Objective: SWBAT describe the failure of the last Receiver in Jonas’ community.
Do-Now: Why do you believe there is a rule for The Receiver that he/she cannot request to be “released?” What would happen is The Receiver were gone from the community? What would happen if all the memories given to The Receiver were gone?
Today: 1) Class will begin reading Chapter #18. What reasons does The Giver give for the previous Receiver’s failure? How does the Giver compare Rosemary to Jonas?
2) Students will finish reading Chapter #18. What happened to the community after the previous Receiver was released?
3) Students will begin to complete review questions for Chapter #18.
Exit Slip: Based on what happened to Rosemary, what do you believe may happen to Jonas? Will he be able to endure all the pain and suffering of The Giver’s memories or will he, too, find a way to escape them?
Homework: Finish review questions for Chapter #18.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Wednesday, February 29
Objective: SWBAT evaluate how Jonas’ new memories are affecting his social life.
Do-Now: What was your favorite outdoor game when you were a kid? (Example: Hide and Go Seek, Freeze Tag, Red Light/Green Light, etc.) What did you enjoy about this game? How could this childhood game be related to adult life? (Example: Criminals “Hide” and police “Go Seek” them; Drivers stop at “Red Lights” and go at “Green Lights.”)
Today: 1) Class will begin to read Chapter #17. Why is Jonas upset by Asher’s game? Why is Jonas unable to describe to Asher why he is so upset? How are Jonas’ new memories causing him to become further separated from his peers?
2) Students will finish reading Chapter #17. How has Gabriel begun to show progress? Do you believe it’s fair to “release” one of the twins based on its birthweight? Why can’t both twins remain in the community?
3) Begin completing questions for Chapter #17.
Exit Slip: If you were Jonas’ father, how would you choose which twin got to stay in the community and which twin got “released?” Explain your method for choosing the “best” twin to stay in the community.
Homework: Writing Assignment: Pretend you are Jonas. Compose a letter to Asher explaining to him why his new game is inappropriate. Keep in mind that Asher has never seen was and doesn’t understand what it is. How can you explain to him why his game upset you?
Do-Now: What was your favorite outdoor game when you were a kid? (Example: Hide and Go Seek, Freeze Tag, Red Light/Green Light, etc.) What did you enjoy about this game? How could this childhood game be related to adult life? (Example: Criminals “Hide” and police “Go Seek” them; Drivers stop at “Red Lights” and go at “Green Lights.”)
Today: 1) Class will begin to read Chapter #17. Why is Jonas upset by Asher’s game? Why is Jonas unable to describe to Asher why he is so upset? How are Jonas’ new memories causing him to become further separated from his peers?
2) Students will finish reading Chapter #17. How has Gabriel begun to show progress? Do you believe it’s fair to “release” one of the twins based on its birthweight? Why can’t both twins remain in the community?
3) Begin completing questions for Chapter #17.
Exit Slip: If you were Jonas’ father, how would you choose which twin got to stay in the community and which twin got “released?” Explain your method for choosing the “best” twin to stay in the community.
Homework: Writing Assignment: Pretend you are Jonas. Compose a letter to Asher explaining to him why his new game is inappropriate. Keep in mind that Asher has never seen was and doesn’t understand what it is. How can you explain to him why his game upset you?
Monday, February 27, 2012
Tuesday, February 28
Objective: SWBAT describe how memories can evoke emotions and feelings.
Do-Now: Read Chapter #15. What memory has the Giver just passed on to Jonas? Where in history do you believe this memory came from? What clues lead you to believe this?
Today: 1) Class will discuss Chapter #15. Why do you believe this memory was so painful for the Giver to keep? Why is it important for Jonas to receive painful memories such as this one? Why is it important for Jonas to also receive happy memories?
2) Class will begin reading Chapter #16. How does the memory of Christmas make Jonas feel? How is Jonas beginning to understand the concept of love? Why has Jonas’ society not allowed the presence of love?
3) Students will finish reading Chapter #15, focusing on the absence of love in Jonas’ community and the changes Jonas is going through now that he understands what love is.
Exit Slip: What do you think it would be like to live in a world without love? How would your life change if you could not love or be loved by someone?
