Thinking Map breakdown for “The Giver” 760L
Circle Map or Context Map (individual map): after hearing or observing the title of the
book and its cover, use the circle map to predict what you think will be revealed inside the
book. The Circle map must have at least 4 colors, 4 words and 4 pictures. Frame of
reference must include essential question and one question or statement you might have
about the title. After finishing “The Giver” return to this map and quick write the second
essential question.
LACC.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what
text says explicitly as well as inferences drawn from the text.
Objective: Students will use inferring skills to make predictions about the novel “The
Giver” using the context map
Essential Questions: What inference can you draw from the title? What from the text
supports your inference?
Bubble Map or Describing Map (adjectives) (group map):
LACC.8.L.1.1: demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking
Objective: Students will depicted the use of adjectives for a character development in the
novel “The Giver” using the describing map
Essential Question: How is the use of adjectives essential for character development?
After finishing the “The Giver”, use this map for adjectives that describe the main
character in “The Giver.” It must have some sort of visual (like the characters head) and at
least 4 colors. Frame of reference must include essential question (with answer) and a my
statement: In my opinion the author should have included ______adjectives, because they
are higher level or would describe the main character more accurately.
Double Bubble or Comparing and Contrasting Map (individual map)
LACC.8.RL.2.5 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.
Objective: Student will find similarities and differences between “The Giver” and another
book of their choice using the compare and contrasting map
Essential Question: How do the structures in each text compare/contrast to one another?
After finishing “The Giver”, use this map to compare it to another book that you have read.
It must have a design and at least 4 colors. Frame of reference must include essential
question, where you know your info from and a quick write on why you chose the other book.
Flow Map or Sequencing Map (group map)
LACC.R.L.1.2.B: Analyzing the themes development throughout the novel
Objective: Student will evaluate and analyze the development of a theme over the course
of a novel
Essential Question: How can I infer what events are important to theme development?
While reading the novel, “The Giver”, use the sequencing map to show the development of
theme. You must use a series of visuals to show the process and at least 4 colors. Frame of
reference must include essential question and a quick write answering the essential
question.
Multi-flow or Cause and Effect Map (group map)
LACC.8.RL.1.3: 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.
Objective: Students will collaborate to discuss and agree upon the significant events that
led up to the climax of the novel and the denouement that occurs.
Essential Questions: How do the events propel the action in the text?
After finishing “The Giver”, use the cause and effect map to relate the causes leading up
to the climax and the effects of the outcome from said occurrence. It must have a design
and at least 4 colors. Frame of reference must include essential question and you need to
rewrite the ending of the novel.
Brace Map or Analyzing Whole objects (book), (group map)
LACC.8.RL.2.5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole
Objective: Students will collaborate to analyze the structure of the individual chapters
that make up the whole book “The Giver” using the analyzing whole objects map
Essential Question: What is the reason the author selected the text structure he/she
did? Use examples from the text to support your analysis. Are the structures effective?
How does the structure contribute to the style of the text?
After reading each chapter of “The Giver”, analyze it for the relevant details that support
the main idea of the chapter using the Analyzing Whole Objects map. Include some form
of visual and at least 4 colors.
In the frame of reference, when all chapters are complete, analyze the main ideas from
each chapter as relevant details to identify the unifying theme of the overall story.
Tree Map or Classifying Map (group map):
LACC.8.RL.1.2: 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.
Objective: Students will collaborate to analyze character, setting and plot throughout the
novel “The Giver” and using the classifying map
Essential Question: How can I determine the most important events, characters or parts
of a setting in a novel?
While reading “The Giver”, use this map to classify important characters, setting, and plot.
Make the tree map unique and represent the book, and use at least 4 colors. Frame of
reference must include essential question, and a quick write on one character or setting
your group would change and explain why you agree that change should be made.
Bridge Map or Analogies Map (group maps)
LACC.8.RL.2.4 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.
LACC.8.L.3.4B Use common, grade-appropriate Greek or Latin affixes and roots as clues
to the meaning of a word (e.g., precede, recede, secede).
LACC.8.L.3.5 - 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).
Objective: Students will collaborate to analyze and explain the impact of word choice of
tone and meaning in a novel through “The Giver” and the analogies map.
Essential Question: What is figurative language and how does it make writing more
interesting? How can I identify word choices that affect the tone of the novel?
While reading the novel “The Giver” use the analogies map to analyze and explain
connotation meanings and figurative language. Use these four relating factors
Connation: is defined as
Figurative language: symbolizes
Affixes/roots: is a type of
Figures of speech: is an example of
It must have at least 4 colors. Frame of reference must include essential questions and a
quick write on why your group chose those vocabulary words and or symbols. In addition
make up a relating factor your group would have chosen to use with the book?