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The Giver UnitTheme- Dystopian WorldA dystopia is a community or society that is in some important way undesirable or frightening. It is literally translated as "not-good place," an antonym of utopia. Such societies appear in many artistic works, particularly in stories set in a future. Dystopias are often characterized by dehumanization, totalitarian governments, environmental disaster, or other characteristics associated with a decline in society. Dystopian societies appear in many sub-genres of fiction and are often used to draw attention to real-world issues regarding society, environment, politics, economics, religion, psychology, ethics, science, and technology, which if unaddressed could potentially lead to such a dystopia-like condition.Novel- The Giver by Lois LowryShort Story- “Harrison Bergeron” by Kurt Vonnegut Jr.Poem- “The Road Not Taken” by Robert Frost Nonfiction- “Newberry Acceptance Speech, June 1994,” Lois LowryMusic- “Imagine” By John LennonFilm- Maze Runner or Divergent (So many choices!)Goals and ObjectivesStudents will focus on using correct capitalization, punctuation, and spelling when writing. (L.7.2)Students will listen to “Imagine” by John Lennon and find the main idea as it relates to The Giver. (SL.7.2)Students will complete vocabulary worksheets on various chapters of The Giver. (RL.7.4)Students will summarize “Harrison Bergeron” in small groups. (SL.7.1a-d)Students will read “Harrison Bergeron” and then view the film, comparing and contrasting the two. (RL.7.7)Throughout the unit students will analyze how Jonas’s point of view is different from the other characters in The Giver and why that is important. (RL.7.6)Students will read “The Road Not Taken” and “Newberry Acceptance Speech, June 1994” and answer questions using text-supported answers. (RL.7.1, RL.7.2, W.7.9a, W.7.9b)Students will create brochures about an aspect of The Giver and present them as persuasive destinations. ( HYPERLINK "" SL.7.5)Students will write a persuasive essay at the end of the unit in a formal style, using evidence from the text to support their claims (W.7.1)Week OneDay OneAnticipation Guide and DiscussionThe Giver PowerPoint IntroductionDay TwoRead Chapter 1 and 2 of The Giver as a class. These chapters introduces the novel and the community in which the main character lives. From this chapter students start to understand that there are distinct differences between their community and the community in the novel.Quick write initial response on novelClass discussion on choice of wording in novel, initial similarities and differences between their community and the one Jonas lives inHomework: Chapter 3Day ThreePlay “Imagine” by John Lennon while students read the lyrics group discussion on the meaning of the song, how it relates to The GiverStudents come together for a whole class discussionQuick write on novel predictionsDay FourIndependent reading on Chapter 4Vocabulary worksheetDay FiveTalk about mid-book project, students choose their option by MondayStudents will have to choose one of four options: brochure, commercial, poster or PowerPoint and create an advertisement for “Elsewhere,” along with a paragraph explanation.Homework: Chapter 5 and 6 ReadingWeek 2Day OneSmall group discussion on chapters 5 and 6, groups will be responsible for writing down the key points in the chapters. Also in groups, students will read chapter 7Day TwoDefine utopia and dystopiaWorksheetHomework: Read Chapter 8Day ThreeBegin work on mid-book projects (Projects will be continued at a later date.)Day FourPopcorn reading Chapter 9 and 10Day FiveQuizClass discussion: How does this novel relate to our own lives?Are choices important?When can choices be good or bad?Is ignorance bliss?Why do rebellions usually start?Homework: Read Chapters 11-13Week ThreeDay OneSmall group discussion on Chapters 11-13Why did Jonas’s society remove the ability to see color?Color Presentation: about the science behind seeing color and/or the meaning of colors in different cultures (i.e., the connotations of color) and color psychology.Day TwoFinishing up mid-book projectsDay ThreeProject PresentationsHomework: Read Chapter 14Day Four“Harrison Bergeron” Short StoryDiscussion: Should choice be allowed if people make choices that negatively affect others? Is experiencing colors, joy, and love worth also experiencing pain, war, and hate? Is perfection worth the sacrifice it takes to obtain it? Day Five“Harrison Bergeron” Video: Diagram on Short Story Vs. MovieHomework: Read Chapters 15-17Week 4Day OneWhole class discussion on Chapters 15-17“The Road Not Taken” by Robert FrostWhat does the speaker say about choice in “The Road Not Taken?” What lines of the poem reveal the speaker’s ideas about choice? Provide