NAME: _____________________________________________________________________ PERIOD ________ DATE _________
Lit Circle Group Members:______________________ ___________________ ___________________ _______________________ ___________________
The Giver Lit Circles
At what point does a utopia become a dystopia?
What is freedom?
What would you give up, in order to live in “peace”?
How much should the individual lose of himself or herself for the collective good?
Can we ignore and minimize pain in our lives--both physical and emotional--to live happier existences?
As a Lit Circle team you will be reading, exploring, and analyzing The Giver You will rotate roles as a
group; each person will have the opportunity to be: Discussion Director, Illuminator, Illustrator,
Connector, Word Watcher, & Summarizer.
Lit Circles are intended to help you foster a sense of community, as well as learn skills to help you work in
a group. It will allow for both independent thought and student collaboration.
(*Warning, if someone isn’t pulling their weight in a group, they will taken out of the group & resigned to
complete the work on their own.)
Checklist of items:
Due Date Item
Lit Circle Reading Calendar
Lit Circle Role Assignments
10-30-12
Completed
Incomplete
Book Chart: basic book information
Week 1 “Z-Chart”
Essential Book Questions: During Reading
Multi-Flow Map:
Character Map
Character Rendering
Vocabulary circle maps for words #1-2
Vocabulary circle maps for words #3-4
Vocabulary circle maps for words #5-6
Vocabulary circle maps for words #7-8
Vocabulary circle maps for words #9-10
Themes
Symbols
Character Facebook Page
Assessment Form for Discussion Groups Week #2
Assessment Form for Discussion Groups Week #3
Assessment Form for Discussion Groups Week #4
Assessment Form for Discussion Groups Week #5
Essential Book Questions: After Reading (separate handout)
Compare & Contrast Essay: Double Bubble Map brainstorming
Compare & Contrast Essay: Essay Outline
1
Oct 22nd
10/23
DUE:
DUE:
DUE: Harrison Bergeron Essay
In-class: pre-reading activity
In-class: pre-reading activity
In-class: Lit Circle, Flashback Mini-lesson
HW: Finish HB During reading questions
HW: Finish Harrison Bergeron essay
10/29 Substitute
10/30 Substitute
HW: In Giver read Ch 1; Ch 1 Discussion
questions; lit roles week 2
Nov 1st Substitute
DUE: Chapter 1 Discussion
DUE: lit roles week 2; “Z-chart” ch 1
In-class: Lit Circle Discussion, Chapter 1 ZChart-ch 1; reading time: Chapter 2
HW: finish reading ch 2; lit roles week 2;
Finish “Z-Chart” ch 1
In-class: Lit circle-finish ch 2 discussion
questions; reading time: ch 3
HW: finish reading ch 3; ch 3 discussion
questions; Vocabulary circle maps for words
#1-2
11/06
DUE: ch 4 discussion questions
In-class: HSA Test OR
Reading: ch 5-7; mini lesson
HW: finish reading 5-7; lit roles week 3; ch 5-7
discussion questions
11/12
NO SCHOOL – VETERAN’S DAY
HW: catch up if behind
11/19 Substitute
DUE: ch 11 discussion questions; lit roles
week 5
In-class: lit circle discussion; read ch 12; ch 12
discussion questions
HW: Read ch 13; ch 13 discussion questions
11/26
DUE: ch 15-16 discussion; lit roles week 6;
Vocabulary circle maps for words #7-8
10/31
DUE: Ch 8 discussion questions; lit roles week
4
In-class: Lit Circle discussion; mini-lesson;
reading: ch 9
HW: finish reading ch 9; discussion questions
ch 9; Vocabulary circle maps for words #5-6
11/20
DUE: ch 18 discussion questions
11/02
11/07
11/14
DUE: ch 5-7 discussion questions; Vocabulary
circle maps for words #3-4
In-class: HSA Test OR
Reading: ch 5-7; mini lesson
HW: read ch 8; ch 8 discussion questions, lit
roles week 4
11/15
11/16
11/21
DUE: discussion questions ch 9; Vocabulary
circle maps for words #5-6
In-class: mini lesson; reading ch 10; lit circle-ch
10 discussion questions
HW: read chapter 11; ch 11 discussion
questions; lit roles week 5
11/22
11/23
DUE: ch 13 discussion questions
In-class: Mini-lesson; lit circle activity;
reading: ch 14
HW: read ch 15-16; ch 15-16 discussion
questions; lit roles week 6; Vocabulary circle
maps for words #7-8
11/27
10/26
DUE: Ch 3 discussion questions; Vocabulary
circle maps for words #1-2
In-class: Lit circle discussion; reading time: ch
4;
HW: lit roles week 3, finish reading ch 4; ch 4
discussion questions
NO SCHOOL- Election Day
HW: catch up if behind; Vocabulary circle
maps for words #3-4
11/13
10/25
NO SCHOOL- Thanksgiving Break
11/28
HW: catch up if behind
No School
Thanksgiving
11/05
10/24
11/29
11/30
DUE: ch 20 discussion questiongs; Vocabulary
circle maps for words #9-10
2
In-class: lit circle discussion; reading: ch 17
12/03
In-class: Mini-lesson; reading: ch 19; ch 19
discussion questions
HW: read ch 20; ch 20 discussion questions;
Vocabulary circle maps for words #9-10
12/04
DUE: chosen projects for Bloom’s Activity
DUE: TBA
DUE: Project
In-class: Final discussion of the book;
Discussion of questions; “Utopia” Activity;
