Chasing Your Dreams

My Sixth Grade Adventure

Literature for Young Adults
Dr. Sherry
Shannyn Kleeman

Table of Contents
Introduction

Part I: The Environment

Artifact 1: Southern Columbia Description

Artifact 2: Mrs. Claws Classroom Environment

Part II: Getting to Know the Student

Artifact 1: Student Observations

Artifact 2: Student Observation Analysis

Artifact 3: Student Interview with Connor and Analysis

10

Artifact 5: Interview with Mrs. Claw

12

Artifact 6: Interview with Mrs. Claw Analysis

13

Artifact 7: History Teacher Interview and Analysis

14

Artifact 9: Example of Student Work

16

Artifact 10: Student Work Analysis

19

Part III: Planning Instruction

20

Rationale

21

Unit Overview

22

Lesson One: Introductory Lesson

23

Lesson Two: Memory Book

26

Lesson Three: No Color

29

Unit Review Quiz

30

Introduction
Throughout my years growing up, there has never been another job I pictured myself
pursuing. My dream of becoming a teacher started when I was just a kid, playing classroom with
my stuffed animals and using my fireplaces bricks as countries of the world. Declaring my
major in college led to the constant comments about how much money I wasnt going to make.
Id tell my middle school is the setting I hope to be in and and get multiple good lucks to help
calm my nerves. I know what I have to look forward too, and in my mind, it doesnt involve the
low paying paychecks Ill receive or the hormonal children that will come and go through my
classrooms. When I see my future, I want to change a childs life for the better; help them learn
and encourage them to chase their dreams. Any student can fall in love with learning when they
are learning in a way that appeals to them.
They say those who cant do, teach. How many times have we heard that expression, am I
wrong? Ive always defended my major to those who have dissed it because of how easy it
may seem to them. Yes, it is true I still color pictures and use name tags in my college level
courses. I take these strategies as facilitating how to instruct my classroom for future references.
Ive come to accept the fact that people will always look down on the education system along
with teachers in general. I believe its people like me who need to show the world that education
matters. Not only to us, but to our kids.
With this assignment, I had the opportunity to experience Mrs. Claws sixth grade
classroom. It gave me a chance to see a classroom more in-depth than I ever had before. I put my
concentration not only on the student I chose to observe, but the environment and how he reacted
with his peers. I chose a boy named Connor, who also had a twin brother in his class whom my
other classmate observed as well. I chose Connor because I was interested in seeing the
similarities and differences he held with his twin brother, Luke. I soon learned the two brothers
were in fact particularly different when it came to school but similar in interests in hobbies and
activities.
Through my observations with Connor, he taught me one of the most important facts
there is to being a teacher; being understanding to your students differences, needs and interests
for learning. As educators, its important to understand not every student learns and retains
information the same way. In a classroom, its essential to understand these differences in your
students so you can accommodate your classroom in the best way for them. What your students
take from you is going to be based on the best you can show them it makes sense. If you cannot
do this, your students will not strive.
This project taught me that being a teacher means appreciating your students and how
they will represent themselves not only in the classroom, but as people.

Part I: The Environment

Northern Tiger Middle School

The first thing I noticed about this school was how boring the drive was. Going straight
through the twists and turns out of Bloomsburg, Northern Tiger was located right off one of the
roads. Due to its geographic location, I realized that the students population wasnt very large.
In the building, the hallways were filled with students work on their lockers. Along with flags
hanging above each teachers doorway with a tiger, the schools mascot, and their name written
on it. I really liked the representation of the school because not only was it easy to get around, it
had encouraging aspects of it that would help a student to enjoy coming to school. I also just
thought the colorful flags were a nice touch of school spirit.

Mrs. Claws Classroom

Luckily I had a chance to see Mrs. Claws classroom before the PSSA testing so I could
see the students work she showed off in her classroom. With the buildings white brick walls, I
could see how it would be easy to feel trapped in a room. The teacher did a good job of having a
welcoming feeling to her classroom. Along the walls were posters hanging with illustrations of
the classroom rules to be upheld in her class. This brought ground rules to her classroom but not
in such a authoritative way. One of the first characteristics I noticed about Mrs. Claw was her
ability to obtain full structure with her class. Her classroom management skills were role
modeling and one day I want to be able to gain full attention to my students as she does. She had
a strategy of raising her hands and yelling, Give me 5 when she wanted her students attention.
This signaled the classroom to silent their voices and use their listening skills. In my classroom
one day, I will come up with a technique similar to this to gain attention from my kids. She had
her classroom set up in groups so the students could be interactive with their peers across from
them as well as next to them. I liked this set up for uses of group work and could also be used for
individual work as well by taking away the social availability to their classmates next to them.
One thing I would do in my classroom that I noticed Mrs. Claw did not have is utilizing
the available space given in the classroom. Her classroom had a lot of space to fill up with more
student work, book cases, or reading area. Although she did have an open table in the back of the
room, I feel as though she could have added something more. One thing I look forward to as a
teacher is making my students feel at home. I want to design my classroom in a way that will
introduce students into comfortable environment for learning. When they can be relaxed,
learning wont feel as stressful for them. She had a good amount of technology that she used in
her class. She used the projector on the ceiling to show presentations for her lecture on the white
board. This called for more student involvement.

