KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS

GoaIs, Objectives, & EssentiaI Questions
A. Broad GoaI:
Students wiII compIete the web quest and the accompanying journaI to
deveIop a more in depth understanding of The Giver.




B. Objectives:
1. Given the reading content and video, students wiII be abIe to
proficientIy describe the importance of individuaIity.
2. Given the definition and exampIes of Utopian societies, students wiII
be abIe to identify key characteristics of this form of government
with 90% accuracy.
3. Given the appropriate figures, students wiII be abIe to identify the
mathematicaI procedures necessary for this situation with 95%
accuracy.
4. Given facts from history, students wiII be abIe to anaIyze how history
shapes a society with proficiency.
5. Given the video, students wiII be abIe to determine how specific
structures of the eye work with 90% accuracy.
6. Given their journaI, students wiII be abIe to demonstrate that they are
abIe to reIate the content to their Iife with proficiency.

Teacher:
Jessica Burke
ID:
SchooI: West Carter Middle School Date of
Observation:

Subject
area:
Language Arts District: Carter County
Ages of
students:
12-13 Type of
cIassroom
traditional

Grade IeveI: 8th # of IEP
# of 504
TotaI
number
of students:


# of GSSP
# of ELL
Title of
Lesson
Plan:
Web Quest over The Giver
TitIe of Unit: %he Giver






C. EssentiaI Questions:
1. can identify the importance of individuality.
2. can identify the characteristics of a Utopian society.
3. can identify the appropriate mathematical procedures in a given
situation.
4. can identify how historical events help to shape a society.
5. can identify how specific structures in the eye work.
6. can relate content reading such as %0;07to my own life.






Student Assessment:


Procedure
Number
Objective
Number
%ype of
Assessment
Description
of
Assessment
Depth of
Knowledge
Adaptations
and/or
Accommodations

1

1
formative Students will
describe the
importance
of
individuality
2,3 Students will be
able to review the
video

2

2
formative Students will
compare and
contrast
Utopian
societies
2,3 Review
characteristics of
the Utopian
society in %0
;07
3


3
formative Students will
determine
how the
population
would be
affected
2,3 %he formula is
given to them

4

4
formative Students will
relate
historical
events to the
formation of
2,3 %he dates to
investigate are
given to them
a society

5

5
formative Students will
explore
structures of
the eye
2,3 Review the key
points of the
video

6

6
formative Students will
complete
their journals
2,3 Journals will be
taken up each
day to monitor
progress
Connections

A. Primary Lesson Standards:

Kentucky Learner GoaIs & Academic Expectations:
Science: 2.3 Students identify and analyze systems and the ways their components work
together or affect
each other.
SociaI Studies: 2.15 Students can accurately describe various forms of government and
analyze issues that relate to
the rights and responsibilities of citizens in a democracy.
2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues
to
develop historical perspective.
Reading: 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias,
and computer
reference programs and research tools.

1.2 Students make sense of the variety of materials they read.
Mathematics: 2.8 Students understand various mathematical procedures and use them
appropriately and
accurately.





Program of Studies:
Science: all cells contain specialized parts that are structured to efficiently perform the cell's
essential
functions.

Social Studies: demonstrate an understanding (e.g., speak, draw, write, projects, present) of
the nature of
government:

Reading: use comprehension strategies (e.g., using prior knowledge, generating clarifying,
literal and
inferential questions, constructing sensory images, locating and using text features) while
reading, listening to, or viewing literary and informational texts
use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support,
description, classification, logical/sequential) to aid in comprehension

demonstrate understanding of literary elements and literary passages/texts:
4identify and explain characteristics of different types of literary texts (e.g., myths, epics,
poems, novels, dramas)
4explain the main idea of a passage
demonstrate understanding of informational passages/texts:
4locate key ideas, information, facts or details
4use information from text to state and support central/main idea
4use information from text to accomplish a specific task or answer questions
4use text features and visual information (e.g., maps, charts, graphs, time lines, visual
organizers) to understand texts
interpretations of text involve linking information across parts of a text, determining importance of
the information presented.
references from texts provide evidence to support conclusions drawn about the message, the
information presented, or the author's perspective.
authors make intentional choices that are designed to produce a desired effect on the reader

Mathematics: add, subtract, multiply, divide and apply order of operations (including positive
whole number
exponents) using rational numbers to solve real-world problems









Core Content for Assessment:
Science: SC08341
Students w||| exp|a|n the re|at|onsh|p between structure and funct|on of the ce||
components us|ng a var|ety of representat|ons
SociaI Studies: SS08111
Students w||| compare purposes and sources of power |n the most common
forms of government (monarchy democracy repub||c)
Reading cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text
analyze how a text makes connections among and distinctions between individuals, ideas, or
events
Mathematics: 8.EE solve linear equations in one variable










The above standards reIate to this Iesson because the students wiII
compIete a web quest over The Giver. The activities in the web quest
wiII cover science, sociaI studies, reading, and mathematics so that the
students wiII better comprehend the materiaI and be abIe to reIate the
reading to their own Iife.