work time
HW: Work on Giver packet, project, & essay
In-class: workday
In-class: Bloom’s Activities Projects Due; Oral
presentations
HW: read ch 18; ch 18 discussion questions
12/05
HW: finish your project & be prepared to
present to the class
12/12- Final Schedule
12/11 – Final Schedule
12/10
DUE: essay outline
In-class: work time
HW: finish Giver packet & Study
for final exam
DUE: Giver Packet
In-class: Giver Final Exam
TBA
In-class: Bloom’s Activities; reading: ch 21; ch
21 discussion questions
HW: lit roles week 7; read ch 22; ch 22
discussion questions
12/06
12/07
HW: work on finishing your Giver final packet &
Assessment part 2 essay outline
12/14- all periods
12/13- Final Schedule
TBA
In-class:
end of
quarter/semester
reflection
12/06: you must be ready to present & turn in your project or you will not receive presentation
credit
12/10: last day to turn in late Giver projects (no presentation credit given)
12/11: LAST DAY Giver Packets will be accepted for credit
IMPORTANT DUE DATES:
Final Project
Thursday Dec
6th
Packet
Tentatively Wednesday Dec
Final Exam
11th
Tentatively Wednesday Dec 11th
3
Your Name _________________________________________
Date ____________
Group member names: _____________________ _________________________ _____________________ ______________________ _______________________
Group Book Title: _________________________________________________________________
Weekly Role Assignments
Week Due Date
Discussion
Director
Illuminator
Illustrator
Connector
Word Watcher
Summarizer
2
3
4
5
6
7
4
NAME: _________________________ PERIOD ________ DATE _________
BOOK CHART: Fill out the basic info chart below based on your book
Author:
Originally published:
Cultural context of
when written/ context
of author’s life:
Genre:
Setting
(time period in novel/
location:
Main Characters:
Fill in the Double Bubble map for Similarities & differences of Jonas’ culture/society to our
culture/society
Our
society
____________
(book’s)
Society
5
NAME: _________________________ PERIOD ________ DATE _________
Week #1: Z-Chart
1. Title of fiction or nonfiction piece:
Pages Read: ____ to ____
2. List (summarize) and discuss (comment on) three to four most
important (main) ideas/events from your reading. Elaborate.
3. Create a sketch
that illustrates or
represents a key
idea, concept or
theme from your
reading, explain
your illustration.
4. Choose one potent (powerful/meaningful) passage from the text and explain its
significance (importance). Place page # you pulled it from, and who said it in parentheses at
the end of the quotation.
5. On the back, write out a word you
didn’t know, the sentence it was used
it, it’s definition based on context clues,
6
and your own sentence using it
correctly.
NAME: _________________________ PERIOD ________ DATE _________
Essential Book Questions: During Reading
Write your answers to these questions on a separate sheet of folder paper. Write in
complete sentences for full credit.
Chapter 1
1. What do you think of Jonas’s community? What words might you use to describe it? Give reasons
for your answers.
2. What rules and punishments are used in Jonas’s society? How does Jonas feel about the rules?
3. Why is Jonas so “careful about language”? How important is it to choose “just the right words” in
our society? Explain your answer.
4. How would you feel if your family had “telling of feelings” after dinner every night?
5. What do you think happens when someone is released?
Chapter 2
1. There are two instances of rule-breaking in this chapter. Consider each one. Do you feel the
punishment was justified? Explain your reasoning.
2. Why were the rules “very hard to change”?
3. What is so important about the “ceremony of twelve”?
4. What kind of job do you think Jonas will get? Explain your reasoning.
5. If some older people in your community were to observe you, what job do you think they would
give you and why?
Chapter 3
1. To what extent are people all the same in this society? How are differences treated?
2. Why do you think mirrors were “rare”?
3. Why do you think the author uses four paragraphs in the beginning of this chapter to discuss the
subject of pale eyes and ends the chapter with the same subject?
4. What is a “birthmother”? How is this different from the concept of mothering in our world?
5. What does the colorless shade of the tunics and the apple tell you about the people in this book?
What do you think happened with the apple?
Chapter 4
1. In what areas of life do the members of the community have free choice? What areas of their lives
are tightly controlled?
2. Do you think the rule against bragging is a good one? Why or why not?
3. What advantages and disadvantages does Jonas see in the way he decides to spend his volunteer
hours?
4. What similarities are there between the newchildren and the Old?
5. What do you think about release now?
Chapter 5
