T HE

P OWER OF THE I NDIVIDUAL

A UNIT PLAN BASED LOWIS LOWRYS THE GIVER AND AYN RANDS ANTHEM 10TH GRADE ENGLISH
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DEVELOPED BY: CHIRA HUSKY

TABLE OF CONTENTS

RATIONALE3 ASSESSMENT/RUBRICS.11 UNIT OUTLINE.21 TOPICAL OUTLINE..22 LESSON ONE.33 LESSON TWO43 LESSON THREE.47 LESSON FOUR..52 LESSON FIVE.60 LESSON SIX69 LESSON SEVEN.73 LESSON ELEVEN..79 LESSON TWELVE.84 LESSON THIRTEEN..87 WORKS CITED.90

RATIONALE
The transition from middle school to high school can be a difficult time for some students. Many teenagers are trying to find ways to blend in, stick out or feel welcomed by their peers. Emotions run high for students dealing with drastic changes. Losing friends to new groups, experiencing peer pressure, teasing, bullying, meeting new expectations are all difficult aspects of growing up. I will introduce my unit, "The Power of the Individual" by writing the word "PAIN" on the board in big bold letters. I will ask students to define the word pain and to volunteer personal examples of pain they face. After receiving about ten answers, I will ask students, What if someone were to tell you that all these terrible events and feelings could be taken away? Would you accept their offer? I will begin my unit The Power of the Individual by having students discuss the importance of pain: why we as human experience pain, why pain is important, and how pain relates to memory and being an individual. This conversation will lead us into our first book, Lowis Lowrys The Giver and then later guide us into our second novel, Ayn Rands Anthem. Pam B. Cole, professor of English Education and Literacy at Kennesaw State University, understands the difficulties teachers face when assigning classical literature to high school students. In her book, Young Adult Literature in the 21st Century, she discusses helpful ways teachers can arouse excitement for reading the classics. One proven way to promote enthusiasm is to pair a classic novel with a young adult novel of a similar theme: The classics shouldnt be reserved for exceptional students, and young adult literature shouldnt be reserved for at-risk readers. When we create that dichotomy, we send an elitist message about the classics and an

inferior message about young adult literature-we fail our students (135). Teenagers of all reading levels should be able to enjoy both classic and young adult literature. My unit is focused on the importance of the individual; I do not want to limit my students to only one particular genre based on their academic track placement. It is the job of the teacher to present and essentially teach the material so that all students are engaged, excited and learning. By only planning one style or type of lesson, all students struggle. Not everyone learns the same way, which is why I intend to have my lessons and activities diverse and accommodating to all teaching styles. The classics should be understood across track placement. I aim to challenge all my students, regardless of tracking, through using the young adult novel, The Giver, as a way to scaffold for the classic novel, Anthem. Important themes that are addressed in classical literature can also be found in young adult literature. I plan to read the The Giver first, as a way to help student better comprehend the themes, concepts and ideas of Anthem. The reading experience of classical literature revolves around the ability to connect meaning to difficult words and ideas. By looking at a novel with a more accessible vocabulary first, like The Giver, and then shifting to a book with the similar themes, but with a more challenging language second, like Anthem, students will be able to understand the main messages of both novels. Using this strategy, students will become less frustrated, and less likely to give up and more likely to continue reading. The two books would work well for ninth, tenth and eleventh graders. Preferably, I would use this pairing with tenth grade students. Tenth graders are still transitioning from middle school into high school. They are still dealing with certain changes that are not essentially problems of eleventh or twelfth graders. Most older students have already formed their

particular groups or cliques. Tenth graders may still be attempting to find a group or their place in school life. From my personal experience, I feel that educators focus a lot on ninth graders fitting in and dealing with the new atmosphere and often neglect tenth graders, who may still feel lost. The material we will discuss will be both challenging and accessible to tenth graders. The Giver consists of 179 pages, taking up nine lessons, while, Anthem is a mere 65 pages. Students will cover the shorter novel, Anthem, in five lessons. The Giver will be the main focus of the unit due to the fact that is longer and will take more time to read. Lowrys The Giver transports readers into a futuristic dystopian society where people no longer feel emotions, hear music or see color. Drugs suppress pain; death is no longer natural, but a matter decided upon by the community leaders. The concept of "family" is completely redefined. People are chosen partners by the council of elders; the partners are given two children: one boy and one girl. Members of the community are assigned jobs at the Ceremony of Twelve. Jonas is given the honorable job Receiver of Memories. It is his duty to accept and store the worlds memories of color, pain, happiness, war and cruelty from the Giver. Through his intense training, Jonas, comes to the realization that life is more meaningful with pain, love and memories. Together, Jonas and the Giver develop a plan to restore the memories to the community, forever changing the societys outlook on life. The Giver addresses many themes that are relatable to contemporary high school students. The meaning of life, use of technology, idea of taking drugs to suppress pain, concept of family, importance of memories, understanding of death and the collective verse individual needs are all important topics illustrated in the The Giver as well as Anthem. Students will be able to compare and contrast the themes used in both novels with events occurring in their own lives. Pairing the two books together will not only facilitate discussion on contemporary world

issues as well as personal struggles, but it will also show students that they can understand a more sophisticated piece of literature. Anthem is also set in a futuristic dystopia, much like The Giver; however, the community of Anthem is much more oppressive. Freedom in The Giver is taken away from the people in order to keep them from harm; in contrast, freedom in Anthem is taken away to suppress citizens from thinking against the collective community. People are punished for using forbidden words that identify themselves as individuals such as: I me and mine. Unlike Jonas's community, the citizens of Anthem are not given "real" names, but numbers. The short novel is told entirely from Equality 7-2521s point of view as he records his daily actions in a diary. The people are assigned particular jobs without any say or choice similar to The Giver; however, the council does not consider the interests of citizens when assigning a job, but instead regulates jobs as punishments for people who are different. Equality 7-2521 acts out against the community when discovers and uses an underground tunnel from the period of Unmentionable Time. He is sentenced to death for disobeying the community, but escapes with Liberty 5-3000, the woman he loves. Equality 7-2521 renames himself Prometheus, and is determined to begin a new community where individual freedom is honored over the value of the community. Anthem displays many conceptual similarities to The Giver; the idea of the community over the individual, collectivism, technology as a way to control people, identity and personal freedom are illustrated in both pieces of literature. Students will compare and contrast the major themes and symbols both authors use to carry out their messages. Students will also discuss the style, voice and purpose behind the authors' approach to writing each novel. Although The Giver and Anthem offer similar themes, they are written in entirely different styles. It is essential for students to understand the differences between The

Giver's third person limited narrative and Anthem's first person third person pronoun diary. More importantly, we will discuss how style impacts our view of the stories, the themes, and emotions presented in the books, and the overall effect of the author's message. Using both a young adult and a classic novel demonstrates Pennsylvanias academic standards of reading to understanding and interpret fiction (1.1.10.A). In the unit we will be demonstrating comprehension of the two texts before, during and after reading on a variety of literary elements (1.1.10 D). The students will determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic and reasoning (1.2.10 A). Students will analyze inferences and draw conclusions about the two stories (1.2.10.D). Analyzing the characteristics of different genres while comparing works that express a universal theme and providing evidence to support the views expressed in each work, will be the central focus of the unit plan (1.3.10 B). The Giver and Anthem represent different genres of literature, yet, they share an overall similar theme. I want students to be able to understand the differences and similarities between the two works by providing textual evidence to support their answers. Looking at the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) in The Giver and Anthem, is important to this unit when comparing and contrasting the two books (1.3.10.C). Writing will be another important aspect of the unit as well as understanding major elements of each work; there will be two summative assessments where students will be given a choice as to what creative and what essay topic they wish to answer (1.4.10. A/1.4.10.B/). Student will be required to write with a clear focus, identifying topic, task and audience (1.5.10.A). There will be three writing workshops where students will develop content appropriate for their essay questions (1.5.10.B/1.5.10.F). I hope to also allow students to use and understand a variety of media

through school technology and use of movies (1.9.10.A). Through our class discussions of collectivism and government control I will have the students evaluating how different forms of media influence society (1.9.10.B). Through reading The Giver and Anthem, I hope my students will reevaluate choices made in their own lives. Specifically, I want my students to think critically about their daily decisions, the company they keep, the societal practices that occur, their freedoms and government control. They should examine their beliefs and appreciate their individuality. I want students to ask themselves "Why do I do the things I do?" I hope that coming up with an honest answer to this question will essential help my students make smarter decisions and lead better lives. Although some may argue one novel may fulfill my requirements, I believe both works add different elements to the themes I will discuss in the unit. By comparing both novels, students will understand the steps and stages that occur when a collective government assumes power. We will look at different historical events throughout the world in which people's individual rights were compromised for the well being of a collective group. There are certain things that have to happen for a collective society to assume authority. Students will examine how each author's fictional society compares to real world collective communities. We will also compare and contrast the authors' different literary techniques, and how they are employed to bring about similar themes. By analyzing the different literary devices (tone, style, voice, point of view, etc) applied in both The Giver and Anthem, students will be conscious of literary devices in other books we will read this year. Problems may arise during our classroom unit due to some suggestive and disturbing scenes in each book. The controversial events are small parts of the novels, taking up about three pages in each. It is important to discuss the themes of sexuality and death within The Giver and

Anthem because they are issues students face or will face in the future. By censoring these awarding winning books, we are teaching students that the best way to face a problem is to avoid it. Students need to discuss difficult topics in an open and safe environment. Teenagers should not keep their problems hidden from people who can help. The Giver and Anthem address important contemporary issues such as: suicide, euthanasia, technology, sexuality and government control. The topics are placed in a futuristic dystopia to highlight the differences between todays society and the society of a futuristic collective community. By telling students they cannot read the two novels because of their controversial content creates a problem. We, the school board, parents and teachers become like the collective societies of these very novels who instill fear in its people as a way to control what they are doing, in our case, what they are reading. Just as the councils of The Giver and Anthem eliminate individual freedom to keep their citizens uneducated yet safe, we would be suppressing our students intellectual freedom to keep ourselves happy and our children ignorant to contemporary issues they will later encounter. I believe what occurs in Americas classrooms today will affect the future leaders of our country tomorrow. Keeping our students away from certain taboo topics because of our own fears will have negative effects on how our students grow and mature, therefore affecting the future workforce. These young people will eventually encounter the same problems and issues later on in life, but will have to face them alone. It is better to address these topics with literature and to discuss them as a group in a positive learning environment. By censoring The Giver and Anthem we are essentially teaching our children that it is better to remain silent about an issue than to raise your voice and promote change. The themes of both Lowis Lowrys The Giver and Ayn Rands Anthem complement each

other. The Giver will work as a scaffold for the more difficult novel, Anthem. Both novels have many qualities that will allow in-depth class discussion, historical lessons, and literary analysis. Students will not only grow academically from this unit, but they will also mature as a people of value by appreciating their choices and their individuality.
Comment [1]: As you know, I love the additions youve made here as you revised to clarify the purposes (ALIGNMENT) and anticipate objections (RELEVANCE): at the end, this reads like a supported and smart rationale which makes the unit seem obviously necessary (or what one of my mentors would call a duh-piphany!) J

WORKS CITED
Cole, Pam. "The Classic Cannon & Young Adult Literature." Literature for Young Adults. Comp. Dr. Christina Matthews. Bloomsburg University, 2010. Print. Pennsylvania Department of Education. "Reading, Writing, Speaking and Listening: Grade 10." SAS: Standards Aligned System. Commonwealth of Pennsylvania , 2010. Web. 2 Dec. 2010.

GUIDING QUESTIONS
1. What does it mean to be an individual in America compared to an individual in collective societies? (Students will look at real world collective societies and also the communities of The Giver and Anthem) 2. How are happiness and knowledge related? 3. Why are memories/history important to people as a group and as individuals? 4. How does government, popular culture and society shape and influence an individual?

Comment [2]: To me, this one still sticks out among the others, which are all clearly related to the individual/collective tension.

CONCEPTUAL GOALS
1. Explore the concept of individuality

Evaluate the importance of memories Analyze, interpret and evaluate the authors technique in terms of substance and style Comprehend basics of plot, characterization, setting, time period Make an argument using primary and secondary sources Understand and explore governmental, popular cultural and societal influences on an individual 7. Examine the relationship between knowledge and happiness
2. 3. 4. 5. 6.

