1. Warm-Up: Take a ¼ sheet from the tan bin.
Place any homework on your desk.
Answer the questions below.
Name one thing in the world you wish you were exempt from.
What do you think is the greatest innovation of your lifetime?
If you were to provide counsel to Wonder Woman, what would it be?
Is it possible to have a tranquil dispute? How?

2. Desolate: Bare or empty.

3. Sheets 9 and 10
9A: Mutual: Having the same belief; Shared; common 9B: Counsel: Advice 9C: Innovations: The creation of something new 9D: Exempt: Free from a responsibility placed on others: excused. 9E: Desist: Stop doing something; discontinue. 9F: Fervently: Intensely; enthusiastically. 10A: Cynicism: A feeling of distrust or not believing that something will turn out right. 10B: Dismissively: Like it doesn’t matter. 10C: Desolate: Bare and empty.

4. Sheets 7 and 8
7A: Libel: Using untrue words to hurt someone’s reputation 7B: Propaganda: Lies used to persuade people into believing something 7C: Slander: Insults and bad information used to hurt someone’s reputation. 7D: Appoint: Select or choose. 7E: Conserving: Saving, keeping, protecting. 7F: Incriminate: To show evidence or proof of involvement in a crime. 8A: Inferred: Understood, supposed, concluded. 8B: Institutions: Groups and organizations. 8C: Multitudes: Large numbers; many. 8D: Initiate: Start, introduce, begin. 8E: Tranquility: Peacefulness. 8F: Concurrent: Existing, happening, or done at the same time.

5. Sheets 5 and 6
5A: Ratify: Approve or confirm 5B: Amateur: A beginner, one who is not paid for doing a job 5C: Regulated: Controlled, planned 5D: Dispute: An argument or disagreement 5E: Composed: Made up of 5F: Resolution: An answer or solution to a problem 6A: Absolute: Total and complete 6B: Obligated: Required to do something 6C: Unanimous: Common; totally agreed upon 6D: Sovereign: Absolute; supreme; total 6E: Constituent: Basic; essential 6F: Sanctions: Punishments or penalties

6. Sheets 3 and 4
3A. Obstruct: To interrupt or block. 3B. Prosecution: Taking someone to court for committing a crime. 3C. Assent: Acceptance, agreement, approval. 3D. Impartial: Neutral, fair, on neither side. 3E. Delegate: Assign something to a group of people to do. 3F. Grievance: Complaint, criticism, protest. 4A. Persecute: To bully, harass, torment, or bother. 4B. Tyranny: Cruelty, bullying. 4C. Plunder: To steal or rob. 4D. Economic: Having to do with money. 4E. Fundamental: Basics; very important part of something. 4F. Bias: Favoritism; (like playing favorites)

7. Sheets 1 and 2
1A. Aghast: horrified 1B. Stupefied: confused 1C. Goad: to whip or annoy into doing something 1D. In Vain: with no purpose 1E. Spontaneously: suddenly 1F. Navigate: to find the correct path from one spot to another 2A. Empower: To give power or strength to. 2B. Timid: Being scared or being unsure of yourself. 2C. Philanthropy: A desire to help people, especially through charity. 2D. Advocate: To speak or write in favor of something. 2E. Amend: To make minor changes in something to make it more fair. 2F. Peer: A person who is equal to another in abilities, qualifications, age, background and social status.

8. Agenda (Wednesday, 4/3)
Essential Question: How does the early development of main characters contribute to an emerging theme in chapters 1-5 of The Boy in the Striped Pajamas?
Standard: LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.8.RL.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.
Objective:
Primary: I can determine the central idea in an informational text, analyze its development over the course of the text, and provide an objective summary of the text. (RI.1.2)
Secondary: I can cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (RI.1.1)
I can engage in collaborative discussions with diverse partners about a variety of eighth-grade topics. (SL.1.1)
Warm-Up: Vocabulary Review
Whole Group:
Review of new station rotation (Finish station work with pds 3 and 5.)
Work Period: Technology: Achieve 3000, fill out yellow strategy sheet and answer Activity Questions (“The List Lives On”)
Independent Work: Grade 8: Read Chapter 2 of The Boy in the Striped Pajamas 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: See Teacher-Led Groups Print-Outs.

