Challenging Authority: The Giver

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

“Dark Futures: The Power and Purpose of Dystopian Fiction”

Standards

RI.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.6.1RL.6.5

Analyze how the author's use of mood and tone contribute to the development of the setting.

The Giver pp. 25–42 — Chapters 3–4

Standards

RL.6.4RL.6.5

Explain how the protagonist's response to the setting and specific events reveals aspects of his character.

The Giver pp. 43–62 — Chapters 5–6

Standards

RL.6.1RL.6.3

Analyze the structure of the text and how the author's use of juxtaposition develops the plot and the setting.

The Giver pp. 63–81 — Chapters 7–8

Standards

RL.6.1RL.6.5

Explain how significant events impact the protagonist and how his responses show a change in perspective.

The Giver pp. 82–100 — Chapters 9–10

Standards

RL.6.1RL.6.3RL.6.6

Explain how the article's central ideas about censorship connect to themes in The Giver.

The Giver pp. 93–94
“Stories That Challenge Us: Understanding Book Bans”

Standards

RI.6.2RI.6.7RL.6.2

Analyze how the protagonist's responses to significant events reveal changes in his character.

The Giver pp. 101–121 — Chapters 11–12

Standards

RL.6.2RL.6.3

Analyze how the author explores several thematic topics in a section of the text.

The Giver pp. 122–135 — Chapter 13

Standards

RL.6.2RL.6.3

Analyze the protagonist's motivations and explain how the events of Chapters 14 and 15 advance the plot.

The Giver pp. 136–151 — Chapters 14–15

Standards

RL.6.1RL.6.3

Analyze how the protagonist's reactions to significant events reveal changes in his character and perspective.

The Giver — pp. 163 – 173 — Chapters 16–17

Standards

RL.6.3RL.6.6

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

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

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

Socratic Seminar

Engage in a Socratic Seminar with peers 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

Narrative Writing

Overview

Extend the ending of The Giver by developing imagined experiences that build on the plot and maintain the author's original style.

The Giver

Day 1 - Planning

Plan an extended ending for The Giver that addresses one of the novel's unanswered questions.

Sequence of Events Graphic Organizer (G6, U2, L17)

Standards

W.6.3.aW.6.3.e

Day 2 - Drafting

Draft an extended ending to The Giver that uses transitional language to both sequence events and indicate shifts in setting.

Day 4 - Editing / Language

Sequence of Events Graphic Organizer (G6, U2, L17)
Narrative Transitional Language Reference Sheet (G6–8)

Standards

W.6.3.bW.6.3.cW.6.3.e

Day 3 - Revising

Revise the draft to include descriptive details that maintain the tone of the original text and convey character feelings.

Standards

L.6.3.bW.6.3.dW.6.5

Edit the draft to ensure pronouns agree with their antecedents and to improve clarity and correctness.

Pronouns Reference Sheet (G6–8)

Standards

L.6.1.cW.6.3W.6.5

Explain how specific sections of an article contribute to developing central ideas about book banning.

“A Florida school district banned 'Ban This Book.' Author says that's 'erasure of the highest order' and wants it reinstated”

Standards

RI.6.2RI.6.5

Identify the main argument and claims made by the author and analyze how particular sections contribute to the development of ideas.

“The Heavy Cost of Banning Books About Black Children”

Standards

RI.6.5RI.6.8

Evaluate the author's claims and analyze how specific sections of text contribute to developing her argument.

“Banning Books Isn't Just Morally Wrong. It's Also Unhealthy”

Standards

RI.6.5RI.6.8

Trace and evaluate the author's argument and analyze how specific sections of text contribute to developing the credibility of his argument.

“What role are parents playing in the rise of book bans?”

Standards

RI.6.5RI.6.8

Write an argumentative essay that makes and supports a claim about how book banning affects coming-of-age youth.

Day 1 - Planning

Write a clear claim that asserts a focused argument and express each supporting reason in a topic sentence.

Argumentative Brainstorming Page (G6, U2, L22)
Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1W.6.1.aW.6.1.b

Day 2 - Planning

Plan the body paragraphs of an argumentative essay so that each reason is supported with a variety of evidence.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1.aW.6.1.bW.6.9

Day 3 - Drafting

Draft an introduction that includes a lead, necessary context, and a clear claim with supporting reasons.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1.aW.6.4

Day 4 - Drafting

Draft body paragraphs that clearly introduce and connect evidence from multiple sources.

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1.bW.6.1.c

Day 5 - Drafting

Draft a conclusion that reinforces the central claim and explains why the argument is important.

Day 6 - Revising / Language

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1.eW.6.4

Revise the draft to ensure pronouns are used clearly and correctly, and choose pronouns intentionally to create a specific effect.

Pronouns Reference Sheet (G6–8)

Standards

L.6.1.cL.6.1.dW.6.1