Homework: Finish reading Chapter #16 and complete the review questions.
Do-Now: Read Chapter #15. What memory has the Giver just passed on to Jonas? Where in history do you believe this memory came from? What clues lead you to believe this?
Today: 1) Class will discuss Chapter #15. Why do you believe this memory was so painful for the Giver to keep? Why is it important for Jonas to receive painful memories such as this one? Why is it important for Jonas to also receive happy memories?
2) Class will begin reading Chapter #16. How does the memory of Christmas make Jonas feel? How is Jonas beginning to understand the concept of love? Why has Jonas’ society not allowed the presence of love?
3) Students will finish reading Chapter #15, focusing on the absence of love in Jonas’ community and the changes Jonas is going through now that he understands what love is.
Exit Slip: What do you think it would be like to live in a world without love? How would your life change if you could not love or be loved by someone?
Homework: Finish reading Chapter #16 and complete the review questions.
Friday, February 24, 2012
Monday, February 27
Objective: SWBAT explain how the Giver uses his knowledge of the past to help the community make better decisions for its future.
Do-Now: Describe the worst physical pain you have ever felt in your life. What might life be like if we never had to feel pain? What would be gained by having a pain-free world? What would be lost?
Today: 1) Class will begin reading Chapter #14. Why does Jonas need to have memories of pain and suffering? According to the Giver, how are his memories used to help the community make better decisions? Why can’t everyone in the community have these memories?
2) In groups, students will finish reading Chapter #14, focusing on the minor character Gabriel and his influence on the story. Why does Jonas feel a special connection to Gabriel? Why is Gabriel able to receive memories from Jonas, but Lily can’t?
3) Class will discuss the significance on Jonas memory transfer to Gabriel. Is there a significance behind Jonas, Gabriel, and the Giver all having blue eyes? What might be causing Gabriel to cry at night? Is it possible that Gabriel has bad memories keeping him awake at night?
Exit Slip: Do you agree with the community’s choice not to allow anyone besides the Receiver to have all the memories? How might this help the community maintain its utopia? What bad things might happen if everyone in the community had the same memories as Jonas?
Homework: Finish questions for Chapter #14
Do-Now: Describe the worst physical pain you have ever felt in your life. What might life be like if we never had to feel pain? What would be gained by having a pain-free world? What would be lost?
Today: 1) Class will begin reading Chapter #14. Why does Jonas need to have memories of pain and suffering? According to the Giver, how are his memories used to help the community make better decisions? Why can’t everyone in the community have these memories?
2) In groups, students will finish reading Chapter #14, focusing on the minor character Gabriel and his influence on the story. Why does Jonas feel a special connection to Gabriel? Why is Gabriel able to receive memories from Jonas, but Lily can’t?
3) Class will discuss the significance on Jonas memory transfer to Gabriel. Is there a significance behind Jonas, Gabriel, and the Giver all having blue eyes? What might be causing Gabriel to cry at night? Is it possible that Gabriel has bad memories keeping him awake at night?
Exit Slip: Do you agree with the community’s choice not to allow anyone besides the Receiver to have all the memories? How might this help the community maintain its utopia? What bad things might happen if everyone in the community had the same memories as Jonas?
Homework: Finish questions for Chapter #14
Thursday, February 23, 2012
Friday, February 24
Objective: SWBAT explain how Jonas is becoming more like the Giver by feeling more distant from his family and peers.
Do-Now: Why is it important for people to have choices in life? What might it feel like to have everything chosen for you? What problems occur when people are given choices? (How can choices be a BAD thing?)
Today: 1) Class will review the changes Jonas has gone through in Chapters #1-12. How was he begun to feel more distant from his family/peers based on the new knowledge he has acquired?
2) Class will begin to read Chapter #13. Why is Jonas angry that he is not allowed to have choices? Why is Jonas scared of people making the wrong choices? What does this fear say about the influence Jonas’ society has had on him?
4) Begin completing review questions for Chapter #13.
Exit Slip: How is Jonas becoming more like “The Giver” as he receives more and more knowledge from him.
Homework: Finish reading Chapter #13 and complete review questions.
Do-Now: Why is it important for people to have choices in life? What might it feel like to have everything chosen for you? What problems occur when people are given choices? (How can choices be a BAD thing?)
