Tess Collins
The Giver by Lois Lowry
Literary Focus Unit
5.9 Level
7th Grade Unit
Vocabulary Words:
Distraught (pg 4)
Apprehensive (pg 4)
Transgression (pg 9)
Aptitude (pg 15)
Remorse (pg 23)
Invariably (pg 26)
Irritably (pg 40)
Throng (pg 41)
Buoyancy (pg 47)
Prestige (pg 53)
Benign (pg 59)
Jaunty (pg 60)
Integrity (pg 62)
Prohibition (pg 69)
Exhilarating (pg 78)
Tentatively (pg 82)
Wry (pg 113)
Skeptically (pg 101)
Grimly (pg 104)
Agony (pg 110)
Excruciating (pg 111)
Whimpering (pg 113)
Serene (pg 114)
Dismay (pg 114)
Exasperating (pg 132)
Teaching Vocabulary Activities:
1. After reading chapter 9, students will understand the importance the community places
on expressing the correct feeling. Jonas is pulled aside because he uses the expression
“starving”, he is told that he was incorrect in saying starving because that was not true
and instead should use the word hungry. Students are to pick between the following
feelings: distraught, apprehensive, remorse, exhilarating, skeptically, grimly, agony,
excruciating, dismay, serene and exasperation. They are then to think of 5 other words
that express a similar emotion but a different level of that emotion (for example if the
word agony is picked the other 5 words could be pain, hurting, suffering, anguish and
distress. The student is then to rank the words from least severe to most severe. (The
order will be different for each student but if they are able to explain it well and the
ranking seems to make sense to them, it is ok.) They are then to illustrate the emotions
going from least to most severe and then write one sentence describing a situation that
would relate to each emotion.
2. After reading the 1st chapter, students will know that every night in the community,
families share the emotion they are feeling. Students will be given the list of vocabulary
words from above and they will play emotion charades. Students will not yet know what
all of these words mean and since it is early in the unit this will serve as a pre-
assessment for what words the teacher will have to go over at greater length. If a
student picks a word that they do not yet know the meaning for, they can show the
teacher the word (the teacher will make a note of it) and pick again. If none of the
students can guess after 30 seconds of acting, the actor can begin using words that are
similar to it.
3. After reading chapter 6, students will know the importance the community places on
job assignment and how anxious Jonas is feeling at this point. They will also be familiar
with some of the jobs and the skills required of these jobs in the community. For their
assignment, students must write a request letter to the committee requesting a job
placement. They must express why they think they deserve that job and what skills they
possess that would make them qualified for it. They must use at least 5 of the
vocabulary words that were given to them from the activity above. Rubric created at
Rubistar. Students will be given time in the computer lab to work on this activity.
Letter-Writing : Request for Assignment
Teacher Name: Ms. Collins
Student Name:
________________________________________
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1
Vocabulary
Words
Writer uses more
than 5 vocabulary
words and all of the
words are used
accurately.
Writer uses 5
vocabulary words
and all of the words
are used accurately.
Writer uses 5
vocabulary words
but not all of the
words are used
correctly.
Writer uses less than
5 vocabulary words
in their letter.
Grammar &
spelling
(conventions)
Writer makes no
Writer makes 1-2
errors in grammar or errors in grammar
spelling.
and/or spelling.
Writer makes 3-4
errors in grammar
and/or spelling
Writer makes more
than 4 errors in
grammar and/or
spelling.
Salutation and
Closing
Salutation and
closing have no
errors in
capitalization and
punctuation.
Salutation and
closing have 1-2
errors in
capitalization and
punctuation.
Salutation and
closing have 3 or
more errors in
capitalization and
punctuation.
Salutation and/or
closing are missing.
Writer makes 1-2
errors in
capitalization and
punctuation.
Writer makes 3-4
errors in
capitalization and
punctuation.
Writer makes more
than 4 errors in
capitalization and
punctuation.
Letter is neatly handwritten, clean, not
wrinkled, and is easy
to read with no
distracting error
corrections. It was
done with care.
Letter is typed and is
crumpled or slightly
stained. It may have
1-2 distracting error
corrections. It was
done with some
care.
Letter is typed and
looks like it had been
shoved in a pocket
or locker. It may
have several
distracting error
corrections. It looks
like it was done in a
hurry or stored
improperly.
