 or 5 students each.
First “phase” of the question is provided. Students have one minute to talk quietly about a possible answer.
Students should write an answer on their paper.
Second “phase” of the question is provided (multiple choice options). Students quietly discuss options and provide one answer to the group leader.
Judge asks for answers. Group leader displays HTAD.

19. Group Discussion Norms
Judge tabulates the score. (Questions are worth the number of points equal to the number of the question.)
Students always act with respect.
No making fun of another student or criticizing someone’s answer. (loss of one point.)
No accusing another player of cheating (loss of one point).
No unsportsmanlike behavior (loss of one point).
Grades based on: 1) Completing the answer sheet (3 points) 2) Participation (3 points)
Winning team: 3 stamps each 2nd place: 1 stamp each Tie: 2 stamps to each member of each winning team.

20. Primary Conversation Topics from Book-Mind-Heart:
Chapter Discussion Game
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.
Judge the answers provided.

21. Flags of the Glade: Example
Map-makers are the ones who make the maps of the Maze. It would seem to be another name for the Runners, as they are the ones who run the Maze and draw maps based on what they remember.

22. Flags of the Glade: Example
Map-makers are the ones who make the maps of the Maze. It would seem to be another name for the Runners, as they are the ones who run the Maze and draw maps based on what they remember.

23. Flags of the Glade: Example
Map-makers are the ones who make the maps of the Maze. It would seem to be another name for the Runners, as they are the ones who run the Maze and draw maps based on what they remember.
The Runners

24. Flags of the Glade: Example
Map-makers are the ones who make the maps of the Maze. It would seem to be another name for the Runners, as they are the ones who run the Maze and draw maps based on what they remember.
The Runners
…running for your life…

25. Flags of the Glade: Example
Map-makers are the ones who make the maps of the Maze. It would seem to be another name for the Runners, as they are the ones who run the Maze and draw maps based on what they remember.

26. High Order Question Chapters 25 and 26
Would you have chosen for Thomas to be a Runner? Why or why not? Support your answer with at least two pieces of evidence from the text. Cite your evidence. Use elaboration sentences to show how your evidence supports your topic sentence.

27. 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 sight of the ugly monster lay ________ in his mind forever!
Which word should be used in the blank above?
seared
taut
provoked
sparsely