at least two details from the poem to support your response. Compare the speaker’s beliefs about choice in “The Road Not Taken” to Jonas’s beliefs about choice in The Giver. Provide at least one detail from both texts to support your responseDay TwoIndependent reading of Chapter 18Quick WriteDay ThreeFilm: The Maze RunnerStudent Viewing GuideDay FourContinue The Maze Runner and Student Viewing GuideDay FiveSmall group and whole class discussion on movie and novel similaritiesFinal Project Explained- Students have the choice of 4 different projects (Writing the Ending, Memories, Art and Color, and Culture)Homework: Chapters 19-21Week 5Day OneSmall group discussion on Chapters 19-21What does it mean in Chapter 18 that “memories are forever”?Students choose final projectRelease ActivityStudents look up information on twin and multiple birthsCreate a graphNow imagine release for every smallest-born twin?Day TwoTeacher reads Chapters 22-23 (End of Book)Whole class discussion on novelAs a class discuss the following: How does Lois Lowry create ambiguity at the end of the novel? On page 175, it says, “Dimly, from a nearly forgotten perception as blurred as the substance itself, Jonas recalled what the whiteness was.” Is Jonas experiencing the snow or remembering the snow? How do earlier scenes in the novel make this moment ambiguous? Why is the ending ambiguous? In other words, why might Lois Lowry choose not to resolve the novel? What choices are made or not made in The Giver and why? How do the reader’s choices contribute to the meaning of the text? Cite textual evidence to support responses.Day ThreeIn Small groups read “Newberry Acceptance Speech, June 1994,” by Lois LowryStart Final Project WorkDay FourFinal Project ContinuedDay FiveLast day to work on Final Project (If they are not done, students have the weekend to finish and turn them in on Monday.)End of unit wrap up, final thoughtsQuick Write Rubric135Quick Write was turned inQuick Write was somewhat answeredQuick Write was fully answeredThe Giver: Mid-book ProjectFor this project you will be creating an advertisement for “Elsewhere” that is mentioned several times in the novel, The Giver, with the goal being to convince others from Jonas’ community to leave for your “Elsewhere.” You will need to think about your audience as you work on this project – who are you appealing to? What kind of people do you want to come live in Elsewhere? What kinds of things would convince people from Jonas’ community to apply for Elsewhere?You may create a brochure, commercial, poster or PowerPoint presentation that will present your idea of Elsewhere. Your project must demonstrate a strong knowledge of Jonas’ community and a comparison to another real or imagined community. You must include descriptions for each of the following and address why Elsewhere is better than Jonas’ community: A. Economy - How jobs are earned/determined. How is poverty dealt with? B. Families - How many immediate family members are there? How many generations of families are allowed? How are families decided? C. Transportation - How do people travel inside and between communities? D. Law & Order - How is peace maintained? What consequences are there for broken rules? How is the government determined? E. Environment - What is the geography, climate, and vegetation like? F. Education - Who receives it? How long are people educated? Is it voluntary or mandatory? G. Recreation - How do community members enjoy and entertain themselves? Your project must be neat, detailed, colorful, and creative. You MUST include at least a one paragraph (7 sentences) write-up for each of the above categories (A-G) with your project.Brochure Rubric – 30 Points5 Points – Overview of Brochure10 Points - Design15 Points – Written ComponentContains an original titleHas original coverIncludes 7 paragraphs that cover topics A-GThoughtfully createdNeatly done and typedIncludes pictures/graphicsEasy to follow and understandTypedWell thought out and fluidUses compare and contrast text structureContains little or no spelling or grammar errorsCommercial Rubric – 30 Points5 Points – Overview of Commercial10 Points - Design15 Points – Written ComponentContains an original titleHas original background (not just standing in the hallway)Includes 7 spoken paragraphs that cover topics A-GTurned in script with 7 paragraph write-upThoughtfully createdNeatly doneActed commercial out (did not just read script)EntertainingEasy to follow and understandTypedWell thought out and fluidUses compare and contrast text structureContains little or no spelling or grammar errorsPoster Rubric – 30 Points5 Points – Overview of Poster10 Points - Design15 Points – Written ComponentContains an original titleInformation is neatly organized on posterIncludes 7 paragraphs