DAILY CLIPBOARD LESSON PLAN

DOUBLE PLANNING

Name: Ms. Catalina Davila

Subject/Time: Language Arts/9:0010:15

Date: May 18, 2015

Key Lesson Elements

Overview
Goal:

Students will review and understand the overall story plot of The Giver by Lois Lowry.

Objective(s)
SWBAT:

Summarize chapters 20 through 23

Analyze important events in chapters 20 through 23
Draw correlation between summarizing and understanding the novel plot.

Standards:

CCSS.ELA-LITERACY.RL.5.2

Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.W.5.1

Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.
Materials &
Technology:

What teacher needs:

Laptop
Projector
Comprehension Questions
What each student needs.
The Giver book
The Giver Chapter Summary Packet

Vocabulary
words/ Key
concepts:

Burden: a heavy load

Plot: the sequence of events, or the storyline

What is the Teacher Doing?

Lesson:

Do Now (3 minutes):
Instruct students to take their The Giver
book and their summary packet.

What are the Students Doing?

Students are taking their The Giver book
and their completed chapter summaries.
Students are to do this without talking.

Teacher has the laptop set up and is

setting up the comprehension discussion
questions.

Instruction (40-45 minutes):

Ask for volunteers to read each chapter
summary. If there are no volunteers
draw sticks with name.
Then, In groups of six students will
discuss the following questions:

Students are participating by

volunteering to read their chapter
summaries.
Students may raise their hand if they
have a clarifying question or have

DAILY CLIPBOARD LESSON PLAN

DOUBLE PLANNING
anything to add to the summaries read.
Chapters 20-23

How does The Giver explain to Jonas why

citizens like Jonass father are able to
perform tasks like release without sorrow
or regret?
Do you agree or disagree that memories
should be shared? Explain
What plan do The Giver and Jonas make
escape and how does it change?
What methods does Jonas use to avoid
being discovered as he travels? What
difficulties does he face once he leaves
his community
Ask groups to give a thumb up if they
have discussed the four questions. See
what groups still need more time.

Each table of six students will have

approximately 5-10 minutes to discuss
the four questions.
Students should ask clarifying questions
if they are confused with any question or
part from The Giver.

Groups should let teacher know by giving

a thumbs up if they have discussed all
questions or need more time.

Have class discussion about chapters 20

through 23 comprehension questions
Explain the Illustrated Plot Diagram
Assignment using the rubric.
Using each chapter summary to
complete Illustrated Plot Diagram.
Diagram must include color.

When students receive Illustrated Plot

Diagram and the rubric, students should
write their name on both sheets and start
working.

Closing (3-5 minutes):

Show students a good example of the
Illustrated Plot Diagram from one of their
peers.

Students may ask questions about

Illustrated Plot Diagram Assignment
passed on the example they have seen.

Remind students to bring in permission slip to

see The Giver play Friday.

Homework:

Complete The Giver Chapter Summary Packet (5-7 sentences each paragraph
summary; due Tomorrow)
Complete the Illustrated Plot Diagram Assignment (due Tomorrow)

DAILY CLIPBOARD LESSON PLAN

DOUBLE PLANNING
Assessment:

Formative:
Participation (reading summaries, asking questions)
Group Discussions about Chapter Comprehension Questions
Summative:
Illustrated Plot Diagram Assignment
The Giver Chapter Summary Packet

Accommodation(
s)/
Modification(s):

Students will be allowed to have an additional day to complete the Illustrated Plot
Diagram Assignment and the Giver Chapter Summary Packet.
Students who are struggling may have a student assistant who will kindly help them
understand and/or complete the assignment.

Extension(s):

Students will complete the following journal assignment in their reading or writer's
notebook:
Write a speech that The Giver might give to the citizens of his community
after Jonass memories being drifting back to the people. Consider the
Givers audience, his goal in making the speech, and the tone of the speech.