Back to Lesson Plans Unit Overview Selecting a Focus and Setting Objectives While my unit covers numerous aspects of Lois Lowry’s The Giver such as: plot, setting, and theme, the aspect that I have chosen to focus on is characterization in her novel. Through classroom discussion and characterization activities students will be able to explore the community, the Giver, and specifically Jonas as developing characters in Lowry’s novel. I envision the students finding ways in which to parallel Lowry’s dystopia with the society in which we live. Students will be able to see how a society which appears to be perfect falls apart under closer examination. I would like students to be able to break down characters based on what they say, what they do, what others say about them, and what they look like and use this to develop a deeper understanding of the process of creating a character. Choosing Materials The unit is built around Lois Lowry’s novel The Giver, however, throughout the unit I chose two other pieces of text for a lesson on reading strategies. I chose Robert Frost’s ―The Road Less Traveled‖ to model a ―Think Aloud‖ because of its brevity and straightforwardness. I then chose to use Ray Bradbury’s ―All Summer in a Day‖ for students to practice a ―Think Aloud‖ because it touches upon aspects that reappear in The Giver such as: memory and being different. I have included a number of supporting materials to aid in addressing theme, characterization, setting and plot but not limited to: KWL charts, reading guides, characterization sheets, and other supporting materials found throughout my lessons. All supporting materials have been included except for those that I would simply photocopy from other textbooks. For these, book titles, authors, and page numbers have been included in the lesson plans. Structuring the Unit The Giver is a novel that lends itself to making predictions, and for this reason I chose to start the unit with a lesson regarding reading strategies to foster active reading. I have included numerous stops in the text to allow students to examine the plot and make predictions regarding the central character, Jonas. Numerous activities have been employed to keep the classroom setting fresh. I have lessons that include class discussion, individual work, group work, informal debate, learning stations and peer review. I have chosen several management structures in order to stay away from direct lectures. In my lessons I use whole class, work-shopping, mini-lessons, group work and working in pairs in addition to direct lecture. Orchestrating Activities I have attempted to make the activities more student-driven than teacher-driven. Many of my lessons involve students working together in order to formulate solutions or answers to issues found in the text. During the classroom activities where they are not in groups, I have aimed to create an environment where students will drive the conversation by voicing their opinions and interpretations to aid in understanding the text. Evaluating and Assessing Students will demonstrate their learning in a number of ways. I have included more traditional methods such as quizzes and tests to get a general idea of my students’ understanding of the novel. However, I realize that this can not provide a complete assessment of student work. For this reason I have provided a number of other opportunities to assess students’ participation and understanding of the text. For all group work, students are provided with a handout to be completed and handed in so that I have the opportunity to see what they, as a group, were able to pull from the novel. Classroom participation will be observed during discussion and though it is difficult to reflect when writing a lesson plan, I intend to cater my questioning strategies to allow all students to participate in classroom discussion. I have provided a lesson involving learning stations and a differentiated writing activity so that students who have difficulty completing writing assignments will have the opportunity to choose an assignment that plays to their strengths. Back to Lesson Plans I will know the unit has been effective based on the responses that I receive during classroom discussion as well as the response I receive on individual assessments. My Students This unit is designed for an eight grade classroom and because of the differentiation of instruction as well as the variety of assessment learners of all levels will be able to achieve the goals of this unit. This unit does not require technology short of a photocopier and most of the materials (markers, easel paper, etc) I anticipate having to provide myself, therefore I think that this unit would work in most demographics and is not catered to any one in particular. Next time… When designing this unit, I wanted it to be student friendly and geared towards most schools. For this reason I chose materials that were easy to produce and require nothing more than a photocopier. When making choices regarding the text I encountered some brief frustration. I have always enjoyed reading and I tend to read things repeatedly in to get as much detail as possible to interpret a novel. This made it difficult for me to narrow my lessons to a single focus instead of aiding students in breaking down each aspect in the novel. In hindsight, doing this would have made lessons incredibly boring for the students and ruined any chance of them enjoying the novel as a whole. I chose to focus on the characterization of Jonas because of his proximity in age to the students I would be teaching. I think this would foster the opportunity for students to connect to the novel and hopefully become more involved when reading it. I’ll admit, trying to map out an entire unit proved difficult at first and I had trouble making the unit flow from one lesson to the next but once I narrowed my focus, things became much easier. The most satisfying thing about completing this unit is seeing it finished. I’ve looked back over it and I’m amazed the number of strategies and resources I was able to use when designing this. It was incredibly satisfying to pick and choose through the strategies and ideas we have spent the semester discussing and altering them to fit my objectives. Can I imagine using the materials I’ve worked so hard to create? I think part of the reason I worked so hard to create them for this project is so that I would have a finished product that I would want to use should I ever have the opportunity to teach The Giver in a classroom. As someone who has no experience teaching an entire novel, I do worry that some of my expectations are that of an idealist, but that is something that I would have to adjust after attempting to teach this unit and adjusting it as I progressed so that it better fits the needs of the learners. Back to Lesson Plans DAILY LESSON PLAN 1 Course 8th Grade English Date: January 2, 2007 (Tues) PURPOSE OF LESSON The purpose of this lesson is to demonstrate a reading strategy known as a ―Think Aloud‖ to model effective reading habits to enhance student comprehension. OBJECTIVES: TSWBAT model a ―Think Aloud‖ reading strategy in pairs after seeing the teacher model a ―Think Aloud‖. TSWBAT act as active readers by using the ―Think Aloud‖ reading strategies to read a short story. TSWBAT name two other ways to use the skills used in a ―Think Aloud,‖ when reading, to increase comprehension. NJCCC STANDARDS NJCCCS 3.1.E1 – Reading strategies NJCCCS 3.1.G3 – Comprehensions skills and response to text NJCCCS 3.3.A1 – Active listening DO NOW / ANTICIPATORY SET In Your Journal: What personal reading strategies do you use when reading? Do you ever experience a ―reader space-out‖? Why do you think that is? ACTIVITIES Pass out copies of ―The Road Not Taken‖ (Robert Frost) and ―All Summer in a Day‖ (Ray Bradbury) while students write in their journals. o ―The Road Not Taken‖ will have dots placed on it; ―All Summer in a Day‖ will have dots placed on the first page. Brief overview of journal responses using students that volunteer to share their answers. Introduction to ―Think Alouds‖ o Think Aloud helps maintain focus during reading and increases comprehension o Good/Active readers ask questions, think, and make predictions as they read, this strategy helps students to focus and comprehend what they are reading Model Think Aloud o Students will look on as I read ―The Road Not Taken‖, stopping at the ―*‖ to Think Aloud Students should jot down notes when we stop think ―Think‖ o After reading, students will go through in pairs and discuss what kind of ―thinking‖ was taking place at each stop Practice Think Aloud o Students will work in pairs of their own choosing (this is to make them more comfortable in speaking their thoughts‖ o In pairs they will read ―All Summer in a Day‖ Partners should take turns reading and ―Thinking Aloud‖ For the first page and a half, there are spaces marked off for students to ―Think Aloud‖. After that students are in charge of stopping to ―Think Aloud‖ They must mark the spot they stopped on the page and jot down notes about what they were ―thinking‖ as they tell their partner After they finish the story, they are to go back and identify what kind of ―thinking‖ was taking place. How can you use this when you’re working alone? o Instead of thinking aloud, write it down. Can’t write in text? -- Post Its, Double Entry Journals, Bookmarks CLOSURE Think-Aloud Self-Assessment o Found on p. 126 of When Kids Can’t Read by K. Beers ASSESSMENT Monitoring group work o Each pair will hand in a copy of ―All Summer In A Day‖ that they have marked up during group work MATERIALS Copies of ―The Road Not Taken‖ and ―All Summer in a Day‖ Photocopies of the Think-Aloud Self-Assessment Back to Lesson Plans METHODS EMPLOYED Direct Instruction Modeling Working in pairs HOMEWORK None Back to Lesson Plans “The Road Less Traveled” By: Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. * Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same.