CATEGORY
Writer makes no
Capitalization
and Punctuation errors in
capitalization and
punctuation.
Neatness
Letter is typed,
clean, not wrinkled,
and is easy to read
with no distracting
error corrections. It
was done with pride.
20 Discussion Questions
Knowledge Level
1. Describe What happened at Jonas' Ceremony of twelve.
At Jonas' ceremony of twelves ,the number right before Jonas, 18 is called and then the chief
elder calls 20 and skips Jonas' number 19 all together. She calls the rest of the children and
assigns all of them jobs and then announces that Jonas has been selected to have the job of the
receiver.
2. At what age do children first get to pick where they spend their volunteer hours?
When they become an 8.
3. Who was the receiver before Jonas?
The Giver's daughter, Rosemary.
Comprehension Level
4. Describe in your own words what the job of Receiver in the Community is.
Answers will vary but looking for something along the lines of the person who holds all of the
memories from the past and keeps the information from the rest of the community.
5. What differences exist between Jonas and the rest of the twelve’s once he has been given the
job of the receiver?
He cannot share his training or experience with anyone, he is different from the rest of the
community, he knows that life was not always like this and he knows the secrets behind releasing
and he also knows true emotions now.
6. What was the main reason that the giver had for deciding against allowing the community to
have three children instead of just two?
He had memories of hunger, when the population was too large.
Application Level
7. What questions would you ask the giver if you were Jonas on your first day of training?
Answers will vary, answers could include "Why does it say I can lie?" "What was that when I
saw the apple change?" "Why am I now exempt from dream telling?"
8. Do you know of another instance in real life where a population of people has had similar
rules or routines to that of Jonas' community?
Children may bring up China and the population regulation, women or certain races being
turned away from jobs, dictatorships, ect.
9. What factors would you change if you were given a chance to change 3 rules in the
community and why did you choose those three?
Answers will vary, possible changes could include choice of job, choice of mate, no medicine, as
many children as you wanted. ect
Analysis Level
10. What are some of the problems of Jonas' gift, the ability to see beyond?
Jonas is now aware of what the community is missing out on and now knows that there is a
different world beyond the community where there was pain, love, color, music, joy, sorrow and
free will.
11. When Jonas receives his list of instructions in chapter 9, what could the motive be behind
rule number 8 which reads "You May Lie".
Lying was not permitted, but Jonas's job makes him different. Answers will vary but some answer
about keeping secrets from the rest of the community should be in there. Predictions may come
into play for this answer such as "The elders do not want anyone to know what life was like
before" "His training will reveal deep secrets that could cause harm" or something along these
lines.
12. What are the differences of the communities receiving children and how child birth is for us?
In the community, parents apply for children and may only receive 2 (a boy and a girl) the
child's name is not chosen by the parents but is given to the child at the name ceremony. The
children are birthed by birth mothers and not the women that they call their actual mothers.
Twins are not allowed in the community, the lighter of the two is released.
13. What was the turning point for Jonas? What made him question everything?
Answers may vary but the best answer would probably be when he is shown the true meaning of
release and he witnesses his father killing one of the twins.
14. If Gabriel had not been scheduled for release and the giver and Jonas could have left the
community together, what could the ending have been?
Answers will vary, may include that the giver would not have been strong enough to make the
journey, They would have been more prepared and made it so safety quicker, ect.
Synthesis Level
15. If you were Jonas, how would you deal with all of the painful memories and all the
knowledge of what life was like before and knowing the true meaning of release without being
able to discuss it with anyone? Would you run away as he did or would you deal with it
differently?
Answers will vary, some students may say that they would run away or they may say they might
try to change things with the giver or show everyone what it was really like.
16. What would happen if the children of the community found out what was really going on
when people were "released"?
Students may say the children would become really upset and try to prevent it from happening or
they may take the opposite side and say that they would trust what the community is doing and
say that there was a good reason for releasing those people.
17. Can you develop a folder, similar to the one Jonas receives for his job as receiver, with rules
and plans, to your role as a student in our classroom?
Answers will vary but the list may include: You will respect the teacher, you will do high quality
work, you will follow the schedule presented every day, ect.
Evaluation Level
18. How would you feel if you were assigned to a job instead of having free choice to pick a
career, even thought it might be the wrong career, as we do now?
