The Giver Grade 7 Language Arts 2 Weeks

Jonathon Balmer and Courtney Warren

Name: Jonathan Balmer and Courtney Warren # of Students: ___

th

Date: Content Area: English________

Age/Grade Level: 7 Grade_____

Unit Title: The Giver unit____

Lesson Title: ___Introduction- The Giver and Lois Lowry Day 1

LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. - Who is Lois Lowry (author of The Giver)? - Why did she write The Giver? - What are the major themes students should be on the outlook when reading this book? B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Themes will be given from the perspective of the author before students will be asked to provide examples of similar themes they found in other literature. 7. Sl.2 Comprehension and Collaboration 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study). Students will share their thoughts concerning how they expect the theme to develop in the novel they are to read (as well as their first impressions on themes like security v. freedom and the role of memory. 7. Sl.2 Comprehension and Collaboration 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study). C. Describe students prior knowledge or the focus of the previous learning. Students will have prior knowledge of novels, plot arcs, and how authors use themes and characterization to make points through literature. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. Summative assessments will include a final project (to be introduced at a later lesson) on this book showing ability to interact with a texts themes, minor characters, symbols, or motifs through one of several projects meant to exercise students multiple literacies. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. One student with hearing impairment. One student with a speech impairment. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Prior knowledge will be triggered through the ending assessment. The ending assignment requires students to provide their views on some themes (i.e. authority and the nature of rules, the importance of human connection) before reading the text. The assessment will also ask what questions students believe the text will raise given those themes. This will require students to imagine and connect what they know about themes connection to plot and characterization. Students will not know what will happen in the text but they will be required to use what they know about stories to create and defend a guess. LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: 7.RL.2 ASSESSMENT Assessment Description: INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity:

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Given Lowrys description of The Giver, in a short 3minute interview clip, the teacher will ask students in an informal assessment what other books or stories they believe have similar themes. Students will share in small groups and a spokesperson will be chosen to report the groups findings to the class. Assessment Accommodations: The instructor will use a microphone system to ensure instructions are clearer to the student with a hearing impairment. The student with the speech impairment will not be assigned to be the group spokesperson.

Students will hear from the author herself the major themes she thinks are within The Giver, without plot spoilers. This will act as an introduction to the text which will eventually end in a project focusing on text analysis (either of characters, motifs, symbols, or themes).

Activity Adaptations: Closed captioning will be turned on the YouTube video and information printed on a Powerpoint to make the information more easily accessible to students with special needs.

Media/Technology Resources: Youtube http://www.youtube.com/watch?v=YYGGs2lxtjY Computer, Projector.

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: 7. Sl.2 Comprehension and Collaboration 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study).

ASSESSMENT Assessment Description Students will give their ideas about the purpose of rules and how they imagine rules can be a good or a bad thing. Students will write down examples as an exit slip.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: PowerPoint with biographical and basic plot synopsis of The Giver to further flesh out the interview of Lois Lowry.

Assessment

Activity Adaptations:

Accommodations: The instructor will use a microphone system to ensure instructions are clearer to the student with a hearing impairment.

The instructor will use a microphone system to ensure instructions are clearer to the student with a hearing impairment.

Media/Technology Resources: Computer/ Projector; PowerPoint.

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) The PowerPoint and Questions are as follows (also includes instructions for Group activity): Lowry was born into a military family in 1937 (76 years old). Father was an army dentist. Born the middle of 3 children. Her oldest sister dying in 1962 inspired A Summer to Die (her first book). Graduated from University of Southern Maine currently lives in Maine. Lowry Has 3 children. One son died in 1995, in a plane crash (he served in the air force). Lowry enjoys photography and her photos appear on the cover of her books. LOWRY and THEMES: Memory I have definitive and clear memories of my perceptions as a child which I am able to translate into fictional characters. On Sons death: "His death in the cockpit of a warplane tore away a piece of my world. But it left me, too, with a wish to honor him by joining the many others trying to find a way to end conflict on this very fragile earth. Lois Lowrys own memory affects her plot and people she knows affect her characters. She often bases characters off of people she knows. In The Giver memory plays a big role. The novel takes place in a futuristic utopian world where all memories, pleasant and painful, are entrusted to one person. DISTOPIA (n). An imagined place or state in which everything is unpleasant or bad, typically a totalitarian or environmentally degraded one. UTOPIA (n.) An imagined place or state of things in which everything is perfect. Is the world of The Giver a utopia or a distopia? [Discuss] THEMES: RULES AND INDIVIDUAL FREEDOM [Ask student to read] The society in the book has many rules. What do you think is the purpose of rules? When are rules good? When are they bad? Student Response: The purpose of the rules is to keep the society running smoothly. This way the people don't have to worry about making the wrong decisions. If they did, it could cause pain or cause conflict in the society. The story shows that in ways it is good not to have to make these decisions, but it also takes away good things such as freedom. Rules are necessary, but when there are too many, then you cannot truly live your own life. Lois Lowry: The rules in this case (The Giver) had several purposes. One, to keep the society running smoothly, to keep people safe and comfortable and happy. Also: the keep them ignorant of the things they were missing. http://www.scholastic.com/teachers/article/lois-lowry-interview-transcript

