Unit Plan
Fall 2015
Rob Yunich
EDCI 669
Rob Yunich
Unit Overview
Advanced Methods/EDCI 669
Unit Focus: Dystopias and The Giver
Intended Grade Level: 7 Honors
Narrative Overview of Unit: While focused on The Giver, students will explore other
examples of dystopias, learn important vocabulary, participate in writing exercises and a
Socratic Seminar, watch the movie adaptation of The Giver, and be assessed on their
evidence of knowledge.
Essential Questions: What does it mean to be part of a dystopia? Do members of a
dystopia know enough to realize what is happening? How are these communities portrayed
in The Giver (book and the movie) and in song?
Enduring Understandings: Students will learn about dystopias and be able to apply that
knowledge to several examples of the genre. Furthermore, students will be able to take this
learned material and display this new information through a project and unit-end Socratic
Seminar.
Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will be able to understand and internalize the properties of a dystopia.
• Students will be able to compare a novel and its movie adaptation.
• Students will be able to synthesize similarities and differences between texts from
different genres.
Virginia Standards of Learning
• 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
• 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
• 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
NCTE/IRA
• (2) Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
Major Unit Assessments:
• Daily journal entries
• Regular group work and discussions
• Study guide
• Quizzes
• Major project at end of unit
• Socratic Seminar
Task Analysis for Major Assessments: The students are assessed in both a summative
and formative manner throughout the unit. They will write in their journal every class—
providing connections between texts and to their lives; they will have opportunities to
check in with their peers and also participate in peer review; there will be quizzes that
gauge their knowledge and vocabulary acquisition; there will be a major project that tests
all of the above. The unit will end with a Socratic Seminar, where they can synthesize all of
their journal entries.
List of Planned Instructional Procedures: See lesson plans/unit calendar
Texts:
• The Giver by Lois Lowry (1993)
• “The Giver” movie (2014)
• “Eye in the Sky” by The Alan Parsons Project (song)
• “Karn Evil 9 1st Impression Part 2” by Emerson Lake and Palmer (song)
• Clip from “Big Brother” (reality TV show)
Estimated Time Frame for Unit: 4 weeks
Description of Intended (or Imagined) Learners: This unit is intended for an honors 7th
grade English class.
Possible Unit Adaptations to Meet Strengths and Needs of Learners:
• English Language Learners (ELL): The Giver could be read aloud as a class or in small
groups. This would be part of the book being presented in both auditory and visual
means, which would also include the film adaptation of the novel. Reading buddies
also could be implemented. Including selections from other shorter stories and
multimedia texts will hopefully ease the path to understanding, as some ELL
students prefer this format. Additionally, an audio version of the book could be
made available for students to use while reading at home.
• Struggling Readers: In addition to what is listed above, struggling readers might
benefit from tiered activities where they would receive extra support (maybe from
an IA or team teacher) and additional time. One-on-one work during or outside
normal class time also could increase comprehension.
Rob Yunich
Unit Plan Calendar
Advanced Methods/EDCI 669
Fall 2015
Monday
Tuesday
Wednesday
Week 1
* Day 1 (lesson #1)

Journal warm-up: What
do the terms utopia and
dystopia mean to you?

Dystopia and book intro
exercise/anticipation
guide


Thursday
Day 2
Clip from “Big
Brother”/journal entry/
sharing
Distribute study guide
for The Giver

Journal warm-up:
What is the significance
of your name to you?
Would you change if you
had a different name?

Group work on The
Giver study guide

Watch first 20 minutes
of “The Giver” movie/
start comparison to the
book
* Day 3 (lesson #2)
Day 4
Week 2
Friday

Vocabulary quiz

Journal warm-up:
Describe a time when
you were assigned a job
or a task.

Sketch to Stretch:
students will illustrate
one of the Dystopian
characteristics found in
the novel.

“Eye in the Sky” by The
Alan Parsons Project
(song/activity)
* Day 5 (lesson #3)

Journal warm-up: What
are some of your
favorite memories?

Close reading of The
Giver chapters 12

Watch next 20 minutes
of “The Giver” movie/
comparison to the book

Journal warm-up:
Describe a dream you
had that you shared with
a friend or family
member. How did they
respond? Or, if you
prefer, create a fictional
dream and a response.

