Krysta Jones
Part I: The Unit Title and Preface
Finding Your Color in Society
A. Introduction
I will be teaching this unit in a classroom that is designed for teaching both
seventh grade English language arts (ELA) and social studies (SS). The class
periods are about fifty minutes long. The ability levels of my students vary, but
they all have a great amount of potential. Specifically, this unit is designed for the
first two periods, which are focused in English language arts. First period consists
of thirty-nine students, and this class is considered to be academically gifted. This
period has several bright students and is diverse in terms of race and interests.
Second period consists of nineteen students, and this class is one that
necessitates an inclusion resource teacher. The students in second period are
diverse in race, personality features, and behaviors. My third and fourth periods
are mixtures of the fifty-nine students in first and second periods. The English
language arts classes are divided by ability levels because of state/national
requirements, but the social studies classes are intermingled. From the letters
that my students have written to me, I have learned that a lot of them enjoy
music, sports, animals, and their siblings. I have also learned, from my
observations, that many of my students enjoy reading young adult literature.
The variety of students I have represents the community that surrounds
my middle school very well. In regards to socioeconomic status, students are
mixed. There are definitely students who come from upper-middle class settings,
and there are also students who live below the poverty line. Although students
appear to have dissimilar backgrounds, they do get along with each other in the
classroom. My second period has a classroom behavior plan because of discipline
issues that have been developing over the past month. Each student in this class
period has an IEP and must be observed closely on a daily basis. The IEPs for
second period target several disabilities from severe visual impairment to
behavioral/emotional instability. The students are very bright but need an extra
boost from the adults and peers in their lives. From what my cooperating teacher
(CT) has told me, the parents of many students do communicate with her on a
regular basis.
Along with my cooperating teacher, I have also communicated with the
inclusion resource teacher about the design of my unit. My gracious CT gave me a
few of the resources that she has used in the past to help me come up with an
appropriate unit theme. I have also asked a lot about the organization of group
work and making sure my activities are not going to be too difficult or too easy.
The inclusion resource teacher has helped me in modeling how to act to specific
students in my second period, and she also explained the behavior plan that was
created for them. I have discussed unit ideas with my MSL peers but mostly with
Jessica Darnell. We see each other on a regular basis and exchange ideas every
day. I could not have made this unit without the help I was given.
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B. Organizational Principle: My Theme!
My students are so used to generic themes, and I want to give them
something more than what can be found in other middle grades classrooms. The
theme for this unit is “Finding Your Color in Society” and this serves to encourage
students to start finding out more about themselves and how they can contribute
to their community. I wanted a theme that incorporated both individual and
collaborative life lessons. By discussing the importance of color, what color
symbolizes, and how colors come together to produce new results, students can
use something they are very familiar with to make larger connections and
creations. This theme is also important because students read, hear, wear, touch,
and produce color all of the time. Color can be found in art, music, various forms
of literature, and so much more. I want students to understand that each one of
them has something very beautiful and exciting to offer to the world around
them. It is imperative that middle grades students are given the chance to prove
their abilities and talents to their peers but most importantly to themselves. In
discussing the role of color in their everyday lives, students should be able to turn
something very basic into something very mature.
I chose this theme especially because my students have shown strong
interests in hip-hop music and poetry. Color can be found in both of these types
of texts, and I believe their attention can be easily focused using them. This
theme also provides students with an open-ended opportunity for discussion.
Because the theme can be found everywhere, students are more likely to share
their feelings, ideas, and products with those around them without feeling
intimidated. The theme also holds great importance because of its relevance to
the social studies curriculum. Encouraging civil duties and discussing societal
and leadership roles are two focuses in social studies, and this theme creates a
large connection between the ELA and SS content.
C. Primary Subject Matter Focus: The Giver by Lois Lowry
The primary subject matter for this unit is the novel The Giver, written by
Lois Lowry. This novel is considered to be several different genres, but I am going
to use the term “Utopian literature” in my classroom. The text is frequently used
in middle grades classrooms because of its interesting and unfamiliar plot. Also,
Lowry’s novel is one that can create a lot of discussion among students
experiencing adolescence. Lowry received the Newbery Award in 1994 for The
Giver, and I know from my personal research that the book received and still
receives a lot of praise. One of the reasons I believe the book has been received so
positively by teachers specifically is because it gives students’ minds the ability to
picture themselves in an entirely different setting than they’re used to. The book
is also fairly easy to read, and I think it will spark the interests of the reluctant
readers in both of my ELA periods.
The Giver should be taught in the seventh grade curriculum because it is a
novel that incorporates all of the following for students: curiosity, emotion,
empathy, sympathy, and self-realization. The main character, Jonas, is the same
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age (eleven going on twelve) as my students and expresses his thoughts in a
mature, yet, innocent way. I believe my male students will appreciate Jonas’s
motivation and courage. The strong character of Jonas will certainly give my
students a reason to keep reading. Regarding the North Carolina Standard
Course of Study (NCSCOS), the novel provides its readers with characterization,
imagery, plot, and much more. I will also give author background information,
which is necessary in teaching almost all texts. The Common Core standards can
also be presented with this novel because it exemplifies how elements of
literature effectively interact with one another and gives students the opportunity
to demonstrate their argumentative skills. With the NCSCOS and the Common
Core comes the responsibility to include technology in the classroom. Although
my school is not very up-to-date with its technology, I plan on having students
create a movie trailer for The Giver since it has not yet been made into a film.
Entertainment is so relevant to middle grades students, and my students are
especially excited when technology opportunities are mentioned in the
classroom.
D. Organizing Questions
1. At this point in your life, what is YOUR color? Why does this color represent
you? What do people see when they look at you/your color?
2. What can you, as one young individual, do to change the conformities that are
occurring around you? How can you make a difference?
3. Jonas’s role in the book is “The Receiver.” What is your role in our society? Do
you want this role to develop into something larger? Explain.
E. Goals
1. Students will be able to complete The Giver by Lois Lowry with assistance
from their teacher, peers, and resources.
2. Students will be able to recognize problems in utopian, dystopian, and their
own communities. With these recognitions, students should be formulating
solutions to the problems they find.
3. Students will learn to work collaboratively in groups and explore/criticize all
ideas suggested by their peers by completing a final project which requires the
creation of a movie trailer for The Giver.
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4. Students will be able to identify the importance of characterization and
imagery in various genres of text.
5. Students will be able to formulate an understanding of themselves and how
they wish to be portrayed by society.
F. General Unit Objectives
*Terminology help received from “Appendix B” of Gronlund’s How to Write and Use
Instructional Objectives- 5th Edition
Students will be able to do the following after the completion of the unit:
Cognitive Domain
 Explore the meaning of “utopia” and why our society cannot be one
 Create personal goals for civic responsibilities
 Give examples of those who implement the rules of our society and explain how
to change these if unhappy with the jobs they are doing
 Relate passages of a text to their own lives and explain the similarities and
differences
Affective Domain
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Reply appropriately to their peers’ ideas, thoughts, and pieces of writing
Participate in classroom, group, and partner discussions when asked
Join classmates in an effort to complete group work and read aloud
Demonstrate a respectful, helpful, and hardworking attitude
Psychomotor Domain
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Volunteer to answer questions and give examples for peers’ better understanding
Speak loudly and clearly when addressing the class a whole
Arrange planning steps and group ideas into a final product for class presentation
Respond to journal entries by writing about and brainstorming ideas
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North Carolina Standard Course of Study Objectives
ELA 7th Grade
1.04 Reflect on learning experiences by evaluating how personal perspectives are
influenced by society, cultural differences, and historical issues.
