Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 22

Challenging Authority: The Giver

Lesson 22: Writing Project Overview

ELA

Unit 2

6th Grade

Lesson 22 of 23

Lesson Map

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

Materials

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

Standards

RI.6.2

Lesson

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

Materials

The Giver — Chapters 1–2

Standards

RL.6.1RL.6.5

Lesson

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

Materials

The Giver pp. 25–42 — Chapters 3–4

Standards

RL.6.4RL.6.5

Lesson

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

Materials

The Giver pp. 43–62 — Chapters 5–6

Standards

RL.6.1RL.6.3

Lesson

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

Materials

The Giver pp. 63–81 — Chapters 7–8

Standards

RL.6.1RL.6.5

progress
monitoring

Lesson

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

Materials

The Giver pp. 82–100 — Chapters 9–10

Standards

RL.6.1RL.6.3RL.6.6

Lesson

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

Materials

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

Standards

RI.6.2RI.6.7RL.6.2

Lesson

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

Materials

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

Standards

RL.6.2RL.6.3

Lesson

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

Materials

The Giver pp. 122–135 — Chapter 13

Standards

RL.6.2RL.6.3

progress
monitoring

Lesson

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

Materials

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

Standards

RL.6.1RL.6.3

progress
monitoring

Lesson

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

Materials

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

Standards

RL.6.3RL.6.6

Lesson

Explain how the mood and tone of significant scenes contribute to the development of the plot.

Materials

The Giver pp. 174–189 — Chapters 18–19

Standards

RL.6.4RL.6.5

Lesson

Explain how specific sections of text reveal changes in the protagonist and contribute to the development of the plot.

Materials

The Giver pp. 190–213 — Chapters 20–21

Standards

RL.6.3RL.6.5

Lesson

Analyze how specific sections in the resolution of the text help develop the plot and key thematic topics of the story.

Materials

The Giver pp. 214–225 — Chapters 22–23

Standards

RL.6.2RL.6.5

progress
monitoring

Lesson

Determine themes in The Giver and explain how they are developed over the course of the text.

Materials

The Giver — Whole Text

Standards

RL.6.1RL.6.2

progress
monitoring

Lesson

Socratic Seminar

Engage in a Socratic Seminar with peers by posing and responding to questions and providing evidence to support ideas.

Materials

The Giver

Standards

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

Lesson

Writing

Overview

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

Day 1 - Planning

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

Materials

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.

Materials

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

Day 4 - Editing / Language

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

Materials

Pronouns Reference Sheet (G6–8)

Standards

L.6.1.cW.6.3W.6.5

Lesson

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

Materials

“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

Lesson

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

Materials

“The Heavy Cost of Banning Books About Black Children”

Standards

RI.6.5RI.6.8

Lesson

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

Materials

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

Standards

RI.6.5RI.6.8

progress
monitoring

Lesson

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

Materials

“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.

Materials

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.

Materials

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.

Materials

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.

Materials

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.

Materials

Argumentative Multi-Paragraph Outline (G6–8)

Standards

W.6.1.eW.6.4

Day 6 - Revising / Language

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

Materials

Pronouns Reference Sheet (G6–8)

Standards

L.6.1.cL.6.1.dW.6.1

Lesson

Assessment

2 days

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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Challenging Authority: The Giver

Writing Project Overview

Project Objective

Day 1 - Planning

Day 2 - Planning

Day 3 - Drafting

Day 4 - Drafting

Day 5 - Drafting

Day 6 - Revising / Language

Readings and Materials

Lesson Map

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