1 Sarah, Shauna, Jessica, Megan, and Kirsten Literacy Education October 28, 2013

UNIT PLAN
Grade: 7 Unit Topic: "The Giver" by Lois Lowry Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 1:Introduction to the unit. Specific Outcomes 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. 8.Experiment with a Methods/Activities/Procedures APK: The teacher will be asking the students in a group discussion if they are familiar with the new term society. We will add the term to the word wall. Once we have come to an agreement that we all understand what society means we will move onto discussing the meaning of dystopia and utopia and place these words on the word wall. (MIs: Verbal/Linguistic Learners). Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum Assessment Strategies 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk.

Students will be given the chance to participate in a -Lesson Plan class discussion as to what Journals/Mind Map: Once the students they believe the word have developed a clear understanding of -A proper dictionary wall/unit terms mean, as the words society, dystopia and utopia definition of the terms well as work with their table they will work in their journals to either write society, dystopia partners to describe their a short story (or explanation) depicting and utopia will be personal opinions of what either what they themselves would consider necessary. makes a society dystopian a dystopia or utopia. (Students may also (http://dictionary.refer or utopian, giving them a create a mind map of terms they consider ence.com/) range of settings to describe these terms). Once having participate in discussion. completed their assignments the students will share their journals or mind maps with 3. Demonstrate a respect their table partners. (MIs: Verbal/Linguistic for others by developing

2 Interpersonal, Intrapersonal). range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. The students will be discussing with each other their recorded ideas and will need to respect each others individual opinions as to what qualifies as dystopia or utopia. The class may have students from different countries or cultures and could therefore have different opinions than their peers. 8.Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. Students are using brain storming to discuss their thoughts and knowledge about the units terms. They can explore their own

3 opinions and perhaps identify solutions to what they see as problems in societies by creating what they define as utopia or a dystopia in their journals.

UNIT PLAN
Grade: 7 Unit Topic: "The Giver" by Lois Lowry Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 2: Book Introduction/ Book Walk Specific Outcomes 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. 7. Recognize that print and media texts can be bias and become aware of some of the ways that information is organized and structured to suit a particular point of view. Methods/Activities/Procedures APK: A review will be done of the terms dystopia, utopia and society on the word wall to ensure the students are retaining the information they learned on the previous day. (MIs, Verbal Linguistic, Interpersonal) Book Walk: The teacher will bring out the book, as a class they will explore the book, cover and the chapters. They will make predictions as to what they think the book will be able based on what they learned the day before about dystopia and utopias. As a class through guided reading the class will read the synopsis on the back of the book and in their table groups will once again discuss if now they think the book is about a dystopian or utopian society. (Verbal Linguistic, Spatial, Interpersonal) About the Author: The teacher will Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -A proper dictionary definition of the terms society, dystopia and utopia will be necessary. (http://dictionary.refer ence.com/) -Factual information Assessment Strategies 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. Students will be discussing in a large group setting as well as in their table groups their predictions for the book. 7. Recognize that print and media texts can be bias and become aware of some of the ways that information is organized and structured to suit a particular point of view.

4 discuss with the class some facts about the author and discuss the type of literature the novel is, (fiction). (MIs, Verbal Linguistic). Guided Reading: The class will read the first 2 chapters of the book through Guided Reading and be assigned to read Chapter 3 for homework. (MIs, Verbal Linguistic, Interpersonal). about the author. (http://www.loislowry. com/index.php?option= com_content&view=art icle&id=67&Itemid=19 6)

Students will be given the opportunity in the discussion about the author to learn and discuss that she may have a bias in writing this novel and have different opinions than their own.

UNIT PLAN
Grade: 7 Unit Topic: "The Giver" by Lois Lowry Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 3: Book discussion/ Word Wall Additions Specific Outcomes 6.Extend personal responses, either orally or in writing, to print and non print texts by explaining in some detail initial or basic reactions to those texts. 6. Make evaluations or judgments about texts and learn to express personal points of view. Methods/Activities/Procedures APK: Students will be asked if they know any words that could be different things to people of different cultures or from around the world. (Just as the characters in The Giver have different meanings for different words). (MIs, Verbal Linguistic, Interpersonal). Word Wall: Students will be asked to contribute words to the word wall they found in the reading from the day before that they found interesting or had a different meaning than the way those words are expressed in their own society, (such as released or how the characters describe a persons age). As students suggest words they will toss a ball around the room to each person who volunteers a word. This Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -A proper dictionary definition of the terms society, dystopia and utopia will be necessary. (http://dictionary.refer Assessment Strategies 6. Make evaluations or judgments about texts and learn to express personal points of view. The students are making their predictions about how the novel will progress. They are making judgments about the content and expressing their opinions as to how that content will progress. 6.Extend personal responses, either orally or in writing, to print and non print texts by

