Assignment #3 ELA Unit Plan

The Giver:
black and white or in
streaming color?
By: Lois Lowry
A Grade Eight Novel Study

EDUC 3700 - Section A

Submitted to: Robin Bright & Leah Fowler
Submitted on: March 2nd 2016
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By: Tasha Denyer

001153762

Table of Contents
Unit Overview ... pages 34
Learning Activities and Instructional Strategies ... page 5
Resources/ Materials ..... page 5
Rationale .... page 6
Connection to English Language Art Strands ... page 7
Unit Learning Outcomes ... page 7
General and Specific Learning Outcomes ..... page 8
Essential Unit Questions ... page 8
Assessment Plan .... pages 9-12
Visual Analogy Handout and Rubric ....... pages 13-14
Organization and Structure: Unit Calendar .. pages 15-17
Differentiation Strategies .... page 16
Connections to other Curriculum Areas ...... page 16
Assessment Appendix ...... pages 19-26
Lesson Plans ..... pages 27-33
Reflections ....... page 34

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Unit Overview
Topic: The Giver A Novel Study
Grade: ELA grade 8
Timeline: 26 lessons 59 min. classes (approx. 6 weeks).
Central Emphasis: This dystopian novel revolves around Jonas and his perspective on the
society in which he lives. After receiving his assignment he meets the Giver the only person
who has the memories from the past. Through the various interactions the Giver changes the way
Jonas views the world and forces Jonas to confront his current feelings about life and love.

Daily Instruction: Typically the lessons will start with the selected readings for the day. There
will be many different kinds of reading strategies introduced throughout the unit. Strategies that
will be utilized include: individual reading, teacher led reading (students will follow along in
their own book), partner reading (1 page each back and forth), chunk reading (each student will
be given a different chunk from a chapter), student led reading (students take on different
characters and read aloud), and small group reading. Following the daily reading there will either
be a discussion or an activity in which theme, plot, symbols or issues will be explored more in
depth. Both the discussions and the activities will take on different forms depending on the
events within the chapter.

Texts and Materials: The primary text for this unit is The Giver by Lois Lowry. Other
materials include: Imagine by John Lennon, The Curious Garden by Peter Brown, and various
images. The texts are chosen to highlight certain themes or symbols and will fit with the different
levels that the students are currently at and relate to the students interests. Many students are
ELL therefore using song lyrics and visuals will increase their confidence and help them to
understand the themes within The Giver.

Presentation: Each student will be given a unit outline or overview which they will keep in
either their binder or their Giver Folder. Within the overview there will be: a list of the
assignments, the texts we will be using, and the objectives for the unit. This overview will help
to keep the students organized, to show the students the expectations, and will ensure the
students are accountable for their own learning.

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Assignments: There are a multitude of assignments that will be used during this unit in order to
give students many different opportunities to demonstrate their understanding. The summative
performance task is the visual analogy and corresponding reflection.

KWL Chart: This chart will be started on the first day and the students will continually

add to it as they progress through the novel. The know section in particular will be
completed based only on the covers in order for the students to predict what might
happen in the story.
Job Application: The students will have the option to create a job application for either
themselves or a character within the novel. They will look at the qualifications needed for
a certain job and will later compare it to the jobs the characters receive.
Character Tree: This activity will be done the day the students return from spring
break and used as a review. They will be able to write down what they know about the
characters so far and where they think the characters are going.
Placemat: The placemat will include 2 discussion questions and 2 spaces for the
students to create their own questions. The reverse side will have space for themes,
symbols, motifs and plot structure including setting.
Symbols Timeline: This activity will be a comprehensive list of the various symbols
that are present throughout the novel. When the age symbols are introduced the students
will place them onto a timeline along with the any other symbols they can think of. They
can reference this list prior to starting their summative piece.
Twin Obituary: After reading the release of the smaller twin the students are going to
commemorate the child by writing an obituary. Although there are very little facts known
about the twin it is important to remember them in a meaningful way.
Elsewhere Postcard: The students have a choice to either send a postcard to Elsewhere
or they send a postcard from Elsewhere. They can decide who to send it to and what they
want to include within it. The only requirement is that there has to be reference an event
in the book or a theme.
Letter to Jonas: This letter will be a wrap up of the novel and a reflection of sorts.
They will either give advice to Jonas or give them their opinion about his bravery and
choices he made throughout the novel.
Guided Movie Notes: This will not be for marks however, this activity is done to focus
the students when they are watching the movie. Looking for the similarities and the
differences between what they read in the novel and what they view in the movie.
Visual Analogy and Reflection: This will be the summative assessment where the
students choose either a theme, a character, a symbol, a motif or a setting and represent it
in a visual way using an analogy. They will create a write up in the form of a reflection to
accompany the analogy explaining their choices.