1. What do you think of the morning “dream telling” ritual?
7
2. At one point, the clean-up of meals is referred to in this chapter. How do you think the meals are
prepared and served? Explain the reasons why you think as you do.
3. Explain in your own words why Jonas must start taking a pill every day. What effect do you think
the pills will have on him?
4. Why do you think “Stirrings” are treated with pills in this community?
5. Why are the rules always printed in capital letters?
Chapter 6
1. What do you think of the pledge the family has to sign about Gabriel? Why, according to the
narrator, would it have been sad if they had to release Gabriel? What do you think of this?
2. What is interdependence?
3. Does the community’s explanation of the difference between release and loss make sense to you?
Explain your answer.
4. Draw a picture of one of the Ceremonies described in this chapter.
5. Do you think it would be possible in our world to have a match-making service with a 100%
success rate like the one in the community? Why or why not?
Chapter 7
1. What do you think about the ritual of thanking people -- for example for their feelings, their
dreams, and their childhood?
2. If you were involved in the Ceremony of Twelve, what would you like most about it? What would
you like least?
3. Do the assignments given out seem appropriate to you? Explain.
4. What does the story of Asher’s mistake at the age of three show you about the community
5. Why do you think the Chief Elder skips Jonas? Give as many possible reasons as you can.
Chapter 8
1. What does Jonas notice that is unusual about The Receiver? What meaning do you find in this?
2. Ten years before, the Committee of Elders failed in their selection of a Receiver. What else
happened ten years before? In what way might the two events be connected? Explain your
thinking.
3. What do you think a Receiver of Memory might do? Do you know of any other cultures that had
anyone who might have been called a Receiver of Memory? Explain your answer.
4. Jonas cannot understand how someone would have trouble fitting into his community – which
achieves order by enforcing sameness. How does the sameness in the community also create
unity?
5. Imagine that you are Jonas. What questions do you want to ask The Receiver when you meet him?
Chapter 9
1.
2.
3.
4.
How do people start to treat Jonas now that he is the new Receiver?
What do you think might have happened to the female Receiver?
Why is Jonas puzzled by the rules he was given for training?
If the community believes that everyone must use precise language because it is important to be
truthful in the society, what could be the reasons behind Jonas’s rules?
5. Do you think other members of the community might lie? Explain your thinking.
8
Chapter 10
1. What does Jonas find strange about the Receiver’s dwelling?
2. Why is The Giver allowed to have many books while the other members of the community are
only allowed three? How are books and memory related?
3. How does The Receiver transmit memories to Jonas?
4. Why do you think Jonas doesn’t know what the words sled, snow, and downhill mean?
5. Why does Jonas have no concept of pain? How would your life be different if you had never
experienced pain?
Chapter 11
1. Why do you think Jonas must experience the memories rather than just hear about them?
2. Why do you think The Receiver was a little sad after the first day of training?
3. Why does The Giver say “to have memories is a burden”? How does it ease the burden of the Giver
to transmit memories to Jonas.
4. Why do you think Jonas’s world eliminated sun, hills, and snow?
5. In what ways do we preserve memories in our society?
Chapter 12
1. How does Jonas’s answer to his mother’s question about his sleep and dreams revel a change in
him?
2. What do you imagine the change is that Jonas sees in Fiona’s hair and in the faces of the audience
and the apple?
3. Why do you think people in the book do not see colors? How has the absence of color helped this
society? How has it harmed it?
4. What do you think might be very different in the world if people had only one-generation
memories?
5. At this point in the book, what are your feelings about Sameness in the community?
Chapter 13
1. In Chapter 12, The Giver revealed that he agreed with Jonas about Sameness. Which of his
statements in this chapter show his dislike of Sameness? Which statements seem to state the
opposite view? Explain your answers.
2. How did you react to the section about elephants in this chapter? What do you think happened to
all the elephants in the world/
3. What do you think The Giver means when he says, “without the memories, it’s all meaningless”?
Do you agree with him? Explain.
4. When children grow up into adults, what happens to their parents in Jonas’s world? Why? How do
you feel about this arrangement? Explain.
5. What do you think the answers to Janas’s questions about Elsewhere?
