[Title of Unit]
Does utopia mean equal for all?
Developed by Ryan Maguire
[Content Area/Course and Grade(s)]
English Language Arts – Grade 7
[Summary of Unit]
- This 4 week unit on “The Giver” by Lois Lowry, will focus on:
-
COMPARE and CONTRAST Jonas’s community with our society (social norms and rules)
understanding the concepts of UTOPIA and DYSTOPIA,
creating our own “UTOPIAN SOCIETIES”
major THEMES of the novel
the benefits and disadvantages of EUTHANASIA
extending the novel beyond Lowry’s work (Lowry’s Craft and Style)
1
Stage 1 Desired Results
ESTABLISHED GOALS
G
RL.1 – Cite several pieces of textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn from
the text
RL.2 – Determine a theme or central idea of a
text and analyze its development over the
course of the text; provide an objective
summary of the text
MA.8.A – Interpret a literary work by
analyzing how the author uses literary
elements (e.g. , mood tone, POV
personification, symbolism, etc)
W.2 – Write informative/explanatory texts to
examine a topic and convey idea concepts
and information through the selection,
organization and analysis of relevant content
Transfer
Students will be able to independently use their learning to…
-
Analyze the pros and cons of Jonas’s community and our world
understand the thought processes behind laws and rules within a society
understand the issues created when trying to create a “utopian society”
identify author’s purpose and themes
T
UNDERSTANDINGS
Students will understand that…
Meaning
U ESSENTIAL QUESTIONS
-
-
-
creating a “utopian society” requires
serious and impactful decisions and
compromise
true equality is difficult to achieve
the practical implication of
government and society have varying
effects on the individuals within that
community
-
-
Q
Is it possible to create a true “utopia”
that is equal for all members?
What factors influence how the
creators of a society make the
decisions?
What is the impact of those decisions
on the individuals within the society?
Would you want to live in Jonas’s
community?
W.9 – Draw evidence from literary or
informational texts to support analysis,
2
reflection and research
Acquisition
Students will know…
K
Students will be skilled at…
S
- Literary elements of a novel (e.g. ,
mood tone, POV personification,
- Close reading of fiction and nonfiction
symbolism, author’s purpose, theme,
texts for elements that support the
etc)
theme or author’s purpose
- Features of nonfiction text structure
- Comparing and contrasting different
- Organizational structures of
society and governments.
nonfiction texts
- Developing argument with credible
- Difference between claim and opinion
claims about the impact that a type of
- Definition of utopia and dystopia,
government (and economy) can have
uses of and controversy surrounding
on a given society.
euthanasia
- Annotating and discussing how
- Differences between socialism,
different literary elements help to
communism and capitalism
develop an author’s purpose or
theme.
- Structure appropriate summaries of
different texts with focus on main
idea and supporting details
Stage 2 - Evidence
Evaluative Criteria
Criteria:
- Displays internalization of the Writing
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
GRASP - Chapter 24 & 25: Creative Writing – Extending the novel for Jonas and Gabriel and
3
-
-
-
Process
Provides detailed and relevant
CONTENT
Shows command of English
Conventions
Uses evidence from the text to
support claims and positions
Images are numerous, specific and
directly linked to the ideas they
represent
Provides analysis that highlights
profound understanding of the text
and its purpose
Show understanding of author’s style
Show understanding of literary
elements
<type here>
the community
Goal: Picking up where Lowry left off, with Jonas and Gabe on the hill, in the snow, and the
Giver back in the community trying to help the people make sense of it all, write Chapter 24
and 25 of the novel.
Roles: Writer/Author: You decide how it REALLY ends! Attempt to maintain Lowry’s tone
and to imitate her style as best you can. Try to make the additional chapters feel like they
belong.
Audience: Readers/Peers
Situation:
 CHAPTER 24 – with Jonas and Gabe (omniscient narrator or through the Jonas’s
POV)
 CHAPTER 25 – from the community (omniscient narrator or through the Giver’s
POV)
Product/Performance: You will create at least 5 “book pages” each (no limit)
Other Assessments:
- JONAS vs. US: Jonas’s Community vs. Our Society (poster)
- STUDENT UTOPIAS: Students’ create their own “UTOPIAS” focusing on the areas of
PEOPLE (Culture), GOVERNMENT, ECONOMY and CLIMATE (collage)
- LITERARY ANALYSIS: ONE major THEME from the novel (essay)
- EUTHANASIA: Persuasive essay - Supporting or against EUTHANASIA. (essay)
OTHER EVIDENCE:
OE
- Literary/Dialectical Journals
- Q-CRIPS Logs (Questions, Connections, Response, Inference, Predictions, Summary)
- QUIZZES – Reading Comprehension (Multiple Choice and Open Response
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
4
Learning Activities:
1 - Introduction to “The Giver” - background
-
-
About the Author – Lois Lowry
Newbury Medal
Difference between a good “story” and a good “book.” A story is interesting and entertaining, but provokes little thought and is
memorable for the plot and action it contains. A good BOOK possesses all the great qualities of a story, but also has DEPTH. A good book
makes you think, feel, sympathize and empathize. It forces you to question the novel itself, as well as the author, the world around you
and YOURSELF.
