The Giver

Look at the different covers of The Giver. Choose the most interesting one.
Describe the images and explain what you see. Predict what the different images could mean and what you think the story would be about.

What would you

visualize as the
“perfect” world?
What would you visualize as the “perfect” world?
Where did the word Utopia come from?

• In 1516, Englishman Sir Thomas

More (1478-1535) wrote the book
Utopia describing a ictional island
in the Atlantic Ocean.

• The term has been used to

describe a community or society
that has highly desireable or
perfect qualities (http://
en.wikipedia.org/wiki/Utopia)
f

 An ideally perfect place in

terms of:

social aspects
Utopia political aspects
legal aspects/ laws
moral aspects
The reality of UTOPIA

• Could there ever be a

“perfect” world?

• What inhibits us from

living in a perfect
world?
DYSTOPIA
 DYSTOPIA


Writers like talking

about our world by
pretending to talk about
another world.  
Dystopia is the opposite
of utopia.


SETTING IN AN Setting usually in future on Earth or Earth-like planet.
ALTERNATIVE Plot/conflict based in the differences between our
world and the utopia/dystopia.
WORLD Often written based on criticisms of society.
DYSTOPIA VS UTOPIA

A utopian society is
wonderful: people are free
and happy and the sun's
shining and everything's just
dandy.
In a dystopia people are
oppressed, they're miserable,
and everything they do is
controlled by some authority.
General Themes:

”If we continue down

this road our society
will look like this in a
hundred, or a
thousand years.
It isn’t pretty."
AGE OF REASON IN SCIENCE FICTION

The roots of “dystopias” go way back—to the “Age

of Reason”.
That's in the 18th century when the
“Enlightenment”
Philosophers and scientists emphasized the use
of reason over superstition.
More and more of the world was being explored
and mapped, and it was around this time that
authors began writing texts speculating about the
future, and focusing their stories on scientific
endeavor.
 Advances in science and technology really revved up in the late
18th/early 19th century, and these advances made sci-fi possible
ADVANCES IN SCIENCE as a genre.
AND TECHNOLOGY
 Around the time that Mary Shelley wrote Frankenstein, people were
learning more and more about nature.
The protagonist of Shelley's novel, the scientist Victor
Frankenstein, is a product of his times.
SCI-FI MAGAZINES

The golden age of sci-fi coincided with an
explosion of magazines that published
science fiction.
In fact, some of the most popular sci-fi
works were first published in magazines
that released work in serial format.
Among the most important of these
was ’Astounding Science Fiction’.
This magazine—and others—played a
big part in popularizing the genre.
Not only that, but many important sci-fi
writers like Isaac Asimov and Ray
Bradbury read them as young boys, and
these magazines helped shape their own
writing careers.
 Excerpts from Utopia by Sir Thomas More:
Book II: of Their Trades, and Manner of Life

• AGRICULTURE is that which is so universally

understood among them that no person, either man or
woman, is ignorant of it; they are instructed in it from
their childhood, partly by what they learn at school
and partly by practice; they being led out often into
the ields, about the town, where they not only see
others at work, but are likewise exercised in it
themselves. Besides agriculture, which is so common
to them all, every man has some peculiar trade to
which he applies himself, such as the manufacture of
wool, or flax, masonry, smith's work, or carpenter's
work; for there is no sort of trade that is not in great
esteem among them. Throughout the island they
wear the same sort of clothes without any other
distinction, except what is necessary to
distinguish the two sexes, and the married and
unmarried.
f


The chief, and almost the only business of the syphogrants,
is to take care that no man may live idle, but that
every one may follow his trade diligently: yet they do
not wear themselves out with perpetual toil, from
morning to night, as if they were beasts of burden,
which, as it is indeed a heavy slavery, so it is
everywhere the common course of life among all
mechanics except the Utopians; but they dividing the
day and night into twenty-four hours, appoint six of
these for work; three of which are before dinner, and
three after. They then sup, and at eight o'clock, counting
from noon, go to bed and sleep eight hours. The rest of
their time besides that taken up in work, eating and
sleeping, is left to every man's discretion; yet they are not to
abuse that interval to luxury and idleness, but must employ
it in some proper exercise according to their various
inclinations, which is for the most part reading.
 It is ordinary to have public lectures every
morning before daybreak; at which none are
obliged to appear but those who are marked out
for literature; yet a great many, both men and
women of all ranks, go to hear lectures of one sort
of other, according to their inclinations. But if
others, that are not made for contemplation,
choose rather to employ themselves at that time in
their trades, as many of them do, they are not
hindered, but are rather commended, as men that
take care to serve their country. After supper,
they spend an hour in some diversion, in
summer in their gardens, and in winter in the
halls where they eat; where they entertain
each other, either with music or discourse.
They do not so much as know dice, or any such
foolish and mischievous games: they have, however,
;
two sorts of game not unlike our chess the one is
between several numbers, in which one number, as it were,
consumes another: the other resembles a battle between the
virtues and the vices, in which the enmity in the vices among
themselves, and their agreement against virtue, is not
unpleasantly represented; together with the special
oppositions between the particular virtues and vices; as also
the methods by which vice either openly assaults or secretly
undermines virtue, and virtue on the other hand resists it.
But the time appointed for labor is to be narrowly examined,
otherwise you may imagine, that since there are only six
hours appointed for work, they may fall under a scarcity of
necessary provisions. But it is so far from being true, that
this time is not sufficient for supplying them with plenty of all
things, either necessary or convenient, that it is rather too
much; and this you will easily apprehend, if you consider
how great a part of all other nations is quite idle.
The fashion never alters; and as it is neither disagreeable nor
uneasy, so it is suited to the climate, and calculated both for
their summers and winters. Every family makes their own
clothes; but all among them, women as well as men, learn one
or other of the trades formerly mentioned. Women, for the
most part, deal in wool and flax, which suit best with their
weakness, leaving the ruder trades to the men. The same
trade generally passes down from father to son, inclinations
often following descent; but if any man's genius lies another
way, he is by adoption translated into a family that deals in
the trade to which he is inclined: and when that is to be done,
care is taken not only by his father, but by the magistrate, that
he may be put to a discreet and good man. And if after a
person has learned one trade, he desires to acquire
another, that is also allowed, and is managed in the
same manner as the former. When he has learned both,
he follows that which he likes best, unless the public
has more occasion for the other.
 What do you think?

