Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks This unit can be used intermittently through the year. Unit Overview: Students will read and write a variety of genre selections. Students will read closely to determine what the text says explicitly and to make logical inferences from it.They will cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Unit Rationale: Reading texts from various genres to closely formulate a position on an issue is a college and career ready skill that all students need to acquire. It is imperative that students learn to gather evidence from print sources, evaluate the credibility and relevance of the evidence, and choose between multiple solutions based on the credible evidence to create a logical argument. Using this evidence is essential in drawing conclusions for problem solving. This unit focuses on developing these skills through text exploration and inquiry. ESTABLISHED GOALS: Idaho Core Standards for the Unit (Focus Standards) *Highlighted focus standard is assessed in the Unit Performance Task Remaining focus standards are to be assessed via common assessments Reading for Literature ● RL. 6.6. Explain how an author develops the point of view of the narrator or speaker in a text Reading for Information ● RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Writing ● W.6.1a. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. ● W.6.1b. Write arguments to support claims with clear reasons and relevant evidence. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. ● W.6.1c. Write arguments to support claims with clear reasons and relevant evidence. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. ● W.6.1d. Write arguments to support claims with clear reasons and relevant evidence . d. Establish and maintain a formal style. Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● W.6.1e. Write arguments to support claims with clear reasons and relevant evidence. e. Provide a concluding statement or section that follows from the argument presented. Speaking and Listening ● SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Language L.6.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Idaho Core Standards for the Unit (Secondary Standards) Reading for Literature ● RL.6.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. ● ● RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● ● ● RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels, and fantasy stories ) in terms of their approaches to similar themes and topics R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading for Information ● RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ● RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ● RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). ● RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. ● RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ● RI. 6.6. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. ● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing ● W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 .) ● W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. ● W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. ● W.6.9.a. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ● W.6.9.b. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). ● W.6.10 Write routinely over extended time frames (time for research, reflection, and revision and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Speaking and Listening ● SL.6.1a. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ● SL.6.1b. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. ● SL.6.1c. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ● SL.6.1d. Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ● SL.6.4. Present claims and findings , sequencing ideas logically and using pertinent descriptions , facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. ● SL.6.5. Include multimedia components (e.g., graphics, images, music , sound) to visual displays in presentations to clarify information. ● SL . 6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate . Language Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● ● ● ● ● ● ● ● ● ● ● ● ● ● L.6.1a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ensure that pronouns are in the proper case (subjective, objective, possessive). L.6.1b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use intensive pronouns (e.g., myself, ourselves) . L.6.1c. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Recognize and correct inappropriate shifts in pronoun number and person.* L.6.1d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* L.6.1e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Recognize variations form standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2.a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* L.6.2.b. Spell correctly L.6.3a. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style. L.6.3b. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Maintain consistency in style and tone. L.6.4a. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context ( e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence ) as a clue to the meaning of a word or phrase. L.6.4b. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 L.6.2.a. Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word ( e.g., audience, auditory, audible) . L.6.4c. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech . L.6.4d. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5a. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● L.6.5b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. ● L.6.5c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty) TRANSFER Students will be able to independently use their learning to… ● comprehend a variety of genres by getting the main idea (the “gist”), interpreting (“between the lines”), critically appraising, and making personal connections. Overarching Understanding(s): Audience and purpose influence a writer’s choice of organizational pattern, language, genre, and literary techniques to elicit an intended response. • Each individual has the power to affect the audience through writing. • Effective readers and writers use appropriate strategies to construct meaning from specific texts. • Humans created writing as a way to communicate over time and distance out of sight of those with whom we are communicating. • Written words create pictures in our mind. Essential Questions: ● What is my favorite genre in literature, music, television, food , etc? ● How do I connect to my favorite genre? ● Are certain genres more popular than others? ● What is the author trying to say? ● How does your background influence your genre preference? ● What makes each genre unique? ● How did each genre originate? ● Does genre evolve and change? ● What is the same/different about genres? ● What do my favorite genres say about me? ● What is figurative language? ● How is poetry different than other text? ● What is gained and what is given up to live in a “socalled” perfect world? Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks STUDENTFRIENDLY LEARNING TARGET STATEMENTS Knowledge, Reasoning, or Skill Targets “What I need to know.” “What I can do with what I know.” “What I can demonstrate.” The student will know… The student will be skilled at… • I know the definition of these terms: Genre, catalog, • I can compare and contrast different genres search, prediction, inference, fiction, voice, narration, • I can create my own example of specific genres setting, main • I can evaluate connections between genres • I can write examples of figurative language character, pointofview, theme, plot, • I know unique features of different genres • I know my favorite genre from different domains (music, movies, etc.) Claim & Depth of Knowledge OPTIONAL ASSESSMENT EVIDENCE: Suggested Formative Assessments “I can show I learned the task by…” [x ] Claim #1 [x ]Claim #2 [x ]Claim #3 x[ ]Claim #4 DOK_4___ DOK_4___ DOK__4__ DOK_4___ Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Young readers assume the role of Genre Sleuths to investigate the characteristics of folktales, fantasies, and mysteries. For this session you will need to collect a variety of books on a topic you have been studying. Groups then examine the books and chart the typical beginnings and characteristics of the various genres. Finally, pairs craft a sentence that shows the typical characteristics of a particular genre. Hook kids into a study on poetry elements by asking them to bring in the lyrics to their favorite song. Discuss the elements in one or two songs (preferably that demonstrate rhyme, figurative language, or a repeating phrase). Consider handing out lyrics and challenging the class to find metaphors and similes. Discuss various elements of poetry (outline provided), tying them into the song activity when possible. Use the Shel Silverstein poetry example Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks (choose some activities or create your own) suggestions to demonstrate rhythm and repetition, or choose some of your own. Be sure to hand out some of the poems so scholars can underline rhyming or repeating words. Groups do this with a final poem and share what they discovered. You must create a free profile to access the student packet. REQUIRED Students will produce a “Who am I?” project, students will have discovered information about themselves and be able ASSESSMENT to express that in a variety of genre forms. Each student will complete three pieces (i.e. poem, animoto, collage, EVIDENCE graphic novel, myth, shortstory, autobiography, prezi, speech, board game, poster, mural or song) that reflect her/his life, and show an understanding of variety of genres. Students will present one project to peers. Performance Task that Provides “What does my favorite genre say about me?” Students select their favorite genres from three different domains and Evidence for create a personal poster, media, etc. which tells why they chose each genre Selected Claims Goal Each student will complete three pieces and present one to her/his peers “I can show I Role Student/Author learned the task Audience Public/Parent/Peers by…” Situation Open house/ End of year celebration Product/ three pieces (i.e. poem, animoto, collage, graphic novel, myth, shortstory, autobiography, prezi, speech, board Performan game, poster, mural) and presentation ce ● uses narrative techniques to develop experiences and events or show the responses of characters to situations. ● uses concrete words and phrases and sensory details to convey experiences and events precisely. ● demonstrates good command of the conventions of standard written English (with occasional Standards errors that do not interfere materially with the underlying message). ● establishes and maintains a formal style ● includes formatting and graphics when useful to aiding comprehension. develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● provides a concluding section that follows from and supports the information or explanation presented. ● See Six Trait Writing Rubric for Narrative Writing Materials/Resource *These are just suggested text. Not all genres will be completed in this units. Suggestions are given in the s learning plan below for The Giver and in MOODLE for Omnivore’s Dilemma. Dystopia The Giver Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks Among the Hidden City of Ember Myth (HM Theme 4 p.429a447n) Arachne the Spinner (HM p.432) How Music Was Fetched Out of Heaven (HM p. 441) Guitar Solo (HM p.437) Non Fiction Omnivore’s Dilemma (one set per school purchased by the district) Fantasy 39 Clues Alex Ryder Series Michael Vey Found The Lightening Thief Fablehaven Historical Fiction Elijah of Buxton My Brother Sam is Dead Snow Treasure Fever 1793 Number the Stars Poetry Focus on Genre: Houghton Mifflin: Theme 1 (p.117a135n) Speeches (HM Theme 5 p.519a541n) Focus on Speeches: Houghton Mifflin: Theme 5 (p.519a) http://coollessons.wikispaces.com/file/view/GenreStudy_Gr6_TammyFlam.pdf Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks Teacher Notes http://blog.wsd.net/leniebergall/files/2012/03/6thGradeMultigenreproject.pdf ***Basal Alignment ProjectThese are lessons which support Houghton Mifflin Themes 16, they contain close reading questions and various learning activities to support stories(Through School District 25 th FolderBasal Alignment Project 6 Grade) Learning plan http://www.bsd7.org/district/departments/curriculum_instruction/gifted_PEAKS/documents/1%20English/Mul tigenre%20Writing/A.