Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 16
ELA
Unit 2
6th Grade
Lesson 16 of 32
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Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
Book: The Giver by Lois Lowry
Rubric: Analytical Writing Rubric, Mid-Unit Task (G6, U2)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Is ignorance bliss?
Write a three-paragraph essay in which you take a position on this question and support your thinking using strong evidence from The Giver. Include an introduction paragraph with a strong claim statement and two body paragraphs. Use at least two of our unit vocabulary words in your essay.
In preparation for writing a response to the above prompt, work in partners to gather details about the positives of having access to the memories, and the positives of being "ignorant" to the things Jonas has learned by having access to the memories. Focus on Chapters 14–17. Note down the page number where you find each detail.
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Reading and/or task to be completed at home in preparation for the next lesson.
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W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
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.6.6 — 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.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 — 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.6.10 — 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.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
Next
Draft a strong claim statement and create an outline for a multi-paragraph essay.
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
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.
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.
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.
RL.6.2RL.6.3
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.
RL.6.5
Draw conclusions about Jonas based on the way he responds to specific events in Chapters 9–10 of The Giver.
RL.6.3RL.6.5
Analyze how Jonas responds to events and how he changes as he continues his training in The Giver.
Explain how author Lois Lowry develops several thematic topics in Chapter 13 of The Giver.
RL.6.2
Analyze why Jonas makes certain decisions and analyze how the events of Chapters 14 and 15 advance the overall plot.
Analyze how Jonas changes and why in Chapters 16 and 17.
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.
RL.6.4RL.6.5
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Analyze the changes in Jonas' character at the resolution of The Giver.
Determine universal themes for the novel The Giver and explain how the author develops those themes.
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.6.1SL.6.1.aSL.6.1.cSL.6.4
W.6.1W.6.5W.6.9
W.6.1W.6.1.aW.6.1.bW.6.5
Draft and revise strong body paragraphs, incorporating feedback from peers.
Craft a strong introductory paragraph, complete with hook, context, and sub-claims.
W.6.1W.6.1.a
Use pronouns appropriately in writing.
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.
RI.6.8
Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
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.
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.6.2W.6.8W.6.9
Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.
Draft and revise two strong body paragraphs.
W.6.1W.6.1.aW.6.1.bW.6.1.c
Draft strong introduction and conclusion paragraphs.
W.6.1W.6.1.aW.6.1.e
Revise essays for tone and add transitions to clarify reasoning and connections between ideas.
W.6.1W.6.1.cW.6.1.d
Use pronouns appropriately and incorporate any edits to final drafts.
L.6.1L.6.1.cL.6.1.dW.6.5
2 days
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