• Would you want

to live in More’s
Utopia based on
what we’ve read?
 Take a minute to reflect…

• Could there ever be a

“perfect” world?
• What do you think a Utopian society
would be like?
• What inhibits us from • Are all people free?
living in a perfect • Do people have monkeys as butlers?
world? • What jobs are there?
• What are the rules and the laws?
• What happens if people break the
laws?
• Would there be religion?
• Who would rule the country?
 Utopia/Dystopia
and The Giver
There is a thin line between
utopia and dystopia as we
will study in Lois
Lowry’s, The Giver.
In this “perfect” world,
citizens are restricted on
clothing, jobs, spouse and
children, therefore leaving
personal choice out of the
question.

Is there a price to pay in a

seemingly perfect world?


 Utopia/Dystopia
and The Giver
Do you believe that a utopia, or perfect
society, is possible?
Describe the characteristics of a perfect
society in as much detail as possible.
How did events in the real world lead to
the development of the genre of
dystopia? -Support your answer with
examples from the video. What is the
relationship between utopias and
dystopias?


 “The Pedestrian” by Ray Bradbury

LO:
1. Make inferences about setting
2. 2. Write short PEEL to describe the world where Leonard lives.

JIGSAW:

1. Read your part of the story and discuss information about the setting.
What can you igure out and infer about the character’s world?
Take notes.

2. Form a new group with someone who read each of the 7 parts of the story.
Each person summarizes his/her part while other students take notes.
What can you infer/ igure out about the setting now that you have all info from the story?

3. Rejoin your original group and discuss the inferences and conclusions you made with your 2nd group.

4. Write a short PEEL (about 5 sentences to explain what you infer about the society where Leonard lives.

f
f

 Chapter 1

• What is the irst sentence of the

text that indicates to the reader
that Jonas’s world is different
from our own? Explain how this
speci ic sentence demonstrates
the difference between the two
worlds.
• Can you ind any others?
Highlight/underline
f

f
f
 Chapter 1

• Consider the incident

with the airplane that
flies over the community
(pages 1–3). How does
this story help develop
the reader’s
understanding of the
setting?
 Chapter 1

• What is the irst sentence of the text that indicates to the reader that Jonas’s world is different
from our own? Explain how this speci ic sentence demonstrates the difference between the
two worlds.

• Consider the incident with the airplane that flies over the community (pages 1–3). How does
this story help develop the reader’s understanding of the setting?

• On page 7, Lowry writes, “’That’s right,’ Lily said, laughing too. ‘Like animals.’” Neither child
knew what the word meant exactly, but it was often used to describe someone uneducated or
clumsy, someone who didn’t it in.” How do these sentences help to establish the setting of the
text?

• How does the family’s discussion of the newchild on pages 9–11 help to establish the setting?
Provide at least two pieces of evidence from the text and explain your thinking.

f
f

 Chapter 1

• Discussion: Consider the family ritual of sharing feelings every evening. What is your reaction
to this? Do you think this practice could have bene its in your own family? What are the
potential downsides?

• Discussion: What questions do you have after completing this chapter? What do you hope will
become clearer as the text progresses?

f
 Chapter 2

• How does the explanation of the Ceremony

of Ones (pages 14–16) develop the reader’s
understanding of the setting? (newchild)
•
Chapter 2

What does the

description of
the Receiver’s
role reveal
about the
setting of this
book?
•How does the
Chapter 2

paragraph on page
23 that discusses
Lily’s “comfort
object” develop
the reader’s
understanding of
the setting?
Support your
answer with
speci ic evidence
from the text.
f
 Chapter 2

• What do you
know about
Jonas so far?
What kind of
person is he?
What predictions
can you make
about what his
assignment
might be?
•
Chapter 2

How does the

family’s discussion
of the newchild
on pages 9–11 help
to establish the
setting? Provide at
least two pieces
of evidence from
the text, and
explain your
thinking.
 Chapter 2

• How are gender roles and

expectations different in Jonas’
community from our own? Do you
think their way of approaching
gender is more utopian or dystopian?
• Identify the mood/
Chapter 3-4

tone that these

selected words
help to develop.
• Make a list of
other words from
that section that
help to develop the
same mood/tone.
•

• What is the meaning

Chapter 3-4

of the words
“chastise” and
“chastisement” as
they are used on
pages 25–26? What
words and phrases
are most useful in
determining the
meaning of this word?
• (Also, see p. 43.)

 Chapter 3-4

• Check the meaning

of this word in the
dictionary. How
does consulting a
dictionary
enhance your
understanding of
this word?
 Chapter 3-4

• What is the meaning

of the word
“mysti ied” as it is
used on page 30?
What words and
phrases are most
useful in determining
the meaning of this
word?
• Bonus: How does this
word relate to the word
“bewildered” as used on
page 28?
f

 Chapter 3-4

• Check the
meaning of this
word in the
dictionary. How
does consulting
a dictionary
enhance your
understanding
of this word?
• PEEL or Notes?
Chapter 3-4

• Identify the mood/

tone that these
selected words help
to develop.
• Make a list of other
words from that
section that help to
develop the same
mood/tone.
•

• DO NOW:
• What is Larissa’s
tone when she
describes
Roberto’s release?
• Name the mood/
tone and write
down a quote
that develops it.
•
•
(p. 40-41)

 Chapter 3-4

• What mood does

the author establish
in the scene where
Jonas prepares to
wash Larissa (38–
39)? What speci ic
words and phrases
does the author use
to establish this
mood?
•

f
• What do
you think
happened
when Jonas
says that
the apple
“changed”?
• EXIT TICKET

• What is the meaning of the word “serene” as it is used on page 36?

• a. Clean b. Unimportant

• c. Peaceful d. Fragile

• What 2 phrases are most useful in determining the meaning of this word?

• a. “glanced into the rooms” b. “doing handwork and simple crafts”

c. “covered with thick carpeting” d. “slow-paced”
e. “unlike the busy” f. “daily work of the community”

• What mood is established in this passage describing the House of the Old?