%20Multigenre%20Writing.pdf Stage 3 Learning Plan Learning Goals: Students will understand how…. ● ● ● ● ● ● To determine the figurative and literal meaning of words and phrases based on how they are used in a text. (RL 6.4) To analyze the impact of specific word choice on the meaning and tone of the passage. (RL 6.4) To explain how an author develops the point of view of a narrator or text’s characters. (RL 6.6) To utilize media or graphics to develop a coherent understanding of a topic. (RI 6.7) To compare and contrast two authors’ presentation of the same event or topic. (RI 6.9) To produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences. (W6.4) Success Criteria: ● Discuss vocabulary, clarify meaning of words and phrase, and analyze how word choice affects meaning and tone ● ● ● ● ● Discuss vocabulary, clarify meaning of words and phrase, and analyze how word choice affects meaning and tone Determine the author’s point of view by analyzing literary texts throughout the unit Create a timeline illustrating sequence of events from an informational text. Create a Venn diagram comparing two authors’ presentation of the same event or topic Complete three pieces (i.e. poem, animoto, collage, graphic novel, myth, shortstory, autobiography, prezi, speech, board game, poster, mural) that reflect her/his life, and show an understanding of variety of genres. Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks ● ● ● To interpret information presented in diverse formats and explain how it contributes to the topic under study. (SL 6.2) To use vocabulary appropriate to sixth grade topics. (L 6.6) To use resources to determine the meaning a word or phrase important for comprehension and/or expression. (L 6.6) ● Discuss, with peers, student presentations. ● Create foursquare vocabulary for pieces used in each genre. ● Create foursquare vocabulary for pieces used in each genre. Literary Selection: Novel Title: The Giver Author: Lois Lowry Genre: Dystopia Guiding Questions: 1. How can an author’s experiences inspire his / her writing? 2. What makes a utopian society perfect? 3. What is conformity? 4. How does conformity influence a society? 5. How can being different be terrifying and empowering at the same time? 6. Why are memories important? 7. Why is history important? 8. Does the knowledge of history and memories lead to wisdom? 9. How can knowledge of history affect our present and future? 10. Why is it important to explore the unknown? 11. At what times would euthanasia be considered beneficial? 12. How can our environment influence our choices? 13. How do choices require memory? Essential Questions: Why do we conform? With all the diversity of society is conformity worth considering? What are the dangers of conformity? Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks Chapters Guided Questions Topics/Lessons Assessments Key Vocabulary (diagnostic, formative, summative, interim) Chapters 1. How can an author’s experiences inspire his / her writing? 1 2 Chapters 2. What is 34 3. What makes a conformity? ● ● Lois Lowry’s biography Setting ● Individual response to essential question (pre) Chapter 2 – enhance, adherence, aptitude ● ● ● utopian society perfect? Euphemism Conformity Utopia ● Quiz – Chapters 14 4. How does conformity influence a society? 56 Chapters 78 ● ● 5. How does conformity influence a society? Chapter 3 – chastise, selfconscious, solemn, bewilder Chapter 4 – serene, steady, mischievous Chapters Chapter 1 anxious, palpable, distraught, apprehensive ● Foreshadowing Character analysis (including major vs. minor and static vs. dynamic) ● Symbolism ● Performance Task 1 – Complete chart about positive and negative effects of the community rules Chapter 5 – recount, murky, vague Quiz – Chapters 48 Chapter 7 – discard, acquisition, precision Chapter 6 –designate, exuberant, somber, cringe Chapter 8 – anguish, meticulous, attribute Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks Chapters 6. How can being ● Plot structure ● Chapter 9 – prohibition, requisition, empower, conceivable Vocabulary quiz different be terrifying and empowering at the same time? 910 Chapter 10 – intricate, conspicuous, tentative, exhilarating Chapters 1112 7. Why are ● memories important? Conflict ● Quiz – Chapters 912 Chapter 11 – obstruction, conveyance Chapter 12 – admonition, distinctive, vibrant, relinquish 8. Why is history Chapter ● important? Internal vs. External Conflict ● Theme: memories / feelings ● Vocabulary quiz Chapter 14 – invigorating, excruciating, ominous 1314 Chapters 1516 Chapters 1718 ● 9. Does the knowledge of history and memories lead to wisdom?? 10. How can knowledge of history affect our present and future? Chapter 13 – skeptical, indifferent, assimilate, embed Quiz – Chapters 1316 Chapter 15 – contort, imploring Chapter 16 – ecstatic, pervade, optimistic ● Theme: diversity ● Quiz – Chapters 1718 Chapter 17 – permeate, ambush, expertise Chapter 18 – dejected, falter, grave Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks Chapter 11. At what times ● would euthanasia be considered beneficial? 1920 Chapters 2122 12. How can our ● Theme: euthanasia Theme: diversity ● ● environment influence our choices? Chapters 23 13. How do choices Performance Task 2 –Contrast Jonas’ point of view before becoming Receiver of Memory and after becoming Receiver of Memory Quiz – Chapters 19 22 Chapter 19 – afterthought, numb, wretched Chapter 20– shudder, sarcastic, emphatic, solace Chapter 21 – frazzle, vigilant, haphazard Chapter 22 – meager, makeshift ● Theme: diversity ● require memory? ● Summative Task – Interpreting the ending of the novel Unit test Chapter 23 – lethargy, resignation Appendix I. II. Daily Journal Entries Directions: Write a detailed response to the following question. What you think Jonas’s role as Receiver of Memory will be. Classwork ● Citing evidence as support 1. How is Jonas changing with the knowledge he is gaining as Receiver of Memory? Cite specific evidence based on the text. ● Response to questions based on reading 1. Explain why feeling and memories have been eliminated from Jonas’s community. 2. Describe an external conflict Jonas experiences since becoming the Receiver. ● Notes based on reading ● Group Work Pocatello/Chubbuck School District #25 ENGLISH LANGUAGE ARTS th Subject/Grade or Course: Language Arts/6Grade Unit Name: The Giant of Genre Pacing: 10-12 weeks III. IV. V. 1. Example : Directions: Work with a partner to answer the following questions. What advantages might “sameness” produce for contemporary societies? In what ways do your differences make us distinctly human? Is loss of diversity worthwhile? Homework ● Questions from the reading 1. Explain whether Jonas’s assignment as Receiver of memory is an honor or a punishment. ● Assigned reading Notebooks ● Completed work from class activities Summative Assessment ● Unit Test
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