Objective: SWBAT compare/contrast Janie’s life with Tea Cake to her previous life with Jody.
Do-Now: Do you believe that money can buy happiness or can a person be broke and still be happy? Explain.
Today: 1) Class will begin to read Chapter #14. Describe Janie’s new life with Tea Cake.
2) Students will finish reading Chapter #14. How is it ironic that Janie is now working class? How is it ironic that she is actually happier now than when she was rich?
3) Begin questions for Chapter #14
Exit Slip: Describe how Janie’s life with Tea Cake is different from her life with Jody. Why is she happier now, even though she works harder and has less money?
Homework: Finish Chapter #14 Questions
Thursday, December 22, 2011
Wednesday, December 21, 2011
Thursday, December 22
Objective: SWBAT describe how two instances in a chapter represent situational irony. SWBAT characterize Tea Cake based on his actions and treatment of Janie.
Do-Now: If you were Janie, would you trust Tea Cake? What does Janie have to lose if Tea Cake turns out to be dishonest? What does she have to gain if he turns out to be honest?
Today: 1) Class will being reading Chapter #13. How does Tea Cake’s disappearance and reappearance represent situational irony?
2) Students will finish reading Chapter #13. Describe Tea Cake’s character.
3) Students will begin completing Chapter #13 Questions
Exit Slip: Was Tea Cake right to take Janie’s money without asking, even though he ended up paying her back in the end? Can Tea Cake be trusted or will he ultimately run off with Janie’s money?
Homework: Finish Chapter #13 Questions
Do-Now: If you were Janie, would you trust Tea Cake? What does Janie have to lose if Tea Cake turns out to be dishonest? What does she have to gain if he turns out to be honest?
Today: 1) Class will being reading Chapter #13. How does Tea Cake’s disappearance and reappearance represent situational irony?
2) Students will finish reading Chapter #13. Describe Tea Cake’s character.
3) Students will begin completing Chapter #13 Questions
Exit Slip: Was Tea Cake right to take Janie’s money without asking, even though he ended up paying her back in the end? Can Tea Cake be trusted or will he ultimately run off with Janie’s money?
Homework: Finish Chapter #13 Questions
Sunday, December 18, 2011
Monday, December 19
Objective: SWBAT describe how Janie is using Tea Cake to rebel against Granny and Jody. SWBAT describe how Janie’s choices have caused her own downfall.
Do-Now: Do you believe Tea Cake is a good match for Janie? Do you feel she will truly be happy with him? Does Tea Cake really care about Janie or is he just after her money?
Today: 1) Class will begin to read, Chapter #12. Why does Pheoby warn Janie about Tea Cake?
2) Students will finish reading Chapter #12. What are Janie’s plans with Tea Cake?
3) Advice Column: Pretend Janie decided to write to a newspaper advice column asking whether or not she should marry Tea Cake. Compose two letters: One letter written by Janie to the column asking for advice. This letter should be written from Janie's point of view (using "I") and should include a description of Janie, a description of her past relationships, and a description of her current relationship with Tea Cake. You should also include her personal reasons why she wants to marry Tea Cake, along with her friends' opinions on why she shouldn't. The second letter should be written by the advice columnist to Janie in a response to Janie's letter and should offer her advice on whether or not to marry Tea Cake.
Exit Slip: What are your reactions to Janie’s plan with Tea Cake? Do you think she is making the right choice by following her heart, or will she only end up being hurt again? Explain.
Homework: Finish advice column letters.
Do-Now: Do you believe Tea Cake is a good match for Janie? Do you feel she will truly be happy with him? Does Tea Cake really care about Janie or is he just after her money?
Today: 1) Class will begin to read, Chapter #12. Why does Pheoby warn Janie about Tea Cake?
2) Students will finish reading Chapter #12. What are Janie’s plans with Tea Cake?
3) Advice Column: Pretend Janie decided to write to a newspaper advice column asking whether or not she should marry Tea Cake. Compose two letters: One letter written by Janie to the column asking for advice. This letter should be written from Janie's point of view (using "I") and should include a description of Janie, a description of her past relationships, and a description of her current relationship with Tea Cake. You should also include her personal reasons why she wants to marry Tea Cake, along with her friends' opinions on why she shouldn't. The second letter should be written by the advice columnist to Janie in a response to Janie's letter and should offer her advice on whether or not to marry Tea Cake.
Exit Slip: What are your reactions to Janie’s plan with Tea Cake? Do you think she is making the right choice by following her heart, or will she only end up being hurt again? Explain.
Homework: Finish advice column letters.
Thursday, December 15, 2011
Friday, December 16
Objective: SWBAT to characterize Tea Cake based on his actions and dialogue. SWBAT compare Tea Cake’s treatment of Janie to Logan and Jody’s treatment of her.
Do-Now: Describe Tea Cake. How is he similar to the other two men Janie has had in her life? How is he different? Do you think Janie has finally met her match? Explain.
Today: 1) Teacher will review responses to the students’ Do-Nows. Teacher will review direct vs. indirect characterization and ask the students to begin characterizing Tea Cake.
2) Class will begin to read Chapter #11 and characterize Tea Cake based on his actions and dialogue.
3) Students will finish reading Chapter #11, focusing on how Tea Cake’s treatment of Janie is similar/different from her past suitors.