When characters turn 12 in the novel, they are assigned a job. Jonas, the protagonist, is assigned a very special job to be The Receiver and he receives training from the Old receiver (who no calls himself The Giver). Children have birth-mothers but family units can apply for children (one boy and one girl maximum each). People who break rules are released from the Community. [PLAY YOUTUBE VIDEO] (link in PowerPoint, slide 6). What role do memories play in our lives (even painful memories)? What is the price of safety and security? Is individuality worth the price of the pain differences can cause? Characters Jonas- 12 years old, questions some community rules (though he follows them), chosen to be the next Receiver. The Giver- The Old receiver, elderly man, also had a previous trainee named Rosemary. Jonass Father- Nurturer, looks after new children until assigned to families. Jonas Mother- Works for Department of Justice, tries to Reform criminals so they do not have to be released. Lily- Jonas sister, 8 years old. Loves telling stories. Gabriel- Small child brought home by Jonas father to help him sleep at night. Fiona- Jonas friend (Jonas discovers her hair is Red). Committee of Elders- Make decisions: rules, assignments, matches. QUESTIONS TO CONSIDER what role do memories play in our lives (even painful memories)? What is the price of safety and security? Is individuality worth the price of the pain differences can cause? [Students will write responses as exit slip and as pre-writing on the themes which they will consider as they read the book and eventually represent in their findings].

Name: Jonathon Balmer and Courtney Warren # of Students: ___ Age/Grade Level: 7 ______

Date: Content Area: Language Arts _________

Unit Title: The Giver

____________

Lesson Title: _Group Work(Jigsaw) : Day 2_____________

LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. 1. Students will be able to read the first 4 chapters of The Giver on their own, outside of class. 2. Students will be able to work in groups to analyze the reading. 3. Students will be able to take notes, using note sheets, of what is being said in their group work. B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama. 7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and short time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. C. Describe students prior knowledge or the focus of the previous learning.

The students have had an introduction lesson to the book but have had no other instruction so far. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.The students will complete a final project consisting of some form of presentation (formal presentation, skit/film,graphic novel) along with a group essay which is to be written with their home groups. This presentation will cover specific characters themes that the class may not have discussed in depth, but the lessons will cover the main characters and over-arching themes of the novel. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. There is a student with a hearing impairment and one with a speech impairment. To accommodate for the hearing impaired student, the teacher (or anyone speaking) should wear a microphone to make it louder for that student. The student with the speech impairment has asked not to speak in front of large groups. This student will still be able to do the small group work, but the final project will be modified for this student so they will not have to speak in front of the entire class. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): As students enter the classroom, they will turn in an entrance slip which will have questions or comments about the reading from the night before. LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to read the first 4 chapters of The Giver on their own, outside of class. ASSESSMENT Assessment Description: Assessment will be based on the entrance slips students turn in at the beginning of class. INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Students will read the first 4 chapters of the novel for homework the night before this lesson.

Assessment Accommodations:

Activity Adaptations:

Media/Technology Resources: A copy of The Giver

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to work in groups to analyze the reading.

ASSESSMENT Assessment Description Assessment will be based on their participation in group discussion with both their expert and home groups.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Students will work in groups using the Jigsaw method of having an expert group to discuss with and a home group to share information with.

Assessment Accommodations:

Activity Adaptations:

Hearing Impairment: Students in a group with this student will have access to a microphone. Speech Impairment: This student may be given extra time to speak in both of their groups if needed. Media/Technology Resources: A copy of The Giver Discussion Notes worksheet

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to take notes, using note sheets, of what is being said in their group work.