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Learning Activities &

Instructional
Strategies
The extensive timeline of this unit requires many different instructional strategies in order to
keep the students engaged. Additionally multiple different learning activities have been created
which will ensure the students can demonstrate their understanding.

Instructional Strategies: small-group discussion, whole-group discussion, individual

conferencing, partner activities, think-pair-share, guided questions and feeling
ceremonies
Learning Activities: KWL chart, character tree, job application, entrance/exit slips,
postcard to elsewhere, letter to Jonas, guided movie notes, compare contrast, and visual
analogy and reflection

Materials & Resources

Technology

Smartboard and projection equipment

Whiteboard
Computers and internet
PowerPoint,
YouTube
D2L
DVD

Resource Texts

The Giver by Lois Lowry (1 copy per student in class)

The Curious Garden by Peter Brown (1 copy)
Imagine by John Lennon (listen with Smartboard)
The Giver movie (1 copy)

Resource Materials

https://www.youtube.com/watch?v=yRhq-yO1KN8 Official Imagine music video

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https://www.youtube.com/watch?v=RwUGSYDKUxU Official Imagine lyric video

Letter to parents
Job Application Template

Rationale
Student Needs and Interests: This novels main character is Jonas who is in the early stages
of becoming his own person and starting to create his own points of view. The students in class
are also forming their own identity and thinking more about who they want to be and how they
might get there.

Connections: This novel study occurs after their own individual novel study as well after their
completed CTF projects. Experiencing individual choice in both of these previous projects the
students can personally relate to the feelings of having choice in their schooling or how they
might have felt if they did not have any choice. Critical thinking will be a main focus throughout
this unit which will be applied throughout the rest of the year in many different subject areas.
Additionally this novel will be studied during the renaissance unit in social studies where the
students are working on their worldview. The Giver is a primary example in showing that if an
individual does not have their own worldview then they lack individuality which could lead to
dependence on other people and society.

Content and Activities: There is some sensitive content in parts of this novel. Discussions and
activities will be tailored to ensure that students feel relaxed and only share when they want to.
For the more sensitive content there will be more individual writing or conferences to make sure
that students do not get put into a situation where they feel uncomfortable. In preparation for this
novel that does contain sensitive content a letter will be sent home or an email will be sent to the
parents to ensure that they are aware of what is being discussed in class. Any other resources will
be used to help highlight specific themes, characters, or symbols within the primary text. The
planned activities will engage the students and promote healthy discussions. These discussions
will help the students with their final visual project. All content and activities are grade/age
appropriate as well as considering both language and culture of each and every student within the
classroom.

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Connections to the
English Language Arts
Strands
Speaking: The students will engage with discussions daily and this strand will be a focal

point. The discussions could be whole-group or small-group. As well during individual

conferences the students will speak about their progress with the novel.
Listening: Direct instruction is the first way that students will use this language strand.
Additionally students will need to listen to each other read aloud, the teacher read aloud,
whole-group discussions, as well as small-group discussions.
Reading: This strand will occur daily through reading the novel. Reading will take on
many different forms such as: individual, following along while others are reading, small
group, or practice reading before a read aloud.
Writing: The students will do some form of writing almost every day. This will be done
through entrance/exit slips, chapter summaries, character trees, KWL charts, job
application, or obituary.
Viewing: While engaging with song lyrics, images or The Giver movie students will
view the different texts and respond accordingly. If there are visuals around the classroom
either on the bulletin board or the whiteboard the students will also view these.
Representing: The final project encompasses visual representation when the students
will create a visual analogy about either a theme, a character, or a symbol. Throughout
the unit there will be other opportunities for visual representation such as drawing a plot
diagram.

