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Grade Level




English Language Arts Curriculum Objectives


2 x 60minute Classes

Overview In this lesson students will briefly recap what has happened so far in the novel, and have an opportunity to create a microcard of their own (similar to that of what is used in the novel to select matches.) This lesson strives to put students in the position of Cassia (and other persons being matched) where their lives are determined by an external factor, on the basis of a few facts. They will discuss the implications of this as a class.

4.4 use fix-up strategies to clear up confusing parts of a text and adjust reading and viewing rate according to purpose 6.2 respond to texts by questioning, connecting, evaluating, and extending 7.2 make inferences, draw conclusions, and support responses to content, form, and structure 8.1 use writing and other ways of representing to – extend ideas and experiences – reflect on their feelings, values, and attitudes – describe and evaluate their learning processes and strategies 10.4 demonstrate commitment to crafting pieces of writing and other representations

Let’s Make a Microcard!
Teacher Guide Ice Breaker/Opener
(Exercise to introduce the topic/bring in focus)

Student Adaptations Materials Needed  Matched novel.  Blank white paper.  Coloured pencils, markers, pens, and pencils.  Note-taking sticky’s.

Begin by giving students 10-15minutes to respond to writing prompts for Chapter 2 of the novel. Briefly discuss and re-cap everything that has happened up to this point in the novel. Discuss the significance of the microcard in the Society’s match-making process. Make a list of the kinds of facts and information that we gather from Xander’s microcard, and what other information we think might be on there.

(Give and/or demonstrate necessary introductory info to subject matter)

(Describe the independent and/or group activity for students to gain better understanding of material)

Creating Your Own Microcard Begin by giving each student a blank piece of paper. Explain that on one side of the paper they should draw a picture of themselves, using detail, coloured pencils/markers etc. (For those who are strongly averse to drawing, they can print a computerized picture – if they have one file.) On the reverse side of the paper, using the list generated by the class, students will fill out the back with the information as though it is their own microcard. Once students do this, all microcard’s will be collected, and students will be figuratively ‘matched’ based on a trait of the microcard. (E.g. Students who are the same height, or same goals, or similar interests etc.) Once this exercise has been completed, students will then discuss the effects and implications of having no say or ‘free-will’ in the decision making of whom they are matched with. They will also discuss how they feel in comparison to how Cassia felt when she looked at Xander’s microcard. As a class, we will read Chapters 3-4 together in class. If there is any time left after the reading has taken place, students can begin to answer the writing prompts for these two chapters. Whatever is not completed will be assigned for homework, in addition to reading Chapter 5 of the novel. Exit-Slip. Students will discuss the importance and significance of ‘choice’ and ‘individual agency’ in comparison to the society that Cassia is living in. Which do they like better, and why? Students will be assessed on their Microcards. They will be given a rubric with the attachment outcomes so they know what objectives they are covering. They will also be assessed on their participation in the discussion of the implications and effects of using a microcard to ‘standardize’ a person/personality, and to sort members of society. Students will assessed on their exit slip responses, in addition to their ongoing reading log/writing journal activity. They are expected to read Chapter 5 tonight. Writing prompts for this chapter will be the opener for the following class. .

Other Resources  White board  Projector/PowerPoint

(Activities for further study into content material for students who have completed activities ahead of time.)

(Allow for questions/clarification on the subject from students – reinforce original objectives and lesson purpose)

Additional Notes

(Assigned work for remaining class period, homework, or following class i.e. test, project etc)