Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 20
ELA
Unit 2
6th Grade
Lesson 20 of 32
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Use pronouns appropriately in writing.
Rubric: Analytical Writing Rubric, Mid-Unit Task (G6, U2)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Is ignorance bliss?
Write a three-paragraph essay in which you take a position on this question and support your thinking using strong evidence from The Giver. Include an introduction paragraph with a strong claim statement and two body paragraphs. Use at least two of our unit vocabulary words in your essay.
An example response to the Target Task at the level of detail expected of the students.
Reading and/or task to be completed at home in preparation for the next lesson.
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L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1.a — Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.d — Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Lesson 19
Lesson 21
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
L.6.6 RI.6.2
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
RL.6.5 W.6.1.c
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.
L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4
Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 5–6 of The Giver.
RL.6.3
Explain how specific passages from Chapters 7 and 8 of The Giver develop the setting and fit into the overall structure of the text.
RL.6.5
Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.
Explain how Jonas responds and changes as he continues his visits with the Giver.
Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.
RL.6.2
Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.
RL.6.4
Explain how specific events in the text reveal changes in Jonas’ perspective and behavior.
RL.6.3 W.6.1.c
Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Describe the changes in Jonas’ character at the resolution of The Giver.
RL.6.3 RL.6.5
Determine overall themes for the novel The Giver and explain how the author develops those themes.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
Writing
Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
W.6.1 W.6.5 W.6.9
Draft a strong claim statement and create an outline for a multi-paragraph essay.
W.6.1 W.6.1.a W.6.1.b W.6.5
Draft and revise strong body paragraphs, incorporating feedback from peers.
Craft a strong introductory paragraph, complete with hook, context, and sub-claims.
W.6.1 W.6.1.a
L.6.1 L.6.1.a L.6.1.d
Identify arguments an author makes about screen time and explain whether or not claims are supported by reasoning and evidence.
RI.6.8
Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
RI.6.5
Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.
Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.
W.6.2 W.6.8 W.6.9
Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.
Draft and revise two strong body paragraphs.
W.6.1 W.6.1.a W.6.1.b W.6.1.c
Draft strong introduction and conclusion paragraphs.
W.6.1 W.6.1.a W.6.1.e
Revise essays for tone and add transitions to clarify reasoning and connections between ideas.
W.6.1 W.6.1.c W.6.1.d
Use pronouns appropriately and incorporate any edits to final drafts.
L.6.1 L.6.1.c L.6.1.d W.6.5
Assessment – 2 days
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