Unit Learning
Outcomes
The students will
1. Make predictions about what is to come based on different texts, gut feeling, or given
information
2. Use a variety of different reading strategies
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3. Engage in many group discussions both small and large groups

4. Respond to text using different modes
5. Identify character traits and attributes leading to connections about job postings or
assignments

6. Personally reflect on issues brought forth by the text

7. Visually represent a character, theme, symbol or motif
8. Compare and contrast The Giver novel to The Giver movie

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General & Specific

Learning Outcomes
General Outcome #2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts
Experience Various Texts
2.2.1b - write and represent narratives from other points of view
Construct Meaning from texts
2.2.2d - compare two similar oral, print or other media texts by
considering the characters, plot, conflicts and main ideas
Appreciate the Artsy
2.2.3c - identify and discuss how word choice and order, figurative
language, plot, setting and character work together to create mood
and tone
2.3 Understand Forms, Elements and Techniques
Understand techniques and elements
2.3.2b - identify and explain characters' qualities and motivations, by
considering their words and actions, their interactions with other
characters and the author's or narrator's perspective
2.4 Create Original Text
Generate Ideas
2.4.1 - create oral, print and other media texts related to issues
encountered in texts and in own life

General Outcome #4: Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.
4.1 Enhance and Improve
Enhance artistry
4.1.5 - experiment with figurative language, voice, sentence patterns,
camera angle and music to create an impression or mood

Essential Unit
Questions
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1. To what extent does Jonass perspective change once he meets the Giver and
begins using memories of the past?
2. How do the different symbols, themes, and characters work together to enhance
the novel?

Assessment Plan
Evaluation: Students will be assessed in a variety of different ways throughout the unit. Each
day the students will be observed by the teacher to ensure they are participating in the class by
contributing to group discussions, trying their best in the various activities and following along
with all readings.

Pre-Assessment: KWL chart

Formative Assessment: KWL chart, job application, character tree, placemat, guided
movie notes, and entrance/exit slips
Summative Assessment: Visual analogy and reflection

KWL Chart

This graphic organizer will be used to assess what the students know about The Giver
prior to starting the novel. It will later be used as a formative assessment tool to gauge
where they are at throughout the novel leading up to the summative assessment. The
students will start the chart on the first day when they write down their initial impressions
based only on the front and back cover. They will list what they know and any questions
they have. For example: who or what is the giver? This chart will be in their folders
throughout the unit ensuring that the students can add to it as they progress through the
novel.
No rubric content focused
See example KWL Chart in assessment appendix

Job Application

Some of the students may have filled out job applications but some may have never seen
one. The students will have a choice to complete a job application for either themselves
or a character from The Giver.
Brainstorming a list of attributes that employers look for will be the first step in this
assignment. The students can also add their interests to the list as well as often interests
guide the applicant to a certain field. Next will be fitting these attributes to a specific job;
for example if you like children a good fit would be working in a daycare.
See example job application in assessment appendix
See example rubric in assessment appendix
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Character Tree

Each student will be assigned a different character and will be given a character tree.
Extra trees will be at the back when students require them. They will be asked to list
attributes for their given character and any symbols they represent. Once they have
completed their tree they will pair up with someone who has a different character. The
students will discuss their given characters and will each fill out a new tree (extras at the
back). This process will be repeated until each student has a tree for 4 different
characters.
Potential characters: Jonas, The Giver, Jonass father, Gabe, Asher or Fiona.
No rubric content focused
See example character tree in assessment appendix

Placemat
The placemat will initially be explained using whole-group instruction as this might be

the first time the students have ever used one. Using the Smartboard the teacher will
explain the different sections: 2 discussion questions, theme, motif, symbol, plot and 2
spaces for the students to create their own discussion questions. The students will then be
given work time to start filling it in the different sections. The placemat will remain in
their folder giving the students many different opportunities to continuously add to it.
See example placemat in assessment appendix

Symbols Timeline

There will be no handout for this in-class assignment the students will just use a piece of
paper to represent their timeline. In small-groups the students will make a timeline of the
various symbols outlined within the novel. There are specific symbols within the story
that connect to the aging process and these also reflect the evolving characters. This
timeline will be an important resource for the students to use when they begin their visual
analogy as it gives them a list of symbols that they can represent. If the students finish the
timeline early they can add other symbols on the back in the form of a concept map.

Twin Obituary

After reading chapter 19 the students will write an obituary for the released twin as a way
of handling the sensitive subject. On the Smartboard an example obituary will be
discussed and the students will point out what is present and therefore what they should
include in theirs; the teacher will list these requirements on the board as a guideline.
Individually the students will then write and obituary for the twin; whatever facts the
students do not have they can make up as this is a fictional obituary. There is no template
or hand out for this assignment the students will complete it on a piece of paper.
Create rubric

