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I. Introductiona. Title: Discovering Community and Empathy in The Giverb. Grade Level: 7th Grade Reading (this class includes two students with IEPs)c. Duration: 10 daysd. Context: It is the second novel of two or three that are read during the year.

This novel occurs right after PSSAs.

II. Contenta. Big Ideas: The concept, theme, or issue that gives meaning and connection to

discrete facts and skills

Empathy

Individuality vs. Community (pros and cons)

Language

Respect (for all members of society)

Memory

b. Enduring Understandings: Use skills to focus on larger concepts, principles, or processes. They enable transfer and are applicable to new situations.

Knowing about history is very important for making big decisions.

It is important that we use language that is both precise and varied.

Age should be respected and valued within society.

c. Essential Questions: A question that lies at the heart of your unit plan. They do not have a single straightforward answer.

Knowing that people are capable of both great good and great evil, do you think the world is better off the way it is in The Giver or the way it is in real life?

How can feelings add to life and how can they detract from it?

Why would being part of a community add value to your life?

What are the pros and cons to acknowledging memories?

d. Standards: Which Pennsylvania standards will be met through this unit?

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CC.1.3.7.B: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.3.7.F: Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative meanings.

CC.1.3.7.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.3.7.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.

CC.1.4.7.G: Write arguments to support claims.

CC.1.4.7.I: Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.

CC.1.4.7.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary nonfiction.

CC.1.5.7.1: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CC.1.5.7.D: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CC.1.5.7.G: Demonstrate command of the conventions of Standard English when speaking based on grade 7 level and content.

e. Vocabulary: List the vocabulary that will be taught.  

science fiction (intro.)

utopia (intro.)

palpable pg. 3, chap. 1

apprehensive pg. 4; chap. 1

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wheedle pg. 5; chap. 1

nurture pg. 7; chap. 1

transgression pg. 8; chap. 1

aptitude pg. 13, chap. 2

bewilder pg. 21; chap. 3

nondescript pg. 22; chap. 3

vague pg. 35; chap. 5

unanimous pg. 57; chap. 8

conspicuous pg. 72; chap. 10

obsolete pg. 81; chap. 11

III. Objectives

Explain: Given class discussion, lectures, and student packets, TSWBAT explain a brief overview of the plot of The Giver and the big ideas and enduring understandings within the text.

Interpret: Given the text, class discussion, and brainstorming, TSWBAT interpret the difference between his/ her community and the community as described in The Giver and distinguish the pros and cons of each.

Apply:  Given text and classroom discussion, TSWBAT apply the big ideas and enduring understandings to discuss a problem within his/ her society and the solution to that problem.

Perspective: Given text, classroom discussion, and lectures, TSWBAT compare and contrast aspects of different cultures showing the valuable aspects of each.

Empathy: Given the opportunity for simulation learning experiences, TSWBAT develop empathy for the characters in The Giver through role playing of characters and provide responses on the character’s situation.

Self-knowledge: Given all learning experiences, TSWBAT synthesize his/ her own ‘utopia’ and then troubleshoot to show why this society will ultimately struggle based on human nature.

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IV. Learning Experiences (Briefly summarize these lessons in one sentence each. The full lessons will follow this unit outline.)

a. Day One: During this day, students will participate in role playing where each individual is assigned a job and the environment is manipulated in such a way as to mimic the community in The Giver. Teacher will also read the first chapter with students.  

b. Day Two: (Chapters 1-3)- independent working dayi. Students will read independently and answer questions to gauge

understanding and interaction with text.c. Day Three: (Chapters 4-6)

i. Anticipatory Set--Thinking/Writing activity--Fold paper in half.  In top half write a paragraph about the pros of Jonas’s age, diversity, and privacy in ordered community.  Write cons on bottom half. Students will decide which scenario they think is better for society: ours or Jonas’s, and they will write a couple of sentences on the back of the paper explaining why they chose that way.

ii. Class discussion in three groups led by Grace, Sarah, and Mrs. Barbati

1. each group discusses a different societal topic (age, diversity, privacy)

2. one student as recorder3. present comments to rest of class

d. Day Four: (Chapters 4-6)-independent working day i. Students will create charts detailing the structure and laws of the

community, and they will begin a contrast sheet in regard to Jonas and the community.

e. Day Five: (Chapters 4-6)- independent working dayi. Students will write a letter to an elderly individual about the

importance of using precise language.

o Day Six: (Chapters 7-9)

Oral reading activity: Students and teachers will take turns reading these chapters out loud. Students will be selected by teachers drawing students’ names out of a jar. Students will complete the assigned exit slip before they leave.

o Day Seven: (Chapters 10-12)- independent working day

Students will silently read Ch. 10-12. They will complete the assigned exit slips and deposit them in the box before they leave.

o Day Eight: (Chapters 10-12)

Provide a simulation activity in which students experience the senses, and create situations in which students must go without a particular sense; discuss afterwards.