Part II: Getting to Know

the Student

Artifact 1: Mrs. Claw is prepping her students to prepare for the upcoming PSSA. She is
reviewing persuasive essays with them. First she gives them a sheet to help show them the
different parts of the essay. Her next activity involves providing them with a prompt similar to
what they would see on the state test. She gives them a half hour to write their essay without
supplying them help.
Time

Observation

Interpretation

12:30p. Students get to class. Connor sits in his group of four. This could represent Connors
m.
All his peers around him are male. I notice he fidgets restless tendencies. These
in his seat (sitting on, crossing, and swinging his legs). actions also made me think that
he needs to be active to stay
tentative.
1:09
p.m.

Connor raises his hand and makes a comment about

the internet being fake. When the teacher questions his
argument, he comes back with a supportive answer to
his opinion.

This showed me that Connor

likes to make his point when it
comes to an issue or thought he
has. Rather than other students
who fail to raise their hands
and speak their opinions.

1:12
p.m.

Mrs. Claw reviews the different parts of a persuasive

essay. Connor turns his whole body around so he can
look directly at the board.

Connors action to turn his

body shows that he is fully
aware of the lesson and makes
the effort to put his full
attention to the teacher.

1:17
p.m.

Teacher hands out worksheets on persuasive essays to

students.

1:19
p.m.

Mrs. Claw asked the class a question and when she

asked the class to turn to their classmate sitting next to
them to share their thoughts, Connor doesnt make an
effort to answer.

His lack of effort to share his

answers with his peers makes
me think maybe he didnt
understand the prompt, or just
simply didnt want to
participate.

1:23
p.m.

The students were told to read the article on their

paper with their partner, Connor talks about irrelevant
information that doesnt pertain to the assignment and
starts to make faces.

Connor clearly is uninterested

in the assignment, he also
causes his partner not follow
the teachers instructions as
well.

This is the first time I hear

Connor make a comment about
something in the classroom.

Although he likes to work in

groups, maybe working with his
friends is part of the reason
Connor becomes to off task most
of the time. Having the seats
structured in groups might be a
good idea, but having smaller
groups could eliminate the
amount of off task behavior.

Time

5/2/15 2:40 PM
Shannyn Kleeman May 6, 2015
8:08 PM
Maybe the assignment is too
easy for him to not have to pay
attention?

5/2/15 2:40 PM
Shannyn Kleeman May 6, 2015
8:08 PM
Mrs. Claw later asked Connor if
he read over his assignment
and he was confident when he
told her yes. It seemed like
Connor is a student that Mrs.
Claw regularly checks up on.

Observation

Interpretation

1:25
p.m.

Connors partner gets called on and he responds with a Connor is a hyperactive student
good answer. At this time, Connor starts to bounce in that has difficultly staying in
his seat
his seat. This causes him to get
off task.

1:28
p.m.

Mrs. Claw puts a question on the board asking the

students to respond if they agree or disagree to the idea
of students having uniforms and having school year
round.

1:29
p.m.

Connor points to the board without being called on and

says No, no, no, no!

1:30
p.m.

His partner is called on to answer and Connor calls out He has a strong opinion and
with, School in the summer, no way!
when he feels passionate in his
answers he feels the need to
share without being called on.

1:33
p.m.

Mrs. Claw goes back to doing her lecture on the

PowerPoint.

1:34
p.m.

A picture of Uncle Sam shows up which catches

Connor has a hard time keeping
Connors attention. He calls out with Go back to the his comments to himself.
old guy, no one in the class responds to his comment.

1:39
p.m.

Mrs. Claw gives the class persuasive prompt and

allows them a half hour to complete.

1:40
p.m.

While the teacher goes over the assignment, Connor

lets out a sigh and starts to fidget in his chair.

1:45
p.m.

Connor stops writing and seems to be stuck on a

thought. He starts to look around at other peoples
work and students at different tables.

2:01

He finishes his essay and takes time to read it to

himself. I can see him mouthing the words of his
paper.

His body movements show hes

bored or not interested in the
assignment.
Hes taking a break from
writing and gathering his
thoughts.
This shows that Connor likes to
double check his work. He
goes back and proof reads
before handing in his essay.

