Running head: THE GIVER UNIT PLAN Lore 1

Victoria Lore

EDUC 538: English Teaching Methods

Unit of Study 2: The Giver by Lois Lowry

December 8, 2019
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INTRODUCTION

This unit of study outline of The Giver by Lois Lowry has been designed to develop students;
reading, writing, thinking, listening, and speaking skills through exercises and activities.
Through these exercises and activities, students will analyze characters and their situations to
better understand the themes, concepts, and other literary elements in the novel. The Giver is a
dystopian novel about a society that limits memories, feelings, and choices of its citizens to
avoid negative aspects of society. The Giver explores themes and concepts related to
individuality and freedom of choice, the dangers of stability and predictability, the importance of
human emotion, the relationship between memory and wisdom, utopian society and dystopian
society, loneliness and isolation, and death.

Equipment and technology will be used throughout the unit to support diverse student
learning. This includes various forms of visual learning such as the SmartBoard, Chromebooks,
PowerPoint, or other presentation websites such as Prezi or Powtoon, various social media such
as YouTube, Google classroom, online resources, and the DVD of the movie adaptation of The
Giver. Group activities, class discussion, visual and oral presentations will be conducted
throughout the unit to engage student understanding and to support diverse student learning.
Through reports and discussion sessions in which students share their ideas about the novel
with the entire class. The entire class will be exposed to many different ideas regarding the
themes and events in the novel.

The introductory lesson introduces students to the themes in the novel, which will spend time
building background knowledge. A pre-reading activity will be used to engage students and
introduce students to the themes in this novel to make reading more meaningful and interesting.
Students will be provided a KWL chart, as well as The Giver Study Guide Questions, which
introduce students to the themes in this novel for them to make a connection and to make the
reading more meaningful and interesting. This pre-reading activity serves as an introduction to
visual and oral presentation project and informational essay. Students will also be provided
with the battery of vocabulary and comprehension question handouts/worksheets that are to be
save in their ELA binders.

For reading assignments, The Giver consists of 25 chapters, which will be completed in 4
weeks of instruction. There will be alternate between a variety of approaches to reading,
including teacher read-alouds, partner reading, individual student read-alouds, and silent reading,
homework assignments. These strategies differentiate instruction so that students can build
fluency, decoding, vocabulary, and comprehension skills at various points in the lessons.
Students will use each reading assignment to formulate answers for the study guide questions
and The Giver comprehension questions. Students will have 5 minutes of pre-reading work to
do before each reading assignment. This pre-reading work involves reviewing The Giver study
guide questions for the assignment and doing some vocabulary work for vocabulary words
they will encounter in their reading. Students will have 5 minutes of post-reading work to do
after each reading assignment, which consists of comprehension questions. In-class discussions
will serve as a review of the most important events and ideas presented in the reading
assignments as well as help answer the study guide questions and comprehension questions.
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The study guide and comprehension questions are fact-based questions; students can find the
answers to these questions right in the text. These questions come in short answer format. These
questions will be available both electronically and paper format as worksheet packets. Both
study guide and comprehension questions will be available on Google classroom. The
transparencies of the answer keys will also be available to students once questions have been
completed after each chapter has been read and completed throughout the lesson.

The vocabulary investigations are intended to enrich students’ vocabularies as well as to aid in
the students’ understanding of the novel. For homework, students will complete a two-part work
worksheet for 8 to 10 vocabulary words in the upcoming reading assignment. Part I focuses on
students' use of general knowledge and contextual clues by giving the sentence in which the
word appears in the text. Students are then to write down what they think the words mean based
on the words' usage. Part II gives students dictionary definitions of the words and has them
match the words to the correct definitions based on words' contextual usage. Students should
learn then have an understanding of the words when they meet them in the text. There will be a
vocabulary review/vocabulary lesson, which puts together all of the separate vocabulary lists
for the reading assignments and gives students a review of all the words they have studied.
Students will also be provided with a Frayer Model worksheet, Dugan vocabulary notebook
worksheet, Leygerman Krack vocabulary worksheet, words in context graph organizer, and a
Randall’s ESL Cyber Listening Lab. Word Walls activities will also be conducted throughout the
course of the unit. With the use of the Word Wall activities and worksheets, students have
various approaches in which they can investigate, draw, discuss, connect, practice, and save
the new words that are presented in this unit in a student collection. These worksheets are also
beneficial for students who are struggling.

The writing assignments include a KWL chart; journal entries in students’ ELA binders, a
visual and oral presentation project, and a short informational essay. The purpose of the
presentation project is to have students’ formulate and express their personal opinions. The
purpose of the short informational essay is to reflect on students' research that consists in their
the presentation projects as well as to inform and educate the reader by using facts and true
statements/sentences to make their story into an informative piece. This short informational
essay and presentation project will be based on the themes that are in The Giver.