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o Day Nine: (Chapter 10-12)- independent working day

Read first pg. and a half of ch. 13 for context (anticipatory set)

Jonas’s community once made the choice to do away with memories of things that don’t exist outside their community

Provide historical articles on a war for students to read

this the result of choices people once made

write newspaper editorial arguing for or against a motion to do away with memory

Provide guidelines and a rubric

o Day Ten: This is a celebration of learning day where students will share their various written pieces with the class. The students will take their mid-term quiz. We will also have a whole class discussion about the big ideas and enduring understandings found in The Giver

Evaluation Instrument and Methods 

1. Formative methods must be throughout the central lessons.

reading quizzes

student packet

participation in debate and class discussions

partner work

providing a box to allow for student questions

2. Summative methods must be at end of unit and adequately measure students’ mastery of stated unit objectives.

A ‘published’ magazine of students’ written pieces

Quiz over half of the novel

V. Evaluation of Daily Lessons

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a. Each lesson should include a reflection/evaluation of the lesson’s effectiveness.

Were objectives and standards appropriately met?

Did students grasp big ideas and enduring understandings?

Were students actively involved all throughout the lesson?

Was I, as the teacher, able to identify areas of difficulty for students and remedy them?

b. Initially, this can be posed as questions to be answered when the lesson is implemented

c. Include discussion of the adaptations that should be made for the lesson to be strengthened for next time.

VI. Resourcesa. Bibliography

i. Textbooksii. Trade books

1. The Giver iii. Reference books, articles

1. Historical articles for activity on writing newspaper articleb. Community Resourcesc. AV/Sensory Aids

i. Videos, songs used1.  Pictures charts, diagrams2.  Maps3. Games

a. Cards of scenarios for role playing

VII. Appendixa. Lesson Plansb. Study Guidesc. Contractsd. Room arrangemente. Learning center descriptions and materialsf. Sketchesg. Bulletin boards: You must have at least one bulletin board display design that

augments the unit of study. Be creative!h. Transparenciesi. Muralsj. Any handouts, rubrics, or activities should be included directly behind the lesson

in which they are used.

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Day One:

I. Topic:1. The importance of history and memories2. The development of society3. The role of individuals in a community

II. Objectives/ Standards:1. Given descriptions and instructions of various members of society, TSWBAT role

play a member of society using their knowledge of societal requirements to the satisfaction of the teacher. [1.3.7.A]

2. Given role playing, TSWBAT judge the importance of history/memories and the importance of community through class discussion to the satisfaction of the teacher. [1.6.7.A]

III. Teaching Procedures:1. Introduction (Anticipatory Set): Begin this new unit by describing the activity of

the day. Students will be able to participate in a role playing activity. (5 min. to explain; 15 min. to play)

i. Explain the rules of the activity.1. Everyone must play the role they are assigned and follow the

instructions on their cards. 2. Inside voices must be used and everyone must walk.3. Follow the instructions on your card but be polite to everyone.4. At any point in the game, the teacher has the ability to pause the

game or stop it if it gets out of hand.ii. Assign roles to everyone and pass out instruction cards.

1. Doctor (3)2. Engineer (1)3. Receiver of Memory (1)4. Giver (1)5. Laborers (5)6. Nurturers (5)7. Speaker (1)8. Recreation Director (4)9. Law and Justice (5)10. Caretaker of the old (4)

iii. Have the receiver and the giver step out of the room and explain to everyone else that they must not make it easy for the receiver to hand out memories to them.

iv. Bring the giver and receiver back into the classroom and have everyone assemble in the various parts of the room.

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v. Begin the game. Have teachers monitor the room to make sure everyone participates and stays on task.

2. Development:i. Introduce the novel, The Giver by explaining what Utopia means (from the

Greek- meaning ‘good place’ and ‘no place’ – explain the irony), and then point out the vocabulary/ question box on the bulletin board so that students may put unfamiliar words in the box throughout the unit. (5 min.)

ii. With remaining time, introduce the following enduring understanding and essential questions. Discuss with the class and ask them to give feedback on what they learned during the simulation. (10 min.)