Elsewhere Postcard
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Prior to starting this activity the students will be asked if they have ever sent or receives a
postcard. This will spark a discussion about the setup of a postcard (where the names go,
the content within, how long should it be, etc.). As Gabe and Jonas travel to Elsewhere
they have no idea what to expect. The students will have a choice to send a postcard from
Elsewhere or send a postcard to Elsewhere. The content within the postcards will be
dependent on their choice. If they are sending a postcard to Elsewhere they might inquire
about the location and ask what they should expect. If they are sending a postcard from
Elsewhere they might welcome Jonas and tell them what he should expect. They should
include reference to the novel either through the use of symbols, themes or motifs. The
students will be given a template but they are not required to use it.
See template in assessment appendix

Letter to Jonas

The novel ends not knowing what happens to Gabe and Jonas. The students will write a
letter to Jonas where they can give him advice for what might come in Elsewhere, ask
him questions, or congratulate him for his bravery. This assignment is a wrap-up
assignment and gives the students a chance to reflect on the novel. Prior to writing their
letter the students will brainstorm what elements need to be present and what should not
be such as: who the letter is to, the date, who the letter is from, etc. There is no template
or hand out for this assignment the students will complete it on a piece of paper.

Guided Movie Notes

As the students watch The Giver movie adaptation they will be asked various questions.
The questions will be answer in point form as this assessment is to ensure that they are
focused on the movie and not wasting this time. The questions will focus on comparing
and contrasting the characters, the themes, and the symbols between the novel and the
movie.
See example movie notes on page ___

Movie/Novel Comparison

This assignment gets the students to analyze both the novel and the movie. From the
knowledge they have acquired through reading the book the students will compare and
contrast it to the movie. The students will look to see what stayed the same and what was
changed. If something was changed the students will try to rationalize the change and if
something stayed the same the students will explain why this consistency is important.
The use of a Venn diagram will be an option for the students however, if they wish to
create a chart they can do this as well. The explanations will be done individually
however, finding the similarities and the differences can be done in small groups.
See Venn diagram template in assessment appendix

Entrance/Exit Slip Topics

How is it going thus far?

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What can be changed to help your learning?

What pain do you think is coming?
In one-two sentences summarize the previous class.
How would you feel if you were chosen at the receiver?
List as many themes or symbols you can think of thus far

Visual Analogy and Reflection

This summative assessment will use all six language strands and asks them to critically
think about the novel as a whole. The students will visually represent a symbol, character,
theme or motif and provide reflection explaining their choice. The visual representation
should be an analogy rather than a literal representation and the reflection should be a
couple of paragraphs explaining their thinking.
See handout for student on the following page
See rubric on page 14

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*Student Handout*

Description of Visual Analogy and Reflection

Name: _____________________
Date: ______________________

Individually you will complete a visual analogy based on either a character, a theme, a
symbol or a motif. This analogy should expand your thinking and create a metaphor for your
chosen character, theme, symbol, or motif. Use can use any medium you want to as this will not
be assessed. Some examples of different mediums include: photography, video, painting,
drawing, or examples.
Once your visual representation is complete you will write a 2-4 paragraph reflection
showing your thought process. This reflection should explain why you choose to illustrate either
a character, theme, symbol, or motif and show the choices that you made.

Thinking Space Below:

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1. Not Meeting
The visual
analogy
weakly
connects to
the chosen

1. Not Meeting
The visual
analogy
1.weakly
Not Meeting
connects
to
The reflection
theweakly
chosen
2. Basic explains the
The visual
visual analogy
analogy
adequately
connects to the
chosen subject

2. Basic
The visual
analogy
adequately
engages the
3. Good
The visual
analogy
logically
engages the
audience
4. Excellent
The visual
analogy
explicitly
engages the
audience
4. Excellent
The visual
analogy is an
explicit new
idea or original
thought
3. Good
The visual
analogy
logically is a
new idea or
original
2. Basic
2. Basic
thought
The visual The reflection
analogy adequately
adequately explains the
is a new idea
visual analogy
or original
thought

3. Good
The visual
analogy
logically
connects to
the chosen
4. Excellent
The visual
analogy
explicitly
connects to
the chosen
4. Excellent
The reflection
explicitly
explains the
visual analogy
3. Good
The reflection
logically
explains the
visual analogy

1. Not Meeting
The visual
analogy weakly
is a new idea or
original thought

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(Tentative)Unit
Calendar
Tuesday, March 8
First Impressions

Wednesday, March 9
Imagine

Thursday, March 10
How you feeling?

