7th GRADE: Duty to Self vs. Duty to Others
UNIT 1: The Dangers of Conformity
ANCHOR TEXT: The Giver
Essential Question:
 Why do we conform?
 With all the diversity of society is conformity worth considering?
 What are the dangers of conformity?
Enduring Understandings:
 Everyone has the right to choose between conformity and non-conformity.
 No society is perfect.
 Rules are important for the smooth running of every society.
 Diversity is a necessary part of society.
Guiding Questions:
1. How can an author’s experiences inspire his / her writing?
2. What makes a utopian society perfect?
3. What is conformity?
4. How does conformity influence a society?
5. How can being different be terrifying and empowering at the same time?
6. Why are memories important?
7. Why is history important?
8. Does the knowledge of history and memories lead to wisdom?
9. How can knowledge of history affect our present and future?
10. Why is it important to explore the unknown?
11. At what times would euthanasia be considered beneficial?
12. How can our environment influence our choices?
13. How do choices require memory?
NYS Common Core Standards for English Language Arts Assessed:
Reading Standards for Literature (Grade 7)
RL7.1, RL7.6
Writing Standards (Grade 7)
W7.1.b, W7.2b
See alignment of standards and indicators to authentic task.
Teacher Designed Standards Assessed:
1. Students will reflect upon their work by:
a) identifying strengths.
b) identifying struggles.
c) setting goals to improve their work.
d) revising their work to make it better
e) asking questions to improve their understanding.
ASSESSMENT EVIDENCE
Authentic Performance Task(s):

Alignment to Common Core Standards
for Literacy:
1. After reading several chapters from the
novel we see the community has rules
that shape their lives. Explain how the
rules of the community affect the lives
of its members by completing the chart
below. List three significant rules,
explain how they shape their lives and
finally explain the positive and the
negative effects of each rule on the
community members lives.
1. RL7.1 – Cite textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
W7.1.b – Support claims with logical
reasoning and relevant evidence, using
accurate, credible sources and
understanding of the topic or text.
2. Write a response in which you explain
how Jonas’s point of view changes in
The Giver after he becomes Receiver of
Memory. Consider the contrast in how
Jonas sees the community, his place
in it, and his friends both before and
after his work with the Giver begins.
Cite textual evidence that best
supports that this contrast exists.
2. RL7.1 – Cite textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
RL7.6 – Analyze how an author develops and
contrasts the points of view a character in a
text.
W7.1b – Develop the topic with relevant,
well-chosen facts, definitions, concrete
details, quotations or other information and
examples.
Diagnostic and Pre/Post Assessments:
1. Students will respond to the essential question at the start of the unit and at
the end of the unit. (pre/post)
Formative Assessments:
1. Daily journal entries based on reading
2. Class work
3. Homework assignments
4. Performance tasks
5. Notebooks
Summative Assessments:
1. Quizzes (graded)
2. Unit test
3. Summative Task: The ending of the novel is seen as ambiguous: having more
than one interpretation. It could be argued that Jonas died at the end of the
novel or he survived and went on to another community. Explain which you
feel is the correct interpretation. Provide evidence from the text to support
your ideas.
Standards Addressed: RL7.1 – Cite textual evidence that most strongly
supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
W7.2b – Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations or other information and examples.
TEACHING AND LEARNING PLAN
Teaching and Learning Activities:
1.
2.
3.
4.
Administer pre-reading task to determine students’ point of view.
Use the essential question as a pre-assessment. (journal entry)
Read literature together.
Introduce unit vocabulary and have students use vocabulary strategies
to learn the words.
5. Have students make predictions as they are reading the text and later
examine if their predictions were correct or not. (journal entry)
6. Have students make inferences based on events from the text and
support them with textual evidence. (class discussions and journal
entries)
7. Have students recall and question information from the text to deepen
their understanding. (Socratic Seminar)
8. Have students examine specific literary elements, such as plot,
character, theme etc. through analysis of the text. (class discussions and
journal entries)
9. Use unit guiding questions to frame lessons and class activities
10. Use essential question as a post-assessment.
11. Administer the unit test.
Resources Needed:
Website: www.UWEC.edu
Articles on euthanasia
Movie: Pleasantville, video clips of The Giver and The Village
Poem: “The Giver”
Except from “Utopia” by Sir Thomas Moore
Short Story: “The Lottery” by Shirley Jackson
UNIT 1: The Dangers of Conformity
Essential Questions: Why do we conform? With all the diversity of society is conformity worth considering? What
are the dangers of conformity?
Week
WEEKLY CALENDAR(Oct.1, 2012 – Dec. 21, 2012)
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1
Oct. 1
1. How can an
author’s
experiences
inspire his / her
writing?