1. Knowing about history is very important for making big decisions.

2. Why would being part of a community add value to your life?3. What are the pros and cons to acknowledging memories?

iii. Read the first chapter of The Giver with students. Model ‘think aloud’ questions for students during this activity. Sample questions are below: (10 min.)

1. On the first couple pages of the chapter, how does the author create suspense or mystery about the way Jonas is feeling?

2. What does the author tell you about the character Jonas in this chapter?

3. What does the author reveal about the community at this point in the story?

3. Guided and Independent Practice/ Assessment:i. Role playing helps teachers to assess students’ concept of community and

allows them to practice being a part of the community.4. Closure: (5 min.)

i. Have students complete an exit slip by providing answers to the following questions. Have students put their answers in the vocabulary/ question box:

1. Why would being part of a community add value to your life?2. What are the pros and cons to acknowledging memories?

IV. Materials:1. Cards describing roles of each member of the community2. Memories of the giver and receiver 3. Materials (construction paper, tape, popsicle sticks) for laborers4. Paper for anyone who needs to write anything down5. Website used to find illnesses: http://www.webmd.com/ 6. Vocabulary/ question box

V. Adaptations:

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1. Modifications for students with learning difficulties are unneeded for this assignment because it is more exploratory and is not graded. Teachers will monitor to see if anyone needs extra help with reading or understanding material.

2. Extra time: Students will have extra time to write on their exit slips.3. Modifications for reading assignments: Teachers will provide students who

struggle with reading a summary of the plot after they read as much as possible. The teachers will also review the plot at the beginning of class periods.

VI. Evaluation:1. Formative:

i. Teachers will monitor students to evaluate learning during role playing.ii. Teachers will evaluate student participation in class sharing and

discussion.iii. Teachers will evaluate students through exit slips.

VII. Reflections:1. Did the lesson accomplish the learning of each objective?2. How did students respond to monitoring—are they learning? What evidence is

there of learning?3. Were the students engaged throughout the entire lesson?4. Are students adequately prepared to start the unit?

Day Two:

I. Topic: 1. Reading Comprehension (as students read text)2. Ability to interact with text

II. Objectives/ Standards:1. Given the text The Giver, and reading questions, TSWBAT demonstrate reading

comprehension, based on knowledge from the novel, by answering comprehension questions to the teacher’s satisfaction. [1.1.7.D, 1.1.7.A]

2. Given reading of The Giver, TSWBAT answer two questions concerning the enduring understandings of the text to 100% completion. [1.1.7.D]

III. Teaching Procedures:1. Introduction (Anticipatory Set) - Provide a short paragraph relating the role play

of the previous day to the new novel. Make students excited about reading the novel.

i. Dear Students,

Today you will begin the novel The Giver. Yesterday we pretended to be a part of a society similar to the community in The Giver. As you read, think about what it would be like live with the characters. How would you feel if you had to live the way they do? Enjoy your reading journey!

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2. Development:i. Have students spend the next 45 minutes reading The Giver. Have them

turn to page one in their packets to help guide their reading. Provide questions to help them synthesize the material and interact with the text. Students should attempt to read through chapter four. (See packet for questions) (45 min.)

3. Guided and Independent Practice/ Assessment:i. Encourage students to jot down important information on the question

pages in order to show their learning. They should focus in on those questions that really help them to synthesize material.

4. Closure:i. Have each student complete a question card to place in the

vocabulary/question box on the bulletin board. They must write one question they have about the novel and one word that they do not understand. (5 min.)

IV. Materials:1. Pages 2-3 of packet (reading questions)2. Index cards for vocabulary/ question box

V. Adaptations:1. Provide students with summaries of the chapters throughout following class

periods in case they do not have enough time to complete their reading. 2. Provide page numbers and other hints to stress the importance of certain passages

for those students who struggle to interact with text.3. If extra time, students can continue reading the novel.

VI. Evaluation:1. Formative:

i. Students will jot down answers and key points in packet as they readii. Students will put questions and vocabulary in box on bulletin board

VII. Reflection:1. Did students comprehend reading material?2. How did students respond to monitoring-are they learning material?3. Were questions helpful for students as they interacted with material?4. Did students seem engaged in reading?

