1. Warm-Up: Take a ¼ sheet from the tan bin.
Place any late homework on your desk.
Choose any of the words on the right to fill in the blanks below. Number your paper 1-5 and just write the words.
The horse-snake is a very strange animal. When it is upset, it can become very (1)___. It will definitely (2)___ when other animals try to attack it. If it becomes (3)______ with fear, it will (4)____ up in to the mountains and hide. It stays away from humans, so people rarely get to catch a glimpse of this (5)________ animal.
WORD BANK
Diverse
Stereotype
Prodigious
Retaliate
Ascend
Consumed
Disorienting
Malicious
Weary
Suppress

2. The Maze Runner begins 1/9/18 pd 5 in 2017-18 file folder
Last word from 1/30/18 pd 5 in

3. Sheets 9 and 10
9A: Diverse: Made up of many races or groups. 9B: Tenacious: Keeping a firm hold on something; persistent. 9C: Stereotype: An oversimplified image held by one person or group of another. 9D: Prodigious: Marvelous or amazing. 9E: Retaliate: Make an attack or assault in return for a similar attack. 9F: Ascend: To move in an upward direction. 10A: Consumed: To be filled up with; to be overcome by. 10B: Disorienting: Filling with confusion. Stupefying. 10C: Malicious: Harmful or wicked. 10D: Weary: Very tired. 10E: Suppress: To stop or put an end to.

4. Vocabulary, Sheets 7 and 8
7A: Compel: force or pressure (someone) to do something
7B: Persistent: Does not give up. Continues to try.
7C: Implement: To put into action.
7D: Segregate: To separate one person or group from another.
7E: Insight: The ability to gain a deep understanding of a person or thing.
7F: Undermine: To damage or weaken.
8A: Aspire: To hope for or go after something.
8B: Abound: To be plentiful (to have lots of).
8C: Fragile: Easily broken or damaged.
8D: Gavel: A wooden hammer used in a court by a judge to keep order.
8E: Portable: Able to be easily carried or moved, especially because of being a lighter and smaller version than usual.
8F: Redeemed: To exchange for money or goods.

5. Vocabulary, Sheets 5 and 6
5A: Posture: The way you hold your body when you stand or sit.
5B: Resolve: To settle or find a solution to something.
5C: Physique: The shape and size of a person’s body.
5D: Institution: A place to care for people with mental conditions.
5E: Sacrifice: The act of giving up one thing to save another.
5F: Isolation: Separation from others.
6A: Meditate: To sit quiet and still in order to think deeply.
6B: Competitive: Having or displaying a strong desire to be more successful than others.
6C: Matter-of-factly: To say something without emotion, naturally, and quietly.
6D: Curriculum: Subjects taught in school.
6E: Resent: To feel anger for someone or something.
6F: Vacant: Empty

6. Vocabulary, Sheets 3 and 4
3A: Summoning: Calling upon someone to do something.
3B: Potential: Showing the ability to become or develop into something in the future.
3C: Restriction: Being limited or controlled.
3D: Self-Perception: The way a person sees him/herself.
3E: Demeanor: Behavior, manner, attitude.
3F: Modesty: The attitude you have when you don’t think you are too great. Not full of pride.
4A: Tolerance: The strength and patience to put up with something that is bad.
4B: Invest: To give your money to a company so they can use it to make more money for you and them.
4C: Indescribably: So strange you can’t explain it.
4D: Optimistic: Having a positive view of what will happen in the future.

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

11. Agenda (Monday, 4/15)
Essential Question: How does the setting of The Maze Runner impact the main character’s mood in chapter one through nine? Standard: LAFS.7.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. LAFS.7.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: Students will use essential details of a text to determine how aspects of a character are being revealed. Students will analyze how particular elements of a story interact (RL.1.3). Warm-Up: Vocabulary Review Whole Group: Create questions for Socratic Seminar Work Period: Socratic Seminar for the following: Add to Character Description Sheet. Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (“Beyond His Years”). Independent Work: Grade 7: Read Chapter 5 of The Maze Runner 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” grouping sheet.

12. Beyond His Years

14. 5

16. Why might it be so necessary for the boys to be rude to Thomas?
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.

17. High Order Thinking Question, Chapter 4-5
Why might it be so necessary for the boys to be rude to Thomas?
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.

18. 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?

19. Sir Wilson- Washington
Iron Man
DAR Test A
Myles Bartley
 Black Widow
WM: The World of Robots B
David Corley C
Wayne Le D
Jalen Perryman H
Jordan Anderson
 Thor
The World of Robots: Close Reading Strategies A
Tyrone Summerall C
Amer Karincic D
Zachariah Scott F
Jarren Sherman
 Captain America
Aylah Bell B
Julianna Gagliardo
Jacob Hall
Blaine Ross H
Sir Wilson- Washington

20. Thor Captain America Iron Man A Jeremiah Perryman B Caitlin Berrios D
WR: The World of Robots A
Jeremiah Perryman B
Caitlin Berrios D
Chris Taylor F
Wileyah Williams
 Black Widow
Fluency or The World of Robots: Close Reading Strategies
Eric Sassaman
Abigail Sorrell
De’Ziya Upshaw
Julianna Vorn H
Isaac Whigham E
Cori Young
 Thor
The World of Robots: Close Reading Strategies A
Zakary King C
Xavier Wright D
Marianne Salem E
Rivers Willis
 Captain America
Lavon Small
Hannah Schmidt
Julius Papalia F
Gabrielle Wims

21. Closing
Who seems most “weary” in The Maze Runner?