Context

1. Unit
a.day 15 oI 20
b.
2. Students
a. The students will gain a more in depth understanding oI The Giver.



Differentiation:
A. Accommodations:

Student
Identifier
!lan/Need
Describe the type of plan for this student and the specific
needs that they need.
Accommodation
Describe exactly how you are going to meet the needs of this
particular student.
!lan/Need
Accommodation
!lan/Need
Accommodation
!lan/Need
Accommodation
!lan/Need
Accommodation
!lan/Need
Accommodation


B. IndividuaI Learning StyIes:

Variations for: Description of Variation
VisuaI Learners

There wiII be videos

Auditory
Learners
The sound from the videos and verbaI
instructions/reviews.
Kinesthetic
Learners
The students wiII be using a computer

C. MuItipIe Learning LeveIs:

Procedure Step BIoom's Taxonomy Depth of KnowIedge

1
CO, AP 2,3
2

KN, CO, AP 2,3
3 KN, AP 2,3
4 KN,CO,AP 2,3
5 KN, CO, AP 2,3
6 KN, CO, AP, SY 2,3


ReaI-Life Connections:
Text-to-SeIf AII of the procedures are reIated back to the student because
they are asked to describe how they wouId feeI given the situation.
Text-to-text: In procedure two, the students can reIate what they have read
about the society in The Giver to actuaI societies of this nature.
Text-to-WorId: In procedure two, the students wiII reIate what they have
Iearned about Utopian societies to the form of government they Iive in.

Resources
1.The Giver by Lois Lowry
2. Computers


TechnoIogy
1. The Internet
2. Computers
3. Microsoft PowerPoint




Procedures (xx minutes total)
Day 1 (53 minutes total)

1. ournals will be passed out to the students while an introduction to the activity is
being made(7 min.)
2. Students will go to the computer lab(3 min.)
3. Students will log on to the internet and go to the site Ior the webpage(1 min.)
4. Students will read the introduction to the web quest and go to YouTube( 4
min.)
5. Students will watch the video on individuality (11 min.)
6. Students will respond in their journals(15 min.)
7. Students will go back to classroom and will any questions they have will be
answered.(10 min.)
8. Students will hand in journals (2 min.)
Day 2 (55 minutes total)
1. ournals will be passed out(2 min.)
2. Students will log on to the internet and go to the site Ior the web quest(1
min.)
3. Students will read the instructions Ior the activity (2 min.)
4. Students will research the diIIerent Utopian societies (20 min.)
5. Students will respond in their journals (15 min.)
6. Students will go back to the classroom (3 min.)
7. Discuss the characteristics that they discovered and questions will be
answered (10 min.)
8. Students hand in journals ( 2 min)
Day 3 ( 54 minutes total)
1. Journals will be handed out (2 min)
2. Students will go to computer lab (3 min)
3. Students will log on to the internet and go to the site for the web
quest (1 min)
4. Students will read the instructions for the activity (2 min)
5. Students will research the size of the average family ( 7 min)
6. Students will conduct a survey of their classmates (15 min)
7. Students will respond in their journals (10 min)
8. Students will go back to classroom (2 min)
9. Students will discuss what they found and any questions will be
answered (10 min)
10. Students will hand in their journals (2 min)
Day 4 (52 minutes totaI)
1. Journals will be passed out (2 min)
2. Students will go to computer lab (3 min)
3. Students will log on to the internet and go to the site for the web
quest (1 min)
4. Students will read the instructions for the activity (2 min)
5. Students will look up the dates they are supposed to (15 min)
6. Students will respond in their journals (15 min)
7. students will go back to classroom (2 min)
8. Students will share facts they found (10 min)
9. Students will turn in their journals (2 min)
Day 5 (53 minutes totaI
1. Journals will be passed out (2 min)
2. Students will go to the computer lab (3 min)
3. Students will log on to the site and read the instructions for
the activity (3 min)
4. Students will wash the video about how the structures of the
eye work (28 min)
5. Students will respond in their journals (10 min)
6. Students will go back to classroom and questions will be
answered (5 min)
7. Journals will be handed in (2 min)

PACT - Prepared after the lesson is taught.
RefIection/AnaIysis of Teaching and Learning

REFEET - Prepared after the lesson is taught.
Lesson Extension/FoIIow-up