The Giver Mini Unit

The Giver Mini-Unit
Name: Lindsey Duncan

Subject: ELA
Grade: 7th
Date: 11/17/2014
Create an overview of The Giver using ABC Brainstorm.

2 or 3 student outcomes
Discuss The Giver Chapters 13-14
Begin with verb
Illustrate a scene from The Giver and place yourself in the scene
Natl / State Standards
ALCOS
AL College & Career
RL.7.2Determine a theme or central idea of a text and analyze
Ready Course of Study its development over the course of the text; provide an objective
Common Core
summary of the text.
Learning Targets / District
Learning Targets
Standards
I can use prior knowledge of The Giver readings to create an
National Standards
overview of the novel.
(NCTM; NCTE; etc)
I can discuss chapters 13-14 of The Giver.
I can illustrate my position in The Giver when reading The Giver
Pre-Instructional Activities ReviewABC Brainstorm
Review
1. The brainstorm will be an overview of the preceding
Formative Assessment
chapters of The Giver.
Introductory Set
2. The students will list the alphabet on a sheet of notebook
Prior Knowledge
paper and use The Giver as an ABC topic.
Essential Questions
3. I will model the first letter (A) of the ABC Brainstorm.
Problem Question
4. I will then have the students come up with one for the
Writing Prompts
second letter (B).
Predictions / Purpose
Vocabulary
5. After this I will have the students work individually on
this ABC Brainstorm for two minutes before having them
pair up for three minutes with their classmates to fill in the
rest of the ABC brainstorm.
6. I will then ask a random selection of students to fill in
their letters on the board.
Essential QuestionHow does Jonas begin reacting towards his
society after receiving memories from the Giver?
Purpose
1. For the students to begin recognizing Jonas change in mindset
and his changing views of his society.
2. To make sure the students comprehend each reading of The
Giver.
Teaching
Direct Teaching
Direct Teaching
1. Guided discussion on chapters 13-14 of The Giver
Graphic Organizers
What happens to the memories if the Receiver leaves
Reading Instruction
the community? (104)
Tech Integration
What happens in the new sled memory that the Giver

Teacher Demonstration
gives Jonas? (109)
Guided Practice
What does Jonas realize about his family after

Independent Practice
Small Group Activities
coming home from the annex? What feeling will
Experiential Activities
they never feel? (110)
Research / Study
Why does the Giver give Jonas painful memories?
Simulations
(111)
Problem Solving Activities
Why does the Giver tell the community to not shoot
Differentiated Instruction
down the pilot? (112)
Accommodations
Ongoing Assessment
What happens when there are twins born in the
community? (114)
What happens to the sailboat memory that Jonas
Lesson Objectives
Closure
Summary / Conclusions
Ret-teaching
Review
Reflection
Sources
received from the Giver? (117)

Why do you believe the people in the community do
not want to remember their past?
Independent Practice: Stepping into the story world
1. Have students draw a scene from Chapter 13-14, and have them
place themself into the drawing to show where they see
themselves when they are reading the story. They may choose to
use crayons or not. Do not give them guidance on how to draw the
scene or how to draw themself into the story.
2. After the student finishes their drawing, have them rank where
they are in the story scoring from 1 to 4.
1not in the story at all.
2on the edge of the scene looking in.
3beside one of the main characters
4you become the main character
Differentiated Instructions: The assessment appeals to visual
learners. The students will be working individually. If a student
needs more guidance, I will ask them what do they think are the
key points in the two chapters to help them come up with an idea.
Conclusions: Students did an overview of the previous chapters
of The Giver using the ABC assessment. Students then drew a
scene from The Giver and placed themselves within the scene
with a ranking of 1-4.
Formative Assessment:
1. Informally through ABC assessment
2. Stepping into the story drawing
Sources:
The Giver by Lois Lowry.
You Gotta BE the Book: Teaching Engaged and Reflective
Reading with Adolescents by Jeffrey D. Wilhelm
Homework: Read Chapters 15 and 16 of The Giver and
annotate/dot for internal conflict
Grade: 7th
Subject: ELA
Date: 11/18/2014
Edit the ABC Brainstorm

