The Giver Day 15

The Giver, Day 15: Final Exam

Rationale: Students have finished their study of The Giver, and in doing so, are required to take a test to assess the knowledge they have gained. This test seeks to help students use higher order thinking by providing few multiple choice questions and several short answer and one essay question asking students to think in-depth about the text they have written, supporting their thoughts with examples from the text. The questions asked are not absolute, and there are several right answers for them.

Context: This lesson is given at the end of The Giver unit, and helps to assess students’ knowledge of the goals set for them at the start of the unit. The questions on the exam seek to test students’ knowledge of dystopian society, euphemisms, and basic knowledge of the plot.  Students are also asked to make a choice in their essay question about what to write: they may choose whether or not Jonas’s society is a good place to live or not, and support their ideas why.
Objectives: During and after this lesson, students will:
1. Think about what they have learned in our unit together, and put these ideas on paper for assessment purposes, and,
2. Answer these questions in a variety of ways: multiple choice, short answer, and essay.

NYS Learning Standards Addressed:
Reading
1.  Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
6.  Analyze how differences in the points of view of the characters
and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
a. Analyze full-length novels, short stories, poems, and other
genres by authors who represent diverse world cultures.
10.  By the end of the year, read and comprehend literature,
including stories, dramas, and poems, at the high end of
grades 6–8 text complexity band independently and
proficiently.
Writing
2.  Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a.  Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b.  Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
c.  Use appropriate and varied transitions to create cohesion
and clarify the relationships among ideas and concepts.
d.  Use precise language and domain-specific vocabulary to
inform about or explain the topic.
e.  Establish and maintain a formal style.
f.  Provide a concluding statement or section that follows
from and supports the information or explanation
presented.
4.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b.  Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
10.  Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Speaking and Listening
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.

Language
2.  Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a.  Use punctuation (comma, ellipsis, dash) to indica
pause or break.
b.  Use an ellipsis to indicate an omission.
c.  Spell correctly.
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
Materials/Preparation
Tests for students
Hamburger Outlines for students
Pens/Pencils
Teacher-supplied paper
Activities/Instruction
1. Allow students to come in and get settled. Take attendance, housekeeping. (5 min)
2. Separate students accordingly. Hand out exams and tell students to begin as soon as they get their exam. Let students take exam-while they work, pass out lined paper for essay portion of the test. Be sure students have Hamburger Outlines for their essay. Remind students to “get to the point” with their essays-they have only 40 minutes to finish their test.
3. Help students as necessary. Students will not be given any homework. If students need extra time to finish, make arrangements for them to stay or go to a quiet room to finish. Quietly remind students that their responses to “The Logical Song” on the Nicenet commmunity are also due today by the end of the day. (40 min)

Plan B/Adaptations
If teacher finds that students are not completing the exam within the allotted time, allow extra time for the test to be completed by giving students an extra day to complete it.

Student Assessment/Reflections
1. Students will be assessed on their knowledge of the themes of the novel. Questions about dystopia, euphemism and even an essay that asks them to make a choice all help to assess students’ knowledge of our The Giver studies.
2. Students will be reflecting on their own thoughts and ideas about the community Jonas lives in by writing an essay and responses to short answer questions defending their opinion about said community. Their outlines, made in advance, help students to articulate their response.
3. Students will be assessed on their answer to “The Logical Song” topic posted on the Nicenet community. Five points are awarded for a thoughtful response.

Mrs. Tordoff/Miss Roosa
The Giver Final Exam
Name:__________________________

Part 1: Multiple Choice (10 pts)
Directions: Answer the multiple choice questions below. Choose the best answer.
1. At which ceremony did Jonas recieve his Job Assignment?
A. Ceremony of 10
B. Ceremony of 12
C. Ceremony of 13
D. A contest in which he had to eat the most hot dogs.

2. Jonas’s father released one of the twin baby boys in Chapter 19. Why did he do this?
A.  The child was believed to have been ill.
B. The community believes twins have strange powers.
C.  The Giver told him to.
D. Sameness is not allowed in Jonas’s community, and the twin was lighter than the other one.

3. Fiona’s hair, the apple, and the pumpkins in the agricultural fields-Jonas begins to notice something special about these objects. What is it?
A. Color
B. Texture
C. Shape
D. Sound

4. Euphemism is a word that means:
A. A cry of joy or satisfaction when one finds or discovers something
B. A group of bees.
C. A word we use when another word or phrase is too harsh for everyday conversation-e.g., “passed away” instead of “died.”
D. A speech or writing in praise of a person or thing.

5.  What was the emotion that Jonas felt when The Giver gave him his favorite memory of Christmas time?
A. Love
B. Excitement
C. Sadness
D. Anger

Part Two: Short Answer (10 pts)
Directions: Answer the following questions in no more than three sentences.
1. What is one main difference about our community here in Cassadaga that is different from Jonas’s community? Select one of the many and write about it here.

2. You are on the Council of the Elders in the Community, and you are not sure whether or not the community should keep the Stirring Pills for people to take each morning.  Write whether or not the pills should be kept, and defend your reason by saying why.

3. What is release a euphemism for? Write it down. Now, write the answer to the following question: What is a euphemism we find in our everyday lives, and what does it really mean? Where would a person use this euphemism?

4. We talked about Utopian and Dystopian societies at the start of our unit. Dystopia is a word that means “a place where the government takes control without permission of the people who live there”. How is Jonas’s community Dystopian?

Part Three: Essay (30 pts)
Directions: Take your Hamburger Outline out, as well as the sheet of paper given to you by Miss Roosa. Now, use those tools to write the response to the following question:
Evaluate Jonas’s community. Why is it a good or bad place to live? Choose whether you think it is a nice place to live or a poor place to live. Note: CHOOSE ONLY ONE -DO NOT EVALUATE BOTH SIDES. Then, use three examples from the text to support your decision.
You may wish to consider:
*Jobs being chosen for you
*The Old and Young, as well as the Childless Couples, have special places to live
*Nobody is different-everyone is the same-same clothing, same hair color, same food to eat each night…

The Giver Day 14

The Giver, Day 14: Test Prep/Essay Outline
Rationale: As per the cooperating teacher’s request, a unit test must be given. This test will consist of a few multiple choice questions to help the students get warmed up, then gradually move into higher order thinking questions of the short answer and essay format.  Today will be spent helping students review the test by going over what will be on it with them, and helping them plan an outline for the essay portion of their test.
Context: This lesson is given with some time before the test is to be taken. This will help students keep the information fresh in their mind and assist in studying, which is their homework. The test will embody what we have studied over the course of this unit: color, memory, the power to make choices, and other themes.
Objectives: During and after this lesson, students will:
1. Review and ask questions about the material studied in class as well as the text itself,
2. Prepare notes and an outline from which to study for their exam, and
3. Study these notes in order to earn a satisfactory grade on their exam.

NYS Learning Standards Addressed:
Reading
1.  Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
3.  Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or
provoke a decision.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
4.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
5.  With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including
grade 8 on page 53.)
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b.  Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
10.  Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.

Speaking and Listening

1.  Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.

Language
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
4.  Determine or clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).