Answers will vary. Answers could include "It would be nice to know what I was meant to do, I
have no idea" or "I would not like it at all, I should get to pick what I get to do with the rest of
my life."
19. Do you think preventing the people in the community from feeling any sort of true pain or
sadness is a good thing? Why or why not?
Answers will vary, some may think it is a good thing because pain and sadness are hard and
there is no real reason to feel them but others may think that without pain or sadness you cannot
really understand joy or love or what it really means to be happy.
20. How would you have handled yourself if you were Jonas and you knew what was about to
happen to Gabriel?
Answers will vary, maybe they would run away or try to convince someone to change their mind
or possibly to accept what would happen and stay in the community.
Background Knowledge
Background knowledge before Starting The Giver. Before starting the book, students will get in
quads and create their perfect society. They will have 20 minutes to create their perfect society.
They will already have studied different types of government and have background on laws.
Students will get to create rules for their society and can be creative as they want. They can
create climate, terrain, landscape, architecture, information on family dynamics. When they are
finished they will get a chance to share their ideal society. The teacher will then explain to them
that they have created their own utopia. The teacher will explain to them that they are about to
read a novel about a Utopian Society. The teacher will write on the board the definition of Utopia
which is a place of ideal perfection in laws, government and social conditions. Once children
know about Utopia and the idea of perfection in a society they will be ready to begin reading the
story. Introduction to vocabulary will be needed as reading begins.
Themes from the Giver:
Choice
Memory
Rules and Regulations
Knowledge
Perfection
Suffering
Sameness
Goals and Objectives:
1. Students will understand the drawbacks of having free will taken away.
2. Students will be able to transfer the ideas of the community in The Giver and relate them to
existing societies today or throughout history.
3. Students will recognize that a society without pain is also one without true happiness.
4. Students will be able to define Utopia.
5. Students will see the imperfections in a "perfect society"
6. Students will have meaningful debates and conversations on the Themes of The Giver.
7. Students will be able to compare and contrast the society that they live in and their family life
to that of the community in The Giver.
8. Students will understand the importance of passing down memories.
9. Students will be able to write persuasively and descriptively.
10. Students will be able to support ideas in our community and in the community in the giver
and find pros and cons in both.
Related Books to The Giver
Brave New World by Aldous Huxley
1984 by George Orwell
Fahrenheit 451 by Ray Bradbury
Among The Hidden Series by Margaret Peterson Haddix
Gathering Blue by Lois Lowry
Running Out of Time by Margaret Peterson Haddix
The Hunger Games by Suzanne Collins
The White Mountains by John Christopher
Wringer by Jerry Spinelli
Life As We Knew It by Susan Beth Pfeffer
Poetry Selections to be Used Along with The Giver
A Memory by William Allingham
Four ducks on a pond,
A grass-bank beyond,
A blue sky of spring,
White clouds on the wing;
What a little thing
To remember for yearsTo remember with tears!
Lost Memories by Logan Reed
Why do you fear,
when the path to take is so clear.
I can't remember what it's like to feel,
losing touch of what is real.
What is this place,
I ask as the tears run down my face,
I can't remember what to do,
I can't even remember you.
My mind a blank,
just lost in the ranks.
Stuck in the past,
my life, fading fast.
Fading, wasting, disapating,
going away,
sun risign on another pointless day,
I wish for the old ways.
Lost memories,
never to be remembered,
gone, gone forever more.
Snow in the Air by Raymond A. Foss
Snow in the air
long before the first flakes
started their long fall from the heavens
snow in the feel, the smell,
the texture of the air
feeling the falling barometer
the shift in the weather
Falling lightly at first, while
I stood at the sink,
mesmerized, watching
their dance downward
Go upstairs, roust the girls,
hear the excitement, the joy
at the first real snowfall
Accumulating white, flake by flake
on the ground, the cars,
still quiet snow, light and airy
a film of white, cell by cell
cleaning the world
in white
*This poem will be read after the reading of Chapter 11 and before the mini lesson on descriptive
writing.
