Begin whole class reading for reading Bergeron.” “Harrison of Bergeron.” “Harrison the following qualities or talents, which do “Of you think our society values the most: physical appearance, athletic talent, or intelligence? Explain why. Which quality do you think is the most valuable? Explain why.” We will begin reading Bergeron” “Harrison together as a whole class. Activity/Strategy Texts and Resources Formative Assessments Instructional Notes Sequencing and Targeted Scaffolding Vocabulary Thursday: In small groups, students will read examples Reading and text marking Short articles on people of civil disobedience (people and of articles on examples of and organizations who movements) and will mark the text. In their civil disobedience have participated in civil small groups, students will compare their disobedience (Gandhi, notes and will create an anchor chart that Malala, Harvey Milk, Anchor chart information details the person or movement. Arthur Ashe, Ryan White, Dalai Lama, etc.) We will hang our anchor charts and students Friday: Transition from small Anchor chart presentations Civil will participate in a and Stray” activity – “Stay and Stray” activity group work to Did they find the most disobedience where one group member stays at his/her “Stay individual share out of important parts and present it group’s poster and shares the information Define civil disobedience information well? with other class members. There will be five group members, and each group member will Ties with definition of civil Transition from whole present to one small group and will listen to class instruction on disobedience and text the other presentations. civil disobedience examples that were shared Students will write the definition of civil with group share outs from the articles disobedience and we will connect the to individual claims information shared in the and Stray” to “Stay Independent journal tying about Harrison the definition looking at what the Bergeron back to motivations were for the activists. “Harrison Bergeron” Individual journal was Harrison’s – “What goal at the end? Were his actions civil disobedience or was he rebelling in an attempt to take control himself and better his own situation? Defend your answer.”
Begin whole class reading of “Harrison Bergeron.” for reading “Harrison Bergeron.” “Of the following qualities or talents, which do you think our society values the most: physical appearance, athletic talent, or intelligence? Explain why. Which quality do you think is the most valuable? Explain why.” We will begin reading “Harrison Bergeron” together as a whole class. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Thursday: Reading and text marking of articles on examples of civil disobedience Anchor chart information Short articles on people and organizations who have participated in civil disobedience (Gandhi, Malala, Harvey Milk, Arthur Ashe, Ryan White, Dalai Lama, etc.) In small groups, students will read examples of civil disobedience (people and movements) and will mark the text. In their small groups, students will compare their notes and will create an anchor chart that details the person or movement. Friday: “Stay and Stray” activity Define civil disobedience Ties with definition of civil disobedience and text examples that were shared from the articles Independent journal tying back to “Harrison Bergeron” Transition from small group work to individual share out of information Transition from whole class instruction on civil disobedience with group share outs to individual claims about Harrison Bergeron Anchor chart presentations – Did they find the most important parts and present it well? Civil disobedience We will hang our anchor charts and students will participate in a “Stay and Stray” activity where one group member stays at his/her group’s poster and shares the information with other class members. There will be five group members, and each group member will present to one small group and will listen to the other presentations. Students will write the definition of civil disobedience and we will connect the information shared in the “Stay and Stray” to the definition looking at what the motivations were for the activists. Individual journal – “What was Harrison’s goal at the end? Were his actions civil disobedience or was he rebelling in an attempt to take control himself and better his own situation? Defend your answer.”
-The-Giver-Unit-Plan.docx