Materials/Preparation:
The Giver copies for each student
Pens/Pencils/Paper
Copy of exam for teacher ONLY
The Giver Test Review Sheet
Hamburger Review Sheet

Activities/Instruction:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2. Tell students their final exam for The Giver is approaching. Explain that in a few days, they will be taking a test covering what we have learned together so far. Have students take out the Review Sheet from yesterday, as well as their questions they were asked to bring in. Begin by having students ask any and all questions they might have about the review sheet, The Giver; anything regarding their upcoming exam. Once these have all been addressed, segue into going over the review sheet with them. (10 min)
3. Read over the sheet with them, having them fill it in as they go along with you. Write definitions and answers to questions on the board for students to copy. Give them a few multiple choice questions to answer, encouraging them to write it down-it will be on the test! Discuss the short-answer questions as a class and pick out some of the best ideas. Write them on the board for students to copy and study. (10 min)
4.  In the remaning time, hand out the Hamburger Organizer for students to use when creating their essay topics. Emphasize to students that they will be allowed to have these on the day of the test-so HAND THEM IN before leaving, with names! Help students create a topic, three points for their essay, and a conclusion. Any remaining time will be left to study. While students are studying, have them place their question on the desk for a quick check by the teacher. (20 min)
Extensions:
1. Students could be given an old unit test provided from The Giver if available. They may work in it together in class, and then compare answers as a means of getting more preparation and study time in before the exam.
Plan B/Adaptions
If students do not appear to feel confident in their ability to take and pass the exam, allow one more day of review to take place, or consider modifying the test so students feel comfortable. Ask them what bothers them about the test, and change it so it remains challenging, but not confusing or nerve-wracking.
Student Assessments/Reflection:
1. Students will be assessed on their question asked before leaving. Teacher will not collect sheets (students can hold onto them and refer back to questions and answers) but will walk around and check for students who have them at the close of the period. Five points will be awarded for a question written down.
2. Students will be reflecting on ideas and lessons learned while reading The Giver as they prepare for their exam. They will be asked to express these ideas in writing on their test-the exam itself is a reflection of their time spent studying the novel in class and at home, in study hall, etc.

Mrs. Tordoff/Miss Roosa
Test Review Sheet
Name:__________________

TEST DATE:

Directions: Below are some things you will be required to know to pass your final test for The Giver. Use this sheet to study for your exam.

Your test will consist of 5 multiple choice questions, four short answer questions, and one essay. You will be allowed to prepare an outline for your essay portion.

A. Multiple Choice (10 pts)
Know these things:
1. Where did Jonas learn he was going to be the Reciever of Memory?

2. Why was one of the twins released in Chapter 19?

3. What does Jonas begin to notice in certain parts of the novel? Think about Fiona’s hair, the books on the shelf, and the pumpkins in the field.

4. Define Euphemism:

5.  What emotion did Jonas experience for the first time when seeing the memory of Christmas?

B. Short Answer (10 pts)
You will be asked to write three sentences about the following topics:

1.  Dystopian Societies-What makes a society dystopian?
Why is Jonas’s community dystopian?

2. What are the Stirring pills?
Should the community keep them, or discontinue them?

3.  What is a euphemism in our own life?
Where do you use this euphemism?

4. Jonas’s community and our own community: What is different about it?

C. Essay (30 pts)
You will be asked the following question:
Evaluate Jonas’s community. Why is it a good or bad place to live? Choose whether you think it is a nice place to live or a poor place to live. Note: CHOOSE ONLY ONE -DO NOT EVALUATE BOTH SIDES. Then, use three examples from the text to support your decision.

You may create an outline to help you write your response.
You will be evaluated on the following criteria:

1. Use of at least three examples to support whether or not you think the community is a good place to live.
2. Correct spelling and punctuation.
3. A clear thesis/topic that tells me your opinion at the start of the essay.
4. A closing paragraph that ends your essay smoothly.
5. At least one page of writing.
(6 pts apiece=30 pts)

The Giver Day 13

The Giver, Day 13: Wrap Up Day 2: Final Chapter and Tableau

Rationale: Students are often left in a serious state of wonder about the fate of Jonas and Gabe. Since the novel leaves a lot of room for interpretation among readers, students reading the story must be able to express how they feel about the ending and share their ideas with others. Doing this through visual representation-Tableau-answers to kinesthetic learning styles and lets students show and tell their ideas to peers.

Context: This lesson comes after finishing the novel and discussing the students’ feelings about its ending, which is designed to be interpreted. Once again, choice is to be emphasized here as part of our unit goals-the students have a choice about how they would like to represent the novel’s ending through tableau.

Objectives: During and after this lesson, students will:
1. Use their minds and physical movement to depict what they think is the ending to The Giver,
2. Support these claims by stating why they chose to do it this way, using examples from the text,
3. Prepare for their final assessment by reading and questioning their test preparation sheet.

NYS Learning Standards Addressed:
Reading
1.  Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
6.  Analyze how differences in the points of view of the characters
and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
a. Analyze full-length novels, short stories, poems, and other
genres by authors who represent diverse world cultures.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
1.  Write arguments to support claims with clear reasons and
relevant evidence.
a.  Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.  Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c.  Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d.  Establish and maintain a formal style.
e.  Provide a concluding statement or section that follows
from and supports the argument presented.
4.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b.  Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
11.    Create a presentation, art work, or text in response to a
literary work with a commentary that identifies connections
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work).
Speaking and Listening
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.
5.  Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
6.  Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate. (See grade 8 Language standards 1 and 3 on
page 53 for specific expectations.)
Language
4.  Determine or clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Materials/Preparation:
The Giver copies for each student
Pens/Pencils/paper
Tableau Information sheet
Final Exam Review Sheet
Activities/Instruction
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (3 min)
2. Ask students to respond to the following question: How did you like the novel’s ending? How did you feel after you read it?
Give students a few minutes to respond. Once students have completed this task, collect responses. (5 min)
3. Allow students to hold onto their response. Ask them to tell you what they thought. As you listen to their thoughts, use it to segue into our next activity, which is interpreting the ending through tableau.
Hand out Tableau Information sheet. Go over it with students, explaining what Tableau is. Have students watch the video called “Friendship Tableau”. Pause it to show the three girls in the video are freezing themselves to show scenes dealing with friendship.
Video can be found here: http://www.youtube.com/watch?v=TxEWitRKwes
Then, explain that they will be freezing themselves to show what they think the ending to The Giver is. Go over these instructions with students, and when they are ready, get them into groups to begin their work on their tableau.  (10 min)
4. Allow students time to decide what they would like to present in their tableau. Once they are ready, have them come to the front of the room-or, stay where they are-and present their tableau. Be sure to have one person in their group explain why they did what they did using their prepared paragraph. (20 min)
5. In the remaining time, have students return to their seats and look over the Final Test Preparation sheet. Have students use their remaining time to ask any questions of you and then to study for the remainder of the period. Explain that their homework is to read the exam sheet over and STUDY. They also are asked to bring in one question about something that confuses them about The Giver for homework. It can be written on a scrap piece of paper-but it will be collected. (3 min)
Extensions
1. Students can be asked to take their tableaus a step further by asking the question “What if?” about another part of the story. What would have happened if Jonas had stayed with the community? If a different Reciever of Memory was chosen?
Plan B/Adaptations
If students do not like the idea of tableau, they may perform a skit or use other means of performance as necessary. If I find that tableau is not the right approach for the students, the class can talk about what they would like and do that. Or, each individual group can choose what they would like-tableau, or skit, or monologue…..
Student Assessment/Reflections
1. Students will be reflecting on their own beliefs about the ending of the story, as well as their ability and power to make creative choices, as they display their tableau. As they discuss in groups how they want to make their tableau, they are putting their own ideas and thoughts into action.
2. Students will be assessed on their tableau for participation. Teacher should watch the groups and the tableaus carefully: Are students on task and working? Did each person in the group find a way to make their tableau happen? Did the group hand in a brief report on why they chose to present it this way?