• a. Comfortable and safe b. Hopeless and desperate

c. Expectant and anxious d. Amused and cheerful

• How does Jonas

respond to the idea
that some people in
his community
don’t follow the
rules? What does
this reveal about his
character? Re-read
page 11 and provide
evidence to support
your answer.
 Chapter 5-6

• How does Jonas

respond to the idea
that he is different
from others in the
community? What
does this reveal
about his character?
Provide at least one
piece of evidence
from the text
(consider the
beginning of Chapter
3).
 Chapter 5-6

• How does Jonas

respond to the
impending December
ceremony? What
does this reveal
about his character?
Support your answer
with at least two
pieces of speci ic
evidence from the
text.
f
• What is your
Chapter 5-6

reaction to the
different
ceremonies
described in
today’s reading?
Are there any that
seem interesting
or appealing to
you? Any that you
think seem strange
or unappealing?
 Chapter 5-6

• How do you feel

about the
community’s rules
about “the
stirrings”? Does
this change the
way you
understand the
community?
 Chapter 5-6

• How does Jonas

respond to the rules
and expectations of
the community? What
conclusions can we
draw about what kind
of person he is based
on his behavior?
Support your answer
with at least two
pieces of speci ic
evidence.
f
•
Chapter 5-6

How does the

author suggest that
Jonas might be
different from the
other children in his
community? Cite at
least two pieces of
evidence/examples
from Chapters 1–6.
 Chapter 5-6

• What mood does

the author develop
on pages 51–53?
Support your
answer with at least
three speci ic words
and phrases from
the text.
• List 3 words/phrases
that develop this
mood.

f
 Chapter 5-6

• What is the mood of

the scene describing
the Ceremony of
Ones? Support your
answer with at least
three speci ic words
and phrases from
the text.
• Use 3 words or
phrases as evidence

f
 EXIT TICKET
• What is the meaning of the word “serene” as it is used on page 36?
• a. Clean b. Unimportant c. Peaceful. d. Fragile

• What specic words and phrases are most useful in determining the meaning of this
word? Select two.
• a. “glanced into the rooms”
b. “doing handwork and simple crafts” c. “covered with thick carpeting”
d. “slow-paced”
e. “unlike the busy” f. “daily work of the community”

• What mood is established in this passage describing the House of the Old?
• a. Comfortable and safe b. Hopeless and desperate c
• . Expectant and anxious d. Amused and cheerful





 “The Pedestrian” by Ray Bradbury

JIGSAW:

1. Reread your notes on characteristics of a dystopian setting.

2. Read your part of the story and discuss information about the setting.
What can you igure out and infer about the character’s world?
Take notes.

2. Form a new group with someone who read each of the 4 parts of the story.
Each person summarizes his/her part while other students take notes.
What can you infer/ igure out about the setting now that you have all info from the story?

3. Rejoin your original group and discuss the inferences and conclusions you made with your
2nd group.

4. Write a short PEEL (about 5 sentences to explain what you infer about the society where
Leonard lives.

f
f

 Dystopian Example in “The Example in The Giver

Pedestrian”
Characteristic
Surveillance
Restrictions (on
information, choice, etc…
Fear of Outside
World
Fear of Nature
Conformity
Dehumanization
Authoritarian Control
Worshiping a Concept
• On page 65, the Chief Elder
gives a speech: “‘This is the
time,’ she began, looking
directly at them, ‘when we
acknowledge differences. You
Elevens have spent all your
years till now learning to it in,
to standardize your behavior,
to curb any impulse that might
set you apart from the group.”
How does this line help to
develop the setting of the
text?
f
 Chapter 7

• How does the

story about Asher
on pages 69 and
70 help develop
the setting of the
text? Provide
speci ic evidence
from the text to
support your
answer.
f
 Chapter 7

• What is the
signi icance of
the Chief Elder
saying to each of
the newly
assigned
Twelves, “thank
you for your
childhood”?
f
• What assignment
would you hope
for if you lived in
Jonas’s
community?
• What do you think
is going to happen
next? Why do you
think Jonas has
been skipped?

 Chapter 7

• How do the last two

pages of Chapter 7
contribute to the
development of the
plot? Where does
this chapter fall in
the overall structure
of the text? Carefully
explain your
thinking.
 Chapter 8

• What mood
is established
on page 74?
What
speci ic
words and
phrases help
to develop
this mood?
f
 Chapter 8

•How do the last

two pages of this
chapter
contribute to the
development of
the plot? Where
does this chapter
fall in the overall
structure of the
text? Carefully
explain your
thinking.
• How does the following line on page 76 develop the plot of the text? What impact
does this line have on the reader? “‘We failed in our last selection,’ The Chief Elder
said solemnly. ‘It was ten years ago, when Jonas was just a toddler. I will not dwell
on the experience because it causes us all terrible discomfort” (p. 76).
• What assignment would
you hope for if you lived
in Jonas’ community?
How would you
respond to having your
profession chosen for
you?
• What are the
connotations of
the word
“anguish” (page
75)? In what way
has the Chief
Elder caused
Jonas anguish?
Support your
answer with
speci ic examples
from the text.
f
• On pages 78–79, the Chief Elder lists the characteristics that a
Receiver must have. What are the similarities and differences
between having “intelligence” and having “wisdom”?
• What do you
believe “the
capacity to see
beyond” is?

• How does Jonas

seem to feel about
his assignment?

• Would you willingly

take on a job that
required you to
experience pain?



• What is the difference
between the words
“assigned” and
“selected”? How are the
meanings and
connotations different?
• What does this reveal
about Jonas and his
new role?

• Is Jonas’
assignment the
climax of the
text? Explain
your thinking
using what you
discussed
today about
story arc.
• Read the following excerpt from pages 82–83. “‘Sure,’ Asher smiled, his
usual smile, friendly and familiar. But Jonas felt a moment of hesitation
from his friend, and uncertainty.” What does this line suggest about
Jonas’s future? Be sure to carefully explain your thinking.
• How does the
conversation Jonas
has with his parents
about the previous
Receiver contribute
to the development
of tension in the
text? Support your
answer with
speci ic evidence
from this passage
on page 85.
f
• Read Jonas’s rules
for his new job
(pages 86–87). Select
one rule (numbers
3–7) and explain
what it reveals about
the Community
• What does it
suggest about
Jonas’s new job.
• What is your
reaction to this rule?

• In Jonas’s community, people do not experience pain. What is

your reaction to this? If you could, would you eliminate all pain
from the world?
• On pages 89–90, Jonas considers instruction number 8: “You may
lie.” What is the signi icance of this passage? How does it develop
the plot of the story? Support your thinking with textual evidence.

f
 Chapter 9

• Read the following sentence from page 83:

•
“They waved back, smiling, but he noticed that Lily was watching him
solemnly, her thumb in her mouth.” How does this sentence contribute to the
development of the plot?

• a. It illustrates the idea that Jonas wishes to separate from his family.
b. It introduces the idea that Jonas is growing up and that his relationship with Lily is threatened.

• c. It emphasizes the idea that Jonas is anxious about his new assignment.
d. It demonstrates that Jonas’ new role makes people see him differently.








Chapter 10

• What is different
about the Receiver’s
dwelling than other
dwellings in Jonas’s
community?
• List at least three
differences and
explain what can be
inferred about the
Receiver and his
place in the
community.

Chapter 10

• How are social expectations

different in the Receiver’s
dwelling than in the rest of the
community?
• How does Jonas respond to
these differences? Provide at
least two pieces of evidence
from the text to support your
answer.