The Giver fishbowl

The Giver vocabulary
handout and Bingo.
Rob Yunich
Unit Plan Calendar
Advanced Methods/EDCI 669
Fall 2015
Monday
Tuesday
Wednesday
Week 3
Day 6

Journal warm-up: What
do you do on your days
off from school?

Story Map on The Giver:
Students will create a
visual map to tell the
story so far.

Watch next 20 minutes
of “The Giver” movie/
continue comparison to
the book

Distribute and go over
final unit assignment
Thursday
* Day 7 (lesson #4)

Journal warm-up:
What’s your favorite
movie? Have you ever
read a book that was
turned into a movie?
How did it change?

Graffiti Wall

BDA activity on “Karn
Evil 9 1st Impression
Part 2” by Emerson
Lake and Palmer and
The Giver
Day 8
Day 9
Week 4
Friday

Journal warm-up: What
do you think of the
movie so far? How do
you think it will end?

Watch last 20 minutes of
“The Giver” movie/
compare to book

The Giver quiz

Project work time
* Day 10 (lesson #5)

Journal warm-up: If you
were making a movie for
The Giver, how would
you make it? How would
it be different than what
we watched as a class?

Anticipation guide
review

Socratic Seminar

Due: completed
project

Journal warm-up: Have
you ever gone somewhere without knowing
what will happen when
you get there?