that cover topics A-GThoughtfully createdNeatly done and typedIncludes pictures/graphicsEasy to follow and understandTypedWell thought out and fluidUses compare and contrast text structureContains little or no spelling or grammar errorsPowerPoint Presentation – 30 Points5 Points – Overview of Presentation10 Points - Design15 Points – Written ComponentContains an original titleInformation is neatly organized in presentationIncludes 7 paragraphs that cover topics A-GThoughtfully createdNeatly done and typedIncludes pictures/graphicsEasy to follow and understandTypedWell thought out and fluidUses compare and contrast text structureContains little or no spelling or grammar errorsThe Giver Final ProjectProject #1: Write Your Own Ending to the Story Big Idea: Writing for purpose and audienceBefore you begin writing your own ending, answer the following questions to review the last chapter of the book:Jonas and Gabriel were cold and tired. Gabriel was getting weaker. How did Jonas find the strength to go on?What result did Jonas’s brief encounter with sunshine have on him?Jonas “was aware with certainty and joy that below, ahead, they were waiting for him; and that they were waiting, too, for the baby.” Why was Jonas so certain?The ending of The Giver has been interpreted in two very different ways. Perhaps Jonas is remembering his Christmas memory – one of the most beautiful that the Giver gave to him – as he and Gabriel are freezing to death, falling into a dreamlike coma in the snow. Or perhaps Jonas does hear music and, with his special vision, is able to perceive the warm house where people are waiting to greet him. In her acceptance speech for the Newbery Medal, Lois Lowry mentioned both possibilities, but would not confirm whether one or the other was correct. You may visit to read the author’s own explanations about the ending.Requirements for the ending:Your ending should be in book form and include color illustrations. This could be in picture book form, comic strip, or anime form. Depending on your choice of format, the length of your final chapter will vary.Your ending should fully explain what happened to Jonas and Gabriel.You will give a brief summary of your ending to your group.Project # 2: Learn about colors – There’s More than Meets the Eye… Big Idea: Develop skills in research and analysisWhile Jonas was throwing an apple back and forth, he suddenly noticed that it changed. He was beginning to perceive color. You will need to learn how color is perceived by the human eye. You will also need to learn about the primary colors, the color spectrum, and color mixing.You may visit the following websites to get more information: 2-3 paragraphs reflecting what you have learned from your research in regards to how the human eye perceives color.You are going to bring the utopian society from The Giver to life by adding color. Think of a favorite scene from the story or one you find most important to the movement of the story. Your task is to paint this scene from the book in full color. It will be necessary to practice mixing the colors before you start your painting.You will present your painting to your group and explain what scene from the book you chose to paint.After sharing your painting to the class you will need to turn in your paragraphs and painting for this project.Items to turn in:Two-three paragraphs reflection on how the human eye perceives color.Your painting of an important scene from the book.Two-three paragraphs explanation of why this scene was important to show in color.Project #3: Memories of Your OwnBig Idea: Connections between Jonas’s world and our world todayJonah was frustrated because he did not know his grandparents or anything about his true family. You will be building a family tree to learn about your own family. Please complete the following activities in order:You will need to interview one family member and take notes. Some ideas that you may want to interview them about could include, but is not limited to: family life, childhood/play time, work life, values and culture. Most importantly, you will be looking for: what events shaped his/her life. Think about the strong memories Jonas received and how those memories encouraged him to take action.Create a Memory Book. Divide the book into two sections. The first section will detail four different memories which were important to Jonas. Detail each memory with an explanation of how Jonas felt about the memory and how the memory encouraged him to take action.The second section will detail four different events from your family member interview. Detail each memory with an explanation of how it impacted the family member and how the event encouraged the person to take action or make a change in his/her life. Complete each section with photographs