5.01 Increase fluency, comprehension, and insight through a meaningful and
comprehensive literacy program by:
o leading small group discussions.
o taking an active role in whole class seminars.
o analyzing the effects of elements such as plot, theme, characterization, style,
mood, and tone
SS 7th Grade
10.02 Identify various sources of citizens' rights and responsibilities, such as
constitutions, traditions, and religious law, and analyze how they are incorporated into
different government structures.
11.02 Examine the basic needs and wants of all human beings and assess the influence
of factors such as environment, values, and beliefs in creating different cultural
responses.
NC Common Core Objectives
ELA- 7th Grade
Standard #2- Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of the text.
Standard #4- Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of a
specific word choice on meaning and tone.
SS 7th Grade
7. C & G.1.3- Compare the requirements for (e.g. age. gender, legal and economic status)
and responsibilities of citizenship under various governments in modern societies (e.g.
voting, taxes and military service).
7. C.1.1- Explain how culture unites and divides modern societies and regions (e.g.
enslavement of various peoples, caste system, religious conflict and Social Darwinism).
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G. Possible Unit Materials and Supplementary Texts
Asterisks (*) mark those materials that are definitely being used in this specific unit.
Novels (Fiction)
*The Giver by Lois Lowry
Feed by M.T. Anderson
Gathering Blue by Lois Lowry
messenger by Lois Lowry
Poems
“Still I Rise”- Maya Angelou
”Color”- Christina Rossetti
*”Conformity”- Chris Needham
“Blue Moles”- Sylvia Plath
“Summer Colors”-Fenny Sterenborg
Short Stories
“The Pedestrian” by Ray Bradbury
*“Old Glory”- by Bruce Coville
“Jeremiah’s Song” by Walter Dean Myers
Photography
*http://maludan.3dtoast.com/flowers/Hibiscus%20Flower.jpg
*http://www.mmbphotographics.com/images/Hibiscus%20B&W%20fantasy.jpg
-To be used in PowerPoint presentation
Thinking Maps
*http://www.lucidchart.com/publicSegments/view/4d470a00-f678-4173-ac7d08760af94e51
http://nwr7msenglishcommunity.pbworks.com/f/the+giver+plot+map.bmp
Articles
* “Uniforms Voted Down in Edgewater Schools” by Maxim Almenas
* “Flagler to Get Glimpse of School Uniform Policy in Action” by Annie Martin
Music
*“Blue” by Leann Rimes
* “White Flag” by Dido
* “Yellow” by Coldplay
* “Grey Street” by Dave Matthews Band
* “Black and Yellow” by Wiz Khalifa
* “Red Rain” by Peter Gabriel
“Lady in Red” by Chris de Burgh
“Purple Rain” by Prince
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“Yellow Brick Road” by Elton John
“Yellow Submarine” by the Beatles
 These songs will not be shared in their entireties but certain verses will be used for
the “Color Song Analysis” activity!
YouTube Videos
*“The Giver” Book Trailer- http://www.youtube.com/watch?v=BzbDRPMg6qc
* “Cartoons for Child’s Rights: Self Expression” Videohttp://www.youtube.com/watch?v=mV8L9xC0ZYA
“The Giver Movie Trailer” http://www.youtube.com/watch?v=ZgKviU9wnWc&feature=fvsr
“Interview with Lois Lowry (The Giver)” http://www.youtube.com/watch?v=YYGGs2lxtjY
Forms of Technology Being Used
*PowerPoint introducing “utopia,” book, and author
*Prezi discussing conformity
*Book on tape- The Giver by Lois Lowry
*Personal digital camera for filming of movie trailers
H. Possible Activities/ Instructional Strategies
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Each group must create its own utopian society by brainstorming, planning, and
drawing/producing a visual representation of that society
Daily journal entries will be completed and will respond to the daily question or
quote on the board
Group work created around lyrics to different songs which will then turn into a
group presentation of song, artist, lyrics, and analysis
Students will create skits based on specific parts of the novel (Jonas being given
role of “The Receiver,” Jonas meeting “The Giver,” Jonas after seeing what his
father does to release the unwanted babies, etc.)
Vocabulary booklets will be created throughout the weeks, where students will
write the definition of a word, draw a picture, list synonyms, antonyms, and write
their own sentences… these booklets will be with the students until the final
assessment.
Structured classroom debate arguing for and against school uniforms after
reading provided articles
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Students will write individual letters to Jonas explaining to him what they want
him to be able to experience after leaving his community of twelve years
Informal discussion on gender roles in society and a brief history of how the
current situation came to be
Student job fair- Students will write a one-page explanation of their dream jobs
and those willing to share will sell their job descriptions to their classmates
“Your Color” individual assignment- Each student will choose one color that
represents him or her and create a poem explaining why this is. Either in
decorating the poem or creating a poster/bag/box/book, students will bring in
items of their chosen color and explain the significance of those items.
Suggestion box for Ms. Jones- students will have the chance on each day to write
on a scrap sheet of paper what they want to learn, what they think will be a fun
activity, and if they’re having trouble with group members
Lois Lowry background information presentation- showing pictures of the
author, interview clippings, videos, other texts, and awards received (very brief)
Listening to The Giver on tape
Students, Ms. Jones, and ICR teacher will take turns reading the novel. If
popcorn reading begins to be too clique based, I will draw names from a basket
and the person whose name is drawn will read. Students can say “Pass” if they are
unwilling to read out loud in front of their peers
Movie trailer group project for The Giver- after completion of the book, students
will be given time to create movie trailers for the novel. Since there is no movie
out yet, students are welcome to be as creative as they wish. Decisions must be
made in groups and proof of brainstorming and planning must be presented with
final products. Ms. Jones will tape these videos with her own camera
“Quotes of Color” bonus opportunity- individuals may bring in up to five quotes
about color from music, movies, poems, literature, etc. to put towards their final
assessment
I. Unit Map/Narrative Overview
Day One
Start off the day with the following journal entry: What is your favorite color and why?
Does this color represent you as a person? Provide examples of where you see this color
on a daily basis. Next, present the PowerPoint with The Giver vocabulary words, which
includes pictures, music, and quotes. Hand out directions for the “Vocabulary Booklets”
and remind students that this is a culminating assignment. This is for homework and
should be written on the board beside the objective for the day and the agenda.
Following this, I will have students label off as numbers one through six while I place a
folder onto group tables. Each folder has a piece of construction paper but no color is
repeated among groups. Ones go to red, twos go to blue, threes go to green, fours go to
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black, fives go to white, and sixes go to purple. For two minutes students will free write
about what comes to mind as they stare at the piece of paper. Once the two minutes is
over, students will go to the next station. After all colors have been seen by each group,
students will sit down at their original group stations. Individually, students will have to
write an “About My World” poem using only the words they have used to describe the
colors. After approximately fifteen minutes, students will be told to stop writing.
Informal discussion will be held about how hard or easy it was to write the poem, where
ideas came from, and what inspired them the most. I will show “The Giver,” which is a
YouTube video that serves as a book trailer. This will hopefully leave students
wondering because books will not be given out until the following day.
Day Two
As students walk in, they will grab a copy of The Giver out of a box that is sitting inside
the classroom near the door. Their journal entries will address the following:
“Memory…is the diary that we all carry about with us.” – Oscar Wilde. Students will
have the freedom to respond to this however they wish whether it is through poetry,
listing, or free writing in paragraph-style. After journal time is up, I will give students
about fifteen minutes to work on their vocabulary booklets. This can be individual work
or students can get help/ideas from their classmates. Next, students will direct their
attention to the projector to view the different covers of The Giver and I will ask
students, “Which is your favorite cover? Why? What stands out to you?” Following this
brief and informal discussion, I will present the Prezi, which focuses on Lois Lowry and
author background information. This will last no longer than ten minutes. Next,
students will open up their books to the first chapter. I will read the first chapter aloud,
and this is the only chapter that will be read by me in its entirety. As an exit slip,
students have to answer the question “What do you expect from the rest of the book?”