3. Demonstrate a respect for others by

5 developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. will involve the Kinesthetic learners in the ence.com/) class as the Verbal/Linguistics will already be engaged. They will also be asked to volunteer the definitions of society, dystopia and utopia from previous lessons to ensure they are keeping the terms in mind throughout their reading. (MIs, Verbal Linguistic, Interpersonal) Predictions: Students write down predictions as to how they think the book will progress based on what they have read so far. These predictions will be posted on the walls of the classroom so the students can see if their predictions and the predictions of their peers were correct. (MIs, Verbal Linguistic, Interpersonal, Intrapersonal). Shared Reading: The class will participate in the shared reading of chapters 4 & 5 and be assigned to read chapters 6 & 7 for homework. (MIs, Intrapersonal, Verbal Linguistic). explaining in some detail initial or basic reactions to those texts. Students are expressing orally their reactions to the text by adding new language to the word wall, as well as in writing they are expressing their reactions to the text by recording their predictions. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Students will be adding new words to the word wall by volunteering new words presented to them in the text. They are developing a respect for other cultures and languages by respecting the new language in the text and not passing judgment on the new society they are being presented with in the novel.

UNIT PLAN
Unit Topic: The Giver by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 4: Two person activity on the perspective of a character in novel, and group reading. Specific Outcomes 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. 6. Make evaluations or judgments about texts and learn to express personal points of view. 6. Extend personal responses, either orally or in writing, to print and non print texts by explaining in some detail initial or basic reactions to those texts. Methods/Activities/Procedures Discuss homework reading: students will give their thoughts and opinions. At this time, can add more words to the word wall if students or teacher have anything to add they found foreign. Students may come up to the word wall to write the word down and come up with a meaning with the teacher and class (may use dictionary or refer back to where it was written in the novel.) (MI's: interpersonal, intrapersonal, verballinguistic, spatial, bodily-kinesthetic) Character perspective activity: teacher will go around classroom, allowing students to draw a name out of a bucket. Teacher will give directions before they can open the name of their character. Teacher will tell students not to tell anyone who their character is. (MI's: verbal-linguistic) -Students will be directed to write a paragraph, or more in their English duo tangs from the perspective of what character they picked from the bucket. While students are writing in their English duo tangs, teacher will play instrumental Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan Assessment Strategies 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Begin discussion about yesterdays readings at the beginning of class. This will open up personal opinions and begin the process of respect for others opinions. Students will be given the opportunity to express their personal opinions about the other students written character perspective. Students will be expected to have sensitivity toward others. 6. Make evaluations or judgments about texts

7 music in the background. (MI's: interpersonal, intrapersonal, musical, and spatial) and learn to express personal points of view. As students write a character perspective from the novel, they will be expected to make evaluations and judgments about the text. They will also be expected to express personal points of view. As students respond to each others character perspective, they will be doing this outcome orally as well. 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. Students will begin the class with a class discussion about the chapters they read the day before in The Giver. This teaches students an effective way to talk and discuss opinions as a class. Students will get into groups of two for character perspectives. This

8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions.

Pair of two activity: after ten to fifteen minutes of time to write in their duo tangs from the perspective of what character they picked, students will get into a pair of two. Musical instruments will continue to play in the background. Students will have three minutes each to read the description of their character and discuss it. (MI's: interpersonal, intrapersonal, verbal8. Participate in small linguistic, musical, bodily-kinesthetic, and spatial) group conversation and whole class discussion, Group reading: will begin after that activity recognizing that is complete. Students will be put into there is a range of groups based on their reading level; with strategies that some strong, and some slower readers in contribute to effective each group. These groups may consist of a talk. range between 3-6 students in a group. Students may choose to sit in a circle with their chairs or on the floor. Teacher would know student reading level through assessment at the beginning of the school year and continuous assessment through the school year. Students will be expected to read chapters 8 and 9. (MI's: interpersonal, verbal-linguistic) Homework: the last five minutes of class, students will sit back at their desks. Teacher will explain they must read to the end of chapter 10 for homework. If they did

8 not finish chapter 8 and/or 9 during the group reading, that is for homework as well. Teacher will remind students to write down any words they may find strange or unfamiliar as they read over the weekend. (MI's: verbal-linguistic) shows students a contrast to the class discussion they did previously. This also shows students a different strategy that contributes to effective talk.