Chapter 14
1. How does The Giver help Jonas come to terms with the meaning of pain? How does Jonas change
as he experiences more pain?.
9
2. Do you think it’s better to share sorrows or for each person to try and bear his/her own pain?
Explain your answer.
3. Why do you think one of the set of identical twins is always released?
4. How did Jonas give Gabriel a memory?
5. Why do you think Jonas was able to transmit a memory to Gabriel when he couldn’t with Asher,
Lily, or his father?
Chapter 15
1. How is Jonas now a Giver?
2. How does Jonas help The Giver in this chapter?
3. How does this chapter affect your view of whether it is better to share memories or bear them
alone?
4. Do you think The Giver needs to ask Jonas’s forgiveness? If you were Jonas, what would you have
said in response to The Giver’s request for forgiveness? Why?
5. How do you think Jonas will feel about The Giver and his Assignment now?
Chapter 16
1. How does Jonas learn of love?
2. What clues help you to infer what the unnamed celebration was? When were you certain?
3. Compare the treatment of the Old in the community to their treatment in the family scene Jonas
receives as a memory. In your opinion, which shows more care and respect for the aged? Explain
your thinking.
4. Do you agree with Jonas that living the way they did in the memory was dangerous? Why or why
not?
5. What provokes Jonas’s first lie to his parents?
6. Why does Jonas need to learn the joy of being an individual (special, unique, and proud)?
Chapter 17
1. How are Jonas’s feelings different from his family’s feelings?
2. How is Jonas’s reaction to the children’s game of war a turning point in Jonas’s experience?
3. What does father’s certainty about the birthday of the twins reveal about how births are handled
in the community?
4. Everyone seems to accept the idea of releasing a twin simply because it’s a twin in a matter of fact
way. How do you feel about this attitude?
Chapter 18
1.
2.
3.
4.
Who was Rosemary and what happened to her? Do you think she was brave or cowardly? Why?
Contrast The Giver’s feelings for Jonas with Mother’s and Father’s feelings for Jonas.
What do you think The Giver means when he says ,”Memories are forever”?
What do you think The Giver is thinking about when the narrator says that he is “obviously
thinking”?
5. Why is The Receiver’s job so important in the community? What should happen if The Receiver
should die?
10
Chapter 19
1. What shocked Jonas when he viewed his father “releasing” one of the newborn twins?
2. When did you realize what the word “release” means? What clues helped you to come to that
conclusion?
3. What did Jonas learn about the community’s prohibition (rule) against lying?
4. What do you think Jonas will do now?
Chapter 20
1. What do you think The Giver means when he says, “They know nothing”? Do you agree? Explain.
2. Do you agree now with the statement that “memories need to be shared”? Explain why you do or
do not?
3. Now what do you think pale eyes signify? Explain how you came to that conclusion.
4. How did The Giver and Jonas plan to change the society in the book?
5. Why did The Giver decide to stay behind to help the community? Do you think he made the right
decision? Why or why not?
Chapter 21
1.
2.
3.
4.
Why does Jonas feel that he must leave earlier than planned?
How do you feel about Father when he is so calm and sweet when he talks about Gabe’s release?
What would have happened to Jonas and Gabe if the searchers caught them? Explain your answer.
What do you think happened in the community the day that Jonas left? What do you think The
Giver did?
5. Why do you think the planes stopped?
Chapter 22
1. What new things, images, and feelings do Jonas and Gab experience in this chapter?
2. If Jonas and Gabriel starve, will their efforts have been worth it in your opinion? Explain your
thinking.
3. Why does the book say, “he had made the wrong choice” and a few lines later say “there had not
really been a choice”? How might you explain these contradictory statements?
4. What could have brought Jonas to the point where he could cry for Gabriel but not for himself?
5. What do you think will happen next?
Chapter 23
1. Jonas has a feeling that Elsewhere is near, even though he has no solid evidence. Have you ever
had a similar experience? Explain what happened.
2. How does the content of Jonas’s memories change as he approaches the summit of the hill?
3. What does it mean that Jonas found a memory of his own?
4. What questions did the author leave unanswered at the end of the book?
5. How did you interpret the end of this book?
11
NAME: _________________________ PERIOD ________ DATE _________
Directions: Fill in the multi-flow map below; in the left boxes place the causes that lead to the current way society is run (center box), and in
the right fill in the effect that this society’s order has on it’s members
