Fox University of Lethbridge Spring 2016

The Giver Novel

Study
Dystopia and Memories
How can students learn to
analyze and appreciate their
own society by examining one
within a text?

Unit Plan
ELA 8
Erle Rivers High School
Taylor Fox
Fox University of Lethbridge Spring 2016

Robin Bright and Leah Fowler

April 25th, 2016

The Giver Novel Study

Dystopia and Memories
How can students learn to appreciate/analyze their own
society by examining one within the text?

Table of Contents

1. Unit Overview
2. Rationale
3. Unit Learning Outcomes
4. General and Specific Learner Curricular Outcomes
5. Assessment and Evaluation Plan
6. Extension Enrichment/Special
Considerations/Differentiated Instruction
7. Reflection Before Unit Completion
8. Reflection After Unit Completion
9. Appendices
a. Calendar
Fox University of Lethbridge Spring 2016

The Giver
1. UnitOverview:
Type: Novel Study
Grade: English Language Arts 8
Timeline: Approximately 6 weeks (23 80 minute classes, 2 40 minute
classes)
Central Emphasis: This unit is based on the book The Giver by Lois
Lowry, which revolves around a young boy living in a dystopian society
and how he grows and changes once he becomes the communitys
new receiver of memory. This novel study will focus on the major
themes of dystopia and memories through various reading and writing
activities.
Daily Instruction: The majority of lessons in this unit will begin with
reading the novel in various ways such as, teacher reading, silent
reading, small group or pair reading, listen to the audiobook, pre-
determined popcorn reading, etc. Throughout these various reading
methods, the teacher will stop throughout to address significant parts,
themes, etc. and facilitate discussion with the class. The majority of
these discussions will explore the main themes of memory and
dystopia, but will also explore smaller themes, such as dreams and
death. Some of this discussion will be based on chapter questions,
whereas others will be based on teacher and student interpretation of
the text.
Practice and Application: While students are listening to reading,
they will remain active, initially making a bookmark, and then later
using that bookmark to follow along while others are reading, or when
students are silent reading. Approximately once a week, students will
be given chapter questions to guide their reading and discussion
afterwards. This will give students a purpose for their reading and
guide their thoughts for following discussions. Students will also add to
their ongoing character map and dystopian society characteristics list
throughout reading the text. The character map will be checked each
week for completion marks and will be collected at the end of the unit
as a summative assessment piece based on completion and effort. The
dystopian characteristics list will be referenced when students work on
their final summative Utopia Creation assignment. Students will be
expected to add to this list throughout their reading of the text.
Students may need assistance with this self-direction, and these
Fox University of Lethbridge Spring 2016
characteristics will often come up in discussion, so the teacher may
address this list and get students to fill it in as a class.
Major Assignments:
i. Utopian Society Creation: After reading, discussing, and
analyzing The Giver, students will create a utopian society, by
following a rubric, which will be based on what they have
learned about how a society is run through Jonas description of
his community. This assignment must be handed in in an
organized duotang and include all of the criteria included in the
rubric in order to receive full marks. Students will be given
adequate class time to work on this assignment and then if it is
not completed in class, it will be assigned for homework.
Students creativity and originality are greatly encouraged for
this assignment.
ii. Character Map: At the beginning of the novel study, a
character map outline will be placed up in the classroom and
students will be given a similar outline in the form of a
worksheet (an example of the map can be found on the
following page). As new characters are introduced in the novel,
their significant traits, interests, and beliefs, as well as quotes
that represent their personality, will be added to the class-wide
map by either the teacher or students and to individual
worksheets by students. Students will be encouraged to add any
points that they feel appropriately represent the characters in
the novel to their worksheets during their reading and
associated discussion of the novel and then during ELA class,
students will be encouraged to share these new points so that
they can be added to the class-wide map. Once the novel is
complete, there will be a final discussion of the map and how it
has grown and developed throughout the novel study. Students
will also hand in their own personal map at the end of the unit
for a completion mark.
iii. Ongoing Journal: At the beginning of the novel study of The
Giver, students will be explained this unit long journaling
assignment. While reading and discussing the text throughout
the unit, students will be given various journal prompts
regarding their thoughts, feelings, opinions, and reactions to the
text. Students are definitely allowed to write in their journal
regarding their involvement and interaction with the text at any
time, but these entries are not required. There will be frequent
check-ins for completion marks with students regarding their
journal entries and conferencing if the teacher is concerned
about the quality of student entries throughout the unit. At the
end of the novel study unit, students will be required to
complete a concluding journal entry reflecting on their final
thoughts, feelings, and opinions of The Giver, including if or if
not and how their perception of the novel has changed since the
Fox University of Lethbridge Spring 2016
start of the novel. Once this final response is completed,
students will hand in their journal for summative assessment
based on a checklist.
iv. Novel Summary: Once students have completed reading the
novel, they will be asked to complete a summary of the novel in
a creative and innovative way. They will be put in to small
groups and will have to re-enact the novel in less than 5
minutes. They will be given exemplars of this assignment which
they can use, but they can also come up with another idea and
have it be approved by the teacher. A rubric will be provided for
this assignment to guide students in their creation of a
summary.
v. Movie/Novel Comparison: Students will complete a written
compare and contrast of the novel and the movie. Students will
be required to find at least four significant similarities and
differences that they notice and describe why they think why
either things were changed or remained the same. Students will
also be asked to consider how the changes made to the movie
change the meaning or interpretation of the story. Students will
be summatively assessed based a corresponding rubric provided
with the assignment.
Texts Used: This novel study unit with focus on The Giver by Lois
Lowry, but other texts will be utilized to enrich the understanding of
various themes throughout the unit. Supplementary texts include:
Tangles by Sarah Leavitt, Just a Dream by Chris Van Allsburg, Wilfred
Gordon McDonald Partridge by Mem Fox, and The Curious Garden by
Peter Brown. I will also be using various video clips and other texts may
be added during additional planning of the unit if needed. The Giver
will be read in a variety of ways, including by the teacher, students (in
various arrangements), and by audiobook. The other texts will be read
by the teacher to the class. Although some of the texts are picture
books, they have all been chosen with the students age and maturity
level in mind. All of the texts really play into the central themes that
will be explored throughout this novel study.
Language Arts Strands Inclusion: This unit incorporates all six
English Language Arts strands.
i. Listening: This strand will occur on a daily basis as students will
listen to direct instruction as well as daily in-class reading of the
novel and other various materials. There will also be lots of class
discussions that will require attentive listening from students.
ii. Speaking: This strand will occur on a daily basis throughout
small and large group discussions. Students will also be required
to present to the class throughout the semester, which will
require this strand.
iii. Reading: This strand will occur on a daily basis, as students will
participate in reading The Giver and supplementary texts
throughout the unit.
Fox University of Lethbridge Spring 2016
iv. Writing: This strand will occur on an almost daily basis through a
variety of writing activities included in this unit, especially
journal writing.
v. Viewing: This strand will occur when students respond to
movies, videos, and images shown throughout the unit, as well
as student presentations for the memory transfer, novel
summary, and creation of utopian society assignments.
vi. Representing: This strand will occur when students complete
various assignments including their character maps, bookmark
creation, rainbow activity, plot line activity, and creation of a
utopian society.