UNIT PLAN
Unit Topic: The Giver by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 5: Shared reading and activity of their ideal world thus far to present to class. Specific Outcomes 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. 6. Make evaluations or judgments about texts and learn to express personal points of view. 6. Extend personal responses, either orally or in writing, to print and non print texts by explaining in some detail initial or basic reactions to those texts. Methods/Activities/Procedures Discuss readings from yesterday and word wall: Discuss readings (chapters 8, 9, and 10). Add words to word wall if students or teacher have any words from these chapters that they found foreign. Students may come up to the word wall to write the word down and come up with a meaning with the teacher and class (may use dictionary or refer back to where it was written in the novel.) (MI's: interpersonal, intrapersonal, verbal-linguistic, spatial, bodily-kinesthetic) Shared reading: for chapters 11 and 12. Teacher will begin the shared reading by reading the first couple of pages before students begin reading parts. (MI's: verballinguistic, interpersonal, intrapersonal) Activity: to break up reading The Giver. Teacher will tell students they will be going outside and must take a clip board from the clip board bin, paper, and a pencil with them. Prior to leaving the class, teacher will explain to students they will have five minutes to write about their ideal world so far and must include an explanation. (MI's: Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan Assessment Strategies 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Begin discussion about yesterdays readings at the beginning of class. This will open up personal opinions and begin the process of respect for others opinions before getting into various students ideal world. Students will present their ideal world to the class. There will be respect from classmates during this time. Students will discuss as a class their opinions about each classmates ideal world. This will be done respectfully, presenting sensitivity to others ideas

10 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. verbal-linguistic, bodily-kinesthetic) Writing activity: Students will find a spot to sit, where they are visible to the teacher. Students will write for five minutes. (MI's: naturalist, intrapersonal, logicalmathematical, spatial, verbal-linguistic) and opinions. 6. Make evaluations or judgments about texts and learn to express personal points of view. Students will begin class by discussing yesterdays readings and their evaluation or judgments about the novel thus far. This allows students to express their personal points of view. During this time, not every student is expected to express their personal point of view. Students will be expected to present their ideal world to the class. This will enable each student to make evaluations or judgments about texts and learn to express personal points of view. Students will have an opportunity to reflect on theirs and/or others points of view about an ideal world. It will encourage students to continue expressing personal opinions. 8. Experiment with a

Presentations: After five minutes is up, students will group to sit altogether as a class and have one student at a time stand up to explain their dream world thus far. 8. Participate in small (MI's: naturalist, interpersonal, intrapersonal, logical-mathematical, spatial, group conversation verbal-linguistic) and whole class discussion, recognizing that Wrap up of presentations: After students there is a range of are finished presenting their ideal world and strategies that explanation, a wrap-up will follow about contribute to effective peoples opinions on each others ideal talk. world, and the class will go back to their classroom. (MI's: bodily-kinesthetic, logicalmathematical, interpersonal, intrapersonal, spatial, verbal-linguistic) Homework: within the last 10 minutes of class, teacher will assign weekend homework, to read chapters 13, 14, 15, and 16. Teacher will also assign students to make a web about what has happened so far on a piece of loose leaf over the weekend. The teacher will draw the beginning of a web with one character and explain orally that the web should have such things as: who the characters are,

11 their personality, desires, likes, family, etc. (MI's: verbal-linguistic, interpersonal, intrapersonal, spatial, logical-mathematical) range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. Students will be assigned to write about their ideal world and an explanation for five minutes before presenting to the class. Students will think about an ideal world they would like to live in, using the information in the novel to extend their knowledge about their ideal world. Students will present their ideal world to the class, allowing for students to reflect on their own and others ideas. This will also allow students to identify problems and consider solutions.

