Language Arts
Unit 4 Overview - Reading
Grade 7
Paramount Unified School District
Educational Services
Reading
Standards
RL.7.1 Cite several pieces of text
evidence to support analysis and
inferences.
RL/RI.7.2 Determine a theme or
central idea and analyze its
development over the course of the
text; provide an objective summary.
RL.7.3 Analyze how particular
elements of a story or drama
interact.
RI.7.3 Analyze the interactions
between individuals, events, and
ideas in a text.
RL/RI.7.4 Determine the meaning of
words and phrases as they are used
in a text; analyze impact on meaning
and tone.
RL.7.5 Analyze how a drama or
poem’s form or structure
contributes to its meaning.
RL.7.6 Analyze how an author
develops and contrasts the points of
view of different characters.
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Theme: Individuality
Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
• Any conclusions you draw or inferences you make must be
supported by evidence from the text.
• The setting, characters, and plot of a story all work together to
develop the theme or central idea.
• Analyzing the development of key individuals, events, and ideas in a
text will help you understand the central idea.
• Authors make deliberate word choices that impact the meaning and
tone of the text.
• By looking at and analyzing the structure of individual sentences or
sections of a text, you can gain a greater understanding of the text
as a whole.
• Authors embed details in the text to develop a point of view.
• An author’s purpose will impact the content and style of a text.
• What parts of the text lead me to make this conclusion or
inference?
• How do the setting and plot in the story help me understand
the characters and themes?
• How do the individuals, ideas, or events connect to each other
and to the larger central idea of the text?
• Why did the author choose to use this particular word or
phrase? How does it affect the meaning and tone of the text?
• Why did the author structure the text this way?
• How do we come to understand the point of view of the
narrator, speaker, characters, and/or author?
• What is the author’s purpose, and how does it affect the way
they write and the information they include?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
•
•
•
•
•
•
•
•
•
•
•
•
•
Academic vocabulary
Synonyms
Utopia
Dystopia
Flashback
Foreshadowing
Setting
Understanding academic vocabulary while reading
Using synonyms to help understand word meaning
Recognizing utopias or dystopias in literature
Interpreting the purpose of a flashback
Identifying foreshadowing in a story
Describing the setting of a story and how it affects the
characters and plot
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Language Arts
Unit 4 Overview – Writing, Speaking & Listening, Language
Grade 7
Paramount Unified School District
Educational Services
Writing
Standards
W.7.1 Write arguments to support
claims with clear reasons and evidence.
W.7.2 Write informative/explanatory
texts to examine a topic.
W.7.4 Produce clear and coherent
writing.
W.7.5 Develop and strengthen writing
as needed using the writing process.
Speaking and Listening
SL.7.1 Engage in collaborative
discussions.
Language
L.7.1 Grammar and usage
L.7.2 Capitalization, punctuation, and
spelling
L.7.3 Use conventions when writing or
speaking
L.7.4 Word meaning
L.7.5 Figurative language, word
relationships, and nuances
L.7.6 Acquire and use academic
vocabulary
2016-17
Theme: Individuality
Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
• Effective arguments use logical reasoning and relevant evidence
to support the claim.
• Effective writers analyze, select, organize, and explain
information effectively.
• The development, organization, and style of writing you choose to
use are dependent on the task, purpose, and audience.
• Quality writing requires effective planning, revising, editing, and
rewriting.
• Participating effectively in collaborative discussions will help you
gain a deeper understanding of different points of view on a
topic.
• What evidence should I include to support my claim?
• How do I organize my writing so that readers can have a clear
understanding of my topic?
• What is the purpose of my writing and who is my audience?
What, then, is the appropriate way to structure my writing?
• How can I use the writing process to develop my writing?
• How can I make my writing better?
• How do I prepare for a class discussion?
• What questions can I ask to find out more about another point
of view?
• How can I add my views to the discussion clearly and
respectfully?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
•
•
•
•
•
•
•
•
• Using academic vocabulary when speaking and writing
• Using Greek roots to understand word meaning
• Understanding the connotative differences between words
and how that impacts word choice
• Using the Basic Structure to plan a Response to Literature
essay
• Correcting misplaced or dangling modifiers
• Using different types of verbal phrases correctly
• Using appositive phrases correctly
• Adding variety to sentence structure by changing the
placement of prepositional phrases
Academic vocabulary
Greek roots
Connotation
Basic Structure for Response to Literature
Misplaced/dangling modifiers
Verbal phrases
Appositive phrases
Prepositional phrases
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7 Grade – Unit 4
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Unit 4 Text Sequence
Theme: Individuality
March 30 – June 8 (45 days)
LESSON
# OF DAYS
1
2
“Utopia” (informational)
“Dystopias: Definition and Characteristics” (informational)
2
10
The Giver, Chapters 1-6 (novel)
3
4
Response to Text Writing Lesson
4
8
The Giver, Chapters 7-12 (novel)
5
8
The Giver, Chapters 13-18 (novel)
6
9
The Giver, Chapters 19-23 (novel)
7
4
“All Summer in a Day” (short story)
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TEXT(S)/ACTIVITY
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LESSON 1: 2 DAYS
March 30-31
RESOURCES:
“Utopia” (District website)
“Dystopias: Definition and
Characteristics” (District website)
STANDARDS:
RI.7.2, 3, 4, 10
L.7.4, 5, 6
ACADEMIC VOCABULARY:
utopia
visionary
dystopia
oppressive
illusion
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INSTRUCTIONAL SEQUENCE
LESSON UNDERSTANDINGS:
 Analyzing the development of key individuals, events, and ideas in a text will help you understand
the central idea.
 Author’s make deliberate word choices that impact the meaning and tone of the text.
 Our experiences and relationships help shape our individuality.
ESSENTIAL QUESTIONS:
 How do the individuals, ideas, or events connect to each other and to the larger central idea of the
text?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students read the entire selection independently. (RI.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Utopia
1. In the first sentence, the words “ideal” and “perfect” are synonyms. How is the word
“visionary” slightly different from these two words? (RI.7.4)
2. What two meanings does the word “utopia” have? What do you think Sir Thomas More’s
intention was in using a word with a double meaning? (RI.7.4)
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Dystopias: Definition and Characteristics
1. If a society is “oppressive,” what does that mean? What context clues help you figure out the
answer? (RI.7.4)
2. A dystopia presents the “illusion” of a perfect society. What does that mean and how is this
different from a utopia? (RI.7.4, RI.7.3)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
 Language Skills
• Analyze the etymology of the word “utopia” as described in the first text. (L.7.4)
• Explain how Sir Thomas More invented this word using Greek roots to name an island in his
story, and how it evolved into a new word in the English language to refer to any ideal or
perfect place.
 Thinking Map Opportunities
• Use Circle Maps to define “utopia” and “dystopia.”
• Use a Double Bubble Map to compare and contrast utopias and dystopias.
EXPRESS UNDERSTANDING:
 Quick Write: Thinking about the examples of dystopian and utopian societies given in the text,
what are the problems with each society, and what are the benefits? Looking at the
“Characteristics of a Dystopian Society,” ask students if they can make any connections to current
societies they know about. (RI.7.2, RI.7.3)
LESSON 2: 10 DAYS
April 3-14
RESOURCES:
The Giver, Chapters 1-6
STANDARDS:
RL.7.1, 2, 3, 5, 6, 10
L.7.4, 5b-c, 5, 6
2016-17
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 By looking at and analyzing the structure of individual sentences or sections of a text, you can gain
a greater understand of the text as a whole.
 Authors embed details in the text to develop a point of view.
 Our experiences and relationships help shape our individuality.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
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ACADEMIC VOCABULARY:
intrigue, p. 2
palpable, p. 4
apprehensive, p. 6
capacity, p. 10
chastise, p. 25
remorse, p. 29
serene, p. 36
reprieve, p. 54
relinquish, p. 54
meticulously, p. 61
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 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to structure the text this way?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently at
home to allow sufficient class time for a close read. (RL.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 1
1. On p. 3, the voice on the speaker says, “Needless to say, he will be released.” What inference
can you make about what it means to be “released” in this context? Use details from the text to
support your answer. (RL.7.1)
2. What does the incident with the aircraft flying overhead reveal about Jonas’s community?
(RL.7.2, RL.7.3, RL.7.5)
Chapter 2
1. What is the significance of the “Ceremony of Twelve”? Why does Jonas feel apprehensive
about it? (RL.7.3)
2. Jonas talks with his parents about different Assignments. How are Assignments selected for
each individual? How is this different from our society? What might be the benefits of the
process that Jonas’s community uses? What are the drawbacks? (RL.7.1, RL.7.2, RL.7.6)
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Chapter 3
1. Judging from the conversation between Lily and her mom, are all Assignments viewed equally?
What does Lily’s mom’s view of Birthmothers tell you about the values of the community?
(RL.7.3, RL.7.6)
2. Summarize the process of giving birth to and raising children in Jonas’s community. How is this
different from our society? Why do you think they would use this process? What are the
benefits and drawbacks? (RL.7.2, RL.7.3, RL.7.6)
3. What triggers Jonas’s flashback to the incident with the apple at the end of Chapter 3? What
purpose does this flashback serve for the reader? In what other way is Jonas different from
most of the other kids in the community? What do you think this could be foreshadowing?
(RL.7.3, RL.7.5, RL.7.6)
Chapter 4
1. Jonas expresses curiosity about the release of the elderly. What do you think happens when
the Old are released? Why do you think children are not allowed to witness the ceremony?
(RL.7.1, RL.7.2)
Chapter 5
1. What is the purpose of the pill that Jonas must begin taking after his dream about Fiona? How
would this benefit the community that Jonas lives in? (RL.7.1, RL.7.3, RL.7.6)
2. How does Jonas feel about taking the pill for his Stirrings? (RL.7.6)
Chapter 6
1. On p. 52, why do Fours, Fives, and Sixes wear jackets that fasten down the back? Why would
they want the children to learn interdependence? (RL.7.2, RL.7.6)
2. At the end of Chapter 6, Jonas considers the way spouses are matched and assignments are
given. How does he feel about the ways of the community? Does he support them or fight
against them? Use details from this chapter or previous chapters to support your answer.
(RL.7.1, RL.7.2, RL.7.6)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
 Language Skills
• Using the correct words to describe feelings is very important in Jonas’s community. Discuss
the relationship between the words frightened, eager, excited, nervous, and apprehensive.
What connotation and shades of meaning do each of these words have that make them
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different from each other? (L.7.5b-c)
• Have students write sentences using each of the five words that demonstrate an
understanding of the different connotations and shades of meaning.
 Response to Text Activity
• Create a quadrant page which includes the following: Box 1 – illustration of Jonas’s
community; Box 2 – Tree Map that shows the qualities that make Jonas’s community
unique, with evidence to support; Boxes 3-4 – Double Bubble Map that shows the
similarities and differences between Jonas’s community and my community.
• Use this Quadrant Page Sample as a guide.
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 Thinking Map Opportunities
• Use a Circle or Bubble Map to describe Jonas’s community.
• Use a Circle Map to record the different rules in the community as you read.
• Use a Flow Map to show the sequence of events.
• Use a Double Bubble Map to compare and contrast Jonas’s community to our own.
EXPRESS UNDERSTANDING:
 Writing Task: How is Jonas’s community similar to your community? How is it different? Use your
quadrant page to write a well thought-out paragraph with evidence from the text. (RL.7.1, RL.7.3)
LESSON 3: 4 DAYS
April 24-27
RESOURCE(S):
The Giver
Write from the Beginning and
Beyond: Response to Text
STANDARDS:
RL.7.1, 2, 3
W.7.1, 2, 4, 5
L.7.1, 2, 3
ACADEMIC VOCABULARY:
setting
utopia
dystopia
2016-17
RESPONSE TO TEXT WRITING PROMPT:
After reading the first six chapters of The Giver, write a multi-paragraph essay that
• describes the setting and why it is important to the story;
• explains why you think Jonas’s community is a utopian society or a dystopian society;
• relates how you would feel if you were a member of this community.
Be sure to justify your thoughts with examples, quotes, and evidence from the text and to organize your
essay around several clear ideas.
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Effective arguments use logical reasoning and relevant evidence to support the claim.
 Effective writers analyze, select, organize and explain information effectively.
 The development, organization, and style of writing you choose to use are dependent on the task,
purpose, and audience.
 Quality writing requires planning, revising, editing, and rewriting.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 What evidence should I include to support my claim?
 How do I organize my writing so that readers can have a clear understanding of my topic?
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way to
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structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
PREWRITING:
• Students should use the Basic Structure to organize the paragraphs of their essay. The opening
should give the title, author, and a nutshell summary statement; the middle 2 boxes should give a
description of the setting and the argument for the community being utopian or dystopian; and the
closing should relate how the student would feel as a member of this community. Teachers should
guide students using Focused Modeled Writing (i.e., I do, you do) and Oral Rehearsal. (W.7.1,
W.7.2, W.7.5)
DRAFTING:
• If appropriate/possible, have students draft their essays at the computer. (W.7.6)
• Students should color code their paragraphs to match their Basic Structure. (W.7.3a, W.7.5)
REVISING:
• Have students get a peer to revise their essay. (W.7.5)
EDITING:
• Edit for correct use of conventions (grammar, punctuation, spelling, capitalization). (L.7.1, L.7.2,
L.7.3)
FINAL DRAFT:
• Students will type or write their final drafts. (W.7.6)
LESSON 4: 8 DAYS
April 28 – May 9
RESOURCES:
The Giver, Chapters 7-12
2016-17
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Authors embed details in the text to develop a point of view.
 Participating effectively in collaborative discussion will help you gain a deeper understanding of
different points of view on a topic.
 Our experiences and relationships help shape our individuality.
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STANDARDS:
RL.7.1, 2, 3, 6, 10
SL.7.1, 1a, 1c, 1d
L.7.1a, 4, 5, 6
ACADEMIC VOCABULARY:
acquisition, p. 68
lapses, p. 70
integrity, p. 78
integral, p. 89
conspicuous, p. 94
obsolete, p. 106
admonition, p. 112
fleeting, p. 114
wryly, p. 121
Language Arts
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ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
 How do I prepare for a class discussion?
 What questions can I ask to find out more about another point of view?
 How can I add my views to the discussion clearly and respectfully?
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently at
home to allow sufficient class time for a close read. (RL.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 7
1. On p. 65, the Chief Elder talks about how the Elevens have spent their time up until now
learning how to fit in and behave like everyone else. Why would this be so important to Jonas’s
community? How is this different from our society? What are the advantages and
disadvantages of raising children this way? (RL.7.2, RL.7.3, RL.7.6)
2. Jonas’s number is skipped at the Ceremony of Twelve. What is Jonas’s reaction? What is the
crowd’s reaction? Why do they react this way? (RL.7.1, RL.7.3)
Chapter 8
1. What is the difference between being “assigned” and being “selected”? (RL.7.3)
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2. What are the qualities that a Receiver must have? Why does a Receiver need courage? (RL.7.1,
RL.7.2, RL.7.3)
3. On p. 80, Jonas feels “a tiny sliver of sureness.” What makes him feel this way? (RL.7.1, RL.7.3)
Chapter 9
1. Having the ability to lie makes Jonas uneasy and distrustful. Why is this “freedom” so
disconcerting? Cite evidence to support your answer. (RL.7.1, RL.7.3)
Chapter 10
1. How is the Receiver’s living area different from others in the community? How does Jonas react
to these differences? (RL.7.1, RL.7.3, RL.7.6)
Chapter 11
1. The first memory Jonas receives is of sledding in the snow, and he finds it exhilarating. Why are
sleds and hills and snow obsolete now? Is it worth the sacrifice? (RL.7.1, RL.7.2, RL.7.3, RL.7.6)
2. The Giver explains to Jonas that having honor is different from having power. What does he
mean by this? (RL.7.1, RL.7.6)
Chapter 12
1. In Jonas’s community, genetic scientists have worked to eliminate color from their world. At
the bottom of p. 120, The Giver says, “We gained control of many things. But we had to let go
of others.” Why would they want to get rid of color? What would the benefits be for the
community? (RL.7.1, RL.7.2, RL.7.6)
2. On p. 121, the Giver tells Jonas, “Maybe your wisdom will come much more quickly than mine.”
Why does he say this, and what does he mean? (RL.7.1, RL.7.2, RL.7.6)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
 Language Skills
• Teach mini-lesson on correcting misplaced and dangling modifiers. (L.7.1a)
• There are no resources in the textbook, but you can find support on the following websites:
 https://owl.english.purdue.edu/owl/resource/597/1/
 https://owl.english.purdue.edu/engagement/2/1/36/
 Thinking Map Opportunities
• Use a Multi-Flow Map to show the causes and effects of Jonas being selected as the new
Receiver of Memory.
• Use a Double Bubble Map to compare and contrast Jonas’s life before and after he was
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•
•
selected to be the new Receiver.
Use a Flow Map to show the sequence of events during the Ceremony of Twelve.
Use a Tree Map to show the pros and cons of sameness in Jonas’s community. (This
Thinking Map should be used to prepare for the class discussion in the Express
Understanding task.)
EXPRESS UNDERSTANDING:
 Class Discussion: In preparation for a class discussion, students should address these questions
with a partner or small group:
• How would “Sameness” change the way we grow up? What would be easier? What would
be more difficult? How would this affect one’s individuality?
In the novel, Jonas has trouble relating to his friends for the first time and begins to feel alienated
once he becomes the Receiver since he can’t share or talk about the experiences he is having.
Conduct a class discussion about the pros and cons of Sameness as it is carried out in Jonas’s
community. (RL.7.2, SL.7.1a, SL.7.1c, SL.7.1d)
LESSON 5: 8 DAYS
May 10-19
RESOURCES:
The Giver, Chapters 13-18
STANDARDS:
RL.7.1, 2, 3, 4, 5, 6, 10
L.7.1a, 4, 5, 6
ACADEMIC VOCABULARY:
irrationally, p. 124
vibrance, p. 124
skeptically, p. 127
assimilated, p. 131
ominous, p. 143
contorted, p. 149
2016-17
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 By looking at and analyzing the structure of individual sentence or sections of a text, you can gain a
greater understand of the text as a whole.
 Authors embed details in the text to develop a point of view.
 Our experiences and relationships help shape our individuality.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose use this particular word or phrase? How does it affect the meaning an
tone of the text?
 Why did the author structure the text this way?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
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carnage, p. 150
imploring, p. 151
ecstatic, p. 153
permeated, p. 164
inflict, p. 178
th
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently at
home to allow sufficient class time for a close read. (RL.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 13
1. On p. 124, Jonas says, “We really have to protect people from wrong choices.” But then he is
still left with a feeling of frustration. What is Jonas’s inner conflict about Sameness? Support
your answer with text evidence. (RL.7.1, RL.7.2, RL.7.6)
Chapter 14
1. How will the memories of hunger and destruction help Jonas gain wisdom? How does this
relate to the reason the Receiver is so honored and vital to the community? (RL.7.2, RL.7.3)
2. Jonas inadvertently begins to transfer a memory to Gabriel, but then purposely finishes
transferring it, even though he knows he shouldn’t. What inferences can you make about how
Jonas is changing? (RL.7.1, RL.7.3, RL.7.6)
Chapter 15
1. The author uses descriptive sensory language to help paint a vivid picture of the memory of
warfare that Jonas receives in this chapter. What words does the author use to describe the
smells, sounds, and sights? What impact does this language have on the tone of the text?
(RL.7.4)
Chapter 16
1. On p. 152, how is Jonas’s life different from that of the other citizens? How does this relate to
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the importance of his job in the community? (RL.7.2, RL.7.6)
2. In this chapter, Jonas learns about the concept of “love.” On p. 159, Jonas “could feel that there
was risk involved, though he wasn’t sure how.” In what way does “love” involve risk? Why
would the community choose not to make love a part of the society? (RL.7.1, RL.7.2, RL.7.6)
Chapter 17
1. Jonas says that he feels more “depth” of emotions now that he has the memories. What does
this mean, and how is it different from the emotions that the others in his community feel? Is
this depth a good thing or a bad thing? (RL.7.1, RL.7.2, RL.7.6)
2. Jonas comes upon his friends playing a game he has played many times in the past, but he now
recognizes it as a game of war. Why does he ask his friends not to play it anymore? How does
this illustrate the growing distance between Jonas and the others? (RL.7.1, RL.7.3)
Chapter 18
1. Why is the Receiver not allowed to apply for release? What would happen if Jonas was
released? (RL.7.1, RL.7.3)
2. On p. 181, Jonas and The Giver talk about how difficult it would be for the community if they
had to experience the memories that Jonas has been given. What does The Giver say he could
do if that happened? What do you think he means when he says it’s an “interesting concept”
and he needs to “think about it some more”? (RL.7.1, RL.7.2, RL.7.5)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
 Language Skills
• Teach mini-lesson on verbal phrases, Writing and Grammar Handbook, pp. 302-305.
(L.7.1a)
• Have students find the different types of verbal phrases in the novel.
• Have students write sentences using the different kinds of verbal phrases.
 Thinking Map Opportunities
• Use a Multi-Flow Map to show the effects of Sameness in the community.
• Use a Multi-Flow Map to show the causes and effects of Rosemary’s release.
• Use a Tree Map to show the benefits and drawbacks of the way Jonas’s community is
organized.
• Use a Double Bubble Map to compare and contrast the unscheduled holiday in the
community with the memory of Christmas that Jonas receives.
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EXPRESS UNDERSTANDING:
 Constructed Response: Choose one of the memories that Jonas has received from The Giver and
explain its effect on how Jonas views his community. Use details from the text to support your
answer. (RL.7.2, RL.7.3, RL.7.6)
LESSON 6: 9 DAYS
May 22 – June 2
RESOURCES:
The Giver, Chapters 19-23
STANDARDS:
RL.7.1, 2, 3, 5, 6
SL.7.1
L.7.1a, 4, 5, 6
ACADEMIC VOCABULARY:
rueful, p. 192
emphatically, p. 197
vigilant, p. 213
haphazard, p. 213
exquisite, p. 216
lethargy, p. 222
impeded, p. 222
recollection, p. 224
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 By looking at and analyzing the structure of individual sentence or sections of a text, you can gain a
greater understand of the text as a whole.
 Authors embed details in the text to develop a point of view.
 Participating effectively in collaborative discussion will help you gain a deeper understanding of
different points of view on a topic.
 Our experiences and relationships help shape our individuality.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author structure the text this way?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
 How do I prepare for a class discussion?
 What questions can I ask to find out more about another point of view?
 How can I add my views to the discussion clearly and respectfully?
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students should read a designated section of the text (e.g., one chapter at a time) independently at
home to allow sufficient class time for a close read. (RL.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex section of the text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
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th
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
Chapter 19
1. Why is Jonas upset about the newchild’s release? What does this reveal about the father and
his honesty toward Jonas? Does the father make a choice? (RL.7.1, RL.7.2, RL.7.3, RL.7.6)
Chapter 20
1. Why does Jonas have such a strong reaction to watching the newchild’s release? How and why
does The Giver defend Jonas’s father and Fiona? (RL.7.3, RL.7.6)
2. On p. 193, The Giver says, “The worst part of holding the memories is not the pain. It’s the
loneliness of it. Memories need to be shared.” How would sharing memories improve things?
Would the other Elders agree with him? (RL.7.2)
Chapter 21
1. Chapter 21 begins with Jonas deciding to flee that night instead of waiting two weeks, and then
the story flashes back to explain why. Why did the author structure this chapter that way
instead of putting the events in chronological order? (RL.7.5)
2. Why does Jonas deviate from the plan that he and The Giver had developed? In what ways
does this make his journey more challenging and dangerous? (RL.7.1, RL.7.3)
Chapter 22
1. What actions and thoughts in Chapter 22 show that Jonas is “growing up”? How do they
demonstrate his maturity? (RL.7.1, RL.7.2, RL.7.3)
2. On p. 217, Jonas reflects that he had yearned for choice, and then, when given the opportunity,
had made the wrong choice. Why does he believe he made the wrong choice? On the next
page, he changes his mind and says there had not really been a choice. Is this true? Use details
from the text to support your answer. (RL.7.1, RL.7.2, RL.7.3, RL.7.6)
Chapter 23
1. “He heard people singing. Behind him, across vast distances of space and time, from the place
he had left, he thought he heard music too. But perhaps it was only an echo.” These are the
final lines of The Giver. What conclusions can you draw about the meaning of these lines?
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Support your response with text evidence. (RL.7.1, RL.7.2, RL.7.3)
2. There are multiple interpretations of the ending of this novel. What do you think is happening
in the final scene? Does this ending appropriately conclude the novel? Explain your answer
using details from the text to support your ideas. (RL.7.1, RL.7.2, RL.7.3)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
 Language Skills
• Teach mini-lesson on appositive phrases, Writing and Grammar Handbook, pp. 306-307.
(L.7.1a)
• Have students find appositive phrases in the novel.
• Have students write sentences using appositive phrases.
 Thinking Map Opportunities
• Use a Multi-Flow Map to show the causes and effects of Rosemary’s release.
• Use a Tree Map to categorize Jonas’s actions, thoughts, words, and emotions.
• Use a Double Bubble Map to compare and contrast the community and Elsewhere.
EXPRESS UNDERSTANDING:
 Class Discussion: Do you think that twelve years old is an appropriate age to be assigned a life-long
job? Justify your response with examples from the text. (RL.7.1, RL.7.2, SL.7.1)
LESSON 7: 4 DAYS
June 5-8
RESOURCE(S):
“All Summer in a Day,” pp. 264270
STANDARDS:
RL.7.1, 2, 3, 4, 5, 6, 10
L.7.1a, 4, 5, 6
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LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 By looking at and analyzing the structure of individual sentence or sections of a text, you can gain a
greater understand of the text as a whole.
 Authors embed details in the text to develop a point of view.
 Our experiences and relationships help shape our individuality.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 How do the setting and plot in the story help me understand the characters and themes?
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ACADEMIC VOCABULARY:
concussion, p. 264
slackening, p. 265
vital, p. 266
consequence, p. 266
seized, p. 266
Language Arts
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 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 Why did the author structure the text this way?
 How do we come to understand the point of view of the narrator, speaker, characters, and/or
author?
 How do our experiences and the people around us affect our individuality?
READ THE TEXT:
 Students read the entire selection independently. (RL.7.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
1. In paragraph 7 (beginning “The children pressed…”), what two things does the author compare
the children to? Why would he include both roses and weeds? What might he be trying to say?
(RL.7.4)
2. On p. 264, Bradbury provides a vivid description of life on Venus. Describe the setting and how
it affects the mood. Why does the author begin the story this way? (RL.7.1, RL.7.3, RL.7.5)
3. On p. 265, the author uses metaphors to compare Margot to an old photograph and a ghost.
How do these comparisons help us understand Margot’s character? (RL.7.3, RL.7.4)
4. On p. 266, what evidence shows that it is vital for Margot to return to Earth, even though it
may result in the loss of thousands of dollars to her family? (RL.7.1)
5. On p. 266, consequence means “importance” in this context. The children hated Margot for
reasons of big and little consequence. What are these reasons? Which ones are important, and
which ones are not? (RL.7.1, RL.7.2, RL.7.4, RL.7.6)
6. Compare how the children walk away from the door when they push Margot into the closet
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with how the children walk back to the closet to let her out at the end. What does this change
in behavior demonstrate? (RL.7.1, RL.7.2, RL.7.3)
 Vocabulary Study
• Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.7.4, L.7.5, L.7.6)
• Focus area
 Language Skills
• Review prepositional phrases, p. 272. (L.7.1a)
• Remind students that some prepositional phrases can be moved around in a sentence. Have
students experiment with identifying the prepositional phrases in the Practice sentences,
and then seeing if they can move the phrase to another part of the sentence. Explain that
this is one way to have more sentence variety in their writing.
 Thinking Map Opportunities
• Use a Circle Map to define the setting.
• Use a Multi-Flow Map to show the causes and effects of the children hating Margot.
EXPRESS UNDERSTANDING:
 Thinking Maps: Have students complete three Bubble Maps on a large piece of paper, all within
one frame: 1. Describe the students at the beginning of the story; 2. Describe the students while
they are out in the sun; 3. Describe the students at the end of the story. Students should write a
summary in the frame that explains how the students change and what they learn from their
experience in this story. (RL.7.1, RL.7.2, RL.7.6)
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