1. Warm-Up: Take a ¼ sheet from the tan bin.
Place any late homework on your desk.
Read the following sentences. Then, answer the questions below.
His father died in a car accident… Obama sent a letter of condolence to his relatives in Kenya. But he had not know his father well enough to feel much pain or loss. He moved on with life.
1.What words or phrases in the sentences might be context clues that help you determine the meaning of “condolence”?
2. What do you think the word “condolence” means?
3. In the word “condolence,” the prefix con- means “with.” Can you think of any other words that begin with con- in which the prefix means “with?”

3. Condolences: words of sympathy or sorry for someone who is suffering

4. CON-
Conceal Concede Conclude Contain

5. Condolences words of sympathy or sorry for someone who is suffering
Term:
 Condolences
Story:
Picture
Definition:
words of sympathy or sorry for someone who is suffering
Reminding Word:

6. 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.

7. 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

8. Agenda Objective: Primary:
I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.1.1)
I can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI.1.2)
Secondary: I can prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively (SL.1.1).
Essential Question: What is the common central idea in the texts? Use evidence from the text(s) to support your response.
Warm-Up: Context Clues: condolences
Vocabulary: condolences (LINCS Strategy)
Whole Group:
Review Stations (esp. Achieve 300 Strategy Sheet)
Stations:
Achieve: Achieve 3000 (Who is Barack Obama? , Obama Online, A Plugged in President)
On the Record: Family Ties: Chapter Four, Book-Mind-Heart
3. Independent reading (fill out a “book” for books you have finished reading)
4. Teacher-led: Monitoring Station Work, answering questions and concerns; DAR test
Closing: Vocabulary Review

9. Pd 1

10. Pd 2

14. Station Groups Pd 5 TL (3) 1 (TL) 2 (1) 3 (2) 1 2 3 4 5 6 7 8 Jazmine
Josh
Montana
Xavier
Jatavia
Kayla
Jayden
Adri
Mercedes
Kefrain
Derrick J.
Jaden W.
Kris F.
Duncan
Ivan
Paige
Jonah
Aiden
Autumn

15. 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?

16. 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?

17. 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?

18. Higher Order Thinking Question (Chapter 4)
1. What do you think Obama mean when he says his father was a “myth” to him, “both more and less than a man?” Use evidence from the text to support your answer.

19. 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

20. 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)
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.

21. Closing
How are superstition and condolences similar?