Language Arts Unit: the Giver Timeframe: 11 Weeks Grade: 7

Language Arts Unit: The Giver Timeframe: 11 weeks Grade: 7

Literature Core Text: The Giver by Lois Lowry / Materials:
Some type of student notebook
Unit 2 Appendix
Supporting Texts:
Optional novels, short stories, or picture books to illustrate elements of narrative writing
Reading Literature Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL 7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). / Writing Standards:
W 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature / Supporting Standards:
Essential Questions:
RL 1: What is the relationship between choices and consequences?
RL 1: How can one person make a difference when encountering a social challenge?
RL 2: How can readers determine a theme in a text?
RL 3: How do authors use literary elements to convey the setting in a text?
RL 3: How do authors create and develop characters within the text?
RL 6: How does an author develop a point of view within a text?
W 3: How do writers organize and research information to form a well-written piece of writing?
W 9: How does evidence support a reader’s conclusions?
Summative Unit Assessment:
W 3: The two major interpretations ofThe Giver’s ending are that (1) Jonas and Gabriel have truly escaped the physical boundaries of their society and discovered a real village in Elsewhere, and (2) Jonas’s vision of the village is only a hallucination that he experiences as he and Gabriel freeze to death in the snow in the middle of nowhere. Both arguments can be solidly supported by references in the text.
Choose one of these interpretations, and write an ending to The Giver. Include vivid descriptions of the characters, setting, and events.
Teacher overview for The Giver:
Genre: Dystopia
Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system. This is in contrast to a utopia, a place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions.
Characteristics of a Dystopian Society
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshipped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
The novel’s conflict, as in many dystopian novels, revolves around the main character’s feelings that something is wrong in his society, and how he deals with those feelings.
Preparation:
·  You may want to chart the characteristics of a dystopian society for students to refer to throughout the unit.
·  Students will need some type of notebook to note story elements as they read, providing examples for their own narrative writing. You may wish to use Thinking Maps or other graphic organizers. See Appendix for examples. They can also take two-column notes to list quotes/explanations, characters/descriptions, and terms/definitions. Sections of the notebook might include chapter notes, elements of setting, characterization, conflict, theme, and plot.
·  As you read, discuss the characters and setting and how they represent the dystopian genre.
WEEK 1
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3: Describe how setting shapes the characters and/or plot in a story. / Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Chapter 1
Discussion Questions
1.  Describe the different jobs in this chapter.
2.  Several rituals, such as using a standard apology phrase and the nightly sharing of feelings, are described. Why are these rituals used in the community? Cite evidence from the text.
3.  What do we know about Jonas?
Chapter 2
Discussion Questions
1.  Contrast December in Jonas’ society with December in our society.
2.  What other parts of Jonas’ society are different than our society? How?
3.  How and when are assignments made?
4.  Why is age not important after becoming a Twelve?
Tasks
1.  Students complete notes about each chapter. See a sample in the Appendix. Setting descriptions should include more than a physical description, but also how it “feels”. You might suggest descriptions such as “bound by strict rules” or “oppressive”.
o  Notes should include a short summary.
o  Students often have a hard time understanding the difference between a summary and a review.
ü  Show students the page “Frozen – Summary or Review?” from the Appendix.
ü  Ask them to identify the differences between Samples 1 and 2 (the summaries) and Samples 3, 4 and 5 (the reviews). Write their responses on the board.
ü  Discuss the word summary and how it should be short and objective, free of personal opinions.
ü  Point out that a review includes specific examples and opinions.
ü  Guide students in writing a summary of chapter 1 of The Giver.
ü  Students independently write a summary of chapter 2.
2.  Start creating an Elements of Setting chart to analyze how the setting shapes the characters and plot.
Sample chart:
Elements of Setting
Chapter / Time / Place / Social/Environmental Factors
Chapter 1 / ·  almost December
·  evening meal / ·  outside
·  Jonas’ dwelling / ·  formal apology statements
·  rituals (evening sharing of feelings)
Chapter 2 / ·  coming ceremony
·  future / ·  Jonas’ dwelling
·  Flashback to school
·  Flashback to Nurturing Center / ·  Ceremonies
3.  Define Flashback: Flashbacks are interruptions that writers do to insert past events in order to provide background or context to the current events of a narrative. By using flashbacks, writers allow their readers to gain insight into a character’s motivation and provide a background to a current conflict. Dream sequences and memories are methods used to present flashbacks.