Extra discussion questions/writing assignments will follow once the book has been completed.
These questions will focus on interpretation, critical analysis, and personal response, employing,
a variety of critical thinking skills, lower and higher-order thinking skills, and adding to students'
understanding of the novel. Using the information they have obtained through individual work,
class discussion, group activity, and the other various forms of diverse student learning,
students will examine the text and to brainstorm ideas relating to the themes in the novel.

The unit test consists of multiple-choice, matching, true or false, short answer, and composition.

The interest in teaching this unit is because The Giver is a popular novel for young adults that
explore themes and concepts that adolescents can in some ways relate to. Through the author’s
use of figurative language and symbols combined with a relatable main character and an
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engaging dystopian setting make The Giver an excellent literary unit for middle school students,
specifically 7th grade.

DESIRED RESULTS/LEARNING EXPERIENCE/ACTIVITIES

Stage 1 Desired Results

New York State Common Core Standards for English Language Arts/Content
Standard(s):

7R1, 7R2, 7R3, 7R4, 7R5, 7R6, 7R7, 7R8, 7R9, 7W1, 7W2, 7W3, 7W4, 7SL1, 7SL2, 7SL3,
7SL4, 7SL6, 7L3, 7L4, 7L5, 7L6
Understanding (s)/goals Essential Question(s):
Students will understand that:
 How can societal rules help or hurt us?
 Readers, listeners, and viewers  How can society balance individualism
continually develop and apply strategies with the responsibility to the
to construct meaning from increasingly community?
complex and challenging texts.  Think of our current society—what
 Literature reveals the complexities of aspects of utopias and dystopias do we
the world and human experience. have?
 When should one conform to the wishes
or rules of others?
 How do personal choices impact a
society?
Student objectives (outcomes):
Students will be able to:

 Examine elements of plot, theme, other literary elements, as well as compare and
contrast main characters.
 Identify key steps in a text’s that reveal the author’s point of view, stance, or purpose.
 Analyze characters and their situations to better understand the themes in the novel.
 Demonstrate an understanding of the text on four levels: factual, interpretive, critical,
and personal.
 Practice reading aloud, partner reading, and independently/silently reading to improve
skills in each area.
o For struggling students: may listen to The Giver audiobooks on YouTube while
completing assignments.
 Enrich vocabularies and improve understanding of the novel through vocabulary lessons
prepared for use in conjunction with it.
 Answer questions to demonstrate knowledge and understanding of the main events and
characters, and how these main events affect the characters in The Giver.
 Practice and better writing skills through writing assignments and activities. The writing
assignment in this unit plan is geared to several purposes:
o To make students think about ideas presented in the novel.
o To make students put those ideas into perspective.
o To encourage research to support students’ ideas.
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o To encourage research skills through gathering information from reliable,

informational sources.
o To encourage practice prioritizing their information by determining which
research is the most important to include.
o To encourage critical and logical thinking.
o To provide the opportunity to practice good grammar and improve students’ use
of the English language.
 Read aloud, report, and participate in large and small group discussions to improve their
public speaking and personal interaction skills.
 Use text, visual media, equipment, technology, and online resources related to the novel.
 Identify strategies for conducting effective oral presentations.
 Deliver oral presentation in a manner that effectively delivers the message and meets the
needs of the target audience.
 Identify personal action steps to improve oral presentation skills.

Stage 2 Ð Assessment Evidence

Performance Task(s): Other Evidence:

 Visual and Oral Presentation Project/  Formative Assessment(s):

Summative Assessment: Students will o Pre-Reading Activity
create a presentation on their o Comprehension Questions
Chromebooks using PowerPoint, Prezi, worksheet
or Powtoon on a “Perfect/Utopian” o Vocabulary worksheets
Society. o Reading Assignments (chapters
 Informational Essay: Students will in the novel.)
complete a short 2 to 4-page essay o Group Activities
based on their presentation projects on o Class Discussion
aspects of what they believe to be a  Key Evidence:
“perfect/utopian” society. o Research/homework
o Rubric(s): Students will be assignments
provided with directions and o Study Guide Questions
rubric for the presentation worksheet
project and the informational o Journal Entries
essay. o KWL Chart
 Summative Assessment: Unit Test

Modifications
Extra time will be given for completing all assignments, quizzes, and unit test for English
Language Learners (ELLs) and any student(s) with learning or physical disability. The use of
technology through translators and audiobooks will be allowed for ELLs and students with
learning disabilities. Clear and concise directions will be given repeatedly for any assignment or
task. Oral and written instructions will always be provided for all assignments. Students with
hearing or visual impairments will be seated near the front of the classroom and will be allowed
to use cleared aids/technology.
Stage 3 Ð Learning Plan
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Learning Activities:

Week 1:

 Day 1: Unit Intro, distribute unit materials, preview study guide and comprehension
questions for chapters 1-3, and pre-reading activity. Read chapter 1 as a class, students
will take turns reading aloud. Introduce visual and oral presentation project and short
informational essay: a “Perfect/Utopian” Society. Students will be assigned to read
chapters 2-3 and to complete a vocabulary worksheet for chapters 1-2 for homework.