Friday, March 11
Playing with
Placemats

Monday, March 14
Rule Day

Tuesday, March 15
Wednesday, March 16
Looking for a job

Thursday, March 17
Flex Day

Activity: Looking only at the front and back cover fill in what you
know on your KWL chart when done think-pair-share.
Reading: No reading
Due: Beginnings of KWL Chart
Activity: Listen to the song, read the lyrics, think what it might
foreshadow in the book. Add to KWL chart.
Reading: No reading Chapter 1 (Teacher led)
8D Chapters 1 and 2
Due: Exit slip: what connection did you make from the song to what
might happen in the book?
Activity: Introduce the feeling ceremony, hold a feeling ceremony.
Connection to getting a new sibling. 8D introduce the placemats
Reading: Chapters 1 and 2 Chapter 2 (individual reading)
8D- Chapter 3
Due: Sibling write up.
Activity: Quick whole-group discussion about previous class and
after reading is done. Placemat introduction what is it, how do you
use it, what are the expectations for it and why do we do it
Reading: Chapter 3
Due: Beginnings of placemats.
8D No class Pep Rally
Activity: Class discussion: why are rules important? Individually:
create your own rules for our society.
Reading: Chapters 4 and 5
Due: Individual rules for our society
8A/8D- Ran out of time no rules made, finished placemat instead
Telus Spark Science Center Field Trip No Class
Activity: Brainstorm on whiteboard what attributes are needed to
acquire a job. Complete a job application for either yourself or a
character.
Reading: No reading
Due: Job application at the end of class or next day.
8A/8D- started class by making rules
Activity: Catch up on reading. Individual conferencing. Complete
job application if needed. Add to KWL chart if everything is done.
Reading: No reading
Due: Exit slip: how is it going?
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Friday, March 18
Monday, March 21
Friday, March 25
Monday, March 28
Tuesday, March 29
Review and
Welcome Back

Wednesday, March 30
Symbols, What
Symbols?
Thursday, March 31
Put yourself in
Jonass place

Friday, April 1
Flex Day

Monday, April 4
Rabbit or Duck?

Tuesday, April 5
Plot Day

Wednesday, April 6
The Choices You
Make

Thursday, April 7
First things first

No Classes Spring Break activities all day

PD Day No Classes
Spring Break No classes
Easter Monday No class
Activity: Character Trees! Pick a character and start writing down
attributes that they have. Find someone who has the same character
add to your tree. Whole-group discussion at the end.
Reading: No reading
Due: Beginnings of character trees at the end of class.
Activity: What are some of the symbols we have seem so far? Hintcheck your placemat. Create a timeline of the age symbols.
Reading: Chapter 6
Due: Hand in timeline at the end of class.
Activity: Write a reflection about how you would feel if you were
Jonas. Check your character trees or job applications to see if the
traits match why he was chosen.
Reading: Chapters 7 and 8
Due: Personal reflection.
Activity: Catch up on reading. Individual conferencing. Finish any
work that has not be completed. If time: The Curious Garden.
Reading: No reading.
Due: Exit slip: what can be changed going forward to enhance your
learning?
Activity: The importance of perspective. What do you see within the
image? Why might someone see something different?
Reading: Chapters 9 and 10
Due: 2 sentences from the chapters you read (feelings, summary,
message, etc). If time: write about the image or imagery within the
text.
Activity: Narrator: what is the importance of them? On the bottom of
your placemats draw the plot diagram sequencing the events that
we have gone through.
Reading: Chapters 11 and 12
Due: Beginnings of plot diagram.
Activity: Page 124 passage discussion. Discuss visual analogy
project and reflection.
Reading: Chapters 13 and 14
Due: Exit slip: list your top 5 symbols that you might choose for your
project
Activity: Make a list of firsts from these chapters. Find a partner and
compare your lists. Why are these firsts important?
Reading: Chapters 15 and 16
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Friday, April 8
Flex Day

Monday, April 11
New Jonas

Tuesday, April 12
Released

Wednesday, April 13
Save Gabe

Thursday, April 14
Dear Jonas

Friday, April 15
Movie Day

Monday, April 18
Movie Day

Tuesday, April 19
Movie vs. Novel

Wednesday, April 20
Work Day
Thursday, April 21
Gallery Walk
Friday, April 22

Due: Not applicable.

