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Plan
Week 1
Day 1
Day 2
Day 3
Day 4
Day 5
Activities
Project Launch: Freedom and Choice Escape Room - Students work in teams to solve puzzles inspired by themes from The Giver, discussing ethical implications and individuality. (45 min)
Introduction to The Giver - Begin reading the first chapter aloud and discuss initial impressions. Students explore essential questions about freedom and choice. (20 min)
Vocabulary Scavenger Hunt - Students independently research domain-specific words related to The Giver and share findings with the class. (25 min)
Character Analysis - Identify key characters in The Giver and discuss their roles in the society presented in the novel. (25 min)
Creative Writing Exercise - Rewrite a scene from The Giver from a different character's point of view, focusing on language and perspective. (20 min)
Multimedia Comparison - Watch a short video clip related to themes in The Giver and compare with the text, analyzing portrayal differences. (25 min)
Discussion on 'Sameness' - Students discuss how the concept of 'sameness' affects characters and reflect on diversity and acceptance. (20 min)
Research Project Introduction - Students begin investigating real-world examples of societies with limited choices, planning their inquiry focus. (25 min)
Reflection Journal - Students write about their evolving understanding of freedom and individuality through insights from The Giver. (20 min)
Deliverables
1. Completion of the 'Freedom and Choice Escape Room' with reflections on the decision-making process.
2. A list of vocabulary words identified during the scavenger hunt, including definitions and example sentences.
3. A reflective journal entry on initial thoughts about freedom, individuality, and language in The Giver.
4. Participation in a Socratic seminar discussing the themes of choice and individuality in The Giver.
5. Annotated notes from the first few chapters of The Giver, highlighting key themes and language use.
Preparation 1. Set up the 'Freedom and Choice Escape Room' with puzzles related to themes from The Giver.
2. Gather copies of Lois Lowry's The Giver for all students.
3. Prepare a list of vocabulary words from the first few chapters of The Giver for the scavenger hunt.
4. Create a rubric for evaluating student participation and reflection in the escape room activity.
5. Organize materials for a Socratic seminar, including discussion prompts related to freedom and individuality.
6. Develop guidelines and a framework for the reflective journal students will maintain throughout the unit.
7. Ensure access to a variety of multimedia resources such as videos and audio clips related to The Giver.
Week 2
Day 6
Day 7
Day 8
Day 9
Day 10
Activities
Exploring Themes: Freedom and Individuality - Students discuss the essential question: 'What are the ethical implications of a society without choice?' and identify examples from The Giver. (25 min)
Character Perspectives - Group activity where students create character profiles to understand different viewpoints in the novel. (20 min)
Language and Society Workshop - Analyze how language shapes the society in The Giver, and brainstorm its impact on our own lives. (25 min)
Vocabulary Application - Use vocabulary from The Giver in a collaborative story-writing exercise. (20 min)
Research Skills Development - Guide students to conduct research on real-world societies with limited choices, linking findings to The Giver. (30 min)
Reflection and Peer Feedback - Students share their research progress and receive feedback from peers. (15 min)
Multimedia Presentation Planning - Students outline their multimedia presentations on societies with limited choices, including visual and audio elements. (25 min)
Analyzing 'Sameness' - Facilitate a class discussion on the theme of 'sameness' and its effect on characters in The Giver. (20 min)
Socratic Seminar Prep - Students prepare for a Socratic seminar by reflecting on personal experiences and insights gained from The Giver. (20 min)
Debate Preparation - Teams plan their arguments for the upcoming debate on the ethical implications of a society without choice. (25 min)
Deliverables
1. Collaborative short story set in a society without choice using domain-specific vocabulary from The Giver.
2. Participation in Socratic seminar with reflections on freedom, individuality, and personal experiences.
3. Rewritten scene from The Giver from a different character's perspective.
4. Engagement in debate presenting arguments on the ethical implications of a society without choice.
5. Initial research findings and outline for multimedia presentation on real-world societies with limited choices.
Preparation 1. Gather copies of The Giver and vocabulary lists for domain-specific words.
2. Prepare prompts and questions for the Socratic seminar to guide discussions on freedom and individuality.
3. Provide guidelines and examples for rewriting scenes from different perspectives.
4. Create a debate framework with specific topics and roles for presenting arguments.
5. Compile research resources, including articles, videos, and multimedia tools for investigating societies with limited choice.
