emilyteachingportfolio.weebly.com€¦ · Web viewReading Activity Portfolio. Submitted by: Emily Sioui. Submitted to: Phillipa Parks. McGill University . Table of Content. Introduction

Reading Activity Portfolio 1

Final Project

The Giver – By: Lois Lowry

Reading Activity Portfolio

Submitted by: Emily Sioui

Submitted to: Phillipa Parks

McGill University


Table of Content

Introduction and Rationale ................................................................................................. p. 3

Pre-reading Activities ......................................................................................................... p. 4Chain Writing Activity............................................................................................ p. 4

Predictions ............................................................................................................. p. 5

Vocabulary Activities........................................................................................................ p. 6

Vocabulary Word Bank......................................................................................... p. 6

Infer the Word ...................................................................................................... p. 8

Crossword Puzzle.................................................................................................. p. 9

Reading Fluency Activities ................................................................................................ p. 10

Standard Word Recognition Exercise ................................................................... p. 10

Word Search .......................................................................................................... p. 11

Reading Strategy: Note Taking .......................................................................................... p. 12

Evidence of Understanding Text Activities....................................................................... p. 13

Graphic Organizer: Plot Diagram.......................................................................... p. 13

Story Board ............................................................................................................ p. 14

Comprehension Discussion Questions .................................................................. p. 15

New Ways into Teaching Reading Activities ..................................................................... p. 16

Interviewing a Character ....................................................................................... p. 16

Letter to a Character .............................................................................................. p. 17

Reading Aloud: Reader’s Theater...................................................................................... p. 18

Reinvestment Task.............................................................................................................. p. 19

C2 Evaluation ...................................................................................................................... p. 20

References ........................................................................................................................... p. 21

Answer Key ......................................................................................................................... p. 22


Introduction

The Giver, by Lois Lowry, is an award winning novel commonly used in secondary English

classrooms. The novel targets a young adult audience as the main character is that of a teenage boy

discovering himself in a community he does not feel associated with. Many students will be able to

connect and relate with the characters of the novel as teenage years can often be stressful and

confusing. The reading activity portfolio, specifically concentrating on the novel The Giver was designed

for a grade seven, intermediate to advanced level, Quebec English second language classroom. The

portfolio deals with complex themes from the story to accompany the challenging yet engaging activities

provided in the reading activity portfolio. Many of the activities have students completing meaningful,

task-based activities that provide a deeper insight into the many themes of the novel. The unit, including

the final project, should take approximately one and a half months.

Rationale

The novel, The Giver, allows students to explore certain themes of the novel through the

perspective of a young adult boy, someone relatable to the students. Topics of individuality, self-

realization, responsibility, and discovery are pertinent in the lives of young adults struggling to find their

identity. As an aspiring English as a Second Language teacher, it was important for me to choose a novel

that would be appropriate to use in a classroom with second language learners. The novel permits

language learners to discover new vocabulary words originally unknown to them, increasing their

vocabulary repertoire. The themes of the novel are complex but the level of vocabulary of the novel is

more simplistic and appropriate for second language learners. As the novel was written for an English

audience, it is an authentic text that can be used in English as second language classrooms. The novel

will capture the students’ imagination, encouraging them to read for pleasure. The goal of the activity

portfolio is to design pre-reading, while-reading, and post-reading activities that are ready to be applied

in a classroom setting. The activities require students to understand the main ideas of the novel and to

look beyond what is simply written on a page.


Pre-Reading Activities

Chain Writing Activity

Every student will be asked to take out a piece of paper and write the following phrase: “It was a perfect day in a perfect world.” The students will have thirty seconds to complete the sentence and then they must put their pencils down. Next, students will pass their original copies to the peer sitting behind them. The class will then again be given thirty seconds to a couple minutes to write the next sentence and continue on the story. After thirty minutes of passing around the papers, students will be asked to retrieve their original sheet and fill out the following activity:

Goal→ to elaborate on one of the main theme of the novel, utopian society, and engage students in an activity that requires them to apply their knowledge about utopian societies into a task-based activity. Students collaborate together to create what they think is the perfect world.

Activity is to be done before reading the novel since students will need some information on utopian societies.

Teacher’s Notes→ the teacher should encourage students to be as creative as they want in the first part. The second part of the activity directs students’ attention towards the criteria of a perfect society found within the context of the novel.

If students have problems with vocabulary, you can encourage them to draw pictures to indicate what they think the perfect society or world would look like. This way, students who are more visual learners will benefit from the activity.

Once the activity is complete, the teacher should give a general overview of what a utopian society is and how this themes fits into the novel, The Giver.

Name: ______________________

Date: _______________________

MY PERFECT WORLD

Instructions: Read over what you and your classmates wrote. What would best describe your perfect world:

Colourless

Everyone has a job

Quiet

Everyone is equal

No bad memories

Lots of rules

No fighting

No good memories

No bad memories

Emotionless

Painless

Everyone has enough food

No war

Other: _____________________

____________________

(Ferris, Hertzog, & Kline, 2012)



PredictionsGoal→ to provide students with the opportunity to reflect on the title and image of the novel. Students can refer to their prior knowledge to determine what they think the novel will be about. Students are also able to use their prediction skills to develop ideas about the content of the novel before beginning the reading.