4) Students will begin questions for Chapter #11.
Exit Slip: How is Tea Cake different from the other men Janie has had in her life? How does he treat her differently? How does she act differently around him? Explain.
Homework: Finish Chapter #11 Questions
Do-Now: Describe Tea Cake. How is he similar to the other two men Janie has had in her life? How is he different? Do you think Janie has finally met her match? Explain.
Today: 1) Teacher will review responses to the students’ Do-Nows. Teacher will review direct vs. indirect characterization and ask the students to begin characterizing Tea Cake.
2) Class will begin to read Chapter #11 and characterize Tea Cake based on his actions and dialogue.
3) Students will finish reading Chapter #11, focusing on how Tea Cake’s treatment of Janie is similar/different from her past suitors.
4) Students will begin questions for Chapter #11.
Exit Slip: How is Tea Cake different from the other men Janie has had in her life? How does he treat her differently? How does she act differently around him? Explain.
Homework: Finish Chapter #11 Questions
Wednesday, December 14, 2011
Thursday, December 15
Objective: SWBAT describe how a scene from the middle of a book parallels a scene from the beginning of the book. SWBAT list a character’s core values and explain how they have remained constant throughout the story.
Do-Now: Do you believe people are able to change or are they doomed to stay the same? Why do some people keep making the same mistakes over and over again? Why do they fail to learn from their mistakes, even after making the same mistake several times? Have you ever been guilty of making the same mistake more than once?
Today: 1) Class will being reading Chapter #10, focusing on the introduction of Janie’s new love interest, Tea Cake. How does her meeting a Tea Cake resemble her meeting of Jody in the beginning of the book? How is Janie falling for the same attributes in Tea Cake that she fell for in Jody?
2) Students will finish reading Chapter #10. How is Tea Cake similar to Jody? How is he different? Based on what has happened to Janie in her past, why do you believe she is attracted to Tea Cake?
3) Create a VENN diagram comparing/contrasting Jody and Tea Cake. Focus on what the men look like, how they act, and how they treat Janie.
EXIT SLIP: Explain how Janie’s meeting of Tea Cake resembles her prior meeting of Jody. How do the two scenes resemble one another? How do the two men resemble one another?
Homework: Finish VENN Diagram
Do-Now: Do you believe people are able to change or are they doomed to stay the same? Why do some people keep making the same mistakes over and over again? Why do they fail to learn from their mistakes, even after making the same mistake several times? Have you ever been guilty of making the same mistake more than once?
Today: 1) Class will being reading Chapter #10, focusing on the introduction of Janie’s new love interest, Tea Cake. How does her meeting a Tea Cake resemble her meeting of Jody in the beginning of the book? How is Janie falling for the same attributes in Tea Cake that she fell for in Jody?
2) Students will finish reading Chapter #10. How is Tea Cake similar to Jody? How is he different? Based on what has happened to Janie in her past, why do you believe she is attracted to Tea Cake?
3) Create a VENN diagram comparing/contrasting Jody and Tea Cake. Focus on what the men look like, how they act, and how they treat Janie.
EXIT SLIP: Explain how Janie’s meeting of Tea Cake resembles her prior meeting of Jody. How do the two scenes resemble one another? How do the two men resemble one another?
Homework: Finish VENN Diagram
Friday, December 9, 2011
Monday, December 12
Objective: SWBAT describe how Janie’s character changes after Jody’s death and identify possible causes for these changes.
Do-Now: Now that Jody has died, Janie is finally free from him. NOW will she finally be happy? Why might she still have unhappiness in her life? Can a woman like Janie ever really be happy? Explain.
Today: 1) Class will begin to read, Chapter #9, focusing on Janie’s period of mourning after Jody’s death. How has Jody’s death changed Janie’s character?
2) Students will finish reading Chapter #9, focusing on Janie coming out of her period of mourning. Why does Janie seem to have no interest in remarrying?
Exit Slip: Why do you believe Janie doesn’t wish to get re-married? If you were Janie, would you get re-married or would you remain single? Explain.
Homework: Chapter #9 Questions
Do-Now: Now that Jody has died, Janie is finally free from him. NOW will she finally be happy? Why might she still have unhappiness in her life? Can a woman like Janie ever really be happy? Explain.
Today: 1) Class will begin to read, Chapter #9, focusing on Janie’s period of mourning after Jody’s death. How has Jody’s death changed Janie’s character?
2) Students will finish reading Chapter #9, focusing on Janie coming out of her period of mourning. Why does Janie seem to have no interest in remarrying?
Exit Slip: Why do you believe Janie doesn’t wish to get re-married? If you were Janie, would you get re-married or would you remain single? Explain.
Homework: Chapter #9 Questions
Thursday, December 8, 2011
Friday, December 9
Objective: SWBAT identify two of a Janie’s main conflicts and explain how those conflicts are resolved by Jody’s death.
Do-Now: If you have anger towards someone, does it end with his/her death? Is there any reason to stay angry with someone who is dead or dying? How could your problems with that person be resolved with their death?
Today: 1) Review conflict: internal vs. external
2) Class will begin to read Chapter #8, focusing on Jody’s deteriorating health and how it is affecting his relationship with Janie.