Day Three:

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I. Topic:1. Learning to debate2. Age, diversity, and privacy

II. Objectives/Standards:1. Given information of the text, TSWBAT analyze (through writing) the pros and

cons of the society in The Giver using past lessons on community to 100% accuracy and completion. [1.3.7.A, 1.5.7.B]

2. Given information of the text, TSWBAT argue points concerning issues raised in The Giver through group and class discussion to the satisfaction of the teacher. [1.6.7.A, 1.6.7.B]

III. Teaching Procedures: (10 min.)

1. Introduction (Anticipatory Set): Anticipatory Set--Thinking/Writing activity--Fold paper in half. In top half write a paragraph about the pros of Jonas’s age, diversity, and privacy in ordered community. Write cons on bottom half. Students will decide which scenario they think is better for society (ours or Jonas’s), and they will write a couple of sentences on the back of the paper explaining why they chose that way. This will be graded for completion.

2. Development:i. Three teachers will lead an extended classroom discussion with three

groups. Each group will discuss one of the topics below and answer the questions. Each group will have a recorder to write down discussion answers to share with class. (20 min.)

1. Age: a. How can a community honor and respect the elderly?b. In what ways does the community disrespect age?c. In what ways does our community disrespect age?

2. Diversity:a. In what ways does the community emphasize or

deemphasize diversity?b. Does our community recognize diversity?c. Why is diversity valuable to a community?

3. Privacy:a. Why might the community try to take away privacy?b. Why might privacy be important to individuals?c. Is there a balance between too much privacy and too little

privacy?3. Guided and Independent Practice/ Assessment:

i. Have each group come to the front of the class and share what they discussed in their group. (15 min.)

1. Jot down answers on the white board.2. Bring the whole group together and solidify findings by looking at

the notes on the white board. Allow time for extra questions.ii. Homework: Catch-up on packet.

4. Closure:

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i. Have students review their paragraphs that they wrote at the beginning of class. Give them time to make any adjustments to the paragraphs based on their discussions. (5 min.)

IV. Materials:1. Questions for each group2. Paper for recorders 3. White board and markers 4. Rubric for class participation in discussion

V. Adaptations:1. Provide pictures and written examples for each discussion question to help

students who might struggle to understand the concepts.2. If students have extra time, have them read ahead in the novel or catch-up on their

packet.VI. Evaluation:

1. Formative:i. Pros and Cons paragraph

ii. Participation in group and class discussion (graded with rubric)

Student contributed at least once during group discussion.

Student showed respect while others contributed.

Student remained actively engaged during discussion.

5 points 5 points 5 points

VII. Reflection:1. Did the lesson accomplish learning of each objective?2. How did students respond to monitoring-are they learning material?3. How did students interact socially with one another during the lesson?4. Did students seem engaged; were they actively participating?

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Day Four:

I. Topic: 1. Understanding of the structures and laws of the community2. Comparing and Contrasting (Jonas and the community)

II. Objectives/ Standards: 1. Given information from the text and pictures of various societies, TSWBAT

propose the pros and cons of living in a particular society by writing on a particular society to 100% accuracy. [1.5.7.B]

2. Given vocabulary words and definitions, TSWBAT create pictures emphasizing the definitions of each word to show understanding of the text to 100% accuracy. [1.1.7.B]

3. Given information from the text and worksheet, TSWBAT compare and contrast his/her community with the community of The Giver emphasizing the pros and cons through writing to 95% accuracy. [1.2.7.E]

4. Given information from the text and worksheet, TSBAT compare and contrast Jonas to his community to 95% accuracy. [1.2.7.E, 1.5.7.B]

III. Teaching Procedures: 1. Introduction (Anticipatory Set): Free journaling (page 3 of packet) - Allow

students to free-write for about 10 minutes. They will write based on the prompt below:

i. Look at the pictures of different societies below. Choose one and write about it. What would it be like to live in that society? What are the pros and cons of living in such a society? Why did you pick this society over the others? (Pictures are included on page one of student packets) (This will be graded for completion.)

ii. This will help students to start thinking about how communities can influence individuals and the way one lives his/her life.

iii. Students will work with these essential questions today:1. Knowing that people are capable of both great good and great evil,

do you think the world is better off the way it is in The Giver or the way it is in real life?

2. Why would being part of a community add value to your life?2. Development: (10 min.)

i. Students will review the following vocabulary words and definitions on page 4 of their packets. Each definition will include a page number where

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the word can be found. Have students draw a picture showing how the word is used in the text. (This will be graded for completion.)