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UNIT PLAN
Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 6: Web Design and Book Reflection. Specific Outcomes 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Methods/Activities/Procedures APK: Discuss & share webs that were assigned for homework from the previous day of reading (of chapters 13-16). This will be done in groups of 4. Students must orally discuss their thoughts and summaries of the chapters and may ad to their own web some more ideas or ideas of others as they arise. Students will be given 15 minutes for the discussion. (MI's: interpersonal) Smartboard activity: the class will then come together as a whole to make a web on the smartboard. The web will consist of the ideas from all students. The teacher will begin with writing the chapters in the board in the middle, and then the teacher will call on all students from each group to come up to the board add their ideas on the board themselves (kinesthetic). They can choose where their idea fits best in the web. Once the web is complete, it will remain on the board for reference for the remainder of the class (MI's: visual-spatial). Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -Smartboard -Laptop -Students mind maps from the previous day Assessment Strategies 8. Participate in small group conversation and whole class discussion, recognizing that there is a range of strategies that contribute to effective talk. Have each group add two words to the world wall (which expands their vocabulary leading to more effective talk and requires groups to decide on what two words they deem important to know); have each student discuss and add to their web in small groups; have students predict the ending to the book and share their predictions; teacher will checkmark if students predict and share predictions, share web ideas, collaborate to ad words to wall and participate in shared

8.Experiment with a range of strategies (brain storming, sketching, free Word wall: each group will give two new or writing) to extend and unfamiliar words from their webs, the class explore learning, to web, or from the book to add to the word

13 reflect on their own and others ideas, and to identify problems and consider solutions. wall. One student from each group will come up and write the groups words on the wall, and the definition if necessary (MI's: kinesthetic, verbal linguistic, visualspatial). As a whole, well discuss why the words are relevant/important to the book. Guided reading: of 17,18 & 19 will then take place in groups of 6 (different groups from before, teacher will number them off and they will sit at tables together). Students will make predictions of the chapters before they read them and will note them in their reading journals (intrapersonal, verbal-linguistic). Students will be given 5 minutes to predict and write, and the remainder of the class to share their predictions and then participate in shared reading (MI's: verbal linguistic, interpersonal). The teacher will circulate from group to group. Closure: Exit Ticket- Students must write or draw on a piece of paper their favourite scene from the chapters they just read in guided reading (ch. 17-19) or a new or relevant character from the chapters. They must incorporate one relevant word from the word wall in their writing or drawing (MI's: verbal-linguistic and/or visualspatial). Homework: Students are required to read Chapter 20 for homework and write their thoughts, summaries and new words in reading and discussion in both small and large groups because these are all important and varied strategies that contribute to effective talk. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Teacher will walk around classroom as students share and discuss their mind maps from chapters 13-16, ensuring that every student is listening to and reflecting on others ideas and will ensure that students are adding the ideas of others to their mind maps. 8.Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify

14 their journal (MI's: intrapersonal). problems and consider solutions. Have each student include their ideas on the class mind map. Students must collaborate and reflect on their own and others ideas to decide what is important to add to the mind map. Have each group collectively come up with two new words for the word wall. If students cannot decide on which words to choose, they must come up with solutions for deciding. Writing in their personal journals requires students to reflect on their own ideas.

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UNIT PLAN
Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 7: Conclusion of The Giver Specific Outcomes 6. Make evaluations or judgments about texts and learn to express personal points of view. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Methods/Activities/Procedures APK: In groups of 3, students will create one mind map that includes all of their thoughts on chapter 20 that was to be read for homework. (MI's: verbal linguistic, visual-spatial, interpersonal). Shared reading: of chapters 21 & 22. (MI's: interpersonal, verbal linguistic). After reading: the chapter, students will have 3 minutes to make their predictions about the final chapter by writing in their journals or by discussing in groups of two. (MI's: verbal linguistic, interpersonal, intrapersonal). Closure: quietly at their desks, students will read the final chapter. (MI's: verballinguistic, intrapersonal). Grand Discussion: to conclude the novel, with questions facilitated by the teacher. (MI's: interpersonal) Discussion: discuss the society in which Jonas lives by reflecting on the perspective of the reader vs. the perspective of Jonas. Did Jonas believe he lived in a perfect Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan Assessment Strategies 6. Make evaluations or judgments about texts and learn to express personal points of view. Will be observed by the teacher during Grand Discussion. 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. By creating one mind map for 3 students, they will have to collaborate and decide which ideas are valid to add to the map. This will require sensitivity toward others and personal expression. Teacher will check off names on his/her list if students demonstrate