* And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. * I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference. * Back to Lesson Plans All Summer in a Day by Ray Bradbury No one in the class could remember a time when there wasn't rain. ―Ready?" "Ready." "Now?" "Soon." "Do the scientists really know? Will it happen today, will it?" "Look, look; see for yourself!" The children pressed to each other like so many roses, so many weeds, intermixed, peering out for a look at the hidden sun. It rained. It had been raining for seven years; thousand upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives. * "It's stopping, it's stopping!" "Yes, yes!" Margot stood apart from these children who could never remember a time when there wasn't rain and rain and rain. They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not recall. Sometimes, at night, she heard them stir, in remembrance, and she knew they were dreaming and remembering and old or a yellow crayon or a coin large enough to buy the world with. She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands. But then they always awoke to the tatting drum, the endless shaking down of clear bead necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone.* All day yesterday they had read in class about the sun. About how like a lemon it was, and how hot. And they had written small stories or essays or poems about it: I think the sun is a flower, That blooms for just one hour. That was Margot's poem, read in a quiet voice in the still classroom while the rain was falling outside. "Aw, you didn't write that!" protested one of the boys. "I did," said Margot. "I did." "William!" said the teacher. But that was yesterday. Now the rain was slackening, and the children were crushed in the great thick windows. "Where's teacher?" * "She'll be back." "She'd better hurry, we'll miss it!" Back to Lesson Plans They turned on themselves, like a feverish wheel, all tumbling spokes. Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost. Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass. "What're you looking at?" said William. Margot said nothing. ":Speak when you're spoken to." He gave her a shove. But she did not move; rather she let herself by moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city. If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows. * And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. "It's like a penny," she said once, eyes closed. "No it's not!" the children cried. "It's like a fire," she said, "in the stove." "You're lying, you don't remember!" cried the children. But she remembered and stood quietly apart from all of them and watched the patterning windows. And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head. So after that, dimly, dimly, she sensed it, she was different and they knew her difference and kept away. There was talk that her father and mother were taking her back to earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family. And so, the children hated her for all these reasons of big and little consequence. They hated her pale snow face, her waiting silence, her thinness, and her possible future. "Get away!" The boy gave her another push. "What're you waiting for?" Then, for the first time, she turned and looked at him. And what she was waiting for was in her eyes. "Well, don't wait around here!" cried the boy savagely. "You won't see nothing!" Her lips moved. "Nothing!" he cried. "It was all a joke, wasn't it?" He turned to the other children. "Nothing's happening today. Is it?" They all blinked at him and then, understanding, laughed and shook their heads. "Nothing, nothing!" "Oh, but," Margot whispered, her eyes helpless. "But this is the day, the scientists predict, they say, they know, the sun. . . ." "All a joke!" said the boy, and seized her roughly. "Hey, everyone, let's put her in a closet before teacher comes!" "No," said Margot, falling back. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. "Ready, children?" she glanced at her watch. "Yes!" said everyone. "Are we all here?" Back to Lesson Plans "Yes!" The rain slackened still more. They crowded to the huge door. The rain stopped. It was as if, in the midst of a film, concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor. The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them. The sun came out. It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime. "Now don't go too far," called the teacher after them. "You've only two hours, you know. You wouldn't want to get caught out!" But they were running and turning their faces up to the sky and feeling the sun on their cheeks like a warm iron; they were taking off their jackets and letting the sun burn their arms. "Oh, it's better than the sun lamps, isn't it?" "Much, much better!" They stopped running and stood in the great jungle that covered Venus, that grew and never stopped growing, tumultuously, even as you watched it. It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering this brief spring. It was the color of rubber and ash, this jungle, from the many years without sun. It was the color of stones and white cheeses and ink, and it was the color of the moon. The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until the tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion. They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running. And then— In the midst of their running one of the girls wailed. Everyone stopped. The girl, standing in the open, held out her hand. "Oh, look, look," she said, trembling. They came slowly to look at her opened palm. In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sky. "Oh. Oh." A few cold drops fell on their noses and their cheeks and their mouths. The sun faded behind a stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away. A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightening struck ten miles away, five miles away, a mile, a half mile. The sky darkened into midnight in a flash. They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever. Back to Lesson Plans "Will it be seven more years?" "Yes. Seven." Then one of them gave a little cry. "Margot!" "What?" "She's still in the closet where we locked her." "Margot." They stood as if someone had driven them, like so many stakes, into the floor. They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily. They could not meet each other's glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down. "Margot. One of the girls said, "Well . . .?" No one moved. "Go on," whispered the girl. They walked slowly down the hall in the sound of the cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightening on their faces, blue and terrible. They walked over to the closest door slowly and stood by it. Behind the closed door was only silence. They unlocked the door, even more slowly, and let Margot out. Back to Lesson Plans DAILY LESSON PLAN 2 Course 8th Grade English Date: January 3, 2007 (Wed) PURPOSE OF LESSON Students will be able to practice pre-reading strategies by participating in journal writing and a ―Probable Passage‖ activity to get them thinking about the novel The Giver. OBJECTIVES: TSWBAT practice pre-reading strategies by participating in a Probable Passage activity with their groups TSWBAT make predictions about the novel by creating a gist statement after completing the Probable Passage activity TSWBAT familiarize themselves with The Giver by reading over their reading questions and the vocabulary list NJCCC STANDARDS NJCCCS 3.1.F1 - Vocabulary NJCCCS 3.1.E1 – Reading strategies NJCCCS 3.3.A1 - Discussion DO NOW / ANTICIPATORY SET In Your Journal: Describe your a perfect society. What kind of rules are there? Who makes the rules? Do people have jobs? If so, what do the jobs look like? What do families look like? What is the role of the individual? ACTIVITIES Class brainstorm of the journal entry o On an oversized piece of paper, list the traits that the students agree would contribute to a perfect society o Why Lois Lowry wrote The Giver When her mother became ill she thought it would be amazing if we lived in a world without war or sickness Probable Passage! o Students will be placed in groups of four or five depending on class size (these will be their groups for the remainder of the novel) o The following words will be placed on the board to use during the activity: Jonas, utopia, restrictions, Nurturer, Lily, the future, the Receiver, ceremony, freedom, society, memories, responsibility, individuality, pain o In their groups students will complete a Probable Passage (one per group) When finished, each group will share their ―Gist Statement‖. Hand out The Giver o I will read the first chapter out loud, stopping to address any questions on the question sheet for the novel. CLOSURE Based on what we’ve read thus far, make three predictions for the rest of the novel ASSESSMENT Collect Probable Passage MATERIALS Vocabulary List Reading Questions Word Scrolls (in students folders) – (Beers, p. 326) Probably Passage (Beers, p. 323) METHODS EMPLOYED Direct Instruction Group Work HOMEWORK Complete Word Scrolls for the vocabulary for Chapters 1 – 5 Questions for Chapter 1 Back to Lesson Plans Ms. Piccillo 8th Grade English Questions for The Giver Chapter 1: 1. Describe the incident where Jonas can remember being frightened. Why was he frightened? Why did the incident happen? What is the result of the incident? 