 Day 2: Students will independently complete study guide questions on chapters 1-3 as a
pre-reading activity for first 5 minutes of class. Read chapter 4 as a class, students will
take turns reading aloud. Students will have 5 minutes at the end of the period to
complete the comprehension questions. Students will be assigned to read chapters 5-6
and vocabulary worksheet for chapters 3-5 for homework.

 Day 3: Students will independently complete study guide questions for chapters 4-7. As
a class, we will go over the vocabulary homework, and then read chapter 7 as a class,
students taking turns reading aloud. Students will have 5 minutes at the end of the
period to complete the comprehension questions. Students are assigned to read chapters
8-9 and complete vocabulary worksheets 6-7 for homework. For additional homework,
students will start researching on their Chromebooks and the Internet about societies,
forms of government, economics, jobs, educations, cultures, religions, and more around
the world. Students will jot down ideas they may use for their visual and oral
presentation projects and informational essays in their notebooks to share with the
teacher.

 Day 4: Students will independently complete study guide questions for chapters 8-10
for the first 5 minutes of class, then read chapter 10 as a class, students taking turns
reading aloud. Students will be assigned to read chapters 11-12, complete vocabulary
worksheet for chapters 8-10, and continue their research for their presentation visual
and oral presentation projects and informational essays for homework.

 Day 5: Students will complete study guide questions for chapters 11-13 during the first
5 minutes of class. As a class, we go over vocabulary homework and then read chapter
13 as a class. Students will take turns reading aloud. Students will be paired into groups
to research their visual and oral presentation projects for 15 minutes of class. In pairs,
students will complete comprehension questions for the last 5 minutes of class. Students
will be assigned to read chapters 14-15, vocabulary worksheets 11-13 for homework,
and continue research for visual and oral presentation and informational essay.

Week 2:

 Day 6: Students will complete study guide questions for chapters14-17 for the first 5
minutes of class. As a class, we will go over vocabulary homework, then read chapter 17
as a class, students taking turns reading aloud. Students will complete comprehension
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questions for the last 5 minutes of class. Students will be assigned to read chapters 18-19
and vocabulary worksheets 14-16 and 17-19 for homework.

 Day 7: Students will complete study guide questions for chapters 18-20 for the first 5
minutes of class, go over vocabulary homework, and then read chapter 20 as a class.
Students will take turns reading aloud. For the last 5 minutes of class, students will
complete comprehension questions. Students will be assigned to read chapters 21-22 for
homework. Also, have students continue their research on visual and oral presentations
and informational essay.

 Day 8: Students will complete study guide questions for chapters 21-23 for the first 5
minutes of class, then as a class, we will preview the upcoming vocabulary. As a class,
we will read chapter 23, each student will take a turn reading aloud, oral reading
evaluations will be completed. Students will be assigned vocabulary worksheet 20-23
for homework.

 Day 9: As a class, we will go over vocabulary homework. Vocabulary review and lesson
for the entire unit will be conducted for the first half of the class. For the second half,
students will work independently on their visual and oral presentation projects and
informational essay.

 Day 10: Class period dedicated to learning how to use PowerPoint, Prezi, and Powtoon.
As a class, we will discuss exactly what is expected for both visual and oral aspects of
their presentations. Students will have time to work on their presentations in class, as
well as ask me any questions or concerns they have in regards to their presentations.
Students will be assigned to complete any study guide and comprehension questions that
have not yet been completed. They will be again directed to Google classroom for
answers to questions for better understanding.

Week 3:

 Day 11: As a class, we will read chapters 24-25, each student will take turns reading
aloud, oral reading evaluations will be completed. Unit review and extra discussion on
The Giver will be conducted. Students will be assigned to go over study guide questions
for homework and finish any final touches for their visual and oral presentations.

 Day 12: For the first half of the class period, a unit review lesson and extra discussion
will be held to go over all of the various unit materials. Writing conferences will also be
held, allowing students to ask for extra help on their informational essays.

 Day 13: Presentation Day 1, students will present their visual and oral projects to the
entire class.

 Day 14: Presentation Day 2, remaining students will present visual and oral projects to
the entire class. For the remaining class period, we will begin to watch the movie
adaptation of The Giver. Students will have an opportunity to ask me any questions or
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concerns they have in regards to the unit test.

 Day 15: Students will work in partners to revise and edit informational essays as well as
review for unit test.

Week 4:
 Day 16: We will finish the movie adaptation of The Giver. Students will have an
opportunity to ask me any questions or concerns they have in regards to the unit test.
Informational essay writing assignment is due.