1. Palpable (page 3): noticeable; capable of being felt 2. Apprehensive (page 4): nervousness or alarm, especially in regard

to the future3. Wheedle (page 5): coax, flatter

ii. Students will develop the chart found on page 5 of their packets. They will design charts of the structure and laws of the community. They must include page numbers for textual support. Then they will compare and contrast these structures and laws in our own community. After they have completed this chart, they will write a short paragraph highlighting some of the positive and negative elements of each community. (A rubric will be included for this assignment.) (15 min.)

3. Guided and Independent Practice/ Assessment:i. Students will create a comparison and contrast sheet of Jonas and the

community on page 7 of the packet. Each detail they include must be supported by the text with a page number. This will be graded for completion. (10 min.)

4. Closure: (5 min.)i. Students will read and think about thought-provoking statements at the

bottom of page 8 of their packet. IV. Materials:

1. Student Packets (pages 3-8)2. Websites Used:

i. http://www.goodreads.com/book/show/3636.TheGiver 3. Definitions taken from EMC Masterpiece Series version of The Giver4. Rubric for comparison and contrast chart and paragraph

V. Adaptions:1. Teacher will monitor those who need help completing packets.2. Other definitions can be provided for students who struggle with vocabulary. 3. If students finish early, they can begin reading for homework.

VI. Evaluations:1. Formative:

i. Creative writing journalii. Vocabulary drawings

iii. Comparison and Contrast chart for communitiesiv. Comparison and Contrast chart for Jonas and community

VII. Reflection:1. Did the lesson accomplish the learning of each objective?2. Could students follow the directions in the packet?3. How did students respond to monitoring-are they learning material?4. Was the lesson at the right level of difficulty?5. Did students seem engaged; were they actively participating?6. In what ways can the lesson be improved in the future?

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Day Five:

I. Topic:1. Use of language2. The importance of feelings

II. Objectives/Standards:1. Given vocabulary words and definitions, TSWBAT create a letter discussing the

importance of precision of language as emphasized in The Giver to 95% accuracy. [1.5.7.B, 1.5.7.C]

III. Teaching Procedures:1. Introduction (Anticipatory Set): Provide each student with a paragraph which

does not use language precisely. Have them read the paragraph and record their responses to the frustrations of reading such a paragraph. (5 min.)

i. Dogs curl their hair with forks. Butter helps to make them dirty after they curl their hair. When they are hungry, they drink some water. When they are thirsty, they don’t eat. Dogs sing to each other, and when they are happy, they growl. They also wag their legs when they are happy. Many brands of dogs can be terrible owners.

ii. Then, provide students with a short paragraph about the importance of using precise language in order to give readers the correct interpretation of one’s writing.

2. Give students twenty minutes to catch-up on all reading assignments. At the end of class, students should be finished with chapter six. Have them use the reading guide in the student packet. (20 min.)

3. Provide the following words and definitions for students. i. transgression pg. 8; chap. 1

ii. aptitude pg. 13, chap. 2iii. bewildered pg. 21; chap. 3iv. nondescript pg. 22; chap. 3v. vague pg. 35; chap. 5

4. Have students pick three of the vocabulary words. They will use these words correctly and precisely to write a letter to an elderly individual. In the letter, they must include the following:

i. The importance of using language precisely ii. How language can invoke feelings

iii. 3 questions to ask the elderly individual concerning their use of languageiv. An explanation of lingo/slang the student might use that an elderly person

might not know about.5. A rubric will be provided, and students will read a short paragraph in their

packets emphasizing the importance of respecting all ages of life because we can learn from all ages. It will also address differences in language based on age differences and the use of appropriate language for a particular audience. (15 min.)

6. Guided and Independent Practice/ Assessment:i. Students will finish their letters for homework.

7. Closure:

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i. Have students read the closing paragraph on respecting age. Have them respond to the questions in the space provided. (5 min.)

IV. Materials:1. Pages in packet

i. Anticipatory set paragraph activity page ii. Vocabulary and letter writing page

iii. Extra paper for writing letters iv. Rubric for letter writing

2. Definitions taken from EMC Masterpiece Series version of The GiverV. Adaptations:

1. Provide more in-depth definitions of words and pictures for those who struggle to grasp the meaning of each of the words.

2. Give students a letter-writing template to help them compose their letter.3. If students have extra time, they should read ahead in The Giver.