A Life Without Love
A life without love can be simpler
It can be quieter
It can be peaceful
Love gets complicated
Love can hurt
A life without love can be easier
It removes heartache
It removes loneliness
Never knowing love
Can make life easier
But in a life without love
Means never knowing pure joy
Means never feeling warmth
The warmth that can make sorrow go away
All because you feel loved
A life without love can be tragic
It can be lonely
It can be sorrowful
Love heals
Love creates peace
Love makes happiness
Love fulfills dreams
A life without love
Is not a life at all
-by Marissa Kelleher
*This poem is a response Poem to the Giver. It will be used as an example for the Writing
activity of writing a response poem to The Story.
Comprehension Strategies
1. Debate on The Community in The Giver VS Community we live in : After the students
have finished reading the book, a debate will be conducted. Students will pick roles out of a hat
and will be assigned to either a group for the community and all of its rules or someone from the
outside who wants the community to change. The students will have to argue as best they can the
pros of their side. Students will be graded on whether or not they participate in the debate and if
they are able to bring up solid points from the side they are on. Teacher will be able to check for
comprehension by making sure that they can empathize and use support for both sides. Students
should come out with the understanding that although it is not ideal, the community did have
good reasons for doing what it did and the same goes with the society that we live in. (Rubric
created at Rubistar, attached at the end of the Unit.) This will work to show students can support
both points of view, those for the community and those against the community.
2. Timeline of Life in the Community: After reading chapter 8, students will have all the
knowledge they need to create a timeline for the community. Jonas has told the reader what
happens at the ceremony, how applying for a spouse goes, naming ceremonies and release. These
are all the major events in a member of the communities’ life. To check for comprehension,
students will need to fill out a diagram (attached at the end of the unit, graphic organizer) This
will show that students understand the order of things and how they go in the community.
Students will be instructed to put all of the age ceremonies into 1 category and only to
specifically discuss the ceremony of 12. Answers may vary slightly but must make sense to the
teacher and should basically follow the filled out sequence sheet.
3. Short Answer mid Book Test: After reading through the end of Chapter 13, students will be
given the following assessment to check for comprehension so far in the book. This will show
that they understand key facts in the story and that they are keeping up with all of the
information.
Name____________________
The Giver mid Book Assessment
Answers are in italics.
1.What does every family in the community do in the morning?
The Sharing of dreams.
2. What are the two times that release is not a punishment?
The release of a new child and release of an elderly
3. What is the first memory the giver gives to Jonas?
Riding down a hill through the snow
4. What job does Fiona receive?
Caretaker of the Old
5. Describe what happened that caused Jonas to take an apple home with him.
Jonas had been playing catch with Asher and the apple
“changed” and only Jonas noticed it. He had seen the color of
the apple.
6. List any questions up until the point in the book that you would like to ask the
author, Lois Lowry.
Answers will Vary
Reading and Writing Activities:
1. Memory Writing: In chapter 11, the giver gives Jonas a memory of sledding down a hill.
Jonas has no prior knowledge of snow or cold or what a sled is so the author has to write the
memory with all of this in mind and explain exactly what Jonas is doing and how it looks. Your
job will be to take a memory that you have that Jonas would not have and transfer this memory
to him. Write exactly what he would see and how it feels as he is receiving the memory.
Remember, the simpler the memory the better because you will have to do a lot of explaining.
This activity will be used after the students read Chapter 11 and will go along with a mini
lesson in descriptive writing. Before being given this assignment the students will do an activity
about showing and not telling. Students will be told to pick one object in the room and not tell
anyone what it is. They are to write and describe the object without using the name of the object
but just using the five senses to describe it. They will then pair up and read aloud their
description to their partner and their partner will try to guess what their object is. If their partner
cannot guess what it is they can work together to make the description more precise. After this
activity they will get the assignment to do memory writing. This will be turned in for a grade.
Rubric Attached – Found at Rubistar.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1897461&. Retrieved
11/16/11.
6+1 Trait Writing Model : 7th grade Descriptive
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1
Sentence
Structure
(Sentence
Fluency)
All sentences are
well-constructed
with varied
structure.
Most sentences are
well-constructed with
varied structure.
Most sentences are
well-constructed but
have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented effectively
keeps the interest of
the reader.
Details are placed in a
logical order, but the
way in which they are
presented/introduced
sometimes makes the
writing less
interesting.
Some details are not
in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy
to read.
Writer makes 1 or 2
errors in capitalization
or punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader's
attention and
interrupt the flow.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
Adding
Personality
(Voice)
The writer seems to
be writing from
knowledge or
experience. The
author has taken the
ideas and made
them "his own."