Artifact 2: Student Observation Analysis

After choosing Connor as my student to observe, I was happy with my decision because
there was never a boring moment. I soon realized how hyperactive he was around his other peers
and even when he was alone he sometimes had a hard time concentrating. His teacher told me
Connor needs to have a lot of instruction through the day. So when a new assignment or project
arouses, he needs directions to help him stay concentrated. I can see how this would benefit a
student like Connor because they need instruction in order to stay focused. In order to keep them
on task, it helps them to see word for word directions to help guide them through an assignment.
Another characteristic I picked up while observing Connor was his inability to keep thoughts to
himself. Throughout the lesson, he would blurt out information that wasnt related to the content
in such a way where he couldnt keep it bottled up in his mind. Connecting these impulses to the
fidgeting he showed in his seat, I came up with the conclusion that Connor is a very restless
student. At one point in the lesson, when Connor screamed out a comment about summer school
and his twin brother, Luke, told him to quiet down and do his work. For this reason, it occurred
to me that Luke watched over Connor in all their classes, and this wasnt just a one time deal.
Implementing instruction for Connor should be listed in tasks to complete. If the assignment is
straight forward enough, the teacher will not have to intervene to help Connor understand the
assignment. I could also tell that when he was interested in his work, he supplied proficient work
and did a good job of following instructions the correct way.

Artifact 3: Student Interview with Connor

This proves the point that any

student no matter of his ability,
will enjoy the subject and strive in
that classroom they find to be the
most interesting.

This comment made by

Connor gives me sensation that
although he may get off task a lot
of the times, he is a hard working
student who likes to earn the
grade he deserves.

Part of planning my instruction

will be finding a book that can
catch Connors attention.

What is your favorite subject? Why?

Social studies because I get good grades. Mr. Mills is a good teacher and I like learning about
the Civil War. History is interesting to me because slavery is gone now and its based on how the
world started.
What do you like to do in your spare time?
Play legos or watch TV. Were not aloud to play video games like MarioCart or Mind-craft
during the week, but on the weekend I like to go swimming when its nice out.
Do you like to figure out problems on your own or would you rather have a teacher/peer
help you out?
Figure it out on my own so I can prove myself and feel proud.
Do you enjoy working in groups or by yourself?
With pairs, its boring to be by myself, its always better with a buddy.
Do you enjoy reading? If so, what kind?
Depends on the book, if it gets my attention Ill like it. I mostly like history books about
interesting people, Sci-fi's or the Hunger Games.
Whats your least favorite subject, why?
English, theres no fun things and its too serious. No time for fun unless theres activities Mrs.
Claw gives us that will get the class going.
What do people tell you youre good at?
Im really fast! People tell me Im speedy. Swim, track and soccer too.

Its good to know that he likes

to hand write instead of use
technology although he doesnt
enjoy text dependent essays. This
could be good modeling for the
use of journals in the classroom.
It would give him a chance to
write but not have to worry about
heavy duty writing.

Do you prefer to learn with technology?

Yeah not all the time, most of the time though. Using it with math is helpful but Id rather hand
write my papers than type.
What type of music do you listen to? What is your favorite TV show?
Imagine Dragons, Maroon 5, Impractical Jokers, Dual Survivors.
Do you enjoy English, what do you like/dislike about it?
I like doing literature circles with my friends because we can talk. I liked reading Alexander the
Great because I like history and it helped me understand the book better. I dont like text
dependent essays because theyre hard to do.

What do you want to be with you grow up?

10

I then asked Connor if he was

creative and he responded with
Oh yes!

He says he doesnt enjoy text

dependent essays but maybe
writing more would help him lose
the habit of having to talk out
loud when hes not supposed too.
Journaling would be helpful in
this case.

An architect because I think building things it really cool. I would invent painless needles so they
wouldnt hurt when you had to go to the doctor. I used to want to be a game designer or
archeologist.

Artifact 4: Analysis
By interviewing Connor, I had an open view of what he liked and disliked as well as
getting a closer look at what kind of student he is. I interviewed Connor with his twin brother,
and during the interview he would always be the person to jump in first and give his answer.
Based on my observations, along with this interview, I can conclude that Connor feels the need
to speak his mind so it does not preoccupy his mind. Another reason for this could be that if he
doesnt say it out loud right away, he may forget his thoughts. Connor had sat down in the
interview and asked what type of test this was going to be. I laughed and ensured him that it
wasnt a test and I just wanted to get to know him. He responded by holding his arm and saying
Good because I just went to the doctors and they gave me two shots, I really hate shots.
During our interview he told me he likes to build things, which I concluded when he said he
liked building with legos. He followed with the statement that he wanted to create painless
needles. I thought this was very clever of him because he wants to create something that will also
help others who dont enjoy needles. Connor doesnt enjoy working by himself because he can
work with his friends and its boring to be by himself. This could be one of the reasons Connor
gets so off task with his work. Although he enjoys working in a group, it may benefit him more
as a student to work on his own. On the other hand, he states he likes to figure things out on his
own so its possible he just simply likes the company of a buddy.

11

Artifact 5: Interview with Mrs. Claw

How is Connor in your classroom behavior wise? Does he answer a lot of questions,
volunteer?
He a goof. He gets off task very easily and doesnt ask a lot of questions. Between him and his
brother, he is the more sensitive and dramatic one and makes a lot of impulsive decisions. The
material comes easy but he doesnt show he cares very much.
How does Connor interact with his peers?
Hes very sociable but gets off task sometimes. Hes more outward than his brother and
contributes to discussions.

