Unit Plan: Learning how to critically analyze society through The Giver.

Webber Middle SchoolAB Block Schedule79 minute class periods

Monday Tuesday Wednesday Thursday Friday

Day One Day Two Day Three
Introduction to the unit: Read the Preamble: What is the
How does analyzing What rules govern our importance of rules?
from different communities? Are How are they helpful,
perspectives help us certain rules more or harmful?
become more thoughtful valued than others? Read The Lottery
humans?
LT: Students will be LT: Students will
LT: Understand the able to identify the rules analyze the short story
essential question of the in Jonas community and question rituals
unit and ponder its and compare them to and rules.
potential answers. societys rules.
Read first two chapters SC: Re-create your
of The Giver together SC: Compare and ideal society and give
and contemplate what contrast Americas rules a brief explanation of
defines people. and Jonass rules using a why you chose each
graphic organizer to rule.
SC: Students will solidify and organize
participate in classroom their thoughts. Assessment: Project
discussion. Students will
create and decorate a Assessment: graphic Due: Chapter 3
portfolio to store all of organizer
the readings, projects, Homework: Read
and assignments done in Homework: Read Chapter 4 and 5 of The
the unit. Chapter 3 of The Giver Giver

Day Four Day Five

Reading Quiz Using Bipoems to
reflect on learning.
LT: Students will swap
rules and have them LT: Students will
question one anothers reflect on what they
rules have learned from the
reading material so far
SC: Students will by creating biopoems.
record the gaps they see
in the other groups SC: Students will show
rules. They will have a their mastery of how
productive rules affect people by
conversation. creating a poem of a
character existing in a
Read chapters 6 and 7 specific utopia.
in class of The Giver
Assessment: Biopoems
Homework: Read
Chapter 8 of The Giver Homework: Read
chapter 9 and 10 of The
Giver
Day Six Day Seven Day Eight
Introduce final project. Reading Quiz Read The Fun They
Read The Power of Group presentations of Had
Advertising, by Shelby advertisements.
Ostergaard. LT: Learn more about
LT: Students will societal values by
Jigsaw groups using practice their analyzing the short
advertisements. presentation skills by story The Fun They
analyzing their Had.
LT: Students will advertisement in front of
understand how to form their jigsaw group. SC: Each student will
an in-depth analysis of Students will study what post a response on
an advertisement by Jonas community Padlet. From those
pointing out specific values and compare responses students will
components of the those values to their own create a poster, flyer,
image and pointing how society. or newspaper ad
it affects the overall advertising one
purpose. In class, read chapters societal value.
12 and 13 of The Giver
SC: Thoughtful analysis Assessment: Digital
of various SC: Each person must advertisement using
advertisements. speak and analyze a the Printing Press
specific quality of the online tool.
Assessment: Short advertisement.
reflection on jigsaw Homework: Read
groups or what they Assessment: Individual chapters 16 and 17 of
learned in class. worksheets from the The Giver.
jigsaw group activity.
Homework: Read
chapter 11 The Giver Homework: Read
chapter 14 and 15 The
Giver

Day Nine Day Ten

Begin working on final
Finish digital poster if project
not yet finished. Each
group will present their Finish The Giver in
digital advertisement to class.
the class.
LT: Students will re-
Read Chapters 18 and write a new ending to
19 in class. The Giver in order to
show they fully
LT: Students will begin understand the context
finding textual of the book.
evidence seen in their
text to use in their final SC: Individual
project. conferences with
students about where
SC: Textual evidence is they are at with their
supported by analysis project.
of the quote.
Homework: Work on
final project
Day Eleven Day Twelve Day Thirteen

Work day and Workshop day Turn in final project

conference day with portfolio.
LT: Students will work
LT: Students will work in groups of three and
on their final project. grade each others final
projects using the rubric.

Homework: Work on SC: Submit a rubric for

final project each partner.

Homework: Work on
final project