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.
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” 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.
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anguish apprehensive assuage compulsive conform dehumanize disillusioned dissent dystopia ecstatic excruciating futuristic illusion implore impose obsolete oppress regulation restrict relentless surveillance transgression utopia vague vivid
-topia dys- u/ou-
anecdote central idea climax conclusion exposition falling action juxtaposition mood rising action tension thematic topic theme tone
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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.
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“How to...”
“Dystopias”
RI.6.2
Explain the characteristics, purpose, and development of the genre of dystopian fiction.
The Giver — Chapters 1-2
RL.6.5
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
The Giver — Chapters 3-4
RL.6.4
L.6.4.a
L.6.4.d
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.
The Giver — Chapters 1-6
RL.6.3
Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 1–6 of The Giver.
The Giver — Chapters 7-8
RL.6.5
Explain how specific passages from Chapter 7 and 8 develop the setting and plot of the text overall.
The Giver — Chapters 9-10
RL.6.5
Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.
The Giver — Chapters 11-12
RL.6.3
Explain how Jonas responds and changes as he visits The Giver.
The Giver — Chapter 13
RL.6.2
Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.
The Giver — Chapters 14 & 15
RL.6.4
Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.
The Giver — Chapters 16-17
RL.6.3
Explain how specific events in the text change Jonas’ perspective and behavior.
The Giver — Chapters 18-19
RL.6.4
Explain how specific words and phrases develop mood and tone in Chapters 18 and 19 of The Giver.
The Giver — Chapters 20-21
RL.6.3
RL.6.5
Explain how Jonas has changed as a result of the realizations he makes after the climax of the text.
The Giver — Chapters 22-23
RL.6.3
RL.6.5
Describe the changes in Jonas’ character at the resolution of The Giver.
The Giver
RL.6.2
Determine overall themes for the novel The Giver and provide details that support those themes.
Socratic Seminar
The Giver
SL.6.1.c
Engage in a Socratic Seminar with the classmates, demonstrating their understanding of the text by responding to questions and providing evidence to support their ideas.
Narrative Writing
W.6.1.b
Explain the expectations of the writing task and gather strong evidence appropriate to the prompt.
Narrative Writing
W.6.1.a
W.6.1.b
Craft strong thesis statements and effective body paragraphs.
Narrative Writing
W.6.1.d
Complete a strong introductory paragraph in which they establish a formal style, and recognize and correct any lapses in formal tone.
Narrative Writing
L.6.1.a
L.6.1.d
L.6.1.e
Use pronouns appropriately in writing.
“The Harmful...”
RI.6.8
Identify arguments an author makes and explain whether or not claims are supported by reasoning and evidence.
“Less Screen...”
“Why the Screen...”
RI.6.8
Identify arguments and claims authors make and explain whether or not claims are supported by reasoning and evidence.
“Kids Must...”
RI.6.5
Explain how specific sections of an article fit into the overall structure of the text and helps to develop meaning.
“Don't Limit...”
RI.6.5
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
“3 Fears...”
RI.6.8
Identify arguments and claims authors make, and explain whether or not claims are supported by reasoning and evidence.
“The Harmful...”
“Less Screen...”
“Why the Screen...”
“Don't Limit...”
“Kids Must...”
“3 Fears...”
Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.
Writing
“Less Screen...”
“The Harmful...”
“Why the Screen...”
“Kids Must...”
“Don't Limit...”
“3 Fears...”
W.6.1.a
W.6.1.b
Explain the expectations of the writing task, write a clear thesis statement and begin to craft strong
body paragraphs.
Writing
“Less Screen...”
“The Harmful...”
“Why the Screen...”
“Kids Must...”
“Don't Limit...”
“3 Fears...”
W.6.1.a
W.6.1.e
Write effective introduction and conclusion paragraphs.
Writing
“Less Screen...”
“The Harmful...”
“Why the Screen...”
“Kids Must...”
“Don't Limit...”
“3 Fears...”
W.6.1.c
Establish and maintain a formal style and use words to clarify their reasoning.
Writing
“Less Screen...”
“The Harmful...”
“Why the Screen...”
“Kids Must...”
“Don't Limit...”
“3 Fears...”
W.6.5
L.6.1.c
L.6.1.d
Use pronouns appropriately in their writing and incorporate any changes suggested by the instructor.
2 days
Assessment