Hackett 2010

Unit Title: Freedom and Human Rights in The Giver Subject: English Language Arts Grade Level: 9th Essential Question(s): Why is freedom important? Why are human rights important? How might the absence of freedom and basic human rights affect people’s lives?

Lesson Title/Number

Lesson 2: Analyzing human rights in The Giver.

Lesson Question (s)

What are some themes that are emerging in The Giver? How does the society in The Giver value human rights? How does the society in The Giver value freedom?

State Standards

and Performance Indicators

Reading Standards for Informational Texts Grades 9-10 Standard 2: Students will determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Lesson Objectives

(Bloom’s Taxonomy)

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Acceptable Evidence

*Could be collected for accountability/auditing purposes.

(Perhaps number for clarity)

1. Students will be able to use the text to analyze the themes of freedom and human rights as they are portrayed in the novel.

2. Students will explore the implications of freedom in a society. 3. Students will collaborate and use technology to create a class-

wide Wiki page on The Giver (integrating technology). -----------------------------------------------------------------------------------

1. Students will refer to their reading of The Giver to produce journal entries based on the essential questions. These entries will be collected for homework (formative).

2. Students will record concrete details from the text to support the themes of freedom and human rights while working in groups to discuss these quotations and record their findings (RBIS – note taking) (formative).

3. Evidence that students have achieved objective #3 will be through

Hackett 2010

collaborations and additions to the class Wiki by including the themes and examples from the text that they have found. Each student will create his or her own Wiki page (integrating technology).

Bell Ringer and Prior Knowledge

Tap This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review _______________

Procedure

Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required.

Label…visual, auditory, and kinesthetic

The teacher will introduce the lesson by drawing upon the previous class’s Socratic seminar. Students will be asked what they remember from the discussion. Students will then work in groups of three to come up with 3 conclusions from the discussion. According to the class, what is freedom? What are human rights? Students will work together and present their conclusions to the class. Rather than discussing these questions, the students will simply collaborate to record how the class discussion concluded (RBIS – summarizing). ________________________________________________________ The teacher will assign each student to a section of the reading. Students will work independently for the first part of the lesson. As they work independently, students will re-read their section of The Giver and fill out a chart including what they found in the text, how that quote reflects the themes of freedom and human rights, and 3-5 sentences analyzing the quote in relation to the theme. The students will address: Describe the human rights or lack of human rights of the people in The Giver. After the students have worked independently, the teacher will ask students to come together in groups according to what sections of the text they analyzed. Students will compare their findings and come together as a class to talk about evidence in the text that portrays the essential questions (RBIS – Collaborative Learning). The teacher will project the task on the board and will provide it on the charts (visual/kinesthetic). The teacher will say the directions and check for understanding on the directions (auditory). The teacher will read out loud for students who would rather hear their section than read is visually. Students are also able to pair up to read their section with someone else who has the same section in order to ensure reading comprehension (auditory). The teacher will write student findings on the board when the class comes together as a whole (visual).

Checks for Understanding

Label: directions, procedures, routines, and content (formative)

Directions: What will you be looking for in the text? How should you record what you find? When you are finished working alone, then what will you do? If you’d rather not read by yourself, what should you do? Content: Why are we looking for evidence in The Giver to support the themes of freedom and human rights? What human rights are present in The Giver?

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What human rights are absent in The Giver?

Assessment

Type and purpose (sometimes called evaluation)

Students will record concrete details from the text to support the themes of freedom and human rights. The teacher will collect these (formative).

Students will produce journal entries answering the essential questions.

These will be checked for homework (formative).

Students will collaborate and add to the class Wiki by including the themes and examples from the text that they have found. Each student

will create his or her own Wiki page (formative, integrating technology).

Closure

The teacher will close the class discussion and refer back to the objectives:

1. Students will be able to use the text to analyze the themes of freedom and human rights as they are portrayed in the novel.

2. Students will explore the implications of freedom in a society. The teacher will then ask students about their experiences looking through the text and address any questions or challenges that they may have had.

Accommodations

Students will read on in The Giver at the end of class if there is time. Students will complete this activity in class, so that they can spend their

time out of class reading.

Materials

Books, handouts, whiteboard

Duration

60 minutes, 45 minutes teach prep.