Chapter 10

• What is the
Receiver’s role?
Explain it in
your own words,
then provide
evidence from
the text to
support your
explanation.
Chapter 10

• Why do you think that in this community, only one person holds a
of the memories of the past? How is this different from our world?
Chapter 10

• What are the

bene its of
people not
knowing about
the past? What
are the
potential
downsides?
f
Chapter 10

• What impact
has the
Receiver’s role
had on him?
Support your
answer with at
least two pieces
of evidence
from the text.
Chapter 11-12

• In your own
words, describe
the process of
transmitting/
receiving
memories.
• What happens to
Jonas?
• What happens to
The Giver?

Chapter 11-12

• How does Jonas

respond to the
experience of
receiving
memories?
Provide speci ic
evidence from
the text.


f
Chapter 11-12

• Why did the community develop Climate Control?

• What was the impact of its implementation?

Chapter 11-12

• What is your reaction to the idea of Climate Control and

“Sameness”? Do you see any bene its of these systems? What
are the downsides?

f
Chapter 11-12

• The following quote takes place on page

109, after Jonas receives the memory of the
sunburn:

• “’It hurt a lot,’ Jonas said, ‘but I’m glad you

gave it to me. It was interesting. And now I
understand better what it meant, that there
would be pain.’ The man didn’t respond. He
sat silently for a second.”

• What does The Giver’s response to Jonas’s

statement suggest? Explain your thinking.

Chapter 11-12

• In what ways is
Jonas’s
community
attempting to
be a Utopia?
Does it qualify
as a Dystopia?
Explain your
thinking.
Chapter 11-12

• What is signi icant about Jonas’ response to his mother when

she asks him if he has dreamed? (p. 111-112)

f
Chapter 12

• What is signi icant about Jonas’s dream?

f
Chapter 11-12

• How has Jonas’

relationship to his
peers changed since he
became the Receiver?
(p. 113-114)
Chapter 12

• How would you describe color to someone who could

only see in black and white? Or who can’t see at all?
Chapter 12

• How does Jonas

respond to the
realization that he is
beginning to be able to
see color (and to the
news that color was
eliminated when the
community decided to
adopt “Sameness”)?

• Provide at least two

pieces of evidence
from the text.

 Chapter 13

• How does Lowry develop the

central idea that being The
Receiver means that Jonas
feels increasingly isolated
from his community?
• Provide examples.

• How does Lowry develop

the idea that Jonas thinks
that it is important that
everyone in his
community have access
to the memories?
• Provide examples

 Chapter 13

• The Giver says that Jonas’s teachers know nothing because

they do not have knowledge of the past. What does he mean?
• Do you think that knowledge of the past is essential for
understanding the present?

• How does
Lowry develop
the central idea
in chapter 13
that Jonas feels
conflicted
about the idea
of people being
able to make
choices about
their own lives.
- Provide
examples.
• Paired Non iction

• Article: “Soda Tax Pros and Cons List”

• Article: “Soda Tax: Health Promotion, or Nanny State?” by
Jennifer Weissman
• Article: “The ‘Nanny State’ in Consumer Health Needs to Go”
by Bill Wirtz
• Article: “Soda Taxes Are a 'No- Brainer' for Public Health, Says
the Author of a New Study on Them” by Jamie Ducharme
•
f

• Paired Non iction Essay

• On page 124 of The Giver, Jonas says, “We really have to protect people from wrong choices.”
In some places in the United States, lawmakers are implementing “soda taxes,” an additional
tax on sugary beverages intended to dissuade consumers from buying products that have
been linked to health problems.
• Your task: Imagine that your town is considering implementing a soda tax. Write an article for
your school newspaper explaining what soda taxes are and why it is a controversial issue.
This is an informational piece, and therefore your article should be objective: you will not be
taking a position on the issue, just explaining it clearly and thoroughly.
• Your article must:
• Be approximately 250 words long
Clearly explain what the soda tax is
Provide two reasons people like the soda tax and two reasons people disagree with the tax
Include information from at least three different articles
Include de initions, statistics, and quotations
Include a strong, logical conclusion
•
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• Paired Non iction Essay

• Research Day
• Unpack the prompt with students
• Suggest that students develop a graphic organizer for processing information as
they read through the articles. They may want to begin with different colored
highlighters to note arguments on each side.
• Note that many of these articles are opinion pieces and not strictly informational.
Therefore, remind students that they are gathering information to inform rather
than argue a position.
• You may wish to have students work in pairs or small groups to work through the
articles and gather evidence, marking facts, quotations, and de initions that they
will include in their articles.
• Any un inished work should be completed for homework.
•
f
f

f
• Paired Non iction Essay
• Students should begin by rereading pages 123–124 of The Giver. Ask students:
• Are seat belt laws a good thing or a bad thing?
Is it a good thing or a bad thing that smoking is banned in many public
places? What about making sure that kids wear sunscreen at summer camps?
Giving people tickets when they speed?
• Discuss how all these laws are intended to protect people from hurting
themselves. Many people believe these laws are a positive thing, while other
people worry that people should have the right to make decisions about
what is right and wrong for themselves.
• Explain that in this task they are going to look at a real-life debate over this
question: the soda tax. This is a question that governments around the world
are currently grappling with.
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• Paired Non iction Essay

• Planning Day
• Explain to students that often, newspaper articles use shorter
paragraphs than essays use. Ask students to look at the structure of
the articles that they have read: how have they organized the
information that they include (you may wish to model this for
students, noting down where paragraphs give background
information about the issue, explaining both sides, etc.). Note if the
articles have used any section headings.
• Ask students to map out the basic structure of their articles (consider
offering a basic graphic organizer model for this), adding quotes and
bullet points for the most important points they will include in each.
f

• Paired Non iction Essay

• Students should begin by rereading pages 123–124 of The Giver. Ask students:
• Are seat belt laws a good thing or a bad thing?
Is it a good thing or a bad thing that smoking is banned in many public
places? What about making sure that kids wear sunscreen at summer camps?
Giving people tickets when they speed?
• Discuss how all these laws are intended to protect people from hurting
themselves. Many people believe these laws are a positive thing, while other
people worry that people should have the right to make decisions about
what is right and wrong for themselves.
• Explain that in this task they are going to look at a real-life debate over this
question: the soda tax. This is a question that governments around the world
are currently grappling with.
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• Paired Non iction Essay

• Drafting Day
• Using the graphic organizers they created yesterday, students
should draft their articles.
Ask students to underline and annotate places where they have
used speci ic quotations, facts, and de initions in their articles.
• You may wish to teach a short lesson on properly citing sources in
MLA format. MLA In-Text Citations: The Basics by Purdue
University is a useful resource.
• https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/
mla_in_text_citations_the_basics.html
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 p. 150-151 Mood

• “a wild-eyes horse”

• “whinnying in panic”

• “groaning men”

• “carnage”

• “grotesquely”

• “spurt of blood”

• “imploring mouth”

• “cries begging for water and for mother and for death”

• “shrieked”

• “overwhelmed by pain”

• “bear it no longer”

 Chapter 14-15

• What mood is developed on pages 137–

138 when Jonas experiences the memory
of breaking a leg?