 Day 17: Unit test

Materials: The Giver by Lois Lowry, Chromebooks, SmartBoard, the Internet, a DVD player,
The Giver Study Guide and Comprehension Questions worksheets, KWL Charts, ELA binders,
pens and/or pencils.

Technology and Equipment:

 Computer, SmartBoard, Chromebook, and the Internet will be used throughout the course
of this unit to present the pre-reading activities, as well as for other informational
purposes.
 Students will be using their Chromebooks to complete the presentation project on a
"Perfect/Utopian" Society and their short informational essays based on the presentation
project. Students will need to use the Internet to gather information through online
research, using credible sources, which will be presented through their presentations.
Students will need to use online presentation generators such as Prezi or Powtoon, or they
can use Microsoft Office- PowerPoint. The SmartBoard will be used on the day students
present their project’s to the entire classroom amongst their peers.
 The SmarBoard will be used to display visual aids such as informational
websites/sources, photos, and video clips.
 A DVD player and SmartBoard will be used to show the movie adaptation of The Giver.
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VOCABULARY INVESTIGATIONS

Frayer Model

Name ________________________

Date ______________________

Definition Characteristics

Examples Non-Examples

Definition Characteristics

Examples Non-Examples
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Dugan Vocabulary Notebook

Learn and Use the new Word1

____________________ _____________________________________________________________
New/Unfamiliar Word Definition

____________________ _______________________ ___________________

Synonym Antonym Line/Page word appeared

Identify the element of fiction this word is connected with:

Theme ____ Plot_____ Characterization ____ Style _____ Setting ____

Use the word in a sentence.

Draw a picture of the word.

----------------------------------------------------------------------------------------------------------------------------------------------------------
--------
Learn and Use the new Word
____________________ _____________________________________________________________
New/Unfamiliar Word Definition

____________________ _______________________ ___________________

Synonym Antonym Line/Page word appeared

Identify the element of fiction this word is connected with:

Theme ____ Plot_____ Characterization ____ Style _____ Setting ____

Use the word in a sentence.

Draw a picture of the word.

1 Dugan, M. (2011) Several components of this template were adapted from Diana Leygerman-Krack’s Vocabulary
Template from the Winter Term 2011 EDUC 538 course. Used with permission.
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Leygerman Krack

Remember the Words

New/Unfamiliar Word Line/page the word appeared in Definition

__________________ __________________ _____________________________

Synonym Draw a picture of the word

__________________

Antonym

__________________

Use the word in a sentence

____________________________________________________________________________________________________

New/Unfamiliar Word Line/page the word appeared in Definition

__________________ __________________ _____________________________

Synonym Draw a picture of the word

__________________

Antonym

__________________

Use the word in a sentence

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Word Page
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(Vocabulary Building Worksheet)

URL: www.esl-lab.com

Learning how to use new vocabulary in context is a very important step in improving your communication
skills. Each listening activity introduces key vocabulary along with a definition and a sample sentence.
Coming up with more sample sentences will help you use the words in different situations. On this
worksheet, write some of the new vocabulary you are learning and then write one or two sample sentences
that you think you can learn in your daily conversation.

Word Definition Sample Sentence(s)

1. commute travel back and forth from work I have to commute by bus to work everyday.
or home Commuting into the city is very tiring.
Randall’s ESL Cyber Listening Lab

[ Permission is given to copy and distribute this page to teachers, students, and friends. ]
_________________________________________________________________________________
Randall’s ESL Cyber Listening Lab, Copyright © 1998-2017
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Word Walls

With word walls in a classroom, students can learn and use new words within content areas.
Word walls can be highly effective for improving literacy skills. (J. Cronsberry, 2004) For this
Unit, various word wall activities will be used for students to learn and use the new vocabulary
words that are introduced in The Giver. Word walls allow students to be active participants in
their learning as well as to engage in their literacy skills and genuine understanding of the new
words and text being read within this Unit. Word walls are a group of words that are displayed
on a wall, bulletin board, chalkboard, or whiteboard in a classroom. (J. Cronsberry, 2004)

Whole-Class Activities
Mystery Word
Introduce a new word by writing the letters in a scrambled order. To assist students in
unscrambling the word, give clues, either about the word's meaning or about how it is spelled.
Students apply their knowledge of spelling patterns, as well as activate their prior knowledge,
depending on the clues given.

Visiting Word
After students have worked on a word wall for a substantial period of time, add a "visiting"
word. This encourages students to do a review of the word wall as they hunt for the new word.
Present the visiting word as the new word for the day.

Missing Word
Take one of the words off the word wall and rearrange the remaining words. Students scan the
word wall and figure out which word is missing. Give clues to help to determine the missing
word.

Quick Definitions
Provide a definition (orally and/or written on the board) of one of the word wall words.
Students choose and write the word to match the definition. Repeat the process encouraging
students to review all the words as they select the answer.