VI. Evaluations:1. Formative:

i. Teacher will monitor as students write about paragraph on ‘dogs.’ ii. Written letter with rubric

VII. Reflection:1. Did the lesson accomplish learning of each objective?2. How did students respond to monitoring- are they learning material?3. How many students grasp the components of letter writing; should a brief

overview have been included?4. Did students seem engaged; were they actively participating?5. Do students seem to grasp vocabulary?

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Day Six

I. Topic: Chapters 7-9

II. Objectives1. Given oral reading time in class and guided practice TSWBAT clearly and

succinctly state their answers to oral response questions to teacher satisfaction.i. CC.1.4.7.S: Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade level reading standards for literature and literary nonfiction.

ii. CC.1.5.7.1: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

2. Given the definition and class discussion TSWBAT accurately use the word unanimous. This will be measured in the quiz on Day 9.

i. CC.1.3.7.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

III. Teaching Procedures1. Introduction

i. (2 min) Anticipatory Set: Give students time to fill out ‘memory’ cards to place on the bulletin board. Explain the importance of memories. Take a poll of how many of the memories are from when the students were really young. Discuss how memories can help to shape the future.

2. Developmenti. (40 min.) Oral reading activity: Teachers and students will read Ch. 7-9

out loud. Teachers will pull names from a jar to determine which student reads next and will insert their own reading periodically.

1. Teachers will pause periodically the activity to discuss important plot developments and the new vocabulary we encounter as we read (see guided practice).

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3. Guided Practice: Students will be led through some oral response questions as we read. We will ask for volunteered answers and call on students.

i. Stop at the top of pg. 53: How would you feel if you had no choice in what your occupation would be for the rest of your life? Do you think Jonas feels the same way you do? Why or why not?

ii. Stop at the end of Ch. 7: Predict what will happen next.

iii. Stop on pg. 57 after the paragraph containing the word unanimous: Give the definition of unanimous in your own words. Use it in a sentence. Have someone draw a picture of the word on the board.

iv. Name and summarize one of the 5 qualities the Receiver of Memory must possess. Do this until all five are covered.

v. How does the society in The Giver feel about children who develp at a slower than average pace?

4. (3 min.) Closure: On an index card which we will provide, students will write down one thing they especially liked about Ch. 7-9 and one thing they didn’t quite understand or want to know more about. They will deposit these exit slips in the box on the bulletin board.

IV. Materials1. The Giver2. Index cards3. Smart board space

V. Adaptations: The two students with IEPs will still be required to read aloud, but the teachers will provide any necessary prompting. We will observe their reading and stop them after an appropriate length of time rather than making them struggle through as long of a passage as the other students if it looks like it will take them twice as long.

VI. Evaluation1. Formative: Make observations about reading skill and comprehension of material

as we go along. Turn these into physical notes tonight.2. Review the exit slips to determine which words and concepts need to be

addressed again.

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VII. Reflection1. Were the objectives met?2. Were the adaptations appropriate?3. Which items of this lesson went smoothly?4. Which were rough?5. What can I change about this lesson to make it better?6. How can I alter my teaching style to improve it?

Day Seven

I. Topic: Independent Work Day—The Importance of Senses (Ch. 10-12)

II. Objectives:1. Given class reading time and a guided exit slip TSWBAT demonstrate

understanding of what our senses help us do to teacher satisfaction.i. CC.1.4.7.S: Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade level reading standards for literature and literary nonfiction.

ii. CC.1.3.7.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.

2. Given the definitions and silent reading time TSWBAT accurately use the vocabulary words conspicuous and obsolete.

i. CC.1.3.7.F: Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative meanings.

III. Teaching Procedure:1. Introduction

i. (1 min.) Anticipatory Set: Instruct students to keep the 5 senses in mind as they read C. 10-12

2. (35 min.) Development: Students will silently read Ch. 10-12

3. (5 min.) Independent Practice: Do the Exit Slip #1 (below) as you come to the words in the text.

4. (5 min.) Closure: Two exit slips today.i. Write two sentences using the word conspicuous in one and obsolete in the

other. Draw two pictures, one to represent each sentence.

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ii. Complete the following sentences as you would finish them:i. If I lost the ability to see colors I wouldn’t be able to…

ii. If I lost the sense of smell I wouldn’t be able to…

IV. Materials: 1. Student Packet2. The Giver3. Provided index cards

V. Adaptations: The two students with IEPs will not be required to draw pictures for their vocabulary exit card. They will just use the word in a sentence. This follows the method Mrs. Barbati uses for vocabulary with these kids.