Homework- Continue working on the “Vocabulary Booklet” assignment and bring in an
object, or a picture of an object that represents your favorite color.
Day Three
Journal Entry: What is your favorite type of music? What role does music play in your
life? Today, vocabulary booklets will not be worked on in class, but there is to be an
informal discussion about the progress of the booklets and answers to any questions
students have will be given. Have students listen to “True Colors” performed by Fredro
Starr and in groups have them briefly summarize the song using one sentence only.
Each group must share its one-sentence summary with the rest of the class. I will also
share my summary with the students. Next, pass out “Colorful Record” activity
directions to each group. Each group will be assigned a different song/artist and they
must analyze the lyrics by annotating, highlighting, and discussing the different imagery
found. All of the songs discuss a certain color or colors, and students will specifically be
looking for the symbolism of those colors mentioned in their assigned songs. After
analyzing their song selections, students will give a very short presentation to their peers
about their songs’ lyrics and interpreted meaning. While students get their copies of The
Giver out, I will be setting up the taped version of the book and make sure it is
prompted at “Chapter 2.” Students will listen attentively to the read-aloud and raise
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hands if there are questions, and I will stop the tape if this happens. For homework,
students will create a Venn-diagram that compares their lives to that of Jonas’s and also
work on their vocabulary booklets.
Day Four
Begin class, once again, with the journal entry. Today’s prompt is “You have just been
welcomed in Jonas’s world for a two-day visit. Write a letter home describing what you
see, who you see, and what you like/dislike.” There should be a very quick
lecture/overview of “utopia,” “dystopia,” and what the two terms mean. Give groups
“Utopia-U” handouts. Each group will create their own utopian college. Each group’s
college must have a name, chosen color, set of rules, mascot, roles, and leader. All roles
must have descriptions. This is a tw0-day activity and should only be worked on for
twenty minutes on this day. Next, popcorn reading of “Chapter 3” will take place.
Tonight’s homework is to read “Chapter 4” at home and prepare to discuss “release,”
what it means, and why you think children are not able to view the releasing of an
individual.
Day Five
Day Five’s journal entry is the following: “‘Who in the world am I? Ah, that’s the great
puzzle!’ –C.S. Lewis. Who in the world are you? Do you think this puzzle will ever be
completed?” After journal entries are completed, groups should continue to work on
their “Utopia-U” activities. This should be finished within twenty minutes. Each group
has two minutes to present their colleges to the rest of the class. Following
presentations, discussion of “Release” in the book will be informal and brief. What does
it mean? The taped version of the novel will be played for “Chapter 5” and as an exit slip,
students must write down one adjective to describe how Jonas is feeling after being told
he must take the pill to control his feelings. For homework over the weekend, students
should read Chapters 6-9 and continue to work on their vocabulary booklets.
Day Six
Journal Entry: Summarize what you learned about Jonas in your readings this past
weekend. Do you relate with him? What similarities exist between you and Jonas? On
top of discussing which roles from the book they favor over others, students will begin a
directed discussion about what a job they would like to have in the future and why this
job is appropriate to their personalities. I will then hand out “My Color in Society”
poetry assignment. Using their poems from the first day of the unit, students will edit
and revise their poems into something that truly represents their “color” and worth.
These are to be completed and decorated at home, and they are due on Day 10 of the
unit. Next, I will have the book recording ready to start “Chapter 10.” After we
summarize the details of this chapter, we will popcorn read “Chapter 11.” For homework,
students should begin restructuring their poems from Day 1 and read Chapters 12-13.
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Day Seven
Journal Entry: If you were going to give a memory away to someone like Jonas who has
not experienced as much as you have, what would be the first memory you would share?
Why? After the journal entry, students should take out their poetry assignments from
the night before. This is a time for writing workshop and students should be sharing
ideas with their peers, asking for help, and helping each other. This will last about
fifteen minutes. Following writing workshop time, I will take a survey of which color is
being used the most to describe the students’ placements in society. This will be marked
on the board then transmitted onto the computer and printed for classroom display.
Popcorn reading will take place of “Chapter 14” and students will be assigned to read
Chapters 15-16 for homework. Exit Slip: Would you feel guilty if you gave Gabriel
memories? What do you think Gabriel’s character symbolizes?
Day Eight
Today’s Journal Entry: “Love is life. And if you miss love, you miss life.”- Leo Buscaglia
What if the word “love” did not exist? What word would you use to describe your
feelings for your family, pets, friends, and favorite objects? A review Prezi will be
presented to go over themes, imagery, characterization, author’s purpose, and plot that
have been experienced so far with the reading. A version of Cornell notes will be
provided for students to complete. Ask students, “What if you were ‘The Receiver’?
Would you be able to keep the secrets of the memories, or would you have to tell your
friends?” This is for informal classroom discussion along with the following question.
Also ask, “What if Jonas was Joan? How would the gender of the character affect the
story’s plot?” Take a classroom poll: Who wants to listen to the taped version of The
Giver? Who wants to popcorn read? The one with the most votes will be what is chosen
for the day. Of course, if students are not comfortable reading out loud, they can say
“Pass.” Chapter 17 will be read in whichever form was chosen. For homework, students
must read Chapters 18-19 and be close to completing their “My Color in Society” poetry
assignment.
Day Nine
Journal Entry: What do you think would happen if everyone in the community knew
what “Release” really meant? I will ask students if they have any questions regarding the
“My Color in Society” poem and answer those if there are any. After journal entry
completion I will divide the classroom into two sections. One group is for school
uniforms and the other group is against school uniforms. They will each be given a copy
of an article that explains their stance and gives reasoning for it. After both groups have
finished reading their assigned articles, students should be ready for structured debate.
Rules will be written on the board. Each side has two minutes to explain their
viewpoints and back them up. Each side will also be given the chance to plan for two
minutes then respond to the opposing group’s stance. After the structured debate is
over, we will have a classroom discussion that explains the process of debate, why it is
important, and whether or not school uniforms limit self-expression…lots of references
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to colors here! If there is a limitation on time, I will read “Chapter 20” aloud to students.
If not, there will be popcorn reading. For homework, students should read Chapters 2122 and make sure to bring their completed “My Color in Society” poems to class on Day
10.
Day Ten
When entering the room, students should turn in their “My Color in Society” poems. I
will tell everyone “Thank you” and give compliments for each one that is handed in.
Journal Entry: Respond to the following quote from Kanye West: “I'll say things that are
serious and put them in a joke form so people can enjoy them. We laugh to keep from
crying.” When do you feel comfortable crying? Do you think crying is a form of weakness
or strength? What color do you see when you think of sadness, crying, and fear? What
color do you see when you think of laughter? After the journal entry, I will thank
students for turning in their poetry activities today. Each student will be given a copy of
the short story “Old Glory” by Bruce Coville and asked to read the story in their group
settings. Each group will fill out a double bubble map comparing the short story to The
Giver. Classroom discussion will begin with the statement, “If Jonas entered the room
before Donald called to report his grandfather, describe what Jonas would tell Donald.”