Time line on The Giver

Watch next 20 minutes
of “The Giver” movie/
continue comparison to
the book

Due: completed study
guide.
Name: __________________________________________ Period: ____________
The Giver Study Guide
Please answer the questions as you read the respective chapters. We will discuss some of
the answers in class. (Please save your answers in your Google Docs folder for The Giver.)
Chapters 1-2
1. Why does Asher continue to apologize?
2. How would you feel talking about your feelings like the family did at dinner?
3. Who is Gabriel?
4. Why is the “Ceremony of Twelve” so important?
5. How are assignments made?
Chapter 3-4
1. How would you feel if you were called out like Jonas was?
2. What assignment does Lily want and why?
3. Describe the incident with the apple.
4. Why did Jonas savor freedom?
5. How was the release of Roberto celebrated?
Chapter 5-6
1. Why was the morning ritual different than other ones? How did it change Jonas’
daily routine?
2. List what you learned about the changes and the ceremonies associated with a
particular age.
3. What happened to Gabriel? Why is this an important indicator of life in the
community?
4. What do we learn about how new children become part of a family?
5. How does one get a spouse? How is this different than what happens in the U.S.?
Chapter 7-8
1. How are the children referred to before they get a name?
2. What is the significance of being a Twelve?
3. How is Jonas different than the other Twelves?
4. What four qualities does Jonas have that qualified him for the job? How do you feel
about these qualities?
5. What was Jonas warned that he must face as part of his training? How would you
react to such a warning?
Chapter 9-10
1. List the rules Jonas must now obey. How do you feel about these rules?
2. Why was precision of language so important?
3. What bothered Jonas most about the idea of lies?
4. Describe the characteristics of the Annex. How is it different?
5. What is the (former) Receiver’s job? How does he start Jonas’ training?
Chapter 11-12
1. Describe how Jonas receives memories.
2. Why do the memories of the (former) Receiver transfer to Jonas?
3. Describe Jonas’ dreams. Why did this bother him?
4. What happens when Jonas looks at Fiona? How can this be explained?
5. What can Jonas see that none of the other people in the community can see?
Chapter 13-15
1. Why were people not allowed to make choices?
2. Why will it be difficult for Jonas to have a spouse?
3. What does Jonas ask the Giver to give him? Why?
4. Why does Jonas feel lonely?
5. How did the Giver ease Jonas’ pain?
Chapter 16-17
1. How did Jonas feel about his assignment? How did the Giver help Jonas accept his
position?
2. What new concept does Jonas learn regarding the old people he saw in the memory?
3. Why does Jonas continue to help Gabriel?
4. How is Jonas changing? How do you think this affects his daily life?
5. What is Jonas feeling as he watches Asher and Fiona ride away on their bicycles?
Chapter 18-20
1. What does the Giver tell Jonas about the Receiver he tried to train 10 years ago?
2. Describe what happens when Jonas watches the Ceremony of Release.
3. How does the Giver explain why Jonas’ father is able to perform a release?
4. Describe the plan created by the Giver and Jonas.
5. Where does the Giver want to go when his job is complete?
Chapter 21-23
1. What does Jonas learn about Gabriel and what does he do?
2. Why has Jonas broken rules?
3. Describe what is around Jonas and Gabriel as they ride on the bike.
4. How does Jonas justify the choice he made?
5. How does Jonas react to his new surroundings?
Name: __________________________________________ Period: ____________
The Giver End of Unit Assignment
The Basics: Now that we have read The Giver and learned more dystopias, this is your
chance to demonstrate your new-found knowledge in myriad ways. You have a choice as to
how you present your project (examples of each form will be posted on Google Classroom):
•
•
•
•
•
•
•
Traditional Essay or Personal Narrative: This essay should be approximately
1,000 words (about four pages double-spaced). It should incorporate the traits of
good writing we have discussed in class. All sources should be cited in MLA style.
Please use 12-point font. Be specific in your descriptions from the texts and your
personal experience.
Sociogram: A sociogram is a graphic representation of a person’s social links and a
drawing that plots the structure of interpersonal relations in a group situation. Use
the sociogram to explore the connections between the text(s) and your view of
dystopias/other texts. Let the physical distance between characters or events reflect
your opinion on their closeness. Be creative with the shapes/symbols you use for
each character or scene. Make sure to connect each of the shapes in some way, using
a variety of line types. Use different colors!
Graphic Novella: Create a graphic representation of either a dystopia we read
about or one you have created. Use at least 16 boxes (a.k.a. “comic strips”). Be
specific! Make sure to include at least 2-3 sentences and/or dialogues per “strip”
and as many graphic representations (with color!) as possible.
Video or Podcast Book Trailer: Craft your own book trailer for either The Giver or
another dystopian text (that we have or haven’t covered in class; see comparative
analysis description for examples). For the video, make sure to use images that
illustrate your salient points. You can interview classmates, friends, or family
members for both projects. Please make sure it is at least two minutes.
Create your own dystopia: In whatever format you select, describe different
aspects of the dystopia, including (but not limited to): family structure, jobs,
commerce, etc. Don’t forget about the one we started in class at the beginning of the