Actions/events that caused
this society to become the
way it is
Multi-Flow Map
Effect that this has on
members of the society
Current state of The Giver’s
society/culture
12
NAME: _________________________ PERIOD ________ DATE _________
Character Map
Directions: A character Map is a thinking map, with a box for each main character in the story. Each
character box lists the character’s name and a brief description of who they are. Lines are then drawn
between the boxes to show how characters relate or are connected to one another. Above each
connecting line, write the relationship between the characters (i.e. friends, siblings, etc.)
13
NAME: _________________________ PERIOD ________ DATE _________
CHARACTER RENDERING
Character Rendering:
Chose one character from your book and draw a picture of what you think your character looks like
based on direct textual evidence/quotes that explicitly describe your character’s physical appearance
YOU MUST INCLUDE A MINIMUM OF 3 QUOTES WITH YOUR DRAWING TO
RECEIVE FULL CREDIT
QUOTES:
1) page #_____
QUOTE: _____________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
EXPLANATION: _____________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
2) page #_____
QUOTE: _____________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
EXPLANATION: _____________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
3) page #_____
QUOTE: _____________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
EXPLANATION: _____________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
14
CHARACTER RENDERING
In the space below draw a picture of what you think the your character looks like
15
NAME: _________________________ PERIOD ________ DATE _________
Vocabulary: You must find 10 NEW vocabulary words (words you don’t know already) over the course of your reading &
complete a vocabulary circle map for each. Don’t forget to write down the page # for each word, next to its original sentence.
1
.
2
16
NAME: _________________________ PERIOD ________ DATE _________
Vocabulary: You must find 10 NEW vocabulary words (words you don’t know already) over the course of your reading &
complete a vocabulary circle map for each. Don’t forget to write down the page # for each word, next to its original sentence.
3
.
4
17
NAME: _________________________ PERIOD ________ DATE _________
Vocabulary: You must find 10 NEW vocabulary words (words you don’t know already) over the course of your reading &
complete a vocabulary circle map for each. Don’t forget to write down the page # for each word, next to its original sentence.
5
.
6
18
NAME: _________________________ PERIOD ________ DATE _________
Vocabulary: You must find 20 NEW vocabulary words (words you don’t know already) over the course of your reading &
complete a vocabulary circle map for each. Don’t forget to write down the page # for each word, next to its original sentence.
7
.
8
19
NAME: _________________________ PERIOD ________ DATE _________
Vocabulary: You must find 20 NEW vocabulary words (words you don’t know already) over the course of your reading &
complete a vocabulary circle map for each. Don’t forget to write down the page # for each word, next to its original sentence.
9
.
10
20
NAME: _________________________ PERIOD ________ DATE _________
THEMES: (reoccurring) message the author is attempting to communicate; the insight into life or the
main message
Theme
Significance of this theme /
specific message about this
theme
How this theme is
represented/expressed in the story?
Government Control
Hope
Love
Friendship
Isolation
Trust
Humanity/Inhumanity
Survival
Youth/Age
Manipulation
Freedom vs
confinement
Community
Identity
Loyalty
21
NAME: _________________________ PERIOD ________ DATE _________
SYMBOLISM: items that represent or stand for something greater than themselves
Symbol
How and when it
appears in the novel
What it stands for or represents beyond itself?
Explain.
22
NAME: _________________________ PERIOD ________ DATE _________
Character Facebook Page:
! "#$%
&' ( )%
&*+%
, "- +. %
%
%
%
/ "- +)%
_____________________________
Create a Facebook Page for one of the tributes!
Choose a character & write in the information (even draw a picture & have others write on his/her “wall”).
Write something about yourself.
Birthdate:
Home District:
Relationship Status:
24
©2010 Tracee Orman
23
Assessment Form for Discussion Groups: Week #2
Your Name _________________________________________
Date ____________
Group member names ______________________________________________________________________________
Group Discussion Topic or Focus: _________________________________________________________________
Check the appropriate box; provide evidence/explanation.
Yes
No
Sometimes
Evidence/Explanation
Everyone participates and
shares in the discussion
process. Communication is
interactive.
The group is supportive of its
individual members. Group