ASSESSMENT Assessment Description Students will turn in their note sheets at the end of class.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: While working in groups, students will fill out the note sheets given to them each day. Activity Adaptations:

Assessment Accommodations:

Media/Technology Resources: A copy of The Giver Note sheets

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. As students enter the classroom, collect their entrance slips (a question or comment from the reading) and assign them into groups. The groups assigned to them will be their expert group in the Jigsaw set up. Their home groups will be their table groups. 2. The groups will be discussing chapters 1-4. 3. The expert groups will discuss Jonas differences, the community, release, and vocabulary. 4. Students will go to their home groups to begin class (about 5 minutes to explain process of the Jigsaw setup and to assign expert group topics) and to be assigned what topic of the novel they will be discussing in their expert groups. Expert group discussions will rotate each day. 5. The expert groups should be discussing: a. Group 1: Jonas differences His eyes Does his volunteer hours in many different places while most children go to the same place each day Seeing things change b. Group 2: The Community How it is different from our own community Sharing of feelings Volunteer hours New children Announcements c. Group 3: Release

 What is release? Why does Larissa seem so excited about it? d. Group 4: Vocabulary This group should go through the reading and find 4-5 words they do not know and then define them. These words will be compiled into a list and there will be a short vocabulary quiz on Friday. Students in the vocabulary group should write the words they find on the board so all of the groups will have the same words by the end of class. 6. Give students 10-15 minutes with their expert groups. Students should all be writing and finding sources in the text that go along with their discussion. 7. After students have met with their expert groups, send them back to their home groups. Each student should take 3-5 minutes to explain what they talked about or what conclusions they came to during their meeting with their expert group. 8. In the last 10-15 minutes of class have a group discussion, lead by the teacher, to go over the main points from each expert group.

Lesson 3 Students will be able to read chapters five through eight of The Giver on their own, outside of class. Students will turn in an entrance slip, as they come into class, that has a question or comment from the reading. Students will work in groups (expert and home) to discuss and analyze the reading. Students will take notes on a note sheet that is provided for them in both groups. There will be a class wrap up/discussion at the end of group work. The class period prior to this one, students read and discussed, in groups, chapters one through four. For tomorrows lesson students will read chapters nine through thirteen. Lesson 4 Students will be able to read chapters nine through thirteen of The Giver on their own, outside of class. Students will turn in an entrance slip, as they come into class, that has a question or comment from the reading. Students will work in groups (expert and home) to discuss and analyze the reading. Students will take notes on a note sheet that is provided for them in both groups. There will be a class wrap up/discussion at the end of group work. The class period prior to this one, students read and discussed, in groups, chapters five through eight. In todays lesson, the expert groups will have new topics to discuss. For tomorrows lesson students will listen to examples of the final project as explained by the teacher. The will receive rubrics and choose what type of project they would like to do. They will also complete an outline describing their final group project. Name: Jonathon Balmer and Courtney Warren # of Students: ___ Age/Grade Level: 7 ______ Date: Content Area: Language Arts ________

Unit Title: The Giver

_______ Lesson Title: Teacher Example of Final Project (day 5 of unit)_______

LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. Students will be able to work in groups to decide what project they would like to do for their final. Students will be able to divide up jobs for the final project so that each group member has a job. B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. 7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. C. Describe students prior knowledge or the focus of the previous learning .

Students have been reading The Giver and are getting a better idea of how to properly work within their groups. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. The summative assessment of this lesson will be based on their final project. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. There is a student with a hearing impairment and one with a speech impairment. To accommodate for the hearing impaired student, the teacher (or anyone speaking) should wear a microphone to make it louder for that student. The student with the speech impairment has asked not to speak in front of large groups. This student will still be able to do the small group work, but the final project will be modified for this student so they will not have to speak in front of the entire class. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): The students have been working in these groups for three days now. Their work has been collected as well as monitored during class time. This project will require their prior knowledge from the reading to complete. LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to work in groups to decide what project they would like to do for their final. ASSESSMENT Assessment Description: At the end of class students must turn in an outline of what their final project will look like. INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: After hearing the teacher examples, students will work on the outline with their home groups.

Assessment Accommodations:

Activity Adaptations:

Media/Technology Resources: Powerpoint Presentation of project options Project Outline worksheet

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to divide up jobs for the final project so that each group member has a job.