Looking at Spelling
Students use masking tape to ‘underline.’ the part of the word that is typically difficult to spell
(e.g., because it is an exception to a rule, a homonym, hard to hear phonetically).
Using colored strips of masking tape, students underline common spelling patterns in the words
such as ‘i’ before ‘e,’ double consonants, or ‘qu..’

Small-Group Activities
Word Pictures
Working in teams, students select one of the words from the word wall and illustrate it on the
board or on chart paper. The opposing team gets a point for a correct guess and illustrates
another word.
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Word Relationships
Each student shares the word on their word card with a partner, and together, they decide on a
way that their two words are related or have something in common. A time limit could be
imposed after which students rotate to a new partner and repeat the process. After doing this a
few times, the pair could join with another pair, and see if they can find a relationship between
the four words. Discussing similarities and differences helps students to master new vocabulary
meanings.

Word Cards Partner Game

Pairs of students take turns choosing a word card and offering a definition for the word. The
partner guesses and spells the word.

Parts of Speech
Each small group is given a part of speech and must decide which words on the word wall fall
into the category. If more than one group is looking for the same part of speech, they compare
lists and discuss any discrepancies. Small cards can be affixed adjacent to the words on the word
wall to identify the part of speech for each word.

Drama
Students choose a word from the word wall and improvise a situation that portrays the word.
Peers guess the word.

Plurals
Small groups are assigned a group of words to pluralize. Students identify the nouns and tape the
plural ending of the word on the word wall. Discuss each group’s work as a class.

Word Ad
Each group chooses a word and brainstorms all the possible uses of the word. They create a radio
or television ad to ‘sell’ one of the words from the word wall and present it to the class. As a
variation, students think of a product for which they create a radio advertisement, using as many
words as possible from the word wall. The group avoids making direct reference to the product
and asks the class to guess what it is that the ad is trying to sell.

Categories
Students create categories and group the words from the word wall to fit those categories.
Set the number of words that are allowed in a “miscellaneous.” category and create a maximum
and minimum number of categories that can be used. This activity could be done individually
first; then students share and compare their categories with a partner. They share their groups of
words with the class who guess the principle behind the sorting.

Prefixes and Suffixes

Each small group is given a set of the suffix and prefix cards and decides which words on the
word wall they can add them. As a variation, assign each group a set of words from the word
wall for which they must decide the appropriate suffixes and prefixes.
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Contextualization
Students write about a situation in which a word wall word would be commonly used. The
student reads the situation to the class, who then guess the relevant word. As a variation, students
portray multiple contextual situations, if applicable, e.g., brackets are something that could be
spoken about in both writing and construction contexts.

Word Origins and Root Words

Each group finds the word origin and root words of a set of word wall words and presents its
findings to the class. As a variation, groups give the origin of a word and the class guesses the
corresponding word wall word.

Individual Activities
Definition Bingo
Students fill in a bingo-type grid with word wall words. As definitions are read out, students
cross out the corresponding word on their grid. The first person to get a complete line of words
wins. As a variation: give synonyms or antonyms for appropriate word wall words.

Reading Bingo
Students fill in a bingo card with new words for a unit. As students complete the unit's reading,
they fill in the page numbers where the unit's words appear. Acknowledge the first person who
gets a straight line completed, then assign completion of the entire grid for everyone in the class.
As a variation: Students skim the text to find words they have listed on their card.

Word of the Day

Choose a “Word of the Day..” Encourage students to use the .“Word of the Day.” Meaningfully
during the class and highlight, appropriate use. Add the word to the word wall.

Words in Writing
Encourage students to use the word wall words in their daily classroom writing. When work is
collected or read in class, highlight the words from the word wall that are used appropriately.

Memory Association
Encourage students to make connections and increase comprehension by selecting a word wall
word that connects to a positive personal memory. Students explain the connection in writing
and share their writing with a partner. Volunteers read their writing aloud to the class.

Maximum Words in a Story

Students write a story involving as many words from the word wall as possible within a given
time frame. Students underline all the word wall words they used and share their stories in small
groups. Each group decides which to read aloud, e.g., the story with the most words, or the most
creative story.

Unfolding Five Words in a Story

Students are given a word wall word every two-minutes for ten minutes (five words in total) to
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incorporate into a story they are writing on a topic of their choice. When a new word is given,
students work that word into their story immediately. Encourage students to write continuously
and quickly during the ten minutes. Students share their stories in small groups and each group
chooses one story to be read aloud to the class.

Words within Words

Students make a list of as many words as possible by reorganizing some of the letters of a word
wall word. Students could write the word on a piece of paper and then cut the letters apart so that
they can move them around and try different combinations.
Note: Limits can be set such as that the words must have at least three letters and names do not
count.

Making Connections
Students give an example of someone from history or the present for each of the traits on the
character, traits word wall. For a shorter version, students choose ten of the traits for which they
could give one example. Note: This activity could be adapted to suit other word wall topics.