The writer seems to
be drawing on
knowledge or
experience, but there
is some lack of
ownership of the topic.
The writer relates
some of his own
knowledge or
experience, but it
adds nothing to the
discussion of the
topic.
The writer has not
tried to transform
the information in a
personal way. The
ideas and the way
they are expressed
seem to belong to
someone else.
Word Choice
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, and
the choice and
placement of the
words seems
accurate, natural
and not forced.
Writer uses vivid
words and phrases
that linger or draw
pictures in the reader's
mind, but occasionally
the words are used
inaccurately or seem
overdone.
Writer uses words
that communicate
clearly, but the
writing lacks variety,
punch or flair.
Writer uses a limited
vocabulary that
does not
communicate
strongly or capture
the reader's interest.
Jargon or cliches
may be present and
detract from the
meaning.
Focus on Topic
(Content)
There is one clear, Main idea is clear but
well-focused topic. the supporting
Main idea stands
information is general.
out and is supported
by detailed
information.
Main idea is
somewhat clear but
there is a need for
more supporting
information.
The main idea is not
clear. There is a
seemingly random
collection of
information.
CATEGORY
2. Compare and Contrast Reading Activity: While reading the Giver as a class, the 10
selected similar books listed above will also be available to the students. They are to pick one
book and while they are reading The Giver, read their selected book as well. With the book
choices that they have made and according to their reading levels they will do literature circles
with their chosen books. They will meet twice a week and discussion their new books and be
given role sheets and participate in literature circles. This way the students will be introduced to
a similar piece of literature but a different writing style and they can compare and contrast and
get a different perspective on things from the other book. Roles will rotate every time, every
student must do every role sheet at least once and never does the same role sheet back to back.
The role sheets are attached. All role sheets were gathered from
http://www.jefftwp.org/middleschool/CoreTeams/LA/Lit_Circles.htm on 11/16/ 11.
Discussion Director
Name_______________________________________ Book Title________________________
Meeting Date___________________ Assignment: Page______ to page _______
As the Discussion Director, it is your job to write down some good questions that you think your
group would want to talk about. Don’t worry about small details or review questions. It is your job to
help your group focus on the big ideas from the text and express their reactions and opinions. Here
are some general questions that you can use as a starting point for your ideas:
• What was going through your mind while you read this?
• How did you feel while reading this part of the book?
• What was discussed in this section of the book?
• Can someone summarize briefly?
• Did today’s reading remind you of any real-life experiences?
• What questions did you have when you finished this section?
• Did anything in this section of the book surprise you?
• What are the one or two most important ideas?
• What are some things you think will be talked about next.
List five possible discussion questions for today’s meeting. (Think of these starters: Why, If, What,
Who,and How)
1.
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2.
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3.
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4.
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5.
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Literary Luminary
Name_______________________________________ Book Title________________________
Meeting Date___________________ Assignment: Page______ to page _______
As the Literary Luminary, it is your job to select some interesting, powerful, puzzling, or important
sections of the text. You decide which passages or paragraphs are worth rereading, and justify your
reasons for selecting them. Write the page and paragraph numbers on this form, along with the
reason
you chose each passage. You must choose a minimum of 3 passages. Some reasons for
choosing passages to share might include:
• Pivotal events * Informative * Descriptive * Surprising * Scary
* Thought-provoking * Funny * Controversial * Confusing * Personally meaningful
You may choose from the above words or phrases when you are writing your reason, but you must
further explain your choice!
Location
Reason for choosing the passage:
Page:
_____
Paragraph:
_____
Location
Reason for choosing the passage:
Page:
_____
Paragraph:
_____
Location
Reason for choosing the passage:
Page:
_____
Paragraph:
Community Connector
Name_______________________________________ Book Title________________________
Meeting Date___________________ Assignment: Page______ to page _______
As the Connector, it is your job to find connections between the novel your group is reading and the
outside world. This means connecting the reading to your own life, happenings at school or in the
neighborhood, similar events at other times and places, other books or stories, other writings on the
same topic, or other writings by the same author. Remember that with any form of interpretation, it is
all about what you think. If you support it, it isn’t wrong! Think about a minimum of four connections
that today's reading reminded you of. List the connection and explain how the events are similar.
