Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 4
ELA
Unit 2
6th Grade
Lesson 4 of 32
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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.
Book: The Giver by Lois Lowry — Chapters 5–6
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
In Chapter 5, Jonas and his parents discuss him experiencing Stirrings for the first time. In the novel, Stirrings are likely, though not explicitly stated, intensified feelings associated with puberty. While Jonas first experiences these feelings in the form of confused attraction for Fiona, the Stirrings are not explicitly sexual or romantic. When discussing the events of Chapter 5 with students, frame Stirrings as "strong or intense feelings." As a part of internalization for this unit, leverage the Hot Topics in Discussion Teacher Tool to ensure that discussion remains appropriate, safe, and respectful for all.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Jonas respond to the values and expectations of the community? What conclusions can we draw about what kind of person he is, based on his behavior? Support your answer with at least two pieces of specific evidence from the text.
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Questions about the text that will help guide the students understanding
What can be inferred about Jonas based on how he responds to the community's rules and expectations regarding sharing dreams? Cite evidence from the text to support your answer.
Summarize Jonas' discussion with his mother regarding the Stirrings. What can be inferred about what the community values based on how Stirrings are discussed? Cite evidence from the text to support your answer.
Based on the events of Chapter 6, how does the community treat and view children? What can be inferred about their values based on their treatment of children?
Why does the author include Jonas' conversation with Asher on pages 60–61? How does this scene fit into the overall structure of the text?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
vivid
adj.
(p. 43)
producing powerful feelings or images in the mind
vague
(p. 46)
not clear or specific
confide
v.
(p. 49)
to trust someone with a secret
inadequate
(p. 54)
not enough or not good enough
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: The Giver by Lois Lowry — Chapters 7–8
While reading, answer the following questions.
What happens during the Ceremony of Twelve?
How would you describe Asher's personality?
What story do they tell about Asher? Why?
What happens when the Chief Elder gets to Jonas' number? How does it make him feel?
What assignment is Jonas selected for?
What qualities does the Chief Elder say that Jonas has that qualify him for this assignment?
What emotions does Jonas experience when he learns of his new assignment?
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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.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
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.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
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.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
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
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.
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
RL.6.2RL.6.3
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
Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
W.6.1W.6.5W.6.9
Draft a strong claim statement and create an outline for a multi-paragraph essay.
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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