Comment [3]: Like the use of active verbs to break down the Big Questions into manageable, feasible parts J

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ASSESSMENT
Students will not grasp the full focus of the unit, The Power of the Individual, by memorizing characters, setting and details of each novel. I do not intend to have students simply regurgitating facts about the books, and then assess their ability to remember. An objective multiple choice test, would not be a sufficient way to ensure that students understood the important overlying themes of The Giver and Anthem, and how those themes influence the world and their personal lives. In the rationale, I addressed my intent to use the books as a way for students to gain better knowledge of themselves and the world around them. Due to the specific themes in both novels, the purpose of reading the particular books is for students to reevaluate choices made in their daily livesto think critically about their daily decisions, the company the keep, the societal practices that occur, their freedoms and governmental control (McCrossin 9). This seems like a big agenda for one unit of a tenth grade English class, but I believe that so much of life can be examined through literature. I am confident that students will make the comparison between the futuristic dystopias, their own lives, and the world around them. More specifically, reading The Giver and Anthem will not simply affect their English grade, but in the way in which they live their lives. I believe choice is important for students when assigning a project or an essay question. For the units final assessment, students will have the ability to choose between two questions or prompts for each category. Three in-class writing workshops will prepare students for both categories. One workshop will focus on identifying and creating stylistic writing which addresses the creative category of the final assessment. It also incorporates the unit goal of analyzing, interpreting and evaluating authors technique in terms of style. In the creative
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category, students will choose between a diary entry or a sequel chapter pertaining to either The Giver or Anthem. The creativity category will meet the units conceptual goals of understanding importance of memories/history, comprehending basics of plot, characters and setting and exploring the concept of the individual. The other workshops will concentrate on the more academic, second category. In this group, students will choose one of the essay prompts to answer. Outside research is required to support their topic; students will write an academic research paper. One workshop will take place in a computer lab and center on researching a topic online. The other will work on constructing a thesis and supporting a thesis statement. The essay questions meet the conceptual goals of understanding the importance of memories, comprehending basics of plot, characterization and setting, making an argument using primary and secondary sources, analyzing the relationship between knowledge and happiness and exploring government and societal influences on the individual. Both categories will be completed out of class, and turned into the teacher on the designated date, November 29th. Students will receive a rubric and a checklist for each assignment category (see attached). Two rough drafts will also be turned in with the final assignment for the both categories. All papers should be two to three pages long, stapled, double spaced using MLA format. During my unit, I will be assessing reading comprehension, significant quotation identification and the ability to personally connect with the literature through daily journal entries. According to NCTE/IRA national English standards requires, students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes" (2010). Journaling fulfills this standard; journaling will take place during class as well as at home for homework. The journals

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are meant to be the students private workspace. The informal journals work as a scaffold for the final writing assessment. We will use the journals during all three writing workshops. Students will benefit from reviewing their journal responses when preparing for the final writing assignment. Responses will not be graded on spelling, punctuation, grammar or organization. They will, however, be assessed on content: thoughtfulness, understanding of the novel plot, connecting themes of the novels to real life or personal thoughts and also clear evidence of reading comprehension and completion. Journals will be collected on Fridays at the end of class, and returned on Mondays at the very beginning of class. In class journals will be graded with a check, check plus or check minus on every response. A check plus represents a thoughtful and insightful effort meaning the student has shown clear evidence that they have read the assigned chapters and have connected themes or topics to their personal lives. A check signifies the bare minimum required to display reading comprehension; it does not have sufficient detail or personal connection. A check minus does not display any reading comprehension or completion; it is obvious that the student did not complete their assigned homework. The homework portion of the journals will only be graded with a check plus or a check minus. A check plus signifies that the quote is relevant to the assigned reading topic; the responses connect personal thoughts or associations to the theme of the assigned reading. A check minus entails that the quote is not relevant to the focus topic, it does not include a personal response or explanation of any kind. The homework part of the journal will focus on identifying quotations based on the focus topic, and connecting the quote with personal feelings and associations. Students will create a dialectical journal table; the two passages from the novel will be written on the left side. The right side will include an explanation, personal feeling or

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association to the chosen passage. An example entry will be distributed at the beginning of the unit (see attached). Students will staple the example into their journals for future reference. Students are required to do written homework in the journals to ensure that assigned reading is completed each night. Identifying important quotations for homework will also prepare students for the final writing assignment in which they will have to use evidence from both the novels to support their thesis. Students who are absence will be able to make up their journal entries. They are required to ask me for an "Absentee Entry Sheet" on their return to class. The entry will be answered on the sheet, and after receiving feedback, will be sampled into the student's journal. The sheet and questions can only be obtained by asking the teacher for them; students who are absent must be responsible and accountable for their missed work.
Comment [4]: Clearly ALIGNED, and with thoughtful scaffolding (UNITY) for students; also develops RELEVANT skills (e.g., journaling) to be used in future units J

Works Cited McCrossin. The Power of the Individual: Rational. Bloomsburg University. 2010.Print.

PART A: CREATIVITY
Students will choose one of the following writing assignments to complete. Students must include with their final copy, two rough drafts. 1. Pick a character from The Giver or Anthem (cannot be Equality 7-2521) and write a diary for that particular character. The diary should include accurate detail from the book as well as inventive qualities not present in the novel. The diary must include four to six entries; each entry must be at least 200 words, typed, double spaced, size 12 font. Font style and medium of your choice. (Medium: scrapbook, construction paper, hardback diary, foldable, etc) 2. Write a sequel chapter to either The Giver or Anthem; the chapter must be two to three pages double spaced. Include accurate and inventive details to illustrate what happens to the main character after the story ends by using the same style Lowis Lowry or Ayn Rand applies in their novels. Your chapter must be two to three pages long, typed, double space, Times New Roman font, size 12, MLA format.
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Standards 1.1.10A: Apply appropriate strategies to analyze, interpret and evaluate the authors techniques in terms of both substance and style as related to supporting the intended purpose using grade level text 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic and reasoning 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by the authors in a variety of genres. 1.2.10.D : Analyze inferences ad draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject

PART B: ESSAY
Students will choose one of the following to complete out of class; students must include with the final copy of the essay, two rough drafts. Essays should be anywhere from two to three pages long, double spaced, Times New Roman font, size 12, MLA format with MLA correct citations. Students must include a works cited page with at least two secondary sources. 1. Memories/history shape the present in which we live; they also play an important part in who we are. Each novel discusses memory/history's impact on an individual's identity. The protagonists', Jonas and Equality, both beg the question "Who am I?" "Why is the world this way?" In The Giver, memories are instilled in Jonas that make him question the community in which he lives. In Anthem, Equality 7-2521 knows that there is a history to his community, but he is unable to uncover the secrets of the past. Using this prompt answer the questions below in a well organized and developed paper with two outside sources. Why are memories/history so important to the protagonist in both novels? How do memories/history(or lack there of) allow characters in The Giver and Anthem to develop as people? Give one example of a government group and their technique to manipulate the way memories/history were viewed in order to influence its people (propaganda, brainwashing, burning books, creating new biased books for youth education, recreating history, etc). Use both novels to discuss your answer; also, include one reference to real history we have talked about in class 2. Jonas is given new knowledge from the Giver while Equality 7-2521 creates the knowledge for himself. Both Jonas and Equality 7-2521 undergo a change in each novel; their change is directly related to the knowledge they poses. Think back to our discussion of the relationship between knowledge and happiness. Use this prompt o answer the questions below in well organized and developed paper with two outside sources. Describe the characters before they change and after their transformations. How do their attitudes and outlook of life differ? Compare and contrast Jonas and Equalitys use of knowledge. How are knowledge and happiness related? How have oppressive societys keep people ignorant of the truth? Why does government or societies keep certain things from the masses (secret documents, services, war, etc)
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Comment [5]: Like how you revised this to make it more manageableI think it could produce some interesting responses about how knowledge both leads to new understanding of self and others that brings happiness, but also to ejection from the community (Adam and Eve!) J

Standards 1.4.10B: Write complex informational pieces (research papers, analytical essays, summaries, descriptive or literary analyses that: Gather evidence in support of a thesis Incorporate ad document information and ideas from primary and secondary sources accurately ad coherently Anticipate and address readers potential misunderstandings, biases and expectations 1.4.10 C: Write persuasive pieces 1.5.10 A: Write with a clear focus, identifying topic, task and audience 1.5.10 F: Use grade appropriate conventions of language when writing and editing 1.5.10 E Review, evaluate, revise, edit and proofread writing to improve style, word choice, sentence variety and subtlety of meaning

Check List
Category A Option 1: Diary ___ typed, double spaced
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___ Accurate details from the novels ___Inventive qualities not in the book ___ At least four entries (no more than six) ___Two rough drafts attached to final copy ___At least 200 words for each entry

Comment [6]: What made you decide to ask for more from this assignment than the others?

Options 2: Sequel ___Two rough drafts attached to final copy ___ Accurate details from the novels ___Inventive qualities not in the book ___ Two pages (no more than three) ___Voice and style of original author ___ Typed, double spaces, size 12, Times New Roman font, MLA format

Check List
Category B Essay Questions 1 & 2 ___ typed, double spaced, size 12 font, Times New Roman font, MLA format

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___ Works cited page ___MLA in text citations ___ Two credible sources ___Two rough drafts attached to final copy ___Clear and focused thesis statement ___site passages from novels
Excellent 4 Very Good 3 Fair 2 Needs Improvement 1

Question 1 ___Relate memories/history to both novels ___Real world way to manipulate history

Question 2 ___Relate knowledge and happiness to both novels ___Real world oppressive societies keep citizens ignorant of truth

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Organization

Excellent There is clear and 4 logical progression of Excellent ideas. All evidence builds on 4 of each top other and clearly supports the thesis Thesis is worth arguing and debating. There are enough quality quotes to support the thesis, but not too many to lose the students voice. Each quote is backed up with evidence from the novel. Mechanics are appropriate to the content area of the paper; mistakes do not compromise the papers coherency. The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."

Very Good There is a logical 3 progression of ideas Very Good that is sometimes clear. The 3 evidence is related and supports the thesis with some exceptions. Thesis is debatable but may not provide much insight into the work. There may be quality quotes, but there are either too dew to support the thesis or too many to allow the student to lose their own voice Mechanics may not be immediately connected to the content of the paper. Mistakes may make the paper harder to read, but not impossible. The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.

Relevant Evidence

Fair There may be a 2 progression of ideas, Fair but I is somewhat 2 illogical and murky. The evidence is slightly related to the thesis, but does not relate to itself. Thesis is not debatable. Some quotes are included, but they are unrelated to the thesis or do not support the students argument.

Needs Improvement There is no sense of 1 an organization or Needs logical progression of Improvement ideas. Evidence does not relate to the 1 thesis. There is no thesis. Quotes may be absent or incorrectly used. Quotes are only read not explained.

Conventions

Mechanics are incorrect for the content area, but the paper is still mostly coherent.

Mechanics are glaringly incorrect. Mistakes make the paper unreadable.

Adding Personality (Voice)

The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.

The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Final Writing Assignment 10th Grade English Name: ____________________________ Category A Date:___________________

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Category B
Organization There is clear and logical progression of ideas. All evidence builds on top of each other and clearly supports the thesis Thesis is worth arguing and debating. There are enough quality quotes to support the thesis, but not too many to lose the students voice. Each quote is backed up with evidence from the novel. Mechanics are appropriate to the content area of the paper; mistakes do not compromise the papers coherency. All supportive research is reported accurately. There is a logical progression of ideas that is sometimes clear. The evidence is related and supports the thesis with some exceptions. Thesis is debatable but may not provide much insight into the work. There may be quality quotes, but there are either too dew to support the thesis or too many to allow the student to lose their own voice Mechanics may not be immediately connected to the content of the paper. Mistakes may make the paper harder to read, but not impossible. Almost all supportive research is reported accurately. There may be a progression of ideas, but I is somewhat illogical and murky. The evidence is slightly related to the thesis, but does not relate to itself. Thesis is not debatable. Some quotes are included, but they are unrelated to the thesis or do not support the students argument. There is no sense of an organization or logical progression of ideas. Evidence does not relate to the thesis. There is no thesis. Quotes may be absent or incorrectly used. Quotes are only read not explained.

Relevant Evidence

Conventions

Mechanics are incorrect for the content area, but the paper is still mostly coherent.

Mechanics are glaringly incorrect. Mistakes make the paper unreadable.

Accuracy of Research (Content)

Most supportive research is reported accurately.

NO research is reported OR most are inaccurately reported.

Comment [7]: I like how youve included these revisions to reflect our email correspondence ALIGNED with your goals J

Comments:

Grading Scale 12-11 = A 10-9 =B 8-7 = C 6-5 = D 4 or less= Resubmit

Students Grade:

Teacher Signature___________________
Adapted from Gatsby Rubric 2010/ Rubristar 2010

Developed by: Ali McCrossin

Comment [8]: J

UNIT OUTLINE

B ECAUSE I AM D OING A FIFTEEN LESSON UNIT PLAN AND NOT JUST A TEN LESSON U NIT , I H AVE CHOSEN THE
Comment [9]: Not sure what happened to the formatting herebut I got the gistand this is a smart strategy for you and students in any case: makes it easier to see UNITY (scaffolding) J

BEST T EN L ESSONS . H OWEVER , T O S HOW M Y U NITY A ND A LIGNMENT T HROUGHOUT M Y E NTIRE U NIT , I H AVE INCLUDED A D ETAILED C ALENDAR O UTLINE O F T HE E NTIRE F IFTEEN L ESSONS .