1.
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Explanation: ________________________________________________________
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2.
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Explanation: ________________________________________________________
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3.
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Explanation: ________________________________________________________
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4.
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Explanation: ________________________________________________________
Artistic Adventurer
Name_______________________________________ Book Title________________________
Meeting Date___________________ Assignment: Page______ to page _______
As the Artistic Adventurer, it is your responsibility for sharing an artistic representation of the
book. You can create a visual image of something that is discussed specifically in the book,
something that the reading reminded you of, or a picture that conveys any idea or feeling you
got from the reading. Other options include writing a poem or song, making a mobile or collage,
or any other type of audio/visual display. You can even label images with words if it helps. Some
ideas for sharing may include focusing on a character, the setting, a problem, an exciting part, a
surprise, a prediction, or anything else. Examples of genres for expression may include:
* Artwork * Music * Poetry * Collage * Mobile*
Attach your creation to this paper as best as you can. Have fun! Let your imagination soar!
In the space below please provide at least a paragraph of written description about what you
shared and explain how it represents the novel.
What did this book remind you of?
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3.Poetry Based on The Giver: After reading chapter 19, the students should have a good
understanding of what exactly is going on in the community. Students will create a poetry about
what is going on in the community and their feelings toward the rules and way that the characters
live. The students have already learned about poetry and have been introduced to a variety of
different types of poetry. Students may choose the type of poem that they want to write. Since
poetry is very objective, they will be graded on whether or not they put their full effort into it.
The teacher should know the students pretty well by this point so the teacher will know. Their
poetry will be displayed around the room.
4. Story of Life Writing: In the community, before an elder is released the story of their life is
told. This is a joyous occasion and it marks all of their contributions to the community and tells
of their life. It is much like a eulogy. After reading chapter 4, students will write in their writing
journals the story of life about any one person that they choose. The person may be alive or dead,
they can know them personally or it can be someone that they’ve only heard of. Students will
write the story of their life, about their family and the contributions to society. Students will turn
this in for the teacher to read and the teacher will write comments back but since they may be
very personal nobody else will read them.
Differentiated Instruction: The Giver is a book that is below grade level as far as reading level so
most of the students should have no problem reading it. However, some chapters will be read out
loud for students who are having difficulty and plenty of time will be given in class to do the
assigned reading. The literature circle of books that are similar have higher level reading books,
at level and below level so the teacher can help students find the book that is the best match for
their reading level. Many of the assessments are the type where you get as much as you put in,
those gifted students will have their choice of poetry response and students who do not do as
well in poetry can pick the format that they are most comfortable with. In literature circles, there
are a variety of role sheets so students that thrive in different areas will have the opportunity for
that to show. Vocabulary strategies will help students with understanding the words if they didn’t
understand the words already, for example if they were ELL learners they would have
opportunities to get a better understanding of the vocabulary words. Class discussions will allow
opportunities to hear ideas verbalized from all students and students who are not grasping the
main ideas will get the opportunity to hear what their classmates are thinking about the book.
Students will also have the opportunity to be pick what they produce for their “seeing beyond”
presentation and there will be a variety of assessments including writing, discussion,
presentations and drawing which should allow for every student to display something that they
are strong in.
Assessment Activities:
1. Final Chapter: After completing the book, students will be assessed by creating a final
chapter. They are to pick up where the story leaves off and write what they think happens to
Jonas. Their ending is up to them but it must stay true to the story and style of writing. The style
of writing must also be high quality work. Rubric is attached, created at Rubistar.
2.Venn Diagram: After reading chapter 6, students will have a pretty good idea about the
differences in the community and the community that they live in. To check for comprehension,
students will fill out a Venn Diagram that lists at least 5 differences in the community and 3
similarities. Teacher will collect and check to make sure that students comprehend the important
differences in the community. (Attached at the end of the Unit, graphic organizer)
Teacher Name: Ms. Collins – The Giver, The Missing Chapter Rubric
Student Name:
________________________________________
4 Excellent
3 Good
2 Average
1 Poor
Flow & Rhythm
(Sentence
Fluency)
All sentences sound
natural and are easyon-the-ear when read
aloud. Each
sentence is clear and
has an obvious
emphasis.