In my lessons its important to

clearly state what I want my
students to do with the assign so
Connor will not have a chance to
become off task.

How would you individualize instruction for your students? Specifically Connor?
Depends on the skill or prompt they are given. When it comes to Connor, I need to make sure the
instruction is there for him. When there is instruction in front of him telling him word for word
what to do, it helps him so he doesnt wander off into La la land.
What type of lessons do you usually instruct? Group work, projects, lectures?
I use a lot of instruction with notes. On the overheard Ill model them examples so they can write
it down. Writing is the best way to see students are learning; every single day, every single
period, they should write at least something. Everyday I make sure they have time to work with a
partner or talk in their groups throughout the lesson. Ill place the stronger students next to a
weaker student. We also do five literature circles a semester.
What are your tests like?
Essay prompt, similar to what theyll see on the PSSA. Ill use words like analyze instead of
tell me. Most of the prompt are difficult but in the end its worth it. I want my students to use
application instead of just memorization and write work that is evidence based.

Its good that Mrs. Claw

checks in with Connor to make
sure that hes doing his work but
I think its also important to let
students prove themselves. One
thing Connor states is that he
enjoys figuring problems out on
his own because it gives him that
chance to prove himself. I think
the teacher should linger away
from checking up on him repeatly
if Connor seems to be on task
and working without distractions.

What do you do if students (specifically Connor) arent grasping concepts?

Modeling and showing students how to complete a task first before letting them do it on their
own. It depends on the student because theres some students I need to check base with. Ill lead
them to the answer not just let them have the answer. Connor needs to be conscious of his work.
Hes one of the student Ill check with to make sure he understands what hes doing and not
getting off task.
Do you incorporate technology in your classroom? If so, how?
I use the projector with the white board every single day and use videos to introduce concepts.
With technology, teachers do all the work when it comes to PowerPoints. Students these days
need higher-level thinking activities.
What other projects do you use in your classroom to document students progress?
Books reviews with PowerPoints and literature circles throughout the semester.
12

Artifact 6: Analysis

I really liked this comment the

teacher made about technology.
Although it is good to have
modern technology in our
classroom to help drive
intrustion, we must not forget as
teachers that writing is a benefit
to learning; which also includes
penmanhip.

By Mrs. Claws enthusiasm, I can tell that she genuinely cares for her students in helping
them succeed to higher goals. My first impression of her was how well she maintained her
classroom and how her students respected her when she talked. One of the main things I liked in
her interview was her saying that students should be writing at least once every single day. I
completely agree with her statement because as a future teacher of english, the only way to
improve our reading and writing skills is to be writers ourselves. Another point she made was
how when using PowerPoints in the classroom, its mostly just the teachers who do all the work,
there is no student engagement. In some situations, lectures are necessary, but students need to be
incorporated whether it be interacting with other students in their group throughout the lecture,
or working hands on. She tests the students in a way that will prepare them by using higher-level
words such as analyze. As for Mrs. Claws outlook on Connor, I was correct in saying he is
very impulsive and has a hard time staying restrained and on task but he is also very sociable
when it comes to his peers. She described him as a very open student who likes to get involved
with his friends, but also needs to balance staying prompted with his work.

13

Artifact 7: Interview with Connors History Teacher

How is Chase as a student in your class?
Chase has shown steady improvement throughout the year. The first marking period he earned a
91, the second a 95, the third a 96.
What do you do if students (specifically Connor) just arent grasping the concepts?
We start each class off with a review of what was covered the previous day. I really make use of
various graphic organizers, PowerPoint presentations, and group interaction. This seems to
work well for the most part. Each test I make sure that they have a study guide with all material
on it to be tested.

Having a twin brother is hard

enough but having one in all your
classes must be stressful. I like
how his teacher worded this to be
a benefit and not a negative
aspect of the classroom.

How does Connor interact with his peers?

Yes very well. He is in the same class as his brother, so I try to split them up as much as possible.
I really think it helps to have both in the same class, it creates a healthy competition.
How would you individualize instruction for your students? Specifically Connor?
If Connor would need extra help, I would first provide him with the PowerPoint copies, so he can
follow along. I would also provide answer keys for the graphic organizers we use. In group work,
I would try to pair him up with a student that has a good work ethic and can help him when
needed. I would also take the time to meet with Connor before or after class, during our activity
period or any other free time that he may have.
What lesson activities do you usually do? Group work, projects, lectures?
I try to do a combination of both. If lecturing, I try to limit the lecture to 15 to 20 minutes then
try to break off and have them work with a partner on an activity. I also like to use videos to
reinforce the lessons I taught.
What are your tests like?
My tests have changed throughout the years. I really try to find some primary and secondary
source stories for the units that we are on. I then try to incorporate several reading passages,
including poetry, into the test to make it more like our PSSA reading tests. I do have a few
vocabulary content words and factual recall questions, but not too many.
How do you incorporate technology in your daily lessons?
Mainly through the use of PowerPoint presentations, and research projects.
What procedures do you use to evaluate student progress besides using tests?
I use homework, projects, and an occasional quiz.
What expectations do you have for your students?
I expect most students to do well. I try to add as much variety into my subject matter to fit
different learning styles. So some students that dont test well will have a chance to earn a good
14

grade by doing some of the other graded work we do. A student will not do well for me if he
doesnt do that work.