 

Here is the Tableau Handout for Students:

Mrs. Tordoff/Miss Roosa
Tableau Information Sheet
Name:_______________________

Directions: We are going to do an activity today called Tableau.
What is a tableau?
Tableau:
A group of models or motionless figures representing a scene from a story or from history-a living picture.
In other words: You and a group of your classmates will freeze to represent a part of The Giver today.
Video: Friendship Tableau

***********
Directions:You will get into groups based on how you think the story ended. In order for your group to make a tableau, you must do the following things:
1. Decide in your group what you all think happens at the end of The Giver.
2. Decide how you are going to represent that:
For example: If you think Jonas and Gabe came to a home where people awaited him, how will you act out Jonas and Gabe?  Will one person be Jonas, knocking on the door? Will another person be there to open the door for him? Who will play Gabe?
3. Once you know what you want, have one person in your group write down the reasons WHY you chose to represent it this way. This only has to be one paragraph.
4. Once your group is called, we will close our eyes for ten seconds to let you get into your tableau. Miss Roosa will count to ten, and then we will open our eyes. Have one person in your group tell us why you did what you did. (They will NOT be part of the tableau).
5. Be sure to hand in your paragraph when you leave, with ALL names on it!

The Giver Day 12

The Giver Day 12: Wrap Up Part 1: Utopia and Dystopia
Rationale: The Giver deals heavily with Utopian and Dystopian society. Since this is a foreign concept to many 8th Grade students, it is important that they receive some background in these terms as well as examples to come to a full understanding and appreciation of the novel.  A real utopian society that failed will also be studied as a means of incorporating nonfiction and real-world events into the lesson.

Context: This lesson uses material that can be tied in to the first day’s activity with students’ ideal communities. Students will understand what makes a community dystopian/utopian, and learn to identify these traits as they relate it to Jonas’ community. They can reflect on their own communities created on the first day to identify whether or not their communities possessed utopian qualities.

Objectives: During and after this lesson, students will:
1. Partake in class discussion to learn the basic outline of a utopian society, which is a common vision,
2. Learn about a real utopian society that failed, and
3. Reflect on the assigned readings in groups to form an idea about Utopian and Dystopian societies.

NYS Learning Standards Addressed
Reading
2.  Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
3.  Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or
provoke a decision.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the pieces.
Writing
1.  Write arguments to support claims with clear reasons and
relevant evidence.
a.  Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.  Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c.  Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
7.  Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
10.  Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.

Language
1.  Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a.  Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b.  Form and use verbs in the active and passive voice.
c.  Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
d.  Recognize and correct inappropriate shifts in verb voice
and mood.*
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Materials/Preparation
Pens/pencils, The Giver copies for each student, paper; handout on the Brooks Farm. Teacher needs to have a USB flash drive with the 7 Blind Mice video ready to go if necessary, as well as a screen to view it.
Activities/Instruction
1. Allow students time to come in and get settled-take attendance, housekeeping. (5 min)
2. Once students are seated, ask students to envision the perfect society. Ask them what their idea of a perfect society is, and write down their suggestions on the board. Once students have offered some suggestions, tell them that there is a word for this: Utopia. Tell students that The Giver is a novel about a utopian society. Provide a definition on the board, and ask students to write it down.
Utopia: A place of ideal perfection especially in laws, government, and social conditions. Everyone is working toward a common goal.
Explain to the students that this society means everything is perfect. Nobody earns more money than anyone else. Everyone has a job. Nobody is homeless. Nobody breaks a law. Things are exactly as they should be.
To help students wrap their brains around this concept, read to them about a utopian society that did not succeed: The Brook Farm. Pass out Brook Farm handouts to students, and ask one student to read out loud.

After reading about this with students, ask them to explain why they think it did not work. What factors regarding this society’s existence do you think made it fail? What do you think could have been done to make the society more successful? Allow students some time for discussion. Allow everyone to state their opinions. (15 min)
3. Then ask students if they like this idea, or dislike it. Why or why not? What do you think could be some problems with this sort of lifestyle? Make a T-chart on the board and fill it in as the students give you examples of good and bad things about a utopian society.
Once everyone has said what they would like to say, explain to them that the opposite of utopia is Dystopia.
Dystopia: often begins as a utopia; government takes control of the society without permission of the inhabitants.

Then, ask students to go back and reflect: what parts of the previous chapters we have read (specifically chapters 19 and 20) show us that Jonas’ society is a Utopian or Dystopian society? Get students into groups. Ask students to go back and reflect, writing down a list of three items that show this.  Then, have students briefly share their ideas, discussing them with the class.
(18 Min)

3. In the last two minutes, have students write down their homework assignment, which is to read chapters 21, 22 and 23 for homework. Remind them that they will be asked to respond to a graded response about the readings. If there are any questions, answer them-and bid students farewell for the day. Have them hand in their group’s writings during the group activity. (2 min)

Extensions
1. Students can reflect on their own societies from the first lesson and determine whether or not they were utopian. Have students write a one page response describing their societies and writing why they were or were not utopian. What qualities do they possess (or don’t possess) that make them that way?
Plan B/Adaptations
If students are not fully understanding what utopia and dystopia means, show students the short clip “Seven Blind Mice” on YouTube. Explain that a common goal or mission is the basis for a utopian society.

The clip is here: http://www.youtube.com/watch?v=zHHniQTG0ts
Make sure everyone is clear on why we watched the video: That there cannot be disagreement in the group, or Utopia doesn’t work.
Student Assessments/Reflections
1. Students will be reflecting on their own ideas about what government means. They will understand how and why utopian societies do not work, and the problems they bring.
2. Students will be reflecting on their readings of the text as well as their own societies created on the first day of the unit to help out their understanding of utopian and dystopian societies.
3. Students’ groups will be assessed on their contribution to the conversation. Did each group manage to find at least one or two ideas to share with the class?

Handout for Brooks Farm

Brook Farm, or Ripley’s Follow Me or Not
Probably the best-known utopian community in America, Brook Farm  was founded in 1841 in West Roxbury, Massachusetts, by George and Sophia Ripley.
The society was built on a 200-acre farm with four buildings and focused on the ideals of extreme social reform and self-reliance. People could live there and go to school for free if they completed 300 days of labor by either farming, working in the manufacturing shops, performing domestic chores or grounds maintenance, or planning the community’s recreation projects.
The community prospered in 1842-1843 and was visited by many government and church leaders, as well as utopian writers. However, Ripley soon decreed the young people had to do all the dirty work like repairing roads, cleaning stables, and slaughtering animals. This caused many residents, especially the younger ones, to leave. Things went downhill from there. The community was hit by a outbreak of smallpox followed by fire and finally collapsed in 1847.

Questions for Discussion
1. What do you think caused this community to fail?