2. Rationale:
Students Needs and Interests: This unit plan includes discussion,
activities, and assignments that get students to think critically about
the society outlined in the book compared to their own society. Grade 8
students are actively learning about their society, as well as building
their own identity, much like the main character in the novel, making
this unit very relatable for them.
Connections to Other Units: The Grade 8s are will be studying the
Aztecs in Social Studies at the same time as this unit. Through the unit,
students are learning many characteristics of the Aztec society, while
shaping an understanding of their own society at the same time. This
understanding of different societies relates to students understanding
the dystopian society explored throughout the novel study of The
Giver.
Content and Activities: The specific activities and texts chosen for
this unit are age/grade appropriate and explore the major themes of
memory and dystopian societies. All materials are to be used in
conjunction with The Giver, and serve as supplementary knowledge to
help promote critical thinking. The activities also aim to improve
student writing and ability to reflect on what they are learning, as well
as basic grammatical conventions.

3. Intended Unit Learning Outcomes:

Students will:
o Identify and explore prominent character traits, motivations, and
methods and reasons for development, as well as significant
associated passages throughout reading the novel and
completing and participating in corresponding activities and
assignments.
o Analyze, compare, and contrast various texts with The Giver.
Fox University of Lethbridge Spring 2016
o Personally reflect on and respond to the text and thoughts,
feelings, ideas, and experiences explored throughout the unit.
o Record and organize key ideas and information from the texts in
a creative and logical manner.
o Consider others thoughts, feelings, and opinions, ideas, and
contributions voiced through exploration of the novel.
o Further develop reading, writing, listening, speaking,
representing, and viewing skills.
o Work effectively as both an individual and a group member.
o Display understanding of themes, ideas, and information
explored in the novel study in a final culminating project.