2. What is Jonas’ father’s job? 3. What do we know about release? Chapter 2: 1. Who is Gabe? 2. What do we learn about the ceremonies? Why is the ―Ceremony of Twelve‖ so important? 3. Who was the most important elder? 4. How are assignments made? Chapter 3: 1. What does Lily notice about the new child? 2. What assignment does Lily want? Why does she want that assignment? Why is Lily’s mother opposed? 3. Describe the incident with the apple. Chapter 4: 1. Why did Jonas savor freedom? 2. How was the release of Roberto celebrated? What happened to Roberto? Chapter 5: 1. What happened during the morning ritual? 2. What was Jonas’ dream? What must Jonas do as a result of his dream? Chapter 6: Back to Lesson Plans 1. List what you learned about the changes and the ceremonies associated with a particular age.(you will find the information throughout the chapter). 2. What happened to Gabe? What does this tell you about the community? 3. What do we learn about how new children become part of a family? 4. What kind of ceremony is performed for the child named Caleb? 5. How does one get a spouse? Chapter 7: 1. How are the children referred to before they get a name? 2. What does being 12 mean? 3. Explain how the assignments given seemed appropriate? 4. What happened when Jonas’ number was called? Chapter 8: 1. Why had Jonas not been given an assignment? 2. What 4 qualities does Jonas have that qualified him for the job? 3. What was Jonas warned that he must face as part of his training? 4. What happened when Jonas looked across the crowd? Chapter 9: 1. Jonas was given a single printed sheet with rules he must follow. Many of the rules were the exact opposite of the rules he was taught to follow. List the changes he must live by. 2. Why was precision of language so important? 3. What bothered Jonas most about the idea of lies? Chapter 10: 1. What differences does Jonas notice about the Annex? 2. What does Jonas learn about the Receiver’s age? 3. What is the old Receiver’s job? Back to Lesson Plans 4. What does the old man decide should be a starting point for Jonas? Chapter 11: 1. Describe how Jonas receives the memory. 2. What happens to the memory in the old man? 3. We are given a hint as to why the previous receiver failed. What do we learn? 4. What is Jonas to call the old man? Chapter 12: 1. What does Jonas dream about? What bothered him about his dream? 2. What happens as Jonas looks at Fiona? 3. How does the Giver explain the strange visions Jonas has? 4. What can Jonas see that none of the other people in the community can see? Chapter 13: 1. Why were people not allowed to make choices? 2. What disturbing memory does Jonas receive? 3. Why will it be difficult for Jonas to have a spouse? 4. What does the Giver tell Jonas about what he has learned about the brain? 5. What does Jonas ask the Giver to give him? Why? Chapter 14: 1. What memory does Jonas receive? 2. What has made Jonas feel so terribly lonely? 3. How did the Giver ease Jonas’ pain? 4. Why does Jonas suggest that the memories be shared? Why was this not possible? 5. Why were they preparing for a release? Back to Lesson Plans 6. What happened when Jonas tried to soothe Gabriel? Chapter 15: 1. What memory did the Giver ask Jonas to take from him? Chapter 16: 1. How did Jonas feel about his assignment? 2. How did the Giver help Jonas accept his position? 3. What new concept does Jonas learn regarding the old people he saw in the memory? 4. What strong feeling does Jonas encounter? 5. What happens when Jonas asks his father if he loves him? 6. What does Jonas continue doing for Gabriel? Why? Chapter 17: 1. What changes have taken place in Jonas? 2. What game do the children play? How does the game affect Jonas? 3. What happens when Jonas tries to explain how he feels? 4. What is Jonas feeling as he watches Asher and Fiona ride away on their bicycles? Chapter 18: 1. What does the Giver tell Jonas about the Receiver he tried to train 10 years ago? 2. Why was what happened a disaster? 3. What question does Jonas ask the Giver and what is his response? Chapter 19: 1. Write a summary paragraph. Include Jonas’ feelings. Chapter 20: 1. How does the Giver explain why Jonas’ father is able to perform a release? Back to Lesson Plans 2. What does the Giver say is the worst part of holding the memories? 3. What plan did the Giver and Jonas make? List the details of the plan. 4. Where does the Giver want to go when his job is complete? Chapter 21: 1. What does Jonas learn about Gabriel and what does he do? 2. What 4 rules had Jonas broken? 3. How did Jonas’ memories help them? Chapter 22: 1. What new things do Jonas and Gabe see? 2. What new difficulty does Jonas face? 3. How does Jonas justify the choice he made? 4. How does Jonas feel at the end of the chapter? Chapter 23: 1. What is Jonas able to share with Gabriel? 2. What happened to Jonas as he approached the summit of the hill? 3. What does Jonas find? 4. What does Jonas hear for the first time? Back to Lesson Plans Ms. Piccillo 8th Grade English Vocabulary List for The Giver DIRECTIONS: Each section should be completed prior to reading the given chapters. Use a THESAURUS to look up each word and complete the ―Word Scrolls‖ in your folder to list synonyms, antonyms, examples and a practice sentence. Chapters 1 – 5 Aptitude Gravitate Palpable Chastise Transgress Chapters 6 – 10 Reprieve Exuberant Integrate Scrupulous Indolence Conspicuous Benign Deftly Chapters 11 – 15 Torrent Assuage Hueless Admonition Ominous Sinuous Relinquish Chapters 16 – 19 Rueful Implore Pervade Obsolete Permeate Dejected Chapters 20-23 Augment Lethargy Emphatically Back to Lesson Plans Solace Stealthily Languid Imperceptibly Back to Lesson Plans DAILY LESSON PLAN 3 Course: 8th Grade English Date: January 4, 2007 (Thurs) PURPOSE OF LESSON set the scene for the novel. As a class, students will begin to go over the characterization of Jonas’ community to get a clearer picture of the setting of the novel. OBJECTIVES: TSWBAT list the rules of Jonas’ community they have come across thus far by working as a class to compile a comprehensive list TSWBAT accurately describe the setting of The Giver by using the Characterization sheet and working as a class to create a comprehensive list TSWBAT connect with the novel by finding ways in which their communities parallel with Jonas’ community NJCCC STANDARDS NJCCC 3.1.G4 – Comprehension skills and response to text NJCCC 3.1.E2 – Reading strategies NJCCC 3.3.A7 - Discussion DO NOW / ANTICIPATORY SET Sharing predictions ACTIVITIES Student questions regarding the reading o Go over homework questions Go over vocabulary words o Share word scrolls Characterization of the Community (handout) o What do members of the community say: Precision of Language o What do they do: Rules of the Community (on going list) Mandatory apologies Spousal selection Release o What do others say: At this point, students can only write from their own point of view, later, this will include what ―The Giver‖ says about the community. o What does the community look like? Sameness As students write down what we come up with as a class on their sheets, I will fill in an overhead of the same sheet Parallel with our communities o What aspects of our community are similar to Jonas’ community? CLOSURE Go over homework assignment for the night Student should place Word Scrolls in their folders to be collected ASSESSMENT Participation (I intend to have a seating chart that I can check off as students answer questions or participate in discussion) MATERIALS Characterization worksheet/overhead METHODS EMPLOYED Direct Instruction Class discussion HOMEWORK Read Chapters 2 & 3 Back to Lesson Plans Complete questions for Chapters 2 & 3 Back to Lesson Plans Ms. Piccillo 8th Grade English Characterization: Jonas’ Community 1. What do members of the community say? 2. What do members of the community do? 3. What do others say about the community? 