climate promotes friendliness.
Group members often ask
questions for clarification or
elaboration.
The group discussion stays on
topic, or on directly related
issues.
The group is energetic and
enthusiastic.
Answer all of the following questions in complete sentences:
What was the best thing about the way your group worked together? Why?
What was one problem your group had? Why?
How did you all work to solve that problem?
What else might you have done?
What specific questions for you have for improvement?
24
Assessment Form for Discussion Groups: Week #3
Your Name _________________________________________
Date ____________
Group member names ______________________________________________________________________________
Group Discussion Topic or Focus: _________________________________________________________________
Check the appropriate box; provide evidence/explanation.
Yes
No
Sometimes
Evidence/Explanation
Everyone participates and
shares in the discussion
process. Communication is
interactive.
The group is supportive of its
individual members. Group
climate promotes friendliness.
Group members often ask
questions for clarification or
elaboration.
The group discussion stays on
topic, or on directly related
issues.
The group is energetic and
enthusiastic.
Answer all of the following questions in complete sentences:
What was the best thing about the way your group worked together? Why?
What was one problem your group had? Why?
How did you all work to solve that problem?
What else might you have done?
What specific questions for you have for improvement?
25
Assessment Form for Discussion Groups: Week #4
Your Name _________________________________________
Date ____________
Group member names ______________________________________________________________________________
Group Discussion Topic or Focus: _________________________________________________________________
Check the appropriate box; provide evidence/explanation.
Yes
No
Sometimes
Evidence/Explanation
Everyone participates and
shares in the discussion
process. Communication is
interactive.
The group is supportive of its
individual members. Group
climate promotes friendliness.
Group members often ask
questions for clarification or
elaboration.
The group discussion stays on
topic, or on directly related
issues.
The group is energetic and
enthusiastic.
Answer all of the following questions in complete sentences:
What was the best thing about the way your group worked together? Why?
What was one problem your group had? Why?
How did you all work to solve that problem?
What else might you have done?
What specific questions for you have for improvement?
26
Assessment Form for Discussion Groups: Week #4
Your Name _________________________________________
Date ____________
Group member names ______________________________________________________________________________
Group Discussion Topic or Focus: _________________________________________________________________
Check the appropriate box; provide evidence/explanation.
Yes
No
Sometimes
Evidence/Explanation
Everyone participates and
shares in the discussion
process. Communication is
interactive.
The group is supportive of its
individual members. Group
climate promotes friendliness.
Group members often ask
questions for clarification or
elaboration.
The group discussion stays on
topic, or on directly related
issues.
The group is energetic and
enthusiastic.
Answer all of the following questions in complete sentences:
What was the best thing about the way your group worked together? Why?
What was one problem your group had? Why?
How did you all work to solve that problem?
What else might you have done?
What specific questions for you have for improvement?
27
Double Bubble Map: Your final assessment for this unit will be to write an essay comparing & contrasting the character Harrison Bergeron
to Jonas. In preparation for this essay, fill in the double bubble map below comparing and contrasting the two characters.
Harrison
Bergeron
Jonas
28
Name:____________________ PERIOD:_______ Date:__________________
Writing Prompt- Compare & Contrast Essay
Prompt: Compare & Contrast the character Harrison Bergeron to Jonas. Analyze their physical,
emotional, intellectual, and social characteristics. What was the central goal or challenge is for each
character, the eventual outcome for that goal or challenge? What theme was associated with each,
and what moral lesson did each character teach?
I)
INTRODUCTION – introduce your characters + you MUST HAVE a THESIS: one-two sentence opinion
statement that your ENTIRE paper will examine/explain.
II)
Describe your characters; explain who they are. Then compare and contrast your
characters’ physical, emotional, intellectual, and social characteristics. (You may want
to discuss each of these characteristics one at a time or discuss all of the things your characters