4. General and Specific Learner Curricular Outcomes:

General Outcome #1 Students will listen, speak, read, write, view,
and represent to explore thoughts, ideas, feelings and experiences.
o 1.1.2 review, reread, and reflect on oral, print, and other
media texts to explore, confirm or revise understanding
o 1.1.3 seek out and consider diverse ideas, opinions and
experiences to develop and extend own ideas, opinions and
experiences
o 1.2.1 acknowledge the value of others ideas and opinions in
exploring and extending personal interpretations and
perspectives
o 1.2.2 exchange ideas and opinions to clarify understanding
and to broaden personal perspectives
General Outcome #2 Students will listen, speak, read, write, view, and
represent to comprehend and respond personally and critically to oral, print,
and other media texts.
o 2.1.3 enhance understanding by paraphrasing main ideas and
supporting details, and by rereading and discussing relevant passages
o 2.2.3 expect that there is more than one interpretation for oral, print,
and other media texts, and discuss other points of view
o 2.2.4 explain connections between own interpretation and information
in texts, and infer how texts will influence others
o 2.2.6 interpret the choices and motives of characters portrayed in
oral, print and o ther media texts, and examine how they relate to self
and others
o 2.2.7 identify and describe characters attributes and motivations,
using evidence from the text and personal experiences
o 2.2.8 discuss various ways characters are developed and the reasons
for and plausibility of character change
o 2.2.9 - compare two similar oral, print or other media texts by
considering the characters, plot, conflicts and main ideas
 Fox University of Lethbridge Spring 2016
o 2.2.11 - identify ways that characters can be developed, and discuss
how character, plot and setting are interconnected and mutually
supportive
o 2.3.4 - identify and explain characters qualities and motivations, by
considering their words and actions, their interactions with other
characters and the authors or narrators perspective
General Outcome #3 Students will listen, speak, read, write, view, and
represent to manage ideas and information.
o 3.2.3 - record key ideas and information from oral, print and other media
texts, avoiding overuse of direct quotations
o 3.3.1 - organize ideas and information creatively, as well as logically, to
develop a comparison or chronology, or to show a causeeffect
relationship
General Outcome #4 Students listen, speak, read, write, view, and represent
to enhance the clarity and artistry of communication.
o 4.3. 1 - plan and facilitate small group and short, whole class presentations
to share information
General Outcome #5 Students will listen, speak, read, write, view, and
represent to respect, support, and collaborate with others.
o 5.1.1 - compare own with others understanding of people, cultural
traditions and values portrayed in oral, print and other media texts
o 5.2.4 - organize and complete tasks cooperatively by defining roles and
responsibilities, negotiating to find the basis for agreement, setting
objectives and time frame, and reviewing progress

5. Assessment and Evaluation Plan

Stage 1 Desired Results

Established Goals:

GLO 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas,
feelings, and experiences.

1.1 Discover and Explore

1.2 Clarify and Extend
GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and
respond personally and critically to oral, print and other media texts.

2.1 Use Strategies and Cues

2.2 Respond to Texts
2.3 Understand Forms, Elements, and Techniques
GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and
 Fox University of Lethbridge Spring 2016
information.

3.2 Select and Focus

3.3 Organize, Record, and Evaluate
GLO 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and
artistry of communication.

4.3 Present and Share

GLO 5: Students will listen, speak, read, write, view, and represent to respect, support, and
collaborate with others.

5.1 Respect Others and Strengthen Community

5.2 Work Within a Group

Understandings: Essential /Inquiry Questions:

Students will understand that 1. How can students learn to analyze and
appreciate their own society by examining
Reviewing, rereading and reflecting on one within a text?
a text is important to understanding
its central themes and ideas.
There are multiple interpretations to a
text.
Texts have the ability to influence self
and others in a variety of ways.
Characters are a central component of
novel studies and their choices,
motivations, attributes, and
developments are crucial to
understanding and studying a novel.
There are many texts that relate to
each other in a variety of ways.
Identifying key points throughout a
novel allows for a better overall
understanding of the story.
There are many corresponding
elements, such as culture, traditions,
and values, which can both influence
and inform the understanding of a
text.
 Fox University of Lethbridge Spring 2016

Students will be able to

1.1.2 review, reread, and reflect on oral, print, and other media texts to explore,
confirm or revise understanding
1.1.3 seek out and consider diverse ideas, opinions and experiences to develop and
extend own ideas, opinions and experiences
1.2.1 acknowledge the value of others ideas and opinions in exploring and extending
personal interpretations and perspectives
1.2.2 exchange ideas and opinions to clarify understanding and to broaden personal
perspectives
2.1.3 enhance understanding by paraphrasing main ideas and supporting details, and by
rereading
and discussing relevant passages
2.2.3 expect that there is more than one interpretation for oral, print, and other media texts,
and
discuss other points of view
2.2.4 explain connections between own interpretation and information in texts, and infer how
texts will
influence others
2.2.6 interpret the choices and motives of characters portrayed in oral, print and other media
texts, and
examine how they relate to self and others
2.2.7 identify and describe characters attributes and motivations, using evidence from the
text and personal experiences
2.2.8 discuss various ways characters are developed and the reasons for and plausibility of
character change
2.2.9 - compare two similar oral, print or other media texts by considering the characters, plot,
conflicts and main ideas
2.2.11 - identify ways that characters can be developed, and discuss how character, plot and
setting
are interconnected and mutually supportive
2.3.4 - identify and explain characters qualities and motivations, by considering their words
and
actions, their interactions with other characters and the authors or narrators perspective
3.2.3 - record key ideas and information from oral, print and other media texts, avoiding
overuse of
direct quotations
3.3.1 - organize ideas and information creatively, as well as logically, to develop a comparison
or
 Fox University of Lethbridge Spring 2016
chronology, or to show a causeeffect relationship
4.3. 1 - plan and facilitate small group and short, whole class presentations to share information
5.1.1 - compare own with others understanding of people, cultural traditions and values
portrayed in oral, print
and other media texts
5.2.4 - organize and complete tasks cooperatively by defining roles and responsibilities,
negotiating
to find the basis for agreement, setting objectives and time frame, and reviewing progress