4. What does the society look like? Back to Lesson Plans DAILY LESSON PLAN 4 Course: 8th Grade English Date: January 5, 2007 (Friday) PURPOSE OF LESSON The purpose of this lesson is to break down the first few chapters into five different categories so that each group can work to form an in-depth understanding of one aspect of the novel and present it to the rest of the groups. OBJECTIVES: TSWBAT further discuss the characterization of the community by breaking down the aspects of the community into several different groups to closely examine one aspect as a group TSWBAT practice public speaking skills by informally presenting their group’s work to the class TSWBAT make predictions by speculating about the story during their anticipatory set NJCCC STANDARDS NJCCC 3.1.E1 – Reading strategies NJCCC 3.1.A1 – Concepts about text NJCCC 3.3.D1 – Oral presentation DO NOW / ANTICIPATORY SET In Your Journal: What do you think Jonas saw during the incident regarding the apple? ACTIVITIES Hand back Word Scrolls Go over homework questions Group Jigsaw Activity o Students will meet in their groups and each be assigned a different portion of the novel: Jobs, Family, Rituals, Ages, Jonas o On an easel sized piece of paper they will take time to write everything they feel is important that we know about their assigned topic Jobs Selected by elders Assigned when students become 12 Jobs we’ve heard about thus far: Nurturer, Caregiver for the Old, Birthmother, etc. Family Apply for spouses/children Not everyone is permitted a family Rituals Sharing of dreams Sharing of feelings Ceremonies Ages Naming at One Interdependence at Six Hair Ribbons until 9 Jonas What do others say about him? What does he do? What do say about him? What does he look like? o Students will then present what they came up with while other students add to or take notes on each topic CLOSURE Review Questions they’ve had to answer for Chapters 1 – 3 as a review for a quiz on Monday ASSESSMENT Informal Group presentations MATERIALS Easel Paper Back to Lesson Plans METHODS EMPLOYED Group work HOMEWORK Read Chapters 4 &5 (these will be on the quiz) and answer questions through Chapter 5 Review for Quiz Back to Lesson Plans DAILY LESSON PLAN 5 Course: 8th Grade English Date: January 8, 2007 (Mon) PURPOSE OF LESSON Students will demonstrate their understanding of the novel thus far, by completing a quiz on Chapters 1 – 5. After the quiz students will be allowed to work on their homework OBJECTIVES: TSWBAT prepare for a quiz by asking questions about the text before taking their quiz TSWBAT use their knowledge of the story to complete an assessment (quiz) NJCCC STANDARDS NJCCC 3.2.D2 – Writing forms, audiences, purposes NJCCC 3.1.F1 – Vocabulary and concept development NJCCC 3.1.D1 – Fluency DO NOW / ANTICIPATORY SET Are there any questions on what you have read up to this point before you take the quiz? ACTIVITIES Quiz When students finish the quiz they are to hand them in and have several options o Work on Word Scrolls for Chapters 6 – 10 o SSR and questions for Chapters 6 & 7 o Fill out the Characterization Worksheet on Jonas (based on work done in Jigsaw on Friday) CLOSURE Review quiz Go over what is assigned for homework ASSESSMENT Quiz MATERIALS Quiz METHODS EMPLOYED Independent work HOMEWORK Word Scrolls for Chapter 6 – 10 Read Chapters 6 & 7 and answer questions In Your Journal: How do you see yourself as similar to Jonas? Back to Lesson Plans Name: ________________________________________ Date: ________________________ Class Period: __________________ The Giver Quiz: Chapters 1 – 5 Part I: Vocabulary DIRECTIONS: Use each of the following vocabulary words in a sentence (2 points each). 1. Aptitude - 2. Gravitate - 3. Palpable - 4. Chastise - 5. Transgression – Part II: Fill in the Blank DIRECTIONS: Using what you’ve read thus far, fill in the blank with what the word you think would best fit the sentence. (2 points each) 1. Jonas’ father works as a ____________________. 2. Jonas’ sister is named ____________________. 3. Jonas’ mother scolds his sister for claiming she would like to work as a/an ____________________. 4. Gabriel and Jonas both share the same ____________________ eyes. 5. Jonas begins taking medication because he starts to experience ____________________. Back to Lesson Plans Part III: Short Answer DIRECTIONS: In a few sentences, answer the following questions. (5 points each) 1. In Jonas’ community there are milestones that correspond to almost every age and are recognized in ceremonies. Name four ages and the corresponding changes that occur during these ages. 2. We have seen a number of the rules that the people of Jonas’ community must adhere to. Name three of them. 3. Which rule is Jonas caught breaking? What caused him to break this rule? 4. In Chapter 4, Jonas hears about Roberto’s Release. Describe a Ceremony of Release. 5. Why is the ―Ceremony of Twelve‖ considered the most important ceremony? 6. Explain how changes are made in the community. Why is this considered to be a running joke? Back to Lesson Plans DAILY LESSON PLAN 6 Course: 8th Grade English Date: January 9, 2007 (Tues) PURPOSE OF LESSON Students will examine what they already know, in the form of a KWL chart, and use that information to make predictions. They also practice finding specific textual evidence to support their ideas and predictions. OBJECTIVES: TSWBAT make predictions about Jonas’ assignment by using textual evidence as support TSWBAT find evidence from the text to support predictions by using KWL charts and individual work NJCCC STANDARDS NJCCC 3.1.E2 – Reading strategies NJCCC 3.1.E1 – Reading strategies NJCCC 3.1.G2 – Comprehension skills DO NOW / ANTICIPATORY SET KWL: At the end of Chapter 7, we learn that Jonas’ number has been skipped during the assigning, but we do not know why. Based on what you’ve read so far, what do you KNOW about Assignments and what do you KNOW about Jonas ACTIVITIES Go over homework questions Students will get into their groups to compare what they’ve come up with for their KWL charts o They will add more based on their discussion As a class: What do we know? o We will go over what the text has said regarding Jonas’ work experiences and abilities: Volunteer hours spent equally among various work sites Has no idea where he thinks he’d be best suited Was incredibly apprehensive about his assignment o What do we know about how assignments are made? Observations from the Elders Proficiency shown in the field Where children spend the most time volunteering What do you want to know? Students will place their KWL charts in their folders so that they have them for later in the novel Prove It! o Students will work individually to make predictions about what Jonas’ assignment will be This will be written on a separate piece of paper along with the evidence they come up with to be collected o They will use what they’ve read in the text as evidence Jonas’ volunteer time Jonas personality Anything else they think is relevant in decided what assignment Jonas is suited for CLOSURE Share predictions for Jonas’ assignment Word Scrolls for Chapters 6 – 10 placed in folder for collection ASSESSMENT Class participation Individual work done during Prove It! (handed in) MATERIALS KWL Chart handout METHODS EMPLOYED Individual work Group work Class work Back to Lesson Plans HOMEWORK Read Chapters 8 & 9 and answer questions through Chapter 9 Back to Lesson Plans Ms. Piccillo 8th Grade English K*W*L JONAS’ ASSIGNMENT What we KNOW… What we WANT to know… What we LEARNED… About Jonas: About Assignments: Back to Lesson Plans Back to Lesson Plans DAILY LESSON PLAN 7 Course: 8th Grade English Date: January 10, 2007 (Wed) PURPOSE OF LESSON Students will learn about foreshadowing. They will apply this knowledge to the novel by examining the qualities required of a Receiver and what this could mean for Jonas. OBJECTIVES: TSWBAT define foreshadowing and think of examples from other texts or movies TSWBAT discuss how the new rules Jonas has contradict the old rules that Jonas is used to following NJCCC STANDARDS NJCCCS 3.1.E1 – Reading strategies NJCCCS 3.1.G6 – Comprehension skills and responding to text NJCCCS 3.2.B4 Questioning and contributing DO NOW / ANTICIPATORY SET In Your Journal: Jonas is chosen as the community’s new Receiver. What do we already know about the Receiver’s place in the community? ACTIVITIES Go over homework questions Hand back Word Scrolls Lesson on Foreshadowing o The planting of hints about what will happen in the story o Prepares for the outcome and reassures when suspense is high o Good foreshadowing is subtle and often contributes to high quality in a story o ―If there is a gun in Act One then someone is getting shot by Act Three‖ Examples of Foreshadowing o ―The Sixth Sense‖ Popular movie in which a child can see the dead Several clues that Bruce Willis is already dead during the movie o What other examples can you come up with? Foreshadowing in ―The Giver‖ o Group Activity – students will work in their groups to complete the handout regarding Foreshadowing in their novels Discuss Group answers and begin class discussion o Qualities required of the new Receiver Intelligence, Integrity, Courage, Wisdom, ―Capacity to See Beyond‖ What do these mean? Students will come up with operative definitions of the words as a class Jonas mentions his ―Capacity to See Beyond‖ o The Apple, The Audience o What do you think he’s seeing that no one else can? The Elder’s mention a previous failure What could this mean? (Foreshadowing) CLOSURE Assign homework o Informal writing, ―What is your favorite memory?‖ Be descriptive! o Read Chapters 10 - 11 ASSESSMENT Foreshadowing Handout Class discussion MATERIALS Foreshadowing Handout Back to Lesson Plans METHODS EMPLOYED Direct Instruction Group Work Class discussion HOMEWORK Chapters 10 – 11 with reading questions (Begin working on Vocabulary for Chapters 11 – 15) Back to Lesson Plans Ms. Piccillo 8th Grade English Foreshadowing in The Giver Group Members:____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Definition Foreshadowing suggests events that have yet to occur in a work of literature. Writers use foreshadowing to build their readers’ expectations and to create suspense. Example: A weapon found in a drawer early in a story might foreshadow a future crime in the story. Apply There are examples of foreshadowing in your book. Some are more obvious than others are. Use the guide below to identify an example of foreshadowing from your book. All members of your group are expected to contribute to your group’s answers. 