More than one teacher has

stated that Connor has a hard
time keeping still and keeping his
comments to himself. It makes
me think of the best instruction
that could be implemented for a
student like him. A student that
needs to be focused and
encouraged to do his work
diligently.

It would be helpful to find

activities to keep the classroom
active with physical activity to
reduce the amount of
restlessness that Connor could
uphold during a lesson or
discussion.

If you could describe Connor in 3 words, what would they be?

Inquisitive, cautious, and diligent.
Artifact 8: Analysis
I chose to interview Connors history teacher, Mr. Miller because he told me that history
was his favorite subject. I wanted an inside look on why he enjoyed this class so much. The one
thing that really stood out to me in this interview was how Mr. Miller said that having both
Connor and his brother in the same class makes for a healthy competition. I liked this because
many people would say that its really a bad thing to have them in the same class, but this teacher
took it to their advantage. It was nice that he incorporated Connors grades into his interview
because I was able to see what type of work he produces and how hes progressed throughout the
semester. In this classroom, Connor was much more engaged than he was in Mrs. Claws class.
You could easily tell that he enjoyed this history class much more than he did english. His body
movements were different, as well as his attitude. Although, he did continue with his outburst
during class. Mr. Miller shows a variety of different ways to test his students and I find this really
helpful. For example, he gives out projects and work for the students to complete to help the kids
who dont test well. I think this is a good strategy as a teacher and something that I can look into
when I have a classroom for myself as well. The three words that Mr. Miller chose for Connor
were inquisitive, cautious, and diligent. I can see how Connor comes off as cautious when doing
his work because sometimes hes hesitant when it comes to instructions. Like his other teacher,
Mrs. Claw told me, he needs to be given a set and stone set of directions to help keep him on
task. I also think inquisitive is a good word to describe him as a student because of how
impulsive he tends to be sometimes. He cant help but become chatty in class, along with trying
to stay still during lessons. Im happy I had the chance of seeing Connor in both types of settings,
one being a classroom he truly enjoys, along with one that wouldnt be considered his favorite
subject.

15

Artifact 9: Example of Student Work

Connor does a good job of

structuring his sentences but
needs to work on commas. His
handwriting is a bit sloppy and
sometimes reading out his words
are hard to understand.

16

I notice Connor does a good

job of introducing quotes in the
correct form with proper uses of
commas. There are a couple
grammar errors that I notice
could be fixed. The teacher
doesnt correct his grammar but I
find that doing this would be
helpful for the student.

17

The teacher writes different

next to his conclusion paragraph.
This could be because instead of
adding additional thoughts to his
work, Connor simply just restated
his introductory without providing
anymore details to tie all his work
together.

18

Student Work Analysis

Mrs. Claw gave me a sample of one of Connors text dependent essays. During his
interview, he had told me that text heavy papers was something he didnt enjoy he sometimes
struggled with them. On this paper, he did fairly well receiving a 94 percent with only 6 points
taken off. His essay was based on the two stories, The Three Little Pigs and The true story of
the Three Little Pigs and how different points of view affected the readers perceptions. Being
older, its sometimes easy to forget how knowledgeable younger children are when it comes to
writing. Connor did an excellence job staying to the point and declaring his reasonings.
One problem I noticed with Connors writing was his punctuation; mostly commas. He
seems to have trouble remembering when it is appropriate for the use of commas and most of
time he leaves out the ones that are needed. Being a tutor in writing, I know how hard it is even
for some college students to use correct punctuation. By sixth grade, students have a good
understand of certain punctuation and I think Connor showed his ability to apply previous taught
material into his paper although he could use some review. He shows he understands different
points of view by stating the two stories have different narratives. He then goes onto to argue
how perception is changed by the two different point of views. He holds strong arguments with
supporting details. Since he received a fairly well grade, the only thing I would do after giving
back Connors paper is meeting with him and discussing the right opportunities to use his
grammar correctly.
By this sample of Connors work, I can imply that although writing is not his favorite
subject, he is indeed a good writer. I think this has a lot to do with how Mrs. Claw has structured
her class. During her interview, she states how students should be writing at least once everyday
and because she upholds this standard, it is reflected in the students work.

