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:
Friday, October 28, 2011
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"
Saturday, October 1, 2011
Monday, October 3
Objective: SWBAT evaluate Jonas’ qualities and explain how these qualities were used to select his assignment.
Do-Now: Do you feel you possess each of the following traits: intelligence, integrity, courage, and wisdom? Explain why you feel you do/do not possess each of these traits.
Today: 1) Class will begin reading Chapter #8, examining how Jonas is given his assignment based on the qualities the committee feels he has.
2) In pairs/groups, students will finish reading Chapter #8, focusing on Jonas’ response to his new assignment.
Homework: Chapter #8 Questions
Do-Now: Do you feel you possess each of the following traits: intelligence, integrity, courage, and wisdom? Explain why you feel you do/do not possess each of these traits.
Today: 1) Class will begin reading Chapter #8, examining how Jonas is given his assignment based on the qualities the committee feels he has.
2) In pairs/groups, students will finish reading Chapter #8, focusing on Jonas’ response to his new assignment.
Exit Slip: What do you predict the job of “Receiver of Memory” might entail?
Homework: Chapter #8 Questions
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