20 D AY 8
Silent Reading Free Write Class Discussion

 D AY 1
Pain Discussion Introduce Journals Ohio Speech Journaling

D AY 2
Dedication page Journaling Small group discussion Class discussion

D AY 3
Pop culture symbols and influence Cool PowerPoint Journaling

D AY 4
December Ceremony simulation Journaling Class Discussion

D AY 5
Computer Lab Writing Workshop Web Quest: How to research and cite sources Hand out final writing assignment Collect Journals Read Ch. 12,13,14

Read Ch. 6,7,8

D AY 6
Give b ack Journals Read Ch. 1 & 2 Plagiarism Newspaper Article Jigsaw Activity (Ch. 11,12,13,14) Questions about writing assignment Read Ch. 15,16,17

Read Ch. 7 5 D AY 3,4,

Quotation Minilesson Pair-Share Peer review Journaling Class Discussion

D AY 9

D AY 1 0

D AY 1 2

Free Write Small Group Discussion Read Ch. 9,10,11 Ending Debate Wrap up The Giver Formal Journal Write for Workshop

Writing Workshop: Thesis and Support the Thesis Statement

Questions about writing assignment Collect Journals

D AY 1 1

D AY 1 3
Movie Production Small groups Letter to producer activity Act out scene from Anthem

D AY 1 4
Free Write Large group discussion Wrap up Anthem Questions about Writing Assignments Twilight Zone Clip

Read Ch. 1 & 2 Writing Assignment Reflection Collect Writing Assignments Journal reflection of The Giver and Anthem Collect Journals Twilight Zone clip

Give b ack Journals Writing Workshop: Identifying and Creating Stylistic Writing

Read Ch. 18 &19 Comparing/Cont rasting both novels Journaling Go over Read Along Worksheet

D AY 1 5

Read Ch. 3,4,5,6

Read Ch. 7,8,9

Read Ch. 10 to end

Work on Writing Assignments

TOPICAL OUTLINE

LESSON 1

Academic standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such
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as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.E: Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work 1.3.10.D: Evaluate the significance of various literary devices in various genre, and explain their appeal. Figurative language (metaphor) 1.6.10. A: Listen critically and respond to others in small and large group situations/Respond with grade level appropriate questions, ideas, information or opinions 1. Conceptual Goals: Explore the concept of individuality in their lives Understand the importance of memories Analyze, interpret and evaluate the authors techniques in terms of both substance and style Examine the relationship between knowledge and happiness Lesson methodology: Small and Large Discussion, Journaling Supporting points: By giving students Lowis Lowrys speech The Beginnings of Sadness and Billy Collins poem On Turning Ten, students will reflect on the meaning of pain in order to understand its importance in their own lives.

LESSON 2
Academic standards: 1.1.10.B: Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words (release) 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.7.10.A: Analyze the role and place of standard American English in speech, writing, and literature. Conceptual Goals:
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Make an argument using primary (textual) and secondary sources Comprehend basics of plot, characterization, setting, time period Analyze, interpret and evaluate the authors techniques in terms of both substance and style Understand and explore governmental, popular cultural and societal influences on an individual Lesson methodology: Small and Large Discussion, Journaling Supporting points: The main theme of this lesson is Children of the Future, referencing Lowrys dedication page, and understanding its purpose and meaning. Academic standards: 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions Conceptual Goals: Make an argument using primary (textual) and secondary sources Explore the concept of Individuality in their own lives Comprehend basics of plot, character, time period Understand and explore governmental, popular cultural and societal influences on an individual Lesson methodology: Discussion, PowerPoint, Journaling Supporting points: The main theme of this lesson is Influences particularly how the popular culture affects an individual. Academic standards: 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject.
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LESSON 3

LESSON 4

1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions Conceptual Goals: Comprehend basics of plot and setting, character, time period Understand and explore governmental, popular cultural and societal influences on an individual Explore the concept of individuality Evaluate the importance of memories/history Lesson methodology: Simulation, Discussion, Journaling Supporting points: By recreating the December Ceremony students will understand the importance of the ceremony for the collective community, how the community is able to control its people, how the community is more important than the individual and also how the ceremony explores the idea of altering history.

LESSON 5
Academic standards: 1.2.10.C: Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present. 1.4.10.A: Write poems, short stories, and plays. 1.8.10.A: Focus on a clear research question and develop and implement an inquiry-based process in carrying out research. 1.8.10.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources; document sources using a consistent format for citations. Demonstrate that sources have been evaluated for accuracy, bias, and credibility. Organize information by classifying, categorizing, and sequencing. Demonstrate the distinction between ones own ideas from the ideas of others, and includes a reference page. 1.8.10.C: Analyze and integrate information gathered from a variety of sources to create a reasoned product that supports inferences and conclusions drawn from research. 1.9.10.B: Evaluate how the techniques used in media influence society. 1.9.10.A: Use media and technology resources for research and problem solving in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. Conceptual Goals Make an argument using primary and secondary sources Understand and explore governmental, popular cultural and societal influences on an individual
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Comprehend basics of plot, characterization, setting, time period Explore the concept of individuality Lesson methodology: Web Quest, Journaling Supporting points: Students will use the computer lab to venture on a Web Quest. They will explore ways in which to properly cite sources, identify a credible source and appropriately search a library online database. They will also define collectivism, intentional community, communism, socialism, fascisms and totalitarianism.

LESSON 6
Academic standards: 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.A: Write poems, short stories, and plays 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.8.10.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources; document sources using a consistent format for citations. Demonstrate that sources have been evaluated for accuracy, bias, and credibility. Organize information by classifying, categorizing, and sequencing. Demonstrate the distinction between ones own ideas from the ideas of others, and includes a reference page. 1.8.10.C: Analyze and integrate information gathered from a variety of sources to create a reasoned product that supports inferences and conclusions drawn from research Conceptual Goals: Evaluate the importance of memories Understand and explore governmental, popular cultural and societal influences on an individual Explore the concept of individuality Comprehend basics of plot, characterization, setting, time period Make an argument using primary and secondary sources Lesson methodology: Web Quest article, Jigsaw Supporting points: Students will take the first fifteen minutes of the lesson to work on their newspaper articles from the Web Quest. The Jigsaw activity of the four chapters in The Giver will help students understand the plot and connect personally to the important themes of the novel. Standards
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LESSON 7

1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.B:Write complex informational pieces (e.g. research papers, analytical essays, summaries, descriptive pieces or literary analysis) that: Gather evidence in support of a thesis. Incorporate and document information and ideas from primary and secondary sources accurately and coherently. Anticipate and address readers potential misunderstandings, biases, and expectations. 1.7.10.A: Analyze the role and place of standard American English in speech, writing, and literature. Evaluate as a reader how an authors choice of words advances the theme or purpose of a work. Choose words appropriately, when writing, to advance the theme or purpose of a work. 1.5.10.E: Review, evaluate, revise, edit, and proofread writing to improve style, word choice, sentence variety, and subtlety of meaning. 1.6.10.A:Listen critically and respond to others in small and large group situations. 1.8.10.B:Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources; document sources using a consistent format for citations. Conceptual Goals Evaluate the importance of memories/history Comprehend basics of plot, characterization, setting Make an argument using primary and secondary sources Understand and explore cultural and society influences on the individual. Methodology: Mini-lesson, class discussion Supporting points: Students will write a short journal response properly using and citing quotations from The Giver to support the response topic. After pair-sharing, students will fix their mistakes from their responses, and then review their newspaper article to fix citation mistakes as well.

LESSON 8
Academic standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text.
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1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.9.10.B: Evaluate how the techniques used in media influence society. Conceptual Goals: Analyze, interpret and evaluate the authors technique in terms of substance and style Comprehend basics of plot, characterization, setting, time period Understand and explore governmental, popular cultural and societal influences on an individual Examine the relationship between knowledge and happiness Lesson methodology: Small and Large Discussion Supporting points: Students will free write in their journals regarding the controversial chapters of 18 and 19. Students will be broken up into small groups of four to discuss the themes and plot of those two chapters with an activity worksheet. Students will compare The Givers community with contemporary America. The small groups will open up into a large class discussion.

LESSON 9
Academic standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text. 1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.6.10.A: Listen critically and respond to others in small and large group situations.
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LESSON 10

Conceptual Goals: Evaluate the importance of memories Analyze, interpret and evaluate the authors technique in terms of substance and style Comprehend basics of plot, characterization, setting, time period Make an argument using primary and secondary sources Examine the relationship between knowledge and happiness Lesson methodology: Debate, Discussion Supporting points: Students will discuss the possible endings to The Giver. From the discussion, they will choose an interpretation to defend. Students will debate about their interpretative ending by using textual support to back their argument. Academic standards: 1.4.10.B: Write complex informational pieces (e.g. research papers, analytical essays, summaries, descriptive pieces or literary analyses) that: gather evidence in support of a thesis 1.5.10.A: Write with a clear focus, identifying topic, task, and audience. 1.5.10.B: Develop content appropriate for the topic. 1.5.10.C: Write with controlled and/or subtle organization. Conceptual Goals: Analyze, interpret and evaluate the authors technique in terms of substance and style Make an argument using primary and secondary sources Lesson methodology: Writing Workshop Supporting points: Students will participate in a writing workshop to improve their ability to write a thesis statement and to support the thesis statement. Students will have written a one page journal response completed in preparation for the workshop.

LESSON 11
Academic standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text. 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning.

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1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.3.10.D: Evaluate the significance of various literary devices in various genre, and explain their appeal. Figurative language (personification, metaphor, simile, hyperbole, symbolism); and Dramatic structure 1.4.10.A: Write poems, short stories, and plays. Write with an awareness of tone, mood, and elements of style. Include literary elements and devices. 1.5.10.D: Write with an understanding of style using precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Create tone and voice through the use of precise language. Conceptual Goals: Analyze, interpret and evaluate the authors technique in terms of substance and style Comprehend basics of plot, characterization, setting and time period Lesson methodology: Writing Workshop, Lecture Supporting points: Students will participate in the Identifying and Creating Stylistic Writing workshop in order to understand why Rand and Lowry use their particular style of writing. The workshop also assists students in adapting the two styles in their own writing for the final writing assignment.

LESSON 12
Academic standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres Conceptual Goals: Explore the concept of individuality Evaluate the importance of memories/history Comprehend basics of plot, characterization, setting, time period
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Understand and explore governmental, popular cultural and societal influences on an individual Examine the relationship between knowledge and happiness Lesson methodology: Large Class Discussion, Lecture Supporting points: Students will examine their attitude toward Anthem; they will compare and contrast Anthem with The Giver. The teacher will go over the Read Along activity in order to help students in the final writing assignment.

LESSON 13
Academic standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.C: Write persuasive pieces. 1.5.10.A: Write with a clear focus, identifying topic, task, and audience. 1.6.10.A: Listen critically and respond to others in small and large group situations. 1.6.10.B: Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Conceptual Goals: Explore the concept of individuality Evaluate the importance of memories/history Comprehend basics of plot, characterization, setting, time period Understand and explore governmental, popular cultural and societal influences on an individual Examine the relationship between knowledge and happiness Lesson methodology: Small Group Work, Role Play Supporting points: Students will be placed into groups of four. The groups will collaborate on a letter to a big time movie producer. They will try and persuade the produce to make Anthem into a feature film; they will be required to read the letter out loud and act out a scene from the novel Academic standards:
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LESSON 14

LESSON 15

1.1.10.C: Interpret the literal and figurative meanings of words to distinguish between what words mean literally and what they imply as well as word origins to understand both familiar and unfamiliar vocabulary. 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.6.10.A: Listen critically and respond to others in small and large group situations. 1.9.10.A: Use media and technology resources for research and problem solving in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. Conceptual Goals: Explore the concept of individuality Evaluate the importance of memories Examine the relationship between knowledge and happiness Comprehend basics of plot, characterization, setting, time period Lesson methodology: Discussion, Twilight Zone Clips Supporting points: The discussion of Anthem will be completed during this class. We will highlight the themes present in both Anthem and The Giver; careful attention will be paid on the important symbols at the end of both novels. Students will watch a clip from the television show The Twilight Zone The Obsolete Man to compare the totalitarian society with the community from Anthem. Academic standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning.
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1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.6.10.A: Listen critically and respond to others in small and large group situations. 1.9.10.A: Use media and technology resources for research and problem solving in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. Conceptual Goals: Explore the concept of individuality Evaluate the importance of memories Examine the relationship between knowledge and happiness Comprehend basics of plot, characterization, setting, time period Understand and explore governmental, popular cultural and societal influences on an individual Lesson methodology: Writing Reflection, Movie Clip Supporting points: Students will reflect on their final writing assignment before turning it in to the teacher. The will write on the left side of the margin any questions they may have regarding their paper. (Did I correctly site this) They will also turn the paper over and give a brief summary (thesis and supporting points) about their essay topic. Students will continue to watch a clip from the television show The Twilight Zone The Obsolete Man to compare the totalitarian society with the community from Anthem.

Comment [10]: Helpful overview J It might make more sense to include the objectives (in summary perhaps) rather than the conceptual goals (which remain mostly the same). As a teacher, I often use a table with columns like lesson objectives tasks/assignments goals/standards that allows abbreviation and quick overview.