ASSESSMENT Assessment Description Students will turn in their group project outline at the end of class.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Students will work in their home groups to decide what role each will play in the final project.

Assessment Accommodations:

Activity Adaptations:

Media/Technology Resources: Project Outline worksheet

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Begin class by showing the Powerpoint that has the examples of the different final projects on it. 2. Go over each example and remind the students that their project does not need to look exactly like the example. 3. After going through the Powerpoint, hand out a rubric for each project and go over the requirements so that students will know better which project their home group would like to do. 4. Explain the group essay that goes along with all of the projects. 5. Allow students the rest of the class period to fill out their group final project outline. This should be detailed! It will be turned in at the end of class and returned the next day.

Lesson 6 Students will be able to read chapters fourteen through eighteen of The Giver on their own, outside of class. Students will turn in an entrance slip, as they come into class, that has a question or comment from the reading. Students will work in groups (expert and home) to discuss and analyze the reading. Students will take notes on a note sheet that is provided for them in both groups. There will be a class wrap up/discussion at the end of group work. The class prior to this one, students listened to examples of what their final group project will look like. They then decided on what project their group would be doing and completed an outline describing that project. In tomorrows lesson students will spend some of class working their normal expert and home groups to discuss chapters twenty through twenty-one, but will also have time to work in their home groups on their final project. Name: Jonathan Balmer and Courtney Warren Date: _____________ th # of Students: ___ Age/Grade Level: 7 grade ______ Content Area: English______ Unit Title: The Giver_____________ Lesson Title: __GROUP WORK/_WORK DAY Day 7 _ LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. Which project will each group choose (formal presentation, skit/movie, graphic novel) with a group essay. B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama. C. Describe students prior knowledge or the focus of the previous learning. Students have read majority of The Giver and been introduced to an example of the final project. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

Students choose final project and begin working on the project, turn in analysis for the chapter on plot, characters, analysis, and choose topic. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. Printed instructions in addition to oral explanation will be provided for student with hearing impairment. Student with speech impairment will not be required to complete speech-intensive project (i.e. a speech), especially alone and unaided. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Previous experience with text and examples from teacher example were used in creation of the following standards. Previous discussions on memory and authority will be discussed in light of recent plot developments in The Giver. LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ASSESSMENT Assessment Description: Pre-question (see below) INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Group discussion.

Assessment Accommodations: Printed instructions in addition to oral explanation will be provided for student with hearing impairment. Student with speech impairment will not be required to complete speech-intensive project (i.e. a speech), especially alone and unaided. [hitherto referred to as class standard accommodations]

Activity Adaptations: Printed instructions in addition to oral explanation will be provided for student with hearing impairment. Student with speech impairment will not be required to complete speech-intensive project (i.e. a speech), especially alone and unaided. [hitherto referred to as class standard accommodations]

Media/Technology Resources:

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: 7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

ASSESSMENT Assessment Description Group project theme portion. Final Project

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Printed instructions in addition to oral explanation will be provided for student with hearing impairment. Student with speech impairment will not be required to complete speech-intensive project (i.e. a

speech), especially alone and unaided. Assessment Accommodations: class standard accommodations Activity Adaptations:

Media/Technology Resources:

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target:

ASSESSMENT Assessment Description Class pre question Discussion on plot and theme.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: Printed instructions in addition to oral explanation will be provided for student with hearing impairment. Student with speech impairment will not be required to complete speech-intensive project (i.e. a speech), especially alone and unaided.

7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.

Assessment Accommodations:

Activity Adaptations:

Media/Technology Resources:

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) QUESTION FROM THE PREVIOUS NIGHTS READING: Chapter 20-21 Today will include a shorter version of the group discussion and reading beginning, as usual, with the entrance question about the previous nights reading. Question (to be turned in before rating): o What is the memory The Giver has which he wants to give to Jonas? o OR Describe 3 ways Jonas has changed since the beginning of the story o AND Who is Rosemary? What do we learn about her in this chapter? The groups will have again rotated positions each focusing on a different element of the novel. Discussion questions for each are as follows. o Themes. What power does memory have on Jonas and Gabriel in Chapter 21?