3) Class will finish reading Chapter #8, focusing on the final conversation between Janie and Jody as Jody is on his death bed.
Exit Slip: How are Janie’s conflicts solved by Jody’s death? Do you think Janie will finally be happy now that Jody is gone? Explain.
Homework: Finish Chapter #8 Questions
Do-Now: If you have anger towards someone, does it end with his/her death? Is there any reason to stay angry with someone who is dead or dying? How could your problems with that person be resolved with their death?
Today: 1) Review conflict: internal vs. external
2) Class will begin to read Chapter #8, focusing on Jody’s deteriorating health and how it is affecting his relationship with Janie.
3) Class will finish reading Chapter #8, focusing on the final conversation between Janie and Jody as Jody is on his death bed.
Exit Slip: How are Janie’s conflicts solved by Jody’s death? Do you think Janie will finally be happy now that Jody is gone? Explain.
Homework: Finish Chapter #8 Questions
December 8, 2011
Objective: SWBAT explain how Jody’s treatment of Janie can be used to indirectly characterize him.
Do-Now: “We often criticize others for the faults we have ourselves.” Do you agree with this quote? Do you believe when people criticize others they are pointing out faults in the other people that they also have themselves. Have you often done this or has someone done this to you? Explain.
Today: 1) Teacher will review direct and indirect characterization. Class will practice characterizing Janie and Jody.
2) Class will begin to read Chapter #7. How do Jody’s criticisms toward Janie represent faults he finds in himself? Why does he bring Janie down to try to make himself feel better?
3) Students will finish reading Chapter #7. Why does Janie finally stand up to Jody? How has Jody now begun to lose all his power?
4) Students will begin to complete questions for Chapter #7.
Exit Slip: Describe the falling out between Jody and Janie. What made Janie finally snap? Why do you believe she put up with Jody’s abuse for so long?
Homework: Finish Chapter #7 Questions
Do-Now: “We often criticize others for the faults we have ourselves.” Do you agree with this quote? Do you believe when people criticize others they are pointing out faults in the other people that they also have themselves. Have you often done this or has someone done this to you? Explain.
Today: 1) Teacher will review direct and indirect characterization. Class will practice characterizing Janie and Jody.
2) Class will begin to read Chapter #7. How do Jody’s criticisms toward Janie represent faults he finds in himself? Why does he bring Janie down to try to make himself feel better?
3) Students will finish reading Chapter #7. Why does Janie finally stand up to Jody? How has Jody now begun to lose all his power?
4) Students will begin to complete questions for Chapter #7.
Exit Slip: Describe the falling out between Jody and Janie. What made Janie finally snap? Why do you believe she put up with Jody’s abuse for so long?
Homework: Finish Chapter #7 Questions
Monday, December 5, 2011
Monday, December 5
Objective: SWBAT to explain how an animal can be used as a symbol in a novel and describe what that animal is symbolizing.
Do-Now: Describe the problems that Janie and Jody are beginning to have in their marriage. How are these problems similar/different to the problems she had with Logan? Explain.
Today: 1) Class will begin to read Chapter #6, focusing on how the mule is being used as a symbol.
2) Class will finish reading Chapter #6. How has Janie and Jody’s marriage begun to take a turn for the worst? How does Jody treat Janie? Why does she accept this treatment?
3) Students will begin to complete questions on Chapter #6.
Homework: Finish Chapter #6 Questions
Do-Now: Describe the problems that Janie and Jody are beginning to have in their marriage. How are these problems similar/different to the problems she had with Logan? Explain.
Today: 1) Class will begin to read Chapter #6, focusing on how the mule is being used as a symbol.
2) Class will finish reading Chapter #6. How has Janie and Jody’s marriage begun to take a turn for the worst? How does Jody treat Janie? Why does she accept this treatment?
3) Students will begin to complete questions on Chapter #6.
Homework: Finish Chapter #6 Questions
Thursday, December 1, 2011
Friday, December 2
Objective: SWBAT describe how a chapter in a novel represents situational irony.
Do-Now: Janie is now on her second marriage. The first time she was married, she did not get to choose her own husband. This second time, she did. Do you think she will be happier now that she is with a man she chose? Explain.
Today: 1) Class will begin to read Chapter #5. What is Janie’s new life like? Is it better than the life she had before? Is her marriage any happier?
2) Students will finish reading Chapter #5. Describe Janie’s relationship with Jody. Is her marriage what she expected it to be? How does this represent situational irony?
Exit Slip: Janie and Jody are already beginning to have problems with their marriage. Would Janie have been better off staying with Logan or did she make the right decision to marry Jody? Explain.
Homework: Chapter #5 Questions
Homework:
Do-Now: Janie is now on her second marriage. The first time she was married, she did not get to choose her own husband. This second time, she did. Do you think she will be happier now that she is with a man she chose? Explain.
Today: 1) Class will begin to read Chapter #5. What is Janie’s new life like? Is it better than the life she had before? Is her marriage any happier?
2) Students will finish reading Chapter #5. Describe Janie’s relationship with Jody. Is her marriage what she expected it to be? How does this represent situational irony?
Exit Slip: Janie and Jody are already beginning to have problems with their marriage. Would Janie have been better off staying with Logan or did she make the right decision to marry Jody? Explain.