Almost all sentences
sound natural and
are easy-on-the-ear
when read aloud, but
1 or 2 are stiff and
awkward or difficult
to understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud,
but several are stiff
and awkward or are
difficult to
understand.
The sentences are
difficult to read
aloud because they
sound awkward, are
distractingly
repetitive, or difficult
to understand.
Sentence
Structure
(Sentence
Fluency)
All sentences are
Most sentences are Most sentences are
well-constructed with well-constructed with well-constructed but
varied structure.
varied structure.
have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy to
read.
Writer makes 1 or 2
errors in
capitalization or
punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader\'s
attention and
interrupt the flow.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader\'s
attention and greatly
interrupt the flow.
Commitment
(Voice)
The writer
successfully uses
several
reasons/appeals to
try to show why the
reader should care
The writer
successfully uses
one or two
reasons/appeals to
try to show why the
reader should care
The writer attempts
to make the reader
care about the topic,
but is not really
successful.
The writer made no
attempt to make the
reader care about
the topic.
Commitment to
the story
The writer has written
a chapter that seems
like it was ripped out
of the back of the
book, the chapter
seems as though it
could have been
written by Lowry.
The chapter is well
written and wraps
everything up well
but it seems like it
was written by a
talented writer
besides the actual
author of the book.
The chapter is
written well but it still
leaves the reader
with questions and
sometimes follows
the authors style
and sometimes does
not.
This chapter does
not follow in the
style of the story at
all, the reader is left
with many questions
and it does not flow
with the rest of the
story.
CATEGORY
3. After reading chapter 12 students will be given this assessment. When Jonas is selected as the
receiver, the reason behind it is that he has the ability to see beyond. He sees color; the giver tells
him that when he saw beyond it was hearing music. For this assessment, students are to pick what
they think would cause them to see beyond. They can create a work of art, full of color, they can
bring in music that is special to them, a food that has a special taste or smell. The choice is up to
the student. It has to be something meaningful to the student and they will present it in front of
the class. They are then to give a 3-5 minute presentation on why this particular piece of media
would cause them to “see beyond” and what the significance of the object is. Rubric created at
Rubistar.
Oral Presentation Rubric : Seeing Beyond Quality
Teacher Name: Ms. Collins
Student Name:
________________________________________
4 Excellent
3 Good
2 Average
1 Poor
Object
Student brought
in an object that
had special
meaning to them
and brings out
strong enough
emotions to
cause them to
\"see beyond\"
Student brought
in an important
object but could
have picked
something with
more
significance
Student brought
in an object but
does not seem
special to the
student in any
way.
Student did not
bring in an
object.
Preparedness
Student is
completely
prepared and
has obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it
is clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Enthusiasm
Facial
expressions and
body language
generate a
strong interest
and enthusiasm
about the topic in
others.
Facial
expressions and
body language
sometimes
generate a
strong interest
and enthusiasm
about the topic in
others.
Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial
expressions or
body language.
Did not generate
much interest in
topic being
presented.
Time-Limit
Presentation is
Presentation is
3-5 minutes long. 30 seconds short
or over a minute
longer than 5
minutes.
Presentation is
one minute short
or over one
minute and a half
longer than 5
minutes.
Presentation is
more than a
minute short of
three minutes or
over 7 minutes
long and
rambling.
Sometimes does
not appear to be
listening but is
not distracting.
Sometimes does
not appear to be
listening and has
distracting
noises or
movements.
CATEGORY
Listens to Other Listens intently.
Presentations
Does not make
distracting
noises or
movements.
Listens intently
but has one
distracting noise
or movement.
4.The Giver’s Final Memory: After reading chapter 20, students learn that the Giver had
been keeping music for himself. Students are to write a paragraph describing the one memory
they would keep for themselves if they had to keep one for themselves and why they chose
that memory. Students will be graded on their writing. Rubric was created at Rubistar.
6+1 Trait Writing Model : Saved Memory
Teacher Name: Ms. Collins
Student Name:
________________________________________
4
3
2
1
Grammar &
Spelling
(Conventions)
Writer makes no
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly inviting to
the reader.
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper nor is it
particularly inviting to
the reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy to
read.
Writer makes 1 or 2
errors in
capitalization or
punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader\'s
attention and
interrupt the flow.