9. Thor A Stephanie Akers B Christian Hendrix C Jaquan Eley E
The World of Robots: Close Reading Strategies A
Stephanie Akers B
Christian Hendrix C
Jaquan Eley E
Joevin Kearse
 Captain America
Rylee Patterson
Cody Tison
Donte Yancey
Nicolas Duarte G
Lataysia Jones
Iron Man
Fluency : The World of Robots A
Brown, Paris C
Gjoka, Klevisa B
Kevin Fera D
Cardarrius Mosley
 Black Widow
The World of Robots: Close Reading Strategies
Connor Chubb
Luis Osorio
Alex Rivera E
Angel Chavez

10. Thor A Laleh Ghasseminia B Izabella Dupree C Jalantis Stephens F
The World of Robots: Close Reading Strategies A
Laleh Ghasseminia B
Izabella Dupree C
Jalantis Stephens F
Bryan Johnson H
Chris Moore
 Captain America
Cortney Reneau
Antonio Mancinotti E
Jaylon Hawkins
Tenasia Velezcruz
Iron Man
WR (1-3) and WM (4-6): The World of Robots A
Skylar Harris F
Madison Macias C
Janie Jackson D
Paige Clayton E
Jacob Bollinger B
Dontrell Harris H
Darius Mitchell
 Black Widow
The World of Robots: Close Reading Strategies
Justin Norales
Jayonna Robinson
Jatavia Bell
Angel McClintock
Tara Newmans

11. Iron Man Thor A Laila Foreman A Zahir Miller C Damario Everheart C
WR: The World of Robots A
Laila Foreman C
Damario Everheart
Black Widow
The World of Robots: Close Reading Strategies D
Oscar Stern
 Thor
The World of Robots: Close Reading Strategies A
Zahir Miller C
Tazarya Sailor F
Zachary Hewett H
Eliana Carson
 Captain America
Jordan Marshall
Alan Banjac
Avery Roca
Emmanuel King

12. Iron Man B Faridatu Sannoh D Jeremiah Powell E Trevin Butler G
Iron Man
WM (1-2) and Fluency (3-4): The World of Robots B
Faridatu Sannoh D
Jeremiah Powell E
Trevin Butler G
Jaquez Lloyd
 Black Widow
The World of Robots: Close Reading Strategies A
Brandon Ervie C
Jaquaivius Harden
Joey Witt
Esther Vaz F
Lashai Walker
 Thor
The World of Robots: Close Reading Strategies A
Edwin Carlos C
Ivan Cuadra-Ramirez D
Andy Ramirez F
Juan Alameda De La Rosa
 Captain America
Kayanna Lee B
Mario Lopez
Zackary Martin E
Ezekiel Valenzuela G
Fiorgen Xhafkollari

13. The List Lives On

17. How good do you think Bruno’s parents are at “being parents?”
The elaboration MUST tell how the evidence supports the topic sentence. If it does not, it will not be counted. It can NOT just repeat the evidence. It can NOT just say, “This is what the theme is about” for example. It must explain it in detail.

18. High Order Thinking Question, Chapters 1 and 2
1. How good do you think Bruno’s parents are at “being parents?” 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.

19. High Order Thinking Question, Chapter 1
How would you describe Mother? Bruno?
What is all of the commotion about in Bruno’s house?
What does Bruno refer to his sister as? Why?

20. Socratic Seminar
Create the questions for the Socratic Seminar. Use these stems to help you create questions that make you think deeply about the text:
Why should…
Is it better to _______ than ______?
How might the author have _________?
What is the difference between _____ and _____?
If you _________ what would happen…?
Why is there _______?
How does ________ make a difference in __________?
What are the strengths and weaknesses of ___________?
What causes _________________?
How could ____________________ be used to ______________________?
How is ______________ similar to what you have read in other books, articles or Achieve assignments?

21. Closing
What is the purpose of doing the BMH sheet?