Today: 1) Class will review the changes Jonas has gone through in Chapters #1-12. How was he begun to feel more distant from his family/peers based on the new knowledge he has acquired?
2) Class will begin to read Chapter #13. Why is Jonas angry that he is not allowed to have choices? Why is Jonas scared of people making the wrong choices? What does this fear say about the influence Jonas’ society has had on him?
4) Begin completing review questions for Chapter #13.
Exit Slip: How is Jonas becoming more like “The Giver” as he receives more and more knowledge from him.
Homework: Finish reading Chapter #13 and complete review questions.
Wednesday, February 22, 2012
Thursday, February 23
Objective: SWBAT analyze how Jonas’ new job as the Receiver is causing him to feel isolated from his family and peers.
Do-Now: Pretend you are meeting someone who has lived in the desert his/her entire life and has never experienced the cold. How would you describe “snow” to them?
Today: 1) How is Jonas different from the others in his community?
2) Class will being to read Chapter #12 of “The Giver,” focusing on how Jonas is beginning to feel distant from his family and friends.
3) In groups, students will finish reading Chapter #12, focusing on Jonas’ ability to see the color red. Are the people in Jonas’ community color blind or are they just unable to “see” color because they don’t understand what it is?
Exit Slip: How does the absence of color benefit Jonas’ community? How does it help the community maintain its utopia? How could the presence of color in Jonas’ community cause conflict?
Homework: Finish reading Chapter #12 and complete review worksheet
Do-Now: Pretend you are meeting someone who has lived in the desert his/her entire life and has never experienced the cold. How would you describe “snow” to them?
Today: 1) How is Jonas different from the others in his community?
2) Class will being to read Chapter #12 of “The Giver,” focusing on how Jonas is beginning to feel distant from his family and friends.
3) In groups, students will finish reading Chapter #12, focusing on Jonas’ ability to see the color red. Are the people in Jonas’ community color blind or are they just unable to “see” color because they don’t understand what it is?
Exit Slip: How does the absence of color benefit Jonas’ community? How does it help the community maintain its utopia? How could the presence of color in Jonas’ community cause conflict?
Homework: Finish reading Chapter #12 and complete review worksheet
Tuesday, February 21, 2012
Wednesday, February 22
Objective: SWBAT evaluate an author’s use of imagery and explain how sensory images are used to enhance a text.
Do-Now: Describe the weather outside today using all five senses: touch, taste, smell, sight, and sound.
Today: 1) Review imagery
2) Class will begin to read Chapter #11 of “The Giver,” focusing on how the author uses sensory images to describe Jonas’ experience on his first sled ride.
3) In groups, students will finish reading Chapter #11, focusing on how imagery is used to describe the memories being transferred to Jonas by the Giver.
4) Class will discuss the concepts of “Sameness” and “Climate Control.” What feelings/experiences are lost in Jonas’ world by not allowing the people to experience all type of weather?
Exit Slip: What might it feel like to live in a world like Jonas’ where the temperature is the same every day and people are never too cold or too hot? What would you not be able to experience in such a world? What would be lost?
Homework: Finish reading Chapter #11 and complete review worksheet
Do-Now: Describe the weather outside today using all five senses: touch, taste, smell, sight, and sound.
Today: 1) Review imagery
2) Class will begin to read Chapter #11 of “The Giver,” focusing on how the author uses sensory images to describe Jonas’ experience on his first sled ride.
3) In groups, students will finish reading Chapter #11, focusing on how imagery is used to describe the memories being transferred to Jonas by the Giver.
4) Class will discuss the concepts of “Sameness” and “Climate Control.” What feelings/experiences are lost in Jonas’ world by not allowing the people to experience all type of weather?
Exit Slip: What might it feel like to live in a world like Jonas’ where the temperature is the same every day and people are never too cold or too hot? What would you not be able to experience in such a world? What would be lost?
Homework: Finish reading Chapter #11 and complete review worksheet
Friday, February 17, 2012
Tuesday, February 21
Objective: SWBAT evaluate details in a scene and qualify each detail as representing utopia or dystopia.
Do-Now: What have you learned about Jonas’ society so far that you feel represents utopia? What have you learned about that you feel represents dystopia? Give examples.
