February 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Common Core Standards

Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Essential Questions
1. How do our individual and collective memories shape who we are today and influence our future?

Writing
3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 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.

Materials and Resources

Texts The Giver; Elements of Literature Anthology Handouts Fishbowl Observer graphic organizer; Oranges by Gary Soto; chapters 13-15 WS; The Prisoner and The Community graphic organizer; chapter 14 + 15 quiz Goldfish/observer note cards The Prisoner episode Colorblind Awareness webpage Smartboard Manila file folders, markers

Speaking and Listening

1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Skills
Self-editing Personal narrative writing Discussion Reading and interpreting poetry Interpreting television media

Enduring Understandings
Learners will understand the importance of shared history and memory. Learners will understand how literature can reflect alternate possibilities of life. Learners will understand the importance of self-expression.

Assessments
Informal Assessment participation in class discussion; participation during journaling; classwork grades (completion)

Formal Assessment chapter quiz; Writing Assignment 1; chapters 13-15 WS; Writing Assignment 2

February 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Periods 1: Giver
Oranges; introduce Fishbowls Journal (6 min) 7-1 will do a sociogram (5 min) o Beginning of group work interventions Review chapter 12 (10 min) o How has Jonas already changed since his training? Is he like the other Twelves? How has mothers prediction come true? o How have the genetic scientists eradicated color? o Show Color Blind Awareness webpage Read Oranges by Gary Soto (23 min) o I will read aloud twice, students should follow along and mark color words o Text rendering: Students will underline/highlight a sentence that they feels sums up the piece I will try my best to record these Then, students will choose a phrase (part of sentence or few words) that they feel sums up the piece Finally, students will choose one word that distills the meaning of the piece We will examine our rendering together o Discuss: Color what colors are used explicitly? Implicitly? Colors are used only with Soto and his girlfriend, making the memory of them personal, instead of the memory of going into the store or something What memory does the poem evoke? Introduce fishbowl purpose, rules, and expectations (10 min) o Look at bullet points 1-4 on period 2 Wrap-up (2 min)

Period 2: Giver
Practice fishbowl discussion 7-1 only; 7-3 and 7-5 do Period 3 today
Journal (6 min) Collect writing 1, work on it next class period (2 min) 7-1, 3, 5 Seat change! (10 min) 7-1, 3, 5 o They have to line up in bday order without speaking (starting January) o I will make changes that are necessary Chapters 14-15 quiz (10 min) 7-1, 3, 5 Practice Fishbowl discussion (33 min) o Introduce fishbowl discussion: 10-11 students will be the fish in the fishbowl while everyone else sits on the outside looking in. We will largely use student-generated questions and I will only jump in when necessary. o Students on the outside of the fishbowl should be actively paying attention and taking notes. They will be given a graphic organizer that will be turned in at the end of the fishbowl for completion/participation points. o Students will receive Participation in a Discussion bookmark o Rules for the fishbowl (these will be put on the board): Everyone must participate. Everyone should encourage their classmates to participate. Encourage + Participate Disagreements are okay and important, but they must be respectful. No name-calling or put-downs. Respect No one should monopolize the discussion if your voice is frequently heard, step back and let others into the discussion. Share the Floor o We will practice three small fishbowls with easy topics that everyone can contribute to. o Students will then pull a folded up paper with either goldfish or fishbowl. Those with the goldfish slip must sit in the innermost 10 desks. Those with fishbowl slips must surround them with their desks. o One student in the fishbowl will pull a topic from another bag. The topics are: Violent TV shows and video games are making kids violent and should be restricted. Should cell phones be allowed in schools? Is online privacy important? How much is okay to share with the world? What should be kept under wraps? Are young celebrities a good or bad influence on adolescents? Dress codes are a good idea. o After the topic is announced, students will have two minutes to write down their initial thoughts on a post-it or scrap of paper. o Students will then have 5 minutes to discuss the topic, minding the rules. Their classmates will give them feedback for 2 minutes. Wrap-up (2 min) o read chapter 16 for next class period

7-3 Directions for period 2: Show of The Prisoner episode 1: Arrival o Background: 1967 British TV show in the sci-fi mystery genre; this man wakes up at The Village, a harmonious but mysterious community; he wants to escape o Students should complete The Prisoner graphic organizer for a classwork grade students will write down characteristics of The Village next to characteristics of The Community

February 3-7
Period 3: Giver

WEEKLY LESSON PLAN

Period 4: Giver

Section 7-1, 3, 5

Review chapter 13; Work on Writing 1; 7-1 Friday; 7-5 and 7-3 Thursday Journal (6 min) Finish The Prisoner (10 min) 7-3 only Review chapter 13-16 (10 min) put questions on board, students have a few moments to jot down responses Work on Writing 1 (10 min) o Explain folder system and starburst assessment: Each student will have a manila folder that they will put the pieces of their project together students can bring in scrapbook paper, colored cardstock, ribbon, etc. These will go in the folder Students will put drafts of their essays and copies of their Giver-related journal entries in the folder Students will have 5 minutes to decorate their file folders Self-edit Writing 1 o Students should re-read their prompts and make changes o Prompts should have an introduction (Even the letter), transitions, quotes from the book (for the second) Underline/Italics/Quote WS (8 min) o Students will complete the quotation mark/italics grid and share; then, they will complete the worksheet for a classwork grade Wrap-up (2 min) o Distribute chapters 13-15 WS, due Monday o

February 3-7
Period 5: Giver

WEEKLY LESSON PLAN

Period 6: Giver

Section 7-1, 3, 5

February 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Period 7: SSR Notes - no school Wednesday 7-3 will do the poem, read another poem about colors, and do the underline/italics worksheet; we will read chapter 13 together - 7-5 will be one period behind; next week I will do the worksheet/The Prisoner with 7-1 to slow them down - No school Monday o 7-1: periods 1, 2, 3 o 7-3: periods 1, 2, 3 o 7-5: periods 1, 2, 3 Mon

7-1
Periods 1 + 2

7-3
Periods 1 + 2

7-5
Period 1

Period 3

Periods 3 + 4

Period 2

Tue

Period 4

Period 5

Periods 3 + 4

Wed

Period 5

Period 6

Period 5

Thur

Fri

Periods 6 + 7

Period 7

Periods 6 + 7