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Mr. Cacciatore
Language Arts / Lesson Plans
2002-2003 (archive)
(Bloom's
Taxonomy)
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Monday 9/23/02
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| Objective |
Students will compose a journal entry in their
notebooks based on events in The Giver; use a graphic
organizer to illustrate characterization |
| Anticipatory Set |
Journal Entry (To be completed in notebooks)
Compare the way the Old are treated in the community and the way older
people are regarded in our society |
| Activities |
1. Complete "Character Wheel" lesson
a.) Model the lesson on the overhead using a famous (yet safe) character
with whom the students are familiar
b.) Pass out the photocopied "character wheels;" students are
to complete their wheels on Jonas from THE GIVER |
| Closure |
Discussion of modeled character wheel &
expectations of students' wheels |
| Homework |
1. Students are to neatly complete their own
wheels; students are expected also pay attention to spelling |
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Tuesday 9/24/02
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| Objective |
Students will participate in the writing
process through the composition of a "personification
paragraph"; compile a list of synonyms to be used as a writing
resource |
| Anticipatory Set |
Write these questions on the board: How
many branches of government does the U.S. have? What do each of the branches
do? Students are to copy the question and complete in
their notebooks. They are to TRY to answer as best they can. While they
complete the short assignment, please call them up and collect their
character wheels. Please mark a check next to let me know if it is
handed in on time, a "0" if it is not done. |
| Activities |
1. Discuss journal entry as you see fit,
giving them the correct information
2. Pass out and carefully read with them "WHO HAS THE POWER?"
3. Complete activity at the bottom of the page.
4. Go over answers with kids; have them correct their own answers (See
Key)
5. Any leftover time, please start the reading with them |
| Closure |
Review the idea of "power" as
present in the novel |
| Homework |
1. Read Ch. 3-5 |
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Wednesday 9/25/02
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| Objective |
Students will discuss and analyze events in
the novel |
| Anticipatory Set |
Journal Entry: React to the description of treatment
for "Stirrings." Do you think this means no one has
boyfriends or girlfriends? How does this make life different? |
| Activities |
1. Discuss journal as you see fit
2. Distribute "comprehension questions, Ch. 1-5." Students are
to complete the comprehension questions in complete sentences in their
notebooks. Please model an example on the board where students
incorporate the question into their answer. |
| Closure |
Discuss homework |
| Homework |
1. Read Ch. 6-8 |
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Thursday 9/26/02
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| Objective |
Students use the information to gather and
synthesize information |
| Anticipatory Set |
The role of technology in The Giver |
| Activities |
1. Score |
| Closure |
Summary |
| Homework |
TBA |
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Friday 9/27/02
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| Objective |
Students will identify and analyze the use of
irony in The Giver |
| Anticipatory Set |
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| Activities |
1. Irony in The Giver
* notes & discussion |
| Closure |
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| Homework |
TBA |
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