Week Four Activity/Strategy Instructional Notes Texts and Sequencing and Formative Targeted Resources Scaffolding Assessments Vocabulary Monday: Because this section of the book gets into real world issues like homelessness We have gone Class set of Assessment of Contorted (15) The Giver, Wonderings” and famine as well as war, and because I “Notices by Lois Lowry vocabulary acquisition through do” and – “I activity with pictures of want students to continue to critically can they use the words Carnage (15) do” so they “We homelessness and famine think about why the community has Packets for the in a real life context? should be ready for some of the seemingly strange laws and Immobilized (15) students with their do.” “You class reading procedures (including ones that are TDQs and reflective extreme but are trying to prevent things journal questions. TDQs and reflective like war, famine, homelessness, etc.) I journal questions will give each student a and “Notices Wonderings” handout and show them Vocabulary some pictures of homelessness and famine. Without speaking, students will Wonderings” write down what they observe and what “Notices activity with pictures of they are wondering about. war We will read chapter 14 independently and will answer the two TDQs. Students will add to their I think . . “First . Now I think . . .” chart for the mention of release on page 114. Go through vocabulary for chapter 15 with the word maps independently. Students will flip their and “Notices Wonderings” handouts over to the back and I will show them some pictures of war. Without speaking, students will write down what they observe and what they are wondering about. Tuesday: Students will read chapter 15 Pervaded (16) independently and will answer the TDQ Class set of We have gone through Assessment of The Giver, Independent reading and the reflective journal question. by Lois Lowry do” and do” so vocabulary acquisition “I “We – Permeated (17) they should be ready can they use the words TDQs and reflective Packets for the for do.” in a real life context? Students independently complete the “You journal questions students with their for vocabulary maps chapter 16 and 17 TDQs, reflective vocabulary, and. Vocabulary journal questions and
Week Four Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: “Notices Wonderings” activity with pictures of homelessness and famine class reading TDQs and reflective journal questions Vocabulary “Notices Wonderings” activity with pictures of war Class set of The Giver, by Lois Lowry Packets for the students with their TDQs and reflective journal questions. We have gone through “I do” and “We do” so they should be ready for “You do.” Assessment of vocabulary acquisition – can they use the words in a real life context? Contorted (15) Carnage (15) Immobilized (15) Because this section of the book gets into real world issues like homelessness and famine as well as war, and because I want students to continue to critically think about why the community has some of the seemingly strange laws and procedures (including ones that are extreme but are trying to prevent things like war, famine, homelessness, etc.) I will give each student a “Notices and Wonderings” handout and show them some pictures of homelessness and famine. Without speaking, students will write down what they observe and what they are wondering about. We will read chapter 14 independently and will answer the two TDQs. Students will add to their “First I think . . . Now I think . . .” chart for the mention of release on page 114. Go through vocabulary for chapter 15 with the word maps independently. Students will flip their “Notices and Wonderings” handouts over to the back and I will show them some pictures of war. Without speaking, students will write down what they observe and what they are wondering about. Tuesday: Independent reading TDQs and reflective journal questions Vocabulary Class set of The Giver, by Lois Lowry Packets for the students with their TDQs, reflective journal questions and We have gone through “I do” and “We do” so they should be ready for “You do.” Assessment of vocabulary acquisition – can they use the words in a real life context? Pervaded (16) Permeated (17) Students will read chapter 15 independently and will answer the TDQ and the reflective journal question. Students independently complete the vocabulary maps for chapter 16 and 17 vocabulary, and.
-The-Giver-Unit-Plan.docx