1. Name the event that is foreshadowed earlier in the book. 2. Identify the clues that foreshadow the event. Write the page number and sentence/paragraph in which the foreshadowing is found. Include a second page number and sentence/paragraph that foreshadows the event if possible. Challenge Question 1. Name a second event that is foreshadowed in the book. 2. Identify the clues that foreshadow the event. Write the page number and sentence/paragraph in which the foreshadowing is found. Back to Lesson Plans DAILY LESSON PLAN 8 Course 8th Grade English Date: January 11th, 2007 (Thurs) PURPOSE OF LESSON the purpose of this lesson is to have the students look closely at what is said in the novel in order to visualize what is going on. Students will literally have the opportunity to visualize the setting of the story by drawing representations of what they have read. OBJECTIVES: TSWBAT establish the setting of the novel by using drawing to visualize parts of the novel’s setting TSWBAT compare/contrast the Giver’s home, with the homes of the rest of the community, by drawing homes based on Jonas’ descriptions TSWBAT continue work on the characterization of the community by revisiting their characterization sheets and adding what the Giver reveals about the community. TSWBT begin characterization of the Giver by using a characterization sheet. NJCCC STANDARDS NJCCCS 3.1.E1 – Reading strategies NJCCCS 3.1.G4 – Comprehension skills and response to text NJCCCS 3.4.A1 – Active listening DO NOW / ANTICIPATORY SET In Your Journal: What is your favorite memory? Be as descriptive as possible! ACTIVITIES Go over homework questions Visualize It! o Fold a piece of blank paper in half. On one side, draw the Giver’s home On the other side draw what a typical home looks like in Jonas’ community Make sure that you have textual support for the aspects of your drawing. Place page numbers and excerpts next to each item as support. o Several volunteers will share their drawings with the class Characterization of the Community (worksheets in folder from earlier) o As a class we will discuss what we have learned about the community from the Giver ―They know nothing‖ They consult him when they encounter problems, but they don’t listen to him They don’t trust the community members to deal with having his memories Characterization of the Giver o Students will gather in their groups to complete the characterization sheet on the Giver Ongoing throughout the rest of the novel CLOSURE What are your impressions about the Giver so far? o Brief class discussion o Predictions o ASSESSMENT Drawings collected Class participation Characterization sheets (placed in folders) MATERIALS Paper, crayons, markers or colored pencils… Characterization sheet on the Giver METHODS EMPLOYED Individual Work Group work Back to Lesson Plans Class discussion HOMEWORK Read Chapters 12 & 13 and answer reading questions Back to Lesson Plans Ms. Piccillo 8th Grade English Characterization: the Giver 1. What does the Giver say? 2. What does the Giver do? 3. What do others say about the Giver? 4. What does the Giver look like? Back to Lesson Plans DAILY LESSON PLAN 9 Course 8th Grade English Date: January 12, 2007 (Friday) PURPOSE OF LESSON The purpose of this lesson is to help students see both sides of an issue by assigning them to separate sides of a debate. Students will have to create a convincing argument for their side, whether or not they actually agree with it, and in doing so they will be exploring the themes of the novel. OBJECTIVES: TSWBAT explore the themes of memory and free will in the novel by preparing for and participating in a debate TSWBAT practice preparing an argument by working in teams to prepare for a debate TSWBAT see both sides of an issue by preparing arguments to defend opinions different from their own NJCCC STANDARDS NJCCCS 3.4.B4 – Listening comprehension NJCCCS 3.4.A4 – Active listening NJCCCS 3.3.B3 – Questioning and contributing DO NOW / ANTICIPATORY SET In Your Journals: What does the Giver mean when he says ―…without memories it’s all meaningless‖? ACTIVITIES Informal Debate o Students will be divided into two large groups, down the middle o I will flip a coin to determine what side of the issue they are going to argue Pro – Everyone should have memories and things in the society need to change Con – Things need to stay the way they are and have been. o I will chose one student from each group to be the leader The leader will delegate responsibility to best prepare for a debate They will need an opening, a closing, questions for the opposing side, and a central argument focused around at least two reasons to support their sides o Students will have 20 minutes to prepare with their groups I realize that with such large groups things will be mildly chaotic, I will circulate through the room to make sure that students remain on task o In their groups students will delegate spokespeople to present the opening, arguments and debates o At the end of 20 minutes a debate will begin Opening Statements (1 – 2 minutes) Main arguments (no more than five minutes) After a spokesperson makes their main argument the opposing side may ask up to three questions (for the sake of time) Closing statements (1 – 2 minutes) CLOSURE Debriefing o Which do you think is a more convincing argument? o For those of you who had to argue a view that contradicts your own, how did you feel? Hand out and explain Memory Collage assignment ASSESSMENT Students will turn in an informal outline of their argument o Students will also write down what parts of the preparation they worked on o Teacher observation of preparation and debate Did they stick to task Did they make convincing arguments MATERIALS Memory Collage Assignment sheet METHODS EMPLOYED Student Structured Group work Back to Lesson Plans HOMEWORK Read Chapter 14 and answer reading questions Memory Collage Prepare for Quiz Back to Lesson Plans Ms. Piccillo 8th Grade English January 12, 2006 Memory Collage “Memory is a way of holding onto the things you love, the things you are, the things you never want to lose…” -- Anonymous Assignment: Lois Lowry attempted to show us a world in which there is no pain or loss. To do that, mankind’s memories were taken away. We touched upon the idea that the quote above proposes; our memories makes us who we are. This is the theory behind this assignment. You are to create a collage of the memories that have made you who you are. You may use any medium that you’d like: hand drawings, photographs, video… anything you can think of. This will be due Tuesday, January 16th. In order for us to see your collage the same way that you do, a write up is to accompany the collage, explaining the images and how they represent you as a person. If you have any questions over the long weekend, you have my school e-mail address, which I will be checking frequently. Good luck! This is meant to be creative, so have fun! Assessment: Collage: 50 points - Originality/Creativity - Neatness Write up: 50 points - Does this make your collage comprehensible? - Structure – intro, closing, proofreading, explanation Back to Lesson Plans DAILY LESSON PLAN 9.5_____________________________________________________________________ Course 8th Grade English Date: January 15, 2007 (Mon.) Martin Luther King Jr. Day… No School!!! Back to Lesson Plans DAILY LESSON PLAN 10 Course 8th Grade English Date: January 16, 2007 (Tues.) PURPOSE OF LESSON The purpose of this lesson is to assess student’s understanding of the novel thus far by completing a quiz based upon Chapters 6 – 13. OBJECTIVES: TSWBAT use their knowledge of the story to complete an assessment (quiz) NJCCC STANDARDS NJCCC 3.2.D2 – Writing forms, audiences, purposes NJCCC 3.1.F1 – Vocabulary and concept development NJCCC 3.1.D1 – Fluency DO NOW / ANTICIPATORY SET Please place your Memory Collages on the teacher’s desk before you sit down ACTIVITIES Go over homework questions Last minute questions and concerns before the quiz QUIZ!!! o Students will take as much time as they need to complete the quiz SSR/Vocabulary o Students have the option of using their time to complete their Word Scrolls for Chapters 16 – 19 as well as begin the reading that they have for homework CLOSURE For extra credit, students can opt to share their memory collage with the class ASSESSMENT Quiz Memory Collage (to be graded) MATERIALS Quiz METHODS EMPLOYED Quiz Student participation for extra credit HOMEWORK Read Chapters 15 – 16 and answer questions Word Scrolls for Chapters 16 - 19 Back to Lesson Plans Name: ________________________________________ Date: ________________________ Class Period: __________________ The Giver Quiz: Chapters 6 – 13 Part I: Vocabulary Matching Directions: In the space to the left of the vocabulary word place the letter of the answer that best defines the word. Each letter is used only once and there will be one answer unused at the end. (1 point each) _______ 1. Reprieve A. Make Part Of _______ 2. Exuberant B. Noticeable _______ 3. Integrate C. Dexterous _______ 4. Scrupulous D. Joyously Unrestrained _______ 5. Indolence E. Flood _______ 6. Conspicuous F. Delay Punishment _______ 7. Benign G. Laziness _______ 8. Deft H . Foreboding _______ 9. Torrent I. Gentle _______ 10. Admonition J. Conscientious K. Warning Part II: Multiple Choice Directions: In the space to the left of the question number, place the letter of the choice that best answers the question. (1 point each) _____ 1. Which of the following is NOT a reason that Gabriel is not placed with a family? a. he is underweight b. he does not sleep c. he does not eat d. he is labeled ―Uncertain‖ _____ 2. The newchild Caleb is special because he is a/an: a. ―replacement‖ child b. ―inadequate‖ child c. ―released‖ child d. ―uncertain‖ child _____ 3. Asher receives which Assignment? a. Instructor of Threes b. Caretaker for the Old Back to Lesson Plans c. Deliverer of Foods d. Assistant Director of Recreation _____ 4. Which is NOT one of the attributes required of a Receiver? a. Intelligence b. Courage c. Strength d. Integrity _____ 5. Jonas receives a new set of rules when he is selected to be the Receiver. Which of the following does he have the most trouble accepting? a. Permission to lie b. Prohibition from dream-telling c. Prohibition from release d. Exemption from rudeness rules _____ 6. Which department is considered a joke among the community due to the fact that it constantly changes location? a. Department of the Elders b. Department of Bicycle Repair c. Department of Laborers d. Department of Recreation _____ 7. The first memory the Giver transmits to Jonas is: a. Sunshine b. Rain c. Wind d. Snow _____ 8. Jonas’ ability to ―see beyond‖ manifests in his ability to: a. hear music b. see colors c. predict events d. see long distances _____ 9. Which of the following is NOT a book approved to be in residents’ homes? a. Job Descriptions b. Dictionary c. Rule Book d. Building Descriptions _____ 10. Jonas finds himself feeling ___________ with increasing frequency. a. happy b. sad c. angry d. silly Part III: Short Answer Directions: In a few brief sentences, answer each of the following. (5 points each) 1. What does being 12 mean in Jonas’ community? Back to Lesson Plans 2. Why would it be difficult for Jonas to have a spouse? 