Homework: Chapter #5 Questions
Homework:
Wednesday, November 30, 2011
Thursday, December 1
Objective: SWBAT describe a character using both direction and indirect characterization.
Do-Now: When two people are having trouble in their marriage, should they always try to work things out or are their circumstances where they should just give up on the marriage? Explain.
Today: 1) Class will begin reading Chapter #4, characterizing Jody. What does the author tell us about Jody? What can we infer about him?
Homework: Compose a VENN diagram comparing/contrasting Logan and Jody. You should have at least THREE similarities between the two of them and THREE differences on each side (for a total of NINE points). Your comparisions should be meaningful and insightful. For example, saying the two of them are "both men" is NOT acceptable as a comparison. Saying that the two of them are both interested in Janie IS acceptable as a comparison.
Do-Now: When two people are having trouble in their marriage, should they always try to work things out or are their circumstances where they should just give up on the marriage? Explain.
Today: 1) Class will begin reading Chapter #4, characterizing Jody. What does the author tell us about Jody? What can we infer about him?
Homework: Compose a VENN diagram comparing/contrasting Logan and Jody. You should have at least THREE similarities between the two of them and THREE differences on each side (for a total of NINE points). Your comparisions should be meaningful and insightful. For example, saying the two of them are "both men" is NOT acceptable as a comparison. Saying that the two of them are both interested in Janie IS acceptable as a comparison.
Wednesday, November 23, 2011
Monday, November 28
Objective: SWBAT identify and describe a character’s internal and external conflict.
Do-Now: Why might someone marry a person he/she did not love? Could he/she ever be happy in a marriage without love? Would you ever marry someone you did not love? Explain.
Today: 1) Internal vs. External Conflict
2) Class will read Chapter #3, identifying Janie’s internal and external conflicts.
3) Compose a letter from Nanny to Janie giving her advice on her marriage with Logan. (Minimum 10 sentences)
Homework: Finish your letter
Do-Now: Why might someone marry a person he/she did not love? Could he/she ever be happy in a marriage without love? Would you ever marry someone you did not love? Explain.
Today: 1) Internal vs. External Conflict
2) Class will read Chapter #3, identifying Janie’s internal and external conflicts.
3) Compose a letter from Nanny to Janie giving her advice on her marriage with Logan. (Minimum 10 sentences)
Homework: Finish your letter
Friday, November 18, 2011
Monday, November 21
Objective: SWBAT describe a character’s motivation and how it effects the decisions made by that character. SWBAT compare/contrast two characters based on the events each character experienced in her childhood.
Do-Now: What motivated you to come to school today? How might your decision to come to school have been different without this motivation? Explain.
Today: 1) Character Motivation: Intrinsic vs. Extrinsic
2) Class will begin reading Chapter #2, focusing on Janie’s description of her childhood.
3) Students will finish reading Chapter #2. What motivates Janie’s grandmother to marry Janie to Logan Killicks? How has Nanny’s past caused her to want a better life for Janie?
Exit Slip: Based on what you know about your parents/grandparents, what do you believe motivates them to treat you the way that they do and set the expectations that they have for you?
Homework: Create a VENN diagram comparing Janie’s childhood to Nanny’s. Make sure to have at least THREE similarities and SIX differences (3 in each character's circle).
Do-Now: What motivated you to come to school today? How might your decision to come to school have been different without this motivation? Explain.
Today: 1) Character Motivation: Intrinsic vs. Extrinsic
2) Class will begin reading Chapter #2, focusing on Janie’s description of her childhood.
3) Students will finish reading Chapter #2. What motivates Janie’s grandmother to marry Janie to Logan Killicks? How has Nanny’s past caused her to want a better life for Janie?
Exit Slip: Based on what you know about your parents/grandparents, what do you believe motivates them to treat you the way that they do and set the expectations that they have for you?
Homework: Create a VENN diagram comparing Janie’s childhood to Nanny’s. Make sure to have at least THREE similarities and SIX differences (3 in each character's circle).
Thursday, November 17, 2011
Friday, November 18
Objective: SWBAT list at least three examples of figurative language from the first chapter of “Their Eyes Were Watching God” that are being used to set the tone of the novel and explain how these lines create tone/mood.
Do-Now: Read the first two, small paragraphs on pg. 1 at the beginning of Chapter#1. What do you believe the author is saying about the dreams on men and women? Explain.
Today: 1) Figurative Language:
simile: comparing two different things using "like" or "as"
metaphor: comparing two different things without using "like" or "as"
personification: giving an animal, object, or idea human qualities
2) Class will begin reading Chapter #1, finding examples of figurative language.
3) Finish reading Chapter #1, looking for instances of figurative language that are used to create mood/tone.
Exit Slip: Describe Janie using only the opinions of others from the novel.
Homework: Complete discussion questions for Chapter #1.
Do-Now: Read the first two, small paragraphs on pg. 1 at the beginning of Chapter#1. What do you believe the author is saying about the dreams on men and women? Explain.
Today: 1) Figurative Language:
simile: comparing two different things using "like" or "as"
metaphor: comparing two different things without using "like" or "as"
personification: giving an animal, object, or idea human qualities
2) Class will begin reading Chapter #1, finding examples of figurative language.