ü  The author uses flashbacks several times throughout the book to help the reader understand Jonas’ feelings.
4.  Define Foreshadowing: an author’s use of hints or clues to give a reader an idea of what may happen next.
ü  The author provides several instances of foreshadowing in these two chapters. Examples:
®  Frightened meant that deep, sickening feeling of something terrible about to happen. Frightened was the way he had felt a year ago when an unidentified aircraft had overflown the community twice. . . . He had never seen aircraft so close, for it was against the rules for Pilots to fly over the community. (p. 1)
®  Jonas and Lily nodded sympathetically as well. Release of newchildren was always sad, because they hadn’t had a chance to enjoy life within the community yet. And they hadn’t done anything wrong. There were only two occasions of release which were not punishment. Release of the elderly, which was a time of celebration for a life well and fully lived; and release of a newchild, which always brought a sense of what-could-we-have-done. This was especially troubling for the Nurturers, like Father, who felt they had failed somehow. But it happened very rarely. (p. 7)
®  “But it means,” his mother went on, “that you’ll move into a new group. And each of your friends will. You’ll no longer be spending your time with your group of Elevens. After the Ceremony of Twelve, you’ll be with your Assignment group, with those in training. No more volunteer hours. No more recreation hours. So your friends will no longer be as close.” (pgs. 17-18)
®  Though he had been reassured by the talk with his parents, he hadn’t the slightest idea what Assignment the Elders would be selecting for his future, or how he might feel about it when the day came. (pg. 19)
ü  Model how to make a prediction based on a quote.
ü  Provide a second quote for partners to practice making a prediction based on the quote. Share and discuss.
ü  Provide another quote if needed. Otherwise, students can look for quotes and make predictions with a partner or small group. Share and discuss their findings.
WEEK 2
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3: Describe how setting shapes the characters and/or plot in a story.
RL 6:
ü  Identify various points of view.
ü  Explain the development of the narrator’s point of view. / Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Teacher notes:
This week you will need the “Identifying Narrative Perspective” pages for your students to practice identifying point of view. (Student copies are provided. A master is in the Appendix.)
Chapter 3
Discussion Questions
1.  Using your knowledge of dystopian societies, infer why citizens are only allowed to use bicycles for individual transportation.
2.  What physical trait do Jonas and Gabriel share? How might this link Jonas and Gabriel?
3.  Why does Asher have to play catch?
Tasks:
·  Students add to their chapter notes (sample is the Appendix).
Chapter 4
Discussion Questions
1.  Why do you think children receive assignments at age twelve rather than when they are older?
2.  What examples rules appear in this chapter? How do they control the citizens?
Tasks:
·  Students add to their chapter notes (sample is the Appendix).
Chapter 5
Discussion Questions
1.  What do you think is the true purpose of the daily telling of dreams?
2.  Why don’t the Elders want the citizens to have Stirrings?
Tasks:
·  Point of View
Divide the class into two groups. Explain that they are going to be listening to a short piece of text and their task is to remember as many details as possible from the text. Tell one half of the class that they are burglars and the other half of the class that they are real estate agents, without divulging the roles to the opposite groups. Display a copy of“The House” (see Appendix)under the document camera or on the SMART board and read it aloud to your students. While you are reading, students should not be taking notes. Once the reading is complete, turn off the overhead and ask students to list as many details as they can remember about the house from the text (e.g., descriptions of rooms, items located in the house, layout of house). This part of the activity should be limited to 2-3 minutes. Students then share their lists within their group. (Students can be broken into 4 groups, 2 for each prescribed role.) Distribute chart paper to each group so that students can record their lists. Hang both sheets of chart paper on the front wall of the classroom. Discuss the similarities and differences between the two lists, and allow students to guess the viewpoint of the other group. Discuss whether the lists would be different from another viewpoint (e.g., child, interior decorator, pet dog).