I will ask at least two groups to share their double bubble maps to make sure ideas are
shared and appreciated. Homework for the weekend: Read the last chapter of the novel
and write at least a one-paragraph summary of your overall reaction to the book. Would
you recommend it to a friend? Why or why not? How did you feel when reading the
book’s conclusion? Reminder that vocabulary booklets are to be turned in on Day 12!
Day Eleven
Welcome students back and have them respond to the daily journal entry: If you were
The Giver, would you leave? Why or why not? After journal entries are completed,
students will be divided into new group settings. These group changes will be according
to which colors students chose to represent themselves in their poems. If a student has
not turned in this assignment, I will assign that student a certain color. If numbers are
scattered, I will combine reds and oranges, blues and greens, purples and pinks, whites
and blacks, yellows and golds, etc. These students will work together until the
conclusion of the unit on Day 15. I will hand out certain selections of Lois Lowry’s
Newbery acceptance speech and have each group analyze a paragraph or two. They will
then present briefly to the class about why Lowry wrote the book and she has achieved
by writing it. Have students take out their vocabulary booklets and have “partner
checks.” Students will choose a partner in their groups that will check their vocabulary
booklets and make sure all required items are present. Changes can be made in class
and at home before turning them in tomorrow. Next, I will hand out the “Movie
Masters” assignment sheet to each student and explain my expectations. In their groups,
students will begin brainstorming ideas for the movie trailer they are going to produce
on Day 13.
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Day Twelve
Today’s journal entry will be very short: Today is the day your turn in your journal
entries for The Giver. Write one paragraph about the quality of your journal entries.
Explain why entries are incomplete if they are, and please tell me about your favorite
journal entry prompt. Have students hand these in when they are finished. They have
approximately seven minutes. I will collect “Vocabulary Booklets” while students are
writing. Next, students are to immediately begin their group project planning. All
groups must make sure that the color(s) of their group is/are represented somewhere in
their production. They must discuss props, dialogue, music, and effects they wish to be
added to their projects by me. Each group has one minute of filming, so their ideas
should be whole, precise, and creative. Planning will last until class time is up. I will
collect one piece of paper from each group that explains their ideas, the reasoning
behind these ideas, and why they chose to show what they are showing for the movie
trailer. As students leave, make sure they grab a study guide for The Giver test, which is
to be given on Day 14. Homework – Bring in whatever you need for tomorrow’s filming
session! 
Day Thirteen
Filming Day! Each group will draw a number from a basket that I will have and this will
determine in which order they are going to be filmed. Students are familiar with digital
cameras and have experience with the one that is going to be used for filming. While
students are a filming in the “Sweep Room,” all other groups should be practicing for
and making final considerations to their plans. Students have the chance to practice and
film again if they are not satisfied with their final products. If students have already
been filmed, they should be studying in groups for their test that is tomorrow (Day 14)
using their study guides. At the end of the class period, I will review answers to the study
guide and allow students to ask any questions they have about the test! HomeworkSTUDY! Homework for me- Upload all digital files to my computer and begin editing to
compile one movie trailer. Although this will not be due on Day 14, I want to begin the
process.
Day Fourteen
On this day, I will give my first brown bag assessment! I will have bagged items the
night before and will have directions on the bags already. I will also have individual
handouts for each student. I am sure students will be shocked whenever they walk into
the classroom, but it will be a new and exciting experience. On table one will be a bag
with an apple. Table two will have some type of fake snow in a plastic bag. Table three
will have a photograph of twins. Table four will have a picture of a fallen soldier. Table
five will have an artifact symbolizing Christmas like an ornament, gift box, or card.
Table six will have a bottle of sunscreen. Students will be allowed to have notes and the
novel with them during the assessment! +The brown bag assessment is from Dr. OusleyExum and majority of the bag items come from her example of The Giver’s assessment
at http://www.adlit.org/article/36315/#giver. Students will write down ideas for two
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minutes of what comes to mind when looking at the object that is at their assigned
tables. Next, students will then be organized into groups where one person from each
item’s table is a representative. Each student has one minute to explain their item and
the associations they have chosen. Students will then copy ONE passage from the novel
that relates to their item that they would like to explore more. We will then have a class
discussion about the six different items, what students have found, and some of the
associations they made with the items. Students will then be told that they can choose
whichever item they would like to write about. Final journal entry: How is this item
important to The Giver? Does it represent characterization, imagery, plot, or something
else? How?
After students are finished with their exam, they can read silently if time permits! No
homework for tonight.
Day Fifteen
I will ask students what they thought of the exam and get feedback from them. I will
then ask students to arrange themselves in a circle to discuss the unit as a whole and ask
the following questions: What do you feel about color now that you didn’t feel before?
How do you feel about Jonas’s decision to leave his community? Why is it important for
you to recognize your role in society now even if you are young? Great! Next, I will have
a student volunteer read the poem “Conformity” and have an informal discussion about
its purpose. Next, I will show students an already made YouTube video of a movie trailer
for The Giver. The final production of their videos will be presented with revisions
already being made by me. Students will then individually write down the one thing they
got out of the unit and possibly include their favorite activities. I will hand out poetry
activities and vocabulary booklets that have been graded.
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Part II: The Daily Lesson Plans
Day One of Fifteen
Context: This day serves to get students interested in and curious about Lois Lowry’s
The Giver. This is truly an introduction day because we are not going to even have the
novels in the classroom. By discussing color, vocabulary, and poetry, students will be
able to get some idea of what the unit is going to focus on. Although students have been
regularly writing and reading poetry, they have not been introduced to specific types,
authors, or structures. This unit serves to introduce figurative language in poetry before
an actual unit is going to be presented on the genre. Before Finding Your Color in
Society, students are learning about annotations, analysis, and organization of
informative texts. The unit’s main purpose is to encourage students to begin
introspection by examining color associations and the importance of their individual
roles in society. An example of color association might look like the following: Green
symbolizes growth, money, and innocence. The purpose of showing the book trailer at
the end of the class period is to encourage curiosity and anxiousness for The Giver,
which is going to be given to students on the following day.
Specific Learning Objectives:
Students will be able to:
Cognitive
-Recognize the importance of color associations in their everyday routines, hobbies, and
schoolwork
-Reflect on the presence of color and the effect of color on emotions, ideas, and moods
-Combine feelings and reactions to create poetry
Affective
-Share with group members their experiences at color stations and what these
experiences made them realize about the importance of color
-Respond to peers in a respectful and helpful manner
Psychomotor
-Write to produce journal entries and poems
-Rearrange words in order to create whole ideas about their own lives
SCOS
-5.02- Study the characteristics of literary genres (fiction, nonfiction, drama, and
poetry) through: analyzing what genre specific characteristics have on the meaning of
the work.