3. Why are people not permitted to make choices? 4. Describe the process of receiving a memory. 5. Jonas is given a new list of rules to live by once he becomes the Receiver. Name three of them. 6. Name at least three ways the Giver’s home is different from the rest of the homes in the community. Extra credit will be awarded for each additional item. Back to Lesson Plans DAILY LESSON PLAN 11 Course 8th Grade English Date: January 17, 2007 (Wed.) PURPOSE OF LESSON The purpose of this lesson is to discuss the use of euphemisms in both the novel, and our society. Students will be able to discuss the euphemisms in the novel and how they affect the societies emphasis on ―Precision of Language‖ OBJECTIVES: TSWBAT define euphemism and give examples from the novel as well and our society, based on class/group discussion TSWBAT discuss the purpose of euphemisms as a class TSWBAT see the effects word choice has when describing things by participating in the Chair Activity NJCCC STANDARDS NJCCCS 3.1.C3 – Decoding and word recognition NJCCCS 3.1.F5 – Vocabulary and concept development NJCCCS 3.3.A3 - Discussion DO NOW / ANTICIPATORY SET In Your Journal: I am a visitor from a galaxy far, far away. I am unfamiliar with numerous things on this planet, and I ask you what a chair is. Describe to me what a chair is so that I may create a picture of it. ACTIVITIES Go over homework questions Collect Word Scrolls Chair Activity o Students will volunteer to read their descriptions of what a chair is As they read their description, I will attempt to draw exactly what it is they are saying This is to demonstrate the effect of word choice Defining Euphemisms o Substituting an inoffensive expression for one that may be considered offensive or unpleasant o Jonas’ society stresses ―Precision of Language‖ but is built upon language that is not precise, that deliberately clouds meaning. o What are the euphemisms that the community uses in The Giver? Release (p. 2) Animals (p. 5) Feelings (p. 4) Nurturer (p. 7) Stirrings (p. 37) Replacement Child (p. 44) Elsewhere (p. 78) o In their groups, students will complete the euphemism handout. Each group will be responsible for handing in a completed copy at the end of class. o Why do we use euphemisms? Distance the realities of death, aging, bodily functions, etc… CLOSURE Hand back and review quizzes ASSESSMENT Euphemism handout MATERIALS Euphemism handout METHODS EMPLOYED Direct Instruction Group work HOMEWORK Chapters 17 - 19 and complete reading questions Back to Lesson Plans Euphemisms in The Giver Although the society in The Giver stresses what it calls ―precision of language,‖ it is built upon a language that is NOT precise, but that deliberately clouds meaning. What does Jonas’ community really mean by the following words? Release (p. 2) – Feelings (p. 4) – Animals (p. 5) – Nurturer (p. 7) – Stirrings (p. 37) – Replacement child (p. 44) – Elsewhere (p. 78) – Euphemisms are incredibly common in our society as well. In your groups, come up with at least TWO euphemisms that you have heard, as well as what they mean. Back to Lesson Plans DAILY LESSON PLAN 12_______________________________________________________________ Course 8th Grade English Date: January 18, 2007 (Thurs.) PURPOSE OF LESSON The purpose of this lesson is to discuss what Jonas’ society refers to as ―release.‖ Students will have the opportunity to discuss how it is similar to euthanasia and how this parallels with our society. Students will also practice active reading strategies by participating in ―The Envelope, Please‖ to make predictions regarding the text. OBJECTIVES: TSWBAT practice active reading strategies by completing ―The Envelope, Please!‖ activity TSWBAT parallel Jonas’ society to our own by discussing the uses of euthanasia versus ―release‖ TSWBAT practice supporting predictions using textual evidence by completing ―The Envelope, Please!‖ activity NJCCC STANDARDS NJCCCS 3.3.A2 – Discussion NJCCCS 3.1.E1 – Reading strategies NJCCCS 3.1.G3 – Comprehension skills and response to text DO NOW / ANTICIPATORY SET In Your Journal: The Giver mentions the word bravery while discussion Rosemary performing her own release. Respond. ACTIVITIES Go over reading questions What is Release? o Is this at all similar to what we see in our society? Euthanasia Death penalty o Class discussion Jonas’ society practices euthanasia on: (students will provide these answers during discussion) The young who do not conform The elderly Those whose errors threaten the stability of the community What are the disadvantages and benefits to a community that accepts such a vision of euthanasia Students are expected to input thoughts, opinions, etc The Envelope, Please! o Each student will write down their predictions for the end of the novel o They will get into their groups and compare their predictions with each other Everyone should share, debate their views Use the book as support (do not go beyond what you were assigned to read!) o Come up with a group prediction about the fate of one character and resolution of the plot CLOSURE Students will place individual and group predictions in the envelope they are provided. o Envelopes are to be sealed and handed in on the way out of the classroom ASSESSMENT Class participation Groups will hand ―The Envelope, Please‖ sheets MATERIALS ―The Envelope, Please!‖ Sheet – this is in the Appendix of the Daniels & Steineke book Envelopes METHODS EMPLOYED Open discussion HOMEWORK Word Scrolls for the rest of the books Chapter 20 and reading questions Back to Lesson Plans Back to Lesson Plans DAILY LESSON PLAN 13 Course 8th Grade English Date: January 19, 2007 (Fri.) PURPOSE OF LESSON The purpose of this lesson is complete the characterization of the Giver as a class. Students will also pick out important plot points in order to develop a more complete understanding of the plan that Jonas and the Giver form in order to return memories to the community. OBJECTIVES: TSWBAT complete their characterization of the Giver by finishing the Characterization sheet as a class TSWBAT provide important plot points by working in their groups to map out the details of the plan to give the memories back to the community TSWBAT practice their public speaking skills by presenting their group work to the rest of the class NJCCC STANDARDS NJCCCS 3.1.A1 – Concepts about print/text NJCCCS 3.1.G4 – Comprehension skills and response to text NJCCCS 3.3.A7 – Discussion DO NOW / ANTICIPATORY SET Take out your Characterization sheet for the Giver and complete it based on your reading ACTIVITIES Go over homework questions This is the last we will see of the Giver, what do we know about him? o We will complete the characterization sheets as a class The Plan o Student will gather in their groups to map out the plan the Giver and Jonas come up with The medium will be optional (Storyboarded, Mapped, Outlined, Step by step) I will provide paper, markers, etc. o Students will share what they’ve come up with Class discussion o Do you think the plan will work? o What will it look like when Jonas leaves and they have to deal with his memories? o What exactly will the Giver’s role look like as he helps the community? SSR o Because students will be finishing the book for homework they will have class time to get a head start. CLOSURE Go over what students are expected to do for homework ASSESSMENT Plan maps Characterization Sheets (placed in folders) MATERIALS Paper, crayons, markers METHODS EMPLOYED Group work Class discussion HOMEWORK Finish the novel along with the reading questions Word Scrolls for the remaining vocabulary Back to Lesson Plans DAILY LESSON PLAN 14 Course 8th Grade English Date: January 22, 2007 (Mon.) PURPOSE OF LESSON The purpose of this lesson is for students to look at ambiguity as a literary device in Lois Lowry’s novel. They will have the opportunity to individually respond to the ending on their own before reading part of Lowry’s Newberry Award acceptance speech which discusses the ending of the novel. OBJECTIVES: TSWBAT define ambiguity and the effect that it has on the ending of the novel by partaking in a discussion as to how they felt the novel ended TSWBAT use examples