and/or drawings and written descriptions that capture the memories you have chosen.You will share your booklet with your group.Project #4: CultureBig Idea: Develop skills in research and analysisThe culture in The Giver is much different than what you or I experience every day. You will need to research one of the following cultural groups and compare it to mainstream American culture as well as the culture in The Giver. You may select one of the following cultural groups to research:AmishThe Hutterian BrethrenThe Hasidic JewsThe Sabbath Day Lake ShakersThe QuakersPlease complete the following in order:Research and take notes on the pertinent information you find with your selected cultural group.Take notes on daily life here in Michigan. Take notes on what you know about the community in The Giver.Create a Venn Diagram using THREE circles. You will need to label each circle and fill in the diagram with your research.Include a six paragraph write-up which highlights the pro’s and con’s to each community based upon your point of view. Include a few different pictures or maps to help others understand some of the differences between our community and the one you researched. Share with group.Rubric Criteria: Project 1Organization:Your final chapter is connected to the actual story.Your final chapter clearly explains what has happened to Gabe and Jonas.182125Word Choice: Focus on the use of precise language as it was an integral part of the text. 111215Conventions: Limited errors in capitalization, end marks, spelling, comma usage, and semi-colon usage.7810Use of art: Appropriate art skills to enhance the text. All work must be done by hand; no clip art or computer generated work.111315Total:__________/65Rubric Criteria: Project 2Organization: Two-three paragraphs reflection on how the human eye perceives color.141720Ideas: Two-three paragraphs explanation of why this scene was important to show in color.141720Conventions: Limited errors in capitalization, end marks, spelling, comma usage, and semi-colon usage.7810Use of art: Appropriate art skills to enhance the text. All painting must be done by hand; no clip art or computer generated work.111315Total:_______/65Rubric Criteria: Project 3Organization: The first section will detail four different memories which were important to Jonas. Detail each memory with an explanation of how Jonas felt about the memory and how the memory encouraged him to take action.The second section will detail four different events from your family member interview. Detail each memory with an explanation of how it impacted the family member and how the event encouraged the person to take action or make a change in his/her life. 141720Ideas: Memories which are includedDetailed explanation of each one141720Conventions: Limited errors in capitalization, end marks, spelling, comma usage, and semi-colon usage.7810Use of visuals: Appropriate photographs and/or drawings which enhance the project.Written descriptions that capture the memories you have chosen.111315Total:______/65Rubric Criteria: Project 4Organization: Information is placed in appropriate sections of the Venn Diagram. 182125Ideas: Research clearly shows the similarities and differences of each community/society.Write up of the pro’s and con’s of each community is based upon your point of view and research.222630Conventions: Limited errors in capitalization, end marks, spelling, comma usage, and semi-colon usage.7810Total:__________/65Name ____________________________________ Period _____ Date ____________________Anticipation Guide for The GiverBefore reading The Giver, respond to the following statements. You may respond with a simple true or false, and then give a few more details why you feel that way. You may continue on the back if needed.1. Sometimes it is okay to lie. Circle one: True False 2. Life would be better if there were no pain. Circle one: True False3. Life would be better if we could control our climate and weather, eliminating the cold of winter and the heat of summer. Circle one: True False4. We really don’t need to study history. Circle one: True False5. Ignorance is bliss. (It’s just easier to not know about some things.) Circle one: True False6. It is better to be free than to be safe. Circle one: True False7. It is better to be part of a group than it is to be alone. Circle one: True False8. Sometimes there are just too many choices to make, and I’d rather have someone make the choices for me. Circle one: True False9. It is important to have grandparents and other extended family besides your parents and brothers and sisters. Circle one: True False10. The good of the community is more important than the good of the individual. Circle one: True False ................
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