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.

Materials

The Giver — Chapters 7–8

Standards

RL.6.5

Lesson

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

Materials

The Giver — Chapters 9–10

Standards

RL.6.3RL.6.5

Lesson

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

Materials

The Giver — Chapters 11–12

Standards

RL.6.2RL.6.3

progress
monitoring

Lesson

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

Materials

The Giver — Chapter 13

Standards

RL.6.2

Lesson

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

Materials

The Giver — Chapters 14–15

Standards

RL.6.3RL.6.5

Lesson

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

Materials

The Giver — Chapters 16–17

Standards

RL.6.3RL.6.6W.6.1.c

Lesson

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

Materials

The Giver — Chapters 18–19

Standards

RL.6.4RL.6.5

Lesson

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

Materials

The Giver — Chapters 20–21

Standards

RL.6.3RL.6.5

progress
monitoring

Lesson

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

Materials

The Giver — Chapters 22–23

Standards

RL.6.3RL.6.5

Lesson

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

Materials

The Giver

Standards

RL.6.2

Lesson

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.

Materials

The Giver

Standards

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

Lesson

Writing

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

Materials

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

Standards

W.6.1W.6.5W.6.9

Lesson

Writing

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

Materials

The Giver

Standards

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

Lesson

Writing

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

Materials

The Giver

Standards

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

Lesson

Writing

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

Materials

The Giver

Standards

W.6.1W.6.1.a

Lesson

Writing

Use pronouns appropriately in writing.

Materials

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

Standards

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

Lesson

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

Materials

“The Harmful...”

Standards

RI.6.8

Lesson

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

Materials

“Less Screen...”
“Why the Screen...”

Standards

RI.6.2RI.6.8

Lesson

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

Materials

“Kids Must...”

Standards

RI.6.5

Lesson

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

Materials

“Don't Limit...”

Standards

RI.6.5

Lesson

Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.

Materials

“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

Lesson

Writing

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

Materials

“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

Lesson

Writing

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

Materials

“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

Lesson

Writing

Draft and revise two strong body paragraphs.

Materials

“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

Lesson

Writing

Draft strong introduction and conclusion paragraphs.

Materials

“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

Lesson

Writing

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

Materials

Persuasive Writing Rubric (G6, U2)

Standards

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

Lesson

Writing

Use pronouns appropriately and incorporate any edits to final drafts.

Standards

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

Lesson

Assessment

2 days

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

Bring Fishtank
to Your School

We Handle Materials So You Can Focus on Students

We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free

Challenging Authority: The Giver

Lesson Overview

Are You Sure?

Objective

We Handle Materials So You Can Focus on Students