Lesson Plan Form

CSUDH Teacher Education Department

Candidate: Alex
Subject: English
Grade Level: 7
Teaching Date: 2/23/15
Burrall
Standard: CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide
an objective summary of the text.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle ): Students will
develop a broad understanding of the main idea in each chapter of The Giver from chapters 7-12. They will
complete a double sided flow map in which they will first write a one-sentence description of each chapter,
then draw a picture representing that description on the 2nd side of their activity.
II. Learning Outcome: Given the completion of reading Ch. 7-12, students will be able to write a one
sentence summary of each chapter and include an illustration for each chapter (Ch. 7-12) of The Giver on a
flow map.
III. Curriculum Connection (How lesson fits into larger unit sequence): In this unit, students will be
tasked with using The Giver to learn the skills of sequencing major events in chronological order and
analyzing the structure an author uses to organize a text, including how the major sections contribute to
the whole and to the development of the ideas.
Previous lesson: Understanding use of characterization in chapter 11 of The Giver
Next lesson: Paragraph summary of key concepts in chapters 7-12 (using completed flow map from today)
IV. Instruction
A. Engagement (Motivational Activity): Students will read a passage provided on the projector
screen. They will determine the main idea of the passage by choosing from a multiple choice
answer key. They will write their answers as well as a 1-2 sentence explanation for their answer
choice in their composition notebooks. After 5 minutes, teacher will cold call for student
responses. After 3 students have been chosen, teacher will explain correct answer.
B. Instructional Sequence (Teaching Methodology):
Step #1: Pre-teaching vocabulary
a.Teacher will write 4 key words on the board identified in the chapter reading. Teacher will ask
volunteers to guess what they think the words mean. Teacher will use questioning to guide correct
responses if necessary. Finally, teacher will write word meanings on the board for students to use
as point of reference.
b.Volunteers will raise hands and share ideas about key word meanings.
Step #2: Chapter 12 Read Along & Note Taking
a. Teacher will play audio recording of The Giver Chapter 12. Teacher will frequently pause for
note taking and questioning to check for understanding. Teacher will cold call students. Teacher
will ask questions like What did Jonas just discover? What did Jonas immediately ask after
realizing he could see color? Responses will be used to generate bullet pointed notes on board.
Teacher will guide responses when needed to generate notes that are significant.
b. Students will listen and read along silently in their books. When called on students will share
out verbal responses to show understanding. They will copy down notes from board during
pauses.
Step #3: Review Questions with partners
a. Teacher will pass out worksheets. Teacher will walk the room to observe student progress, and
assist when necessary.
b. Students will pick an elbow partner. Students will answer different levels of questions
pertaining to Chapter 12 of their novels to ensure understanding of key concepts & events.
Step #4: Creating a Flow Map

a. Teacher will pass out printer paper. Teacher will model how to fold paper into 6 boxes.
Teacher will label each box according to the appropriate chapter (chapters 7-12) and draw arrows.
b. Students will model after the teacher in creating a properly folded and labeled flow map.
Step #5: Quotes Activity
a. On projector screen, teacher will provide an essential quote from each chapter text that clues in
on the significant event or concept from that chapter. Teacher will cold call one student for each
quote. Teacher will ask student to read the quote and summarize the main idea from the chapter in
1-2 sentences based on the quote. Once student has shared an appropriate response, teacher will
write answer on board as a model for all students.
b. Students called on will read quote out loud. Then they will use quote to determine the main
event or concept in the chapter. Students will then share with class what the key concept/event
was in the chapter as requested by the teacher. After appropriate response is modeled on board by
teacher, students will copy down in the appropriate box in the flow map. This process will repeat
until all boxes (Ch. 7-12) are completed.

C. Application Task: Students will summarize key concepts/events in chapters 7-12 by drawing
illustrations and providing caption for each illustration. Students will draw one picture in each
box corresponding to the correct chapter number and include a caption below their picture.
Teacher will walk the room and question students about their work and how it connects to the
chapter.
D. Materials & Resources: The Giver book, composition notebooks pencils, notebook paper, printer
paper (for flow map)
V. Assessment Strategies: Teacher will use shared responses in the engagement segment to understand
how well students can extract the main idea from a text. Teacher will use questioning to assess
understanding of chapter 12 while reading The Giver. During step 2, while walking the room, teacher will
view written responses to determine student understanding of review questions. Finally, teacher will
question students about their illustrations to ensure students can explain their pictures and how they
connect to the text.
VI. Accommodations for Individual Learners: Teacher will post key vocabulary on board with
definitions to provide clarity in understanding when reading. Struggling learners will be paired with
advanced learners and seated near the front of class to receive 1 on 1 support from teacher at various points
during class. There will be readily available flow map charts that are sectioned off and labeled to
accommodate individual learners who struggle with constructing and properly labeling charts.

Do Now
(1)Jonas becomes the Receiver of Memories and has the choice to stay or leave the
community. (2)Jonas makes the choice to leave and to take the child, Gabriel, with him
in search of a world where there is pain and suffering but where there is also freedom of
choice. (3)The novel, The Giver, is ultimately against a society that restricts freedom,
even if that society is one where pain and suffering do not exist.
1. Which sentence is the main idea of the passage?
a. Sentence 1
b. Sentence 2
c. Sentence 3
2. Why is your answer for #1 the main idea. Explain.

Ch 12 Questions
1. Recall- What was Jonass major discovery?

2. Comprehend - Describe Jonass feeling about his new discovery.

3. Apply - How might Jonass realization that society cant see color change his
attitude?

4. Analyze - How did Jonas feel about society before he could see color versus
after?

5. Evaluate - Is it better for Jonas to fit in with society and be similar to everyone or
to have special abilities and to be different? Explain.

6. If there were one unique ability you could acquire, what would it be? Explain.

The Giver Ch. 7-12 Main Idea Quotes

Instructions: Student will read each quote and determine what the main idea was from
each chapter. Main ideas will be copied into 1st side of flow map.
Ch. 7 Twenty, (Jonas) heard her voice say clearly. Pierre. She skipped me,
Jonas thought
Ch. 7:
Ch. 8 Jonas has not been assigned. Jonas has been selected.
Ch. 8:
Ch. 9 Alone in his sleeping room, prepared for bed, Jonas opened his folder at
last.
Ch. 9:
Ch. 10 Hastily (Jonas) moved forward, stood before the man and said Im
Jonas.
Ch. 10:
Ch. 11 he understood instantly that he was going downhill. Ouch, (Jonas)
said loudly.
Ch. 11:
Ch. 12 Everything had a shape and size, the way things still do, but they also had
a quality called color.
Ch. 12

Flow Map
Ch 7

Ch 8

Ch 10

Ch 11

Ch 9

Ch 12