unit!
Comparative analysis: Read excerpts from Brave New World, 1984, and/or The
Hunger Games and compare The Giver to them. This does not have to be an essay; it
can be in a format of your selection. Please check with Mr. Yunich before you begin!
Other: If there is another medium you’d like to explore, please talk with Mr. Yunich!
Rob Yunich
Lesson Plan #1-Writing
Advanced Methods/EDCI 669
I. Overview
Unit Focus: Dystopias and The Giver
Narrative Overview of Lesson: This is the first lesson of the unit.
Intended Grade Level: 7 Honors
Enduring Understandings (Unit): What does it mean to be part of a dystopia? Do
members of a dystopia know enough to realize what is happening? How do others view this
type of community?
Essential Questions:
• What characteristics are part of a dystopia?
• How are these characteristics represented in The Giver and “Big Brother?”
II. Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will complete an anticipation guide to lay the foundation for The Giver.
• Students will watch a clip of “Big Brother” and participate in an activity to compare
a reality show to what is described in The Giver.
Virginia Standards of Learning
• 7.3 The student will understand the elements of media literacy.
• 7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
• 7.8 The student will edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
NCTE/IRA
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
• (5) Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
• (6) Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
III. Materials Required:
• Student journals (kept in classroom)
• Pens/pencils
•
•
•
•
•
Anticipation guide
PowerPoint
Handouts
Clip from “Big Brother” — https://www.youtube.com/watch?v=gd_m0u5WNT0
The Giver book trailer — https://www.youtube.com/watch?v=RNL77KnIRI8
IV. Instructional Procedures (for 90-minute class block):
1. Warm-Up (15 minutes): In their journals, students will respond to the following
prompt: “What do the terms utopia and dystopia mean to you?” Teacher will ask a
few students to share their entries.
2. Dystopia and book intro exercise/anticipation guide (35 minutes): Students will take
notes in their journal during teacher-led presentation on dystopias and The Giver.
They will learn about characteristics of dystopias and watch a book trailer of The
Giver. Then, they will complete an anticipation guide on the general characteristics
of a dystopia to prepare them to read The Giver. Students will pair up with partners
of the teachers’ selection to share what they wrote and compare/discuss responses.
A few student volunteers will present their responses to the entire class.
Anticipation guides will be kept and referred back to at the end of the unit.
3. Clip from “Big Brother” (30 minutes)/relate to dystopias: Students will watch a clip
from the reality show “Big Brother” and write in their journals the characteristics
from the show that relate to the characteristics of dystopias that they learned earlier
in the class. Students will then pair up with a different buddy to share what they
wrote and compare/discuss responses. A few student volunteers will present their
responses to the entire class.
4. Exit ticket/closing activity (10 minutes): Students will write 3-5 things they would
include in a dystopia if they were creating one from scratch (bullet points). These
might be helpful for students for the end-of-unit assessment.
V. Major Lesson Assessments: Journal entries, anticipation guide, exit ticket
VI. Task Analysis for Major Assessments:
• Respond to prompt
• Participate in anticipation guide
• Compare “Big Brother” to dystopias
VII. Description of Intended (or Imagined) Learners: This unit is intended for an honors
7th grade English class.
VIII. Possible Unit Adaptations to Meet Strengths and Needs of Learners: The
anticipation guide and television clip formats should make understanding easier for both
ELLs and struggling readers. Intentional pairings may assist struggling students. Different
formats of the teacher-led presentation could be available for those who may have trouble
taking notes, including transcripts or note-taking aids.
Name: __________________________________________
Date: ____________
The Giver Anticipation Guide (BEFORE reading the book)
1. Read each statement and indicate whether you agree or disagree.
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
The perfect world is one where I don’t have to make any decisions;
others make them for me.
Kids would not be missing out on anything if they did not know their
grandparents.
The world would be a better place if no one could ever lie.
In society today, only the most educated should have access to books.
Families should not be allowed to have more than two children.
We should always celebrate uniqueness. It is good that the world is
full of different people.
Climate control, if possible, should be implemented at all times.
It would be better if people could forget bad memories.
Life would be easier if someone would find a perfect spouse for me.
As a teenager, I am ready to have a career and the responsibilities
that go along with it.
2. Select a statement from above that you strongly agree or disagree with and explain why
you feel that way.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Dystopias: Definition and Characteristics
Utopia: A place, state, or condition that is ideally perfect in respect of politics,
laws, customs, and conditions.
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.
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.
Types of Dystopian Controls
Most dystopian works present a world in which oppressive societal control and the
illusion of a perfect society are maintained through one or more of the following
