Descriptive Course Data Instructor: Vasse Grade Level: 8th
Course: English Language Arts Unit: The Giver
Period:1 Period:1 & 3 Length: Length: 10 days, 100 minutes
Goal While I will not be able to complete a full unit on The Giver in Giver in the time given – not without rushing, that is for certain – this unit unit will will at least least get students students through the book book while highlighting highlighting key key aspects aspects that relate to to the Alabama Alabama Course of Study. Students will review their familiarity with plot diagrams (identifying exposition, rising action, climax, falling action), while gaining more in-depth knowledge of terms such as foreshadowing, setting (utopia vs. dystopia), and symbolism. Students will also acquire vocabulary terms selected from the text and be able to use these words fluently in several different contexts. Alabama Standards Met Reading 1. Apply strategies, including making inferences to determine theme, theme, confirming or refuting predictions, predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials. Applying Applying self-monit self-monitoring oring strategies strategies for text understan understanding ding Determining sequence in recreational reading materials 2. Evaluate the impact of setting, of setting, mood, and characterization on theme in specific literary selections. 4. Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials. Applying Applying self-monit self-monitoring oring strategies strategies for text understan understanding ding s Determining sequence of steps, events, or information Identifying components of plot Literature 6. Analyze works of literature for character for character motivation, mood, tone, theme, similarities across texts, and literary devices. Writing and Language 9. Apply mechanics in writing, including using quotation marks, underlining, and italics to punctuate titles and using semicolons, conjunctive adverbs, and commas to join two independent clauses or to correct run-on sentences. Demonstrating correct sentence structure by avoiding comma splices in writing Using commas to set off nonessential clauses and appositives in writing Objectives (Liberty uses “I can” statements to guide each day) - I can self-monitor my reading of The of The Giver - I can identify and investigate key terms in The Giver - I can use key terms from The Giver in Giver in a sentence - I can make connections between my life and The Giver - I can identify and explain foreshadowing and symbolism in The Giver - I can compare and contrast Utopia and Dystopia - I can remember and explain key plot points in The Giver Materials Pretest, vocabulary quiz, final vocabulary test, reading guides for each chapter, symbolism graphic organizer, utopia vs dystopia graphic organizer projector, pencils, paper, markers, large sheets of paper, sticky notes, note cards for Word Wall Assessment - Students will receive a 100 pt but lightly weighted participation grade for each day. On some days, this will be a check mark for participating in classroom discussion. One others, it will will be the completion of bellwork. On others, it will be the completion of their reading guide, participation in small group reading, participation in Professor-Know-It-All or other learning games, or completion of assigned graphic organizers. - Students will take a pretest, quiz, then final test on 13 key vocabulary terms and two Latin roots - After completing the book, students will complete a “My Utopia” project where they work in groups to create the perfect community
Accommodations - Preferential seating for students with special needs - Extra assistance during test time through both me and the Special Ed teacher, Ms. Davis - Read-aloud to support struggling readers/students with IEPS - Small group reading to support readers of all ability levels - Word wall to support those who need extra vocabulary assistance - Use of reading guide to direct struggling readers in their reading so they are checking for key details - Frequent use of graphic organizers to help students with IEPs/struggling readers organize notes and facts - Encourage student with verbal communication issues to be more social with his group through group work Procedures Day 1 (100 min) (10 min) Bellwork – Opinionaire. Students will fill in either Agree, Strongly Agree, Disagree, or Strongly Strongly Disagree. Once answered (30 min) Once the Opinionaire is answered, answered, students will rise. On each question, students will move to a corner of the room to reflects their answer of either Agree, Strongly Strongly Agree, Disagree, or Strongly Disagree. We will discuss each answer to explore student opinion and encourage inferences about the upcoming book. (15 min) Pretest. Emphasize that this is to help me direct their learning as the unit u unfolds. nfolds. For the last question, students will make inferences about the upcoming book based on the Opinionaire and the questions on the Pretest. (20 min) Pass out reading guides for the first first 4 chapters. Read-aloud the first chapter, modelling questioning of the text throughout. I will highlight important important vocabulary and surprising details. (20 min) Students will work independently or in small groups to read the next two two chapters. I will walk around to confirm they are working on their reading guides and progressing in a timely manner, and to keep down noise. (10 min) Go over the current answers to the reading guide. Check for understanding and the recall of important details, such as character names and personalities.