E Ve Re
Mem Nov
Jou x nn adi Utopi
Pre/ ory Pl el
rna Cha Dys i Job Dia ng Movi an
Post Tran Ob ot Su
l ract topi t Appli gra No e/No Socie
Title Asse
Wr er an S catio
sfer itu
m tes
Li mm
vel ty
ssme Assi ary n ary
itin Map List li n Com Creat
nt gnm e Proj
g p paris ion
ent ect
s on

Type F F F
F/ F/
(Formativ
F/S F F F S F S S S
e/Summa S S
tive)

N N/ N/ N
Weig 25 N/ N/ 5 15
5% / N/A 10% A A / 10% 30%
hting % A A % %
A A

1.1.2
review,
reread,
and
reflect
on oral, X
print,
and
other X X X X X
media X
texts to
explore,
confirm
or
revise
underst
anding
 Fox University of Lethbridge Spring 2016
1.1.3
seek
out and
conside
r
diverse
ideas,
opinions X
and
experie
X X X X
nces to
develop
and
extend
own
ideas,
opinions
and
experie
nces

1.2.1
acknowl
edge
the
value of
others
ideas
and X
opinions
in
explorin X X
g and X
extendi
ng
persona
l
interpre
tations
and
perspec
tives
 Fox University of Lethbridge Spring 2016
1.2.2
exchang
e ideas
and
opinions
to X
clarify
underst X X X
anding
and to
broaden
persona
l
perspec
tives

2.1.3
enhanc
e
underst
anding
by
paraphr
asing X
main
ideas
and
X X X
supporti X
ng
details,
and by
rereadin
g and
discussi
ng
relevant
passage
s

2.2.3 X X
expect
that X
there is
more
than
one
 Fox University of Lethbridge Spring 2016
interpre X X
tation
for oral,
print,
and
other
media
texts,
and
discuss
other
points
of view

2.2.4
explain
connect
ions
betwee
n own
interpre
tation
and
informa X X X X X X
tion in X
texts,
and
infer
how
texts
will
influenc
e others

2.2.6 X X X
interpre
t the
choices
and
motives X
of
charact
ers
portray
ed in
oral,
 Fox University of Lethbridge Spring 2016
print
and o
ther
media
texts,
and
examin
e how
they
relate to
self and
others

2.2.7
identify
and
describ
e
charact
ers
attribut
es and
motivati
X X X X
ons,
using
evidenc X
e from
the text
and
persona
l
experie
nces

2.2.8 X X X X
discuss
various
ways
charact
ers are
develop
ed and
the
reasons
for and
plausibil
 Fox University of Lethbridge Spring 2016
ity of
charact
er
change

2.2.9 -
compar
e two
similar
oral,
print or X
other
media
texts by
X
conside
ring the
charact X
ers,
plot,
conflicts
and
main
ideas

2.2.11 X X X
-
identify
ways
that
charact
ers can
be
develop
ed, and
discuss
how
charact
er, plot
and
setting
are
intercon
nected
and
mutuall
y
 Fox University of Lethbridge Spring 2016
supporti
ve

2.3.4 -
identify
and
explain
charact
ers
qualities
and
motivati
ons, by
conside
ring
their
words
and X X X
actions, X
their
interacti
ons with
other
charact
ers and
the
authors
or
narrator
s
perspec
tive

3.2.3 - X X X X X
record
key
ideas
and
informa
tion
from
oral,
print
and
other
 Fox University of Lethbridge Spring 2016
media
texts,
avoidin
g
overuse
of direct
quotatio
ns

3.3.1 -
organiz
e ideas
and
informa
tion
creative
ly, as
well as
logically X
, to
develop X X X
a X
compari
son or
chronol X
ogy, or
to show
a
cause
effect
relation
ship

4.3. 1 - X
plan
and
facilitat
e small
group
and
short,
whole
class
present
ations
to share
 Fox University of Lethbridge Spring 2016
informa
tion

5.1.1 -
compar
e own
with
others
underst
anding
of
people,
cultural
tradition X X
s and
values
X X
portray
ed in
oral,
print
and
other
media
texts

5.2.4 - X
organiz
e and
complet
e tasks
coopera
tively
by
defining
roles
and
responsi
bilities,
negotiat
ing to
find the
basis
for
agreem
ent,
 Fox University of Lethbridge Spring 2016
setting
objectiv
es and
time
frame,
and
reviewin
g
progres
s

Assessment Tool Overview

Assessment Tool Outcom FO O
Brief Description R
AS
F
Title es

At the beginning of the unit, students will

complete the K and W sections of a KWL chart
assessing them on what they currently know and
what they want to know about dystopian societies
and memories. Students can also include
information that they already know or want to
know about The Giver. At the end of the unit,
students will complete the L section of the KWL
chart about what they learned throughout the unit
regarding dystopian societies and memories.