Review internal and external conflict
Analyze previous chapters of The Giver for evidence of Jonas
internal conflict.
ALCOS
AL College & Career
RL.7.1Cite several pieces of textual evidence to support
Ready Course of Study analysis of what the text says explicitly as well as inferences
Common Core
drawn from the text.
RI.7.1.Cite several pieces of textual evidence to support
Standards
analysis of what the text says explicitly as well as inferences
National Standards
(NCTM; NCTE; etc)
RL.7.3Analyze how particular elements of a story or drama
interact.
RI.7.3Analyze the interactions between individual events and
ideas in a text.
Learning Targets
I can use my annotations in The Giver to track Jonas changing
internal conflicts.
I can provide evidence of Jonas changing internal conflicts.
Pre-Instructional Activities ReviewABC Brainstorm
Review
Students will add to their ABC Brainstorm from yesterday
by either adding a different word to a letter, or by finding a
Introductory Set
word that fits a letter.
Prior Knowledge
Essential Questions
Problem Question
Purpose
Writing Prompts
Vocabulary
and how his view of his society changes.
Giver.
3. To make sure the students understand the impact of internal
conflict in a novel.
4. To assess students ability to use evidence to back up internal
conflict.
Teaching
Direct Teaching
Direct Teaching
1. Review conflict, internal conflict and external conflict.
Graphic Organizers
Ask the students to define conflict, internal conflict, and
Reading Instruction
external conflict.
Tech Integration
Put the definition of internal conflict and external conflict
on the board.
Guided Practice
ConflictStruggle between two opposing forces.
Internal Conflictresults in two conflicting emotions
inside the character mind (Character v. Self).
Research / Study
External ConflictCharacter struggles with outside
Simulations
forces (Character v. Character, Character v. Society, and
Character v. Nature)
List four examples on the board of internal and external
Accommodations
conflict.
Ongoing Assessment
1. Elsa was isolated from her sister because everyone
feared her powers. (External-Character v. Society)
2. Joe struggled to tell his mom about his bad grade.
(Internal-Character v. Self).
3. Sarahs mom was taking her to the movies, but
Lesson Objectives
Begin with verb
Closure
Ret-teaching
Review
Reflection
Sources

Subject: ELA
halfway to the movies the car broke down. (ExternalCharacter v. Nature)

4. At Chick-Fil-A, Susan cannot decide between the
chicken nuggets or the chicken sandwich. (InternalCharacter v. Self)
Pass out two different color sticky notes, one color for
internal conflict and one color for external conflict.
Have them place a sticky note under each example to
show if the example is internal or external conflict.
Use popsicle sticks to call on students to discuss whether
or not an example is internal or external conflict.
Independent Practice:
1. Pass out a T-chart for the students to complete on Jonas
internal conflict in The Giver
2. The top portion of the T-chart reads Jonas internal
conflicts. On the left side of the T-chart, the students must
give direct evidence from the text of Jonas internal
conflict. On the right side of the T-chart, the students must
cite their evidence with the page number and paragraph.
3. I will model an example for the students, and have the
same example listed on their T-chart.
Jonas is worried about the upcoming ceremony, because
he has no idea what job he would be assigned (p. 29-1).
4. Have the students find an example using their dots in their
The Giver text. Ask someone to raise their hand when they
found an example.
5. Write their example on the board for the other students to
see.
6. Have students complete their T-charts individually or in a
group.
Differentiated Instruction: Students may choose to work in pairs
or individually. Partners can provide extra help to struggling
students. I will monitor students working individually and
students working in pairs.
Accommodations: Depending on a students need I may
accommodate the lesson by asking for a specific number of
examples of internal conflict.
2. Informally through the internal and external conflict
activity.
3. Internal Conflict T-Chart
Homework: Be prepared to discuss chapters 15-16 of The Giver
Sources:
The Giver by Lois Lowry
Alabama Reading Initiative 2013-2014
Grade: 7th
Date: 11/19/2014
Lesson Objectives
Begin with verb
AL College & Career