types of controls:
•
Corporate control: One or more large corporations control society through
products, advertising, and/or the media. Examples include Minority Report
and Running Man.
•
Bureaucratic control: Society is controlled by a mindless bureaucracy through
a tangle of red tape, relentless regulations, and incompetent government
officials. Examples in film include Brazil.
•
Technological control: Society is controlled by technology—through
computers, robots, and/or scientific means. Examples include The Matrix,
The Terminator, and I, Robot.
•
Philosophical/religious control: Society is controlled by philosophical or
religious ideology often enforced through a dictatorship or theocratic
government.
The Dystopian Protagonist
•
•
•
•
often feels trapped and is struggling to escape.
questions the existing social and political systems.
believes or feels that something is terribly wrong with the society in which he
or she lives.
helps the audience recognizes the negative aspects of the dystopian world
through his or her perspective.
Rob Yunich
Lesson Plan #2-Vocab
Advanced Methods/EDCI 669
I. Overview
Unit Focus: Dystopias and The Giver
Narrative Overview of Lesson: Students have read the first six chapters of The Giver and
will now have the opportunity to master some of the vocabulary used in the novel.
Intended Grade Level: 7 Honors
Enduring Understandings (Unit): What does it mean to be part of a dystopia? Do
members of a dystopia know enough to realize what is happening? How do others view this
type of community?
Essential Questions:
• What words used in the novel may be difficult for students?
• How are they used in the story?
• How can we incorporate those words into our vocabulary?
II. Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will be able to understand different vocabulary words and how they are
used in the novel.
• Students will discuss chapters 4-6 of The Giver and comprehend the unfolding story.
Virginia Standards of Learning
• 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
• 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
• 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
NCTE/IRA
• (2) Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
III. Materials Required:
• The Giver
• Student journals (kept in classroom)
• Handouts
•
Pens/pencils
IV. Instructional Procedures (for 90-minute class block):
1. Warm-Up (15 minutes): In their journals, students will respond to the following
prompt: “Describe a dream you had that you shared with a friend or family member.
How did they respond? Or, if you prefer, create a fictional dream and a response.”
Teacher will ask a few students to share their entries.
2. Fishbowl discussion about The Giver chapters 4-6 (20 minutes): Students will be
asked to use their study guide for The Giver chapters 4-6 to participate in a fishbowl
discussion about the book so far. Questions for the fishbowl will come from the
study guide.
3. Vocabulary handout (15 minutes): Students will be given a list of 13 words (see
handout). They will have to look up the definition of each one (either online or in a
dictionary) and then find how it is used in the book. (Students also will see
vocabulary on a Word Wall.) Students will be encouraged to identify their own list
of difficult words.
4. Vocabulary bingo activity (30 minutes): Using the vocabulary handout, students first
will be asked to create a bingo board with the words they have just learned. Then,
the class will play the game together. In order to “win the square,” students will be
required to define the word.
5. Exit ticket/closing activity (10 minutes): Students will be asked to write five
sentences, each one using at least one of the words they covered today. They will
have to turn that in on their way out of class. Students also will be reminded of the
vocabulary quiz and reading for next class.
V. Major Lesson Assessments: Journal entries, discussion, vocabulary handout/activity,
exit ticket
VI. Task Analysis for Major Assessments:
• Respond to prompt
• Read and understand The Giver
• Participate in discussion
• Complete vocabulary handout by looking words up in dictionary
• Create and utilize vocabulary bingo board
• Complete exit ticket by incorporating vocabulary words into sentences
VII. Description of Intended (or Imagined) Learners: This unit is intended for an honors
7th grade English class.
VIII. Possible Unit Adaptations to Meet Strengths and Needs of Learners: As always, an
audio version of the book will be available. The vocabulary guide will help ELLs and
struggling readers identify terms that may confuse them. Dictionaries and other tools will
be available to help define those terms. Students could pair during the fishbowl and
vocabulary exercise if extra peer assistance is needed.
Name: __________________________________________ Period: ____________
The Giver Vocabulary Guide
In the space provided, write a definition in your own words. You may use your phone, a
computer, or a dictionary to look up the meaning. Then, look at the page listed and
record how the word is used in context. Also, please try to find at least 3-5 words that
are causing you difficulty and add them to the end of the guide.
1. Intrigued (p. 1)
Definition:
How word is used in context:
2. Gravitate (p. 47)
Definition:
How word is used in context:
3. Navigational (p. 2)
Definition:
How word is used in context:
4. Supplementary (p. 7)
Definition:
How word is used in context:
5. Aptitude (p. 15)
Definition:
How word is used in context:
6. Tabulated (p. 28)
Definition:
How word is used in context:
7. Interdependence (p. 40)
Definition:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
How word is used in context: _______________________________________________________