2. What were some of the beliefs or ideas that this community was built upon?

3. How is this society like Jonas’s?

“Four Utopian Societies That Bombed Miserably.” NeatORama.com. MentalFloss, 17 Aug. 2007. Web. 6 Dec. 2011..

The Giver Day 11

 

The Giver, Day 11: Euphemisms through Song
Rationale: Euphemisms are a large part of everyday talk. We say we are taking our pets to be “put to sleep,” when in reality, the animal is being killed. We say people “pass away”, but they have died. It is socially acceptable to do this, and it softens the blow of hearing the actual words. In some situations, it is appropriate, but in others, it can be downright maddening. Today, students will learn about euphemisms by examining their text, music, and engaging in classroom discussion.

Context: This lesson comes at a time when students have learned what Release really means in Jonas’s community. Students often need help processing the emotion they feel when they read this chapter, as well as understanding why the community releases its old and young.  By discussing how they felt, students come to a better understanding of the concept and the chapters.

Objectives: During and after this lesson, students will:
1. Learn the definition and common examples of euphemisms,
2. Discuss a few examples of these with classmates, telling their thoughts and relating it to The Giver, and
3. Examine some examples by listening to music and analyzing the songs, forming reasons about why the artist or songwriter chose to use that expression.

NYS Learning Standards Addressed:
Reading
2. Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
4.  Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
1.  Write arguments to support claims with clear reasons and
relevant evidence.
a.  Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.  Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c.  Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d.  Establish and maintain a formal style.
e.  Provide a concluding statement or section that follows
from and supports the argument presented.
6.  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.
4.  Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
4.  Determine or clarify the meaning of unknown and multipl
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence o
paragraph; a word’s position or function in a sentence
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affix
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both prin
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5.  Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a.  Interpret figures of speech (e.g. verbal irony, puns) in
context.
b.  Use the relationship between particular words to
better understand each of the words.
c.  Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Materials/Preparation:
The Giver copies for all students
Pens/Pencils/Paper
Teacher should have USB drive with songs ready for students to listen to, as well as lyric printouts for students to follow along with.
Activities/Instruction:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2. Present to students the following response question for the day, based on chapters 19 and 20.
What did Jonas’s father do to the baby? How did this differ from your original opinion of Release?
Allow students five minutes to answer this question. Collect responses when they are all finished.  (5 min)
3. Once students have handed in their responses, ask them to take out a sheet of paper.

They will be learning what a Euphemism is for today’s lesson. Begin by writing the term on the board and offering a definition for them:
The act or an example of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive. In other words, a word we use to be polite when a word seems too harsh for everyday conversation.
Allow them time to copy the definition down, explaining what it means by offering your own example of a euphemism: Passing Away. Ask students what it means, and see if they have any other suggestions for euphemisms dealing with death, e.g. “No longer with us,”  “Sleeping with the fishes,” etc. Talk about others, too. Offer students some examples of euphemisms-make a list on the board with their meaning next to them. Then, hand out a euphemism sheet to students. Ask them to partner up and figure out what the phrases and words mean. (10 min)
4. Next, play some songs for students. Songs to be used are “Shake Your Tail Feather” from the Blues Brothers soundtrack and “Another One Bites the Dust” by Queen. Distribute lyrics to students, edited to fit the portion of the song you will be playing. Offer students a clip of the music-about one minute per song. Then, ask students to identify what euphemisms they found in their song. Why do you think the artists chose to do this instead of come right out and say “Another one died,” or “Shake your butt/Dance”? (15 min)
5.  Wrap up the lesson by relating it all back to The Giver. Why does the community want to say “Released” instead of “killed?” Do you think there could be negative repercussions if the community leaders were to say “We killed an Old person today,” or “We killed a Newchild today because he was deformed”? How do euphemisms affect you? How do they make you feel? (8 min)
6. Ask students to finish the novel for homework. This will be chapters 21 and 22. Have them hand in their Euphemism worksheets as they leave. Also direct students to the Nicenet community, in which they will asked to comment on a song and its relevance to The Giver:
Listen to “The Logical Song.” Look at the lyrics. How does this song relate to The Giver? Give one example.
Can you think of any songs that remind you of The Giver? Why? (due at the end of the week)
(2 min)
Extensions:
1. Students can be asked to bring in a song of their own with a euphemism in it. What is the euphemism, and why do you think it was used in the song? Does it add to, or take away from, the song? Bring in the lyrics, and write a paragraph answering the questions above. Students can then share with others and discuss their findings.
Plan B/Adaptions:
If the songs and the video are not working on the computer, or are unavailable for listening, simply go about the lesson as planned without the music. Have students, instead, read the lyrics and discuss what role euphemisms play in the songs. They may listen to the songs at home for their own enjoyment if they desire.
Student Assessment/Reflections:
1. Students will be assessed on their ability to work through the meanings of the euphemisms listed on their worksheet. Did they come up with a meaning for each one? Even if the meaning is not correct, students will still earn credit for writing down an appropriate answer that shows some thought was made. Students will also be assessed on their daily response question, with an appropriate answer earning five points.
2. Students will be reflecting on the use of euphemisms in their own lives as well as The Giver. How do these expressions make you feel? How do you feel about release now that you know the meaning of the term? What are some euphemisms from your own life?-These questions are the basis of reflection for the lesson today.
3. Students will be assessed on their response to the Proboards question regarding why the community doesn’t have birthday parties. Five points are awarded to students who respond with a thoughtful answer.

Euphemism Worksheet

Mrs. Tordoff/Miss Roosa
Names:_____________________________________
Euphemism Worksheet

Today, in The Giver, we have learned what release really means. Release is a euphemism for the killing of people of the community. Here are some other euphemisms we encounter in our own lives. With a partner, discuss what you think they mean and write that meaning next to the phrase. Then, write where someone might encounter this euphemism.

1.  Passed Away

Where do we find it?

2. Doing your business

Where do we find it?

3. Expecting

Where do we find it?

4. Kick the bucket

Where do we find it?

5. Lost your lunch

Where do we find it?

6. Pre-Owned/Previously Loved

Where do we find it?

7. Between Jobs

Where do we find it?

 

Lyrics Handout

Name:__________________________
Lyrics Handout
Directions: Follow along as we listen to the songs below. Circle any examples of euphemism you can find in the songs below.
Song #1: Another One Bites the Dust-Queen
Steve walks warily down the street,
with his brim pulled way down low
Ain’t no sound but the sound of his feet,
machine guns ready to go
Are you ready, Are you ready for this
Are you hanging on the edge of your seat
Out of the doorway the bullets rip
To the sound of the beat

Another one bites the dust
Another one bites the dust
And another one gone, and another one gone
Another one bites the dust
Hey, I’m gonna get you too
Another one bites the dust

How do you think I’m going to get along,
without you, when you’re gone
You took me for everything that I had,
and kicked me out on my own
Are you happy, are you satisfied
How long can you stand the heat
Out of the doorway the bullets rip
To the sound of the beat

Another one bites the dust
Another one bites the dust
And another one gone, and another one gone
Another one bites the dust
Hey, I’m gonna get you too
Another one bites the dust….