Today: 1) Teacher will review utopia vs. dystopia and the class will construct a list of things from Jonas’ world which they feel represent each.
2) Class will begin reading Chapter #10, examining the details given about the norms of Jonas’ community as he begins his training as Receiver of Memory. Do these “norms” in Jonas’ world represent utopia or dystopia?
3) In pairs/groups, students will finish reading Chapter #10, looking for further details which can be qualified as either utopic or dystopic.
4) Teacher will ask class to construct a class list of details from Chapter #10 they found to be representative of utopia and details they found to be representative of dystopia.
Exit Slip: Why do you feel certain pieces of knowledge and certain experiences have been withheld from the people of Jonas’ world? How does this benefit the community as it attempts to maintain utopia?
Homework: Finish review questions for Chapter #10
Do-Now: What have you learned about Jonas’ society so far that you feel represents utopia? What have you learned about that you feel represents dystopia? Give examples.
Today: 1) Teacher will review utopia vs. dystopia and the class will construct a list of things from Jonas’ world which they feel represent each.
2) Class will begin reading Chapter #10, examining the details given about the norms of Jonas’ community as he begins his training as Receiver of Memory. Do these “norms” in Jonas’ world represent utopia or dystopia?
3) In pairs/groups, students will finish reading Chapter #10, looking for further details which can be qualified as either utopic or dystopic.
4) Teacher will ask class to construct a class list of details from Chapter #10 they found to be representative of utopia and details they found to be representative of dystopia.
Exit Slip: Why do you feel certain pieces of knowledge and certain experiences have been withheld from the people of Jonas’ world? How does this benefit the community as it attempts to maintain utopia?
Homework: Finish review questions for Chapter #10
Thursday, February 16, 2012
Friday, February 17
Objective: SWBAT evaluate a list of rules and predict possible effects the rules will have on the character Jonas.
Do-Now: Are there any rules we have in this school which you feel are unnecessary or unfair? Why? Are there any laws we have in this country you feel are unnecessary or unfair? Why?
Today: 1) What rules are "okay" to break?
2) Begin reading Chapter #9 of "The Giver."
3) Begin Chapter #9 review questions for "The Giver."
Exit Slip: Do you feel any of the new rules given to Jonas seem unfair? If you were Jonas, how would you feel about being forced to follow these rules?
Homework: Finish review questions for Chapter #9 of "The Giver"
Do-Now: Are there any rules we have in this school which you feel are unnecessary or unfair? Why? Are there any laws we have in this country you feel are unnecessary or unfair? Why?
Today: 1) What rules are "okay" to break?
2) Begin reading Chapter #9 of "The Giver."
3) Begin Chapter #9 review questions for "The Giver."
Exit Slip: Do you feel any of the new rules given to Jonas seem unfair? If you were Jonas, how would you feel about being forced to follow these rules?
Homework: Finish review questions for Chapter #9 of "The Giver"
Wednesday, February 15, 2012
Thursday, February 16
Objective: SWBAT evaluate Jonas’ qualities and explain how these qualities were used to select his assignment.
Do-Now: Do you feel you possess each of the following traits: intelligence, integrity, courage, and wisdom? Explain why you feel you do/do not possess each of these traits.
Today: 1) Discuss Do-Now
2) Begin reading Chapter #8. What assignment has Jonas been given and what qualities does he possess which make this the right assignment for him?
3) Begin completing review questions for Chapter #8
Exit Slip: What do you predict the job of “Receiver of Memory” might entail?
Homework: Finish reading Chapter #8 and complete questions for Chapter #8
Do-Now: Do you feel you possess each of the following traits: intelligence, integrity, courage, and wisdom? Explain why you feel you do/do not possess each of these traits.
Today: 1) Discuss Do-Now
2) Begin reading Chapter #8. What assignment has Jonas been given and what qualities does he possess which make this the right assignment for him?
3) Begin completing review questions for Chapter #8
Exit Slip: What do you predict the job of “Receiver of Memory” might entail?
Homework: Finish reading Chapter #8 and complete questions for Chapter #8
Tuesday, February 14, 2012
Wednesday, February 15
Objective: SWBAT evaluate an instance of situational irony and explain how this instance is used to create suspense.