UNIT: The Power of the Individual LESSON: 1: DATE: 1/11/10

TIME: 50 minutes

Conceptual Goals: 1. Explore the concept of individuality in their lives 2. Understand the importance of memories 3. Analyze, interpret and evaluate the authors techniques in terms of both substance and style 4. Examine the relationship between knowledge and happiness

Lesson Objectives: 1. After reading Lowrys Ohio Speech, students will answer the questions in their journals in order to understand the importance of memories and examine the relationship between knowledge and happiness.
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2. Given the word PAIN on the blackboard, students will reflect on its meaning in order to understand its importance in their own personal lives. 3. Given Billy Collins poem On Turning Ten, students will pick out two images and write in their journals in order to analyze, interpret and evaluate the authors techniques in terms of both substance and style Motivational Device: PAIN will be written big on the board as the students enter the classroom. Students will raise their hand and tell the teacher everything that causes them pain; the teacher will write the responses on the chalk board. After about ten or so answers, the teacher will ask students If we could create a safe community where there would be no pain or suffering of any kind, would you join? Standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.E: Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work 1.3.10.D: Evaluate the significance of various literary devices in various genre, and explain their appeal. Figurative language (metaphor) 1.6.10. A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions Materials: Chalk board, journals for the entire class, Lois Lowrys speech for the entire class, two staplers, The Giver Technology: none needed Resources: Lowry, Lois. The Beginnings of Sadness. Ohio Library Educational Media Association Annual Convention. Columbus, Ohio. November 2001. Keynote Speech http://www.loislowry.com/pdf/Beginning_of_Sadness.pdf Lesson Outline (10 minutes) I. Introduction A. Desks will be arranged in pairs upon entrance to the classroom B. Students will be directed to their seats by the teacher; to ensure that students are not sitting with only their friends C. Take class attendance D. Begin the lesson with the motivational device. 1. Small discussion about pain and how it relates to The Giver
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2. Receive and discuss answers regarding the motivational device II. Journals (10 minutes) A. Introduce and distribute journals and journal criteria sheets (see attached) to everyone in the class B. Briefly explain concepts of journals (reference the criteria sheet) III. Lowrys Ohio Library Convention Speech (24 minutes) A. Every student will receive a copy of the speech (see attached) B. Students will read the speech, and answer the questions in their journals regarding the speech C. Students will pair share (compare and contrast answers) with the person sitting next to them D. Open class discussion will begin regarding the speech (go over the questions) IV. Conclusion (5-6 minutes) A. Students will staple the speech into their journals B. Students will answer two Last Call questions in their journals 1. How do Lowrys speech and the poem On Turning Ten both address the concept of pain? Explain your answer. 2. Be honest. What is your attitude now toward The Giver? Explain your answer. (Are you excited, nervous, bored, interested, confused, etc.) C. Journals will be collected Assessment: Teacher will circulate throughout the peer discussion making sure students are on task. While reviewing journals during class and observing pair-share and class discussion the teacher will assess that the objective goals are meant: A. Have the students connected pain to learning in their personal lives based on their responses to the motivational activity? B. Have students identified two metaphors in the poem On Turning Ten? Have they used the metaphors to grasp the overall message of the poem based on the answers to number two and three of the reading questions? C. From reading the poem and the speech, have students grasped the correlation of knowledge and happiness based on their answers to question four of the reading? D. Do students understand Lowrys argument against censorship and the importance of memories based on their answers to number eight and nine of the reading questions? Homework: Along with reading chapters 1 and 2, you will also identify (copy directly) two key quotes that explain some important differences between contemporary society and the society of The Giver. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

Comment [11]: You got it: this assessment is specific in pointing to not only where but what will provide evidence of student learningwithout having to quantify it J

Comment [12]: Simple prompt that scaffolds/ALIGNS with subsequent lessons and the final assignments which involve this comparison J

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Reading Journal
Congratulations! You are now the proud owner of your very own journal! Whether or not you have used a journal before there are a few things you need to know before starting

Requirements: What are they?

You will be using your reading journal everyday at the beginning of class. Consider your journal your new best friend. (You can even name it.) Sometimes I will give you a topic to write about; other times I will designate a free write. With every entry you must include date, entry number and discussion topic.

Criteria: How will we use them?

35

Your journal is your private workspace. You will NOT be graded on punctuation, grammar, organization or spelling. Your entries can be as private and personal as you wish; no one else will see the journals except for me.

Example Discussion Topic Given Lowrys 1994 Newbery You journals will be counted as a grade. They will be collected every week. I will grade on the Acceptance speech, reflect your writing on your content, reading comprehension and personal connection. You will concept of b eing an page long receive either a check, check plus or check minus. The entries should be about a outsider in or roughly 100 words. The feedback system is given below; points will city or country. Give your school, be tallied up and given a letter grade which will be factored into your total unit grade. either a personal experience or an Check minus- does not display reading comprehension, obvious that example of an the student did not read for homework (0 points) outsider in society Relate your ideas back to Lowrys.

Grading: Theres a catch, right?

Comment [13]: Love the touches of humor and user friendly headings, as well as the use of the CRAP principles (especially CONTRAST and ALIGNMENT) J

Check- bare minimum response, displays reading comprehension, but does not have sufficient detail or personal connection (3 Point)

Check plus- Thoughtful and insightful effort, writing displays reading comprehension (5 points)

Journal Entry Format and Examples

Checklist Date Journal Entry # Discussion Topic One page (100 words) Line drawn when beginning a new topic

Keep in mind, I am required by law to report any thoughts or evidence of violence, suicide or abuse.

Example Check-Plus Entry

Example Check Entry 36

Example Check-Minus Entry


11/27/10

Outsiders

#5

11/27/10

#5 Outsiders

11/27/10

#5 Outsiders

It is interesting understand Lowrys thought process behind

the creation of The Giver. She uses her first account experiences and feelings of leaving her shelter military community on a bike ride to give life to concept Elsewhere of The

I liked reading Lois Lowrys Newbery Acceptance speech. I found it very interesting. Being an outsider in Tokyo must have been very difficult for Lowry growing up. She probably did not have any friends. I also found it interesting when she talked about the girl from college being

Giver. I remember when I traveled abroad in Greece

Being an outsider can be very difficult phase of a persons life. When I first moved to Hawaii I was often ridiculed because I looked different from the other kids. It took a lot of time for me to adjust to the new culture, and the new way of life. My grandmother had a challenging time adjusting too

an outsider.

Relates on being an outsider to a personal level as well as to concepts presented in the reading.

Does not give a personal experience or an example in society other than the one being described in the reading.

Does not show any evidence that the student read from the assigned handout.

when

Comment [14]: Smart to provide these models which help to illustrate the criteria (RELEVANCE/ALIGNMENT) J

DIALECTICAL JOURNAL ENTRIES

D IRECTIONS: E very n ight for h omework u nless o therwise n oted, y ou w ill p ick o ut two q uotes that relate to y our a ssigned reading focus. Y our w ill d raw a c hart. (See e xample b elow) Y ou w ill c opy the q uotes d irectly into y our journal o n the left h and s ide o f y our c hart. On the right s ide, y ou w ill reflect o n the q uote. W rite d own a ny thoughts, feelings o r a ssociations. T he D ialectical Journal Entries w ill b e g raded w ith a c heck p lus o f a c heck m inus. Check Plus: Quote is relevant to assigned reading focus, response relates thoughts to the book, personal feelings or associations.

Check Minus: Quote is not relevant to assigned reading focus, response is not personal, they do not give any explanation of the passage or quote.

Example Focused Reading Topic: Read chapters 1 and 2; underline in pencil some important rules of the society in Jonas's society
Check Plus Example

11/27/10

#5 Homework: Ch 1 & 2 Important rules of the society in Jonas's society

I find it interesting that parents are only limited to two children, 37 male and one female. I one wonder how they regulate the births of children. Do they take the babies from the parents at birth? This reminds me of

"Two children-one male, one female-to each family unit. It was written very clearly in the rules" (8).

BEFORE READING Look at the date of the speech. 1. What event in American history occurred around this time? As you read pay close attention to how Lowry addresses this event.
Check Minus Response: It is weird that parents can only have two children; it sounds like a punishment.

OELMA: COLUMBUS, OHIO NOV. 2001 SPEECH BY LOWIS LOWRY OHIO LIBRARY EDUCATIONAL MEDIA

ASSOCIATION ANNUAL CONVENTION NOVEMBER 2001 The Beginning of Sadness

It has not been easy to prepare a speech for you today. The world has changed so; and the things I have said so often, and so comfortably, in the past - the affectionate reminiscences, the funny little anecdotes all seem limp and meaningless and obsolete now. I could tell you of my three-year-old grandson, who visited recently, and during his visit insisted on wearing his underpants on his head face looking out through a leghole all weekend. "It makes me into a Power Ranger," he explained. But if I tell you about that, and you smile, as I do, too, all of us knowing three-year-olds - I also have to tell you that the same child, having apparently glimpsed the news on TV, cried when his father put him to bed, and said, "Keep me safe, Daddy."This is a time in our lives, in the lives of our children and grandchildren, and our students, and all the children of the world, when none of us feel safe and all of us feel powerless. What do we do about that? First, I think, we acknowledge it, and we find a context in which to put it. I want to read a poem to you. It's a poem by Billy Collins, who has just been appointed Poet Laureate of the United States...and that is the best thing, in my opinion, that has happened in the literate world in recent times. I start each day, alone in my office, by reading a poem to myself. Sometimes it is one by Mary Oliver....whom I recommend to all of you. But more often, lately, it is one chosen at random by Billy Collins.
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ON TURNING TEN The whole idea of it makes me feel Like I'm coming down with something, Something worse than any stomach ache Or the headaches I get from reading in bad light A kind of measles of the spirit, A mumps of the psyche, A disfiguring chicken pox of the soul. You tell me it is too early to be looking back, But that is because you have forgotten The perfect simplicity of being one And the beautiful complexity introduced by two. But I can lie on my bed and remember every digit. At four I was an Arabian wizard. I could make myself invisible By drinking a glass of milk in a certain way. At seven I was a soldier, at nine a prince. But now I am mostly at the window DURING READING Watching the late afternoon light. Back then it never fell so solemnly 2. Summarize in two sentences Against the side of my tree house, what is going on in the poem, "On And my bicycle never leaned against the garage Turning Ten" As it does today, All the dark blue speed drained out of it. 3. Metaphors are comparisons that This is the beginning of sadness, I say to myself, show how two things that are not alike in most ways are similar in As I walk through the universe in my sneakers. one important way. Metaphors are It is time to say goodbye to my imaginary friends, a way to describe something. Time to turn the first big number. Identify two metaphors in this It seems only yesterday I used to believe poem. How do these images help There was nothing under my skin but light. you understand the message of the If you cut me I would shine. poem? But now when I fall upon the sidewalks of life, I skin my knees. I bleed. 4. Based on your summary, what is
the speakers attitude toward growing up? Why does he feel this way?

And indeed, these times are times of realization, for our children; these times are the beginning of sadness. I wrote, years ago, in the book that most of you know, the book called THE GIVER, about a boy wholike the boy not-yet-ten, in the Collins poemhad been exempted from pain and knowledge of pain. That awareness is thrust upon him quite suddenly when he is twelve years old; it changes his life, and ultimately the whole world in which he lives. If I were to stand here and read to you the letters I have received about that book, THE GIVER, one after another, we would all be here until next January. They began to come shortly after the book was published. They came in greater volume after the Newbery Medal was awarded. Surprisingly, they still come. It has been eight years, and they still come. They come from children, teachers,
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librarians, businessmen, religious leaders, therapists, parents, psychiatric patients, and they have come in at least 14 languages....some so obscure than even in Cambridge, Massachusetts, where I live, I can't find a translator. Some letters, it will not surprise you to know, are simply of this variety: "We have to write a letter to an author. Please tell me a list of everything you ever wrote. And how do you get your ideas. Answer by next Tuesday and I will get an A." Some are like the one from this woman in Scranton, Pennsylvania, who wrote: "I thank God that my daughter did not read your book. I find it even more disappointing that THE GIVER won the Newbery Medal. I am quite certain that although you may receive awards in this world for your work, God is not pleased with you. " .....I could go on and on about the surprising responses (including the fact that three people suffering from multiplepersonality-disorder have written to say that the book 5. How does the speaks to them in some meaningful way) but perhaps it is enough womans reaction affect simply to acknowledge that a story I wrote has taken on a life far your attitude toward the above and beyond what I dreamed it had. No one until you, though, has really addressed the complex issue that you found book? troubling. We who give children life also give them suffering, it is true. Five years ago, one of my own children was killed in a hideous accident. Among the many, many letters I received in the aftermath of that tragedy was one from the writer Lois Duncan, whose own daughter had been murdered not long before. She said: From the moment a woman decides to bear a child, her heart goes walking around outside her body. How does one deal with that awareness? One thing I think THE GIVER tried to say is that pain, too, is a gift of great value. It is what makes us human. It is one thing for me to have said and to have believed, as I did then and still do that pain is a gift of great value, just a year ago when the world still seemed safe and nurturing to children. It was a world then, such a short time ago, when a child like my little grandson could say to his father: "Keep me safe, Daddy"...and the father could promise to do so without feeling himself a liar. It was a world filled with reliable protectors. But now even the protectors feel fragile. What do we do? In the aftermath of tragedy, I have read about movie productions halted and books-inprogress abandoned because their plots, once deemed simple "thriller" and "action," suddenly were ominously too true, too close to home. I am uneasily aware that a book of mine published last year, Gathering Blue, is set in a world that has turned savage and primitive after the collapse of organized civilization. In this worldwhere there are no longer booksthe people hear their entire history chanted in a ritual called "the Ruin Song" once each year. One tiny section of the lengthy song invokes the talismanic repetition of what seem meaningless words: Bogo tabal Timore toron
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Comment [15]: J

Totoo now gone "...it tells the name of lost places," a character explains. Young readers, those who enjoy puzzling out such things, find hidden in the strange words the names of contemporary cities. Bogota. Baltimore. Toronto. Lost places. Now gone. It seemed, when I wrote it, a fantasy. On September 11th, watching the towers crumble and collapse, fantasy receded and became real. My own words seemed eerily prophetic and I winced at the thought of young people realizing that the streets and buildings and schools and playgrounds of their childhood can disappear in an instant of horror. I wanted to shield them. Don't read this book. Don't look at the TV. Cover your eyes .Odd, to have those thoughts during Banned Books Week. But then I remembered teachers. I remembered Miss Louise Heckman's measured voice and her firm arm across my shoulders in 1944. She was my fourth grade teacher when my father was on an island in the Pacific and the huge headlines in our small-town newspaper scared me. She didn't tell me to cover my eyes. She told me to read. And she told me what to read, and how to talk about it, and where to find comfort in words. I remember other teachers, too, over the years: their names, their voices, their compassion, their presence. Most of them are gone, now. But I see their counterparts in the schools of today and I can hear in my mind, now, the voices in classrooms across the country: clear, resolute, reassuring. As our country tries now to shape a future free of fear, the courage and wisdom to guide, reassuring, and educating children will be front-line attributes. Those who do this work will, as always, be as underpaid as footsoldiers and firefighters but perhaps the world will wake up now and begin to value them more. At the conclusion of Gathering Blue, it is a childa young girlwho holds in her hands the power and determination to change a world brutalized by evil. I think today's children will have that same power. I think it will have been given to them, largely, by you. WRITING and READING bring such emotional satisfaction in these uncertain timesIn closing, let me suggest that all of us, in these times that are the beginning of sadness....let us quietly write things down. Let us find words that others have written down, over generations and centuries. Let us read these things to one another, and to our children.