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Common Core
-Vocabulary Acquisition and Use, Grade 7 Goal 5-Demonstrate understanding of
figurative language, word relationships, and nuances in word meanings (pg. 53/66)
Materials/Technology Needed
- LCD Projector for PowerPoint presentation
-PowerPoint presentation/laptop
-Construction paper for color activity
-“Vocabulary Booklet” handout
Instructional Strategies
Introduction- Once students are seated and quiet; I will introduce the unit and what is
to be expected from students and myself throughout the three week period. Telling them
that the unit focuses on The Giver, color, and recognition of societal roles, I will explain
that a lot of group work has been planned and that respect must be present in
everything we do. I will tell students that journal entries are going to be completed at the
beginning of every class and that I will be observing students at every moment of every
class by monitoring behavior, participation, respect, and effort. “Participation is a large
part of your grade, so do not let yourselves down by being irresponsible!” [1 minute]
1. Journal Entry for the Day: What is your favorite color and why? Does this color
represent you as a person? Provide examples of where you see this color on a
daily basis. [7 minutes]
2. Next, I will provide a PowerPoint for students that provides them with their
vocabulary words for the next three weeks. There are only going to be twenty
words total for all three weeks. This presentation is only to show the words in list
form. Students will have the advances PowerPoint link on the Blackboard
website. This PowerPoint will have pictures, music, and quotes to enhance
student learning. For example, the word “jaunty” will be accompanied by a
picture of an extremely happy person doing a heel-click to show that it means
“cheerful.” The presentation in class serves as a BRIEF introduction to the terms
that they are going to be exploring individually. [10 minutes]
3. Hand out the “Vocabulary Booklet” assignment sheet. This has clear directions
and a rubric. I will quickly explain that each word must have a picture, antonym,
synonym, definition, and example sentence. Also, I will provide the due date
which is Day Twelve. Tell students that I will answer questions about the
assignment on Day Two after they have reviewed it thoroughly at home. [3
minutes]
4. Now, I will place different colored pieces of construction paper on each group’s
table in manila envelopes. The colors are not to be viewed until I give permission.
On the count of three, groups can reveal their colors and then have two minutes
to free write about that color. Once I say “Switch!” groups will rotate clockwise to
the next group and repeat the free write process for two minutes. This serves as
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an activity to get students thinking about color associations, emotions, and
organization [20 minutes]
5. After students have taken their seats, tell them to begin writing a poem called
“About My World” using only the words they have written down for the free write
activity. After about seven minutes, tell students to put this away and that this is
to be completed for homework.[7 minutes]
6. Direct students’ attention to the projector. Show the YouTube video “The Giver”
book trailer. [2 minutes] http://www.youtube.com/watch?v=BzbDRPMg6qc
Closure- Remind students to complete their poems, and have them write a oneparagraph response to the process of writing the poem, if it was difficult, and if the
poem has any true meaning. I will tell them that this will be collected at the beginning of
Day Two during journal entry time. [1 minute]
Evaluation- My observations of the free write activity are very important in evaluating
the students. The homework and the students’ described processes tell me what they
have learned about poetry and color associations already. Also, whether or not students
come in with questions about the “Vocabulary Booklet” assignment will let me know if
they have looked over the directions. I am observing to make sure students are
participating and putting forth the effort that is always expected of them as seventh
graders.
Accommodations-If needed, students with disabilities will receive the following
accommodations:
 Journal entry will be shorted to the following: What is your favorite color and
what do you think this means about you?
 They will only be responsible for brainstorming about three colors as opposed to
six.
 The vocabulary assignment will be fifteen words instead of twenty with adjusted
rubric.
 They may be paired with a peer who appears to be more comfortable with the
assignment than they are.
 Colored paper will be brought to their desks if they are unable to maneuver
around the classroom with a large crowd.
 Personal laptop will be provided if vision is an issue. Hearing devices will be
provided for video viewing if hearing is an issue.
 Schedule should be written on the board.
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Materials:
Vocabulary Booklet Assignment
Instructions
For this assignment, you are responsible for making a vocabulary booklet that correlates
with The Giver. I am going to provide you with a list of twenty words, and you are going
to produce a booklet that proves you know the meaning of these words. The following is
an example of what you should be doing for each word.
SHOES
Definition: two objects that go on feet for
protection
Synonyms: kicks, sneakers
Antonyms: mittens, gloves, socks, pants
Picture:
SENTENCE USING THE WORD “SHOES”- He took his shoes off in order to play
on the trampoline.
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Words for The Giver Vocabulary Booklet
 disposition- pg. 8
 chastisement- pg. 44
 aptitude pg. 50
 ruefully pg. 52
 benign pg. 56
 jaunty pg. 56
 distended pg. 105
 haste pg. 107
 placidly pg. 108
 billowing pg. 110
 contorted pg. 112
 carnage pg. 113
 warily pg. 127
 imploringly pg. 134
 wretched pg. 141
 augmented pg. 157
 haphazard pg. 159
 perils pg. 160
 wincing pg. 160
 lethargy pg. 166
Booklet is due on _____________
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5
Everything
is present in
the booklet
4
Most of
these
aspects are
present
3
2
Most aspects Almost all of
are present
these
but
aspects are
appearance
missing
is lacking
1
The project
has not been
turned in
Includes all
20
vocabulary
words
Includes a
picture with
each word
Each word
has an
antonym and
a synonym
Each word
has a
definition
Each word
has at least
one example
of how it can
be
appropriately
used in a
sentence
TOTAL=
____/25
Total Points
Student Name ________________________
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PowerPoint Description
This PowerPoint will serve to give students a visual of what their assigned words for The
Giver look like. For each word, there will be an associated picture and the page number
that the word is found on. All of this information is provided on the “Vocabulary
Booklet” handout, but this PowerPoint serves to gain students’ interest in the novel. This
presentation is not for students to copy, but it is to show students that I care about the
assignment I am giving them. I want them to know I am interested in the products they
are going to create and that I am going to create a booklet along with them.
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Day Three of Fifteen
Context: This lesson serves to show students that color and poetry techniques are
relevant to their everyday lives. Before this, students have been discussing their favorite
colors, why these colors are their favorites, and what these colors represent. Also,
students have crafted individual and personal poems that correlate with colors and color
associations. Students have watched a short book trailer for The Giver, but they have not
seen the usage of color and color associations in song lyrics. Today’s focus is helping
students understand the abundance of color that exists in their everyday lives. Without
relevance, students do not care to enhance their learning. I have provided very diverse
songs/artists for the students and hope to make them feel comfortable when presenting
and completing work in class.
Specific Learning Objectives
Students will be able to:
Cognitive
-Analyze song lyrics in order to make relevant connections
-Recognize unstated assumptions within song lyrics
-Apply examples of color to personal life experiences
Affective
-Listen attentively to song being played in class
-Informatively report to the class what is found in their songs
-Demonstrate respectful behavior toward classmates
Psychomotor
-Identify color associations in song lyrics and around the classroom
-Respond to classroom discussion questions verbally
-Explain the importance of color in the media/entertainment world to peers
-Write in journals to respond to journal entry written on board
SCOS
-4.02 Develop (with assistance) and apply appropriate criteria to evaluate the quality of
the communication by: using knowledge of language structure and literary or media
techniques.
Common Core
-Comprehension and Collaboration, Grade 7 Goal 2- Analyze the main ideas and
supporting details presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study. (Pg. 49/66)
Materials/Technology Needed
The Giver by Lois Lowry novel copies
Personal laptop to share “True Colors” song by Fredro Starr
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“Color Record” handout
Lyrics to the following songs:
“Blue” by Leann Rimes
“White Flag” by Dido
“Yellow” by Coldplay
“Grey Street” by Dave Matthews Band
“Black and Yellow” by Wiz Khalifa
“Red Rain” by Peter Gabriel
The Giver on audio tape
Instructional Strategies
Introduction-I will welcome students back to class and prompt them to begin working
on their journal entry for the day.