Writer makes several
errors in
capitalization and/or
punctuation that
catch the reader\'s
attention and greatly
interrupt the flow.
Word Choice
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader\'s mind, and
the choice and
placement of the
words seems
accurate, natural
and not forced.
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader\'s mind, but
occasionally the
words are used
inaccurately or seem
overdone.
Writer uses words
that communicate
clearly, but the
writing lacks variety,
punch or flair.
Writer uses a limited
vocabulary that does
not communicate
strongly or capture
the reader\'s interest.
Jargon or cliches
may be present and
detract from the
meaning.
Description of
Memory
Memory seems very
important to writer
and the reader fully
understands why
this memory was the
chosen one.
Memory seems very
important but at
times not specific
and reader may
have some
questions of why the
writer chose the
memory.
The reader is left
questioning why the
memory is important
to the writer.
The memory seems
unimportant to the
writer and does not
understand why this
memory was
chosen.
CATEGORY
5. Persuasive Writing: Pleading for Change: In chapter 13, the Giver expresses that he
wishes the community would ask for his advice more often because there is so much that
he wishes that they would change. Pretend that you are the giver, your job is to write a
persuasive letter trying to convince the community to change one thing about the
community. The choice is yours as to what you wish you would change but you must
support your choice and use persuasive skills to get the community to see why they
should change it. The Rubric is attached and was created at Rubistar.
Persuasive Essay : Change in the Community
Teacher Name: Ms. Collins
Student Name:
________________________________________
4321Above Standar Meets Standar Approaching Standa Below Standar Scor
ds
rds
ds
e
CATEGORY ds
Position
Statement
The position
statement provides
a clear, strong
statement of the
author\'s position on
the topic.
The position
A position statement is
There is no position
statement provides present, but does not make statement.
a clear statement of the author\'s position clear.
the author\'s
position on the
topic.
Evidence
and
Examples
All of the evidence
and examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author\'s
position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author\'s
position.
At least one of the pieces of
evidence and examples is
relevant and has an
explanation that shows how
that piece of evidence
supports the author\'s
position.
Closing
paragraph
The conclusion is
strong and leaves
the reader solidly
understanding the
writer\'s position.
Effective
restatement of the
position statement
begins the closing
paragraph.
The conclusion is
recognizable. The
author\'s position is
restated within the
first two sentences
of the closing
paragraph.
The author\'s position is
There is no
restated within the closing conclusion - the
paragraph, but not near the paper just ends.
beginning.
Author makes 1-2
Grammar & Author makes no
errors in grammar or errors in grammar
Spelling
spelling that distract or spelling that
the reader from the distract the reader
content.
from the content.
Capitalizati
on &
Punctuatio
n
Author makes no
errors in
capitalization or
punctuation, so the
essay is
exceptionally easy
to read.
Author makes 1-2
errors in
capitalization or
punctuation, but the
essay is still easy to
read.
Date Created: Nov 20, 2011 11:52 am (CST)
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Author makes a few errors
in capitalization and/or
punctuation that catch the
reader\'s attention and
interrupt the flow.
Author makes
several errors in
capitalization and/or
punctuation that
catch the reader\'s
attention and
interrupt the flow.
Venn diagram
Our Community
Giver Community
*People may pick their own jobs and spouses
*Families may have as many children
As they want.
*Every person is unique
*All emotions, color and music are
Present
*People
have
family,
spouses.
*People
must
contribute
by working
*Jobs and spouses are
assigned.
*Only two children are
allowed.
*Everyone must be the
same.
*No color, music,
suffering, love.
*Birth mothers are allowed to raise
Their own children
*Ceremoni
es are held.
*Punishme
nt for not
obeying
rules.
*Birth moms give birth,
parents apply for
children.
Sequence Chart of Timeline in Community
Directions: List the sequence of events that individuals go through in the community, count all of
the ceremonies as 1 except for the ceremony of 12.
First….. Child is birthed by birthing
mother
Next… Naming Ceremony and child is
given to a family, one boy and one girl in
each family
Next…. Ceremony for every age up to
age 12
Next…. Ceremony of 12 where children
receive job assignment
Next…. Training for job
Next…. Children take over their job
roles, live on their own
Next…. Apply for spouse, receive
spouse
Next….. Apply for 1st and then 2nd child,
raise children
Last….. Release