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:     ________________________________________

CATEGORY 4 3 2 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 errors in grammar or spelling.

Writer makes 1-2 errors in grammar 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.

Capitalization and Punctuation

Writer makes no errors in capitalization and punctuation.

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.

Neatness Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

Letter is neatly hand-written, 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.

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 AllinghamFour 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 years- To 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. FossSnow in the airlong before the first flakesstarted their long fall from the heavenssnow in the feel, the smell, the texture of the airfeeling the falling barometerthe shift in the weatherFalling lightly at first, whileI stood at the sink,mesmerized, watching their dance downwardGo upstairs, roust the girls,hear the excitement, the joyat the first real snowfallAccumulating white, flake by flakeon the ground, the cars, still quiet snow, light and airya film of white, cell by cellcleaning the worldin 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 quieterIt can be peaceful

Love gets complicated

Love can hurt

A life without love can be easierIt removes heartacheIt removes lonelinessNever knowing loveCan make life easier

But in a life without loveMeans never knowing pure joyMeans never feeling warmth

The warmth that can make sorrow go awayAll because you feel loved

A life without love can be tragicIt can be lonely

It can be sorrowfulLove heals

Love creates peace

Love makes happinessLove fulfills dreamsA life without loveIs 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

CATEGORY 4 3 2 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, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

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.

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 DirectorName_______________________________________ 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. __________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________3. __________________________________________________________________________________________________________________________________________4. _________________________________________________________________________________________________________________________________________5. __________________________________________________________________________________________________________________________________________

Literary LuminaryName_______________________________________ Book Title________________________Meeting Date___________________ Assignment: Page______ to page _______As the Literary Luminary, it is your job to select some interesting, powerful, puzzling, or importantsections of the text. You decide which passages or paragraphs are worth rereading, and justify yourreasons for selecting them. Write the page and paragraph numbers on this form, along with the reasonyou 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 meaningfulYou may choose from the above words or phrases when you are writing your reason, but you mustfurther 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 ConnectorName_______________________________________ 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 theoutside world. This means connecting the reading to your own life, happenings at school or in theneighborhood, similar events at other times and places, other books or stories, other writings on thesame 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. __________________________________________________________________________________________________________________________________________Explanation: __________________________________________________________________________________________________________________________2. __________________________________________________________________________________________________________________________________________Explanation: __________________________________________________________________________________________________________________________3. __________________________________________________________________________________________________________________________________________

Explanation: __________________________________________________________________________________________________________________________4. __________________________________________________________________________________________________________________________________________Explanation: ________________________________________________________

Artistic AdventurerName_______________________________________ 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 youshared and explain how it represents the novel.What did this book remind you of?________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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:     ________________________________________

CATEGORY 4 Excellent 3 Good 2 Average 1 Poor Flow & Rhythm (Sentence Fluency)

All sentences sound natural and are easy-on-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 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.

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.

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.

CATEGORY 4 Excellent 3 Good  2 Average 1 Poor  Object Student brought

in an object that had special

Student brought in an important object but could

Student brought in an object but does not seem

Student did not bring in an object.

Oral Presentation Rubric : Seeing Beyond Quality

Teacher Name: Ms. Collins

Student Name:     ________________________________________

meaning to them and brings out strong enough emotions to cause them to \"see beyond\"

have picked something with more significance

special to the student in any way.

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 3-5 minutes long.

Presentation is 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.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

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:     ________________________________________

CATEGORY 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.

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:     ________________________________________

CATEGORY

4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Position Statement

The position statement provides a clear, strong statement of the author\'s position on the topic.

The position statement provides a clear statement of the author\'s position on the topic.

A position statement is present, but does not make the author\'s position clear.

There is no position statement.

 

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.

Evidence and examples are NOT relevant AND/OR are not explained.

 

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 restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

 

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

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.

 

Capitalization & Punctuation

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.

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.

 

Date Created: Nov 20, 2011 11:52 am (CST)

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

*Birth mothers are allowed to raise

Their own children

*People have family, spouses.

*People must

*Jobs and spouses are assigned.

*Only two children are allowed.

*Everyone must be the same.

*No color, music,

First….. Child is birthed by birthing motherNext… Naming Ceremony and child is given to a family, one boy and one girl in

*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

*Birth mothers are allowed to raise

Their own children

*People have family, spouses.

*People must

*Jobs and spouses are assigned.

*Only two children are allowed.

*Everyone must be the same.

*No color, music,

each familyNext…. Ceremony for every age up to age 12Next…. Ceremony of 12 where children receive job assignmentNext…. Training for jobNext…. Children take over their job roles, live on their ownNext…. Apply for spouse, receive spouseNext….. Apply for 1st and then 2nd child, raise childrenLast….. ReleaseSequence Chart of Timeline in CommunityDirections: 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.