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UNIT: The Power of the Individual LESSON: 2: DATE: 11/12/10

TIME: 50 minutes

Conceptual Goals: 1. Make an argument using primary (textual) and secondary sources 2. Comprehend basics of plot, characterization, setting, time period 3. Analyze, interpret and evaluate the authors techniques in terms of both substance and style 4. Understand and explore governmental, popular cultural and societal influences on an individual Lesson Objectives: 1. After reading chapters 1 and 2, students will compare and contrast Jonas society with contemporary society in small groups in order to comprehend basics of plot, characterization, setting, time period. 2. By discussion the communitys rules, rituals and ceremonies, students will explore the influence a government (Jonas /contemporary) effects an individuals childhood in order to understand and explore governmental, popular cultural and societal influences on an individual

AFTER READING 6. Name specific areas in which Lowry referenced or made referenced to the Historic American event. 7. Lowry's writes about the pain of losing a child. Since we have just discussed pain as a class, how is pain important to life? 8. How do you feel about Lowrys comment on censorship? 9. What is important about remembering? Why is it important to record history?

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3. After reflecting on the dedication page, students will discuss its meaning in order analyze, interpret and evaluate the authors techniques in terms of both substance and style. Motivational Device: As students enter into the classroom, and as the teacher distributes journals, Whitney Houstons Greatest Love of All (Children Are the Future) will play. Standards: 1.1.10.B: Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words (release) 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.7.10.A: Analyze the role and place of standard American English in speech, writing, and literature. Materials: The Giver, Journals, question worksheet Technology: PowerPoint, projector, Internet access, computer Resources: Whitney Houston Greatest Love of All 27 Sept 2010. Online Video Clip. YouTube. Accessed 29 Nov 2010 Lesson Outline I. Introduction (5 minutes) A. Play Motivational Device B. House Keeping 1. Take Attendance II. Dedication Page (7-8 minutes) A. Instruct students to turn to the dedication page B. Read the page out loud C. Facilitate a mini discussion regarding questions: 1. "What is a dedication?" 2. "Why does an author usually include one?" 3. "Where else are dedications found?" 4. Why might this book be dedicated to children? III. Small Discussion Groups (10-12 minutes)
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Comment [16]: Music probably stands out as different from what theyll be used tomotivating novelty J This song clearly has significance to the lesson.will you mention it directly?

A. Students names will be assigned with numbers prior to the lesson; numbers and names will be on the PowerPoint presentation B. Topic numbers match the assigned student number C. Students will move and get into groups based on their assigned numbers 1. Teacher will distribute worksheets 2. Everyone must write down group answers on their own worksheet 3. Let the students know that the worksheets will be collected D. Students will answer their assigned topic questions with their group E. Students must provide a specific passage that relates to their topic question 1. Children are assigned jobs at the age of twelve. Why do you think the community gives jobs to people so young? Compare and contrast the age difference of jobs as well as the type of jobs in Jonas's society to the age and jobs of contemporary American society. 2. The release of a young child is considered a particularly sad event. Based on the evidence so far, what is a release? Describe how it is used within the story. Does it remind you of anything in our society? 3. Children are disciplined in Jonas society for incorrect language. Why is language so important to members of the community? How does language connect with emotions? Is correct use of words as important in our society? 4. All children turn a year older on the same day. At the December Ceremony, children reach milestones together in one uniformed group (receiving a name, bike, job, hair cut) How does this compare and contrast to contemporary American society? Why do you think Jonas society is structured in this way? How does the ceremony maintain order of the community? 5. Children and adults follow strict rules in Jonas community. Give specific examples of some rules of his society as well as some rules you experience as home or in school. Compare and contrast rules of Jonass society with rules of your own life (home, school, job, etc.). Are rules important to a society? Why or why not? IV. Class Discussion (20 minutes) A. Groups will choose a designated speaker B. Each speaker will answer out loud their topic question 1. Students will take notes from the speakers answers to complete their observation task worksheet 2. Open discussion of the topic will take place after each speaker presents 3. Students should also take notes from the class discussion IV. Conclusion (5 minutes) A. Discussion papers will be collected B. Ask students to answer the Last Call questions in their journal: 1. How does the communitys rules, rituals and ceremonies influence a persons childhood? 2. What is your attitude towards the book so far? Explain your answer. C. Assign homework

Comment [17]: Great questions in their open- ended, RELEVANCE J and I like how this encourages students to ask and answer from each other J

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Assessment: Teacher will circulate throughout the peer discussion making sure the students are on task. While reviewing worksheets and journals during and after class and observing class discussion the teacher will assess that the objective goals are meant: A. Have students compared their own lives with the life of Jonas? B. Have students understood how a government (community) can influence a persons life, in particularly a persons childhood? C. Can students define the word dedication? D. Do students understand the reason for Lowrys dedication? Homework: : Along with reading chapters 3, 4, and 5, you will also identify (directly copy) two key quotes that reflect how the rules, rituals and ceremonies influence the individuals and their freedoms. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

Childhood in The Giver N _________________________________

AME

DATE_______ DIRECTIONS: With the help of your group, brainstorm on answers to your particular topic question. Jot down notes to answer your question. (Do not have to be in full sentences) Pick a speaker in your group to address the class with your answers. Jot down notes from the other groups answers as well.

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1. Children are assigned jobs at the age of twelve. Why do you think the community gives jobs to people so young? Compare and contrast the age difference of jobs as well as the type of jobs in Jonas's society to the age and jobs of contemporary American society. 2. The release of a young child is considered a particularly sad event. Based on the evidence so far, what is a release? Describe how it is used within the story. Does it remind you of anything in our society? 3. Children are disciplined in Jonas society for the incorrect language they use. Why is language so important to members of the community? How does language connect with emotions? Is correct use of words as important in our society? 4. All children turn a year older on the same day. At the December Ceremony, children reach milestones together in one uniformed group (receiving a name, bike, job, hair cut) How does this compare and contrast to contemporary American society? Why do you think Jonas society is structured in this way? How does the ceremony maintain order of the community? 5. Children and adults follow strict rules in Jonas community. Give specific examples of some rules of his society as well as some rules you experience as home or in school. Compare and contrast rules of Jonass society with rules of your own life (home, school, job, etc.). Are rules important to a society? Why or why not? UNIT: The Power of the Individual LESSON: 3 DATE: 11/13/10 TIME: 50 minutes

Conceptual Goals: 1. Make an argument using primary (textual) and secondary sources 2. Explore the concept of Individuality in their own lives 3. Comprehend basics of plot, character, time period 4. Understand and explore governmental, popular cultural and societal influences on an individual Lesson Objectives:

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1. After the discussion on cultural symbols, students will connect their personal attitudes with the portrayal of those symbols in the media in order to understand and explore popular cultural and societal influences on an individual

2. After reflecting on daily activities involving commercialized products, students will explain how attractive commercials effect individual choices in order to understand and explore governmental, popular cultural and societal influences on an individual 3. After our discussion of popular culture and reading chapters one through five, students will be able to use their knowledge of the influences of popular culture in their lives and apply it to the life of the character Jonas, in order to comprehend plot, character, settings of the novel Motivational Device: The teacher will present four images on a PowerPoint slide (Nike swoosh, President Obamas symbol, McDonalds symbol, Nazi Swastika) Students write about as many of the images as they can in the five minutes. They will answer three questions in their journals about each symbol: What is the symbol? Where did you learn the meaning of the symbol? What is your attitude towards this symbol? Draw some other picture associations with this object. The teacher will discuss the students answers with the entire class Standards: 1.2.10.C: Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.9.10.B: Evaluate how the techniques used in media influence society. Materials: The Giver, Journals, Chalk board Technology: Computer, Projector, Projector screen Resources: Lesson Outline I. Introduction (3-4 minutes) A. Housekeeping 1. Distribute marked Children worksheets a. Worksheets are marked with the same criteria as in class journals responses 2. Attendance II. Motivational Device (13-14 minutes) A. Review the questions asked 1. What is the symbol?
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2. Where did you learn the meaning of the symbol? 3. What is your attitude towards this symbol? B. Teacher will be sure that the students understand: 1. The connection between the symbol and how they feel 2. The connection between the symbol, how they feel, and how it is commercially portrayed. 3. The connection between the symbol and media (TV news, tabloids, movies, newspapers, billboards, etc.) II. Class Discussion: Popular Culture (15 minutes) A. Teacher will define popular culture 1. Popular culture is the totality of ideas, perspectives, attitudes, memes, images and other phenomena that are deemed preferred per an informal consensus within the mainstream of a given culture B. Class discuss how culture influences our choices 1. Ask students to imagine their daily actions from the time they get up to the time they go to sleep 2. Ask students for type of products they use, things they eat, things they buy, listen to, etc. a. Ask students if they use, eat, buy, listen to these things because they as individuals consider them good or is it because society considers them good. C. Show the PowerPoint Slide 1. The slide show will consist of a variety of images. Ask students to shout out cool or un-cool as the image comes up on the screen 2. Ask the students to explain their reasoning with each image. 3. Ask the students: Why does it seem that everyone uniformly agrees on coolness? 4. Ask the students: Who establishes what is cool? 5. Ask the students: Is cultural influence unavoidable III. Plot Understanding (10 minutes) A. Have students take out their journals answer the three questions B. Students need to cite specific examples in the text to support their answer/argument 1. How is fitting in important to the society of The Giver? 2. How does Jonas differ from the rest of the community? 3. What are some aspects of popular culture in Jonass society? V. Conclusion (5 minutes) A. Let students know that on Friday we will discuss how a government can influence individuals B. As you collect journals assign a student to hand out the Final Assignment Sheet 1. Tell the students to look over the sheet 2. Let students know that the assignment sheet will be discussed in depth in the next lesson or Day 5 D. Assign homework Assessment: While journals after class and observing student body language and comments during class discussion the teacher will assess that the objective goals are meant:
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Comment [18]: Like how this lesson begins with what students know, uses it to theorize pop culture, then applies that definition to better understanding the novel J This is a powerful structure for any lesson for moving from RELEVANCE to ALIGNMENT

A. Connection between how they feel about the symbols or products is directly related to popular cultural influences on society. B. Understand how popular culture affects a lot of the choices we make from deodorant, to food to the songs we listen to. C. Student will understand the definition of popular culture; they will use examples of popular culture in their life to define popular culture in the life of Jonas. Homework: Along with reading chapters 6 and 7 you will pay close attention to the December ceremony. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book.

MOTIVATIONAL DEVICE SYMBOLS

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POWERPOINT SLIDES

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Comment [19]: Lol J

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UNIT: The Power of the Individual LESSON: 4 DATE: 11/14/10

TIME: 50 minutes

Conceptual Goals: 1. Comprehend basics of plot and setting, character, time period 2. Understand and explore governmental, popular cultural and societal influences on an individual 3. Explore the concept of individuality 4. Evaluate the importance of memories/history Lesson Objectives: 1. After the December Ceremony students will explore, in their journals, the importance of forgetting in Jonass society by writing how it contrast with contemporary societys emphasis on remembering in order to explore the importance of memories/history. 2. After the December Ceremony students will examine ways in which the ceremony controls and maintains order in the society in order to understand and explore governmental and societal influences on an individual 3. After the reading chapter six, students will role play the December Ceremony in order to comprehend basics of plot and setting, explore the concept of individuality, evaluate the importance of memories/history and understand governmental and societal influences on an individual. Motivational Device: Students will see the words DECEMBER CEREMONY on the PowerPoint projector. They will receive an identity card as they enter the classroom, and sit in their designated number seat. Standards: 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions Materials: The Giver, journals, ceremony props: four sweaters, 4 pair of pants, "bike" (cutout) haircut" (scissors cutout) Technology: PowerPoint Presentation

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Resources: "Giver by Lois Lowry." NSSD 112. N.p., 2005. Web. 7 Dec. 2010. Lesson Outline I. Introduction (6-7 minutes) A. Students will receive a card upon entering the classroom B. The desks will already be arranged in an auditorium style, with the sections clearly shown C. Cards will be the students identity for the ceremony (see attached) D. Students will sit in their designated area E. Housekeeping 1. 2. Take Attendance II. The Ceremony (20 minutes) A. The teacher will act as Chief Elder and conduct the ceremony B. Students can use their books to follow along 1. The Chief Elder will call every students number and name; they will be presented with their age appropriate material using the script (see attached) 2. Murmur of replacement will take place for the parents receiving Caleb a. Students will take out their books and turn to page 44 b. Students will silently read page 44 the paragraphs starting with This new Caleb... and ending with ...Caleb was returning c. After reading, the teacher will initiate the Murmur-of-Replacement while the students join in 3. The Twelves will receive their jobs a. No one will be given the card of Jonas (or the other family members) to focus on the concept of the ceremony over the identity of the characters IV. Reflection (7-8 minutes) A. Following the ceremony students will be asked to immediately take our their journals, and answer questions on the PowerPoint slides 1. Why is the December Ceremony so important to the well-being of the community? 2. How does the ceremony refer back to the cultural symbols of last class? 3. Describe the Murmur-of-Replacement Ceremony. Why is it essential to the community? Why do they need to replace the child? What are names recycled? III. Discussion (10 minutes) A. Teacher will begin to discuss the journal questions with the entire class B. The teacher will call on random people 1. Importance of the ceremony to the collective society. People are given jobs for the greater good of the community, not the individual. 2. The ceremony acts as a way to control and maintain order in the society. 3. People reach milestones collectively (receiving a child, turning a year old, job, etc.) The community is more important than the individual 4. Murmur-of-Replacement Ceremony explores the idea of altering history; changing the past, forgetting pain V. Conclusion (5 minutes) A. Collect materials, cards, etc.
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Comment [20]: Compare to rites of passage in our own culture? (e.g., first deer, first communion, debutante ball, etc.)

