Challenging Authority: The Giver

Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.

“How to...”
“The History Of The Dystopian Novel Actually Begins With A Book About Utopia”

Standards

L.6.6RI.6.2

Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.

The Giver — Chapters 1–2

Standards

RL.6.5W.6.1.c

Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on the mood and tone.

The Giver — Chapters 3–4

Standards

L.6.4RL.6.4

Evaluate what kind of person Jonas is, based on the way he responds to specific events and his community's values in Chapters 5–6 of The Giver.

The Giver — Chapters 5–6

Standards

RL.6.2RL.6.3

progress
monitoring

Explain how specific passages from Chapters 7 and 8 of The Giver use juxtaposition to develop the plot and fit into the overall structure of the text.

The Giver — Chapters 7–8

Standards

RL.6.5

Draw conclusions about Jonas based on the way he responds to specific events in Chapters 9–10 of The Giver.

The Giver — Chapters 9–10

Standards

RL.6.3RL.6.5

Analyze how Jonas responds to events and how he changes as he continues his training in The Giver.

The Giver — Chapters 11–12

Standards

RL.6.2RL.6.3

progress
monitoring

Explain how author Lois Lowry develops several thematic topics in Chapter 13 of The Giver.

The Giver — Chapter 13

Standards

RL.6.2

Analyze why Jonas makes certain decisions and analyze how the events of Chapters 14 and 15 advance the overall plot.

The Giver — Chapters 14–15

Standards

RL.6.3RL.6.5

Analyze how Jonas changes and why in Chapters 16 and 17.

The Giver — Chapters 16–17

Standards

RL.6.3RL.6.6W.6.1.c

Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.

The Giver — Chapters 18–19

Standards

RL.6.4RL.6.5

Explain how Jonas has changed as a result of witnessing the release of the newchild.

The Giver — Chapters 20–21

Standards

RL.6.3RL.6.5

progress
monitoring

Analyze the changes in Jonas' character at the resolution of The Giver.

The Giver — Chapters 22–23

Standards

RL.6.3RL.6.5

Determine universal themes for the novel The Giver and explain how the author develops those themes.

The Giver

Standards

RL.6.2

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.

The Giver

Standards

SL.6.1SL.6.1.aSL.6.1.cSL.6.4

Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.

The Giver
Analytical Writing Rubric, Mid-Unit Task (G6, U2)

Standards

W.6.1W.6.5W.6.9

Draft a strong claim statement and create an outline for a multi-paragraph essay.

The Giver

Standards

W.6.1W.6.1.aW.6.1.bW.6.5

Draft and revise strong body paragraphs, incorporating feedback from peers.

The Giver

Standards

W.6.1W.6.1.aW.6.1.bW.6.5

Craft a strong introductory paragraph, complete with hook, context, and sub-claims.

The Giver

Standards

W.6.1W.6.1.a

Use pronouns appropriately in writing.

Analytical Writing Rubric, Mid-Unit Task (G6, U2)

Standards

L.6.1L.6.1.aL.6.1.d

Identify arguments an author makes about screen time and explain whether or not claims are supported by credible reasoning and evidence.

“The Harmful...”

Standards

RI.6.8

Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.

“Less Screen...”
“Why the Screen...”

Standards

RI.6.2RI.6.8

Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.

“Kids Must...”

Standards

RI.6.5

Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.

“Don't Limit...”

Standards

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.

“3 Fears about screen time for kids—and why they're not true”
“3 Fears about screen time for kids—and why they're not true (transcript)”

Standards

RI.6.8

Create a poster of pros and cons of parents limiting kids' screen time and appropriately cite evidence.

“The Harmful...”
“Less Screen...”
“Why the Screen...”
“Don't Limit...”
“Kids Must...”
“3 Fears about screen time for kids—and why they're not true (transcript)”

Standards

W.6.2W.6.8W.6.9

Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.

“The Harmful...”
“Less Screen...”
“Why the Screen...”
“Don't Limit...”
“Kids Must...”
“3 Fears about screen time for kids—and why they're not true (transcript)”
Analytical Writing Rubric, Mid-Unit Task (G6, U2)

Standards

W.6.1W.6.5W.6.9

Draft and revise two strong body paragraphs.

“The Harmful...”
“Less Screen...”
“Why the Screen...”
“Don't Limit...”
“Kids Must...”
“3 Fears about screen time for kids—and why they're not true (transcript)”

Standards

W.6.1W.6.1.aW.6.1.bW.6.1.c

Draft strong introduction and conclusion paragraphs.

“The Harmful...”
“Less Screen...”
“Why the Screen...”
“Don't Limit...”
“Kids Must...”
“3 Fears about screen time for kids—and why they're not true (transcript)”

Standards

W.6.1W.6.1.aW.6.1.e

Revise essays for tone and add transitions to clarify reasoning and connections between ideas.

Persuasive Writing Rubric (G6, U2)

Standards

W.6.1W.6.1.cW.6.1.d

Use pronouns appropriately and incorporate any edits to final drafts.

Standards

L.6.1L.6.1.cL.6.1.dW.6.5