Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 5
ELA
Unit 2
6th Grade
Lesson 5 of 32
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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.
Book: The Giver by Lois Lowry — Chapters 7–8
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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 7, the Chief Elder retells an event in which Asher was physically punished in school for not using precise language, an example of corporal punishment in schools.
Corporal punishment, the practice of physically disciplining students for misbehavior, has a long and controversial history in schools. In the early days of education in the United States, corporal punishment was widespread and accepted as a necessary form of punishment. Over time, debates emerged surrounding its effectiveness and ethical implications, leading to a decline in its use in many schools. Today, many states have banned the practice altogether, recognizing the importance of creating safe and positive learning environments for students, and acknowledging the physical and emotional harm it causes students.
Consider how to best support students when reading this chapter and sharing reflections with the whole group. For support during intellectual preparation, read this article titled "Corporal Punishment in Schools and Its Effect on Academic Success" (2010).
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Lois Lowry use juxtaposition in the description of Jonas' Assignment? How does this contribute to the development of the plot? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
How does Lois Lowry's use of juxtaposition on page 65 help develop the plot? Cite evidence from the text to support your answer.
How is Jonas' recollection of the story about Asher (pp. 69–70) different from the Chief Elder's retelling? How does Lowry use this scene to help develop the setting of the text? Cite evidence from the text to support your answer.
How do the events on pages 72–73 contribute to the development of the plot? Where does this chapter fall in the overall structure of the text?
Summarize the events of Chapter 8. Where does this chapter fall in the overall structure of the text? Cite evidence from the text to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
structure
the way a text is purposefully organized by its author
tension
an aspect of storytelling where an author builds engagement by creating emotions of anxiety and apprehension in the reader about what will happen next
juxtaposition
when two things or concepts are placed side by side to emphasize the difference between them
anguish
n.
(p. 75)
severe mental or physical pain or suffering
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 9–10
While reading, answer the following questions.
How is Jonas feeling since learning of his assignment? Why?
What detail on the instructions surprises Jonas the most? Why?
What surprises Jonas about the Receiver's dwelling?
What does it mean to be the Receiver of Memory?
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RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
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.6.2 — 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.6.4 — 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
Draw conclusions about Jonas based on the way he responds to specific events in Chapters 9–10 of The Giver.
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
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.
RL.6.2RL.6.3
RL.6.5
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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