Unit Title: Are bad times or memories beneficial or would we be better off without them?

Teacher: Megan Ross

Focus Class Description: 5th hour class, 8th grade ELA classroom, about 30 students in a suburban middle school

Texts included:
The Giver- Louis Lowry
Audio Version:
https://www.youtube.com/watch?v=kpmOU-7v6vA&list=PLB4aqWdRdNSoL22uc2QKqUPMWmU0QbVmu
Article about Pain:
https://www.sciencenewsforstudents.org/article/owww-science-pain
Movie Scene from the film adaptation:
https://www.youtube.com/watch?v=1PghMqkTo1M
Poems about Painful Experiences:
http://famouspoetsandpoems.com/poets/emily_dickinson/poems/9421.html
http://famouspoetsandpoems.com/poets/walt_whitman/poems/17720.html
Art:
https://www.artsy.net/article/artsy-editorial-8-famous-artists-turned-heartbreak-art

Essential Question(s): Can any good come from “sameness?” What are the dangers of limiting individuality?

What can we learn from dystopian/utopian societies in relation to the world we live in today?

Why is experiencing bad times along with good times important? Would having a life without pain be worth it?

CCSS (list three to four standards below that you plan to Knowledge/Concepts (for the CCSS, what knowledge or Skills (for the CCSS, what skills will the students need
address in this unit) concepts will the students need to learn to meet the standard) to learn to meet the standard)

1. ​CCSS.ELA-LITERACY.W.8.3 They will need to know the events of what happens to the Reading Comprehension skills and comparing and
Write narratives to develop real or imagined characters of the giver, and events that happened in their real contrasting.
experiences or events using effective technique, life.
relevant descriptive details, and well-structured event
sequences.
CCSS.ELA-LITERACY.RL.8.7 They will be familiar with the events in the novel and they will be They will need to compare and contrast the book and
Analyze the extent to which a filmed or live production familiar with the events in the movie. the film and be able to pick out key differences from
of a story or drama stays faithful to or departs from the two similar texts.
text or script, evaluating the choices made by the
 director or actors.
3. ​CCSS.ELA-LITERACY.W.8.1.B Make a statement of belief about a text and provide evidence to They will need to be able to form an opinion or idea
Support claim(s) with logical reasoning and relevant support the claim. about the novel based on the book and be able to
evidence, using accurate, credible sources and support this with textual evidence that thoroughly
demonstrating an understanding of the topic or text. supports and relates to the text.

Objectives/Goals of the Unit:

SWBAT make claims about the text and successfully provide textual evidence to support their claims.
SWBAT make thoughtful connections and answers to the unit’s essential questions.
SWBAT take a stance on going through tough times/painful events and if it is beneficial and thoughtfully support their claims.
SWBAT compare and contrast elements (novel to film, real life experience to novel, etc.)

Summative Assessment (include link to assignment sheet):

https://docs.google.com/document/d/1aiB7KZsYXKwdnSjmFlBPpS-Ofok3T01kMHBL9l_zpSk/edit?usp=sharing

Calendar/Sequence of Objectives, Activities and Assessments (feel free to add or take away weeks on the calendar)
* Link to your two required lesson plans
Monday Tuesday Wednesday Thursday Friday

Week 1 SWBAT​ form and defend an SWBAT ​pull passages from SWBAT ​listen to audio of a SWBAT ​find meaning in SWBAT ​Identify key
opinion about broad theme the text and identify what novel and make predictions poetry and make connections differences and similarities
ideas. feelings or emotions they about the story. from poetry to The Giver. between novels and movie
think the characters would be Activities: adaptations.
Lesson Plan 1 feeling. Activities: ● Each group of Activities:
● Listen to the students will read and ● Watch portion of the
Activities: ​Activities: audiobook version for analyze a poem (with movie adaptation of
 ● Journal ● Read Aloud Chapters chapters 3 and 4 themes of heartbreak, The Giver up until
● Introduction and 1 and 2 ● Answer Questions to memories, chapter 6 while filling
background ● “Feelings Chart” Left make predictions adolescence) in a movie worksheet
information side of the chart is a about will happen in ● Students should make with questions for
● Theme activity quote from the book the novel. meaningful Formative
and the right side of ● Share predictions with connections from the Assessment 1.
the chart is what the each other. poem to The Giver ● Begin reading
student thinks the and write a reflection Chapters 6 and 7 as a
corresponding paragraph explaining class.
characters are feeling their findings. ● Finish reading through
in that moment. ● If extra time, silently Chapter 7 (if we don’t
● Small-Group read Chapter 5 finish as a class)for
Discussion ● Finish Chapter 5 for homework.
homework