3) Finish reading Chapter #1, looking for instances of figurative language that are used to create mood/tone.
Exit Slip: Describe Janie using only the opinions of others from the novel.
Homework: Complete discussion questions for Chapter #1.
Wednesday, November 16, 2011
Thursday, November 17
Objective: SWBAT respond to ten statements on an anticipation guide and defend their responses in front of the class.
Do-Now: Complete Anticipation Guide Worksheet
Today: Anticipation Guide Discussion/Debate
Exit Slip: Based on the Anticipation Guide you completed in class, what do you predict might happen in “Their Eyes Were Watching God?” Explain.
Homework:Choose one of the ten statements from your Anticipation Guide and write a full paragraph explaining why you agree/disagree with the statement using examples from your own life.
Do-Now: Complete Anticipation Guide Worksheet
Today: Anticipation Guide Discussion/Debate
Exit Slip: Based on the Anticipation Guide you completed in class, what do you predict might happen in “Their Eyes Were Watching God?” Explain.
Homework:Choose one of the ten statements from your Anticipation Guide and write a full paragraph explaining why you agree/disagree with the statement using examples from your own life.
Wednesday, November 9, 2011
Monday, November 14
Objective: SWBAT explain how Jonas' main conflicts are resolved in the final chapter of “The Giver.”
Do-Now: What do you predict will happen to Jonas and Gabriel now that they have escaped from the community? Do you believe they will be able to make it to Elsewhere? What might Elsewhere be like? Explain.
Today: 1) Go over Chapter questions for Chapters 20 and 21.
2) Introduce Extra-Credit Assignment
3) Review Chapter #22.
4) Compose an Epilogue for "The Giver." An epilogue is a brief chapter that appears after the final chapter in the book and explains what happens after the end of the book. In your epilogue, write about what happens to Jonas after the end of Chapter #22. Do Jonas and Gabriel make it to Elsewhere? Where is the singing Jonas hears coming from? Your epilogue should be a MINIMUM of TEN complete sentences and should be written from the view of the narrator or from Jonas' point of view.
Exit Slip: Explain how Jonas' main conflicts were resolved by him and Gabriel leaving the community. Which conflicts remain unresolved in the end of the book.?
HOMEWORK: Extra Credit due no later than WEDNESDAY after school!!!
Do-Now: What do you predict will happen to Jonas and Gabriel now that they have escaped from the community? Do you believe they will be able to make it to Elsewhere? What might Elsewhere be like? Explain.
Today: 1) Go over Chapter questions for Chapters 20 and 21.
2) Introduce Extra-Credit Assignment
3) Review Chapter #22.
4) Compose an Epilogue for "The Giver." An epilogue is a brief chapter that appears after the final chapter in the book and explains what happens after the end of the book. In your epilogue, write about what happens to Jonas after the end of Chapter #22. Do Jonas and Gabriel make it to Elsewhere? Where is the singing Jonas hears coming from? Your epilogue should be a MINIMUM of TEN complete sentences and should be written from the view of the narrator or from Jonas' point of view.
Exit Slip: Explain how Jonas' main conflicts were resolved by him and Gabriel leaving the community. Which conflicts remain unresolved in the end of the book.?
HOMEWORK: Extra Credit due no later than WEDNESDAY after school!!!
Sunday, November 6, 2011
Monday, November 7
Objective: SWBAT evaluate how suspense is built in the final chapters of “The Giver.”
Do-Now: Do you predict Jonas will go through with his plan to leave the community or will he decide to stay? Explain and give examples from the story to support your explanation.
Today: 1) Class will begin to read Chapter #21 of “The Giver.” Why does the author choose to interrupt the scene with a flashback? How does this create suspense?
2) Students will finish reading Chapter #21.
Exit Slip: If you were Jonas, would you have brought Gabriel along with you? Explain why or why not?
Homework: Complete Worksheet for Chapter #21
Do-Now: Do you predict Jonas will go through with his plan to leave the community or will he decide to stay? Explain and give examples from the story to support your explanation.
Today: 1) Class will begin to read Chapter #21 of “The Giver.” Why does the author choose to interrupt the scene with a flashback? How does this create suspense?
2) Students will finish reading Chapter #21.
Exit Slip: If you were Jonas, would you have brought Gabriel along with you? Explain why or why not?
Homework: Complete Worksheet for Chapter #21
Thursday, November 3, 2011
Friday, Novmeber 4
Objective: SWBAT describe how Jonas has changed throughout the novel based on the new knowledge he has acquired.
Do-Now: Now that Jonas has learned about “release,” what do you predict he might do? If you were Jonas, what would you do now? Explain.
Today: 1) Class will begin reading Chapter #20. How does Jonas react after viewing the release? What are his views on his community now that he knows the truth?
2) Students will finish reading Chapter #20. Describe Jonas’ plan for escaping from the community.
Exit Slip: Do you predict Jonas will be successful in his attempt to escape from his community? Explain why/why not?
Homework: Complete Chapter #20 Questions
Do-Now: Now that Jonas has learned about “release,” what do you predict he might do? If you were Jonas, what would you do now? Explain.
Today: 1) Class will begin reading Chapter #20. How does Jonas react after viewing the release? What are his views on his community now that he knows the truth?