• What speci ic words and phrases help to

develop this mood?
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 Chapter 14-15

• What is Jonas’s tone in his conversation with The Giver?

(p. 142-143)
• What is The Giver’s tone?
• What speci ic words and phrases help develop each character’s
tone?

 Chapter 14-15

• What is
signi icant
about the fact
that Jonas has
given a
memory away
to Gabe?
f
• What is the tone when
The Giver says, “Forgive
me.”? (p. 153)
• What words and phrases
(in and around the
sentence) help develop
this tone?

• How did it feel to hear

about the memory of
war? Do you think
reading this chapter
would have felt different
if you had never heard
about war before?
Chapter 16

• What kind of person was Jonas at the

beginning of this text?
• Write a list of characteristics Jonas
displayed in the irst several chapters of
the book.
f

• How has the experience

of the war memory
changed Jonas’s
perspective of his
community? (p.154-155)
• How does the memory of Christmas change Jonas’s perspective on Grandparents?
• Compare and contrast Janas’s perspective before and after.

•How has Jonas’s

relationship with
Gabriel developed
over the course of
the text? What does
the relationship
mean for Jonas?
• Support your
answer with
evidence from the
text.

• How does this conversation demonstrate a change in Jonas?

Why has Jonas changed? (p. 161-162)
• How did you feel reading today’s chapter and inding out that
there is no love in Jonas’s community?

f
• What do you think that Jonas meant when he said, “I can see that it was a
dangerous way to live”? —> Why might he feel this way?
• Which of the following memories do you think has had the greatest
impact on Jonas:
• The memory of war or the memory of Christmas? —>Explain why.

• Reread pages 165–167.

Chapter 17

• How and why has Jonas’s experience of the world changed?

• Provide speci ic evidence from these pages to support your ideas.
f

• How have the other children’s

perspective of Jonas changed
since he became The
Receiver?

• How does Jonas react to the

game the other children are
playing?

• Provide at least three pieces

of speci ic evidence from the
text to support your answer.
(p. 170-171)
f

• We live in a world
where most people
are aware that war
exists, whether or
not we have
personally
experienced it. Do
you think that
children should play
war games (in real
life or in video
games)?
Chapter 17

• Why does Jonas have

such a strong reaction
to the game of “good
guys and bad guys”—a
game that he had
played in the past?
• Why has his perspective
on the game changed?
• Provide at least two
pieces of evidence from
the text to support your
answer.

 Chapter 18

• What big questions

about the book are
inally answered in
today’s chapter?
f
 Chapter 18

• Have we reached the climax of the text yet?

• Explain your thinking using the de inition of
“climax.”

• What speci ic sentences from this chapter reveal the depth of feeling
that The Giver had for Rosemary?
• Provide at
f
least three.

•How does Lowry foreshadow possible future events in the text on pages 181–184?
• What predictions can you make based on these pages?
• Support your predictions with evidence from the text.

• Why do Jonas and

The Giver think it
is a good idea for
all members of the
community to
have access to the
memories?
• Why would they
want other people
to experience the
same pain that
they have had to?

 Chapter 18

• What does Jonas

think happens
when a person is
released? What do
you think
happens? [If you
already know the
answer, do not
spoil it!]
Choose one of the book covers of The Giver.
1. Describe what you see in the illustration. What happens in the story that is being shown in the illustration?
2. How does the illustration show a theme of the novel?

 Chapter 19

• What is release? What is your reaction to inding out what

happens when a person is released?

f
• Consider the way that Jonas’s father speaks to the newchild during the release
• What is his tone? What words and phrases help develop this tone?

• What is the mood

(emotions of the
reader) of the
release scene?

• How does
Father’s tone help
to develop this
mood?

• This is an example
of how mood and
tone can differ.

• Explain the
contrast between
mood and tone
here.

• Why do you think that The Giver does not just tell Jonas what release is?
• Why does he want him to watch the video?

• How do Jonas’s feelings about release change from the beginning to the
end of this chapter? Why do they change? Provide at least two pieces of
evidence to support your ideas.
• How do we know that these two chapters—19 and 20—make up the climax of the text?
• How has Jonas’s perspective of his father changed since
seeing him release the newchild?
• —-Provide evidence from ch. 19 and 20.

• How has Jonas’s perspective of his community changed since the beginning of the text?
• Be sure to use the word “disillusioned” in your answer.
• Support your answer with speci ic evidence from chapter 20 to demonstrate his
changed perspective.

• The Giver tells Jonas,

when talking about the
other members of the
Community, “They can’t
help it. They know
nothing.” (p. 194)
• How do you respond to
this idea?
• Should we think
differently about their
actions because they do
not fully understand what
they are doing when they
perform release?

• After witnessing the release of the

newchild, Jonas and The Giver decide
that Jonas must leave the community.
Why does this event convince Jonas
that this is the only way forward?
• In your response, be sure to answer
the following questions:
• How will leaving the community
bene it Jonas? How will Jonas leaving
bene it the community?
• Provide at least two pieces of
evidence from the text to support
your answer.
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 Chapter 21

• What is Jonas’s father’s tone as he talks

about Gabe’s release?
• What words and phrases help develop
this tone? Provide at least two.

• What mood is developed on

pages 207–208 (after and
before the page breaks). What
speci ic words and phrases
help to develop this mood?
Provide at least three.
f
• How do the memories that Jonas gives to Gabriel compare to the reality
around them on pages 211-212? What speci ic words and phrases help to
emphasize this juxtaposition?

f
• Jonas looks back on his community. He reflects, “At dawn,
the orderly, disciplined life he had always known would
continue again, without him. The life where nothing
was ever unexpected. Or inconvenient. Or unusual. The
life without color, pain, or past.” (p.210)

• Select three descriptive words/phrases from this passage.

What are the connotations of these words used to describe
the community? How do the connotations of these words
compare with the way Jonas feels about his community?

• Why does the rest of the

family not seem upset by
the fact that Gabriel will
be released? Even if they
don’t understand death,
why don’t they feel sad
about the idea that they
will never see him again?
Chapter 22-23

• How does Jonas react as the landscape around him changes? Does he think of these
changes positive or negative?