Activity: Catch up on reading. Individual conferencing. Introduce
final project. Brainstorm time or question period.
Reading: No reading.
Due: Not applicable.
Activity: How is Jonas changing? Revise character tree if needed. If
you revise it write a couple of sentences explaining the changes. In
small groups create a crossword puzzle based on the events, themes,
characters, and symbols thus far
Reading: Chapters 17 and 18
Due: Crossword puzzle
Activity: Group discussion how did you feel reading this chapter?
Write an obituary for the released twin.
Reading: Chapter 19
Due: Obituary for the released twin.
Activity: Group discussion what would you do if you were Jonas?
Would you have reacted the same way that he did? Create a postcard
to elsewhere.
Reading: Chapters 20 and 21
Due: A postcard to elsewhere.
Activity: Small-group discussion: what do you think is going to
happen to Jonas and Gabe?
Reading: Chapters 22 and 23
Due: Completed placemats and letter to Jonas.
Activity: Watch movie fill in guided notes. Look for differences
between the novel and the movie.
Reading: No reading.
Due: Day 1 of guided notes.
Activity: Finish movie fill in guided notes. Look for differences
between the novel and the movie.
Reading: No reading.
Due: Guided notes with reflection attached showing the differences
Activity: Groups: compare and contrast the movie and the novel.
Venn diagrams are available. Individual work time at the end.
Reading: No reading.
Due: Group response/Venn diagram.
Activity: Full class to work on visual analogy and reflection.
Reading: No reading.
Due: Not applicable.
Activity: Walk around the class and enjoy the representations.
Reading: No reading.
Due: Visual Analogy and reflection.
PD Day No classes
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Differentiation
Strategies
In-class readings will take on many different forms in order to include all students. The
reading strategies will range from teacher led to student led to small group. The different
strategies are put into place to ensure all students of all different reading levels can and will be
included in the reading process.
The differentiation strategies that will be used throughout the unit plan will be done as the
students request the support. If the students need a laptop or computer to do the writing they have
to ask for it. If the students need extra time on the assignment they just have to ask for it. Instead
of writing 2 paragraphs if the students need only write one they just have to ask or talk to the
teacher about it. The laptop cart will be book for all work periods in case students need access to
laptops additionally there are 2 computers in the classroom that are available for students who
require this support.

Cross Curricular
Connections
This novel study will be connected to the Renaissance unit in the Social Studies
curriculum. Specifically The Giver novel study will connect to the construction of student
worldview. Each and every person sees the world in a different way. Jonas sees his world a
different way as do many different students. This novel study shows that the difference between
people who see the world as it is and the people who see the world differently. Two specific
general learning outcomes this novel study will connect to are: 8.2.1 - appreciate how
Renaissance Europe formed the basis for the worldview of the Western world and 8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews.
The Giver will also tie into the art curriculum through the final summative performance
task. The visual analogy project will require students to make connections from the text into a
visual image. They will need to critically think about either a theme, a symbol, a character or
motif from the novel and represent it visually. Within the Alberta program of studies the cross
connect will touch on outcomes from both compositions, relationship 1 motifs can be

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designed to convey personal identity as in popular or folk-art images and drawings, record
students will examine and simplify basic shapes and spaces.

What I know about The Giver

What I want to know about The

Giver

Assessment Appendix

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Wha

Themes

Symbols

Plot

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wo or three words used in the society that distort or conceal

ning of the words we use now in order to promote the rules
entions of the community. Why are these words important?

Create your own question!

What rules remain in place in the community that differen

from women?

Create your own question!

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Name: ____________________
Date: _____________________

Character Name:
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COMPANY NAME
Employment Application
APPLICANT INFORMATION
Last Name

First

M.I.

Street Address

Date

Apartment/Unit #

City

Province

Postal Code

Phone

E-mail Address
Social Insurance
No.

Date Available

Desired Salary

Position Applied for

Are you a citizen of Canada?

YES

NO

Have you ever worked for this company?

YES

NO

Have you ever been convicted of a felony?

YES

NO

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Lesson Plans

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GRADE/SUBJECT
GRADE 8
THE GIVER
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

March 8th:
First Impressions

LESSON DURATION
59 MINUTES

LEARNING
OBJECTIVES

ASSESSMENTS
(observations, key questions written
assignments, performance assessments)