Song #2: Shake Your Tail Feather-Blues Brothers
Well I heard about the fellow you’ve been dancin’ with all over the neighborhood
So why didn’t you ask me baby, or didn’t you think I could?
Well I know that the boogaloo is outta sight but the shingaling, she is playing tonight
But if that were you and me out there baby?
I would’ve shown you how to do it right, do it right, do it right, do it right, do it right
Twist it, shake it, shake it, shake it, shake it baby
Here we go loop de loop
Shake it out baby
Here we go loop de la
Bend over, let me see you shake your tail feather
Bend over, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Twist it, shake it, shake it, shake it, shake it baby
Here we go loop de loop
Shake it out baby
Here we go loop de la
Bend over, let me see you shake your tail feather
Bend over, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, come on baby, come on, yeah come on babe….

The Giver Day 10

The Giver, Day 10: Poetry Interviews and Self-Evaluation

Rationale: By becoming aware of their own and their classmates’ creative decisions, students understand that creativity is not something some people are just born with. It is a product of real, everyday thinking. By becoming aware of our own creative processes and ideas, it is easier to become creative and realize that it is something that comes from talking to others, thinking out loud, and taking risks.
Context: This lesson is the second part of the previous day’s lesson in which students were asked to work collaboratively with others in creating a Found Poem about Love as The Giver and Jonas see it. Today, students will learn to appreciate the creative choices their classmates have made, and become aware of their own as reflect on their group’s poem. They will consider, in these reflections, the freedom to feel love as they see it, unlike Jonas’s community in which the word is obsolete.

Objectives: During and after this lesson, students will:
1.  Discuss the poems created in groups with classmates, gaining knowledge of each other’s creative decisions and processes,
2.  Interview classmates about these decisions, asking questions to help one another become aware of their thought processes, and
3.  Self-evaluate their Found Poems, considering ideas the group had, words or phrases chosen for the poem from The Giver, or any other creative decisions used in writing the poem.

NYS Learning Standards Addressed:
Reading
1.  Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
3.  Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or
provoke a decision.
4.  Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.

Writing
1.  Write arguments to support claims with clear reasons and
relevant evidence.
a.  Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.  Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c.  Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d.  Establish and maintain a formal style.
e.  Provide a concluding statement or section that follows
from and supports the argument presented.
4.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
11.    Create a presentation, art work, or text in response to a
literary work with a commentary that identifies connections
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work).
Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
4.  Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.

Language
2.  Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a.  Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b.  Use an ellipsis to indicate an omission.
c.  Spell correctly.
4.  Determine or clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).

Materials/Preparation:
Pens/Pencils/Paper
Copies of The Giver
Found Poems from yesterday for each group
Interview Handout
Prompt sheet for Poem Reflection
Activities:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2.  Have students take out a sheet of paper, and have them respond to the following question that relates to chapters 17 and 18:
Jonas becomes upset when he sees Fiona, Asher, and other children playing a game. What game is it? Why do you think this makes Jonas upset?
Give students five minutes to answer the question in a paragraph or less. Then, collect responses at the end of five minutes. (5 min)
3. Once responses have been collected, tell students to get back into their groups from the previous day. They may work for an additional ten minutes on their Found Poems. If their group happens to be finished, ask each student to copy the finished poem for him/herself on a separate sheet of paper and allow them to begin reading chapters 19 and 20 while they wait for others to finish. (10 min if necessary)
If all groups happen to be done, explain the Interview Handout sheet to the groups. Be sure to explain that the reason for interviewing classmates is a way of understanding how people construct their poems, think creatively, and gain insight on how something is created. Explain that by becoming aware of these processes, we become more aware of our own creativity. Then, ask the groups to arrange themselves into a circle. There should be two circles for the four groups of students.
Have a student from each group read their Found Poem to the other group members. Once the first group has read, the opposite group members will each say one thing they liked about the Found Poem. They will then ask the group about their poem using questions provided on the Interview Handout. (Of course, students are encouraged to ask their own questions, too). Ask students to jot down the answers to the questions they ask their classmates. (10 min)
4. Give students ten minutes to do the Interviews. Once these have been completed, ask students to take out a sheet of paper. Explain that they will individually be evaluating how their poem related to the theme of Love as portrayed in The Giver. Pass out prompt sheets to the students with further instruction and length requirements. Go over it with students, and allow them the remaining class period time to write. Ask students to aim for a page of writing-the front of a piece of notebook paper. (10-20 min depending on whether or not students had to finish up their Found Poem)
5. In the remaining five minutes, explain to students that their homework is to read chapters 19 and 20, and to finish their individual evaluations if not already complete.
Extensions:
1. Students can provide illustrations or collages for their poems. Ask students to find old magazines, and provide them with glue sticks and construction paper. Ask them to look through the magazines, finding images and words that relate to Love as the Community sees it. Groups can then present the collages or illustrations to the class, comparing and contrasting Jonas and the Giver’s ideas with that of the Community.
If students prefer drawing/painting/sketching, they may feel free to create an illustration on their own.
Plan B/Adaptations:
If students wrote the poem with the teacher, as per yesterday’s Plan B entry, they will help finish up the poem today with the teacher. After that has been finalized and copied down, students will then discuss why they did what they did to make the poem. After this brief discussion, students can write their self-evaluation as necessary.
Student Assessment/Reflections:
1. Students will be assessed on their daily response question, with five points being awarded for an appropriate response. Five points will also be awarded for a completed Interview Sheet. Students will also be assessed on their Poetry Reflection piece, based on their own evaluations of the poems they created with their group. A grading scale is available on the handout distributed to students.
2. Students will be reflecting on their own creative processes as they are interviewed by their neighboring group. Students will have the opportunity to see how others got creative in making their found poetry pieces, and perhaps use these strategies when being creative later on.  They will also be considering how their poem is related to The Giver by thinking critically about their own work and commenting on it by way of a brief, one page self-evaluation of their group’s work.

PoemReflection Sheet

Name:
Mrs. Tordoff/Miss Roosa
Prompt Sheet

Directions: For this activity, you will be writing about your poem. How does it relate to The Giver and Jonas’s idea of what love is?
Think about the lines and words your group chose in writing the poem. Why did you choose those lines?
Write at least a one page response, telling me about what your group did to create that poem. Please include the following in your one-page response:

1. Tell me about one line from The Giver that you used. Why? (2 pts)
2.  Tell me about ideas that your group had in making the poem. What are some things your group talked about when deciding how to write the poem? (Keep it poem related-don’t tell me how everyone talked about the weekend while they worked! 🙂 ) (2 pts)
3. What would it be like for you to live in a society where the word “love” is never used? Could you express your joy for family members, hobbies, and pets as easily as we do now? (2 pts)
4. How does your poem reflect the theme of Love that we talked about? What lines or words relate to this theme? (4 pts)

 

Poetry Interview Sheet

Interview Handout
Mrs. Tordoff/Miss Roosa
Name:
Directions: For this activity, you will be interviewing your fellow classmates about their decisions in making their poem. By doing this, we get ideas from one another, and we learn how creativity works. You might be surprised to lean where some people get their ideas!
Here’s what we are going to do:
1. You will get into your groups from yesterday. However, you will listen to an opposite group’s poem.
2. After you listen to their poem, you will fill in this sheet with some of your thoughts and findings about that group’s poem. The last question is blank-you will be asking your own question to the group.
Interview Activity-Ask your opposite group members these questions.
Group Members I Interviewed:

Title of Poem:

One Thing I Liked about this Poem:

1. How does your poem relate to the theme of Love?

2.  What is your favorite line of your poem, and why?

3. Find a line you took from The Giver. Why did you choose this one?

4. Was it hard to write the poem? Why or why not?

5. What would you change about this poem?

6.