8. Invariably (p. 46)
Definition:
_______________________________________________________
9. Meticulously (p. 48)
Definition:
_______________________________________________________
10. Benign (p. 59)
Definition:
_______________________________________________________
11. Palpable (p. 3)
Definition:
_______________________________________________________
12. Chastise (p. 159)
Definition:
_______________________________________________________
13. Transgression (p. 62)
Definition:
_______________________________________________________
14. Word/Page:
_______________________________________________________
How word is used in context: _______________________________________________________
How word is used in context: _______________________________________________________
How word is used in context: _______________________________________________________
How word is used in context: _______________________________________________________
How word is used in context: _______________________________________________________
How word is used in context: _______________________________________________________
Definition:
_______________________________________________________
How word is used in context: _______________________________________________________
15. Word/Page:
Definition:
_______________________________________________________
_______________________________________________________
How word is used in context: _______________________________________________________
(continue on separate sheet of paper with additional words)
Name: __________________________________________ Period: ____________
The Giver BINGO game
In the boxes below, use the words to fill in the boxes below. In order to win the square,
you must be able to define the word first!
Rob Yunich
Lesson Plan #3-Literature Study
Advanced Methods/EDCI 669
I. Overview
Unit Focus: Dystopias and The Giver
Narrative Overview of Lesson: Students have read more than half of The Giver and will
now have the opportunity to go through a close reading of chapter 12, which provides an
examination of dreams and the receiving of memories.
Intended Grade Level: 7 Honors
Enduring Understandings (Unit): What does it mean to be part of a dystopia? Do
members of a dystopia know enough to realize what is happening? How do others view this
type of community?
Essential Questions:
• Why is chapter 12 so important?
• What are the guidelines for a close reading activity?
• What are the similarities/differences between the movie and novel version of The
Giver?
II. Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will be able to understand different vocabulary words and how they are
used in the novel.
• Students will discuss chapters 11-13 of The Giver and comprehend the unfolding
story.
Virginia Standards of Learning
• 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
• 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
• 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
NCTE/IRA
• (2) Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
III. Materials Required:
• The Giver
• Student journals (kept in classroom)
• Study guides
• Handouts
• Pens/pencils
IV. Instructional Procedures (for 90-minute class block):
1. Warm-Up (15 minutes): In their journals, the students will respond to the following
prompt: “What are some of your favorite memories?” Teacher will ask a few
students to share their entries.
2. Close reading of The Giver chapter 12 (45 minutes): Students will have an updated
study guide for The Giver to chapter 13. Then, as a class, we will conduct a close
reading of chapter 12. Teacher will first provide instructions for the activity and
pass out a copy of the chapter. While reading the text aloud, students will be asked
to annotate their copy with questions and a summary of what is occurring. The
teacher will stop at key moments and some passages will be re-read. After teacher
leads annotating the first two pages of the chapter, students will annotate the rest of
the chapter on their own. Finally, students will pair with a partner to review each
others’ annotations. Students will receive a form to complete about their peers’
annotations as well as some annotation guidelines.
3. Watch next 20 minutes of “The Giver” movie (20 minutes): Students will continue
watching the movie.
4. Exit ticket/closing activity (10 minutes): Students will jot down 3-5
similarities/differences between the movie and the book in their journals.
V. Major Lesson Assessments: Journal entries, discussion, study guide, close reading, exit
ticket
VI. Task Analysis for Major Assessments:
• Respond to prompt
• Read and understand The Giver
• Participate in discussion
• Close reading
• Exit ticket
VII. Description of Intended (or Imagined) Learners: This unit is intended for an honors
7th grade English class.
VIII. Possible Unit Adaptations to Meet Strengths and Needs of Learners: As always, an
audio version of the book will be available. The annotation activity would include
purposeful pairings to help struggling students. The movie might aid student
comprehension.
Annotation Peer Review Guide
Read your partner’s selected text and annotations carefully. Then
respond to the prompts below. Refer to your Annotation Guide of the
list of possible annotation types.
Indicate the
type of
annotation
here
Annotation 1:
Annotation 2:
Annotation 3:
Annotation 4:
Annotation 5:
Annotation 6:
Annotation 7:
Annotation 8:
Annotation 9:
Annotation 10:
I like this annotation
because…
This annotation could be
improved by…
Check if this
annotation
has potential
for revision
Making Annotations: A User’s Guide
As you work with your text, consider all of the ways that you can
connect with what you are reading. Here are some suggestions that
will help you with your annotations:

Define words or slang; make the words real with examples from
your experiences; explore why the author would have used a
particular word or phrase.

Make connections to other parts of the book. Feel free to use
direct quotes from the book.

Make connections to other texts you have read or seen,
including:
o Movies
o Comic books/graphic novels
o News events
o Other books, stories, plays, songs, or poems

Draw a picture when a visual connection is appropriate.

Re-write, paraphrase, or summarize a particularly difficult
passage or moment.

Make meaningful connections to your own life experiences.

Describe a new perspective you may now have.

Explain the historical context or traditions/social customs that
are used in the passage.

Offer an analysis or interpretation of what is happening in the
text.

Point out and discuss literary techniques that the author is using.
Rob Yunich
Lesson Plan #4-BDA
Advanced Methods/EDCI 669
I. Overview
Unit Focus: Dystopias and The Giver
Narrative Overview of Lesson: Students have read the first 20 chapters of The Giver and
will now have the opportunity to master some of the some of the more complex themes in
the novel. Students also will compare the lesson to a class rock song with dystopian themes.
Intended Grade Level: 7 Honors
Enduring Understandings (Unit): What does it mean to be part of a dystopia? Do
members of a dystopia know enough to realize what is happening? How do others view this
type of community?
Essential Questions:
• How does “Karn Evil 9 1st Impression Part 2” compare to The Giver?
• Why are chapters 18-20 so important to the story?
II. Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will compare “Karn Evil 9 1st Impression Part 2” to The Giver.
• Students will discuss chapters 18-20 of The Giver and comprehend the unfolding
story.
Virginia Standards of Learning
• 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
• 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
• 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
NCTE/IRA
• (2) Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
III. Materials Required:
• The Giver
• Student journals (kept in classroom)
• Handouts
•
Pens/pencils
IV. Instructional Procedures (for 90-minute class block):
1. Warm-Up (15 minutes): In their journals, the students will respond to the following
prompt: “What is your favorite movie? Have you ever read a book that was tuned
into a movie? How did it change?” Teacher will ask a few students to share their
entries.
2. Graffiti Wall for The Giver (20 minutes): Students will have updated their study guide
for The Giver chapters 18-20. Then, students will be asked to write five words that
summarize their opinions of the story on a Graffiti Wall. The class will then share
some of what they wrote and why.
3. Activity for “Karn Evil 9 1st Impression Part 2” (30 minutes): Students will listen to
the song (lyrics will be passed out) and, using the BDA guide, will note trends among
the song, The Giver, and dystopian literature.
4. Exit ticket/closing activity (10 minutes): Students will brainstorm other pop culture
artifacts that could be considered dystopian.
V. Major Lesson Assessments: Journal entries, discussion, study guide, exit ticket
VI. Task Analysis for Major Assessments:
• Respond to prompt
• Read and understand The Giver
• Participate in discussion
• Song activity
• Exit ticket
VII. Description of Intended (or Imagined) Learners: This unit is intended for an honors
7th grade English class.
VIII. Possible Unit Adaptations to Meet Strengths and Needs of Learners: As always, an
audio version of the book will be available. Students could pair during the graffiti wall and
song exercises if extra peer assistance is needed. Seeing and hearing song lyrics might help
students who struggle with reading.
Lyrics to “Karn Evil 9 1st Impression Part 2”
by Emerson, Lake and Palmer
Welcome back my friends to the show that never ends
We’re so glad you could attend, come inside, come inside
There behind a glass stands a real blade of grass
Be careful as you pass, move along, move along
Come inside, the show’s about to start
Guaranteed to blow your head apart
Rest assured you’ll get your money’s worth
Greatest show in Heaven, Hell or Earth
You’ve got to see the show, it’s a dynamo
You’ve got to see the show, it’s rock and roll, oh
Right before your eyes we pull laughter from the skies
And he laughs until he cries, then he dies, then he dies
Come inside, the show’s about to start
Guaranteed to blow your head apart
You’ve got to see the show, it’s a dynamo
You’ve got to see the show, it’s rock and roll, oh
Soon the Gypsy Queen in a glaze of Vaseline
Will perform on guillotine, what a scene, what a scene
Next upon the stand will you please extend a hand
To Alexander’s Ragtime Band, Dixieland, Dixieland
Roll up, roll up, roll up
See the show
Performing on a stool we’ve a sight to make you drool
Seven virgins and a mule, keep it cool, keep it cool
We would like it to be known the exhibits that were shown
Were exclusively our own, all our own, all our own
Come and see the show, come and see the show
Come and see the show
See the show
Name: __________________________________________ Period: ____________
B-D-A Guide for The Giver/“Karn Evil 9”
(Use the back if you need extra space for your answers)
Before
Based on what you know
about dystopias and The
Giver, predict what the song
might be about.
During
What dystopian
characteristics/themes do
you hear in the song?
After
What similarities and
differences do you sense
between the song and the
book?
Write 5-7 sentences about the main idea of the song and its relation to The Giver.
Rob Yunich
Lesson Plan #5-Writing/Socratic Seminar
Advanced Methods/EDCI 669
I. Overview
Unit Focus: Dystopias and The Giver
Narrative Overview of Lesson: This the last lesson of the unit.
Intended Grade Level: 7 Honors
Enduring Understandings (Unit): What does it mean to be part of a dystopia? Do
members of a dystopia know enough to realize what is happening? How do others view this
type of community?
Essential Questions:
• What are the traits of a good movie adaptation of The Giver?
• What characteristics of a dystopia were covered in The Giver?
• Did students enjoy the book and the genre?
II. Major Goals and Objectives (including reference to key SOLs):
Goals
• Students will be able to understand different traits of dystopias and use their
acquired knowledge to analyze the genre.
• Students will participate in a Socratic Seminar to review the material covered in the
unit.
Virginia Standards of Learning
• 7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
• 7.4 The student will read to determine the meanings and pronunciations of
unfamiliar words and phrases within authentic texts.
• 7.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
NCTE/IRA
• (2) Students read a wide range of literature from many periods in many genres to
build an understanding of the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
• (3) Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with
other readers and writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
III. Materials Required:
• The Giver
• Student journals (kept in classroom)
• Handouts
•
Pens/pencils
IV. Instructional Procedures (for 90-minute class block):
1. Warm-Up (15 minutes): In their journals, the students will respond to the following
prompt: “If you were making a movie for The Giver, how would you make it? How
would it be different than what we watched as a class?” Teacher will ask a few
students to share their entries.
2. Turn in completed projects (5 minutes)
3. Anticipation Guide review (30 minutes): Students will answer the same questions as
they did before reading the book. Then, they will compare answers and discuss how
their answers have changed (if at all) after reading The Giver.
4. Socratic Seminar (30 minutes): Students will use all of their journal entries
throughout the unit to discuss and answer key questions about dystopian literature.
Key questions include:
• Has your definition/perspective on a utopia/dystopia changed after reading The
Giver?
• What is the significance of your name? Do you think that kids in The Giver need
to fight more for their names?
• Describe a time that you were assigned a job or task? What do you think of that
assignment process in The Giver?
• Have you ever gone somewhere without knowing what will happen when you
get there? Do you think Jonas made the right decision in taking Gabriel and
leaving the community?
• What changes would you make to the movie version of The Giver?
5. Exit ticket/closing activity (10 minutes): Students will reflect on the unit, writing
about whether they like the genre, literature selections, etc. Students will be
reminded of the characteristics of a dystopia.
V. Major Lesson Assessments: Journal entries, discussion, study guide, exit ticket
VI. Task Analysis for Major Assessments:
• Respond to prompt
• Anticipation Guide review
• Participate in Socratic Seminar
• Exit ticket
VII. Description of Intended (or Imagined) Learners: This unit is intended for an honors
7th grade English class.
VIII. Possible Unit Adaptations to Meet Strengths and Needs of Learners: The
anticipation guide should make understanding easier for both ELLs and struggling readers.
Intentional pairings may assist struggling students during the review of the anticipation
guide or the Socratic Seminar. Hearing some of the questions discussed and the
connections made also might aid understanding.
Name: __________________________________________
Date: ____________
The Giver Anticipation Guide (AFTER reading the book)
1. Read each statement and indicate whether you agree or disagree.
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
Agree Disagree
The perfect world is one where I don’t have to make any decisions;
others make them for me.
Kids would not be missing out on anything if they did not know their
grandparents.
The world would be a better place if no one could ever lie.
In society today, only the most educated should have access to books.
Families should not be allowed to have more than two children.
We should always celebrate uniqueness. It is good that the world is
full of different people.
Climate control, if possible, should be implemented at all times.
It would be better if people could forget bad memories.
Life would be easier if someone would find a perfect spouse for me.
As a teenager, I am ready to have a career and the responsibilities
that go along with it.
2. Select a statement from above that you strongly agree or disagree with and explain why
you feel that way.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________