2) Students will finish reading Chapter #20. Describe Jonas’ plan for escaping from the community.
Exit Slip: Do you predict Jonas will be successful in his attempt to escape from his community? Explain why/why not?
Homework: Complete Chapter #20 Questions
Wednesday, November 2, 2011
Thursday, November 3
Objective: SWBAT evaluate the effectiveness of a story’s climax.
Do-Now: One of the twins is going to be “released” from the community. What do you think “release” is? What happens during “release?” Do you believe it is fair to “release” a newborn from the community?
Today: 1) Where else in the book have we heard of someone being "released?"
2) What is situational irony? Class will read Chapter # 19. What does Jonas discover about the process of “release?” How does this discovery represent situational irony? How can this event be viewed as the story’s climax?
Exit Slip: Now that you know what “release” is, how does your view on the events in the book change? Look back at all the instances where “release” was mentioned in the book. How did you view the events before, how do you view them now?
Homework: Reflection/Relation: Where else in history was death such a common occurrence that people became de-sensitized to it? Do you feel our culture today has become de-sensitized to death based on events and media? Explain in a brief written reflection. (5-7 sentences)
Do-Now: One of the twins is going to be “released” from the community. What do you think “release” is? What happens during “release?” Do you believe it is fair to “release” a newborn from the community?
Today: 1) Where else in the book have we heard of someone being "released?"
2) What is situational irony? Class will read Chapter # 19. What does Jonas discover about the process of “release?” How does this discovery represent situational irony? How can this event be viewed as the story’s climax?
Exit Slip: Now that you know what “release” is, how does your view on the events in the book change? Look back at all the instances where “release” was mentioned in the book. How did you view the events before, how do you view them now?
Homework: Reflection/Relation: Where else in history was death such a common occurrence that people became de-sensitized to it? Do you feel our culture today has become de-sensitized to death based on events and media? Explain in a brief written reflection. (5-7 sentences)
Friday, October 28, 2011
Monday, October 31
Objective: SWBAT describe the failure of the last Receiver in Jonas’ community.
Do-Now: Why do you believe there is a rule for The Receiver that he/she cannot request to be “released?” What would happen if The Receiver were gone from the community? What would happen if all the memories given to The Receiver were gone?
Today: 1) Class will begin reading Chapter #18. What reasons does The Giver give for the previous Receiver’s failure? How does the Giver compare Rosemary to Jonas?
2) Exit Slip: Based on what happened to Rosemary, what do you believe may happen to Jonas? Will he be able to endure all the pain and suffering of The Giver’s memories or will he, too, find a way to escape them?
Homework: Chapter #18 Worksheet
Homework:
Do-Now: Why do you believe there is a rule for The Receiver that he/she cannot request to be “released?” What would happen if The Receiver were gone from the community? What would happen if all the memories given to The Receiver were gone?
Today: 1) Class will begin reading Chapter #18. What reasons does The Giver give for the previous Receiver’s failure? How does the Giver compare Rosemary to Jonas?
2) Exit Slip: Based on what happened to Rosemary, what do you believe may happen to Jonas? Will he be able to endure all the pain and suffering of The Giver’s memories or will he, too, find a way to escape them?
Homework: Chapter #18 Worksheet
Homework:
Thursday, October 27, 2011
Friday, October 28
Objective: SWBAT evaluate how Jonas’ new memories are affecting his social life.
Do-Now: What was your favorite outdoor game when you were a kid? (Example: Hide and Go Seek, Freeze Tag, Red Light/Green Light, etc.) What did you enjoy about this game? How could this childhood game be related to adult life? (Example: Criminals “Hide” and police “Go Seek” them; Drivers stop at “Red Lights” and go at “Green Lights.”)
Today: 1) Class will begin to read Chapter #17. Why is Jonas upset by Asher’s game? Why is Jonas unable to describe to Asher why he is so upset? How are Jonas’ new memories causing him to become further separated from his peers?
2) Students will finish reading Chapter #17. How has Gabriel begun to show progress? Do you believe it’s fair to “release” one of the twins based on its birthweight? Why can’t both twins remain in the community?
3) Writing Assignment: Pretend you are Jonas. Compose a letter to Asher explaining to him why his new game is inappropriate. Keep in mind that Asher has never seen was and doesn’t understand what it is. How can you explain to him why his game upset you?
EXIT SLIP: If you were Jonas’ father, how would you choose which twin got to stay in the community and which twin got “released?” Explain your method for choosing the “best” twin to stay in the community.
Homework: Finish your letter to Asher
Do-Now: What was your favorite outdoor game when you were a kid? (Example: Hide and Go Seek, Freeze Tag, Red Light/Green Light, etc.) What did you enjoy about this game? How could this childhood game be related to adult life? (Example: Criminals “Hide” and police “Go Seek” them; Drivers stop at “Red Lights” and go at “Green Lights.”)
Today: 1) Class will begin to read Chapter #17. Why is Jonas upset by Asher’s game? Why is Jonas unable to describe to Asher why he is so upset? How are Jonas’ new memories causing him to become further separated from his peers?
2) Students will finish reading Chapter #17. How has Gabriel begun to show progress? Do you believe it’s fair to “release” one of the twins based on its birthweight? Why can’t both twins remain in the community?