Use: This assessment will be a formative,

metacognitive, and summative assessment. I will
Pre and Post 1.1.3, look at the charts at the beginning of the unit to
Assessment (KWL see where students are at with their x x x
Chart) 1.2.2
understanding of these concepts (formative). If
there appears to be a lack of knowledge in this
area, subsequent lessons can be adjusted to meet
students needs and level of understanding. The
pre-assessment will also be metacognitive for
students, as it will cause them to think about what
they know about dystopia and memories and
allow them to set goals about what they want to
learn throughout the unit. The post assessment
will be summative, as it will be taken in for marks
as a measure of what students learned about
dystopian societies and memories throughout the
unit.
Fox University of Lethbridge Spring 2016
Students will complete multiple journal entries
throughout the semester based on various
prompts given reflecting themes, ideas, and
1.1.2, issues explored throughout the unit. There will be
approximately 10 prompts given throughout that
1.1.3, will contribute to a summative grade. Students
must have these prompts completed in order to
1.2.1, receive a summative grade for this assignment.
Weekly check-ins with the journal will be
2.2.4, completed to ensure students are on track. If
students would like to record additional entries
Journal Writing 2.2.6,
about the unit, they are more than welcome to,
x x x
(Rubric Checklist) 2.2.7, but they will not be required for marks. Many of
the prompts are quite personal, making this a
2.2.8, very reflective and metacognitive assignment.

2.2.11, Use: This journal allows the teacher to both

formatively and summatively assess if students
2.3.4, understand the variety of material that will be
explored in this unit. These entries will also
3.2.3 demonstrate that students are able to self-reflect
and analyze how the material being covered and
discussed relates (or does not relate) to their
personal lives and experiences.

Students will complete character maps for the

major characters in the novel that include
significant character traits, interests, beliefs, and
quotes that show that characters personality.
Students will update their map throughout the
unit and regular check ins will be done both as a
2.2.7, class and individually by the teacher to ensure
that students are understanding the characters
2.2.8,
and the roles that they play in the novel.
Character Map x
2.2.11,
Use: This character map will only be taken in as
formative assessment. It will ensure that students
2.3.4
understand the many different aspects of the
characters in the novel and their contributions to
the story. If students are struggling completing
the map, the characters can be looked at again,
as well as their importance to the novel as a
whole.

Dystopian Society 2.1.3, Throughout the unit, students will create a list of x
Characteristics List characteristics that they think describe the
Fox University of Lethbridge Spring 2016
dystopian society in the novel. This list will be
used by students to help them create their final
summative assignment (creation of a utopian
society). For the most part, it is up to students to
fill this sheet out throughout the unit. There will
be some check-ins during class time, but students
are definitely allowed to add to it on their own if
2.2.8,
they wish to as they read and learn throughout
the unit. Students will be encouraged to have the
3.2.3,
sheet out when reading and discussing the book
3.3.1 in class, allowing them to fill it out as they go.
There will be no marks awarded for this sheet, its
only purpose is to assist students with their final
project.

Use: This list is to assist students with their final

project and confirm their basic understanding of a
dystopian society (formative).

Students will complete various exit slips

throughout the course of this unit based on their
enjoyment and comprehension of the material
1.1.2, being covered. Students reflection on their
learning will be metacognitive. Exit slips will only
2.1.3, be formatively assessed.

Exit Slips 2.2.4, Use: These will allow the teacher to assess if x x
students are grasping the content being covered,
2.2.9, as well as if they are enjoying the various
activities and instruction that they are completing
3.2.3 and receiving (formative). This will cause students
to think about their learning (metacognitive) as
well as the student teachers teaching
effectiveness (formative).

Job Application 2.2.6, Students will complete a job application x

addressed to the Elders for one of the
2.2.7, assignments (jobs) described in the text. Students
will be given a template to follow. They will be
2.3.4, encouraged to choose a job that they feel would
be the best fit for them and would hopefully be
3.3.1 chosen for them by the Elders. This assignment
will only be formatively assessed to ensure
students are on the right track for their final
assignment.
Fox University of Lethbridge Spring 2016
Use: This assignment will allow students to
imagine what it may be like to live in a dystopian
society run by strict rules, such as having your job
chosen for you, giving them a look at perspective.
This assignment will also allow the teacher to see
if students understand character attributes and
qualities in relation to students characteristics
and strengths (formative).

Students will create or re-enact a favourite

memory of theirs to the class. They are allowed to
present their memory in any way that they chose
1.1.3, including, reading it aloud, acting it out, or getting
the teacher to read it aloud for them. This
Memory Transfer 2.2.3, assignment will be summatively assessed based
on a rating scale/rubric of requirements.
Assignment 2.2.4, x x x
Use: This activity will ensure that students
(Rating Scale Rubric) 3.3.1, understand the importance and influence of
memories to the novel (formative). It will also
5.1.1 ensure that students are able to apply material
that they are learning through the study of the
novel to their own lives (formative and
metacognitive).