Do-Now: What career do you plan on having in the future? What skills/qualities do you possess that you feel would make you a good fit for this career?
Today: 1) Class will begin reading Chapter #7, examining how the ceremony is being drawn out to create suspense.
2) Class will begin review questions for Chapter #7.
Exit Slip: Why do you think the elders skipped Jonas when they were assigning jobs? What might happen to Jonas now?
Homework: Finish review questions for Chapter #7.
Do-Now: What career do you plan on having in the future? What skills/qualities do you possess that you feel would make you a good fit for this career?
Today: 1) Class will begin reading Chapter #7, examining how the ceremony is being drawn out to create suspense.
2) Class will begin review questions for Chapter #7.
Exit Slip: Why do you think the elders skipped Jonas when they were assigning jobs? What might happen to Jonas now?
Homework: Finish review questions for Chapter #7.
Monday, February 13, 2012
Tuesday, February 14
Objective: SWBAT describe the techniques an author uses to build suspense in a story.
Do-Now: What do you think Jonas’ assignment will be? Give reasons to support your answer.
Today: 1) How can suspense be created in a book?
2) Class will begin reading Chapter #6 of "The Giver." How is suspense created in this scene as Jonas awaits his assignment?
3) Students will begin completing review questions for Chapter #6.
Exit Slip: Why do the other children appear to be not as worried as Jonas about their assignments? What makes Jonas different from them?
Homework: Finish reading Chapter #6 and complete Chapter #6 review questions.
Do-Now: What do you think Jonas’ assignment will be? Give reasons to support your answer.
Today: 1) How can suspense be created in a book?
2) Class will begin reading Chapter #6 of "The Giver." How is suspense created in this scene as Jonas awaits his assignment?
3) Students will begin completing review questions for Chapter #6.
Exit Slip: Why do the other children appear to be not as worried as Jonas about their assignments? What makes Jonas different from them?
Homework: Finish reading Chapter #6 and complete Chapter #6 review questions.
Friday, February 10, 2012
Monday, February 13
Objective: SWBAT explain how Jonas’ community uses a person’s dreams as a way to control that person and maintain a utopian society.
Do-Now: What can our dreams help reveal about ourselves? Recall a very vivid dream you once had. What do you think the dream meant?
Today: 1) What can dreams tell us?
2) Class will begin reading Chapter #5. What is the significance of Jonas' dream?
3) Class will finish reading Chapter #5. Why does the community discourage 'stirrings?' Is this utopic or dystopic?
4) Students will begin to complete review questions for Chapter #5.
Exit Slip: Should Jonas have kept his dream a secret (or lied about it) to his parents? Why does Jonas seem unable to lie? Why is he always willing to do what he is told? How has his society brainwashed him?
Homework: Finish questions for Chapter #5
Do-Now: What can our dreams help reveal about ourselves? Recall a very vivid dream you once had. What do you think the dream meant?
Today: 1) What can dreams tell us?
2) Class will begin reading Chapter #5. What is the significance of Jonas' dream?
3) Class will finish reading Chapter #5. Why does the community discourage 'stirrings?' Is this utopic or dystopic?
4) Students will begin to complete review questions for Chapter #5.
Exit Slip: Should Jonas have kept his dream a secret (or lied about it) to his parents? Why does Jonas seem unable to lie? Why is he always willing to do what he is told? How has his society brainwashed him?
Homework: Finish questions for Chapter #5
Wednesday, February 8, 2012
Friday, February 10
Objective: SWBAT describe how a minor character in a story can be used to exemplify one of the story's themes.
Do-Now: How do you know you have lived a meaningful life? What will you have accomplished?
Today: 1) What makes a life meaningful?
2) Class will begin to read Chapter #4, focusing on the minor character Larissa and how she exemplifies one of the story's main themes.
3) Class will begin to complete review questions for Chapter #4.
Exit Slip: Based on Larissa's view of what constitutes a "meaningful life," do you feel you have lived one? Explain.
Homework: Finish reading Chapter #4 and finish questions for Chapter #4.
Do-Now: How do you know you have lived a meaningful life? What will you have accomplished?
Today: 1) What makes a life meaningful?