1. Journal Entry- What is your favorite type of music? What role does music play in
your life? [7 minutes]
2. Ask students if they have any more questions about the “Vocabulary Booklet”
assignment. If they do, refer back to the assignment sheet that was handed out on
Day One [2 minutes]
3. Tell students to take out scrap pieces of paper and listen carefully. Tell them to
write down what comes to mind when listening to this specific song. Describe the
song “True Colors” briefly by informing students that the artist is Fredro Starr,
the song is a remake of Cyndi Lauper’s song “True Colors,” and that the song is
about encouraging individuals to be themselves. Play the song from personal
laptop by using iTunes. If this is not working appropriately, go to the following
link: http://www.youtube.com/watch?v=vuIbMqhkkkQ [5 minutes]
4. Ask students, “What does it mean when the songs say, ‘I see your true colors
shining through. I see your true colors, and that’s why I love you.’?” I will
describe the personal role music plays in my life and ask for student volunteers to
tell about how music has affected their lives. [5 minutes]
5. Hand out music lyrics to all six groups. Each group will have a different song and
this song will be chosen out of a basket from one student in each group. I will
hand out directions for “Color Records” activity as I hand out assigned songs. [2
minutes]
6. Read directions slowly and clearly: In your groups, read aloud the lyrics that you
have selected from the basket. Read them one more time. Underline, highlight,
and make note of the use of color in the lyrics. Have a brief group discussion
about the color association in the text and how it enhances the song’s/artist’s
purpose. Have them begin annotating their song lyrics. Each group will only have
one verse and one chorus, so this should not take very long. I will walk around
and observe student behavior and participation making mental and physical
notes. [10 minutes]
7. Next, students will present their findings/songs/artists to the rest of the class.
Each group has one minute to present. [6 minutes]
8. While reminding students to be thinking of color as they’re reading The Giver
and observing everyday life, have them take out the novel for a recorded reading
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of “Chapter 2,” which will already be prompted. The chapter will be read in its
entirety. [13 minutes]
Closure
Have students create a Venn diagram comparing their lives to that of Jonas’s. This is the
only homework for the night. Also, remind them to be working on their “Vocabulary
Booklet” assignment.
Evaluation
I will be evaluating students based on their journal entries, group participation, and
completion of Venn diagram homework assignment. Again, observation is the main
mode of evaluation here because student interaction and collaboration are what I’m
looking for in the “Color Records” activity. If students are not writing, speaking, or
trying then they are not going to be able to make connections with color or the novel like
the rest of their classmates.
Accommodations- If needed, students with disabilities will receive the following
accommodations:
 Students will be partnered with a peer who has an obvious grasp on the
assignment.
 Journal entry: What’s your favorite type of music and why?
 Provide lyrics to “True Colors” for students, so they can look and listen at the
same time.
 Have an additional copy of the students’ chosen set of lyrics in addition to the
group copy
 Use larger font for copy of song lyrics if students have visual impairments
 Make sure schedule is written on the board.
Materials:
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Color Records
Group Assignment
In your groups, read aloud the lyrics that you have selected from the basket. Read them
one more time. Underline, highlight, and make note of the use of color in the lyrics.
Have a brief group discussion about the color association in the text and how it
enhances the song’s/artist’s purpose. Be prepared to give a one-minute presentation of
your lyrics.
Group 1
“Blue”- Leann Rimes
Verse
Blue
Oh, so lonesome for you
Tears fill my eyes 'til I can't see
3 o'clock in the morning, here am I
Sittin' here so lonely, so lonesome I could cry
Chorus
Blue
Oh, so lonesome for you
Why can't you be blue over me?
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Day Four of Fifteen
Context-Students have been working to recognize color associations and how these
associations affect their everyday routines, emotions, and moods. By writing poetry,
watching videos, and listening to/analyzing music, students have been shown just how
abundant the usage of color is. Students are also starting to consider their roles in
society and how these roles can be influenced by other people, events, and life changes.
Students have only read the first two chapters of The Giver by Lois Lowry and should be
turning in a completed Venn diagram that compares/contrasts their lives to the book’s
main character’s life. Also, students have been assigned a “Vocabulary Booklet” that is to
be turned in on Day Twelve of the unit. This booklet includes twenty vocabulary words
and each word must be accompanied by a picture, antonym, synonym, definition, and
appropriate sentence.
Specific Learning Objectives
Students will be able to do the following:
Cognitive
Apply previously given definitions to future situations
Evaluate their knowledge through writing letters about what they have read so far
Combine parts of a group assignment into an entire completed product
Affective
Value peers’ opinions and suggestions
Allow personal knowledge and experiences to contribute to group discussion
Psychomotor
Automatically begin participating in assignment directions
Help peers who are struggling understand the assignment and its purpose
SCOS
3.02 Explore and analyze the problem-solution process by: recognizing and/or creating
an organizing structure appropriate to purpose, audience, and context.
Common Core
Presentation of Knowledge and Ideas Grade 7, Goal 4- Present claims and findings,
emphasizing salient points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
Materials/Technology Needed
-Teacher lecture notes for “utopia vs. dystopia” presentation activity
-“Utopia-U” group handouts
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-The Giver by Lois Lowry novel
Instructional Strategies
Introduction-Welcome students and make sure none of them have forgotten their
copies of The Giver before entering the room. Have students direct their attention to the
board for the day’s journal entry prompt.
1. Journal Entry: You have just been welcomed into Jonas’s world for a two-day
visit. Write a letter home describing what you see, who you see, and what you
like/dislike about his community.[7 minutes]
2. I will go to the front of the classroom after journal entries have been completed
and put away. I will then hold up one sign that reads “UTOPIA” in huge font. I
will ask students what this term means hoping to get a response similar to “a
perfect place that is organized and has no crime.” I will then hold up another sign
that reads “DYSTOPIA” and ask again for a definition. This time, a student’s
response should be similar to “a place that has chaos and unhappy people.” I will
start to describe places like “a community with clear water, happy citizens, food,
houses, and jobs for everyone” or “a place with disease, poisonous foods, dying
animals, and a terrible smell.” Students will be responsible for telling me which
sign to hold up after I have described the communities. After I am satisfied with
the students knowing these definitions, I will move on to the next step. [7
minutes]
3. I will give each group a “Utopia-U” handout with the following directions: With
your group create the perfect college. Your college must have a name, a chosen
color, what that color represents, a mascot, a set of rules, list of roles, and a
leader. Give details about food, housing, and what surrounds the college to make
it so wonderful.  Give students twenty minutes to work on this in class. Tell
them it will be continued on Day Five. [23 minutes]
4. Now, I will tell students to take out their novels and get ready for popcorn
reading of “Chapter 3.” I will begin reading and read an entire page. I will then
call on a student. Once that student is tired, he or she will call on someone else to
continue the reading. The entire chapter will be read, and if this does not happen
students will continue the chapter at home. [13 minutes]
Closure
Tell students “Thank you for your participation today.” Let them know that if
“Chapter 3” was not entirely read in class that it should be finished for
homework, along with “Chapter 4.” Tell students that they should be prepared to
discuss the term “release” and what they think it means in The Giver.
Evaluation
Today, I am evaluating students based on how they participate in all classroom
activities. Writing in their journals is an important aspect of their daily
responsibilities, and they are aware of this. Students know I will be collecting
these at the end of the unit. Also, I am looking for students to give me answers
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Krysta Jones
when I ask them the differences between a Utopian society and a dystopian
society. Evaluation of participation and respect is important every day in my
classroom, and these are going to be monitored during the entire class period.
With the “Utopia-U” assignment, I will be listening to group conversations,
looking at group notes, and assessing individual student contribution.
Accommodations- If needed, students with disabilities will receive the
following accommodations:
 Make sure schedule is written on the board.
 Rewording of journal entry: If you were to enter Jonas’s world, what would
you see, and who would you see? What would you like? What would you
dislike?
 If students cannot hear, they will be placed at the front of the room while I
present my mini lecture.
 If students are having trouble hearing, they help me with the signs in the
front of the classroom, so my voice is being projected right into their
personal space.
 They will be given a specific partner within their groups that further
explains activity directions and what “utopia” means.