16 world? Do you believe Jonas lived in an ideal world? Did Jonas ideas about his community remain the same or change over the course of the novel? Did your ideas about Jonas community change over the course of the novel? Was Jonas character static or dynamic? Were your first ideas and assumptions about Jonas community that you wrote in your journal correct? Did you change your thoughts about the community as you read on, or were your thoughts solidified as you read on? Did your perspective change or remain the same? Do you sympathize with Jonas? Would you have done the same thing Jonas did? If not, what would you have done differently? If you ran/governed Jonas community, what would you do differently or the same as those in the book? Word wall: Go back to word wall and review what we had learned from it. Have students stand in a circle. The teacher will begin by stating a word from the word wall, then tossing a beanbag to a student. The student then must use the word in a sentence and then choose a word from the word wall for the next student who receives the beanbag to use in a sentence (MI's: kinesthetic, interpersonal, verbal-linguistic). The activity will continue until all the words from the word wall have been used in a sentence. sensitivity and personal expression. Will be observed by the teacher during Grand Discussion.

17 UNIT PLAN Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 8: Introduction of Final Project. Specific Outcomes 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. 6. Make evaluations or judgments about texts and learn to express personal points of view. Methods/Activities/Procedures APK: Students will now take the information they have learned through previous activities, such as class discussions, journals, and the word wall to complete their final projects. Diary: Students may choose to work individually to create a diary from the point of view of a main character in the novel "The Giver." Diary entries must be at least half a page in length, with a total of six entries. Students will focus on any major events the character experiences, and include emotions, new ideas, new people, and new places that the character experiences. (MI's: Linguistic and interpersonal learners) Poem: Students may choose to work individually to create a 1 1/2 page poem that accurately describes an important theme that has been discussed in class. Students will need to use specific examples from the novel and the poem should show the students' understanding of theme and how it relates to the novel as a whole (MI's: Linguistic and interpersonal learners) Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -Previous assignments (in students journals) Assessment Strategies 8.Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. Students will have the option as to what final project they wish to complete. Each project requires the students to brainstorm and create a web of ideas to be passed in to the teacher as part of the brainstorming process. 6. Make evaluations or judgments about texts and learn to express personal points of view. Students have ample opportunity to express their opinions and ideas as they

18 Skit: Students may choose to work in groups of 4-5 students to re-create an important scene from the novel to perform in front of the class. Students must ensure that they have thoroughly understood the scene and write a 2 page paper about the important themes or plot developments from their chosen scene. (MI's: Kinesthetic and intrapersonal learners) Video: Students may choose to work in groups of 4-5 students to create a video with an alternate ending to the novel. Students have the freedom to create a positive or negative ending, so long as they have the proper facts and arguments to support their ideas. Students will include a written script for their alternate ending with the lines of each character. Videos must be at least 7 minutes in length. (MI's: Kinesthetic and intrapersonal learners) Procedure: Students will be given time in class to brainstorm ideas, and create a web with these ideas to be handed in to the teacher. This will be counted as part of the brainstorming process. Before class finished, students will get into small groups to discuss any ideas from the novel that they need clarified. Students that decide to work in a group for their final project can remain in those groups and continue to discuss any ideas they might have. pertain to the novel. The final projects include discussions about main characters (their experiences and emotions), and major themes throughout the novel.