19

Part III: Planning Instruction

20

Rationale
I believe one of the most important things we can do as further facilitators of learning is
developing a way to make learning more interesting and exciting for your students. If theres one
thing I can remember from middle and high school; it was the boring novels we read and the
pointless assessments that were no where near interesting. One goal I have for my classroom is
to develop a way to create interesting lessons that pertain to the novels I will teach in class.
The Giver, by Lois Lowry was one of my favorite books read in eighth grade. When
picking what book would best be taught to fit the interests and needs of my students, I tried to
keep in mind the assets held through out the book. This book is explored through a community
that is full of Sameness where no emotions or color are held. Middle school is one of the hardest
places to grow up being that every student is changing in a different way than their peer sitting
next to them. The community in the book celebrates differences between twelve-year-old
children for the first time in their lives. Although not apart of my lessons, this book can teach my
students importance of themselves and others as individuals.
Along with this book encouraging students to cherish each others differences instead of
pretending they dont exist; it holds the importance of memories and emotions. The importance
of memory is stressed throughout my lessons. One reason why I incorporated memory is because
in the community, the people were stripped of their memory. Without memory, there is no pain.
What I see wrong with this is the importance of learning from your mistakes. Without
remembrance of your errors, there is the possibility of repeating the same mistake twice.
The Giver will help students to answer the question: How does memory affect our human
relationships in community and connections with the past? With the themes and messages pulled
from the pulled, tied together with the lessons that Ive structured, my students will learn to
apply their knowledge as well as grow together as their own community.
With Connor in mind, I related my instruction towards his interests and ways in which he
will learn best. Due to the fact that I know he has problems staying focused, I based my lessons
heavily on straight forward instruction. The books Mrs. Claw introduced to me in her classroom
were heavily based on history novels. I tried finding a history novel that could pertain to this
lessons because Connor had mentioned he liked history. Although The Giver does not pertain to
historical events, we can relate themes of the book to history based questions. For example, I
incorporate the importance of memories to history, and how our lives would be different without
them.

21

Big Question: How does memory affect our human relationships in

community and connections with the past?
Unit Goals:
1. Students will define <memory> and <community> and how they relate to one another.
2. Students will connect their knowledge of memory to the The Giver and their own memories in
order to understand how memories have an effect on our lives.
3. Students will learn how colors associate with different emotions and memories in order to
understand the colorless community represented in the novel.
4. Students will be able to connect emotions with historical events or memories from the past in
order to show significance of memory.
5. Students will learn how how emotions (or the lack of) affect the community we live in and the
relationships we hold around us.

Lesson Objectives:
Lesson One: Introductory Lesson
1. Students will know the definitions of <memory> and <community> and what restrictions of
both are represented in the novel, The Giver.
2. Students will draw out memories of their own or historical events from the past in order to
create the idea of what life would be like without these important memories today.
3. In groups, students will discuss what it means to be apart of a community and how memories
shape our experiences and differences within it.

Lesson Two: Memory Book

1. Students will compile a list of common emotions- anger, excitement, joy, fear, etc. in order to
create a memory in which relates to each of these emotions.
2. Students will have access to the internet and have the option to print or draw pictures to relate
to their specific memories matching their emotions.
3. Each student will chose a memory to transfer into the classs Memory Book in order to
represent the Givers transfer of memories to the main character Jonas.
4. In groups, students will discuss which memories they would chose to forget and how their
lives would alter without the emotions associated with the event.

Lesson Three: No Color

1. Students will be presented with different colors of paper hung around the classroom in order to
draw out emotions that associate with each color.
2. Students will discuss as a class the common emotions and memories each color brought to
mind and why the community in the novel is deprived of colors.
3. Students will have time to reflect in their journals on the class activity and how it relates to the
themes of the novel.

22

I chose this book because

Connor stated that he liked Sci-fi
and books similar to the Hunger
Games. Although The Giver isnt
exactly like these books, it has
concepts of problems with society
and conflicts in community that
we would find strange to have in
our own.
I tied what Connor said that he
liked history because of where we
are today. With my lesson, I
incorporated a history aspect into
it to catch the attetion of the
student and get him thinking
about historical events that are
not only important to him, but
along with his community.

I wanted to have reading

journals apart of the daily routine
of the classroom because Connor
stated how he enjoyed writing but
not heavy content. Writing
everyday is important to students,
and this will give him a chance to
write about his own thoughts
without the burden of writing too
much.

He states how he enjoys

working in groups with his
friends. This gives him a chance
to think individually and then
work with his friends at the same
time.

Both of his teaches have

explained that he has a problem
sitting still and keeping his
thoughts to himself. Talking
about a subject that he enjoys will
get the conversation started and I
feel like Connor will be engaged
in this conversation.