2) Class will begin to read Chapter #4, focusing on the minor character Larissa and how she exemplifies one of the story's main themes.
3) Class will begin to complete review questions for Chapter #4.
Exit Slip: Based on Larissa's view of what constitutes a "meaningful life," do you feel you have lived one? Explain.
Homework: Finish reading Chapter #4 and finish questions for Chapter #4.
Thursday, February 9
Objective: SWBAT identify TWO symbols in Chapter #3 of "The Giver" and explain the significance of each symbol.
Do-Now: Describe a sunset WITHOUT using colors.
Today: 1) Review Chapter #2
2) What is a symbol?
3) Begin reading Chapter #3 analyzing the symbols present in the chapter: eyes and the apple.
4) Begin completing questions for Chapter #3.
Exit Slip: What are the two symbols present in Chapter #3? What is the significance of each symbol?
Homework: Finish reading Chapter #3 and complete questions for Chapter #3.
Do-Now: Describe a sunset WITHOUT using colors.
Today: 1) Review Chapter #2
2) What is a symbol?
3) Begin reading Chapter #3 analyzing the symbols present in the chapter: eyes and the apple.
4) Begin completing questions for Chapter #3.
Exit Slip: What are the two symbols present in Chapter #3? What is the significance of each symbol?
Homework: Finish reading Chapter #3 and complete questions for Chapter #3.
Tuesday, February 7, 2012
Wednesday, February 8
Objective: SWBAT find at least THREE examples of dystopia in Chapter #2 of "The Giver."
Do-Now: What is the difference between utopia and dystopia? Do you believe Jonas' community represents a utopia or dystopia? Explain.
Today: 1) Review dystopia vs. utopia
2) Begin reading Chapter #2. How are the ceremonies examples of dystopia?
3) Complete Chapter #2 review questions.
Exit Slip: List THREE more examples of dystopia from Chapter #2 of "The Giver."
Homework: Finish Chapter #2 questions for "The Giver."
Do-Now: What is the difference between utopia and dystopia? Do you believe Jonas' community represents a utopia or dystopia? Explain.
Today: 1) Review dystopia vs. utopia
2) Begin reading Chapter #2. How are the ceremonies examples of dystopia?
3) Complete Chapter #2 review questions.
Exit Slip: List THREE more examples of dystopia from Chapter #2 of "The Giver."
Homework: Finish Chapter #2 questions for "The Giver."
Monday, February 6, 2012
Tuesday, February 7
Objective: SWBAT identify at least THREE examples of dystopia in Chapter #1 of "The Giver."
Do-Now: Choose an adjective to describe the way you FEEL today. Explain WHY you chose this adjective to describe yourself.
Today: 1) Utopia vs. Dystopia
2) Begin reading Chapter #1 of "The Giver."
3) Identify elements in Chapter #1 that represent utopia and dystopia.
Exit Slip: List THREE elements in Chapter #1 which represent dystopia.
Homework: Finish reading Chapter #1 of "The Giver."
Do-Now: Choose an adjective to describe the way you FEEL today. Explain WHY you chose this adjective to describe yourself.
Today: 1) Utopia vs. Dystopia
2) Begin reading Chapter #1 of "The Giver."
3) Identify elements in Chapter #1 that represent utopia and dystopia.
Exit Slip: List THREE elements in Chapter #1 which represent dystopia.
Homework: Finish reading Chapter #1 of "The Giver."
Sunday, February 5, 2012
Monday, February 6
Objective: SWBAT complete an Anticipation Guide for "The Giver" and discuss their responses with the class.
Do-Now: Complete Anticipation Guide for "The Giver"
Today: 1) Debate/Discuss Anticipation Guide for "The Giver"
2) Introduce "dystopia"
Exit Slip: Which statement from the Anticipation Guide did you feel most strongly about? Why?
Homework: Bring in a new notebook for class by MONDAY
Do-Now: Complete Anticipation Guide for "The Giver"
Today: 1) Debate/Discuss Anticipation Guide for "The Giver"
2) Introduce "dystopia"
Exit Slip: Which statement from the Anticipation Guide did you feel most strongly about? Why?
Homework: Bring in a new notebook for class by MONDAY
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