 In their groups, students will be assigned a specific role that does not
require too much time or confusion a boost of confidence!
 If students do not wish to popcorn read, they can say “Pass” or
immediately call someone else’s name out.
Materials:
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Utopia-U
With your group create the perfect college/university. Your college must have a name, a
chosen color, what that color represents, a mascot, a set of rules, list of roles, and a
leader. Give details about food, housing, and what surrounds the college to make it so
wonderful! Be prepared to give a group presentation that will last for approximately two
minutes. You will have two days to work on this in class.
 Chosen color
 Color representation
 Mascot
 Set of rules
 List of roles
 Leader
 Extra details (food, housing, etc.)
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Krysta Jones
Day Five of Fifteen
Context- Before today, students have been reading The Giver by Lois Lowry and
should be finished reading “Chapter 4.” We have been discussing and writing about
the importance of color in our lives and how these colors illustrate who we are as
people. I have been encouraging students to think about their roles in society and
how these roles have changed and can change in the future. It is imperative that
adolescents are able to understand and realize the importance of their existence.
Because I have noticed bullying, name-calling, and upset students, it is my role to
make sure students know that they are important, special, and unique in their own
ways. This particular lesson allows students to complete an in-class activity that was
assigned on Day Four, which involves collaboration, applying prior knowledge, and
presenting a final product. Students are also going to be asked to participate in a
classroom discussion about “release” and what this terms means in the unit novel.
To determine whether or not students are listening, I will ask for an exit slip at the
end of the class.
Specific Learning Objectives
Students will be able to do the following:
Cognitive
Analyze a quote that is new to them by writing in their journals
Evaluate their efforts by determining whether or not their Utopia-U assignments are
ready for presenting
Apply everyday happenings to a term that is unfamiliar to them- “release”
Affective
Respect others (peers and teacher) when they are speaking
Personally respond to a question presented by the teacher at the end of class
Appreciate the efforts of peers by applauding, nodding, and paying full attention to
presentations
Psychomotor
Write in journals to respond to journal entry prompt
Adjust comfort levels in order to work with peers who might not be their friends
Communicate to classmates and teacher by participating in active lecture
SCOS
2.01 Respond to informational materials that are read, heard, and/or viewed by:
determining the importance of information.
o making connections to related topics/information.
o drawing inferences and/or conclusions.
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Common Core
Vocabulary Acquisition and Use, Grade 7 Goal 4.a - 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 7
reading and content, choosing flexibly from a range of strategies. a. Use context (e.g.,
the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase. (Pg. 53/66)
Materials/Technology Used
The Giver novel
“Utopia-U” handouts
Utopia sign
Dystopia sign
Novel on tape ready for “Chapter 5” to be played
Instructional Strategies
Introduction - “Hello students! Please complete your journal entries and read your
individual books if you are finished before we’re ready to move on to the next activity
on our schedule!”
1. Journal Entry: “Who in the world am I? Ah, that’s the great puzzle!”- C.S. Lewis.
Who in the world are you? Do you think this puzzle will ever be completed? [7
minutes]
2. After journal entries are completed and put away, have groups take out their
group “Utopia-U” assignment sheets. Remind groups that they have twenty
minutes to finish their assignments and prepare for their presentations.[20
minutes]
3. Have each group draw from a basket that has scrap pieces of paper numbered
one through six. Numbers will determine which group presents first. One goes
first and six goes last. Each group has two minutes to present its college and
features. After each group has presented, the class should give a round of
applause. These will later be displayed on the walls of the classroom.[10-12
minutes]
4. After all students are seated, ask the following questions: What does the word
“Release” mean in The Giver? How do you know? After students respond by
mentioning “death” or “execution,” I will ask students what color they believe
symbolizes release. All answers are acceptable here as long as students give
reasoning behind their answers. [4 minutes]
5. Have students take out their novels and turn to “Chapter 5,” which will be read
from the recording device. Students should be following along in their novels
until the chapter is completely read. If chapter is not completed in time, have
students read it at home along with Chapters 6 through 9.[8 minutes]
Conclusion
On a scrap sheet of paper, have students write one adjective describing how they would
feel if they had to take a pill that controlled their feelings. Make sure students know that
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Chapters 6-9 must be read by Monday morning. Remind students to continue working
on their “Vocabulary Booklet” assignment.
Evaluation
Today, I will be evaluating students mostly in an observational manner. I want to make
sure students are writing by walking around the room during journal entry time. I want
to evaluate student efforts by watching them finalize their plans for their “Utopia-U”
presentations. Also, I will be listening to make sure students are using professional
language during their presentations. How students react to their peers’ presentations is
also very important to me, too. I will know if students are following along in their novels
or not by observing page-turning and eye movements. I will also collect exit slips and
confront those who did not turn them in on Monday after class.
Accommodations: If needed, students with disabilities will receive the following
accommodations:
 Make sure the schedule is written on the board
 Assign students partners who are willing and helpful during group project
 Speak loudly and clearly while speaking to students
 Make sure students have individual copies of assignments
 Have students sit beside the reading device if they have hearing impairments
 If there is a physical disability that prevents students from going to the front of
the classroom, their peers will present at their group table
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Part III: Evaluation
My Philosophy of Evaluation:
The entire purpose of this unit is to encourage students to think about their roles
in society and how they can maintain or advance these roles as they mature. The unit is
student-centered because the students are the ones doing the learning! The majority of
my evaluations are going to be informal because by interacting, discussing, and creating,
students learn the most about themselves. I plan on monitoring student behavior,
appropriateness, effort, and motivation. If I am not seeing that students are motivated
to learn then I know that I need to change what I am doing. I cannot blame the lack of
student learning on the students because they are going to be in MY environment. It is
my responsibility to make sure students are engaged in my lessons and excited about
coming into my classroom every day.
I do know a lot about my students and how their attention spans quickly fade out
over small periods of time. By keeping students interested in the texts they are going to
be reading, their behaviors and participation are going to be easily visible to me as the
teacher. I have also provided rubrics, checklists, and filming to give students the chance
to view and evaluate themselves. Seventh grade students know what is appropriate and
what is not, so I know they will put forth the effort if there is a reason to do so. I also
know that in order to have classroom management, respect must be given at all times. If
students are showing signs of disrespect to me or their peers, I will immediately address
it.
I personally do not like numerical grades or the threat that comes along with
them. I think that middle grades students need to know about these and how they are
calculated, but majority of my evaluations are going to be informal and planned around
participation, discussion, and effort given by students. Some students simply do not care
about grades, so it is important to get them caring about the content I am teaching. I
also think setting up clear expectations is extremely important in any classroom. If
students know what it is I am looking for, they cannot use “Well, I didn’t know” as an
excuse. Relevance is my motivation, and I think my philosophy of evaluation clearly
demonstrates that.
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Krysta Jones
Methods of Evaluation
For majority of this unit, I use informal evaluation to calculate efforts being given by
students to complete assignments and participate in discussions. I do have ways to
evaluate students formally, but those are not as important as the activities that are being
completed by participation in group work.
Informal Evaluations
Observing the following:
Full participation in group work
Respect and attention given to peers at all times
Completion of group work activities in class
Responses and personal insights given in class and group discussions
Providing help to peers with and without disabilities whenever in need
Willingness to ask questions when confused about an assignment or idea
Keeping up with classmates during readings of The Giver
Exit slips being turned in before leaving the classroom
Participation in final project (movie trailers)
The following methods of formal evaluations do count as numerical grades, but students
will know exactly what is expected of them. Students will fill out and turn in a rubric for
the “Journal Booklet,” complete all journal entries, and participate in the brown bag
assessment. Students will receive full credit for their journals if they respond to all of the
prompts as I have asked them to. If students actively participate in the brown bag
assessment by completing the entire worksheet, they will receive full credit.