VI. Evaluation1. Formative: Observations of work ethic from Mrs. Barbati.

2. We will review the exit slips to determine which words and concepts need to be reviewed.

VII. Reflection:1. Were the objectives met?2. Were the adaptations appropriate?3. Which items of this lesson went smoothly?4. Which were rough?5. What can I change about this lesson to make it better?6. How can I alter my teaching style to improve it?

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Day Eight

I. Topic: Experiencing the Senses

II. Objectives: Given reading time and a class activity about the senses TSWBAT understand the usefulness of the 5 senses and how Jonas’s life is different with the senses dulled forms.

1. CC.1.4.7.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary nonfiction.

2. CC.1.5.7.1: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

III. Teaching Procedures1. Introduction

i. (3 min.) Anticipatory Set1. Ask students to name the senses which are dulled in Jonas’s

community.2. Explain to students that we will be exploring the usefulness of our

senses today.

2. (5 min.) Developmenti. The Importance of Seeing Colors

1. Project on Smart board a picture of a traffic light on red and a picture of a traffic light on green.

2. Next slide has the same two pictures but in gray scale. Ask the students to identify which is the red and which is the green.

ii. Hearing1. Show two pictures of the same cat on the Power Point. Each has a

sound clip with it. One is happy and the other is angry. The next slide is the same, but ask students to pick which is the angry cat without being able to hear it.

iii. Pause after each activity to discuss with the students how that sense is helpful and how not having it makes things more difficult. Ask students for their

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reactions and for their ideas about other scenarios which would be more difficult if they didn’t have that sense.

3. (10 min.) Guided Practicei. Have students practice using the text to support statements they make

about the text. Have them write a statement on a piece of paper concerning the ‘dulled’ senses of the community. They will either give reasons why a lack of senses is a bad thing or they will reasons why it is a good thing. Then, they will have five minutes to find at least 3 quotes from the text to support their statements. Make this a friendly competition. As soon as students finish finding quotes, they will stand and whichever row stands first wins. Teachers must double check student work.

4. (20 min.) Independent Practicei. Students have the remainder of the period to finish any unfinished reading

or assignments. Teachers will monitor and be available to provide assistance and to answer questions.

5. ( 5 min.) Closure: Exit Slip: On a provided note card students are to write one sentence about how they felt about not being able to use their senses to the fullest capacity. Deposit these in the box on the bulletin board.

IV. Materials1. The Giver2. Provided Note Cards3. Smart Board

V. Adaptations: N/A

VI. Evaluation1. Formative:

i. Make notes of students’ responses to see if they are grasping the importance of the senses and how different Jonas’s life must be with their dulled forms.

ii. Students’ search through the text to support their arguments.

2. Review the exit slips.

VII. Reflection

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1. Were the objectives met?2. Were the adaptations appropriate?3. Which items of this lesson went smoothly?4. Which were rough?5. What can I change about this lesson to make it better?6. How can I alter my teaching style to improve it?

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Day Nine

I. Topic: Independent Work Day—The Importance of History

II. Objectives:

1. Given silent reading time and a prompt TSWBAT interpret the positive and negative effects of knowing about history in a brief writing assignment to a grade of 4/5 on the rubric.

i. CC.1.4.7.G: Write arguments to support claims.

ii. CC.1.4.7.I: Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.

iii. CC.1.4.7.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary nonfiction.

III. Teaching Procedures1. Introduction

i. (5 min.) Anticipatory Set: The following passage will be projected on the smart board for the students to re-read.

The Giver shook his head. “No, no. I’m not being clear. It’s not my past, not my childhood that I must transmit to you. It’s the memories of the whole world,” he said with a sigh. “Before you, before me, before the previous Receiver, and generations before him.”

Jonas frowned. “The whole world?” he asked. “I don’t understand. Do you mean not just us? Not just the community? Do you mean Elsewhere, too? I don’t know what you mean when you say ‘the whole world’ or ‘generations before him.’ I thought there was only us. I thought there was only now.”

“There’s much more. There’s all that goes beyond—all that is Elsewhere—and all that goes back, and back. I received all of those when I was selected. And here in this room, all alone, I re-experience them again and again. It is how wisdom comes. And how we shape our future.

ii. Ask the students to imagine what it would be like to not know anything at all about history. Have them jot down an idea or two on some

blank space in their student packet.

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2. (10 min.) Development: Students will read a short article (found in their student packets), about 9-11 and its large-scale and lasting effects on society and the economy.