Week 3
Day 11
Day 12
Day 13
Day 14
Day 15
Activities
Debate Preparation - Students form groups to prepare for the upcoming debate on the ethical implications of a society without choice, gathering evidence from The Giver and external research. (20 min)
Vocabulary Integration Workshop - Collaboratively use newly acquired domain-specific vocabulary to refine arguments and points for the debate, ensuring clear and effective communication. (25 min)
Debate Day - Conduct the debate on the ethical implications of a society without choice, allowing students to present their arguments and use evidence from The Giver and their research. (45 min)
Reflective Essay Drafting - Students begin drafting a reflective essay analyzing how their perspective on language and its role in shaping society has evolved after reading The Giver. (25 min)
Peer Review Session - Exchange essays with a partner to provide and receive feedback, focusing on clarity, vocabulary usage, and connection to personal observations. (20 min)
Multimedia Presentation Workshop - Continue working on multimedia presentations about real-world societies with limited choices, focusing on integrating visual and audio components. (25 min)
Feedback and Revision - Share presentations with peers to gather feedback and make necessary revisions, ensuring clarity and impact. (20 min)
Socratic Seminar on Freedom and Individuality - Facilitate a discussion where students reflect on how their understanding of these themes has evolved through studying The Giver, connecting insights to personal experiences. (45 min)
Deliverables
1. Collaborative short story using vocabulary from The Giver, set in a society without choice.
2. Creative writing piece: a rewritten scene from The Giver from a different character's perspective.
3. Research findings and initial multimedia presentation draft about societies with limited choices.
Preparation 1. Gather copies of The Giver and additional articles or texts about societies with limited choices.
2. Prepare multimedia resources, including access to computers, presentation software, and audio/visual equipment for student use.
3. Provide materials for creative writing, including paper, pens, and dictionaries for vocabulary research.
4. Create a list of domain-specific vocabulary words related to The Giver for the scavenger hunt.
5. Set up guidelines and templates for the multimedia presentations.
Week 4
Day 16
Day 17
Day 18
Day 19
Day 20
Activities
Final Research Presentation Rehearsal - Students practice delivering their multimedia presentations in small groups, incorporating peer feedback and refining their communication techniques. (25 min)
Reflective Essay Planning - Students outline their reflective essays, identifying key insights about language and its role in shaping society, drawing on examples from The Giver. (20 min)
Debate Preparation - Students finalize their arguments and evidence for the upcoming debate on the ethical implications of a society without choice, ensuring they can articulate their positions clearly. (25 min)
Creative Writing Polishing - Students refine their creative writing pieces, focusing on narrative perspective and the use of language, preparing for inclusion in the final exhibition. (20 min)
Socratic Seminar - Facilitate a Socratic seminar where students discuss how their understanding of freedom and individuality has evolved, connecting insights from The Giver to personal experiences. (30 min)
Peer Feedback and Revision - Students exchange reflective essay drafts with peers for feedback and begin revisions based on suggestions. (15 min)
Final Debate - Students participate in the debate on the ethical implications of a society without choice, using evidence from The Giver and their own research to support their positions. (30 min)
Reflective Essay Finalization - Students complete and submit their reflective essays, integrating vocabulary learned throughout the unit and personal observations. (15 min)
Society and Choice Symposium - Students host an exhibition where they present their research projects and creative writing pieces to peers, teachers, and family members, facilitating discussions on the ethical implications of societies with limited choices. (45 min)
Deliverables
1. Completed multimedia presentation on real-world societies with limited choices, including visual displays and audio components.
2. Participation in the 'Society and Choice Symposium,' showcasing research and creative writing pieces.
3. Active contribution to the Socratic seminar, demonstrating reflective thinking and connection to personal experiences.
4. Structured debate argument and rebuttal, substantiated with evidence from The Giver and research findings.
5. Reflective essay analyzing the role of language in shaping society, incorporating vocabulary and personal insights.
Preparation 1. Set up technology and equipment for multimedia presentations, including projectors, speakers, and computers.
2. Prepare a rubric for peer review and self-assessment to guide students in evaluating their research projects and presentations.
3. Arrange seating and materials for the Socratic seminar and debate, ensuring a conducive environment for discussion.
4. Gather feedback forms for family members and peers to provide constructive insights during the symposium.
5. Coordinate logistics for the symposium, including invitations and setting up exhibition spaces for presentations.