Ready Course of Study Common Core
Standards
National Standards
(NCTM; NCTE; etc)
Pre-Instructional Activities
Review
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Guided Practice
Research / Study

Analyze The Giver for internal conflict
Finish internal conflict T-Chart
Rank Jonas internal conflict from most stressful to least stressful
ALCOS
interact.
ideas in a text.
Learning Targets
internal conflicts.
I can provide examples of Jonas internal conflicts.
I can rank Jonas internal conflicts.
ReviewABC Brainstorm
Students will add to their ABC Brainstorm from yesterday
by either adding a different word to a letter, or by finding a
word that fits a letter.
ReviewInternal Conflict
Bell ringerHow does the internal conflict help develop a
story? Why do you need internal conflict in a story?
Ask students to write in their own words the definition of
internal conflict and external conflict
Select a student to read their definition of internal and
external conflict.
Purpose
Giver.
conflict.
5. To show students how Jonas internal conflicts change over
time.
Direct Teaching
Guided Discussion:
1. What memory does Jonas receive from the Giver in
chapter 15? (118-119)
2. How is this memory different from all the other memories
Jonas received?
3. How do you think this memory will change Jonas view of
his community?
4. What new experiences has Jonas had in receiving
memories from the Giver? (122)
Simulations
Accommodations
Ongoing Assessment
Closure
Ret-teaching
Review
Reflection
Sources

Subject: ELA
5. What does Jonas realize will happen to his parents and his
sister when they become adults? (124)
6. How is this different from our society?
7. How does Jonas justify his community not having these
experiences? (126)
8. How do Jonas parents respond when he asks them if they
love him? (127)
9. How would you feel if you were Jonas?
1. At the end of discussion ask students to take out their Tcharts to complete yesterdays assignment, and include
any new internal conflict from chapters 15-16.
2. After they finish listing the internal conflict in The Giver,
have them rank Jonas internal conflict from lowest
amount of conflict to highest amount of conflict.
Differentiated Instruction: Students may choose to work in pairs
or individually. Partners can provide extra help to struggling
students.
Accommodations: Depending on the students needs I may
accommodate the lesson by asking for a specific number of
examples of internal conflict.
Conclusions:
1. Have the students complete a 3-2-1
3 important internal conflicts
2 connections to something else you have read or seen.
This can be their short story reading, something they have
read previously, or something they have seen in a movie.
1 question you still have.
2. Discussion on The Giver.
3. Internal Conflict T-Chart and ranking
4. 3-2-1
Homework: Read Chapter 17 of The Giver. Focus on
dotting/annotating for internal conflict, and underlining any
questions you have on the chapter.
Sources:
The Giver by Lois Lowry
Grade: 7th
Date: 11/20/2014
Lesson Objectives
Begin with verb
AL College & Career

Standards
National Standards
(NCTM; NCTE; etc)
Pre-Instructional Activities
Review
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Guided Practice

Analyze The Giver for internal conflict
Discuss why internal conflict is important in The Giver.
ALCOS
interact.
ideas in a text.
Learning Targets
internal conflicts.
I can provide examples of Jonas internal conflicts.
I can discuss how internal conflict is important in The Giver.
Review
ABC Brainstorm
Students will be able to edit their ABC Brainstorm.
They will share their changes with the class.
3-2-1
If the students did not complete the 3-2-1 yesterday, have
them complete it as a bell ringer.
Internal v. External Conflict Bell ringer
Provide two scenarios from The Giver on the board, and
have the students label each scenario as either internal or
external conflict.
1. Jonas still felt the pain from the sledding memory
that he received from the Giver. (External conflict,
character v. nature or character v. character).
2. Jonas felt sad about growing apart from his friends
because of his growing knowledge from the
memories. (Internal Conflict character v. self)
Purpose
Giver.
conflict.
Direct Teaching
Guided Discussion:
1. Why did Jonas decide to no longer take his pills? How did
receiving the memory of love change his feelings towards
taking the pills? (131)
2. How does not taking the pills affect Jonas? (131)
3. Why does Jonas now believe that his family cannot feel