from Lowry’s acceptance speech to bring to light interpretations that they may not have considered TSWBAT defend their interpretation of the ambiguous ending of the novel by supporting their interpretation with parts of the text NJCCC STANDARDS NJCCCS 3.1.G12 – Comprehension skills NJCCCS 3.5.A1 – Constructing meaning NJCCCS 3.2.D3 – Writing forms, audiences, and purposes DO NOW / ANTICIPATORY SET In Your Journal: Describe what you think happens to Gabriel and Jonas at the end of the novel. ACTIVITIES Go over homework questions Collect Word Scrolls What is Ambiguity? o Intentional ambiguity in literature can be a powerful device o Leaving something undetermined in order to open up multiple possible meanings o Literary ambiguity can refer to any wording, action or symbol that can be interpreted in divergent ways Group Work: The Giver: An Ambiguous End worksheet o Students will take time in their groups to complete the worksheet o For the second question, they will try to come to an agreement about what happened at the end. If they cannot come to an agreement, they should write the options they narrowed it down to and support each of them. We will come back together as a class to discuss the different interpretations the groups came up with I will hand out an excerpt from Lois Lowry’s Newberry Award acceptance speech o We will read it aloud o Did you come up with all of the interpretations the children Lowry speaks of did? o Were there any that surprised you? CLOSURE Student’s closing thoughts on the novel o What did you like? What didn’t you like? ASSESSMENT The Giver: An Ambiguous End worksheet MATERIALS ―An Ambiguous End worksheet‖ Copies of Lowry’s Newberry Award acceptance speech METHODS EMPLOYED Direct Instruction Group work Class discussion HOMEWORK None Back to Lesson Plans The Giver An Ambiguous End DEFINE AMBIGUITY: The ending to the story is ambiguous; that is, it can be interpreted more than one way. Discuss the different interpretations. What do YOU feel is the correct interpretation? Support your conclusion. What role does ambiguity play in writing? Back to Lesson Plans Excerpt from Lois Lowry’s Newberry Award acceptance speech: Those of you who hoped that I would stand here tonight and reveal the ―true‖ ending, the ―right‖ interpretation of the ending, will be disappointed. There isn’t one. There’s a right one for each of us, and it depends on our own beliefs, our own hopes. Let me tell you a few endings which are the ―right‖ endings for a few children out of the many who have written to me: From a sixth grader: ―I think that when they were traveling they were traveling in a circle. When they came to ―Elsewhere‖ it was their old community, but they had accepted the memories and all the feelings that go along with it…‖ From another: ―…Jonas was kind of like Jesus because he took the pain for everyone else in the community so they wouldn’t have to suffer. And, at the very end of the book, when Jonas and Gabe reached the place that they knew as Elsewhere, you described Elsewhere as if it were heaven.‖ And one more: ―A lot of people I know would hate that ending, but not me. I loved it. Mainly because I got to make the book happy. I decided they made it. They made it to the past. I decided the past was our world, and the future was their world. It was parallel worlds.‖ Finally, from one seventh grade boy: ―I was really surprised that they just died at the end. That was a bummer. You could of made them stay alive, I thought.‖ Very few find it a bummer. Most of the young readers who have written to me have perceived the magic of the circular journey. The truth that we go out and come back, and that what we come back to is changed, and so are we. Perhaps I have been traveling in a circle too. Things come together and become complete. Here is what I’ve come back to… Back to Lesson Plans DAILY LESSON PLAN 15 Course 8th Grade English Date: January 23, 2007 (Tues.) PURPOSE OF LESSON The purpose of this lesson is to allow students to work on the characterization of Jonas through a differentiated activity which allows them to choose activities and a writing assignment based upon what they feel their strengths are. OBJECTIVES: TSWBAT practice managing their time by pacing themselves at the learning stations in order to complete all four necessary stations before the end of class TSWBAT practice characterization of Jonas by participating in the various learning stations throughout the room TSWBAT participate in several different methods of prewriting and writing activities by working at the learning stations NJCCC STANDARDS NJCCCS 3.2.D1 – Writing forms, audiences, and purposes NJCCCS 3.2.D12 – Writing forms, audiences and purposes NJCCCS 3.1.A3 – Writing as a process DO NOW / ANTICIPATORY SET Because we will be pressed for time today, we are going to start by jumping right into the activity. There are five numbered learning stations throughout the classroom. Stations one through three are mandatory and you have your choice between completing station four or five (you may participate in both if you’d like). There is no order in which you must complete each station, but keep in mind that you have only today to complete them, so be sure to manage your time carefully. In your folders is a copy of the writing assignment that will correspond with this activity. If you finish early, it would behoove you to begin figuring out which writing assignment you will be completing (these will be due on Friday) and perhaps even start a rough draft. ACTIVITIES Learning Stations o Five Stations will be set up throughout the room o No more than five students per station at any given time o I will circulate throughout the room to make sure that students remain on task and encourage them to move on if they seem to be spending too much time at any one station. CLOSURE Tomorrow we will be reviewing for the Unit Test on The Giver Thursday we will take the Unit Test on the Giver Friday you are to have a rough draft of your writing assignment. You will have the opportunity to peer conference, have a one-on-one teacher conference, or work on your own to complete the assignment. ASSESSMENT Their work on the learning stations will later be collected as part of their prewriting MATERIALS Direction sheets for the learning stations METHODS EMPLOYED Learning stations HOMEWORK Begin working on your rough drafts Brainstorm questions for a review of the novel Back to Lesson Plans Instruction Sheet for The Giver Learning Stations Station 1: Interview Questions You have the opportunity to write a newspaper article about Jonas. Prepare five interview questions for Jonas. You may ask questions that you already know the answers to as long as you include a follow up question that is not specifically answered in the text. Make sure you also include three questions for people who knew Jonas (e.g. friends, family, etc). Station 2: Brainstorming Assume the role of Jonas. Jot down the reasons you decided to leave the community as well as why you decided to take Gabe with you. Also, jot down what happened to you once the novel ends. Station 3: Venn Diagram Create a Venn Diagram. Write at least three ways you differ from Jonas in the respective parts of the circles that do not overlap. In the overlapping portion, list at least three ways in which you are similar to Jonas. Station 4: Graphic Organizer Create a character graphic organizer on Jonas. Things to consider including: strengths, weaknesses, beliefs and values, etc. Station 5: Visual Representation Create a visual representation of Jonas and his surroundings. Make sure you can support the aspects of your drawing with text. Back to Lesson Plans Ms. Piccillo English Grade 8 The Giver: Characterization Writing Assignment January 23, 2007 Directions: Each of the following assignments corresponds to the various learning stations we did regarding Jonas in the novel. Choose ONE of the following to be completed and handed in on Monday, January 29th. When you hand in the assignment, your work from each learning station should be stapled to the back of the assignment and will be viewed as the prewriting for the assignment. A rough draft should be brought in on Friday, January 26th for peer review. If during the peer review time you would prefer to sit down and have a student-teacher conference regarding your assignment, please see me before class on Friday to sign up. All of the following assignments should use textual evidence as support, so be sure to use page numbers for any evidence you pull from the text. Option 1: Newspaper Article You are a reporter in Jonas’ community. Using the interview questions that you have formulated for both Jonas and those who know him, write an article to be published in the community newspaper after his disappearance. If questions you would have asked are not specifically answered in the novel, use what you know about Jonas’ character to answer them, but make sure that you back this up with evidence from the text to support your answers. You must use at least one other character in the novel as a source for the article. Option 2: Letter Home You are Jonas. Write a letter to your family explaining why you left the community and why you took Gabe with you; include what happens to you after the novel ends. Option 3: Compare/Contrast Write a five paragraph essay comparing and contrasting yourself to Jonas. Option 4: Using your graphic organizer, write an essay discussing three traits that you feel define Jonas’ character. Option 5: Justify your Drawing Using your drawing, write an essay describing