Reading Lesson Plan- The Giver

Kristen Heisler
Initials: _________

Cooperating Teacher

Subject: Reading

Grade: 7th Academic and PreAP

Date Turning in: 1/10/16

Date(s) Taught: 1/11/16

Objective:
We will introduce the play The Giver by students reading and acting out the play.
TEKS:
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make
inferences and draw conclusions about the structure and elements of drama and
provide evidence from text to support their understanding. Students are expected
to explain a playwright's use of dialogue and stage directions.
(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A) explain the influence of the setting on plot development;
(B) analyze the development of the plot through the internal and external
responses of the characters, including their motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, thirdperson omniscient, and third-person limited.
ELPS:
English Language Proficiency Standards | 6
(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of
texts for a variety of purposes with an increasing level of comprehension in all
content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in reading. In order for the ELL to meet
grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the students level
of English language proficiency. For Kindergarten and Grade 1, certain of these
student expectations apply to text read aloud for students not yet at the stage of
decoding written text. The student is expected to:
(F) use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and

background knowledge needed to comprehend increasingly challenging

language

Materials:

Copy of How Lamars Bad Prank Won a Bubba Size Trophy

Copies of The Giver play
Scratch Paper
Pencils/Pens

Teaching Practices:
Preparation for Lesson:
In order to be ready for this lesson, the teach should make copies of The
Giver, set up daily Power Point that lists the agenda for class and
displays any announcements, have Status of the Class binder ready to
check reading statuses, and have scrap paper and pencils/pens ready for
extension activity.
Prior Learning:
Students should understand and know the basic vocabulary for Drama
and fiction (i.e. Protagonist, Antagonist, Stage Directions, Act, Scene,
etc.). Students should also have knowledge of the format playwrights use
when writing plays.
Motivation:
Our class will begin by a read-aloud. Invite the students to sit on the
carpet. The teacher will read a chapter from the book How Lamars Bad
Prank Won a Bubba Size Trophy by Crystal Allen.
Guided Practice:
After reading How Lamars Bad Prank Won a Bubba Size Trophy, ask
the students to return to their seats. The Teacher will check the Status of
the Class. This allows the teacher to check how much reading each
student is doing daily. Each day ask the students to share what book they
are currently reading and what page number they are currently on and
record it in Status of the Class binder. If they are on the same book, have
them only share what page number they are on.
Then have students quickly read the play The Giver silently. After
everyone has completed reading The Giver, ask for volunteers to act
out the parts of the play. Instruct the students not performing that they
are to respect the other students by not talking during the performance.
Independent Practice:

After the students have completed acting out The Giver, the students
will divide up into small groups and discuss the play with group members.
Give the students ideas of what to discuss: what they thought of the play,
can you connect this to other books, can you connect the character/event
to your life, etc.

Closure:
Students will record what they have read in their reading logs and make
notes for the next day.
Extension:
If time allows students will continue working in small groups and begin
brainstorming ideas to create their own conclusion (or Act II) of the play.
They must include a list of characters with a short description, a narrator,
stage directions, at least three scenes, a monologue, and an aside.
Specific Key Questions:

What vocabulary do you see frequently throughout drama works?

Can you define those words?
What did you think about The Giver?
Can you connect The Giver to other books?
Can you connect the character to your life?

Modifications:

SPED & ELL: Instead of reading individually, these students can work with
the SPED paraprofessional and read the play in a small group. The follow
along during the performance if they do not want to participate.
Assessment:
The teacher will informally assess the students during their discussions
and determine if they are on task and how in depth their discussions are.
Home Goal:
Following the Reading Workshop structure, students will read for twenty
minutes at home and record it in their reading logs.

Reflective Evaluation of Lesson: