ELA / 6th Grade / Unit 2: Challenging Authority: The Giver
Students explore the topic of "coming of age" through the story of one boy's life in a dystopian future, and his growing understanding that the world around him is not what it appears.
ELA
Unit 2
6th Grade
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In this unit, students read Lois Lowry’s Newbery Medal–winning novel The Giver. This novel, which has quickly become part of the essential canon of young adult fiction, is set in a highly controlled, seemingly perfect, futuristic world. The society has been stripped of colors, love, pain, and conflict by converting to the notion of "Sameness," a philosophy that eliminates any variability in the world. The novel explores twelve-year-old Jonas’ experience with memories of the past—a time much like the reader’s present day—in which people still had the freedom to make decisions for themselves. Jonas struggles to cope with all his new overwhelming emotions and must decide whether individual freedoms are worth experiencing pain and suffering.
Students will continue their interrogation of questions around personal choice and self-determination by reading a series of articles about parental control over children’s screen use. Considering the risks and benefits of screen time for young adults, students will culminate the unit with an essay in which they take a position on the question: should parents protect their children from making poor choices around screen usage?
In addition to being a cornerstone of the genre of dystopian young adult fiction, The Giver is a powerful coming-of-age story. In spite of the unfamiliar setting, students will strongly relate to twelve-year-old Jonas’ developing understanding of the world around him. Over the course of the text, Jonas progressively loses his innocence, coming to realize that ignorance is not, in fact, bliss. This text will provide ample opportunity for students to grapple with the essential question of the 6th grade curriculum: how do challenges and hardships shape a young person’s identity and understanding of the world?
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Book: The Giver by Lois Lowry (HMH Books for Young Readers, 1993) — 760L
Article: “Dystopias: Definition and Characteristics” by ReadWriteThink (ReadWriteThink)
Video: “How to recognize a dystopia - Alex Gendler” by TED-Ed (YouTube)
Article: “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, LCSW (VeryWellFamily)
Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee (VeryWellFamily)
Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board (The Baltimore Sun)
Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman (Chicago Tribune)
Article: “Don’t Limit Your Teen’s Screen Time” by Chris Bergman (The New York Times)
Video: “3 Fears about screen time for kids—and why they're not true (transcript)” by Sarah DeWitt (TED)
Assessment Text: “Examination Day” by Henry Slesar (CommonLit)
This assessment accompanies Unit 2 and should be given on the suggested assessment day or after completing the unit.
Download Content Assessment
Download Content Assessment Answer Key
Suggestions for how to prepare to teach this unit
Unit Launch
Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
The central thematic questions addressed in the unit or across units
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
anguish apprehensive assuage bliss chastise compulsive disillusioned dystopia excruciating ignorance implore impose mystified obsolete transgression utopia vague vivid
-topia -topo dys- u/ou-
central idea climax conclusion/resolution connotation denotation exposition falling action juxtaposition mood rising action structure tension thematic topic theme tone
To see all the vocabulary for Unit 2, view our 6th Grade Vocabulary Glossary.
Fishtank ELA units related to the content in this unit.
The remainder of the 6th-grade units will address questions around coming of age, and also around the way that significant life events and relationships shape who a person becomes; the ideas that students will begin thinking about in this unit will transfer across the texts we read this year.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Notes to help teachers prepare for this specific unit
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
L.6.6 RI.6.2
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
RL.6.5
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.
L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4
Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 5–6 of The Giver.
RL.6.3
Explain how specific passages from Chapters 7 and 8 of The Giver develop the setting and fit into the overall structure of the text.
Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.
Explain how Jonas responds and changes as he continues his visits with the Giver.
Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.
RL.6.2
Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.
RL.6.4
Explain how specific events in the text reveal changes in Jonas’ perspective and behavior.
Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Describe the changes in Jonas’ character at the resolution of The Giver.
RL.6.3 RL.6.5
Determine overall themes for the novel The Giver and explain how the author develops those themes.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
Writing
Explain the expectations of the writing task and gather strong evidence appropriate to the prompt.
W.6.1 W.6.9
Craft strong thesis statements and effective body paragraphs.
W.6.1 W.6.1.a W.6.1.b
Complete a strong introductory paragraph, and recognize and correct any lapses tone.
L.6.3 L.6.3.b W.6.1 W.6.1.a W.6.1.d
Use pronouns appropriately in writing.
L.6.1 L.6.1.a L.6.1.d L.6.1.e
Identify arguments an author makes about screen time and explain whether or not claims are supported by reasoning and evidence.
RI.6.8
Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
RI.6.5
Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.
Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.
W.6.2 W.6.9
Explain the expectations of the writing task, write a clear thesis statement and begin to craft strong body paragraphs.
Write effective introduction and conclusion paragraphs.
W.6.1 W.6.1.a W.6.1.e
Establish and maintain a formal style and use words to clarify their reasoning.
L.6.3 L.6.3.b W.6.1 W.6.1.d
Use pronouns appropriately in their writing and incorporate any changes suggested by the instructor.
L.6.1 L.6.1.c L.6.1.d W.6.5
Assessment – 2 days
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The content standards covered in this unit
L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1.a — Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b — Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c — Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1.d — Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3.b — Maintain consistency in style and tone.
L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.a — 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.6.4.c — 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.6.4.d — 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.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.6.5 — 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.6.8 — 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.
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.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
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.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.1.a — 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.6.1.c — Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.4 — 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.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1.c — Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1.d — Establish and maintain a formal style.
W.6.1.e — Provide a concluding statement or section that follows from the argument presented.
W.6.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
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.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
L.6.1.e — Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2.a — Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.2.b — Spell correctly.
L.6.3.a — Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
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.
SL.6.3 — Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.2.a — Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b — Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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 — 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 — 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 discipline-specific tasks, purposes, and audiences.
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