Jonas’ character. Explain why you made the choices you did when creating the visual representation. Criteria for Writing Assignment Points 1 2 3 4 Reader has difficulty Student presents Information in Sequence of information is following work information in logical logical, interesting Organization ____ difficult to follow. because student jumps sequence which sequence which around. reader can follow. reader can follow. Student is Student does not have uncomfortable with Student is at ease with Student demonstrates grasp of information; Content Knowledge content and is able to content, but fails to full knowledge (more ____ student cannot answer demonstrate basic elaborate. than required). questions about subject. concepts. Back to Lesson Plans Presentation has no Work has four or more Presentation has three Presentation has no Grammar and more than two spelling errors and/or misspellings and/or misspellings or ____ Spelling misspellings and/or grammatical errors. grammatical errors. grammatical errors. grammatical errors. Work has three or four Work has one or two Neatness Work is Illegible. Work is neatly done. ____ areas that are sloppy. areas that are sloppy. Work does not have the Adequate support Work displays the Work displays no textual Support appropriate support from the novel but adequate support from ____ support from the novel. from the novel. was cited incorrectly the novel, cited correctly. None of the prewriting Prewriting attached to Prewriting was attached to writing assignment assignment Total----> ____ Back to Lesson Plans DAILY LESSON PLAN 16 Course 8th Grade English Date: January 24, 2007 (Wed.) PURPOSE OF LESSON The purpose of this lesson is to help the students review for their test on the novel OBJECTIVES: TSWBAT pick out important aspects of the novel by formulating review questions for the class TSWBAT apply knowledge of the novel to answer review questions NJCCC STANDARDS NJCCCS 3.4.B5 – Listening comprehension NJCCCS 3.3.B3 – Questioning and contributing NJCCCS 3.3C1 – Word Choice DO NOW / ANTICIPATORY SET In Your GROUPS: Take the next 5 – 10 minutes to go over the review questions you came up with last night and write them down on the index cards. You must hand in at least 6 review questions as a group, the more the better. I will be reading these questions as part of a review game, if they do not contain relevant information, I will skip them so write down only questions you would expect to appear on a test or quiz. ACTIVITIES Hand back Word Scrolls Collect Index Cards Review Game o Students will remain in their teams for this game Each team member can respond to only one question until each member has attempted to answer a question o I will read off a question from the index cards students have presented me with If the question is not regarding relevant material for the test, I will skip it We will go group by group I will tell the group what the question is regarding, they will choose one member to field the question If they are correct, they get a point, and I move to the next group with a new question. If they are incorrect no points are awarded and the question goes to the next group I will then move on to the next group in the room, same procedure If we run out of student written questions with a lot of time left, I will then use questions from previous tests, the reading guide and the vocabulary words to address any material students may not have covered. o ―Winning team‖ receives extra credit on their test CLOSURE Students may ask any last minute questions regarding the test ASSESSMENT Review Questions formulated by students collected Performance during review game MATERIALS Large Index Cards METHODS EMPLOYED Team based review game Group work HOMEWORK Study for the test Work on Rough Drafts Back to Lesson Plans DAILY LESSON PLAN 17 Course 8th Grade English Date: January 25, 2007 (Thurs.) PURPOSE OF LESSON The purpose of this lesson is to assess student understanding of the novel by having them complete a test. OBJECTIVES: TSWBAT apply knowledge of the novel to complete assessment NJCCC STANDARDS NJCCC 3.2.D2 – Writing forms, audiences, purposes NJCCC 3.1.F1 – Vocabulary and concept development NJCCC 3.1.D1 – Fluency DO NOW / ANTICIPATORY SET Clear your desks Any questions before the test? ACTIVITIES Students will work silently at their desks to complete their test If they finish early, they can turn in their test and continue working on their writing assignment o If they think they will need to conference with me during the work-shop tomorrow, they may sign up after the test to guarantee one-one-one time CLOSURE Reminder: Come in with a rough draft of your paper tomorrow we will be work-shopping for the class period ASSESSMENT Test MATERIALS Test METHODS EMPLOYED Test based assessment HOMEWORK Rough Draft of your writing assignment Back to Lesson Plans Name: ________________________________________ Date: ________________________ Class Period: __________________ Unit Test on The Giver Part I: Vocabulary Directions: In the box below are a number of the vocabulary words you were assigned while reading The Giver. Write a paragraph (it doesn’t have to be about the novel) using at least 10 of your vocabulary words correctly (worth 5 points each). For each additional word you use correctly, you will receive an extra credit point (up to five points). Reprieve Exuberant Integrate Scrupulous Indolence Benign Deftly Torrent Assuage Admonition Ominous Relinquish Rueful Pervade Obsolete Permeate Dejected Augment Lethargy Emphatically Solace Languid Imperceptibly Back to Lesson Plans Part II: Short Answer Directions: In a few sentences, answer the following questions. (5 points each) 1. How are job assignments made in the community? How are they appropriate? 2. The Chief Elder lists five traits that are required for the new Receiver of Memory. Name three of them and explain why they are important to the assignment. 3. When Jonas receives his job assignment, he is given a list of rules that contradict many of the rules he has followed all his life. Of all of these new rules, permission to lie bothers him the most. Why? 4. Who is Rosemary and what happened to her? 5. Why are people in Jonas’ community not allowed to make their own choices? 6. Why does Jonas suggest that memories be shared? Why is this not possible? 7. What happens when Jonas asks his father if he loves him? Back to Lesson Plans 8. Explain what happens when Jonas sees his friends playing ―war‖. 9. What is the original plan to give the community back the memories? Why does the plan change? 10. What does Jonas find at the end of the novel? What does he hear for the first time? Part III: Essay (50 points) Jonas’ community in the novel was created as a utopian society, but how perfect was the world Lowry created? In a brief essay, either defend or attack the society in The Giver. Back to Lesson Plans Back to Lesson Plans DAILY LESSON PLAN 18 Course 8th Grade English Date: January 26, 2007 (Fri.) PURPOSE OF LESSON The purpose of this lesson is to provide students with an opportunity to workshop their rough drafts in order to receive feedback, suggestions, or correct any major issues with their writing assignment. OBJECTIVES: TSWBAT critique and analyze the work of a peer for content, organization, support, grammar and spelling during peer conferencing using a peer evaluation form. NJCCC STANDARDS NJCCCS 3.2.A3 – Writing as a process NJCCCS 3.2.A4 – Writing as a process NJCCCS 3.2.D11 – Writing forms, audiences and purposes DO NOW / ANTICIPATORY SET If there is anyone who has yet to sign up for a conference with me that would like to discuss their assignment during the period, please sign up now. Are there any questions regarding the assignment? ACTIVITIES Peer Conferencing o Students will choose a partner that they feel comfortable working with for this activity. o They will trade rough drafts of their assignment They will read their partner’s rough draft and fill out the Peer Evaluation Form o As students work, I will call up the students that have signed up for one-on-one conferencing I will cover the same information on the Peer Evaluation Form with the students during the conference. CLOSURE If there were questions that your partner was unable to answer on the evaluation form that means that this is something that is missing from your assignment or needs work. Be sure to focus on this as you write your final draft. ASSESSMENT Peer Evaluation forms will be attached to the final assignment along with prewriting MATERIALS Peer Evaluation Form METHODS EMPLOYED Peer Evaluation HOMEWORK Final copy of writing assignment due Monday with attached prewriting and peer evaluation sheet Back to Lesson Plans Ms. Piccillo 8th Grade English Class January, 26, 2007 Peer Evaluation Form Student: _______________________________ Evaluator: ____________________________ Which writing assignment did your partner choose to complete? What is the focus of their writing assignment? What main ideas do they set out to address in this assignment? How did they support these ideas? Idea: Support: Idea: Support: Idea: Support: Back to Lesson Plans When reading the assignment, did the flow of information make sense? Where did you have trouble following along when reading the assignment? When using examples from the novel to support their ideas did they choose appropriate examples? What are at least two things you feel your partner did exceptionally well when writing this assignment? What are two things you feel that they should work on to make the assignment even better?