Lois Lowry’s
biography
Setting

Individual
response to
essential question
(pre)
Chapter 1 - anxious,
palpable, distraught,
apprehensive
Chapter 2 – enhance,
adherence, aptitude
Chapters
1- 2
Standards RL7.1, RL7.6
Assessed: W7.1.b, W7.2b
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
2
Oct.8
2. What is
conformity?
3. What makes a
utopian society
perfect?
Chapters
3-4
Standards RL7.1, RL7.6
Assessed:



Euphemism
Conformity
Utopia

Quiz – Chapters 14
Chapter 3 – chastise, selfconscious, solemn,
bewilder
Chapter 4 – serene, steady,
mischievous
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
3
Oct. 15
4. How does
conformity
influence a
society?


Chapters
5-6
Foreshadowing
Character
analysis
(including major
vs. minor and
static vs.
dynamic)

Performance Task 1
– Complete chart
about positive and
negative effects of
the community
rules
Chapter 5 – recount,
murky, vague
Chapter 6–designate,
exuberant, somber, cringe
Standards RL7.1, RL7.6
Assessed: W7.1.b, W7.2b
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
4
Oct. 22
Chapters
7-8
5. How does
conformity
influence a
society?

Symbolism

Quiz – Chapters 48
Chapter 7 – discard,
acquisition, precision
Chapter 8 – anguish,
meticulous, attribute
Standards RL7.1, RL7.6
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
5
Oct. 29
Chapters
9-10
6. How can being
different be
terrifying and
empowering at the
same time?
Standards RL7.1, RL7.6
Assessed: W7.1.b, W7.2b

Plot structure

Vocabulary quiz
Chapter 9 – prohibition,
requisition, empower,
conceivable
Chapter 10 – intricate,
conspicuous, tentative,
exhilarating
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
6
Nov. 5
7. Why are
memories
important?

Conflict

Quiz – Chapters 912
Chapters
11-12
Chapter 11 – obstruction,
conveyance
Chapter 12 – admonition,
distinctive, vibrant,
relinquish
Standards RL7.1, RL7.6
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
7
Nov.
12
8. Why is history
important?
Chapter
13-14
Standards RL7.1, RL7.6
Assessed:

Internal vs.
External Conflict

Vocabulary quiz
Chapter 13 – skeptical,
indifferent, assimilate,
embed
Chapter 14 – invigorating,
excruciating, ominous
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
8
Nov.
19
Chapters
15-16
9. Does the
knowledge of
history and
memories lead to
wisdom??

Theme:
memories /
feelings

Quiz – Chapters
13-16
Chapter 15 – contort,
imploring
Chapter 16 – ecstatic,
pervade, optimistic
Standards RL7.1, RL7.6
Assessed: W7.1.b, W7.2b
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
9
Nov.
26
Chapters
17-18
10. How can
knowledge of
history affect our
present and
future?
Standards RL7.1, RL7.6
Assessed:

Theme: diversity

Quiz – Chapters
17-18
Chapter 17 – permeate,
ambush, expertise
Chapter 18 – dejected,
falter, grave
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
10
Dec. 3
11. At what times
would euthanasia
be considered
beneficial?

Theme:
euthanasia

Chapter
19-20
Performance Task 2
–Contrast Jonas’
point of view before
becoming Receiver of
Memory and after
becoming Receiver of
Memory
Chapter 19 –
afterthought, numb,
wretched
Chapter 20–shudder,
sarcastic, emphatic,
solace
Standards RL7.1, RL7.6
Assessed: W7.1.b, W7.2b
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
11
Dec.
10
12. How can our
environment
influence our
choices?

Theme: diversity

Quiz – Chapters 19
- 22
Chapter 21 – frazzle,
vigilant, haphazard
Chapter 22 – meager,
makeshift
Chapters
21-22
Standards RL7.1, RL7.6
Assessed:
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
12
Chapters
23
13. How do choices
require memory?

Theme: diversity


Standards RL7.1, RL7.6
Assessed:
Summative Task –
Interpreting the
ending of the novel
Unit test
Chapter 23 – lethargy,
resignation
Appendix
I. Daily Journal Entries
 Example:
Directions: Write a detailed response to the following question.
What you think Jonas’s role as Receiver of Memory will be.
II. Classwork
 Citing evidence as support
1. How is Jonas changing with the knowledge he is gaining as Receiver of Memory? Cite specific
evidence based on the text.
 Response to questions based on reading
1. Explain why feeling and memories have been eliminated from Jonas’s community.
2. Describe an external conflict Jonas experiences since becoming the Receiver.
 Notes based on reading
 Group Work
1. Example:
Directions: Work with a partner to answer the following questions. What advantages might “sameness”
produce for contemporary societies? In what ways do your differences make us distinctly human? Is
loss of diversity worthwhile?
III. Homework
 Questions from the reading
1. Explain whether Jonas’s assignment as Receiver of memory is an honor or a punishment.
 Assigned reading
IV. Notebooks
 Completed work from class activities
V.
Summative Assessment
 Unit Test