This is due the following day.

The Giver Day 9

The Giver, Day 9: Love and Found Poetry

Rationale: Poetry is a beautiful form of expression many students are reluctant to try for any number of reasons. By allowing them the ability to work with an author’s words, students feel better about trying to write poetry because the words have already been supplied for them.  Best of all, the poems can center around a theme in the class’s chosen novel to help students internalize that theme in a way that helps them learn a new poetry form in the process.
Context: This lesson comes at a time when Jonas and The Giver experience the feeling of Love together by way of the memory of Christmas encountered in Chapter 16. Like Jonas, young people should learn how to identify these feelings as a way of being “in-tune” with oneself and being able to understand what real love is. Many students at this age are experimenting with dating for the first time and are unsure of their feelings. This activity helps students connect with their novel and their life.
Objectives: During and after this lesson, students will:
1. Learn about the fundamentals of Found Poetry and how to create one,
2. Discuss the feelings of Love that Jonas and The Giver feel as they experience Christmas, and the kind of Love that it is,
3. Work collaboratively in groups to create a Found Poem that will be shared the following day and reflect on these poems, writing an individual evaluation of its ability to relate to the novel and the chosen theme of Love.

NYS Learning Standards Addressed:
Reading
2.  Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
4.  Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
5.  Compare and contrast the structure of two or more texts and
analyze how the differing structure of each text contributes to
its meaning and style.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
3.   Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.
a.  Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b.  Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c.  Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events.
d.  Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e.  Provide a conclusion that follows from and reflects on
the narrated experiences or events.
.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such a
the Bible, including describing how the material is
rendered new”).
b.  Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
11.    Create a presentation, art work, or text in response to a
literary work with a commentary that identifies connections
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work).

Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.
Language
4.  Determine or clarify the meaning of unknown and multiple-
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5.  Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a.  Interpret figures of speech (e.g. verbal irony, puns) in
context.
b.  Use the relationship between particular words to
better understand each of the words.
c.  Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).

6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Materials/Preparation:
NCTE Found Poetry Example
The Giver by Lois Lowry-copies for whole class
NCTE Found Poetry instructions
Pens/Pencils/Paper
Activities:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2. Have students take out a sheet of paper, and broadcast the poem “Naming” on the overhead projector for students to refer back to while responding. Offer this question regarding the poem:
How does this poem relate to The Giver? What word did Jonas’s mother and father chastise him for using? How would you feel if this word was taken from your daily life?
Allow students five minutes to answer the question in a paragraph or less. Collect responses when students are finished. (5 min)
3. Once responses are collected, explain to students that today will be focusing on creating a Found Poem based around the concept of Love. Be sure to discuss what is meant by love-not something like “puppy love”, common in middle and high schools, but real love found between family and friends.
Using chapters 15 and 16, students will work in groups to create a Found Poem based around the idea of Love as Jonas and The Giver see it. Ask students if they know what Found Poetry is, if they’ve heard of it, and so on. Gather what they know about it. Then distribute the NCTE handout on Found Poetry to help kids learn what it is. Explain and go through it with them.
Then, explain that they will be breaking into groups to help create their own found poem. Explain what they will be doing in their groups first. Then, distribute the Found Poetry Guide to each student and go over the instructions with them.  (15 min)
4. Afterward, break students into groups of four or five. Have them take out their books and follow the Found Poetry instruction sheet to create their own found poems. This will likely not be completed in the time allotted, so tell them to take their time and work at a steady (not breakneck) pace. They will be allowed time to work tomorrow. Teacher should be sure to walk around to ensure groups are on task. As the teacher, make sure to sit down and observe groups to offer help when necessary. (15 min)
5. In the last five minutes, tell students to read chapters 17 and 18 for homework. Have them hand in their work so far on their Found Poems as they leave. Also inform them of the new Nicenet question: Jonas saw a birthday party, where one child was celebrated-an individual day for a special, individual person. What makes you an individual? How would you feel if you couldn’t show your individuality? (due in two days)
(5 min)
Extensions:
1. Students can write another Found Poem, but this time, from the perspective of Mother, Father, Lily or even Gabe. What is their perception of Love? Using the text, go and find enough words to create a work that reflects their thoughts on Love (remember, they probably won’t say the actual word because it is obsolete to them).
2. Students can pretend they are The Giver and are giving Jonas their favorite memory. What would it be? Aim for two pages of descriptive, vivid writing.

Plan B/Adaptations:
If students are having difficulty creating poems together in groups, we can create a poem together as a class. Students can help by offering words, phrases and suggestions to the teacher, who will write them down on the board. Then, the students will help the teacher arrange them into a finished product, which can be read to the other classes. Students will them write how they felt our class poem related to the theme of Love as per the original plan.
Student Assessment/Reflections:
1. Students will be assessed on their participation with their groups. Are all students participating either by listening, offering suggestions, writing down lines they like or transcribing what the group suggests? If so, assessment will be positive.
2. Students will be assessed on their response to the daily Response Question at the beginning of each class. Five points are awarded for an appropriate answer to the question.
3. Students will also be assessed on their completion of the Found Poem. Ten points are awarded for a completed poem that uses words from Chapters 15 and 16, at least 8 lines long,   and has all group names on it.
4. Students will be reflecting on how their Found Poem is related to The Giver. The following day, students will be sharing their poems and interviewing a different group about the creative choices made for the poems after they have been completed and shared. Then, students will be writing an individual evaluation of their work, discussing how they (the individual involved in the group) think their poem is appropriate to the theme of love in The Giver.

Judy Blume Found Poetry Example

Poem: “Naming” by Nancy Mairs

Naming
by Nancy Mairs
Let me tell you this once (I will not be able to say it again): I have lost the meaning of words. Heavy, they ripped away from the sounds, fell into cracked ground. For weeks I scratched but what I dug up was bicycle spokes, black melon rinds, a smashed doll face--it was not meaning. I don't know what I am saying. I exaggerate. Not everything is gone. I still know perfectly what sugar means, and pine needle. Laughter is more of a problem. And yellow often slides, a plate of butter in the sun. The meaning of flower has gone entirely; so has the meaning of love. Now it is safe to say: I love you. Now it is true.

The Giver Day 8

The Giver Day 8: Sharing and Reflecting on Poetry

Rationale: Reflection and connection to literature are important skills that all English teachers want to help their students internalize. Today’s lesson helps this happen by asking students to make connections to what they have read and written by writing creatively from a character’s point of view.
Context: As per the unit goals, students are to understand the importance of color and its symbolic nature in the novel as an indicator of differences and beauty in the world. This lesson helps that unit goal become fulfilled by asking students to explore the feelings that colors could give Jonas as he experiences them for the first time.
Objectives: During and after this lesson, students will:
1. Share poetry with other students as a means of recieving feedback about what they did well,
2. Use this poetry to help write a reflection from a character’s point of view about the role of colors in someone’s life,
3. Connect what they are reading to what they have written and explore Jonas’s new emotions about colors as a means of being more connected to him as a character.
NYS Learning Standards Addressed:
Reading
2.  Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
6.  Analyze how differences in the points of view of the characters
and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
a. Analyze full-length novels, short stories, poems, and other
genres by authors who represent diverse world cultures.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
3.   Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.
a.  Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b.  Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c.  Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events.
d.  Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e.  Provide a conclusion that follows from and reflects on
the narrated experiences or events.
9.  Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.  Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b.  Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
11.    Create a presentation, art work, or text in response to a
literary work with a commentary that identifies connectio
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work).

Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
4.  Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language
1.  Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a.  Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b.  Form and use verbs in the active and passive voice.
c.  Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
d.  Recognize and correct inappropriate shifts in verb voice
and mood.*
2.  Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a.  Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b.  Use an ellipsis to indicate an omission.
c.  Spell correctly.

Materials/Preparation:
-Pens/Pencils/Paper
-Poetry from the previous day
The Giver copies
Reflection Handouts
Activities/Instruction:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2. Present to students the following response question for the day, based on chapters 13 and 14 of the reading:
What memory does The Giver give to Jonas that causes him excruciating pain? Describe the memory as best you can.
Allow students five minutes to answer the question in no more than one paragraph.  (5 min)
3. Once responses have been collected, ask students to take out their poems from the previous day.  Have students get into a circle, and share their poems with the rest of the class. As we share, we will pick out one good thing about that person’s poem before moving on to the next student. Once everyone has had a chance to share their work, it will be time for that day’s in-class writing activity. (10 min)
You are Jonas, Reciever of Memory. Using the “memory” (that’s the picture you wrote a poem about), write a letter to Fiona telling her about the memory. In your letter, tell Fiona about the colors of your memory, and how you feel about experiencing all these new and wonderful colors. In your letter to Fiona, please include:
1. How you feel about experiencing these colors
What the new colors look like to you (bright? vibrant? shocking? hard on the eyes?)
How seeing these colors make you feel
The memory associated with the colors (for example, if you got the beach scene, you might write about the beautiful blue water you swam in, or the colorful tropical fish you saw in the water. If you have the winter memory, you might talk about the sparkly white snow that got smashed under your fast, red snowmobile skis!) (5 pts)
Also include:
-Correct spelling, punctuation and grammar (1 pt)
-At least a page of writing (front of a notebook paper) (2 pts)
-A correct heading for your work. (1 pt)
-Writing the paper as a casual note-use “Dear Fiona,” to start your work. (1 pt)
Now, let them break apart and allow them time to work on their reflections as Jonas (18 min)
5. In the last two minutes, remind students of their homework-chapters 15 and 16 for a response the next day (2 min)
Extensions:
1. Students can take this lesson a step further by writing a letter back from Fiona. What would she say? Students can try to put themselves into the shoes of Fiona and imagine what it would be like to have someone try to explain something so foreign and new. They might even try an “Invisible Drawing” activity to see what it is like to explain something difficult: One student holds a pencil and paper, ready to draw. Another student has a shape that the student holding the paper must copy-but only through description of the one holding the shape. Since the shape never turns out the way the picture looks, students can come to a greater appreciation of how to explain something so difficult.
Plan B/Adaptations:
If students do not like the idea of sharing as a group, the teacher can read the poems anonymously to the class, shuffling the papers up. Then, students can still offer one good thing about each poem-anonymously. Afterward, the teacher can shuffle the papers again and hand them back to their owners to begin the activity.
Student Assessment/Reflections:
1. Students will be assessed today on their daily response question for five points as well as their Reflections essay for ten points. A guide for grading is provided right on the attached handout.
2. Students will be reflecting on the role colors play in Jonas’s life, as well as the emotions and feelings he feels when experiencing them for the first time. Students should, in turn, feel more connected to the novel and its characters after placing themselves into said character’s shoes for a day.

 

Mrs. Tordoff/Miss Roosa
The Giver
“Colors” Reflection
Name:___________________
You are Jonas, Reciever of Memory. Using the “memory” (that’s the picture you wrote a poem about), write a letter to Fiona telling her about the memory. In your letter, tell Fiona about the colors of your memory, and how you feel about experiencing all these new and wonderful colors. In your letter to Fiona, please include:
1. How you feel about experiencing these colors
What the new colors look like to you (bright? vibrant? shocking? hard on the eyes?)
How seeing these colors make you feel
The memory associated with the colors (for example, if you got the beach scene, you might write about the beautiful blue water you swam in, or the colorful tropical fish you saw in the water. If you have the winter memory, you might talk about the sparkly white snow that got smashed under your fast, red snowmobile tracks!) (5 pts)
Also include:
-Correct spelling, punctuation and grammar (1 pt)
-At least a page of writing (front of a notebook paper) (2 pts)
-A correct heading for your work. (1 pt)
-Writing the paper as a casual note-use “Dear Fiona,” to start your work. (1 pt)

The Giver Day 7

The Giver, Day 7: Colors and Color Poems

Rationale: In these chapter of Lowry’s The Giver, Jonas experiences color for the very first time. He is both overwhelmed, excited and confused about his new ability. Yet, The Giver himself helps him to understand just where and how these colors came along. Today, my students will grow to understand more about the colors that surround them each day by reflecting on what color means to them, and then writing poetry based on provided pictures of colorful scenes.
Context: This lesson helps students understand the impact color has on them as well as Jonas by calling on chapters 11 and 12 which deal heavily with the experience of color and how it makes Jonas feel. Students will attempt to understand the emotions that color can bolster and in turn feel more connected with Jonas as well as their own world.
Objectives: During and after this lesson, students will:
1. Reflect on how certain colors make them feel, or what sort of images they conjure up,
2. Explain why they feel this way to other classmates, thinking about their own feelings and thoughts,
3. Put these thoughts into words by creating poems about their feelings, and connect the poetry to the novel we are currently reading by offering a response about how Jonas would feel after viewing their assigned picture.

NYS Learning Standards Addressed:
Reading
1.  Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text
2.  Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
3.  Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or
provoke a decision.
6.  Analyze how differences in the points of view of the characters
and the audience or reader (e.g., created through the use of
dramatic irony) create such effects as suspense or humor.
a. Analyze full-length novels, short stories, poems, and other
genres by authors who represent diverse world cultures.
Writing
3.   Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.
a.  Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b.  Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c.  Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events.
d.  Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e.  Provide a conclusion that follows from and reflects on
the narrated experiences or events.
10.  Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11.    Create a presentation, art work, or text in response to a
literary work with a commentary that identifies connections
and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work).
Speaking/Listening
1.  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.

Language
2.  Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a.  Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b.  Use an ellipsis to indicate an omission.
c.  Spell correctly.
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
5.  Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a.  Interpret figures of speech (e.g. verbal irony, puns) in
context.
b.  Use the relationship between particular words to
better understand each of the words.
c.  Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).