3. (25 min.) Independent Practice:i. (5 min.) Students will brainstorm the positive and negative effects of our

knowledge of history. This is just an exercise to help them write and will not be graded.

ii. Record on T-chart in student packet.

4. (20 min.) Students will begin to write a brief (2 paragraphs) article arguing for or against a motion to do away with memory as the people did in Jonas’s community. When writing the article the students should seek to imitate the writing style found in the article they read during the development section of the lesson. Prompt and space to write can be found in the student packet.

IV. Materials:1. Student Packet2. The Giver3. provided notecards

V. Adaptations: The two students with IEPs will receive a worksheet to fill out which will act as a more structured prompt and will help keep their thoughts organized.

VI. Evaluation1. Formative: We will ask Mrs. Barbati to tell us the success of their independent

work time including: Who was and was not on task? Were there parts of the assignment the students did not understand?

2. Articles will be graded based on the rubric found in the student packet.

VII. Reflection1. Were the objectives met?2. Were the adaptations appropriate?3. Which items of this lesson went smoothly?4. Which were rough?5. What can I change about this lesson to make it better?6. How can I alter my teaching style to improve it?

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Day Ten

I. Topic: Quiz and Celebration of Learning

II. Objectives

1. Given reading of the novel, class discussion and activities, and review TSWBAT demonstrate their full understanding of the vocabulary, plot, and big ideas found in The Giver to 90% accuracy on the quiz.

i. All unit standards apply.

III. Teaching Procedures

1. Introduction

i. (20 min.) Review:

1. Discuss yesterday’s assignment to provide closure.

2. Briefly do an oral review before the quiz. Use the student packet as a guide.

a. Take final questions.

3. Students will take the quiz

2. (5 min.) Anticipatory Set: Remind the students that today is our last day with them and that some of them will be sharing their written work. Explain to them that we will be having an informal discussion about the enduring understandings they have learned throughout the unit.

3. (25 min.) Development: i. Some students will share their written work. We will take volunteers first

and then move on to some that we have pre-arranged with specific students who did particularly well on a certain assignment.

ii. Teachers will lead an informal discussion using the following questions. Get through as many as possible, but don’t hurry through just to cover them all if lots of students have something to say about one question or another.

iii. Name a one job you could have if you were part of Jonas’s community and explain the duties that come with that job.

1. Doctor

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2. Engineer3. Receiver of Memory4. Giver5. Laborers6. Nurturers7. Speaker8. Recreation Director9. Law and Justice10. Caretaker of the old

iv. What are some ways in which diversity can help a community function better?

v. What does the book say about using language precisely? Why do you think using language precisely is important?

vi. Recall some sensory details that Jonas learns during his time with the giver. Colors? Feelings? Emotions? Anything else?

vii. Name some mistakes that Jonas’s community might make since they are unable to learn from their history.

4. (3 min.) Closure: On an Exit Slip students will each predict what they think will happen next in the book as they continue to work through it with Mrs. Barbati.

IV. Materials1. The Giver2. Student Packets3. Quiz4. Treat or token to leave with the students to thank them for working with us.

V. Adaptations: One teacher will read the quiz out loud to the students with IEPs if necessary.

VI. Evaluation1. Formative: Make notes of students’ responses to the discussion questions.

2. Exit slips which will be given to Mrs. Barbati if she wants them.

3. Summative:i. Quiz

ii. Completed Student Packets

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VII. Reflection1. Were the objectives met?2. Were the adaptations appropriate?3. Which items of this lesson went smoothly?4. Which were rough?5. What can I change about this lesson to make it better?6. How can I alter my teaching style to improve it?

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Name___________________________The Giver Mid-term Quiz

1. True or False (circle one)The term science fiction refers to books about true historical

events.

2. A synonym of the word apprehensive isA. angryB. nervousC. jealousD. sad

3. All of the students voted that they wanted to go to Washington D.C. for their class trip, therefore the vote was -_______________.

A. vagueB. non-descriptC. unanimousD. obsolete

4. When a member of Jonas’s community chooses to leave or when a baby is too weak they are sent where?

A. BeyondB. To the next townC. To a special homeD. Elsewhere

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5. Fill in the blank: To become the new receiver of memory a child must have the ability to See ____________________.

6-8. Please use the following vocabulary words correctly in a sentence.

Nuture______________________________________________________________________________________________________________________________________________________________

Appitude____________________________________________________________________________________________________________________________________________________________

Transgression_______________________________________________________________________________________________________________________________________________________