Word Connotation
Students indicate words with positive or negative connotations from their personal word wall list,
using a set of plus (+) and minus (–) cards. Student volunteers indicate which words have a
positive connotation and which words have negative connotations by placing the appropriate
card beside the word wall word.

Word Search
Students use the words from the word wall to create a word search puzzle. Students exchange
word searches with a partner and find the word wall words.

Concept Ladder
Students place a word wall word at either the top or the bottom of a ladder image. In each
successive part of the ladder, students fill in information about a different aspect of the word,
e.g., what is it like, what is it opposite of, where is it found, how is it used.

Concept Map
Students create a concept map for words that define complex concepts. They place the word
in a circle or box on the center of a page and then draw other circles/boxes branching off the
center to contain subtopics which can then be further broken down.

Visual Representation
Students choose one word from the word wall to convey it’s meaning visually. Encourage
students to not just add illustrations around the word, but to use the letters of the word to convey
meaning appropriately. Post the visual representations around the room and/or the word wall.

Metaphors and Similes

Students practice their abstract thinking skills by choosing five words from the word wall and
creating either a simile or metaphor for each of the words. Students can share their similes and
metaphors with others in the class.
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As an extension, each student chooses one simile or metaphor and writes the comparison on
construction paper, which is displayed around the classroom. The teacher reads a few
comparisons each day to reinforce the concept of similes and metaphors.

Student understanding of the words in this Unit from the word wall will be assessed through
formative assessments and performance tasks throughout the Unit to assess genuine
understanding of the words within the Unit's meaning. An observation checklist will be created
to assess student mastery of the word wall words.

Word Wall Checklist

Volunteers accurate answers in while class word wall activities

Completes word wall activities with ease
Uses word wall vocabulary appropriately in class and peer discussions
Demonstrates use of words in a variety of context, during independent work
Uses words in classwork appropriately
Spells word wall words correctly in written work
Glances to the word wall during class
Refers to personal word wall list

(J. Cronsberry, 2004)

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WRITING ASSIGNMENTS

Visual and Oral Presentation Project

A “Perfect/Utopian” Society: This presentation project and short informational essay will
consist of students’ personal preferences on various aspects of society, which is based around the
themes and concepts that are in The Giver. This includes government systems, economies,
education, jobs and careers, cultures, religions, et cetera. This presentation is based on your
Informational Essay writing assignment. (Look to essay directions for what must be included in
presentation.)

Presentation Guidelines:

 Title slide MUST have a striking image (but not overly/visually busy); also include:
Your Name – Topic – Name of Class – Class Period – Date.
 MUST be creative in grabbing and maintain attention. Think outside the box, BEGIN and
END your presentation in a memorable way.
 MUST use bullet points, not sentences and aim for just ONE concept on every slide.
o The slides are for the audience; tell the story of your content and your topic
through IMAGES. Talk of the presentation. DO NOT read from it. PRACTICE
OUT LOUD!
 MINUMUM of 5 slides.
 Images:
o DO NOT need to have an image on every slide.
o Aim for powerful images, that could be accompanied by minimal text or no text at
all.
o MUST include the source of your image (if you did not create it yourself) in the
lower corner of your slide (whichever side is best). You may provide a full
citation or give credit by stating: This image is used under a CC license from
[URL that links back to the image].
 MUST include a “Bibliography.” You can generate a proper MLA or APA formatted list
to cite your sources using Citation Machine.
 THE GIVER UNIT PLAN Lore 21

Visual Presentation Rubric

Category weight
Excellent Strong Fair Needs Improvement
4 3 2 1
Content 50%  Appropriate  Most details  Few details support  No details to
details support support the main the main idea support the main
the main idea idea  Lacking accurate idea
 Accurate and  Accurate information  Information is not
detailed information for  Inadequate accurate
information almost all subject information is not  The information
 Information matter clearly supportive of does not support
adequately  Information is visual’s purpose the visual's
supports the mostly adequate purpose
purpose of visual and supportive of
visual’s purpose
Focus 20%  Topic and title  Topic and title are  Topic and title  Topic and title are
clear and easily mostly clear and difficult to identify not clearly
identified easily identified  The main idea not identified
 The main idea is  The main idea is clearly stated  No main idea
clearly appropriate to topic  Few illustrations  Illustrations do not
appropriate to the  Most illustrations complement the complement
topic complement the purpose of visual purpose of visual
 All illustrations purpose of visual
complement the
purpose of visual
Visual 20%  Outstanding use of  Adequate use of  Inappropriate use of  Little attempt to
Appeal color, design, and color, design, and color, design, and use color, design,
space space space and space
 Original and  Design is adequate  Design lacks appropriately
creative design  The overall design creativity  Design is dull
 The overall is mostly pleasing  Lack of harmonious  Project has sloppy
design is pleasing and harmonious design in appearance
and harmonious presentation
Mechanics 10%  Free of  Mostly free of  Frequent  Too frequent
grammatical grammatical errors grammatical errors grammatical errors
errors  Most words are  Presentation is  Distractive
 Words are legible legible and illegible and elements make
and pertinent to pertinent to the confusing illustration
topic topic ineffective
 THE GIVER UNIT PLAN Lore 22

Oral Presentation Rubric

Category Excellent Strong Fair Needs Improvement

4 3 2 1
Delivery Holds the attention of Consistent use of Displays minimal Holds no eye contact
the entire audience with direct eye contact with eye contact with the with the audience, as
the use of direct eye the audience, but still audience, while the entire report is
contact, seldom looking returns to notes reading mostly from read from notes
at notes the notes
Speaks with Speaks in low volume
Speaks with fluctuation satisfactory variation Speaks in uneven and/ or monotonous
in volume and inflection of volume and volume with little or tone, which causes the
to maintain audience inflection no inflection audience to disengage
interest and emphasize
key points
Content/Or Demonstrates full Is at ease with Is uncomfortable Does not have a grasp
ganization knowledge by answering expected answers to with information and of information and
all class questions with all questions, without can answer only cannot answer
explanations and elaboration rudimentary questions about the
elaboration questions subject
Has a somewhat clear
Provides clear purpose purpose and subject; Attempts to define Does not clearly
and subject; pertinent some examples, facts, purpose and subject; define subject and
examples, facts, and/or and/or statistics that provides weak purpose; provides
statistics; supports support the subject; examples, facts, and/ weak or no support of
conclusions/ideas with includes some data or or statistics, which subject; gives
evidence evidence that supports do not adequately insufficient support
conclusions support the subject; for ideas or
includes very thin conclusions
data or evidence
Enthusiasm Demonstrates strong Shows some Shows little or mixed Shows no interest in
/Audience enthusiasm about the enthusiastic feelings feelings about the the topic presented
Awareness topic during the entire about the topic topic being presented
presentation Fails to increase
Raises audience Raises audience audience
Significantly increases understanding and understanding and understanding of
audience understanding awareness of most knowledge of some knowledge of topic
and knowledge of the points points
topic
convinces an audience to
recognize the validity
and importance of the
subject
THE GIVER UNIT PLAN Lore 23

Informational Essay

A “Perfect/Utopian” Society: This presentation project and short informational essay will
consist of students’ personal preferences on various aspects of society, which is based around the
themes and concepts that are in The Giver. In this essay, students will discuss their ideas of a
“perfect/utopian” society. This includes government systems, economics, education, jobs and
careers, cultures, religions, et cetera. The information that is included in this writing assignment
will be used to create your presentation projects.

Informational Essay Guidelines:

 Requirements:
o Essay MUST contain an example of each of the following: government, economy,
education, job, cultures (traditions practiced), and religion.
o MUST contain background information on each of the following stated above for
the reader to understand.
o An explanation as to why you believe the types you selected for the following
stated above are the best for creating a “perfect/utopian” society.
o The essay should be simple enough to be handled in only two to four pages.
o Create an original name for your “perfect/utopian” society/country.
o Follows MLA formatting (i.e. Times New Roman font, 1’ margin, 12 point size,
double-spaced, indented paragraphs.)

 Writing Guidelines:
o Introduction: A introductory paragraph about your “perfect/utopian” society,”
which should include a thesis statement. (Hint: thesis statement consists of what
make up a society.)
o Body Paragraph(s): Your essay should consist of a minimum of two body
paragraphs. Each body paragraph will state one main idea or topic sentence that is
elaborated/explained. For example, "Capitalism is good because it provides an
opportunity for anyone to make money because of the free market..." Evidence is
to be provided supporting your opinions, find reliable sources. Ex. News articles,
textbooks.
o Conclusion: The conclusion revisits your overall purpose for writing and often
invites the reader to consider the implications of why your ideas are significant.
Your conclusion may restate the thesis or summarize the paper’s major points.
When you restate the thesis or summarize the main ideas, do NOT repeat the
same wording from the introduction and body paragraphs. Remember; do NOT
introduce new, unrelated ideas in the conclusion.
o Works Cited/”Bibliography”: A works cited/bibliography should be included on
a separate page in your essay of all outside work and information. Citations will
be done in proper MLA format.