19 UNIT PLAN Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 9: Working on Projects. Specific Outcomes 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. 6. Make evaluations or judgments about texts and learn to express personal points of view. Methods/Activities/Procedures APK: Students will now take the information they have learned through previous activities, such as class discussions, journals, and the word wall to complete their final projects. Procedure: Students will be given time in class to work on their projects. If students need more time to brainstorm for ideas then they can do so in this class. If the students have any about their final projects than they are given time to ask the teacher or discuss with another student. For the students who are working on group projects, it is important that they use this class to assign roles within their groups. If the students are doing a skit, choosing the scene should be a priority. If the students are doing a video, finishing a brainstorm for alternative endings is a priority. At the end of class, students will pass in their brainstorming ideas to the teacher, either individually or by group, to gauge the level of ideas for each individual/group. Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -Previous assignments (in students journals) Assessment Strategies 8.Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. Students will have the option as to what final project they wish to complete. Each project requires the students to brainstorm and create a web of ideas to be passed in to the teacher as part of the brainstorming process. 6. Make evaluations or judgments about texts and learn to express personal points of view. Students have ample opportunity to express their opinions and ideas as they

20 pertain to the novel. The final projects include discussions about main characters (their experiences and emotions), and major themes throughout the novel.

21 UNIT PLAN Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about societies and cultures by sharing their ideas with others and by reflecting independently. Lesson Title Day 10: Working on Projects. Specific Outcomes 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. 6. Make evaluations or judgments about texts and learn to express personal points of view. Methods/Activities/Procedures APK: Students will now take the information they have learned through previous activities, such as class discussions, journals, and the word wall to complete their final projects. Procedure: Students will be given one final day to work on their projects in class before they are passed in to the teacher. The teacher will hand back the brainstorms that each individual/group handed in last class as reference for the students to complete their projects. Students may also wish to have their work peer-edited during this class time, especially students who are working individually. (MI's: Linguistic, interpersonal, kinesthetic, and intrapersonal learners) Resources -Agenda written on board -The Giver (novel) -Word wall -N.B. Literacy Curriculum -Lesson Plan -Previous assignments (in students journals) Assessment Strategies 8.Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. Students will have the option as to what final project they wish to complete. Each project requires the students to brainstorm and create a web of ideas to be passed in to the teacher as part of the brainstorming process. 6. Make evaluations or judgments about texts and learn to express personal points of view. Students have ample opportunity to express their opinions and ideas as they

22 pertain to the novel. The final projects include discussions about main characters (their experiences and emotions), and major themes throughout the novel.

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UNIT PLAN
Unit Topic: "The Giver" by Lois Lowry Grade: 7 Unit Theme: Utopian vs. Dystopian Societies Unit Goals: To have students think critically about utopian and dystopian societies by sharing their ideas with others and by reflecting independently. Lesson Title Day 11: Presentation Day. Specific Outcomes 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. 6. Make evaluations or judgments about texts and learn to express personal points of view. 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and Methods/Activities/Procedures Resources APK: Students will use the information they -Agenda written on have been taught about societies to create board their own society. They were asked prepare a presentation explaining their society. -The Giver (novel) Presentation: Students will present the -Word wall society they have created in the format they have chosen. (MI's: Linguistic, -N.B. Literacy interpersonal, kinesthetic, and intrapersonal Curriculum learners) -Lesson Plan Response: Students will be asked to respond to one presentation. They will be asked to fill in a sheet that ask the questions 1. What did you like about the society? 2. What would you change about the society? 3. Why? This response will be handed in at the end of class. (MI's: Linguistic, interpersonal, logical) Group Discussion: In groups of 4 students will be asked to compare and contrast their own societies. They will be asked to prepare a poster showing the similarities and differences. (MI's: Interpersonal, Assessment Strategies 3. Demonstrate a respect for others by developing effective ways to express personal opinions so that they reflect sensitivity to others including those whose culture and language are different. Students will be asked to respond to one presentation. This response will be handed in at the end of class and show a reflection of the students ideas and those of the presenters. They must show clarity of thought and evidence that back up their opinions. 6. Make evaluations or judgments about texts and learn to express personal points of view. Students have the opportunity to express their

24 consider solutions. Kinesthetic, Linguistic, Logical, Spatial) Wrap Up: The teacher will ask each group to read their poster and create a common list on the board. The teacher will connect words by using the word wall. To wrap up the unit the teacher will compare the students list with the society in the book. (MI's: Linguistic) opinions and ideas about the novel through the presentation of their final projects. These may include discussions about main characters (their experiences and emotions), and major themes throughout the novel. 8. Experiment with a range of strategies (brain storming, sketching, free writing) to extend and explore learning, to reflect on their own and others ideas, and to identify problems and consider solutions. In groups of 4 students will create a poster to compare and contrast their opinions about the societies they present on. This can be done in a mind map or Venn diagram.