January 27-31

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Common Core Standards

Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 3) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Essential Questions
1. How do our individual and collective memories shape who we are today and influence our future?

Materials and Resources

Texts The Giver; Elements of Literature Anthology Handouts Giver handout #3; Peer editing checklist 2; Assignment writing prompts; Roles in a discussion bookmark; Im Nobody test; Fishbowl observer graphic organizer Fishbowl discussion topics and roles; post-its Assignment role-play notecards Cards Smartboard

Writing
3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

Skills
Personal narrative writing Student to student discussion Reading comprehension

Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Assessments Enduring Understandings

Learners will understand the importance of shared history and memory. Learners will understand how literature can reflect alternate possibilities of life. Learners will understand the importance of self-expression. Informal Assessment Participation in whole-class discussion, small group activities, practice fish bowl; journaling Formal Assessment Writing Assignment 1; Im Nobody quiz; Chapters 7, 8, 9 quiz; Fishbowl graphic organizer completion

January 27-31

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Periods 1 and 2: EOL

Review Im Nobody; Prepare for quiz Review Im Nobody homework (10 min) o Checked for completion students will have the homework to study for their quiz Work on essay prompt (10 min) o Students should self-edit their paragraphs for clarity, word choice, and the elements of writing we have discussed. Peer edit essay prompts (15 min) o Distribute peer editing checklist 2 o Students will pair with someone at their table. They will trade paragraphs and each person will complete a peer editing checklist with comments for their partners paragraph. o After students have completed their editing, they will have a mini writing conference with their partner and share what the strengths and necessary improvements are. Work on prompts (15 min) o Students should rewrite their prompts with the changes theyve made. Wrap-up (1 min) o Need a few prompts to put on the Smartboard to workshop in class Class prompt workshop (10 min) o I will put a few prompts on the Smartboard. As a class, we will further edit these for word choice and clarity. Work period (40 min) o Students have the remaining time to: Work on their Im Nobody homework/study guide Work on their prompts with me Read The Giver chapters 7, 8, 9

Period 3: Giver
Review chapter 7, 8 9; Assignment activity
Journal (6 min) Chapters 7, 8, 9 Quiz (10 min) o 5 questions (make on Monday left book at home) Assignment role-play activity (28 min) o Students will randomly receive index cards with Assignments on them. Only boys with the Birthmother card can exchange their Assignment (I will take their card and exchange it with another student) o We will go around the room and each student will share their role with the class o First, students will brainstorm and write down positives and negatives to their jobs and if they are suited for them or not. Students will share these out with the class o Then, students will try and create a list of rules for their position, similar to Jonass rules. Do you think a person in your position is allowed to lie or be rude? o Finally, students will discuss what it feels like to have these Assignments chosen for them randomly. How would they feel if I chose the Assignments? (For example, how would the Fish Hatchery Attendant feel because I thought someone else was better suited for Doctor or Judge?) What does the Community members acceptance of their crappy jobs say about them? Assignment writing (5 min) o Students can choose from the following prompts. If typed, responses should be in 12 point Times New Roman font, 1.5 line spacing. If handwritten, responses should be 1.5-2 pages (or longer for both). Prompts are due Tuesday, 2/4 prompts will be handed out on a sheet of paper o If you hate your job, or think you deserve a better Assignment, write a letter to the Chief Elder appealing your assignment. Answer the following questions about your Assignment: What is your job? How do you feel about your Assignment? Why are you not suited? For what Assignment are you better suited? What would be the worst thing about having this job? o Everything in the Community is predetermined: careers, marriages, siblings, etc. Examine how you feel about this lifestyle. Would life be easier if someone older and wiser made all of your decisions? Why or why not? Use examples from The Giver and your own life to support your reasoning. Wrap-up (2 min) o Homework due Friday: Giver Worksheet #3; read chapters 10 and 11

**REMINDER: IM NOBODY QUIZ IS OPEN BOOK, BUT NO BOOKS WILL BE LOANED**

January 27-31
Period 4: Giver
Chapter 10 + 11; From Me to You Memory Activity

WEEKLY LESSON PLAN

Period 5: Giver

Section 7-1, 3, 5

Im Nobody Quiz for 7-1 and 7-5; Chapter 12; Practice Fishbowl discussion
Journal (6 min) Review chapter 12 (10 min) Practice Fishbowl discussion (33 min) o Introduce fishbowl discussion: 10-11 students will be the fish in the fishbowl while everyone else sits on the outside looking in. We will largely use student-generated questions and I will only jump in when necessary. o Students on the outside of the fishbowl should be actively paying attention and taking notes. They will be given a graphic organizer that will be turned in at the end of the fishbowl for completion/participation points. o Students will receive Participation in a Discussion bookmark o Rules for the fishbowl (these will be put on the board): Everyone must participate. Everyone should encourage their classmates to participate. Encourage + Participate Disagreements are okay and important, but they must be respectful. No name-calling or put-downs. Respect No one should monopolize the discussion if your voice is frequently heard, step back and let others into the discussion. Share the Floor o We will practice three small fishbowls with easy topics that everyone can contribute to. o Students will then pull a folded up paper with either goldfish or fishbowl. Those with the goldfish slip must sit in the innermost 10 desks. Those with fishbowl slips must surround them with their desks. o One student in the fishbowl will pull a topic from another bag. The topics are: Violent TV shows and video games are making kids violent and should be restricted. Should cell phones be allowed in schools? Is online privacy important? How much is okay to share with the world? What should be kept under wraps? Are young celebrities a good or bad influence on adolescents? Dress codes are a good idea. o After the topic is announced, students will have two minutes to write down their initial thoughts on a post-it or scrap of paper. o Students will then have 5 minutes to discuss the topic, minding the rules. Their classmates will give them feedback for 2 minutes. Wrap-up (2 min) o Remember: homework due Friday, Writing assignment 1 due Tuesday; read chapters 13 and 14 for Tuesday

Journal (6 min) Review chapter 10 + 11 (10 min) o Introduce central question: How do our individual and collective memories shape who we are today and influence our future? Students should write this on a sticky note and put it in their books From Me to You activity (25 min) o First, students will think of the first memory they would share with someone like Jonas, who has no memory. Note: these are specific memories, like a party, romantic experience, etc. and not survival skills. Students will share these with partners, so they should make sure their memory is something they are willing to share with everyone. o Students will be put in groups of three with cards. Students will have to raise their hands first to find partners and to ensure that no one switches partners. o When they are with their groups, students will share out their memories and the stories behind them. Then, students will discuss (these will be on the board): Why would you share this memory? Is this a societal or personal memory? How would sharing this memory make you feel? How would it make Jonas feel? o We will poll the class and count how many put societal and personal memories. Some students can share their memories and why they would share them. o How do the collective memories of a society become truth? What is the effect of memories changing through retelling and time? Read chapter 12 with any remaining time (10 min)

Homework Read chapter 12 for next class meeting (minus quiz)

January 27-31
Period 6: Giver
Im Nobody Quiz for 7-3; follow previous period directions for 7-1, 7-5

WEEKLY LESSON PLAN

Period 7: SSR

Section 7-1, 3, 5

7-1
Mon
Periods 1 + 2

7-3
Periods 1 + 2

7-5
Period 1

Tue

Period 3

Periods 3 + 4

Period 2

Wed

Period 4

Period 5

Periods 3 + 4

Thur

Period 5

Period 6

Period 5

Fri

Periods 6 + 7

Period 7

Periods 6 + 7

January 27-31

WEEKLY LESSON PLAN

Section 7-1, 3, 5