Opinionaire On your own sheet of paper, number choose to either AGREE, either AGREE, STRONGLY AGREE, DISAGREE, DISAGREE , or STRONGLY or STRONGLY DISAGREE to these statements: 1. An ideal ideal commun community ity would would not not have have an hunger or starvatio starvation. n. 2. An ideal ideal community community would not have have any any jealousy jealousy or competition competition 3. An ideal ideal comm communit unity y would would not have have any any unemploy unemploymen ment. t. 4. All children children should have have equal equal possessions possessions and privileges privileges at a certain certain age, age, like a bike bike or a cell cell phone, regardless of the status of the child's family. 5. Familie Families s are much much closer closer when when they share share their their feelin feelings. gs. 6. Life would would be better better and easier easier if we we did not not carry bad bad memories memories in our our heads. heads. 7. Overpopulation Overpopulation is such a problem problem that that families families should should not be allowed allowed to have have more more than two two children. children. 8. There There is no no real real need to learn learn about about world world histo history. ry. 9. Laws Laws sho should uld neve neverr be brok broken. en. 10. When change change happens, happens, it makes me me uneasy. Things Things should stay the the same. 11. I am ready ready to become become an adult. adult. 12. Lying Lying is easy. easy.
Giver Pretest Multiple Choice Questions Instructions: Fill
in the letter of the best answer.
____ 1. The Giver was written by _____________. A. Ellen Whittlinger
B. Suzanne Collins
C. Lois Lowry
D. Gwendolyn Brooks
____ 2. A utopia utopia is a(n) _____________ society. society. A. terrible
B. ideal
C. average
D. okay
____ 3. Hints the the author places places early in the story story that suggest later later plot are called called ____________. A. foreshadowing
B. irony
C. euphemism
D. D. conflict
____ 4. The main main _________ of The Giver is a place referred to as The Community. A. protagonist
B. antagonist
C. setting
D. point of view
____ 5. Jonas, the main character character of the story, story, could also be called called the _____________. A. antagonist
B. protagonist
C. characterization
D. symbol
____ 6. A ______ is is an object within within the story story that represents something something other than itself. itself. A. metaphor
B. theme
C. character
D. symbol
____ 7. Words used in in place of other, other, possibly less appropriate appropriate words words are called _____________. _____________. A. simi similes les
B. symbol symbolism ism
C. euphem euphemism ismss
D. meta metapho phors rs
____ 8. Authors Authors use S.T.E.A.L. S.T.E.A.L. (speech, (speech, thoughts, effect on on others, actions, actions, and looks) to show show A. characterization
B. setting
C. conflict
________________.
D. point of view
Matching Vocabulary Instructions: Choose the letter that best matches the word's definition. ____ 1. apprehensive apprehensive ____ 2. 2. aptitude aptitude ____ 3. 3. benign ____ 4. nurturing nurturing ____ 5. 5. reprieve reprieve ____ 6. excruciating excruciating ____ 7. 7. petulant petulant ____ 8. 8. exuberant exuberant ____ 9. 9. frigid ____ 10. hoard
A. childishly grumpy or bad-tempered B. a natural ability; talent C. intensely painful D. kind or gracious E. viewing the future with anxiety or alarm F. hiding and storing items away for the future G. filled with lively energy and excitement H. a cancellation or postponing of punishment I. extremely cold J. caring for and fostering the development of something
Short Answer Question Instructions:
On the back of this sheet, write a few sentences answering the question.
If you have read The Giver before, Giver before, tell me what you remember about the plot, characters, and theme of the novel. If you have not read the novel before, make a prediction about the plot based on the questions on this pretest.