Lesson One
Objectives:
1. Students will know the definitions of <memory> and <community> and what restrictions of
both are represented in the novel, The Giver.
2. Students will draw/jot down memories of their own as well as historical events from the past
in order to create the idea of what life would be like without these important memories today.
3. In groups, students will discuss what it means to be apart of a community and how memories
shape our experiences and differences within it.
Standards:
1. CCSS.ELA-LITERACY.L.6.4.A Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
2. CCSS.ELA-LITERACY.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.
Motivational Device / Bell Ringer (5 Minutes): Quick Write
- Students will pick up their reading journals from their designated bins in the back of the room.
- For five minutes, students will write in their journals their definitions of <memory> and
<community>
Lesson Elements:
I. Introduction (4-8 Minutes)
A. As a class, we will discuss how these two terms are related to the novel.
II. Lesson Outline
A. Group Discussion (15 minutes)
1. Students will split into groups of 4-5
2. Given sheets of paper, students will be asked to individually draw or write out two
memories of their own why this memory is important to them.
3. Students will discuss memories in their groups.
4. Students will then write down one historical event they can recall and share with
group when finished.
B. Class Discussion (5 minutes)
1. As a class, volunteers will have the opportunity to share what theyve written down
pertaining to their historical events and the memories they have chosen.
2. Question: How would your life be different today if you didnt have these
memories to look back on? How could losing memory of these historical events
change the way we live in present day?
C. Group Activity (15 Minutes)
1. I will facilitate the discussion based on each students memory what it means to be
apart of a community and how each individual students memories shape how we
function as a community and build who we are as people.
23

This gives Connor another

chance to work actively in a
group. One way to make sure that
he is staying on task without
hovering over is work is to put
students in a group and facilitate
their work by walking around the
classroom.

2. Collectively in a group, students will chose one memory each. Together they will
create a short fictional story based on the specific memories they choose. I will
explain the importance of incorporating the theme of <community> into their story.
III. Closure
- As students leave, each group will hand in their short story to be reviewed and graded based on
their ability to connect memories with a fictional background within a community.
IV. Assessment
1. Students will create a short story including a main character as apart of a community.
a. Students will chose one memory each to incorporate into the story to incorporate how their
memories will each individually shape the characters personalities and experiences.
b. Students will define <memory> and <community> in their journals and how these terms
are restricted to those in the community of the book to demonstrate prior knowledge.
V. Homework
1. Students will continue reading, The Giver, while journaling about the main events and themes
of the reading. Do the characteristics of Jonass community reflect characteristics of your own
community? How or how not?

24

Community Short Story

Foreshadowing for the next

lesson to come.

Its important to have the

directions directly written on the
assignment so Connor can read
exactly what it is he has to do.

The characters in The Giver

suffer from the conflict of
noncolor and the loss of their
memories. I added conflict into
their assignment to have my
students relate this to the text.

Directions: We concentrated on in class what is means to be apart of a community

and how our memories affect who we are as people. In class you had the
opportunity to write down memories you remember growing up and why they were
important to you. Think about the emotions you felt during these memories, were
they good ones or bad ones? In your groups you are to pick one memory from each
member of your group (If there are 5 people in your group, you should have 5
memories). Together, create a fictional story by incorporating each memory into
the story.
Story must include:
- Character
- Setting: Set the scene of where you want your character to live, describe what
type of community they are apart of.
- Conflict: Think back to the emotions you wrote down with your memories. Relate
these emotions with your character in the story and include at least one conflict
the character suffers from.
Remember: Have fun! This does not have to be a serious story, you can create
fictional characters or funny situations to make the story lively.

25

Lesson Two:
Objectives:
1. Students will compile a list of common emotions- anger, excitement, joy, fear, etc. in order to
create a memory in which relates to each of these emotions.
2. Students will have access to the internet and have the option to print or draw pictures to relate
to their specific memories matching their emotions.
3. Each student will chose a memory to transfer into the classs Memory Book in order to
represent the Givers transfer of memories to the main character, Jonas.
4. In groups, students will discuss which memories they would choose to forget and how their
lives would alter without these emotions associated with the event.
Standards:
1. CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
2. CCSS.ELA-LITERACY.SL.6.1.D Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and paraphrasing.

Connor has a problem calling

out during lessons due to the fact
that he may have a problem
keeping what is on his mind in his
head. With these journals in the
classroom, the the prompt of
these journals being instructed
towards the students thoughts,
Connor can say what he wants to
say instead of calling outloud
during class time.
Accomodating for students
abilities is important in a
classroom. Connor says that he
enjoys creating things. This can
give him a chance to express his
creative side while also actively
participating in this lesson.

Some emotions are not meant

to be happy and this is why I
wanted to stress this topic.

Motivational Device/ Bell Ringer: (5 minutes)

-Students will pick up their reading journals from their designated bins in the back of the room.
- I will have a list of emotions written on the board for the students as they walk in.
- For five minutes, write about these emotions and any memories or pictures that come to mind
when you see these words.
I. Introduction: (6 minutes)
1. Students will have the opportunity to share their reflections with the class.
II. Lesson Outline (60 minutes)
A. Individual Research (30 minutes)
1.Students will have access to the internet to find pictures that will help create
picture of the memory they chose to relate to their emotions.
2.If students like to draw, they can also draw out a picture.
B. Group Activity (30 Minutes)
1.Each student will choose a memory to transfer to the class by putting it into the
classrooms Memory Book
2. This represents to how the Giver transfers certain memories to Jonas.
III. Closure
- Students will review their journal entries they wrote in the beginning of class. In their groups,
they will discuss whether there are any memories they would chose to forget if it also meant
forgetting the emotions associated with the event (sadness, shame, trauma, fear).