 Writing Tips:
o Brainstorm to come up with the list of the various elements that make up a
society/country. Write a draft and review the final draft before submitting it.
 THE GIVER UNIT PLAN Lore 24

Informational Essay Rubric

Informational 4 3 2
Essay MASTERED DEVELOPING NOT PROFICIENT

~Uniquely establishes a solid ~Establishes a fairly solid ~Provides an

Introduction introduction for the chosen topic. It introduction for the chosen unclear/rambling
and Thesis contains a thesis sentence and topic. It contains a thesis introduction for the chosen
W.8.1.a outlines the main points to be sentence and outlines the main topic. May be missing a
discussed. points to be discussed. clear thesis sentence or are
the main points to be
discussed.
Body ~Expertly provided evidence, ~Adequately provided ~Minimally provided
Paragraphs reasons, posed on the organizer and evidence, reasons, posed on the evidence, reasons, posed on
explained how the evidence organizer and explained how the organizer and explained
supports the thesis. the evidence supports the how the evidence supports
thesis. The paragraph may be the thesis. The paragraph is
lacking one area of the lacking more than one piece
organizer. of information from the
organizer.
Conclusion ~Expertly provides a conclusion ~Adequately provides a ~Minimally provides a
W.8.1.e that follows from and reflects on the conclusion that follows from conclusion that follows from
thesis. The conclusion strengthens and reflects on the thesis. The and reflects on the thesis.
the thesis and evidence. conclusion strengthens the The conclusion does not
thesis and evidence. strengthen the thesis and
evidence.

Evidence ~Expertly uses 2+ evidence types, ~ Adequately uses 1 evidence ~No evidence is used to
W. 8.1.b evidence effectively supports the type, the evidence does not support the thesis.
thesis. effectively support the thesis.

Organization ~Expertly organizes the essay based ~Adequately organizes the ~Minimally organizes the
W.8.1.a on the organizer given. essay based on the organizer essay based on the organizer
given. given or does not follow the
organizer.

Spelling ~ Uses spell check to expertly spell ~1-2 spelling errors ~3-4 spelling errors
L.8.2 all words correctly.

Style & ~Uses revision to ensure all ~1-2 convention errors. The ~3-4 convention errors. The
Conventions sentences are punctuated correctly. text presents an appropriate, text demonstrates a limited
L.8.1-L.8.3, The text presents an engaging, formal, and objective tone. awareness of formal tone.
W.8.4, 8.1.d formal, and objective tone.
 THE GIVER UNIT PLAN Lore 25

Transitions ~The text skillfully uses transition ~The text uses transition words, ~The text contains limited
W.8.1.c words, phrases, and clauses to link phrases, and clauses to link the transition words, phrases,
the major sections of the text. The major sections of the text. The and clauses to link the major
text identifies the relationship text connects the claim and sections of the text. The text
between the claim and reasons as reasons. attempts to connect the
well as the evidence. Uses 2 different transition claim and reasons
Uses 3 or more different words, phrases, or clauses. Uses 1 transition word,
transition words, phrases, or phrase, or clause.
clauses.
Sources, MLA ~Expertly uses accurate and ~Adequately uses accurate and ~Minimally uses accurate
W.8.1.b, W.8.6, credible sources. All sources are credible sources. Most sources and credible sources.
W. 8.8, W.8.9 correctly cited using proper MLA are cited correctly using proper Sources may not be from a
format. No MLA errors. MLA format. 1-2 MLA errors credible Source. Citations
are not all cited using proper
MLA format. 3-4 MLA
errors

Final Score: 44 points possible

THE GIVER UNIT PLAN Lore 26

References:

“Bucks University”, (n.d.). Outline for a Five-Paragraph Essay PDF.

Cronsberry, J. (2004). Word Walls: A Support for Literacy in Secondary School Classrooms.

Retrieved from https://www.readingrockets.org/content/pdfs/World_Walls_-

_A_Support_for_Literacy_in_Secondary_School_Classrooms.pdf.

Gray, K. (n.d.). The Giver Unit Plan . Retrieved from https://study.com/academy/lesson/the-

giver-unit-plan.html.

Informational Essay Rubric aligned to CCSS grade 6th, 7th, and 8th. (n.d.). Retrieved from

https://www.teacherspayteachers.com/Product/Informational-Essay-Rubric-aligned-to-

CCSS-grade-8-2438449.

Lesson 4: Preparing for Oral Presentations. (2014, February). Retrieved from

https://training.fema.gov/.

Lowry, L. (n.d.). The Giver Themes. Retrieved from https://www.gradesaver.com/the-

giver/study-guide/themes.

Oral Presentation Rubric - ReadWriteThink. (2019). Retrieved from

http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-

30700.html.

Presentation Guidelines . (n.d.). Retrieved from

http://www.orangeschools.org/PresentationGuidelines.aspx.

Pro-Essay-Writer.com. (n.d.). How to Write an Informative Essay: Making the Process as

Exciting as Possible! Retrieved from https://pro-essay-writer.com/blog/informative-

essay.
THE GIVER UNIT PLAN Lore 27

Tobin, J. M. (n.d.). Expository Writing Objectives. Retrieved from

http://tobin.cpsd.us/academics/expository_writing_objectives.

“Santa Ana Unified School District”. (n.d.). The Giver Final Unit Plan PDF. Santa Ana