have in common first and then all of the things they do not have in common next.)
Physical: how to they look?
Emotional: what do they feel strongly about? What agitates or disturbs them?
Intellectual: how and what do they think about? Do they think deeply?
Social: how do they interact with others? Are they aware of how he/she appears to others?
III) What the central goal or challenge is for each of your characters? What is the
eventual outcome for that goal or challenge for each character? Explain how they
are different or similar, using supporting details from the text.
IV) Finally explain the theme associated with each character, and the moral lesson that
each character taught. Explain why you believe this about each character using
supporting details from the text. What are similarities and differences between the
themes/morals that your characters taught?
V) CONCLUSION – Don't simply repeat things that were in your paper or your introduction. Answer the
question "So What?" Show your readers why your paper was important. Show them that your paper is
meaningful, insightful, useful. Explain what you have learned about yourself, (or about people or life) from
analyzing your characters and reading your novel.
 On your rough draft you should write legibly & skip lines.
 You must use complete sentences.
 You must write focused paragraphs.
 Underline your thesis statement.
 Show, don’t tell. Use at least THREE SPECIFIC EXAMPLES to support your point.
 Do not write a plot summary.
 Before turning in your final draft CHECK YOUR WORK for clarity, grammar, mistakes, etc.
*You must complete a double-bubble thinking map before you can move on & write your essay.
Make an Outline:
I.
INTRODUCTION
a. Broad Statement/hook: _____________________________________________________________
b. Narrow your focus
c. THESIS: (one-two sentence opinion statement that your ENTIRE paper will examine/explain.)
________________________________________________________________________________
________________________________________________________________________________
II.
BODY ¶ 1: CHARACTER DESCRIPTION (TOPIC SENTENCE) _______________________________
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________________________________________________________________________________
a. ARGUMENT _____________________________________________________________________
________________________________________________________________________________
b. EVIDENCE ______________________________________________________________________
________________________________________________________________________________
c. EXPLINATION OF EVIDENCE ______________________________________________________
________________________________________________________________________________
d. TRANSITION SENTENCE __________________________________________________________
________________________________________________________________________________
III.
BODY ¶ 2: CENTRAL GOALS/CHALLENGES (TOPIC SENTENCE) ___________________________
a. ARGUMENT _____________________________________________________________________
________________________________________________________________________________
b. EVIDENCE ______________________________________________________________________
________________________________________________________________________________
c. EXPLINATION OF EVIDENCE ______________________________________________________
________________________________________________________________________________
d. TRANSITION SENTENCE __________________________________________________________
________________________________________________________________________________
IV.
BODY ¶ 3: THEME/MORAL LESSON (TOPIC SENTENCE) __________________________________
a. ARGUMENT _____________________________________________________________________
________________________________________________________________________________
b. EVIDENCE ______________________________________________________________________
________________________________________________________________________________
c. EXPLINATION OF EVIDENCE ______________________________________________________
________________________________________________________________________________
d. TRANSITION SENTENCE __________________________________________________________
________________________________________________________________________________
V.
CONSLUSION – Wrap it up; bring it all together. Don't simply repeat things that were in your paper or
your introduction. Answer the question "So What?" Show your reader why your argument is important.
________________________________________________________________________________
________________________________________________________________________________
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Essay Rubric
4 Advanced Writer
(A) / (Exceeds)
Paper
Formatting

