KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: School: Subject area: Ages of students: Grade level: Total number of students: Kayla Blevins Rowan County Middle School Language Arts 12-14 8th 1234528 27 24 29 27

ID: Date of Observation: District: Type of classroom # of IEP # of 504 # of GSSP # of ELL

190291 5/21/12 Rowan County traditional 3rd: 1 none none none

Title of Lesson Plan: Title of Unit:

The Giver Web Quest The Giver

ACTIONS
Connections A. Kentucky Lesson Standards: Kentucky Learner Studies/Science/Music): Goals & Academic Expectations (Social

Program of Studies: 1.2 Students make sense of the variety of materials they read. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. Core Content for Assessment: Social Studies: O SS-08-4.4.4 Students will compare and contrast different perspectives (viewpoints) that people have. O SS-08-2.2.1

Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, and government, economy) to respond to human needs, structure society and influence behavior. Science: O SC-08-3.4.1 Students will explain the relationship between structure and function of the cell and organ components using a variety of representations. Kentucky Core Academic Standards (Math/Language Arts): B. National Standards: 8. RL.10: by the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 8. RIT.3: analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.) 8. W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8. W.7: conduct short research projects to answer a question, drawing on several sources and generating additional related, focuses questions that allow for multiple avenues of exploration. 8. W.9: draw evidence from literary or informational texts to support analysis, reflection, and research. C. Statement Connecting the Standards to Your Objectives: The above standards relate to my objectives because students will be reading and comprehending literature, analyzing and making connections among the text, writing informative texts to convey ideas, conducting short research papers, drawing evidence from literature ro support research and reflection, explaining the relationship between a organ and color, comparing cultures, and contrasting different viewpoints of utopias. Goals, Objectives, & Essential Questions A. Broad Goal: Using the novel, The Giver, students will complete a web quest with weekly activities for five weeks and deepen their understanding and explore their creativity. B. Objectives: 1. Students will be able to read The Giver, by Lois Lowry with 100% completion. 2. Students will be able to complete a Venn-diagram comparing and contrasting two utopian societies with 100% accuracy.

3. Students will be able to create their own community rules with the knowledge of the rules in The Giver with 100% accuracy. 4. Students will be able to explore their own memories and share the ones that evoked the emotions of: sadness, happiness, scariness, embarrassment, and nervousness with 100% accuracy. 5. Students will be able to research and write a report on the components of colorblindness. 6. Students will write a new ending chapter to the book, The Giver, with 100% accuracy. C. I Can statements 1. I can completely read the novel, The Giver. 2. I can complete a Venn-Diagram comparing and contrasting two utopian societies. (Week 1) 3. I can create my own set of community rules with my knowledge of the rules in The Giver. (Week 2) 4. I can explore and share my memories that evoked: sadness, happiness, scariness, embarrassment, and nervousness. (Week 3) 5. I can write a report on colorblindness. (Week 4) 6. I can write a new ending to the book, The Giver. (Week 5) Student Assessment: Procedure Number 1 2 4 3 5 4 6 5 Summative Summative Summative Memory exploration Research paper Chapter 23 creating Extra time Extra time Extra time Objective Number 2 3 Type of Assessment Summative Summative Description of Assessment Venn-Diagram Creating rules Adaptations and/or Accommodations Extra time Extra time

Context Differentiation: A. Accommodations:

Student Identifier
EB

Plan/Need

Describe the type of plan for this student and the specific needs that they need. particular student.

Accommodation Describe exactly how you are going to meet the needs of this Plan/Need Accommodation Mild Mental Disability Extended time, reader

B. Individual Learning Styles: Variations for: Visual Learners Auditory Learners Kinesthetic Learners Description of Variation based on students Visually reading the novel, looking at different online websites, reading through the web quest Watching the video for week 1, reading aloud to themselves Reading the book and turning the pages, writing and completing the activities, clicking through the web quest and the websites

C. Multiple Learning Levels: Procedure Step

1 2 3 4 5

Blooms Taxonomy
CO, KN, EV SY, KN KN, AN, EV CO, KN, AN SY, AP, AN, KN, CO

Depth of Knowledge
3 4 1,2 3 3,4

Real-Life Connections: Text-to-Self: making a family tree to deepen their knowledge of their own lives and family history. Text-to-World: comparing different societies with the society that we live in and learning about different rules and laws to come up with a set of rules that each specific student would like. Text-to-Text: researching different web sites and resources on various utopian societies and then comparing and contrasting their ways of life with the United States and our ways of living. Resources 1. Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print. 2. Personal notebooks 3. Computer/internet Technology -Students will use the internet to visit different websites that assist in the completion of this web quest. -Students will use computers to complete the web quest. Procedures (45 minutes total per weekly activity) 1. (45 min.) Week 1: students will watch a video on utopias. They will go to 4 different websites on utopias and then complete the activity in their notebook. They will do a Venn-diagram on two utopias of their choice. They will read chapters 1-4 on their own time and answer the pre-reading and post-reading questions in their journals. 2. (45 min.) Week 2: students will read chapters 5-8 on their own time. They will go to a website that teaches them more about Jonas community and then they will complete their own set of 20 community rules with 3 punishments. They will write one paragraph as what they think living in their community would be like.

3. (45 min.) Week 3: students will read chapters 9-12 on their own time. Students will visit a website to learn more about memories. They will complete the activity in their journals with sharing memories theyve had of 5 different feelings. 4. (45 min.) Week 4: students will read chapters 13-18 on their own time. They will take a video colorblind test. They will visits different research sites or resources and then write a report on colorblindness. They will answer questions from their journals. 5. (45 min.) Week 5: students will finish up the novel, reading chapters 19-23 on their own time. They will read the author, Lois Lowrys response on her ending. They will then create their own version of chapter 23 and come up with a new ending of the book. This will need to be at least 5 paragraphs. IMPACT Prepared after the lesson is taught. Reflection/Analysis of Teaching and Learning REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up