Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 23

Challenging Authority: The Giver

Lesson 23

ELA

Unit 2

6th Grade

Lesson 23 of 23

The following assessments accompany Unit 2. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes both multiple choice and short written response questions and should serve as the primary assessment for the unit.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 22

Lesson Map

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

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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

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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

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

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

Standards

RL.6.4RL.6.5

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

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

Standards

RL.6.3RL.6.5

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

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

Standards

RL.6.2RL.6.5

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

The Giver — Whole Text

Standards

RL.6.1RL.6.2

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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

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.

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.

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.

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

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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

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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.

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.

Pronouns Reference Sheet (G6–8)

Standards

L.6.1.cL.6.1.dW.6.1

2 days

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