• Provide at least two pieces of speci ic evidence from the text to support your answer.

f
• What sacri ices has Jonas made for his community?
• Support your answer with speci ic evidence from the text.
f
f

• Do you think
Jonas is heroic or
foolish?
• Has your answer
changed since last
chapter?
• Explain your
answer with details
from the text.

• Why is the last scene of this book signi icant?

• How does it link back to other sections of the text?

• Reread the conversation that Jonas and The Giver have on page 124-125.

• Then, reread the following passage from page 220:

• “Once he had yearned for choice. Then, when he had a choice, he made
the wrong one: the choice to leave. And now he was starving.

• But if he had stayed...

• His thoughts continued. If he had stayed, he would have starved in
other ways, He would have lived a life hungry for feelings, for color, for
love.”

• How has Jonas’s understanding of what it means to have choices changed

over the course of the text?

 End of Novel — Whole Text Questions

• What thematic topics are addressed in this text? Create a list of at least ive. What theme does
Lowry develop about emotional and physical pain? Where in the text does Lowry explore this
theme?

• Discussion: Probably the biggest complaint Lois Lowry gets from readers about The Giver is
about its ending. Readers want a more exact ending to the book and to know speci ically what
happened. In an interview, Lowry once said that she did not do that for readers because The
Giver represents many things to different people, and she wanted to leave room for people bring
their own hopes and beliefs about society into the ending. Lowry explained that she did not want
to put her own beliefs into the ending so readers could make up their own conclusions. Do you
agree with Lois Lowry's choice to leave an open-ended resolution?

f
f
 End of Novel — Whole Text Questions

• Is Jonas’s community a dystopia? In what ways?

•
How does Jonas change over the course of the text?

• Consider the ending of the book. Do you think that Jonas was heroic or foolish to put
himself and Gabriel in danger?

• How does this book support and challenge the idea that “ignorance is bliss”?

• What message is Lowry trying to communicate by leaving the ending of the book
ambiguous?







 End of Novel — Whole Text Questions

• What theme does Lowry develop on the topic of choice? What details help to
develop this theme?

• OR

•
What theme does Lowry develop on the topic of memories? What details help to
develop this theme?



 Paired Non iction — Euthanasia

• Briefly describe the debate over whether euthanasia/physician-assisted suicide should be legal.

• How does the author of "Ethics of euthanasia - introduction" support the key detail that the moral questions raised by euthanasia are complex and
numerous?

• What technique does the author of "Ethics of euthanasia - introduction" use in the irst paragraph in the subsection “Why people want euthanasia”? What
key detail is the author illustrating through this?

• Discussion:Basedonthede initionsofeuthanasiaandphysician-assistedsuicide,doyouthinkthesethingsarethesameas“release”in The Giver? Consider the

release of newchildren, the release of the old, and Rosemary’s request for release. Do you think any of these qualify?

• How does Andrew Dugan, author of the article “In U.S., Support Up for Doctor-Assisted Suicide,” introduce and illustrate the idea that American views on
physician-assisted suicide have changed? Provide speci ic examples from the text.

• In “Pro 5,” writer Brittany Maynard arguably has multiple purposes. Identify two of these purposes and provide evidence to support them.

• What is the author’s purpose in the article “Ethics of Euthanasia - Introduction”? How do you know?
What is the author’s purpose in the article, “In U.S., Support Up for Doctor-Assisted Suicide.” How do you know? What is the author’s purpose in “Pro 1”?
What information from the text conveys this purpose?
What is the author’s purpose in “Con 2”? What information from the text conveys this purpose?

• Discussion: What is your position on the debate over physician-assisted suicide? What information from our reading did you ind most compelling or
convincing?

•
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 Possible Questions - Socratic Seminar

• Is Jonas’s community a dystopia? In what ways?

How does Jonas change over the course of the text?
Consider the ending of the book. Do you think that Jonas was heroic or foolish to put himself and
Gabriel in danger? How does this book support and challenge the idea that “ignorance is bliss”?
What message is Lowry trying to communicate by leaving the ending of the book ambiguous?

• What is a utopia? What is a dystopia? How does this book demonstrate the idea of dystopia?

• Part2

• Is The Giver a dystopian novel? How do you know?

Part3
Is it worth sacricing freedom, choice, and individuality for peace, contentment, and ease? Part4
Why is this book considered a coming-of-age novel?














 Sentence Starters for Socratic Seminar

• I agree with what you said about _________ and I’d like to add _______

• I agree with what you said about ___________, but I disagree with ______
because _____________________.

• I disagree with the idea that _____________________ because _____________________.

• Can you clarify/elaborate on that idea by giving evidence from the text?

• I understand what you said about _____, but I’m confused by _________.

• Something I’m feeling confused about is _____________________.












 - Ask open-ended questions.

- Participate and follow the dialogue.

-Focus questions and responses on text evidence from what we’ve read as a
class.

- Respect each other. Disagree with ideas, not people.

-Allow and encourage others to speak.

- Speak loudly and clearly.

Talk to each other, not to me.

 Sample Sentence Starters:

● I agree with w hat you said about _______________ and I’d like to add
______________.

● I agree with what you said about ___________________, but I disagree with _____________
because _____________________.

● I disagree with the idea that _____________________ because _____________________.

● Can you clarify/elaborate on that idea by giving evidence from the text?

● I understand what you said about _____________, but I’ m confused about _____________.

● Something I’m feeling confused about is _____________________.











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 Essay - Intro Task - The Giver and “Dystopias…” Article

• The Giver is considered a classic example of the genre of dystopian iction. In what ways does The
Giver demonstrate the characteristics of a dystopian novel? Select at least two aspects of dystopias
from the reference text “Dystopias: De inition and Characteristics” and provide evidence and
examples from The Giver that demonstrate these ideas.

• Your essay should:

• Be at least four paragraphs long

Include a strong introduction with a thesis statement
Provide multiple pieces of relevant quoted textual evidence Include analysis that links evidence back
to your thesis statement Include a strong conclusion



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 Essay - Class 1

• Evidence Selection

• Unpack the prompt.

• Studentsshouldreviewthedocument“Dystopias:De initionandCharacteristics”
andwritedownanyexamplesfrom TheGiverthatcome to mind when reading these bullet points.

• Have students select two characteristics (individual bullet points from the document) of dystopias
that they feel are represented in The Giver.

• Students should return to the text to ind speci ic examples and textual evidence to support the
characteristics they have chosen. [See implementation notes.]

• Any un inished work should be completed for homework.