As a class, students will create an obituary for the

1.1.3,
twin that is released in the novel. This is quite a
1.2.1, sensitive topic, which is why working on it as a
group will hopefully increase student
1.2.2, understanding and decrease student emotion.
This assignment will be formatively assessed and
2.2.3, students do not have to participate in this class
Obituary discussion if they do not wish to. x x
2.2.4,
Use: This assignment will ensure that students
2.2.6, understand the deeper and darker themes of the
text, mainly death (formative). It will also ensure
2.3.4, that students are able to look at the motives and
actions of the characters in the novel and the
5.1.1 influence the dystopian society has on them.

Anecdotal Reading 1.1.3, Throughout the semester while students read in x

Notes groups in class, the teacher will take anecdotal
1.2.1, reading notes on students that focus on the four
main components of reading: decoding,
2.2.3 vocabulary development, comprehension, and
fluency. These will be filled out in class and then
Fox University of Lethbridge Spring 2016
can later be added to after class is finished.

Use: These notes will allow the teacher to see

what reading level students are at, as well as
provide a look into what students understanding
and interpretation of the novel is through their
ability and enthusiasm to read it (formative).

Students will use a Venn diagram to compare the

1.1.2, novel to a clip from the original Hunger Games
movie. This comparison will teach students how to
1.2.2, become critical thinkers and how to compare and
contrast two different texts .
2.1.3,
Venn Diagram Use: This handout will allow me to determine x
2.2.3,
where students are at when it comes to
comparing two texts and understanding how the
2.2.9,
two either relate (or do not relate) to one another,
3.3.1 regarding the characteristics of their different
societies (formative).

Students will complete a plot line as a class to

ensure an understanding of the main events in
1.1.2, the novel before completing their novel summary
project. Students will be given a worksheet with a
1.2.2, plot line outline and fill it out based on class
discussion and decisions about the plot. This
2.1.3,
assignment will only be formatively assessed.
Plot Line x
2.2.4,
Use: This assignment will make sure that students
understand the plot and main point of the novel
2.2.11,
(formative) so that they can effectively complete
3.2.3 the novel summary project in groups. If students
struggle with this, the plot will need to be
relooked at in greater detail.

Novel Summary Project 1.1.2, In groups, students will complete a summary of x

the novel in a creative and innovative way. They
(Rubric) 2.1.3, will have to re-enact the novel in less than 5
minutes. They will be given exemplars of this
2.2.7, assignment which they can use, but they can also
come up with another idea and have it be
3.2.3, approved by the teacher. A summative rubric will
be provided for this assignment to guide students
3.3.1,
in their creation of a summary. Each group
4.3.1, member will receive their own mark, there will be
Fox University of Lethbridge Spring 2016
no group marks given.

Use: This summative assignment will determine if

students are able to briefly summarize the novel.
5.2.4 This assignment will prepare students for the
viewing of the movie version and how they
compare and contrast, which in the next
assignment.

Students will complete a written comparison of

the novel and the movie. Students will be
summatively assessed based on requirements
1.1.2, that equal four marks. Students will be required to
find two significant differences that they notice
1.2.1, between the movie and the novel and describe
Movie/Novel how these differences between the novel and the
2.2.3,
Comparison movie changed the meaning of the story.
x
2.2.4,
Use: This summative assignment will ensure that
students are able to compare similar texts by
2.2.9,
considering various factors including characters,
5.1.1 plot, setting, conflicts, and main ideas, among
others. It will also determine if students are able
to include how the form of a text changes their
interpretation of it (summative).

Students will create a utopian society, by

following a rubric which will be based on what
they have learned about how a society is run
through Jonas description of his community and
1.1.2, recorded on their dystopian society characteristics
list. This assignment can be completed in a
2.2.4, variety of ways (booklet, presentation, diorama,
etc.) but it must include all of the criteria included
Utopian Society 2.2.6,
in the rubric in order to receive full marks.
Creation 2.2.7, Students will be given adequate class time to
x
work on this assignment and then if it is not
(Rubric) 2.2.8, completed in class, it will be assigned for
homework. Students creativity and originality are
3.3.1, greatly encouraged for this assignment.

5.1.1 Use: This summative assignment will be the

culminating activity for this unit. It will provide a
summary of everything that students have
learned throughout the unit into a final creative
and innovative product.
Fox University of Lethbridge Spring 2016

6. Extension Enrichment/Special Considerations/Differentiated

Instruction:
Although there are only eight students in this class, there are a wide
variety of learners that all have specific and individual needs. This unit
is designed to be modified if required and will very likely go throughout
many changes throughout its completion. Here are some specific
considerations that have been taken:
Readings: The various strategies for in-class reading are designed to
include all readers and guide them towards understanding of specific
concepts. If necessary, reading assignments can be given in advance
so students may read them at home to gain maximum understanding.
Also, methods of reading in class can be adjusted based on needs
and/or issues that arise.
Assignments: The assignments are designed based on specific
criteria and many of them provide a degree of choice for the student. If
necessary, the length or context can be modified to fit student needs.