26

IV. Assessment
1. Memory Book
a. Students will take the memories theyve created through with the use of pictures and
drawings and compile them into a classroom book.

27

Memory Book
Directions: From the memories youve written in your journal, chose memories or
create new ones based on the emotions I have presented to you on the board. If you
chose to, draw pictures that represent a memory of yours that relates to a specific
emotions. You can also use the resource of the classroom computers to print out
pictures for your memories.

Foreshadows the next days

lesson.

Connor needs help with

direction and staying on task.
With these ideas, it can help him
get to the assignment quicker
instead of having time to himself
where he would become off topic.

Things that should be incorporated into your memory:

- Does it pertain to a emotion we discussed in class?
- Does your picture have color?
- In a few short sentences, explain why you chose this memory and how it relates
to emotion.
Memories you could incorporate:
-Birthdays
-Holidays
-Summer Day
-Memories incorporating the color red (remember how this color is importance to
Jonas)
-Vacations
-Sad or Upsetting event
-Rewarding experiences
-Memories with friends
This book is to represent our class as a whole and gives us a chance to experience
some of our classmates past and memories.

28

Lesson Three
Objectives:
1. Students will be presented with different colors of paper hung around the classroom in order to
draw out emotions that associate with each color.
2. Students will discuss as a class the common emotions and memories each color brought to
mind and why the community in the novel is deprived of colors.
3. Students will have time to reflect in their journals on the class activity and how it relates to the
themes of the novel.
Standards:
1. CCSS.ELA-LITERACY.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.
2. CCSS.ELA-LITERACY.RL.6.5Analyze 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.

They can have this chance to

pick their own groups so they can
work with their friends in the
classroom instead of the same
groups they work in everyday.
Connor will like this due to the
fact that he is very sociable and
likes to interact with his peers.
Connor states in his interview
that English has become one of
his least favorite subjects unless
the teacher creates activities that
encourages fun activities in the
classroom. This activity involves
creative thinking along with active
movement around the classroom.
I think this could positively
help Connor in the classroom
because he has problems sitting
still during lessons. By engaging
him in physical activity in the
lesson himself, it could lessen the
chance of him getting off task to
due his restless tendacies.
Connor likes to be apart of
discussion, giving him
opportunities to engage in the
lesson instead of having him call
out can decrease the amount of
chances he has to disrupt the
lesson.

Motivational Device / Bell Ringer: (8 minutes)

- The quote from The Giver, We gained control of many things. But we had to let go of others.
will be written on the board for students when they walk in.
- As a class, we will discuss students thoughts on this quote.
Introduction: (5 minutes)
1. Think about it: What would life be like without color?
Lesson Activity: (30 minutes)
A. Students will be grouped into six different groups
B. Around the room will be six different colored sheets of paper hung individually
around the room (yellow, red, green, blue, white, black)
C. Students will stand in front of each colored sheet and write down whatever comes to
mind when they see that particular color. Encouraging them to think of adjectives,
verbs, memories that incorporate with this color.
D. Every 5 minutes, I will call out Switch and the students will rotate to the net color
until they have had a turn at each station.
E. When each student as completed the task at every color, they will have the chance to
wonder around the room and take turns looking at the different responses students
said.
Closure:
1. As a class, we will discuss how different emotions are commonly found on certain colors and
how this activity has helped them understand the power of colors can bring emotions to a
certain individual.
2. Students will have ten minutes at the end of class to journal about the class activity and how it
relates to the novel.
29

The Giver Review Quiz

Name:___________________________
Date:____________________________
1. Which rule is most frequently broken in the community?

2. What do the numbers assigned to each child signify?

3. Where did the Giver get his wisdom?

4. What method does the Giver use to train Jonas?

5. What is the first memory Jonas receives?

6. What was the name of the failed Receiver who was chosen?

30

7. When had Jonas last felt fear?

8. What is unusual about Jonas and Gabriel?

9. What feeling characterizes the Stirrings?

10. How do people in Jonass community handle the Stirrings?

I added this bonus question

into their assessment so I could
read students reflections to the
lesson. Part of the question
relates back to the big question
of the unit. If students are able to
grasp this concept, I know for
myself that my lesson has worked
efficiently. I also asked my
students if they enjoyed reading
this book so I can see if this book
is worth using in my future
classrooms.

Bonus: Did you enjoy reading this book? Why or why not?
List at least two things youve learned from this book about memory and
community and how they relate to our relationships today.

31