Materials/Preparation:
-Colorful Slideshow (Powerpoint)
-Poetry Handout
-Pens/Pencils/Paper
-The Giver copies
-20 Pictures (5 of each season) to be distributed to students

Pictures to be Used:

Activities:
1. Allow students time to come in and get settled. Take attendance, housekeeping. (5 min)
2. Present to students the following question: What does Jonas begin seeing in Chapter 12? How does he feel about what he sees?
Allow students five minutes to answer in a paragraph or less. Collect responses when finished.  (5 min)
3.  Ask students to take out another sheet of paper, numbered from 1 to 10. Prepare the room to show a PowerPoint presentation-this time with colorful pictures on it. As you show the students each slide, ask them to write down two things:
The main color in the slide
How the picture made you feel.
Go through the activity quickly but thoroughly. Once finished, turn lights back on and ask students how they felt with each slide. Tell them that this is part of how colors affect us-we feel certain emotions when we look at certain colors. Then ask them this: How do you think Jonas feels now that he is seeing all these wonderful colors for the first time? (15 min)
4. Now that students have an idea of how color can affect us, ask them to take out another sheet of paper. For the remaining twenty minutes of class, they will be asked to write a poem about a one of the four seasons pictures given to them, to be shared in class the next day. Pass the criteria sheet around and have everyone take one. Walk around the room and offer papers with the scenes on them, face down, to the students. Allow them any remaining time to write. (18 min)
5. In the last two minutes, remind them that their homework is to read chapters 13 and 14 for homework, and to finish their poem if it hasn’t been done so already (2 min).
Extensions
1. Students can be asked to write a short story in which they are The Giver, giving Jonas a memory based on their picture. What would your memory look like? A snowmobile trip? A car ride with family? A vacation on the beach? Write at least two pages (front and back of a notebook paper) about a memory associated with your picture, from The Giver to Jonas.
Plan B/Adaptations
If students do not like the idea of reflecting on a PowerPoint, the group can circle up and talk about colors that way. We can speak about our favorite colors and then discuss what sort of emotions arise from viewing these colors. Poetry writing may continue as planned.
Student Assessment/Reflections
1. Students will be reflecting on how colors make them feel by examining the colors found in the PowerPoint to be shown in class. They will also be reflecting on their own memories associated with certain seasons by examining and writing about pictures having to do with spring, summer, winter and fall.
2. Students will reflect on their readings by writing how Jonas would respond to seeing their picture for the first time (to be given next class as homework/in-class activity).
3. Students will be assessed on their daily response for five points, as well as on their poem for ten points. Please refer to the poem handout for specific grading procedures.
4. Students will be assessed on their response to the Nicenet question as well. Teacher should log in to see if students responded.

Poetry Handout For Students:

Mrs. Tordoff/Miss Roosa
Color Poems
The Giver
NAME:___________

In our recent chapters, Jonas has discovered color. It has left him feeling quite confused.
You will be getting a picture that is very colorful. When you get your picture, write a poem about the colors you find in the picture, as well as how it makes you feel.
You will be sharing these with others, so please make it worth sharing! You will be graded on the following criteria:

1. Use of color in your poem:  /2 pts
2. How it makes you feel:     /2 pts
3. The feeling of the picture (is it cold? hot?) /2 pts
4. At least 5 lines long? /2 pts
5. Correct spelling, grammar, punctuation /2 pts

Emotions as Color Powerpoint for students

The Giver Day 6

The Giver, Day 6: Exploring Memory

Rationale: Memory is a very important theme in Lowry’s The Giver. By helping students understand the concept of memory just in a deeper way, they will develop a greater appreciation for their own memories and how their brain works to store them all. They will also be able to consider the importance and weight Jonas’s job carries as he embarks on the journey to store all of the Community’s memories.
Context: This lesson fits with today’s reading by giving perspective on Jonas’s job and why it is so important. Students will get to think about how memories shape who we are as people. The last two chapters students read dealt with the idea of memory and why it is so important to the people of the Community.
Objectives: During and after this lesson, students will:
1. Explore the concept of memory, learning how it functions as a part of our neurosystem,
2. Apply the concept of memory to the readings and real life by discussing the text and writing about a real memory they experienced,
3. Play a game that warms them up to the basic use of memory to recall simple pictures, and  evaluate the value of memory to Jonas and the Community, and the value of memory to themselves as 8th grade students.

NYS Learning Standards Addressed:
Reading
2.  Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
3.  Analyze how particular lines of dialogue or incidents in a story
or drama propel the action, reveal aspects of a character, or
provoke a decision.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
3.   Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences.
a.  Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b.  Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c.  Use a variety of transition words, phrases, and clauses
to convey sequence, signal shifts from one time frame
or setting to another, and show the relationships
among experiences and events.
d.  Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e.  Provide a conclusion that follows from and reflects on
the narrated experiences or events.
4.  Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of
cultures and perspectives.
10.  Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
4.  Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language
1.  Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a.  Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b.  Form and use verbs in the active and passive voice.
c.  Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
d.  Recognize and correct inappropriate shifts in verb voice
and mood.*
6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Materials/Preparations:
-Memory Game should be loaded and ready for students to play.
-Pens/Pencils/Paper
-The Giver copies
Activities/Instruction:
1. Allow students time to come in and get settled. Take attendance, housekeeping. (5 min)
2. Ask students to take out a piece of paper. Give them the following question:
What memory did the Giver transmit to Jonas at the end of Chapter 10? Why do you think he did this?
Collect responses when students are done. Once all responses have been collected, discuss it with students and see what they think. Arrange everyone into a circle after this is done.  (10 min).
3. Direct students’ attention to the TV/Computer screen with the Fun Match Game ready to play. Here, have students help you match the cards in this Flip-the-Card, Match-The-Picture style game.  Once you have helped match them all up, explain that we used our MEMORY to match up those cards, and that we are exploring memory today. (10 min)
Match Game can be found here: http://www.funbrain.com/match/
4. Shift into the next part of the lesson by asking students to write down their most favorite memory on a piece of scrap paper. Ask them to make it something they can share with other classmates. Allow three minutes for the recall and transcription of the memory. (3 min)
5. After three minutes have passed, go around the circle and ask everyone to give their memory. After everyone has spoken, offer the following questions to the students:
-Why are these memories important? Do you think the People of the Community have known anything like your memory?
-Why do we go back and think of our memories? Why are they valuable? Why does the Community have a person to store all the memories?
-Why is the concept of memory important?
-How do we accumulate so many memories?
-Do you ever associate songs, pictures, foods etc with a certain memory? Can this affect how we feel about the memory or the day it happened?
-Why do you think The Giver was so tired and weary looking?
-Explain to students that scientists believe memories are stored in the Hippocampus and Frontal Lobe of the brain, although we cannot know for sure.
Again, have the discussion be as organic as possible. Let students go where they would like with their discussion of memories.  (15 min)
5. In the remaining two minutes, assign homework, which is to read chapters 11 and 12 for the next day.  (2 min)
Extensions:
1. Instructor can design a lesson using a Literature Circle type-format for students that takes place in a computer lab. One student will find out where scientists think memories are stored from a diagram, and write a paragraph or so about that area, relating it back to the story. Another student can draw Jonas taking in a memory. A third can write a description of Jonas recieving a memory using rich language, about the process of acquiring said memory, and so on. The fourth student can relate it back to The Giver by asking questions about concepts such as “How do you think Jonas felt when he recieved the memory of snow?” Then, the groups will show fellow classmates what they have found.
Plan B/Adaptations:
If students do not like the large-group discussion format, the option of think-pair-share can be used. Students can discuss the suggested questions together, and we may then reconvene as a class to discuss our findings about memories.
Student Assessment/Reflections:
1. Students will be reflecting on the process of memory and how it works for them by playing the memory game at the start of class, discussing the concept of memory with classmates via discussion, and sharing their own memories with one another.
2. Students will be assessed on their daily response question, and their participation in the class discussion that day. Did everyone participate and share a memory? Was an appropriate response offered for the daily question? If so, ten points-five per item-will be awarded.