Research / Study
Simulations
Accommodations
Ongoing Assessment
Closure
Ret-teaching
Review
Reflection
Sources
feelings? What examples does he give? (131)

4. What does Jonas realize about the game Asher is playing
with Tanya? How does Jonas react towards his friends?
Why do you think Jonas reacted that way? (133-134)
5. Asher apologizes to Jonas for being disrespectful. When
Jonas begins to explain the idea behind the game Asher
becomes frustrated. Why doesnt Jonas respond properly
to Ashers apology? (134).
6. Why can there not be identical twins born in this
community? (136)
Table Talk
1. On the board write, How does Jonas new knowledge
affect his life in the community?
2. Ask students to give specific examples from the text with
the page number and paragraph.
3. Once they have written a response, pair two students
together and ask them to share their response.
4. After sharing their responses the students must write a
response to their partners reflection.
5. Combine the pairs into a group of four or six, and have
them share responses.
6. Ask the students to choose one response from the group to
share with the class.
1. Allow students two minutes to reflect on the table talk
question and write a response.
Group Practice:
1. Students will have three minutes to share their response
with their partner.
2. They will reflect on their partners statement and write a
response to their partners reflection.
3. Place the pairs with another pair to form a group. Have
them discuss their responses and decide on which one to
share with the class.
Differentiated Instruction: The students will begin working
individually, but will eventually work in pairs and a group. This
will help struggling students comprehend the assignment. I will
walk around to each pair to make sure they understand how to
complete the assignment. I will also walk around when I combine
them into groups to double check how the struggling students are
doing in their group.
Conclusion:
Exit Slip: Predict what will happen in the next chapter with the
twins.
1. 3-2-1 if used as a bell ringer
2. Informally through ABC Brainstorm
3. Informally through guided discussion
4. Table Talk
5. Exit slip
Homework: None
Sources:

Subject: ELA
Grade: 7th
Date: 11/21/2014
Lesson Objectives
Begin with verb
Illustrate a scene from The Giver and place yourself in the scene
Summarize the information from chapters 13-17 of The Giver.
ALCOS


Learning Targets
I can use my T-chart and the novel to help me draw an image
from The Giver.
I can summarize my picture from a chapter of The Giver.
Pre-Instructional Activities Reviewdiscuss 3-2-1 responses
Review
Answer any questions the students listed on their 3-2-1
Introductory Set
Prior Knowledge
Purpose
Essential Questions
Problem Question
Writing Prompts
2. To observe students comprehension of chapters 13-17 of The
Vocabulary
Giver.
Teaching
Direct Teaching Explanation of the one pager
Direct Teaching
1. Explain the steps of the one pager.
Graphic Organizers
Ask students to draw an image from chapters 13-17 of The
Reading Instruction
Giver, and to draw where they are in the scene when they
Tech Integration
are reading the text.
Ask them to rank their position in the scene: 1not in the
Guided Practice
story at all, 2on the edge of the scene looking in, 3
beside one of the main characters, or 4you become the
main character
Research / Study
Make sure to write the rankings on the board.
Simulations
After they finish their illustration have them choose five
key words from the text and place them in the picture.
When they have finished have them choose two statements
Accommodations
from the text to write at the bottom of their work, make
Ongoing Assessment
sure to provide page numbers and paragraph number.
After looking at the key words and the statements, have
the students write a summary that expresses the meaning
on their page.
Pass out the one pager sheet for the students to begin.
1. One pager as explained above. The students will have the rest
of the period to complete the one pager assignment.
2. If they finish then they may begin reading the next section of
The Giver and finish the novel.
Differentiated Instruction: I will provide students with written
instructions and verbal instructions on the assignment. I will
continue to monitor the students for any questions.
AL College & Career