Day 2 (100 min) (15 min) Bellwork – Journal. One of the main things we've observed aboutThe about The Giver so Giver so far is the lack of free choice. We have seen that characters are assigned husbands and wives, children, and jobs. Would you prefer to have an expert study your interests and assign you a future career, or would you prefer to choose on your own? What would you like your future career to be? Do you ever feel overwhelmed by the idea of deciding your future? (10 min) Discussion of journal. journal. Gather students' opinions on their futures. Discuss how the choice of jobs affects all of our futures. Give students time to reflect on how the lack of choice in The Giver compares Giver compares to their lives. (20 min) Small Small group reading. Trying to catch students students up to about the same place – chapter 3. Read-aloud with students in groups who are are having trouble reading independently. Emphasize the importance importance of using the reading guide to check for understanding. (20 min) Whole group reading. Read-aloud, continue to model thinking. Periodically stop to call on readers to read a paragraph or a page. (10 min) Review time. Inform students of the rules of “Professor Know-It-All.” Give them time to fill in their reading guides and think of challenging questions to ask the Know-It-Alls (30 min) Professor-Know-It-All game. Students will come up in groups to try to answer questions posed by me and by the class. Students in the class will have to think critically to come up with questions, and students answering must be prepared. Day 3 (100 min) (15 min) Bellwork – Word Wall. “Get a copy of The of The Giver. Take ten minutes to review what we have read so far (up to chapter 3) for words to go on our BZZZ WORDS wall. Select at least five terms that you feel should go on the wall. We will then decide as a class what goes on the wall. Suggestions so far: Apprehensive Apprehensive Newchild Twelves” (20 min) Students will work in groups to define define their assigned words. They will then write the word and the definition on notecards, large enough to put on the Word Wall for all students to see. (20 min) Give students their vocabulary list. Define the words together, as a class, using preexisting knowledge of some students. Those that no one one in the class knows, I will define. (20 min) Whole group reading. I will read-aloud, periodically calling on students to read a paragraph or a page. Highlight examples of foreshadowing and symbolism. Question the nature of The Community, Community, is it good or bad? (15 min) Small group reading. Students who are ahead have time to work work on their reading guides. (5 min) Exit pass: One key vocabulary term and definition Day 4 (100 min) (20 min) Bellwork – Journal. “What do you usually do on your birthday? Do you have a big party and expect expect lots of presents, or is it a quiet day you celebrate on your own? How does this compare to how the characters in The Giver celebrate Giver celebrate their ceremonies each year in December? Would you like or dislike sharing your birthday with everyone else?” Walk around to discuss with students, making a personal connection, learning about their personal interests and celebrations.
(20 min) Whole group reading. I will read-aloud, periodically calling on students to read a paragraph or a page. Highlight examples of foreshadowing and symbolism. Write them on the board. (25 min) Small group reading. Students who are ahead have time to work work on their reading guides. (30 min) Professor-Know-It-All game. Day 5 (100 min) (30 min) Bellwork – Vocabulary practice. Students will first try the work on their own, own, then answer the questions on the board as a class. We will review the definitions once more. (15 min) Word Wall revisit. Students will once more work in groups to create create notecards for the Word Wall. (30 min) Losing my my voice. Whole group reading through two chapters by a recording from the internet. Stop periodically to discuss reactions and plot occurrences. Discuss plot diagram – exposition and rising action, specifically. (20 min) Silent Silent sustained reading. Spot-check on reading guides for a grade. (10 min) Quizlet Vocabulary Scatter Race to finish up class.
Bellwork 12 – Vocabulary Practice Refer to your vocabulary list for a word bank. Do not copy down the entire sentence, just write the number and the vocabulary word.
1. 2. 3. 4. 5. 6. 7. 8.
Jonas was was _______ ___________ _______ ___ about about the future. future. Jonas was forgiven forgiven for this minor ______ __________ ________ ____;; it was not an important rule rule he broke. Fiona has a natural _______ ___________ _______ _____ __ for caring for the elderly. elderly. Lily is still young, young, so sometimes her behavior behavior is _________ ____________ _______ _____. _. The temperatures temperatures in The Community Community never grows grows _________ _____________ ____.. Keeping Keeping a single apple apple is not really really ______ ________ing. __ing. Jonas's father father has a _________ _____________ ____ nature, nature, making him perfect perfect for the care of small children. children. In Chapter Chapter 7, the confusion and discomfor discomfortt in the audience was sso o thick it was almost almost ________ ____________ ______. __. 9. When Jonas crushed crushed his finger in a door last year, the pain was ______ __________ _______ ____. _. 10.Lily received a ____________, because Jonas's father did not chastise her at that time.
Day 6 (100 min) (20 min) Foreshadowing Bellwork. Students will look for examples examples of foreshadowing within stories they have read in the past and The Giver. They should mention the apple's “change” at the very least. (30 min) Dystopia vs Utopia sheet. Class discussion on the nature of The Community Community in The Giver. Is it a Dystopia or a Utopia? Utopia? How is it both? Gather student opinion on what what makes a perfect perfect world, then discuss. (20 min) Whole group reading. Spot-check for students completing their reading guides. (20 min) Giver quiz. (10 min) Work on vocabulary crossword, finish for homework if not completed.