3) Writing Assignment: Pretend you are Jonas. Compose a letter to Asher explaining to him why his new game is inappropriate. Keep in mind that Asher has never seen was and doesn’t understand what it is. How can you explain to him why his game upset you?
EXIT SLIP: If you were Jonas’ father, how would you choose which twin got to stay in the community and which twin got “released?” Explain your method for choosing the “best” twin to stay in the community.
Homework: Finish your letter to Asher
Friday, October 21, 2011
Thursday, October 27
Objective: SWBAT create an artistic depiction of a scene from a novel.
Do-Now: What do you feel was the most meaningful memory transferred to Jonas? Go back in your book and find this memory and write a description of it.
Today: 1) Choose one of the memories that was transferred to Jonas by the Giver. Using the description in the book as a guide, draw a detailed picture of this memory. On the back of this picture, write a paragraph explaining why you feel the memory you chose to draw was the most significant of all the memories given to Jonas.
Homework: Finish picture and paragraph.
Do-Now: What do you feel was the most meaningful memory transferred to Jonas? Go back in your book and find this memory and write a description of it.
Today: 1) Choose one of the memories that was transferred to Jonas by the Giver. Using the description in the book as a guide, draw a detailed picture of this memory. On the back of this picture, write a paragraph explaining why you feel the memory you chose to draw was the most significant of all the memories given to Jonas.
Homework: Finish picture and paragraph.
Thursday, October 20, 2011
Friday, October 21
Objective: SWBAT describe how memories can evoke emotions and feelings.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Class will read and discuss Chapters 15 and 16
Exit Slip: What do you think it would be like to live in a world without love? How would your life change if you could not love or be loved by someone?
Homework: Finish Chapter 15&16 Questions
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Class will read and discuss Chapters 15 and 16
Exit Slip: What do you think it would be like to live in a world without love? How would your life change if you could not love or be loved by someone?
Homework: Finish Chapter 15&16 Questions
Wednesday, October 19, 2011
Thursday, October 20
Objective: SWBAT explain how the Giver uses his knowledge of the past to help the community make better decisions for its future.
Do-Now: Describe the worst physical pain you have ever felt in your life. What might life be like if we never had to feel pain? What would be gained by having a pain-free world? What would be lost?
Today: 1) Why is it important that we don’t forget about the past? How can we use the knowledge gained from the past to create a better future for ourselves?
2) Class will begin reading Chapter #14.
3) Students will finish reading Chapter #14 and completing the question worksheet.
Homework: Complete Chapter #14
Exit Slip: Do you agree with the community’s choice not to allow anyone besides the Receiver to have all the memories? How might this help the community maintain its utopia? What bad things might happen if everyone in the community had the same memories as Jonas?
Do-Now: Describe the worst physical pain you have ever felt in your life. What might life be like if we never had to feel pain? What would be gained by having a pain-free world? What would be lost?
Today: 1) Why is it important that we don’t forget about the past? How can we use the knowledge gained from the past to create a better future for ourselves?
2) Class will begin reading Chapter #14.
3) Students will finish reading Chapter #14 and completing the question worksheet.
Homework: Complete Chapter #14
Exit Slip: Do you agree with the community’s choice not to allow anyone besides the Receiver to have all the memories? How might this help the community maintain its utopia? What bad things might happen if everyone in the community had the same memories as Jonas?
Friday, October 14, 2011
Monday, October 17
Objective: SWBAT explain how Jonas is becoming more like the Giver by feeling more distant from his family and peers.
Do-Now: Why is it important for people to have choices in life? What might it feel like to have everything chosen for you? What problems occur when people are given choices? (How can choices be a BAD thing?)
Today: 1) Class will begin to read Chapter #13. Why is Jonas angry that he is not allowed to have choices? Why is Jonas scared of people making the wrong choices? What does this fear say about the influence Jonas’ society has had on him?
2) In groups, students will finish reading Chapter #13, looking for further examples of Jonas becoming distanced from his family/friends.
Homework: Complete Chapter #13 Questions (Worksheet is DOUBLE-SIDED!!!)
Do-Now: Why is it important for people to have choices in life? What might it feel like to have everything chosen for you? What problems occur when people are given choices? (How can choices be a BAD thing?)
Today: 1) Class will begin to read Chapter #13. Why is Jonas angry that he is not allowed to have choices? Why is Jonas scared of people making the wrong choices? What does this fear say about the influence Jonas’ society has had on him?
2) In groups, students will finish reading Chapter #13, looking for further examples of Jonas becoming distanced from his family/friends.
Homework: Complete Chapter #13 Questions (Worksheet is DOUBLE-SIDED!!!)
Friday, October 14
Objective: SWBAT analyze how Jonas’ new job as the Receiver is causing him to feel isolated from his family and peers.
Do-Now: Pretend you are meeting someone who has lived in the desert his/her entire life and has never experienced the cold. How would you describe “snow” to them?
Today: 1) Class will being to read Chapter #12 of “The Giver,” focusing on how Jonas is beginning to feel distant from his family and friends.
2) In groups, students will finish reading Chapter #12, focusing on Jonas’ ability to see the color red. Are the people in Jonas’ community color blind or are they just unable to “see” color because they don’t understand what it is?