In Lowrys novel, what great power do memories have and how far do you believe the power of memory extends? How does this compare to real life? What is the significance behind the term release? How is death a release? How is the term deceptive? o Characters. What do you believe happened to Rosemary? Give support from the text. Is Jonas father morally responsible for what he does in releasing babies? Why or why not? Who is responsible? Defend your answer. o Plot What goes wrong with Jonas and the Givers plan? What do you think the effect of the released memories will be on the Community? What challenges do you believe the Giver will face staying with the Community? o Vocabulary Four to five words in Chapters 20 and 21 May write on board as well. Vocab quiz will be at the end of the week using teacher-chosen words from the list. o Students will return to their homegroups and explain what they spoke about for their expert groups (for the questions listed above for the corresponding assigned role for the day, which rotates depending on the day). Students will then hand in their groups responses after the discussion period and discuss which sort of project they would like to perform and on what subject. Students will report to the teacher who will record their chosen presentation topic and medium. The students will spend the rest of the class period to plan and work on project (see example in previous lesson for what the project entails).

Lesson 8 Students will be able to read chapters twenty-two through twenty-three of The Giver on their own, outside of class. Students will turn in an entrance slip, as they come into class, that has a question or comment from the reading. Students will work in groups (expert and home) to discuss and analyze the reading. Students will take notes on a note sheet that is provided for them in both groups. There will be a class wrap up/discussion at the end of group work. The class period prior to this one, students read and discussed, in groups, chapters twenty through twenty-one. In tomorrows lesson there will be a class wrap up session that goes over the main themes throughout the book. Name: Jonathon Balmer and Courtney Warren # of Students: Unit Title: ___ Age/Grade Level: grade 7 Date:________________ ______ Content Area: Language Arts ______

The Giver_____________

Lesson Title: Final Wrap Up Session Day 9______

LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. Students will be able to critically analyze the novel by answering and discussing the following questions: Why is memory important? Can you have pain without pleasure and vice versa? How does the book address individuality? How does the book address death? B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. 7.RL.3 Analyze how particular elements of a story or drama interact. 7.L.3. Use knowledge of language and its conventions when writing, speaking, reading or listening. 7.SL.1 Engage effectively in a range of collaborative discussions.

C. Describe students prior knowledge or the focus of the previous learning. Students have read the entire novel and have been working on a final project. They have also had different group discussions each day as well as a small class wrap up at the end of class each day. Students have been filling out note sheets each day to help them through the text. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. Students will answer questions and discuss in groups while filling out a slides on a PowerPoint. These notes and answers will be collected at the end of class. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. There is a student with a hearing impairment and one with a speech impairment. To accommodate for the hearing impaired student, the teacher (or anyone speaking) should wear a microphone to make it louder for that student. The student with the speech impairment has asked not to speak in front of large groups. This student will still be able to do the small group work, but the final project will be modified for this student so they will not have to speak in front of the entire class. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Students have been working in groups for the past two weeks. The activity for today will trigger knowledge and themes they have gone over in the past few class periods. LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to critically analyze the novel by answering and discussing the following questions: Why is memory important? Can you have pain without pleasure and vice versa? How does the book address individuality? How does the book address death? ASSESSMENT Assessment Description: At the end of class students will turn in their work sheet. INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity:

Students will discuss in small groups and answer questions that go along with a Powerpoint show.

Assessment Accommodations:

Activity Adaptations: Wear a microphone during discussion

Media/Technology Resources: Powerpoint

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Students will enter the classroom and get a worksheet for the day and then go sit with their home groups. 2. Start the Powerpoint and prompt students where needed. 3. Be sure to ask some students to share their answers so that the class can hear all different perspectives.

4. If there is time, when they have completed the worksheet, they may go back and discuss some questions more with their groups. Or if students would like more explanation on a question or topic that can also be addressed at the end of class. Lesson 10 Students will take turns presenting their group projects. Observing students will write down three things they enjoyed (or thought were interesting or insightful points about the book) about the presenting students projects. Those reflections, as well as all the material for the final project, will be turned in at the end of class. The instructor will evaluate and grade each group and return those grades at a later date alongside the reflections from the presentation day and all of the project work. Lesson 11 Students will take turns presenting their group projects. Observing students will write down three things they enjoyed (or thought were interesting or insightful points about the book) about the presenting students projects. Those reflections, as well as all the material for the final project, will be turned in at the end of class. The instructor will evaluate and grade each group and return those grades at a later date alongside the reflections from the presentation day and all of the project work.