Bellwork 13
Foreshadowing gives readers clues about what might happen later in a story. Authors use foreshadowing to build suspense, tempt readers to predict what might happen, and persuade them to read on to find out if they were right. Think about it. Even as a little kid, no one had to tell you that, when someone was forbidden to do something in a story, they would do it anyway and get into trouble. The author's words foreshadowed danger, and you understood.
Foreshadowing also "sets up" future events so you're prepared for them and they make sense. In The Giver, you don't know why the Lois Lowry mentions the apple changing or Jonas's apprehension until later in the story, when all is revealed. 1. Why do authors use foreshadow foreshadowing ing in their stories? stories? Check the text above to support your answer. answer. 2. Identify Identify an example example of foreshadowing foreshadowing in the chapters chapters of The Giver we have read so far. 3. Think about about a story you've you've heard told, told, a movie you've you've seen, or a book you've you've read. read. Find and identify an example of foreshadowing.
Giver Quiz
1. Why do authors authors use use foresha foreshadow dowing? ing? 2. 3. 4. 5.
What memory memory does the the Giver give give to Jonas Jonas at the end of of Chapter Chapter 12? What What color color was was the the sled sled?? How is the memory memory in Chapt Chapter er 13 disturbin disturbing? g? Could Could the books books The Giver Giver keeps be a symbol symbol similar similar to the pale pale eyes? (Take (Take a guess! Think about what the eyes represent and what books could represent.)
Day 7 (100 min) (15 min) Journal – Students will work on creating their own dystopia. This relates to our discussion of utopia vs. dystopia yesterday, and also connects to one of their final assessments where they will work to create their own detailed utopia. (10 min) Give students a couple minutes to check over their vocabulary crosswords they did for homework. Turn those in for a grade. (20 min) Vocabulary quiz. This should take some students far less time. To those who are finished with the quiz, provide the symbolism sheet for an early start. (30 min) Listen to recording of The of The Giver while Giver while students use reading guide. (10 min) Symbolism sheet. Fill in the apple and light eyes section with what what students already know. know. Instruct students to work within their groups to find more more examples of symbolism that they will write up on the board. Walk around to spot-check their thinking and to make sure they are staying on task. Once students have filled up the board, we will work through the examples as a class to make sure their interpretations are thoughtful and meaningful. (5 min) Silent reading for the rest of class. Day 8 (100 min) (30 min) Bellwork. Students will define the terms that were most often missed on the vocabulary quiz. They will work in groups to find a way to teach this word to the class, so that everyone will get it right on the final test. (20 min) Begin memory analysis analysis sheet. Students will draw memories of their choice, then consider consider what those memories represent. How do they connect to the symbolism symbolism so far? (30 min) Whole group reading. (20 min) Professor-Know-It-All game. Day 9 (100 min) (20 min) Bellwork – Learning styles assessment for the counselor. (30-40 min) Final Final vocabulary test. Assist students with with special needs who who need help. Give verbal and written instructions for those who are confused, answer non-revealing questions, etc. (30 min) Whole group reading. (10 min) Silent sustained reading. Day 10 (100 min) (15 min) Bellwork – Complete memory analysis sheet. Most students have begun drawing and/or interpreting the memories for symbolic symbolic meaning. Take it up for a grade. (30 min) Whole group reading. Finish the novel at the same time, as a class. (15 min) Discussion of the ambiguous ending. Address student concerns. concerns. On the board, write possible themes for the novel. Students will agree or disagree disagree with the themes and state their reasons why. (40 min) Utopia project. Working in groups, students will design, name, define the rules for, and visually represent their own “perfect world.”
The Giver Utopia Project Move into groups of 3 or 4 •
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Together you will create a FICTIONAL UTOPIA and a poster that explains your creation Aspects to include in your poster: • A name for your society • The definition of utopia Either a MAP or a FLAG of your society • The rules of your society An explanation of WHY your society is a utopia, what's so good about it? Remember some of the issues we discussed on the first day of class, such as hunger, poverty, crime, jobs, freedom, competition, family, technology Optional: other pictures that express your utopia Remember: this is a fictional creation, so it can be as PERFECT as you want it! •
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