•
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 Essay - Class 2

• Developing Claims and Drafting

• Now that students have gathered evidence, they should begin to draft their thesis statements.

• Be sure to remind students that the question is not whether The Giver is a dystopian novel but
rather why it is considered a dystopian novel. They should speci ically reference the two
characteristics of dystopia that they have chosen as they draft their thesis statement. You may wish
to complete a show-call to demonstrate a strong thesis statement.

• Students should spend the rest of class drafting two body paragraphs (one for each aspect of
dystopia that they have chosen).

 Essay - class 3

• Writing Introductions and Conclusions

• Ask students to reflect on the role of an introduction: why not just state your thesis and move on to body
paragraphs? Similarly, ask students to reflect on the role of a conclusion: why not just inish the essay after
your second body paragraph? In what ways should a conclusion be similar to and different from an
introduction?

• If possible, provide examples of strong introductions and conclusion statements. Students should complete
their essays today.

f
 Possible essay

•Identify arguments an author makes and explain whether or not claims are supported by reasoning and evidence.
•READINGS AND MATERIALS
•Article: “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, LCSW TARGET TASK
•WRITING PROMPT
•In the section, “Negative Effects of Screen Time,” Amy Morin writes that too much screen time, “could be harmful” to
young people. Does she provide evidence to support this claim? If so, what evidence does she provide to support this
claim?
•MASTERY RESPONSE
•Yes, Amy Morin provides evidence to support her claim. She references a number of different ways that screen time
can negatively impact young people, including that “The light emitted from screens interferes with the sleep cycle in
the brain and can lead to insomnia” and “Elementary school-age children who have televisions in their bedrooms do
worse on academic testing.” This evidence directly supports her claim about potential harmful impacts of screen time.
•KEY QUESTIONS
•CLOSE READ QUESTIONS Part1
•What is the main argument that Amy Morin makes in this article? Provide at least one piece of specic evidence to
support your answer.
•support this claim?

 “Old Glory” - Bruce Coville

1.“What if the Uncles thought he had polluted our whole family? I could only
think of one way to save us. I slipped into a televid booth to call my Uncle.”
— Explain the way the narrator is using the words “polluted” and “Uncle” in this
quote.

2. Why do you think the author chose to write the story in the form of a student’s
essay for Humanities Class?

3. Why do you think the the narrator and his Gran-Da have opinions about the
government that are polar opposites?

4. What themes do you think the author is trying to present?

Amy Morin claims, “Exposure to violent TV shows, movies, music, and video games can cause children to become desensitized to it.” Does she provide evidence to support this claim? If so, what evidence does she provide to support this claim?

Part3
Amy Morin claims that adults may experience many of the same harmful effects of screens as young people. Does she provide evidence to support this claim? If so, what evidence does she provide to support this claim?

DISCUSSION QUESTION Part4

Do you have rules around screen use in your home? How much time do you spend on screens every day? Do your parents use screens more or less than you do?

Amy Morin writes: “It's important for you to set healthy limits on your electronics use for... your child's sake.” Does she provide evidence to support this claim? If so, what evidence does she provide to support this claim?

VOCABULARY

impose

HOMEWORK

Article: Less Screen Time Means a Better Mind and Body for Kids Article: Why the screen babysitter is worse than you think
Identify arguments and claims authors make and explain whether or not claims are supported by reasoning and evidence.

READINGS AND MATERIALS

Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee
Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board

TARGET TASK

WRITING PROMPT

What claim does the Baltimore Sun Editorial Board make in “Why the Screen Babysitter is Worse Than you Think” about screens and child development? Do they provide evidence or reasoning to support this claim? If so, what evidence do they provide?

MASTERY RESPONSE

The Baltimore Sun Editorial makes the claim that screens can have a negative impact on child development. They support this claim with evidence from a study, which found, “brain scans of young children and found that kids aged 3 to 5 years old had underdeveloped white matter in their brains if they watched screens for more than
an hour a day.”

KEY QUESTIONS

CLOSE READ QUESTIONS Part1

What central argument does writer Katharine Lee make about parents making rules about screen time in the article, “Less Screen Time Means a Better Mind and Body for Kids"?

Part2

What claim does Katharine Lee make about educational activities on screens? Does she provide evidence or reasoning to support this claim? If so, what evidence does she provide?

Part3

What claim does the Baltimore Sun Editorial Board make in paragraph two of “Why the Screen Babysitter is Worse Than you Think”? Do they provide evidence or reasoning to support this claim? If so, what evidence do they provide?

DISCUSSION QUESTION Part4

If you were a parent, do you think you would put limits on your children’s screen usage? Why or why not? Has anything you have learned about over the last two days inuenced your answer to this question?

What claim does the Baltimore Sun Editorial Board make about doctors?

Doctors are primarily to blame for parents’ inability to limit kids’ screen time

Doctors need to educate parents about the signicant health concerns of screen time on children

Undereducated parents are less likely to have access to healthcare, and are therefore less likely to learn about
the impact of screen time on children from a doctor

Doctors are better able to educate parents on the dangers of screen time than the media is

Part6

Does the Editorial Board provide evidence or reasoning to support this claim?

a. No, this claim is not supported by evidence or reasoning

b. Yes, this claim is supported by evidence from specic research on the impact of doctors on the screen use of

their patients
c. Yes, this claim is supported by reasoning around the unique relationship between doctors and patients.

HOMEWORK

Article: Kids Must Learn to Control Their Own Screen Time

COMMON CORE STANDARDS

CORE STANDARDS

RI.6.8 — Trace and evaluate the argument and specic claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
















Explain how specic sections of an article t into the overall structure of the text and helps to develop meaning.

READINGS AND MATERIALS

Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman TARGET TASK

WRITING PROMPT

Read the nal sentence of this article. Why does the author include this sentence? How does it develop his main idea? Carefully explain your reasoning.

MASTERY RESPONSE

The last sentence of the text supports John Kielman’s central idea that kids should be allowed to make decisions about their own screen time. By saying that his son started to actually read a book on his Kindle—instead of playing a game—it demonstrates that kids won’t necessarily make poor choices if they are given the chance to
make their own decisions.

KEY QUESTIONS

CLOSE READ QUESTIONS Part1

What is John Kielman’s primary argument about kids and screen time? Provide one piece of evidence from the text to support your answer.

Part2

Read the third paragraph of the essay. What is the purpose of this paragraph? How does it contribute to the development of ideas in the essay?

Part3

Read the sixth paragraph of this essay. What is the purpose of this paragraph? How does it contribute to the development of ideas in the essay?

DISCUSSION QUESTION Part4

Do you think you would do a good job of controlling your own screen time (or do a good job now, if you don’t have rules around it)?