Thesis

Clearly
answers all
parts of
question:
-Characteristics


-central
goal/challenge
-theme/moral
lesson
SUPPORTS


Inference/
connection

Answers in
complete
sentences &
complete ¶s

3 Engaging Writer
(B) / (Proficient)
2 Developing Writer
(C) / (Approaching)
1 Emerging Writer
(D/F) / (Novice/No
Progress)
Typed, 12 pt Times
New Roman Font, 1.5
spacing, header,
submitted to
turnitin.com
Very strong, clear,
highlighted thesis that
presents argument
Explanation is
exceptionally clear and
insightful.
engaging and
meaningful
explanations and
insights

No formatting
errors

1-2 formatting
issues

Didn’t type/illegible
handwriting

Strong, clear
highlighted thesis

Developing Weak
or unfocused

Very weak thesis, or
no thesis present

The explanation is
clear and plausible.

The explanation
either lacks depth
or contains
occasional flaws
/inaccuracies that
weaken the
response.

Response is flawed /
difficult to follow
(vague / illogical)
Struggles or fails to
explain the
components,
characters, and
meaning of the text
Offers many examples
and 3 or more excellent
cited quotes that
support
Provides examples to
argument (explains
examples)
Draws insightful
inferences by moving
beyond selection

Makes attempts to
support with 2
cited quotes
Contains some
details but they are
general rather than
specific
Bases inferences
on the obvious


Answers in clear,
complete sentences,
using varying sentence
structure. Complete ¶s


The response
contains sufficient
detail, offers a
minimum of 3 cited
quotes to support
argument (explains
argument)
Draws inferences
upon connections
in the selection

Answered in clear
complete sentences
&¶







Sometimes
answered in
complete
sentences; many
are choppy;
haphazard ¶s


1 or no quotes given
Struggles or fails to
support argument
little to no detail
Identifies author’s
ideas literally
Draws unclear
inferences
Rarely answers in or
struggles to write
complete sentences
Not written in ¶s
• RL & RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
• W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
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