Formal Evaluations:
“Journal Booklet” activity and rubric completion
Reading daily journal entries to check for completion
Brown bag assessment on Day 14
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Krysta Jones
Part IV: Works Cited List and Reflective Addendum
Works Cited
(2004, ). Standard course of study- seventh grade. Retrieved from NC Standard Course of Study
website: http://www.dpi.state.nc.us/curriculum/languagearts/scos/2004/24grade7
(2010, June 2). Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science and Technical Subjects. Retrieved from
Corestandards.org website:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Gronlund. (1995). Taxonomy of Educational Objectives (Major Categoesi and Illustrative
Objectives). In N. E. Gronlund, How to Write and Use Instructional Objectives 5th Ed
(pp. 107-114). Prentice Hall.
Lowry, L. (2002). The Giver. New York: Laurel-Leaf.
Ousely-Exum, D. (n.d.). Brown Bag Exams: A Creative Way to Assess Learning. Retrieved
December 3, 2011, from AdLit.org:
http://www.adlit.org/unlocking_the_past/brown_bag_exams/
Starr, F. (2011). Shining Through. Save the Last Dance Soundtrack. MTV Films.
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Stuvandacamp. (2008, February 12). The Giver Book Trailer. Retrieved December 4, 2011, from
YouTube.com: http://www.youtube.com/watch?v=RNL77KnIRI8
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Krysta Jones
Reflective Addendum
Dear Meg,
After reading The Giver for the first time, I knew that I had to be creative. I know
the text is very entertaining and unique when compared to other young adult texts, but I
did not want to do something that had already been done before. In the back of my unit
materials, you will find some resources that my cooperating teacher gave me, but I had a
hard time using these to come up with a theme. I actually had a hard time using them
for anything, but I think that is a good thing! While reading the book, I kept thinking to
myself, “I wonder what it is like to be colorblind.” I have always been interested in visual
impairments for some unknown reason. I have visited the Governor Morehead School
for the Blind a handful of times because I find the technology and 3-D tools to be
fascinating. I think color and vision play large parts in the book, and I knew that a theme
associated with these would be interesting for my students in the spring.
My unit theme was first “Utopia vs. Dystopia,” but I knew this was not suitable
for my students’ likes or needs. I knew these terms were important, but I did not want
them to be the center of my unit. A lot of the materials I chose to accompany this first
theme were too mature for the majority of my students, and I felt like they suited MY
interests as opposed to their interests. Once I began thinking about relevance and how I
could make the novel more appealing to my students, I knew that I wanted to use color.
A lot of my students seem to be lost in the social pressures of school, so I wanted to
bring out the best in each and every one of them. By combining color as a means to
identifying students’ roles in society, I came up with “Finding Your Color in Society.” I
am also going to be teaching social studies in the spring, so I thought this theme could
easily tie into that curriculum.
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Krysta Jones
I do think that my theme is one of the greatest strengths of my unit. I love the
idea of students exploring color associations to find deeper meanings in their everyday
lives. How can color be irrelevant? It is everywhere, and I know that middle grades
students have the capability to analyze and value color the way Jonas does in the novel.
If students can be successful with analyzing color and gaining emotions from this, they
can learn to effectively analyze texts the same way. In many of the reflections from my
observations at the middle school, I say that I need to make the students more vibrant
and excited. This came to mind when creating my theme, and I knew that color would
not only make The Giver come to life, but it would also wake my students up from the
world of worksheets and vocabulary quizzes.
Another aspect of my unit that I am proud of is the amount of group work that I
have put into place. My students very rarely work in groups, and it is usually boring if
they are allowed to work together. I love group work mostly because it allows one
student’s ideas to be transferred and combined with another student’s ideas! Group
work enhances communication skills and makes students realize just how much they
can learn from one another. I also love group work in middle school settings because it
sometimes wipes out the physical or socioeconomic differences that are often so
recognizable and brought to attention. By incorporating group work, I feel like all
students in my classroom will have the chance to learn about themselves and learn
about each other.
Even though I do like most of my unit, I do have concerns about timing issues. I
know that sometimes time goes back more quickly/slowly than preferred, and I am very
nervous about implementing all parts of my unit. I am supposed to be teaching The
Giver in a four-week stretch of time, but I planned the unit around three weeks. The
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Krysta Jones
class set of novels is not allowed to leave the school, so students are unable to take the
books home with them. This will cause for a lot of class reading, which I do not really
like. I hope to make this a lot of fun for the students, but I am worried about those who
are hesitant to read in front of their peers. I know I will figure it out, but it does worry
me right now. I am also extremely nervous about implementing technology into my
lessons because the school I am teaching at barely has anything to offer in that realm. I
do have access to an LCD projector and computer lab, but that is really it. The good
news is that my cooperating teacher is really open to anything, and she told she was
excited to learn more about technology. I did not use much technology in my unit
because I was trying to be realistic.
When implementing my unit in the field, I am going to pay very close attention to
my second period’s classroom behavior plan. I do worry about my first period and how
things will go, but second period needs a lot more attention and direction. I have to
familiarize myself with individual student needs and behavioral issues before placing
them into group settings. I know that they can do it, and I have spoken to the ICR
teacher quite a bit about this. I have already had one meeting with the ICR teacher to
discuss which students should be with which peers while working in groups. I do not
doubt my students or their abilities, but I am admitting that there is a lot I need to learn
before jumping right in. I am also nervous about this because I am at a year-round
school, which means I am going to miss an entire month of getting to know my students
on a more personal level. I know that I will change my unit a lot before I teach it, but I
am almost positive second period will respond very quickly to the ideas of music and
production.
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Krysta Jones
On a scale of 1 (lowest) to 4 (highest), I am giving myself a 3.7. I know that I
worked very hard on this unit, and it means a lot to me, but I am missing a few pieces. I
did struggle a lot in finding a theme that was close to my heart, but I do think I did that
successfully. I did not create as many materials as I would have liked, but I am proud of
the ones I did include. I am proud of myself for trusting my instinct over the norm, and I
do think this theme is one that I will treasure for a long time. While I do think I was
creative, I do not feel like my creativity is displayed to its fullest in this unit. This might
be because the theme is so engaging, but I am not sure just yet. I did put a lot of effort
into this unit, and I believe it can only get better.
For future students, I would describe this project as worthy. I knew that it was
going to be hard work, but once I got ahold of my theme, I enjoyed putting the unit
together. The one piece of advice that I would give to future students is to be confident
when choosing a theme and instructional strategies. I think some beginning teachers
lack confidence, and no student population needs that. I was not confident with my
theme at first, so I changed it and felt much better. In terms of what works well with this
project, the expectations are very clear and laid out for students. Of course, I thought
some items required were unnecessary and unrealistic, but I still worked hard to make a
product that I am proud to share. One suggestion that I would make for revising the
project is to consider scheduling of unit assignment for students. I, particularly, had a
hard time getting started because my cooperating teacher was tracked out until the last
week of October. It was not fair to me when all of my peers already knew what their
units were going to be about. I think that we should have been more prepared for the
expectations of the unit and creating lesson plans throughout the semester instead of
working on other assignments that were not as meaningful.
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Krysta Jones
I want to thank you personally for helping me with my unit. I know our meeting
was a little late in the process, but your feedback helped me a lot in realizing the
importance of objectives and student needs. I hope the changes I have made are
sufficient and that you have enjoyed my unit!
Sincerely,
Krysta Jones
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