show how well they can Read chapter 2, continue I think” “First TDQ questions pick up on context clues and TDQs and journal questions for ch 2. Activity/Strategy Texts and Resources Sequencing and Formative Assessments Targeted Instructional Notes Scaffolding Vocabulary Thursday: Read chapter 3 as a whole class. set of Students acquire Horded (p 3) The Giver, TDQs and reflective by Lois Lowry vocabulary easier by Literature circle work vocabulary – journals connecting new Solemn (p 3) mapping for chapter 1, illustrated laws, Packets for the students words to times they structures and systems, and create their Vocabulary own higher-level discussion questions for with their TDQs and would see the word reflective journal in everyday life. chapters 1-3. Read questions Students answer questions about chapters TDQs 1 and 2 combine that require a combination of TDQs, inferences, and Student generated higher- connections. level discussion questions Students answer chapter 3 TDQ (students will have had much practice with Costa’s 3 Levels of Learning/Questioning and will have a handout to remind them of what level 2 and 3 questions look like) Friday: Pair reading of chapter 4 with students Class set of Students acquire Answers to TDQs and Disquieting (5) taking turns reading The Giver, Whole class reading by Lois Lowry vocabulary easier by reflective journal connecting new questions for chapter 5 Infraction (5) Literature circle groups some do – Literature circle reading Packets for the students words to times they and 6 show how well illustrated tracking from chapter 4, others and with their TDQs and would see the word students are Interdependence define chapter 5 and 6 vocabulary words. (6) in everyday life. comprehending the novel reflective journal Reflective journal questions and how well they can Read chapter 5 and 6 in lit. circle groups Reprieve (6) questions Teacher modeled make connections and, independently, answer the reflective critical thinking and between the events in the journal question. making inferences - novel and real life do” and now we situations. “I move on to do.” “We
TDQ questions show how well they can pick up on context clues Read chapter 2, continue “First I think” and TDQs and journal questions for ch 2. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Thursday: TDQs and reflective journals Vocabulary Read TDQs Student generated higher- level discussion questions (students will have had much practice with Costa’s 3 Levels of Learning/Questioning and will have a handout to remind them of what level 2 and 3 questions look like) set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Horded (p 3) Solemn (p 3) Read chapter 3 as a whole class. Literature circle work – vocabulary mapping for chapter 1, illustrated laws, structures and systems, and create their own higher-level discussion questions for chapters 1-3. Students answer questions about chapters 1 and 2 combine that require a combination of TDQs, inferences, and connections. Students answer chapter 3 TDQ Friday: Whole class reading Literature circle reading and Reflective journal questions Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions Students acquire vocabulary easier by connecting new words to times they would see the word in everyday life. Teacher modeled critical thinking and making inferences - “I do” and now we move on to “We do.” Answers to TDQs and reflective journal questions for chapter 5 and 6 show how well students are comprehending the novel and how well they can make connections between the events in the novel and real life situations. Disquieting (5) Infraction (5) Interdependence (6) Reprieve (6) Pair reading of chapter 4 with students taking turns reading Literature circle groups – some do illustrated tracking from chapter 4, others define chapter 5 and 6 vocabulary words. Read chapter 5 and 6 in lit. circle groups and, independently, answer the reflective journal question.
-The-Giver-Unit-Plan.docx