C. Assign Homework Assessment: Teacher will circulate throughout the ceremony making sure everyone is involved. While reviewing journals during and after class and observing class discussion the teacher will assess that the objective goals are meant: A. Importance of the ceremony to the collective society. People are given jobs for the greater good of the community, not the individual. B. The ceremony acts as a way to control and maintain order in the society. C. People reach milestones collectively (receiving a child, turning a year old, job, etc.) The community is more important than the individual D. Murmur-of-Replacement Ceremony explores the idea of altering history; changing the past, forgetting pain Homework: Along with reading chapters 8, 9, 10 you will also identify (directly write) two key quotes that explain how Jonas view of the world he lives in begins to change. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

Comment [21]: ALIGNS with knowledge/happiness prompt J Connect more closely to December Ceremony? Shows students how this ALIGNS/UNIFIES with lesson.

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PROPS

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Number 2 Age: 8 Name: Mary Receiving: Start Volunteer Hours; Jacket with Pockets and Smaller Buttons

Number 4 Age: 8 Name: Samuel Receiving: Start Volunteer Hours; Jacket with Pockets and Smaller Buttons

Number 3 Age: 4 Name: Barbara Receiving: Backward button jacket

Number 2 Age: 7 Name: Clarence Receiving: Front Button Jacket

Number 8 Age: 10 Name: Patricia Receiving: Hair Cut

Number Adult Age: Adult Couple #1 Name: Earl Receiving: Male Child Caleb

Number Adult Age: Adult Couple #1 Name: Linda Receiving: Male Child Caleb

Number 5 Age: 1 Name: Caleb Receiving: Parents and a Name

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Number 11
Age: 12

Number 9 Age: 10 Name: Fredrick Receiving: Hair Cut

Name: Carol
Receiving: Caretaker of the Old Number 7

Number 7 Age: 10 Name: Leroy Receiving: Hair Cut

Age: 12
Name: Sandra

Receiving: Birthmother

Number Adult

Number 23 Age: 4 Name: Russell Receiving: Backward Button Jacket

Age: Adult Couple #2 Name: Judith Receiving: Female Child Carolyn

Number 31 Age: 11 Name: Nancy Receiving: Undergarments

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Number 21 Age: 11 Name: Eugene Receiving: Undergarments

Number 15 Age: 1 Name: Carolyn Receiving: Parents and a Name

Number 12 Age: 12 Name: Wayne Receiving: Street Cleaner

Number 1 Age: 7 Name: Sharon Receiving: Front Button Jacket

Number 34 Age: 4 Name: Albert Receiving: Backward Button Jacket

Number 6 Age: 9 Name: Shirley Receiving: Bike; no more hair ribbons

Number 13 Age: 9 Name: Ralph Receiving: Bike

Number 14 Age: 11 Name: Betty cript Receiving: Undergarments

Number Adult Age: Adult Couple #2 Name: Roy Receiving: Female Child Carolyn
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December Ceremony Script

Every name and number will be called up to the front of the room.

Once your name is called walk up to the center stage The Chief Elder will say what each child receives. o o o o o o o o o Ones: Parents Fours: Backward button jacket to teach interdependence Sevens: Front button jacket to teach independence Eights: Start Volunteer Hours; Jacket with Pockets and Smaller Buttons Nines: Bike Tens: Hair cut Elevens: Undergarments Twelves: Job Placement ADULTS: Child

At the Ceremony of Twelve the Chief Elder will say a little bit about the persons childhood
o

Finishing the comments with: Thank you for your childhood

The Murmur of Replacement will take place when parents receive Caleb
o

The Chief Elder will start the silent chant Caleb All community members must join in and slowly elevate the chant

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UNIT: The Power of the Individual LESSON: 5 DATE: 1/15/10

TIME: 50 minutes

Conceptual Goals: 1. Explore the concept of individuality 2. Comprehend basics of plot, characterization, setting, time period 3. Make an argument using primary and secondary sources 4. Understand and explore governmental, popular cultural and societal influences on an individual Lesson Objectives: 1. After the completion of the Web Quest students will be able to properly organize and cite their own works cited entry and page in order to make an argument using primary and secondary sources. 2. After the completion of the Web Quest, students will successfully navigate through the Bloomsburg University Library database in order to make an argument using primary and secondary sources. 3. After completion of the Web Quest, students will be able to define Collectivism, Communism, Socialism, Fascisms, and Totalitarianism and give examples of countries in which these ideologies have been put into practice in order to understand and explore governmental, influences on an individual. Motivational Device: Students will take the Is it plagiarism? quiz on the website http://plagiarism.umf.maine.edu/is_it.html. The teacher will go over each answer with a proper explanation after students have finished the quiz. Standards: 1.2.10.C: Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present. 1.4.10.A: Write poems, short stories, and plays. 1.8.10.A: Focus on a clear research question and develop and implement an inquiry-based process in carrying out research. 1.8.10.C: Analyze and integrate information gathered from a variety of sources to create a reasoned product that supports inferences and conclusions drawn from research. 1.9.10.B: Evaluate how the techniques used in media influence society. 1.9.10.A: Use media and technology resources for research and problem solving in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium Materials: The Giver, journals, computers Technology: Computer Lab: Every student should be seated at their own computer, Projector screen
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Resources: University of Maine at Farmington Writing Center / Mantor Library. "Is it Plagerism?" Synthesis: Using the Work of Others. N.p., 29 Mar. 2007. Web. 3 Dec. 2010. Lesson Outline I. Introduction (5- 6 minutes) A. Play Motivational Device 1. Students will take the quiz 2. They will write down their score and any questions they may have regarding the quiz 3. The teacher will go over questions (only nine) and provide an explanation for each answer. B. House Keeping 1. Hand out Web Quest worksheets 2. Take Attendance II. Web Quest A. Read the directions from the Web Quest worksheet 1. The teacher will answer any questions students may have 2. Let the students begin the Web Quest B. Circulate through the room to make sure that students are on task, understand the assigned directions and fulfilling the lesson objectives. C. Students will complete in their journals a fake newspaper article using the Web Quest worksheet as a scaffold for the article when they finish the Web Quest or in the next class. III. . Conclusion (5-6 minutes) A. Ask students to write in their journals one thing new they learned today. B. Collect the Web Quest worksheets C. Let students know that the newspaper article will be finished in the next class. D. Collect the Journals Assessment: Teacher will circulate throughout the Web Quest making sure everyone is on appropriate websites. While reviewing the Web Quest worksheet during and after class the teacher will assess that the objective goals are meant: A. Do students know how to properly cite and format a works cited entry? B. Can students find the database and article they need through the school online library? C. Do students know how to correctly search a database? What key words to use/ not to use? D. Do students understand the definition of collectivism? Have they made the connection between Jonass society and other collective communities/governments? Homework: Along with reading chapter 12, 13, 14 you will also identify (directly write) two key quotes that address some positives and negatives of Jonas society. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book.
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Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

Comment [22]: May need more than this in a computer lab.

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Quest into History

Your Task
You are a reporter for FOX news investigating Jonas's community. The community has been discovered by hippies backpacking along the Appalachian Mountains; you are the first newspaper reporter to investigate their actions. In your backpack you have: your cell phone (in case of emergency), clothes, food and your laptop. You will be doing some background research on collective communities and governments in order to best understand Jonas's community. The Giver has agreed to let you stay safely at his dwelling; Jonas has also agreed to an interview. You will also need to reference a scholarly journal located in the online database library. A good reporter (and a good student) always cites their sources. Fill in the worksheet as you follow the Web Quest; at the end of your research you will construct a newspaper article in your journal. Good Luck!

Comment [23]: Helpful reminders, as we discussed J

Copy and Past your sources in a word document!

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Copy and Past your sources in a word document!

From the credible website of collectivism, define the meaning of the word.

Without the help of the internet, use your reading so far to fill in the chart of Jonass community.

With your new knowledge of credible sources, define communism, socialism, fascism, totalitarianism and a real world example of each. Dont forget to copy your URL addresses!

Copy and Past your sources in a word document!

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 Copy and Past your

sources in a word document!

After your research go to http://owl.english.purdue.edu/owl/r esource/747/01/ to format your citations . After you have finished the citations, begin your newspaper article!

Use your tips and tools to find an article about Intentional Communities Read the article; choose one quote that explains in some 65 way an aspect of the community that relates to Jonas communities

Quest into History Worksheet

Name______________________________________________________ Date_______________________ Directions: Follow the Web Quest on the computer while filling in the answers to the following questions. Answer in complete sentences. Open up a Word Document. Copy and Paste all the website URLs that you used to answer the following questions. You will need the address later when your cite your sources 1. Which site do you think is more credible? Why? 2. What makes a source credible and valid to use in your research? 3. Take the Is it plagiarism? quiz, how did you do? (I am not grading you on how many you got correct, I am interested to see what you know or may not know about plagiarism) 4. Define Collectivism 5. Jonass society is a collective society. Make a chart listing the positives and negatives of a collective society. Must list at least three positive, and three negative Positive Negative

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6. Define the four terms and give an example of a real world government that used each of these political ideologies. A. Communism- B. Socialism- C. Fascism- D. Totalitarianism- 7. Give general ways in which those governments influence the people they govern. 8. Define the following terms A. Utopia-

B. Intentional Community- 9. Which video did you watch? What are your attitudes toward the community? Explain your answer.

10. What article did you choose? Briefly summarize your article. How will the article work in your newspaper piece?
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 11. Properly cite all of the five of the websites you used during this Web Quest. A. B. C. D. E.

Comment [24]: You may find after some of these lessons that its useful to take an extra day to debrieftheres a lot going on, and sometimes to connect and integrate it takes time. For example, after the December ceremony simulation or the WebQuest, you might want to take time to discuss students reactions before moving on to the next topic.

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UNIT: The Power of the Individual LESSON: 6 DATE: 1/18/10

TIME: 50 minutes

Conceptual Goals: 1. Evaluate the importance of memories 2. Understand and explore governmental, popular cultural and societal influences on an individual 3. Explore the concept of individuality 4. Comprehend basics of plot, characterization, setting, time period 5. Make an argument using primary and secondary sources Lesson Objectives: 1. After the Jigsaw activity, students will evaluate the idea of individual choice in their own lives and in the lives of the characters in The Giver in order to explore the concept of individuality and examine governmental, popular cultural and societal influences on an individual 2. After completing the Web Quest and reading up to Chapter 14, students will construct a newspaper article in order to comprehend basics of plot, characterization, setting, time period and make an argument using primary and secondary sources. 3. During the Jigsaw activity, students will connect personal experiences to themes of each of the four chapters in order to comprehend basics of plot, characterization, setting, time period. Motivational Device: Students will watch the youtube.com video clip about identity theft and plagiarism. I will ask a series of questions following the clip: "Why do the actors have different voices? What are they trying to show about plagiarism? What are the dangers of plagiarism? Standards: 1.1.10.E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.A: Write poems, short stories, and plays 1.6.10.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.8.10.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources; document sources using a consistent format for citations. Demonstrate that sources have been evaluated for accuracy, bias, and credibility. Organize information by classifying, categorizing, and sequencing. Demonstrate the distinction between ones own ideas from the ideas of others, and includes a reference page. 1.8.10.C: Analyze and integrate information gathered from a variety of sources to create a reasoned product that supports inferences and conclusions drawn from research Materials: Journals, The Giver, Jigsaw worksheet
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Technology: Computer, Projector, Projector Screen Resources: Plagiarism- Identity Theft Spoof 02 Dec 2006 Online Video Clip. YouTube. Accessed 3 Dec 2010 Lesson Outline I. Introduction (4-5 minutes) A. House Keeping 1. Hand out marked journals 2. Take Attendance B. Motivational Device 1. Ask the students: a. Why do the actors have different voices? b. What are they trying to show about plagiarism? c. What are the dangers of plagiarism? II. Newspaper Article (10 minutes) A. Allow student more time to work on their newspaper article B. Let students know the criteria for the article 1. Incorporate Web Quest research 2. Incorporate details from The Giver 3. Create an imaginative interview with Jonas 4. Teacher will not grade on grammar mechanics, but will look at correct MLA citation C. For students who have already completed their journal entry, assign them a number for the next activity. 1. Their number corresponds with the chapter they will jigsaw about 2. Number the students who have already completed their article, and have them silently reread their assigned chapter. a. Ones= Chapter 11 b. Twos= Chapter 12 c. Threes= Chapter 13 d. Fours= Chapter 14 III. Jigsaw (30 minutes) A. Student will be given a number one to four. Their number corresponds with the chapter they will discuss B. Desk will be moved to create more space for groups C. Students will move into their assigned groups D. Worksheets for the Jigsaw activity will be distributed 1. Directions for the Jigsaw activity will be read out loud 2. The groups will be given about 15 minutes to complete their worksheet E. Group members will switch into newly formed groups 1. One member from each group will form a new four person group 2. The teacher will direct students into new groups