2.2.2d - compare two similar oral,

The students will look
Formative:
print or other media texts by
only at the front and
Beginnings of KWL Chart
considering the characters,
back cover to form first Think-Pair-Share
plot, conflicts and main ideas impressions about the
2.2.3c - identify and discuss how
novel. They will then
word choice and order,
fill in what you know
figurative language, plot,
on their KWL chart.
Summative:
setting and character work
No summative assessment
together to create mood
and tone
2.4.1 - create oral, print and other
media texts related to issues
encountered in texts and in
own life
LEARNING RESOURCES CONSULTED
1. Alberta program of studies
2. Scholastic guide to The Giver
3. Implementation guide
MATERIALS AND EQUIPMENT
KWL Chart
The Giver novel and personal folders
Pen or pencil
PROCEDURE
Introduction: __15__ minutes
Hook/Attention Grabber: Signing out The Giver
Assessment of Prior Knowledge: KWL Chart
Expectations of Learning and Behaviour: I expect the students to make impressions based on the
covers and make predictions about what might happen. I expect that they form questions
based on the covers.
Transition to Body: Who has read The Giver? If you have no ruining it for other people. What
questions did you have when you first read it?
Body: __29__ minutes
Learning Activity #1: Front Cover
Give 2 examples of what I know from the cover
1) the man must be important
2) the book will revolve around whoever/whatever the giver is
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 Explain KWL Chart what you know, what you want to know, what you learned
Fill in the K and the W based only on the front cover!
Learning Activity #2: Back Cover
Read back cover to class
Give 2 examples of what I know from the back cover
1) I know that Jonas lives in a community and has a mom, dad and sister
2) I know that everyone, except Jonas, are the same
Add to KWL chart based on the back cover
Learning Activity #3: Think-pair-share
Find a partner to compare your chart with
Any questions that you have in common?
Think of one question to share with the whole-group
Due: Beginnings of KWL Chart
Closure: __15__ minutes
Consolidation/ Assessment of Learning: Bring it back to whole group. In your pairs what did you
discuss? Any questions that you guys had in common?
Transition to Next Lesson: Tomorrow we are going to listen to a song and further make predictions
about what might come in the novel. We will add more to the KWL chart and do a group
discussion about the chosen song.
WHAT IF??
Alternates if something happens: Miss Denyers Bin of Books. When students are done early
they will pick a book from the bin and start reading. If they wish to write a quick reflection
they can, but if they wish to just read they can do that too.
LESSON REFLECTION

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Success in Lesson:

Revise next Time:

GRADE/SUBJECT
GRADE 8
THE GIVER
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

WEDNESDAY
MARCH 9TH:
IMAGINE
LEARNING
OBJECTIVES

2.2.2d - compare two similar oral,

print or other media texts by
considering the characters,
plot, conflicts and main ideas
2.2.3c - identify and discuss how
word choice and order,
figurative language, plot,
setting and character work
together to create mood
and tone
2.4.1 - create oral, print and other
media texts related to issues
encountered in texts and in
own life

The students will listen

to the song Imagine and
then read the lyrics.
After which they will
think what it might
foreshadow in the book.

LESSON DURATION
59 MINUTES
ASSESSMENTS
(observations, key questions written
assignments, performance assessments)

Formative:
Observe students as they listen to
the song and read the lyrics
Class discussion
KWL Chart
Exit slip

Summative:
No summative assessment

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4.1.5 - experiment with figurative

language, voice, sentence
patterns, camera angle and
music to create an impression
or mood
LEARNING RESOURCES CONSULTED
4. Alberta program of studies
5. Scholastic guide to The Giver
6. Implementation guide
MATERIALS AND EQUIPMENT
YouTube Imagine by John Lennon
Computer and Smartboard
KWL Chart and exit slip
Pen and pencil
PROCEDURE
Introduction: __7__ minutes
Hook/Attention Grabber: Who is John Lennon? What do you know about him?
Assessment of Prior Knowledge: Review the prior day. What are some things that you put on your
KWL charts? Did you think of any other questions after you left?
Expectations of Learning and Behaviour: I expect the students will listen intently to the song and
read the lyrics carefully in order to make connections to the book covers.
Transition to Body: We are going to listen to Imagine by John Lennon and try to make connections
to the impressions you made yesterday based on the covers
Body: __47__ minutes
Learning Activity #1: Listen to Imagine by John Lennon
https://www.youtube.com/watch?v=yRhq-yO1KN8 Official Imagine music video
Listen to twice without lyrics. Close your eyes and just listen
If needed jot down your thoughts on a scrap piece of paper
Learning Activity #2: Read Imagine by John Lennon
https://www.youtube.com/watch?v=RwUGSYDKUxU Official Imagine lyric video
Watch lyric video once.
Jot down your thoughts on a scrap piece of paper
Think about why I choose this particular song. How might it relate to the book?
Add to your KWL Chart
Learning Activity #3: Discussion and exit slip
Group discussion about the song and why I choose it?
Could you imagine a different world then we currently live in? What might you like to see in
it?
Complete exit slip. See topic below.
Due: Exit slip: what connection did you make from the song to what might happen in the book?
Closure: __5__ minutes
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Consolidation/ Assessment of Learning: See group discussion and exit slip above
Transition to Next Lesson: Tomorrow we will start reading The Giver and will see how you are
feeling about it in our first feeling ceremony?
WHAT IF??
Alternates if something happens: Miss Denyers Bin of Books. When students are done early
they will pick a book from the bin and start reading. If they wish to write a quick reflection
they can, but if they wish to just read they can do that too.
LESSON REFLECTION
Success in Lesson:

