Begin whole class reading of “Harrison Bergeron.” for reading “Harrison Bergeron.” “Of the following qualities or talents, which do you think our society values the most: physical appearance, athletic talent, or intelligence? Explain why. Which quality do you think is the most valuable? Explain why.” We will begin reading “Harrison Bergeron” together as a whole class. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Thursday: Reading and text marking of articles on examples of civil disobedience Anchor chart information Short articles on people and organizations who have participated in civil disobedience (Gandhi, Malala, Harvey Milk, Arthur Ashe, Ryan White, Dalai Lama, etc.) In small groups, students will read examples of civil disobedience (people and movements) and will mark the text. In their small groups, students will compare their notes and will create an anchor chart that details the person or movement. Friday: “Stay and Stray” activity Define civil disobedience Ties with definition of civil disobedience and text examples that were shared from the articles Independent journal tying back to “Harrison Bergeron” Transition from small group work to individual share out of information Transition from whole class instruction on civil disobedience with group share outs to individual claims about Harrison Bergeron Anchor chart presentations – Did they find the most important parts and present it well? Civil disobedience We will hang our anchor charts and students will participate in a “Stay and Stray” activity where one group member stays at his/her group’s poster and shares the information with other class members. There will be five group members, and each group member will present to one small group and will listen to the other presentations. Students will write the definition of civil disobedience and we will connect the information shared in the “Stay and Stray” to the definition looking at what the motivations were for the activists. Individual journal – “What was Harrison’s goal at the end? Were his actions civil disobedience or was he rebelling in an attempt to take control himself and better his own situation? Defend your answer.”
TDQ questions show how well they can pick up on context clues Read chapter 2, continue “First I think” and TDQs and journal questions for ch 2. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Thursday: TDQs and reflective journals Vocabulary Read TDQs Student generated higher- level discussion questions (students will have had much practice with Costa’s 3 Levels of Learning/Questioning and will have a handout to remind them of what level 2 and 3 questions look like) set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Horded (p 3) Solemn (p 3) Read chapter 3 as a whole class. Literature circle work – vocabulary mapping for chapter 1, illustrated laws, structures and systems, and create their own higher-level discussion questions for chapters 1-3. Students answer questions about chapters 1 and 2 combine that require a combination of TDQs, inferences, and connections. Students answer chapter 3 TDQ Friday: Whole class reading Literature circle reading and Reflective journal questions Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Teacher modeled critical thinking and making inferences - “I do” and now we move on to “We do.” Answers to TDQs and reflective journal questions for chapter 5 and 6 show how well students are comprehending the novel and how well they can make connections between the events in the novel and real life situations. Disquieting (5) Infraction (5) Interdependence (6) Reprieve (6) Pair reading of chapter 4 with students taking turns reading Literature circle groups – some do illustrated tracking from chapter 4, others define chapter 5 and 6 vocabulary words. Read chapter 5 and 6 in lit. circle groups and, independently, answer the reflective journal question.
Week Three Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: Reading in literature circle groups TDQs Class set of The Giver, by Lois Lowry Teacher modeled critical thinking, making inferences, looking closely in the text (“I do”) and small group work takes them to the “You do” strategy. Answers to TDQs for chapter 8 and 9 show how well students comprehend the novel. Read chapter 7, 8, and 9 in literature circle groups. TDQs for chapters 8 and 9. Tuesday: Vocabulary Reading in literature circles Reflective journal question Class set of The Giver, by Lois Lowry Packets for the students with TDQs and reflective journal questions. Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Assessment of vocabulary acquisition – can they use the words in a real life context? Conspicuous (10) Admonition (12) Fleeting (12) Relinquished (12) Literature circle vocabulary maps for chapter 10-12. Read chapter 10 and 11 in literature circles. Answer reflective journal question for chapter 11 independently. Begin reading chapter 12 in literature circles. Wednesday: Whole class reads TDQ and reflective journal Word choice analysis for a descriptive and emotionally- charged passage Text marking Brainstorm list of writer’s techniques used to evoke emotion Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions. Copies of passage for text marking Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. The embedded instruction activity for the passage in chapter 13 will help me see how well students can analyze word choice and identify the techniques the writer uses to evoke strong emotion from the reader. Sinuous (13) Indifferent (13) Successor (13) Assimilated (13) Finish reading chapter 12 as a whole class and answer the TDQ and reflective journal about chapter 12. Define chapter 13 vocabulary and start embedded instruction activity for chapter 13. Read the first part of chapter 13 together, and will stop right after we finish the passage about the elephant slaughter. Each student gets a copy of that passage to reread and underline powerful words/phrases. In small groups, students will have five minutes to brainstorm things the author did to evoke emotion from them in their composition books (techniques). Whole class share out.
