Week Three Activity/Strategy Instructional Notes Texts and Sequencing and Formative Targeted Resources Scaffolding Assessments Vocabulary Monday: Class set of Teacher modeled critical Answers to TDQs for Read chapter 7, 8, and 9 in literature The Reading in literature circle by Lois thinking, making chapter 8 and 9 show how circle groups. Giver, groups Lowry inferences, looking well students comprehend closely in the text (“I the novel. TDQs for chapters 8 and 9. TDQs do”) and small group work takes them to the do” strategy. “You Tuesday: Class set of Students acquire Assessment of Conspicuous (10) Literature circle vocabulary maps The by Lois vocabulary easier by vocabulary acquisition for chapter 10-12. Vocabulary Giver, – Lowry connecting new words to can they use the words in Admonition (12) times they would see the a real life context? Read chapter 10 and 11 in literature Reading in literature circles Packets for the word in everyday life. Fleeting (12) circles. students with Reflective journal question TDQs and reflective Relinquished (12) Answer reflective journal question journal questions. for chapter 11 independently. Begin reading chapter 12 in literature circles. Wednesday: Finish reading chapter 12 as a whole Class set of Students acquire The embedded instruction Sinuous (13) class and answer the TDQ and The Whole class reads by Lois vocabulary easier by activity for the passage in reflective journal about chapter 12. Giver, Lowry connecting new words to chapter 13 will help me Indifferent (13) TDQ and reflective journal times they would see the see how well students can Define chapter 13 vocabulary and Packets for the word in everyday life. analyze word choice and Successor (13) start embedded instruction students with their identify the techniques Word choice analysis for a activity for chapter 13. Read the descriptive and emotionally- TDQs and reflective the writer uses to evoke Assimilated (13) first part of chapter 13 together, and charged passage journal questions. strong emotion from the will stop right after we finish the reader. passage about the elephant Copies of passage Text marking slaughter. Each student gets a copy for text marking of that passage to reread and Brainstorm list of writer’s underline powerful words/phrases. techniques used to evoke In small groups, students will have emotion five minutes to brainstorm things the author did to evoke emotion from them in their composition books (techniques). Whole class share out.
Week Three Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: Reading in literature circle groups TDQs Class set of The Giver, by Lois Lowry Teacher modeled critical thinking, making inferences, looking closely in the text (“I do”) and small group work takes them to the “You do” strategy. Answers to TDQs for chapter 8 and 9 show how well students comprehend the novel. Read chapter 7, 8, and 9 in literature circle groups. TDQs for chapters 8 and 9. Tuesday: Vocabulary Reading in literature circles Reflective journal question Class set of The Giver, by Lois Lowry Packets for the students with TDQs and reflective journal questions. Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Assessment of vocabulary acquisition – can they use the words in a real life context? Conspicuous (10) Admonition (12) Fleeting (12) Relinquished (12) Literature circle vocabulary maps for chapter 10-12. Read chapter 10 and 11 in literature circles. Answer reflective journal question for chapter 11 independently. Begin reading chapter 12 in literature circles. Wednesday: Whole class reads TDQ and reflective journal Word choice analysis for a descriptive and emotionally- charged passage Text marking Brainstorm list of writer’s techniques used to evoke emotion Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions. Copies of passage for text marking Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. The embedded instruction activity for the passage in chapter 13 will help me see how well students can analyze word choice and identify the techniques the writer uses to evoke strong emotion from the reader. Sinuous (13) Indifferent (13) Successor (13) Assimilated (13) Finish reading chapter 12 as a whole class and answer the TDQ and reflective journal about chapter 12. Define chapter 13 vocabulary and start embedded instruction activity for chapter 13. Read the first part of chapter 13 together, and will stop right after we finish the passage about the elephant slaughter. Each student gets a copy of that passage to reread and underline powerful words/phrases. In small groups, students will have five minutes to brainstorm things the author did to evoke emotion from them in their composition books (techniques). Whole class share out.
-The-Giver-Unit-Plan.docx