7. Unit Reflection: Before Unit Completion

I have worked really hard to create a novel study unit based on The
Giver that I hope my Grade 8 students will enjoy and learn a lot from.
The creation of this unit draft has been a very thought provoking and
long process, but I am very proud of my work and I look forward to
teaching my first ELA unit to students.
I chose to teach The Giver for this novel study for many reasons. It is
an incredibly well-known and well-received novel that, from what I
have heard, has the ability to captivate all different types of readers. I
think that my students will really enjoy reading the novel and
completing the variety of accompanying activities and assignments
that I have planned. I also chose this text because I think that it will be
relatable for the students in my class. Although they do not live in a
dystopian society, there are some similarities that they can (and will)
find between the characters and society in the text compared to their
society and themselves. The main character is a similar age to my
students and many of the struggles he goes through will be quite
relevant for them. This novel will hopefully help students construct
their own knowledge and understanding of their world and themselves
by looking at a character very similar to them that lives in an alternate
society.
The unit is centered on the themes of dystopia and memories, but I
hope that students take so much more from it than an understanding
Fox University of Lethbridge Spring 2016
of these themes. One of the main goals of this unit is to make writing
fun and enjoyable for students. We will be completing a variety of
writing activities that will allow students to experiment with writing
styles and find joy and satisfaction in writing when there is no formal
grade attached to their work. I also hope that students respond well to
the many different forms of reading that I have planned. I hope that
these forms will take away any fears that students that struggle with
reading have about reading an entire novel. I have purposely planned
for no reading to take place outside of class, which I hope will make all
my students much more confident about tackling this text.
I have carefully chosen supplementary texts for this unit that I think
compliment and play into many of the themes that will be explored. I
think that these texts will give students another perspective when
looking at major themes and ideas, which will hopefully deepen their
understanding of these concepts. I am most looking forward to looking
at Tangles by Sarah Leavitt. It is a heavy text, but I think that the
fragility of memory explored throughout it will relate well to the
importance and sanctity of memory explored in The Giver.
Overall, I am really looking forward to this experience. It will involve
lots of learning for both my students and myself, but also lots of fun
and exploration of a subject that I am very passionate about and truly
enjoy. I hope to foster this same love for English in my Grade 8
students.

8. Reflection: After Unit Completion

Overall, teaching this unit was an amazing experience. I have learned an incredible
amount about teaching and learning in these past six weeks. After teaching this
unit, I feel that I have a much better understanding of how to implement and follow
through with a unit, as well as how assessment plays into teaching. Before I went
out into practicum, I was extremely nervous to implement this unit, but I now look
back on all of the learning and growing that I have gone through throughout my PSII
practicum and I realize that I was much more capable than I originally thought I
was. I think that overall I did a great job of teaching this unit to my Grade 8
students. During my summative evaluation, my TA said that through this unit, I have
given these students a part of their Grade 8 education. This was an extremely
touching comment and it gave me reassurance that I had implemented and taught
this unit in an effective and thorough manner.

Many things went well when teaching this unit, but there were some things that did
I worked on and will continue to work on in the future. I would say that the biggest
thing that I worked on during this practicum was how to effectively assess my
students. Going out into practicum, I feel that I was almost oblivious to the
importance of assessment in teaching. In my PSI practicum, I did not assess,
especially summatively, my students very much, and so I was unaware of how
important this truly is. When I started practicum, I had an assessment plan, but as I
taught the unit over the course of six weeks, I realized that I needed to be doing
Fox University of Lethbridge Spring 2016
much more assessment in general, but especially summatively. I felt that I did quite
well formatively assessing students, as I always knew where they were at with their
understanding of the material. I did not do as good of a job of summatively
assessing my students. I learned throughout this practicum that summative
assessment is extremely important and can come in many different forms. I thought
this type of assessment was mainly based on tests and essays, but I have learned
that this is definitely not the case. There are an incredible amount of ways to
summatively assess students and both of my TAs taught me this. They showed me
that you need to know where your students are at and the only way to do this is
through both formative AND summative assessment all throughout the unit, not just
at the end of it. I tried to implement more summative assessment in the last half on
my unit, but if I were to teach it again, I would completely change my assessment
plan. I would add in much more summative assessment and ensure that both myself
as the teacher and my students had a better idea of where they were at throughout
the unit.

Assessment was definitely what I worked and focused the most energy on improving
throughout this unit, but I also really worked on developing a classroom presence
while teaching the unit. Going into practicum, I was really nervous to teach older
students. I had very little experience with them and felt that I wouldnt be able to
teach them effectively. But, coming out practicum, I feel totally different about this. I
found a way to love these students and I am really going to miss teaching them! I
found a classroom presence that I did not know that I had. I have a very shy and
quiet personality, and quite a soft voice, so it took the students a little while to get
used to this, but once both myself and my students had adjusted, I was able to
effectively engage students and teaching them this unit. I will continue to develop
my classroom presence throughout PSIII and my future teaching career, but this
practicum and event this unit really helped me become Miss Fox.