Major Characters – Jonas, his parents, Gabriel, Fiona and the Receiver (Giver)
Setting – undefined FUTURE, perhaps post apolocalyptic (minimalist rather than futuristic)
Highlight the intentional ambiguity and stress to the students that their questions and confusion is normal and intentionally created by
Lowry, but that the novel will answer 99% of the questions they have.
2 – The GIVER – by LOIS LOWRY
-
READING
Q-CRIPS for each Chapter
DISCUSSION (whole class and 3-4 person groups)
assorted mini-lessons periodically throughout the reading process
REVIEW
QUIZZES: Ch. 1-5, Ch. 6-10, Ch. 11-17, Ch. 18-23
3 – Jonas’s Community vs. Our World
-
Discuss the rules, customs and social norms of Jonas’s community (EX: formation of the Family Unit, Sharing of Feelings, Dream Telling,
5
-
school, work, etc)
In groups of 3-4, students will discuss the pros and cons of the various elements of Jonas’s community and analyze how these rules and
practices would manifest themselves if applied in OUR society today. They will also create a “SIMILARITIES and DIFFERENCES” list
comparing and contrasting Jonas’s Community and our society. Groups will create posters with visual representations of the major
elements/components of the two societies on each side. Posters to be completed during the next 3 class periods. Groups will display
and present their posters and discuss the similarities and differences highlighted by their poster.
4 - Your UTOPIAS
-
DEFINE: UTOPIA and DYSTOPIA
EXAMPLES: literary and real world
Discuss the difficulties and issues associated with attempting to create a UTOPIAN SOCIETY.
What rules and structure do you think are necessary/important?
What compromises and sacrifices need to made?
What are the potential problems with implementing all the ideas you introduced?
-
ASSUMING the ability and freedom to create, mandate and manipulate the world around them in any fashion they choose, students will
create/outline their own UTOPIAN Societies, focusing on the areas of: PEOPLE (Culture), GOVERNMENT, ECONOMY, and CLIMATE
DIVIDING a poster board into 4 quadrants, the students will create visual representations for each of the the 4 main areas of their
UTOPIAS, in the form of 4 separate collages. The poster can contain NO WORDS (other than any incidental words that are found within
one of the images they choose)
The students will also create a detailed outline for each section of the collage explaining the significance of EVERY image and what it
represents with regard to its place in the UTOPIA.
Students will present their UTOPIA Collages to the class and give a 3-4 minute presentation explaining the main tenets and fundamental
make-up of their UTOPIA, highlighting what makes it so “utopian”
-
-
5 – THEME
6
-
Discuss the major THEMES of the novel as a class and identify how each was presented within the text and defining the role it played
within the novel.
ESSAY – Literary Analysis of ONE Major THEME from The Giver
 identify and explain the THEME
 support the THEME with detailed and relevant passages from the text
 explain the role the THEME played within the text
 discuss how the THEME can be applied to our own lives
6 – EUTHANASIA
-
-
DEFINE: Euthanasia
IDENTIFY examples of euthanasia in the real world (research if necessary)and discuss the benefits and disadvantages of the practice with
regard to each example.
In your opinion, when (if ever) is this practice acceptable? when is it unacceptable?
Discuss the practice of “RELEASE” in the novel
- list the pros and cons of RELEASE for:
* punishment
* old age
* slow infant development
* twins
PERSUASIVE ESSAY –
In a well developed PERSUASIVE ESSAY deteremine whether you are in support of or in opposition to the practice of
euthanasia (in any form). Use both real world examples and details from the text to support your position.
*** YOU MUST PICK ONE SIDE! ***
7 – “YOUR UTOPIA”
7
- The Giver – Chapter 24-25
-
The ending of the Giver leaves the reader somewhat unfulfilled as it leaves many questions unanswered. Not the least of which is “What
happens to Jonas and Gabe?” and “What happens back in the community?”
CREATIVE WRITING:
Picking up where Lowry left off, with Jonas and Gabe on the hill, in the snow, and the Giver back in the community trying to help the
people make sense of it all, write Chapter 24 and 25 of the novel. You decide how it REALLY ends!
CHAPTER 24 – with Jonas and Gabe (omniscient narrator or through the Jonas’s POV)
CHAPTER 25 – from the community (omniscient narrator or through the Giver’s POV)
attempt to maintain Lowry’s tone and to imitate her style as best you can. Try to make the additional chapters feel like they belong.
At least 5 “book pages” each (no limit)
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012
8