Standards
National Standards
(NCTM; NCTE; etc)
Closure
Ret-teaching
Review
Reflection
Sources
Conclusions: Journal on the essential question: How does Jonas

begin reacting towards his society after receiving memories from
the Giver?
SummaryWe will review the questions on their 3-2-1.The
students will complete the one pager assessment using their book
and their T-chart to help them.
1. One pager
Homework: None
Sources:
Name___________________
Period:______
Stepping into the Story
Directions: In the space below draw a picture of a scene from The Giver. Place
yourself in the picture. After drawing the picture, circle the number telling me
where you are in the picture.
Where are you in the scene?

T-Chart
Directions: Find examples of internal conflict in The Giver using the T-chart. On
the left side of the T-chart give your example and why the example is internal
conflict. On the right side of the list the page number and paragraph number from
the text.
Internal Conflict in the Giver
Example from The Giver
1. Jonas is worried about the upcoming
ceremony, because he has no idea what job he
would be assigned.
Page number and paragraph number

Pg. 29-1
3-2-1
3-Internal Conflicts
from your reading
1.
2.
2-Connections to
other readings or
other experiences
3.
1.
2.
1-Question you still 1.

have
One Pager:
Directions:
1. Draw a scene below from the recent chapters of The Giver, and place
yourself in the scene. Tell me where you are in the scene by circling the
number below.
Circle where you are in the picture:

o
o
o
o

2. Choose five (5) key words from the readings and place them anywhere
around the picture.
3. Choose two statements from the novel. Write these statements below.
Give me the page number and paragraph number from the novel. You may
use your T-chart to help you.
o
o
4. Look at your picture, your five (5) key words, and your statements. Write a
summary that expresses the meaning of the picture, the five (5) key words,
and the two (2) statements.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Unit Reflection
Monday ABC Assessment, Guided
Discussion, and Stepping into the Story
Assessment.
Homework: Read Chapters 15-16 and
annotate/dot for internal conflict.
TuesdayInternal v. External Conflict minilesson, Internal v. External Conflict Activity,

Jonas internal conflict T-chart.
WednesdayBell ringer: How does internal

conflict help develop a story? Why do we need
internal conflict in a story?
Review of internal and external conflict
Discussion
T-Chart
Ended with 3-2-1
Questions: After reading You Gotta BE the

Book I started thinking about how I can help
the students relate better to The Giver. I
decided to focus on quotes from the book
about Jonas struggling with his loss of
childhood, and have them reflect on their
feelings if they were Jonas position.
The ABC activity went very well. They enjoyed coming

up with different words for each letter. Second period I
have the class clown. He tried to cut up during the
entire period, which was extremely frustrating. I know
his grandfather is sick so I tried to go easy on him today.
I have one girl in third period that complains about any
assignment I give her. I eventually got tired of it and
told her its not ok to complain about an assignment
and distract the class. Next time I will send her out of
the room for a little bit. In fifth period the students had
more of their own questions, so we did more of a
question and answer session. This is an inclusion class
so sometimes its difficult to keep everyones attention.
Seventh period was very attentive and we had a great
discussion. We did not have time for the journal listed
at the end of the lesson.
Students tried to add to their ABC assessment, but they
didnt find many new examples. Breaking down internal
and external conflict for them helped them understand
the two a bit better than before. The students did very
well identifying internal conflict and external conflict in
the sentences. During 2nd hour I added in conflict to
the definition list to make sure the students knew the
definition of conflict. The kids really enjoyed the sticky
note activity. I saw one kid who has barely said a word
all semester get excited over putting sticky notes on the
board. Its the little things that make them happy. Third
hour went well as well. I normally have a hard time with
the fifth hour class because it is an inclusion class. The
aide likes to take them outside the classroom to work,
but I have seen them work well individually and in a
group setting. Sixth hour is too rowdy, so I will be giving
them a new seating chart for tomorrow.
During seventh period we made connections with
Jonas life to our own life. I gave the example of
growing up after 9/11, and how I viewed the world
differently after that point in my life. I constantly
related the story back to their lives. By the end of the
period students felt awful for Jonas. During first period I
tried something slightly different. There is a scene
where Jonas receives the memory of being beside a
campfire. He expresses the feelings of joy and
appreciates solitude. I asked the students to close their
eyes and picture themselves outside where it is freezing
cold. They are wrapped in a sweater and they can feel
the heat of the flames against their face and the light of
the fire hitting their eyes. They loved it. Most of them
smiled while picturing the scene. I asked them
afterwards do they think they felt how Jonas felt in that
scene. Afterwards they agreed that they knew why
Jonas felt the way he did.
ThursdayBell ringer: Identify if a