Exit Slip: How does the absence of color benefit Jonas’ community? How does it help the community maintain its utopia? How could the presence of color in Jonas’ community cause conflict?
Homework: Chapter #12 Questions
Do-Now: Pretend you are meeting someone who has lived in the desert his/her entire life and has never experienced the cold. How would you describe “snow” to them?
Today: 1) Class will being to read Chapter #12 of “The Giver,” focusing on how Jonas is beginning to feel distant from his family and friends.
2) In groups, students will finish reading Chapter #12, focusing on Jonas’ ability to see the color red. Are the people in Jonas’ community color blind or are they just unable to “see” color because they don’t understand what it is?
Exit Slip: How does the absence of color benefit Jonas’ community? How does it help the community maintain its utopia? How could the presence of color in Jonas’ community cause conflict?
Homework: Chapter #12 Questions
Wednesday, October 12, 2011
Thursday, October 13
Objective: SWBAT evaluate an author’s use of imagery and explain how sensory images are used to enhance a text.
Do-Now: Describe the weather outside today using all five senses: touch, taste, smell, sight, and sound.
Today: 1) Teacher will introduce imagery and sensory images to the class using the responses to their journal entries as an example.
2) Class will begin to read Chapter #11 of “The Giver,” focusing on how the author uses sensory images to describe Jonas’ experience on his first sled ride.
3) In groups, students will finish reading Chapter #11, focusing on how imagery is used to describe the memories being transferred to Jonas by the Giver.
Exit Slip: What might it feel like to live in a world like Jonas’ where the temperature is the same every day and people are never too cold or too hot? What would you not be able to experience in such a world? What would be lost?
Homework: Chapter #11 Questions
Do-Now: Describe the weather outside today using all five senses: touch, taste, smell, sight, and sound.
Today: 1) Teacher will introduce imagery and sensory images to the class using the responses to their journal entries as an example.
2) Class will begin to read Chapter #11 of “The Giver,” focusing on how the author uses sensory images to describe Jonas’ experience on his first sled ride.
3) In groups, students will finish reading Chapter #11, focusing on how imagery is used to describe the memories being transferred to Jonas by the Giver.
Exit Slip: What might it feel like to live in a world like Jonas’ where the temperature is the same every day and people are never too cold or too hot? What would you not be able to experience in such a world? What would be lost?
Homework: Chapter #11 Questions
Thursday, October 6, 2011
Friday, October 7
Objective: SWBAT evaluate details in a scene and qualify each detail as representing utopia or dystopia.
Do-Now: What have you learned about Jonas’ society so far that you feel represents utopia? What have you learned about that you feel represents dystopia? Give examples.
Today: 1) Review Utopia vs. Dystopia
2) Class will begin reading Chapter #10, examining the details given about the norms of Jonas’ community as he begins his training as Receiver of Memory. Do these “norms” in Jonas’ world represent utopia or dystopia?
3) In pairs/groups, students will finish reading Chapter #10, looking for further details which can be qualified as either utopic or dystopic.
Exit Slip: Why do you feel certain pieces of knowledge and certain experiences have been withheld from the people of Jonas’ world? How does this benefit the community as it attempts to maintain utopia?
Homework: Chapter # 10 Questions
Do-Now: What have you learned about Jonas’ society so far that you feel represents utopia? What have you learned about that you feel represents dystopia? Give examples.
Today: 1) Review Utopia vs. Dystopia
2) Class will begin reading Chapter #10, examining the details given about the norms of Jonas’ community as he begins his training as Receiver of Memory. Do these “norms” in Jonas’ world represent utopia or dystopia?
3) In pairs/groups, students will finish reading Chapter #10, looking for further details which can be qualified as either utopic or dystopic.
Exit Slip: Why do you feel certain pieces of knowledge and certain experiences have been withheld from the people of Jonas’ world? How does this benefit the community as it attempts to maintain utopia?
Homework: Chapter # 10 Questions
Wednesday, October 5, 2011
Thursday, October 6
Objective: SWBAT evaluate a list of rules and predict possible effects the rules will have on the character Jonas.
Do-Now: Are there any rules we have in this school which you feel are unnecessary or unfair? Why? Are there any laws we have in this country you feel are unnecessary or unfair? Why?
Today: 1) What is the importance of having rules? Are there any rules that are “okay” to break? When might someone need to break the rules?
2) Class will begin reading Chapter #9, examining the list of rules Jonas if given for his training as Receiver of Memory.
3) In pairs/groups, students will finish reading Chapter #9, focusing on Jonas’ responses to the new rules he must follow and the impact these rules will have on his life.
Homework: Chapter #9 Questions for "The Giver"
Do-Now: Are there any rules we have in this school which you feel are unnecessary or unfair? Why? Are there any laws we have in this country you feel are unnecessary or unfair? Why?
Today: 1) What is the importance of having rules? Are there any rules that are “okay” to break? When might someone need to break the rules?
2) Class will begin reading Chapter #9, examining the list of rules Jonas if given for his training as Receiver of Memory.
3) In pairs/groups, students will finish reading Chapter #9, focusing on Jonas’ responses to the new rules he must follow and the impact these rules will have on his life.
Homework: Chapter #9 Questions for "The Giver"
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