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3. Each member of the group will go over their original groups answers to the worksheet 4. By the end of the Jigsaw each student will have their worksheets completely filled out for each chapter. IV. Conclusion (5-6 minutes) A. Students will rearrange the desks back to normal B. Students will answer two Last Call questions in their journals: 1. Was this exercise helpful as a way to understand the plot better? 2. Which way do you learn best? (Working with groups, alone, visually, auditory, etc.) C. Worksheets and Journals will be collected Assessment: Teacher will circulate throughout the Jigsaw activities making sure the students are on task. While reviewing journals and worksheets during and after class and Jigsaw discussion the teacher will assess that the objective goals are meant: A. Do students understand how to cite sources within a paper? B. Have students used an article/ article quote that best fits their paper? C. Are students connecting the ideas of choice and memories presented in The Giver with aspects of their own lives, or with issues in the contemporary world? D. Have students located relevant and significant quotes in their Jigsaw groups? Homework: Along with reading chapter 15, 16, 17 you will also identify (write directly) two key quotes that explain the concepts of family love, and happiness in Jonass society. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book.

Comment [25]: ? Draw on journal experiences here? Use quotes they have already chosen, but connect them together?

Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

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Jigsaw Activity
Name_______________________________________ Date________________________________________

Directions: Students will use the blocks below to fill in the information during the Jigsaw activity. Every person should have the entire sheet completed at the end of the lesson.

Chapter 11 Summary:

Chapter 12

Summary: Personal/Worldly Connection: Important Specific Quotes: Illustration of a significant scene:

Personal/Worldly Connection: Important Specific Quotes: Illustration of a significant scene:

Chapter 13 Summary:

Chapter 14

Summary: Personal/Worldly Connection: Important Specific Quotes: Illustration of a significant scene:

Personal/Worldly Connection: Important Specific Quotes: Illustration of a significant scene:

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UNIT: The Power of the Individual LESSON: 7

DATE: 1/21/10

TIME: 50 minutes

Conceptual Goals: 1. Evaluate the importance of memories/history 2. Comprehend basics of plot, characterization, setting and time period 3. Make an argument using primary and secondary sources 4. Understand and explore cultural and society influences on the individual. Lesson Objectives: 1. After the Quotation Mini-lesson, students will be able to correct any mistakes from their newspaper quotations in order to make an argument using primary and secondary sources 2. After discussing the scene on page 125 about "love", students will be able to examine the relationship between word choice and feelings in order to understand how culture and society affects an individual. 3. After discussing "happiness" in the class discussion, students will be able to draw the connection between happiness and knowledge in order to examine the relationship between happiness and knowledge. Motivational Device: Put up passage with a poorly cited and poorly chosen quote that is not relevant to the passage; ask students to review the correct citations that we covered from the Web Quest. Ask students "If you wrote this paragraph in your essay would you turn it in?" Ask students to write their answer in big letters on a sheet of loose leaf. Ask them to all hold up their paper at the same time. Standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.B: Write complex informational pieces (e.g. research papers, analytical essays, summaries, descriptive pieces or literary analysis) that: Gather evidence in support of a thesis. Incorporate and document information and ideas from primary and secondary sources accurately and coherently. Anticipate and address readers potential misunderstandings, biases, and expectations. 1.7.10.A: Analyze the role and place of standard American English in speech, writing, and literature. Evaluate as a reader how an authors choice of words advances the theme or purpose of a work. Choose words appropriately, when writing, to advance the theme or purpose of a work. 1.6.10.A: Listen critically and respond to others in small and large group situations.

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1.8.10.B:Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources; document sources using a consistent format for citations. Materials: Journals, The Giver, loose leaf Technology: Computer, Projector, Projector screen Lesson Outline I. Introduction (5-6 minutes) A. Housekeeping 1. Take Attendance B. Motivational Device 1. Call on two students with Yes papers and two students with No papers 2. Ask them to explain their answers 3. The teacher will explain why the quotation is wrong II. Quotation Mini Lesson (25-27 minutes) A. Give students a topic from The Giver relating to last nights homework B. Assign students a topic based on their seating (Rows one and two will take topic one, etc) 1. Compare and contrast the concept of family in Jonas life with the meaning of family in contemporary society. 2. Compare and contrast the concept of love in Jonas life with the concept of love in contemporary society 3. Compare and contrast the feeling of happiness with the notion of happiness in contemporary society. C. Ask students to write in their journals a short response using one or two quotations to support their thesis D. Pair-share responses with neighbor, students will look to see that the quotes are relevant to the topic and if the quotes are correctly formatted. 1. Students will not concentrate on grammatical errors E. After pairs are finished, journals will be switched back. 1. Students will then flip to their newspaper article 2. They will check and correct their citation mistakes from their article (if they have any) III. Class Discussion (12 minutes) A. Using the three topics just used in the journal entry, the teacher will formulate class discussion B. Ask the students to read out loud their quotes when explaining their answers III. Conclusion (4-5 minutes) A. Wrap up the class discussion B. Ask students to answer one Last Call question in their journals: 1. Do you feel more confident with citing sources both in text and in a works cited page? If not, what are some of the problems you are having?

Comment [26]: ALIGNMENT J

Comment [27]: Consider addressing the 3 INs here? Or having students proffer and quote for another person to explain (in order to create discussion)?

Comment [28]: Like how this kind of question allows you to learn more about what students are struggling with (assessment informs instruction) J

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Assessment: Teacher will circulate throughout the pair-share and discussions, making sure the students are on task. While reviewing journals during and after class and observing pair-share and class discussion the teacher will assess that the objective goals are meant: A. Did students understand the mistakes of the motivational device? B. Have students corrected their mistakes from the newspaper article? Do they full grasp the concept and format of correct citations? C. Have students made the connection between memories and happiness? Have students connected memories and pain as well through the discussion of memories between Jonas community and contemporary society? Homework: Along with reading chapter 18 and 19 you will also identify (write directly) two key quotes that explain the concepts of how a government or society controls its people in The Giver. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

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Read along worksheet

Name____________________________________________________ Date_______________

Anthem Chapters 1-6

Chapter I
1 .When does this novel take placein the past, the present or the future? How do you know? 2. Clearly, Ayn Rand intended Equality to stand out from his brothers. Explain how she accomplishes this by contrasting Equalitys physical qualities and character traits with those of his fellow men. 3. Why does the Council of Vocations assign Equality the job of street sweeper? Is it due to error, incompetence or a more sinister motivation? Explain. 4. In this chapter Equality 7-2521 states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.
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Chapter II
1. Contrast Equality with the rest of the men living in this society (p. 46). 2. (a) What word is Equality struggling to recapture on page 49? (b)In your opinion, why is mentioning this word the only crime punishable by death in this society? 4. How does this word contradict the ideals of this society? What could its rediscovery possibly lead to? 5. Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.), why is fear the prevalent emotion in this society?

Chapter III
1. What does Equality discover in this chapter? 2. How important is this discovery? Describe four or five ways in which it would help society, and make life easier or more enjoyable.
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 Chapter IV 1. Discuss the appropriateness of Equalitys new name, Unconquered. Read Henleys Invictus poem below. Invictus, is Latin for Unconquered. Compare and contrast Equality with the speaker of this poem. Invictus By William Ernest Henley Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find me, unafraid. It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate; I am the captain of my soul. Chapter V 1. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. What do you think is his motivation and primary source for conducting his experiments? Explain your answer. 2. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?

Chapter VI

1. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not? Adapted from: The Ayn Rand Institute. 2009.
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UNIT: The Power of the Individual LESSON: 11 DATE: 11/25/10

TIME: 50 minutes
Comment [29]: Now that I read this in light of the previous unit, I wonder: will students find it constraining to have reading questions after having had more freedom to choose (dialectical journal) during the first half of the unit? Perhaps reversing this would provide more scaffolding/UNITY: reading questions for The Giver to point out specific parts and ask students to react, then dialectical journal for Anthem to point out topics but have them pick and reaction to quotes.

*Note: Students were given a read along worksheet to do on Day 10 Friday November 22nd.

Conceptual Goals: 1. Analyze, interpret and evaluate the authors technique in terms of substance and style 2. Comprehend basics of plot, characterization, setting and time period Lesson Objectives: 1. After completing the writing workshop, students will be able to write in the first person (third person pronoun) style as Ayn Rands Anthem in order to analyze, interpret and evaluate the authors technique in terms of substance and style. 2. After completing the writing workshop, students will be able to write in the same third person limited style as Lois Lowrys The Giver, in order to analyze, interpret and evaluate the authors technique in terms of substance and style 3. After the class lecture on point of view, students will be able to define first person, third person limited, and third person omniscient point of view in order to analyze, interpret and evaluate the authors technique in terms of substance and style. Motivational Device: The teacher will begin the lesson talking in the third person. We are happy to see you in class today. We had a great weekend, we worked on the next unit plan, we drove the car to the farmers market and got some fresh fruit; we are looking forward to your final writing assignments, we are looking forward to Christmas The teacher will then reassume the first person; explain the reasoning behind speaking in the third person was to mimic Rands style of writing. Standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text. 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.4.10.A: Write poems, short stories, and plays. Write with an awareness of tone, mood, and elements of style. Include literary elements and devices.

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1.5.10.D: Write with an understanding of style using precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Create tone and voice through the use of precise language. Materials: Journals, Anthem Resources: Jordan-Henley, Jennifer. "Literary Analysis: Terms." The Online Writing Lab (OWL). Roane State Community College, 1988. Web. 6 Dec. 2010. Lesson Outline I. Introduction (3-4 minutes) A. Housekeeping 1. Attendance 2. Journals will be distributed B. Motivational Device 1. The teacher will speak using third person pronouns for a few minutes 2. The teacher will then reassume the first person; he/she will explain the reasoning behind speaking in the third person was to mimic Rands style of writing. II. Style/ Point of View (10 minutes) A. The teacher will ask the students: 1. What is point of view? B. The teacher will call on students to answer the question C. The teacher will then briefly lecture on the definitions of various types of point of view 1. First person 2. Third person limited 3. Third person omniscient 4. Second person a. Students will take notes from the lecture in their copy books b. The teacher will give literature example for each of the four types of point of view III. Writing Workshop (30 minutes) A. Students will take out their journals B. Students will first be asked to mimic the style Ayn Rand uses in Anthem 1. Students will write a short paragraph in their journals describing their day using first person with third person pronouns. 2. Students will then answer in their journals a series of questions: a. What are your feelings toward this particular style and point of view? b. Why do you think Rand used this style to illustrate Equalitys life? 3. Students will then turn to passage in Anthem that uses third person pronouns to describe Equalitys feelings. 4. They will translate the third person pronouns into first person pronouns in their journals. 5. They will answer two questions following this exercise in their journals:
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Comment [30]: Like this modeling (UNITY) J Consider using examples from pop culture (even from movies, where camera makes POV obvious)? (RELEVANCE)

Comment [31]: J Great illustration, and helps them practice revising/adding to the text (ALIGNMENT) J

a. What is gained and lost from the switching the pronouns? b. Which way do you find Rands overall message of the book most effective? (By effective I mean most powerful, strong- which way delivers a stronger message?) 6. The students will discuss their findings after everyone has finished C. Students will next look at Lowrys style and point of view in The Giver 1. Students will open their journal and describe their day using Lowrys third person limited approach to writing 2. Students will answer in their journals two questions: a. What are your feelings toward this particular style and point of view? b. Why do you think Lowry used this style to illustrate Jonas life? 3. Students will pick a passage from The Giver and translate into a first person account of Jonas life. 4. They will answer two questions following this exercise: a. What is gained and lost from the switching the pronouns? b. Which way to find Lowrys overall message of the book most effective? (By effective I mean most powerful, strong- which way delivers a stronger message?) 5. The students will discuss their findings after everyone has finished IV. Conclusion (5 minutes) A. Students will answer one Last Call question 1. Think of your attitude toward the point of view and style of each book before this workshop. Compare it to your attitude now. Has your attitude changed? Why or why not? Assessment: Teacher will circulate throughout the lecture and workshops making sure that the students are on task. While reviewing journals during and after the teacher will assess that the objective goals are meant: A. Do students recognize the difference between third person limited and third person omniscient? B. Do students understand how Rand uses first person point of view with third person pronouns? Have students connected main themes in the book with this style? C. Can students mimic the styles of Rand and Lowry in their journals? D. Can students define the four point of view terms? E. Are students more aware of the authors point of view and style after the workshop? Do they appreciate the two styles of writing? Homework: Along with reading chapter 3, 4, 5, 6 in Anthem, you will also identify (directly write) two key quotes that explain the concepts of individuality, memories/history and community (government) control on the individual. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Complete your read along worksheet. They will be collected.