I was so sad to finish this unit and leave Milk River, as it was a truly lovely
experience. I learned more than I can put into words in this practicum about myself,
my teaching, and unit planning and delivery. I cannot wait for you both to look at
this unit and see the progress and growth that I have made throughout it.
Fox University of Lethbridge Spring 2016

9. Appendices:
Calendar

10.
MARCH 2016 SUBJECT: ELA 8 PERIOD:
12:30
1:50

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

11.

7 8 9 10 11 12/13
Fox University of Lethbridge Spring 2016
PD DAY - TABER FIRST DAY OF Title: Introduction Title: Character AM NO ELA
NOVEL STUDY Objectives/ Explorations
Activities: Objectives/
Title: First Day! - Read Chapter Activities:
Objectives/ 1&2 (teacher) - Read Chapter
Activities: - Create bookmark 3&4 (in pairs),
- Get to know you - General use/continue to
(and me) interest discussion about work on bookmark
inventory initial reactions to - discussion
- Pre-assessment: novel questions
KWL Chart about - Begin society (address before,
Dystopia rules list and discuss in pairs
(definition, novels, explain and as a class)
The Giver) and assignment - Intro Character
1

novel studies in - First journal Map, explain

general entry on feelings assignment, fill up
- Read The and siblings, out info from first
Curious Garden explain few chapters
- Book cover assignment - Exit slip: A star
activity and a wish!
- Discuss final Favourite thing
project about this class so
far? One
suggestion or
dislike?

14 15 16 17 18 19/20
Title: Dreams Title: Careers Title: Assignment Title: Lies and PM
Objectives/ Objectives/ Ceremony Rules
Activities: Activities: Objectives/ Objectives/ Title: Memories
- Read Chapter - Discuss jobs Activities: Activities: Objectives/
5&6 (audiobook), identified in text - Read Chapter 7, - Class discussion Activities:
use/continue to so far 8 & 9 (pre- about lies, what - Read Chapter
work on bookmark - Journal about assigned popcorn are they? Why do 10&11 (small
- Class discussion your job being reading 7&8, we do them? groups)
about dreams chosen for you, teacher read 9) - Journal about - use bookmark
- Read dream How would you - use bookmark lying - Class discussion
book Just a Dream feel? What job - Watch The Check in with about memories,
by Chris Van (assignment) Reaping from dystopia guided by chapter
Allsburg would you like to Hunger Games) characteristics questions
- Journal about have chosen for - Class discussion list, add if - Read Wilfred
2

dreams, What do you? What do you about similarities necessary Gordon McDonald
they mean? Any think Jonas and differences - Write a letter to Partridge (or
significant dreams placement will be? between video elders about watch video)
youve had? Are - Create job clip and Twelve changing 2 rules - Reflect on book
they a reflection application for ceremony and why with elbow
of our memories? assignment you - Journal about partner
Thoughts? would like your accuracy of - Exit slip: I would
- Send home pre- Jonas assignment like to know more
assigned reading prediction about
for next class - Exit slip: what is
your favourite
mode of reading
done so far?

21 22 23 24 25 26/27
Title: Tangled Title: Colours of Title: Pain, Title: Transferring NO SCHOOL
Memories the Wind Consequences, Memories
Objectives/ Objectives/ and Love Objectives/
Activities: Activities: Objectives/ Activities:
3

- Read Tangles - Continue to read Activities: - Work on memory

- use bookmark Tangles if not - Read 14, 15, & transfer
- Class discussion finished 16 assignment
throughout, - Read Chapter (partners/teacher/ - Present to class
relations to The 12&13 audio) (present
Fox University of Lethbridge Spring 2016

28 29 30 31 1 2/3
NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL

12.
APRIL 2016 SUBJECT ELA 8 PERIOD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

13.

4 5 6 7 8 9/10
Title: Dealing Title: Grief Title: Elsewhere Title: The End AM NO ELA
with Death Objectives/ Objectives/ Objectives/
Objectives/ Activities: Activities: Activities:
4

Activities: - Read Chapter 19 - Read Chapter - Read Chapter

- Read Chapter (teacher) infant 20&21 (small 22&23
17&18 release groups) (audiobook/teache
(silent/teacher) - use bookmark - use bookmark r)

11 12 13 14 15 16/17
Title: Bringing it Title: Bringing it Title: Movie Day Title: PM
All Together All Together Part 2 Objectives/ Objectives/ - Introduce final
Objectives/ Objectives/ Activities: Activities: project (create
5

Activities: Activities: - Movie (guided - Finish movie if utopian society)

- Create plot line - Continue to work notes/questions) necessary - Finalize and refer
as a class on assignment if - Exit slip: one - back to dystopia
- Introduce necessary similarity and one Compare/contrast characteristics list

18 19 20 21 22 23/24
Title: Work Day Title: Flex Day Title: Work Day Title: Last Day! NO SCHOOL
Objectives/ Objectives/ Objectives/ Objectives/
Activities: Activities: Activities: Activities:
6

- Work day for Work on project - Work day for - gallery

project/conferenci and any other project/conferenci walk/presentation
ng assignments that ng of final project
are not complete - wrap up (KWL

25 2631313 27 28 29 30/1
CULMINATION
DAY
16