Revise next Time:

GRADE/SUBJECT
GRADE 8
THE GIVER
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

THURSDAY MARCH
10TH: HOW ARE YOU
FEELING?
LEARNING
OBJECTIVES

2.2.1b - write and represent

narratives from other points
of view
2.2.2d - compare two similar oral,
print or other media texts by
considering the characters,
plot, conflicts and main ideas
2.3.2b - identify and explain
characters' qualities and

The students will begin

the class by reading
chapters 1 and 2. After
which a feeling
ceremony will be
introduced and then the
students will take part
in a feeling ceremony.

LESSON DURATION
59 MINUTES
ASSESSMENTS
(observations, key questions written
assignments, performance assessments)

Formative:
Observe students as they read to
gauge facial expressions
Feeling ceremony
Written sibling reflection
Whole group discussion: 3 things
that we learned today

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motivations, by considering
Reading: Chapters 1
Summative:
their words and actions, their and 2
No summative assessment.
interactions with other
characters and the author's or
narrator's perspective
2.4.1 - create oral, print and other
media texts related to issues
encountered in texts and in
own life
LEARNING RESOURCES CONSULTED
7. Alberta program of studies
8. Scholastic guide to The Giver
9. Implementation guide
MATERIALS AND EQUIPMENT
The Giver novel and personal folders
Pen and pencil
PROCEDURE
Introduction: __10__ minutes
Hook/Attention Grabber: Teacher will read the first page as the students follow along. Quick group
discussion referring to the students KWL chart.
Assessment of Prior Knowledge: Can someone summarize what we did last class? How did the
song prepare you for the novel that we are going to start today?
Expectations of Learning and Behaviour: I expect that students will follow along with the teacher as
they read aloud. During the feeling ceremony I expect that the students will participate and
listen to others as they share their feelings.
Transition to Body: I am going to read chapter 1 aloud and you will follow along in your books.
After chapter 1 you will individually read chapter 2 and then we will discuss what we have
read thus far.
Body: __39__ minutes
Learning Activity #1: Class discussion
What do you think so far?
Were any of your questions answered?
What do you know about Jonas
What do you know about the setting?
Learning Activity #2: Feeling Ceremony
Would you like to be a part of a feeling ceremony?
How do you think it connects to language and language use?
We are going to have a feeling ceremony every other day so be prepared to share your
feelings at least once.
I will start the feeling ceremony each time that we do it. It starts with I feel
Learning Activity #3: Sibling Reflection
Newchild
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Who here has a younger sibling? How did you feel when they arrived?
Lily was excited. Jonas was apprehensive.
Write a reflection about what it felt like to have a newchild in your home. If you have not
had a newchild how might you felt in the situation?
Closure: __10__ minutes

Consolidation/ Assessment of Learning: Whole group discussion. Lets name 3 things that we
learned from The Giver. Due: Sibling write up.
Transition to Next Lesson: Tomorrow we are going to start playing with placemat and outline
different themes, symbols and motifs.
WHAT IF??
Alternates if something happens: Miss Denyers Bin of Books. When students are done early
they will pick a book from the bin and start reading. If they wish to write a quick reflection
they can, but if they wish to just read they can do that too.
LESSON REFLECTION
Success in Lesson:

Revise next Time:

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Reflection
March 2, 2016
When I started this unit I was really excited and I made quick progress. I started with my
summative assessment and worked backwards through my formative assessments. I then
gathered resources and consulted my peers. The last thing I looked at were the outcomes that I
want to cover throughout the unit. I learned very quickly that I plan best on a calendar. I need to
plot things down in a logical way otherwise I get lost and confused. Once my calendar and
sequencing was done I was able to start typing the specifics.
Overall I think the unit will be very successful. It will be engaging for students and show
them that there are multiple different ways to write and express your ideas. I have provided many
different opportunities for them to show their understanding. I am nervous for the marking that I
will have to do however, it will benefit the students and help with their success.

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