Week 2 SWBAT​ Answer questions SWBAT ​Identify themes in SWBAT ​state and defend SWBAT ​Identify main SWBAT ​Compare and
about the plot of the book and the novel and back up these their opinion on the essential characters and understand contrast differences in plots
begin to identify themes in themes with textual evidence. question of “what good how they are connected. of a book and the film
the novel. comes from sameness? What adaptation.
Activities: Activities: good comes from Activities:
● Formative ● T-Chart worksheet individuality?” ● In groups with poster Activities:
Assessment 2- Quiz (left side “theme” right Activities: paper, students will ● Watch movie portion
● Read as a class side 2 quotes from the ● Students will choose if make characters of Chapters 7-15
Chapters 8 and 9 novel that represent they would rather maps. ● Simultaneously fill out
this theme. defend a world with ● Listen to Chapters 11, question sheet for the
● Read Chapter 10 no individuality or a 12, and 13 on movie
world with no audiobook ● Silently read Chapters
“standards or 14 and 15
sameness” ● Finish Reading for
● They will then have to homework if not
write up a paragraph finished
defending their
opinion and using at
least 1 quote from the
text to defend their
view.

Week 3 SWBAT ​Write a summary of SWBAT ​make predictions SWBAT ​create a social SWBAT ​take notes SWBAT ​make final
the events in the novel that about how the novel will media page for a character identifying key plot points predictions about the text and
 we have read so far. (Up to conclude. Lesson Plan 2 while listening to an audio then find out if their
Chapter 15) Activities: version of text. predictions were right or
Activities: ● Fill in prediction chart Activities: Activities: wrong.
● On a computer or ● Read Chapters 16, ● Group Social Media ● Journal Activities:
writing on paper, 17, and 18 as a class. Page ● Listen to chapters 20, ● Read Chapter 23 as a
students will write a 2 ● Sharing of the Pages 21 and 22 class
paragraph summary ● Take notes of key ● Watch the end of the
of the novel up until events movie adaptation
this point. (Chapters 15-23)
● Paragraphs will be
turned in as an exit
slip and as ​Formative
assessment 3

Week 4 SWBAT ​make meaningful SWBAT ​write alternate SWBAT ​work productively on SWBAT ​make final edits to SWBAT ​Reflect on the novel
connections from their own endings for novels. their final project. their rough drafts and give and the essential questions
experiences to The Giver. Activities: Activities: each other feedback. and discuss and share
Activities: ● Students will write an ● Work Day for Final Activities: projects if desired.
● Journal alternate ending for Project ● Peer editing and final Activities:
● Introduce Final project the Giver ● Students will touches ● Small group sharing
brainstorm and peer of projects
edit in groups of 3. ● Journal Reflection

Reflection on unit and purposes of English Education:

● What are one or two of your most important purposes of English Education, and how does your unit enact those goals and purposes?
One of my most important purposes is to reignite an interest in reading and writing for students in the classroom. I think this Unit is enacting this purpose because I believe that the variety of
activities should hold student’s interests. Also the incorporation of the movie version and audio version will help for visual and audio variety. I also think The Giver is an interesting story and has
a lot of depth. Along with this, There are not many days where students have to read for homework. As for writing, I think the final project will be interesting because the students get to tell a
personal experience and explore how they became better because of it. Writing personal narratives is a good outlet for creating personal connections through writing.