Comment [32]: Like this routinecreating classroom culture J UNITY/RELEVANCE

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Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

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UNIT: The Power of the Individual LESSON: 12 Conceptual Goals:

DATE: 1/26/10

TIME: 50 minutes

1. Explore the concept of individuality 2. Evaluate the importance of memories/history 3. Comprehend basics of plot, characterization, setting, time period 4. Understand and explore governmental, popular cultural and societal influences on an individual 5. Examine the relationship between knowledge and happiness Lesson Objectives: 1. After reading Chapters 1-6, students will compare and contrast the idea of individuality in Anthem with the idea of individuality in The Giver in order to explore the concept of individuality. 2. After reading Chapters 1-6, students will discuss the way history is viewed in Anthem with the way it is viewed in The Giver in order to evaluate the importance of memories/history. 3. After reviewing the read along worksheet from Chapters 1-6, students will identify parts in the novel where the community affects the well being of Equality in order to understand and explore governmental influences on an individual. Motivational Device: The teacher will read aloud the William Ernest Henleys poem Invictus from the Read along worksheet. Students will be asked to relate the speaker in the poem to both Equality from Anthem and Jonas from The Giver. Standards: 1.1.10.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of literary works through strategies such as comparing and contrasting text elements, assessing validity of text based upon content, and evaluating authors strategies 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.3.10.B: Analyze the characteristics of different genres and compare works that express a universal theme and provide evidence to support the views expressed in each work. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres Materials: Anthem, journals, Read along Activity Worksheets Technology: Computer, Projector, Projector Screen Resources: The Ayn Rand Institute. "Ayn Rand Education ." ARI: Ayn Rand Insitute. N.p., 2009. Web. 2 Dec. 2010.
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Lesson Outline I. Introduction A. Housekeeping 1. Attendance B. Motivational Device 1. The teacher will read aloud the poem Invictus. 2. The teacher will ask students to pair share their thoughts and ideas about the speaker of the book with their neighbor 3. Particularly, students will compare and contrast the speaker of the poem with Equality and Jonas. II. Journal/Discussion A. Students will take out their journals B. Students will answer three questions. The teacher will ask students to use their home journal quotations to support their answers 1. What is your attitude towards Anthem? Why? 2. Name one similarity between Anthem and The Giver? 3. Name one difference between Anthem and The Giver? C. The teacher will discuss these answers with the entire class D. On the board, the teacher will draw a table of similarities and difference between the two novels. 1. The teacher will fill in the table with the students answers 2. The students will be required to copy the table in their journals 3. The discussion will cover: a. Idea of individuality in both books b. Idea of memories/history in both books c. Difference in the way the community functions (The Giver=benefit community/ Anthem= oppressive) d. How each community influences its citizens 4. The teacher will ask students to use their home journal quotations to support their answers III. Read along Worksheet Review A. Students will take out their completed worksheets B. The teacher will ask students which questions they struggled with C. The teacher will create a class discussion to answer the difficult questions 1. Students will take notes from this discussion a. The worksheet will only benefit them later when they are gather information for their writing assignment 2. If no students raise their hands, the teacher will select a series of questions for the class to discuss IV. Conclusion A. Read Along worksheets will be collected B. Students will answer two Last Call questions in their journals: 1. Based on your reading so far, which novel do you enjoy more? Why? 2. In your opinion, based on the collective communities we have studied, what has to happen to a group of people in order for a government (council) to control their minds and bodies?
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Comment [33]: And perhaps a column for Why this sim/dif matters?

Assessment: Teacher will circulate throughout the discussion making sure the students are on task. While reviewing journals during and worksheets after class the teacher will assess that the objective goals are meant: A. Have students compared/contrasted the theme of individuality in Anthem with The Giver and in their personal lives? B. From reading Anthem, do students understand the value of history to a society or to a person? C. Have students identified the scenes in Anthem where the community affects the well being of the individual? (Low life expectancy) D. Have students linked the similarities between Anthem and The Giver with the conditions of a totalitarian state? Homework: Along with reading chapter 7, 8, 9, you will also identify (directly write) two key quotes that pertain to an essential scene in the novel. The scene is essential to understand the overall theme of the novel. You are required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Work on your papers that are due on Friday 15. Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.

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UNIT: The Power of the Individual LESSON: 13 DATE: 11/27/10 Conceptual Goals: 1. Explore the concept of individuality 2. Evaluate the importance of memories/history 3. Comprehend basics of plot, characterization, setting, time period 4. Examine the relationship between knowledge and happiness

TIME: 50 minutes

Lesson Objectives: 1. After the Motivational Device, students will examine the symbols used in the video in order to evaluate the importance of history, and explore the concept of individuality. 2. After reading Chapters 1-9 in Anthem, students will act out an important scene from the book in order to comprehend basics of plot, characterization, setting, time period 3. After the group activity, students will connect their particular scene with an important theme from the book in order to evaluate the importance of memories/history and/or explore the concept of individuality. Motivational Device: Students will watch a fake movie trailer to Anthem. Before the video the teacher will tell the students to pay particular attention to the symbols used in the video. At the conclusion of the trailer, the teacher will ask students: What did you think of the trailer? Was it accurate to the book? If you were to make your own trailer, how would it differ? Standards: 1.1.10.A: Apply appropriate strategies to analyze, interpret, and evaluate authors technique(s) in terms of both substance and style as related to supporting the intended purpose using grade level text. 1.2.10.A: Evaluate text organization and content to determine the authors purpose and effectiveness according to the authors theses, accuracy, thoroughness, logic, and reasoning. 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an authors explicit assumptions and beliefs about a subject. 1.3.10.C: Analyze the use and effectiveness of literary elements (characterization, setting, plot, theme, point of view, tone, mood, foreshadowing and style) used by authors in a variety of genres. 1.3.10.D: Evaluate the significance of various literary devices in various genre, and explain their appeal. Figurative language (personification, metaphor, simile, hyperbole, symbolism); and Dramatic structure 1.4.10.C: Write persuasive pieces. 1.5.10.A: Write with a clear focus, identifying topic, task, and audience. 1.6.10.A: Listen critically and respond to others in small and large group situations. 1.6.10.B: Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations. Materials: Anthem, Journals, Movie Activity Worksheet

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Technology: Projector, Projector screen, computer Resources: Ayn Rands Anthem Fake Movie Trailer 07 Dec 2007. Online Video Clip. YouTube. Accessed 3 Dec 2010 The Ayn Rand Institute. "Ayn Rand Education ." ARI: Ayn Rand Insitute. N.p., 2009. Web. 2 Dec. 2010. Lesson Outline I. Introduction (5-6 minutes) A. Housekeeping 1. Attendance B. Motivational Device 1. After watching the clip, ask the students to answer in their journal the following questions: a. What did you think of the trailer? b. Was it accurate to the book? c. What symbols did the video clip use? d. If you were to make your own trailer, how would it differ? What symbols would you use? 2. Go over the questions together as a class 3. Highlight different student answers to show how different interpretations can draw from the same book II. Movie Production Activity (35 minutes) A. The teacher will count the students off by fours B. Students will move into their groups based on their assigned numbers C. The teacher will distribute the Movie Production Activity sheet 1. Each group will answer the five questions regarding the movie, Anthem 2. The answers will be summarized in letter to a famous movie producer (i.e. the teacher) 3. The letter will be written by one member of the group on the back of the worksheet a. The letter will be read out loud b. The letter will be turned into the teacher D. After the worksheet and letters are completed, students will choose a scene from the novel to act out in front of the class. 1. Students will be given time to briefly practice 2. All members of the group must be active in the scene E. Before each group acts out their scene, they will read their letter to the teacher III. Conclusion (8-9 minutes) A. After every presentation, students will move back to their assigned seats. B. Students will take out their journals and answer three Last Call questions 1. Why did your group pick that particular scene? 2. How does that scene affect the overall message or theme of the entire novel?
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Comment [34]: Like how this provides an authentic audience for the task J Consider having someone else be the producer (perhaps another teacher, a panel of students)?

3. Do you think Anthem would be a top selling movie? Why? Would you go and see it? Assessment: Teacher will circulate throughout the small groups making sure the students are on task. While reviewing journals and letters during and after the teacher will assess that the objective goals are meant: A. Did students connect their scene with an important theme from the novel? B. Did students notice the symbols used in the video? Did they come up with original symbols of their own? C. Are students aware that different interpretations can arise from the one book? Homework: Along with reading chapter 10 to the end, you will also identify (directly write) two key quotes that explain the connection between knowledge and happiness Youre required to write a personal response to the key quotes. For further clarification check your Dialectical Journal example attached at the front of your journal copy book. Work on your papers that are due on Friday 15 Differentiated Learning Activity: Activity worksheets will be provided in size 16 font for students with visual impairments; students with hearing impairments will be seated at the front of the classroom; the teacher will wear a microphone connected to student's earpiece if available.
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Lights! Camera! Action!

Name_______________________________________________ Date__________________ Directions: Your group is applying for a job to direct the movie version of Anthem. Write a letter to the producer (me, the teacher) in which you try to convince me to hire your group. Each group will hand in only one copy of your letter. Your letter must indicate (a) which actors you would cast as Prometheus and Gaea, and why. Think about physical characteristics and personality traits; (b)a detailed description of the setting; (c)an explanation of the theme of this novel, and why it is particularly relevant and valuable to modern viewers; (d) musical suggestions for certain scenes, costumes, a description of the opening shot, etc. (e) Also, come up with an original name for your directing company Use the back of the worksheet to compose your letter. After you are finished your letter, you will read the letter out loud to the class and choose a scene from the novel from chapters 1-9 to act out. Every group member must be involved in some way during the acting.
Adapted from the: The Ayn Rand Institute. 2009.

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Works Cited Ayn Rands Anthem Fake Movie Trailer 07 Dec 2007. Online Video Clip. YouTube. Accessed 3 Dec 2010 The Ayn Rand Institute. "Ayn Rand Education." ARI: Ayn Rand Insitute. N.p., 2009. Web. 2 Dec. 2010. Cole, Pam. "The Classic Cannon & Young Adult Literature." Literature for Young Adults. Comp. Dr. Christina Matthews. Bloomsburg University, 2010. Print. "Collectivism." Def. 1. Business Dictionary. Web Finance Inc., 2010. Web. 3 Dec. 2010. "Collectivism." Wikipedia. Wikimedia Foundations Inc., 23 Nov. 2010. Web. 3 Dec. 2010. Dancing Rabbit Ecovillage Sustainable Community Living Intentional Community Living. 28 Feb 2009. Online Video Clip. YouTube. Accessed 29 Nov 2010 Food and Community at Sandhill Farm. 21 Dec 2009. Online Video Clip. YouTube. Accessed 29 Nov 2010 "Giver by Lois Lowry." NSSD 112. N.p., 2005. Web. 7 Dec. 2010. Jordan-Henley, Jennifer. "Literary Analysis: Terms." The Online Writing Lab (OWL). Roane State Community College, 1988. Web. 6 Dec. 2010. Lowry, Lois. The Beginnings of Sadness. Ohio Library Educational Media Association Annual Convention. Columbus, Ohio. November 2001. Keynote Speech Lowry, Lois. The Giver. New York: Houghton Mifflin Company, 1993. Print.
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McCrossin. The Power of the Individual: Rational. Bloomsburg University. 2010. Print. Pennsylvania Department of Education. "Reading, Writing, Speaking and Listening: Grade 10." SAS: Standards Aligned System. Commonwealth of Pennsylvania , 2010. Web. 2 Dec. 2010. Plagiarism- Identity Theft Spoof 02 Dec 2006 Online Video Clip. YouTube. Accessed 3 Dec 2010 Rand, Ayn. Anthem. 1937. N.p.: BN Publishing, 2008. Print. Shah, Anup. War, Propaganda and the Media. Global Issues. 31 Mar. 2005. Web. 05 Dec. 2010. University of Maine at Farmington Writing Center / Mantor Library. "Is it Plagerism?" Synthesis: Using the Work of Others. N.p., 29 Mar. 2007. Web. 3 Dec. 2010. University of Maine at Farmington Writing Center / Mantor Library. "Use Valid, Credible Sources for Information" Synthesis: Using the Work of Others. N.p., 29 Mar. 2007. Web. 3 Dec. 2010. Theres No Place Like Here: Communal Living with Nikki Silva. 23 Sept 2009. Online Video Clip. YouTube. Accessed 29 Nov 2010 Virginia Commune Still Draws Members After 40 Years. 21 Aug 2009. Online Video Clip. YouTube. Accessed 29 Nov 2010

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The Web Tools Company of Visual Metrics Corporation. "Web Awareness for Teachers: How to Search the Internet Effectively." Media Awareness Network. N.p., 2010. Web. 3 Dec. 2010. Whitney Houston Greatest Love of All 27 Sept 2010. Online Video Clip. YouTube. Accessed 29 Nov 2010 The Writing Lab & The OWL at Purdue. "Welcome to the Purdue OWL." Purdue Online Writing Lab. University of Purdue, 2010. Web. 2 Dec. 2010.

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