Thursday: YouTube clip Free write journal response TDQs for chapter 13 Class set of The Giver, by Lois Lowry “Shirley and Jenny: Two Elephants Reunited After More Than 20 Years.” Packets for the students with TDQs and reflective journal questions. The YouTube clip will help students generate stronger word choice and make their re- writing of the passage from chapter 13 more engaging because they will be more invested in it after seeing the example from the video. The video breathes life into the words in the passage and gives it movement, which will help them also breathe more life into their re- written passage. I will collect the composition books and assess the free writes, focusing on sensory details, figurative language, and the use of specific words to create a mood. Continue embedded instruction activity for chapter 13 by watching the YouTube clip, “Shirley and Jenny: Two Elephants Reunited After More Than 20 Years.” Students do a ten minute free write journal response putting the YouTube clip characters into the passage from chapter 13 to personalize it more and practice using the writer’s powerful word choice techniques Complete the TDQs for chapter 13. Friday: Look at strong student examples of descriptive writing. Collaborative work brainstorming qualities that make each student example strong Different vocabulary word map Copies of the best student examples from yesterday’s descriptive write. Packets for the students with their TDQs and reflective journal questions, Class set of The Giver, by Lois Lowry Teacher modeled critical thinking, making inferences, looking closely in the text (“I do”) and small group work takes them to the “You do” strategy. Assuage (14) Ominous (14) Provide small groups with photo copies of the best student examples from yesterday’s descriptive write. I will put the students into groups and will give each group a packet with four or five student examples. The groups will read the free writes together and will brainstorm qualities that make each example strong. Go through chapter 14’s vocabulary words independently with a different, more simplified word map.
Week Four Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: “Notices Wonderings” activity with pictures of homelessness and famine class reading TDQs and reflective journal questions Vocabulary “Notices Wonderings” activity with pictures of war Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions. We have gone through “I do” and “We do” so they should be ready for “You do.” Assessment of vocabulary acquisition – can they use the words in a real life context? Contorted (15) Carnage (15) Immobilized (15) Because this section of the book gets into real world issues like homelessness and famine as well as war, and because I want students to continue to critically think about why the community has some of the seemingly strange laws and procedures (including ones that are extreme but are trying to prevent things like war, famine, homelessness, etc.) I will give each student a “Notices and Wonderings” handout and show them some pictures of homelessness and famine. Without speaking, students will write down what they observe and what they are wondering about. We will read chapter 14 independently and will answer the two TDQs. Students will add to their “First I think . . . Now I think . . .” chart for the mention of release on page 114. Go through vocabulary for chapter 15 with the word maps independently. Students will flip their “Notices and Wonderings” handouts over to the back and I will show them some pictures of war. Without speaking, students will write down what they observe and what they are wondering about. Tuesday: Independent reading TDQs and reflective journal questions Vocabulary Class set of The Giver, by Lois Lowry Packets for the students with their TDQs, reflective journal questions and We have gone through “I do” and “We do” so they should be ready for “You do.” Assessment of vocabulary acquisition – can they use the words in a real life context? Pervaded (16) Permeated (17) Students will read chapter 15 independently and will answer the TDQ and the reflective journal question. Students independently complete the vocabulary maps for chapter 16 and 17 vocabulary, and.
Week Five – Start Summative Assessment Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: Finish reading The Giver Individual TDQs and reflective journals and literature circle work Whole class reading of chapter 22-23 (the last part of the book). Tuesday: Go through: summative assessment and rubric Process journal requirements Topic sign up Backward plan Model Modeling of expectations through rubrics and detailed requirement sheet Annotated bibliography Backward planning Explain summative assessment and show rubric. Explain process journals that each student will complete as they work through the summative assessment. Students sign up for topics and backward plan, dividing up responsibilities to make sure they meet deadlines. Explain annotated bibliographies each student will create as they conduct database research. Wednesday - Thursday: Database research Write summaries and annotated bibliographies (each person responsible for his/her own annotated bibliography) Process Journals (purpose – metacognitive activity to help them see what strategies work, don’t work, what progress has been made, and needs to be made) Databases I will provide ideas for countries and time periods to research that will provide the groups with a variety of systems, which should help them narrow in on good sources. By working in small groups and dividing up the responsibilities, the work should be more evenly distributed than is typical of group work. Annotated bibliography Process journal Each group will be assigned countries and/or time periods to research that tie into their topics and they need to search the databases to look at each counties’ system and create an annotated bibliography. Each student will also spend five minutes at the end of each period writing his/her process journal, detailing the progress, successes and obstacles he/she faced that day.