- Tell Mrs. Casey if your parent would like to chaperone our field trip.
- Obtain a copy of The Giver novel by Lois Lowry.
- This is a class set. You may NOT take it home.
- Open your interactive notebook and set up the following portions of your reading journal.
- Chapter 7 (p. 110)
Age Change/Privilege Importance/Significance Birth Given comfort object Four Receive back-fastened jacket Seven Receive front-buttoned jacket with pockets Eight Comfort object is taken away Eight Start volunteer hours Nine Hair ribbons removed Ten Girls lose braids; boys’ hair cut short Twelve Volunteer hours end Twelve Receive assignment
- Chapter 8 (p. 96): (page 111) Why has the author given information about the community slowly throughout the novel rather than all at once at the beginning of the novel? (Don’t forget to use the RACE strategy to answer this question.)
- Chapter 9 (p. 96) (page 112)
- List the 10 rules that Jonas’s community has for its citizens.
- Why does Jonas’s community have so many rules? (Use the RACE strategy to complete your answer.)
- Chapter 7 (p. 110)
- Read chapters 7, 8, and 9 of The Giver.
1. Student-Friendly Rubric (due February 24th) – This is NOT an optional assignment.
- The FSA rubrics for our writing are full of high-level vocabulary and vague expectations. Rewrite the FSA Rubric for Argumentation (found on page 41 in your interactive notebook) in your own words.
- Add specific details we’ve discussed this school year to remedy the rubric’s vagueness. (i.e. The rubric says you need ample evidence. Since we’ve discussed the specific number of pieces of evidence you should have for each body paragraph, you would include this in your rubric to make it more specific.)
- We know that the rubric for argumentation is the rubric for informational writing with a few additional components added to it. Highlight the portions of the rubric that are only required if you are responding to an argumentation prompt.
2. Optional Summative – Random Acts of Kindness project (due March 3rd)