scenario is internal or external conflict.
Guided discussion
Table Talk
Exit slip: prediction
Question: How can I help them

understand internal conflict better?
FridayReview 3-2-1
One-Pager
Question: How can I engage them to

make more students see themselves in
the novel?
Its hard not to want students to get something the first

time you teach a skill. The students grasp external
conflict very well, but they have a hard time identifying
internal conflict unless it is blatantly internal conflict.
Its understandable considering most of Jonas internal
conflict is related back to his society forcing him to grow
up at an early age. The kids asked great questions
during discussion. I think helping them visualize Jonas
situation helped them better relate to Jonas. They also
enjoyed the table talk, because while they wanted to
talk to me about The Giver, they also wanted to talk to
each other about the book. So the table talk was a great
tool to engage them further in the novel.
The students enjoyed working on their on their new

images. They wanted to talk about what they were
going to draw with their classmates and me throughout
the class. I noticed that a lot more students are using
colors to color in their picture. However, some of their
locations in their pictures have changed to a lower
ranking. I think it is because some of the girls cannot
completely relate to Jonas challenges like they could if
Jonas was a girl. I also think that before they believed
they would get a bad grade if they were honest about
where they were in the scene, which I told them it
wouldnt affect their grade, but they still were more
worried about the grade than the actual drawing. Today
I made it clear that their place in the scene would not
determine their grade on the assessment. Overall the
kids did very well with the assessments this week, and
Im excited to see how they will react to the end of The
Giver.

The Giver Mini Unit

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The Giver Mini-Unit

Name: Lindsey Duncan

Create an overview of The Giver using ABC Brainstorm.

What happens in the new sled memory that the Giver

What does Jonas realize about his family after

Name: Lindsey Duncan

received from the Giver? (117)

Edit the ABC Brainstorm

Name: Lindsey Duncan

halfway to the movies the car broke down. (ExternalCharacter v. Nature)

Natl / State Standards

AL College & Career

Edit the ABC Brainstorm

Name: Lindsey Duncan

Natl / State Standards

AL College & Career

Edit the ABC Brainstorm

Small Group Activities

feelings? What examples does he give? (131)

Name: Lindsey Duncan

Natl / State Standards

RI.7.1.Cite several pieces of textual evidence to support

drawn from the text.

AL College & Career

Conclusions: Journal on the essential question: How does Jonas

Where are you in the scene?

1not in the story at all.

Page number and paragraph number

1-Question you still 1.

Circle where you are in the picture:

1not in the story at all.

TuesdayInternal v. External Conflict minilesson, Internal v. External Conflict Activity,

WednesdayBell ringer: How does internal

Questions: After reading You Gotta BE the

The ABC activity went very well. They enjoyed coming

ThursdayBell ringer: Identify if a

Question: How can I help them

Question: How can I engage them to

Its hard not to want students to get something the first

The students enjoyed working on their on their new

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