“My wife and I have decided to try this approach, though I'm already anticipating complications galore. Does reading comic books count as productive? And what about building a fortress in Minecraft? Isn't that creative?”

Part A: What is the purpose of the paragraph above in the text overall?

To support the idea that John Kielman thinks that his kids will spend too much time online if he lets them have unlimited screen time

To suggest that John Kielman knows that no system around screen time will be perfect

To present the idea that John Kielman and his wife will struggle with setting limits for themselves

To challenge the idea that young people who have unlimited screen time are not productive or creative

Part B: Which of the following sentences from the text serves the same purpose as the paragraph above?

a. “More and more adults have nighttime work they're expected to do at home, and that requires a computer.” b. “it's important to set guidelines if kids are to have any chance at all as the digital current becomes ever

stronger.”
c. "Homework was suddenly getting done without me nagging." d. “Undoubtedly there will be plenty of cheating and backsliding.”

VOCABULARY

compulsive

HOMEWORK

Article: Don’t Limit Your Teen’s Screen Time

COMMON CORE STANDARDS

CORE STANDARDS

RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section ts into the overall structure of a text and contributes to the development of the ideas.










Explain how specic sections of an article t into the overall structure of the text and help to develop meaning.

READINGS AND MATERIALS

Article: “Don’t Limit Your Teen’s Screen Time” by Chris Bergman TARGET TASK

WRITING PROMPT

What is the purpose of the second paragraph in the article, “Don’t Limit Your Kids’ Screen Time”? How does it help to support his argument? Provide evidence from this paragraph and carefully explain your thinking.

MASTERY RESPONSE

The second paragraph in the text demonstrates the potential negative effects of limiting screen time—that it leads to binging and arguments. The author uses an example from his own life to support his argument that limiting screen time doesn’t always have the effects parents might want. He describes visiting friends and spending “the
whole time glued to the Nintendo system.” These examples demonstrate the fact that limiting screen time can actually have negative impacts on kids’ behavior.

KEY QUESTIONS

CLOSE READ QUESTIONS

Part1

What is author Chris Bergman’s primary argument in his article, “Don’t Limit Your Kids’ Screen Time”?

Part2

Read the last two paragraphs of the article, “Don’t Limit Your Kids’ Screen Time”? What is the purpose of these paragraphs? What ideas do they develop? Provide evidence from these paragraphs and explain your thinking.

DISCUSSION QUESTION Part3

Has screen time had a positive impact on your life? Explain.

Which of the following lines of text has a similar purpose to the one you identied in your Target Task?

“Videogames were my rst real exposure to programming, and they helped me realize my career in technology.”

“As an experiment, I stopped restricting my children’s screen time in my house, and immediately saw results at a recent family reunion.”

“While my kids were out playing with their cousins in the backyard, my nephew was locked on the TV for the entire evening.”

“Of course, kids will still binge. Adults binge. Netix has built an entire viewing model around binging.”

Part5

Explain why the sentence you selected from question one supports the same purpose as you identied in your Target Task.

VOCABULARY

anecdote

HOMEWORK

Video: 3 Fears about screen time for kids—and why they're not true

COMMON CORE STANDARDS

CORE STANDARDS

RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section ts into the overall structure of a text and contributes to the development of the ideas.








Identify arguments and claims authors make, and explain whether or not claims are supported by reasoning and evidence.

READINGS AND MATERIALS

Video: “3 Fears about screen time for kids—and why they're not true” by Sarah DeWitt TARGET TASK

WRITING PROMPT

What claim does Sara DeWitt make about screen time and isolation? Does she provide evidence to support this claim? If so, provide specic examples from the text to support your answer.

MASTERY RESPONSE

Sara DeWitt makes the claim that screen time does not necessarily have to isolate young people. It offers opportunities for parents and kids to interact. She provides an anecdote about talking to her own child about the game he was playing, and how it served as a point of connection for them. “This hilarious conversation about what
was fun in the game and what could have been better continued all the way to school that morning.” This demonstrates that screen time can connect rather than separate parents and children.

KEY QUESTIONS

CLOSE READ QUESTIONS Part1

What claim does Sara DeWitt make about screen time and exercise? Does she provide evidence to support this claim? If so, provide specic examples from the text to support your answer.

Part2

What claim does Sara DeWitt make about screen time and education? Does she provide evidence to support this claim? If so, provide specic examples from the text to support your answer.

DISCUSSION QUESTION Part3

Do you think that screens are a “necessity” in our world today? Are some types of screens—TVs, computers, phones, e-readers, videos games—more necessary than others?

COMMON CORE STANDARDS

CORE STANDARDS

RI.6.8 — Trace and evaluate the argument and specic claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.

READINGS AND MATERIALS

Article: “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, LCSW Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee
Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board Article: “Don’t Limit Your Teen’s Screen Time” by Chris Bergman

Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman
Video: “3 Fears about screen time for kids—and why they're not true” by Sarah DeWitt

TARGET TASK

WRITING PROMPT

What are the benets and downsides of parents limiting their children’s screen time? Create a poster of a pros/cons chart, listing at least three reasons on each side of the argument, providing evidence from the texts to support each reason. Cite your sources using MLA format.




Explain the expectations of the writing task, write a clear thesis statement and begin to craft strong body paragraphs.

READINGS AND MATERIALS

Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee
Article: “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, LCSW Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman
Article: “Don’t Limit Your Teen’s Screen Time” by Chris Bergman
Video: “3 Fears about screen time for kids—and why they're not true” by Sarah DeWitt

TARGET TASK

WRITING PROMPT

In The Giver, Jonas’s community has taken away people’s ability to make decisions in their lives, in order to protect people from the danger of making bad choices.

Many parents believe that screen time is bad for children, and that it is their responsibility to prevent their children from making the “bad choice” of spending too much time on screens. Considering the articles we have read, write an essay in which you argue your position on the following question:

Should parents limit their children’s screen time?

Using evidence from at least two of the articles you have read to support your position. Your letter must include an introduction, at least two body paragraphs, and a conclusion paragraph.

MASTERY RESPONSE

See Exemplar Response (Lessons 26-29). HOMEWORK

Finish writing body paragraphs.

COMMON CORE STANDARDS

CORE STANDARDS

W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Write effective introduction and conclusion paragraphs.

Establish and maintain a formal style and use words to clarify their reasoning.

Finish a nal draft of the essay.

Optional: Complete an “annotated” version of your essay, underlining/highlighting the following aspects:

Hook
Background
Thesis
Evidence
Analysis
LInking/transition words Vocabulary words
Pronouns
Restated thesis
“Why this matters” in conclusio


























Chapter