Activity is to be completed before reading the novel as students will be making predictions about the content of the novel.

Teacher’s Notes→ The teacher should have already introduced the genre of texts that exist including: narratives, autobiographies, fiction, non-fiction etc... Students should have a general understanding about what the implications of non-fiction novels are (the story is not true and not necessarily possible).

It is encouraged to have students form into small groups and discuss their predictions as to provide students with the utmost ideas about the content of the novel.

Name: _______________________

Date: ________________

Predictions

After looking at the title of the novel, The Giver, examining the cover page and picture, and reading the summary on the back of the book, make 2 predictions about what you think the novel will be about. How did you come to these predictions?

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

What genre of novel is this? Explain how you came to that conclusion.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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Vocabulary Activities

Vocabulary Word Bank

ac

Goal→ to provide students with a list of vocabulary words that could prove to cause problems with understanding and comprehension while reading the novel.

Teacher’s Notes→ many of these words are complex and difficult for second language learners to remember. However, they are vital to the understanding of the text so it’s important to create activities that help students expand their vocabulary repertoire.

The vocabulary words are not necessarily the most difficult words in the novel but impact the student’s ability to comprehend.

Chapter One Chapter Four Chapter Seven

Unidentified Regulate Exasperated

Palpable Tabulated Standardize

Supplementary Frail Devised

Hatchery Minor Prestige

Transgression Chortled Caretaking

Chapter Two Chapter Five Chapter Eight

Nurturing Vividly Crescendo

Aptitude Disquieting Benign

Enhance Dosage Anguish

Elder Murky Meticulously

Reassured Dwelling Immense

Chapter Three Chapter Six Chapter Nine

Chastise Fidgeted Requisitioned

Lurk Indulgently Excruciating

Humiliation Congregated Reeled

Announcement Inadequate Disgrace

Reflective Disposition Unnerved



Chapter Ten Chapter Fourteen Chapter Eighteen Chapter Twenty-Two

Designated Writhing Dejected Perils

Exhilarating Assuage Gravely Exquisite

Deftly Distended Delighted Solace

Relocated Ominous Successor Gullies

Accumulates Placidly Overwhelmed Tantalizing

Chapter Eleven Chapter Fifteen Chapter Nineteen Chapter Twenty-Three

Poised Tunic Seldom Wearily

Frigid Contorted Fascinated Fleeting

Torrent Carnage Syringe Impeded

Consciousness Immobilized Deposited Lethargy

Tentatively Fearsome Wretched Treacherously

Chapter Twelve Chapter Sixteen Chapter Twenty

Admonition Ecstatic Mimic

Phenomenon Solitude Frazzled

Vibrant Contentedly Augmented

Relinquished Luxuriating Empowered

Wryly Obsolete Plea

Chapter Thirteen Chapter Seventeen Chapter Twenty-One

Mutilated Precision Stealthily

Sinuous Horde Customary

Electrode Permeated Rueful

Vaguely Surged Emphatically

Transmission Glum Haphazard


Infer the Word

Name: ____________________ Date: __________________

Chapter One

Examine the context of each of the identified vocabulary words below. Without using a dictionary or a friend, write one sentence containing each of the vocabulary words underlined below. Refer back to the novel if needed.

Vocabulary → unidentified, palpable, hatchery, supplementary, transgression

1. “Frightened was the way he had felt a year ago when an unidentified aircraft had overflown the community twice” (p. 1).

2. “Now, thinking about the feeling of fear as he pedaled home along the river path, he remembered that moment of palpable, stomach-sinking terror when the aircraft had streaked above” (p. 3).

3. “I left home at the correct time but when I was riding along near the hatchery, the crew was separating some salmon” (p. 4).

4. “We have him in the extra care section for supplementary nurturing, but the committee’s beginning to talk about releasing him” (p. 7).

5. “The rules say that if there’s a third transgression, he simply has to be released” (p. 9).

1.__________________________________________________________________________

___________________________________________________________________________2

.___________________________________________________________________________

__________________________________________________________________________3.

____________________________________________________________________________

_________________________________________________________________________4._

____________________________________________________________________________

________________________________________________________________________5.__

____________________________________________________________________________

____________________________________________________________________________

Goal→ to provide students with a list of vocabulary words from the novel that could prove to cause problems with understanding. These words are difficult for second language learners and could cause problems with comprehension.

Teacher Notes→ Upon the completion of the chapter, supply the students with the corresponding five vocabulary words. Without using a dictionary, have students reread the sentence from the novel containing the word and then create their own sentence containing the word. Afterwards, have students form into small groups and read their sentences out loud. The students will then choose the best sentence per word and write them on the blackboard. A class discussion will determine the true definition of each vocabulary word.

Students should not be allowed to use a dictionary. Encourage them to be creative and use their inference skills to understand the context of the word.


Crossword

Goal→ to provide students with an engaging way of learning new vocabulary words.

Teacher’s Notes→ the activity can be done for fun or used as a way of evaluating students’ knowledge of new vocabulary words.

A crossword can be created and distributed at the end of every chapter to ensure students learn the meaning of the more complex words in the novel.

There are many resources available to create personalized crosswords. See the reference list below.

Crosswords help with learning the definition as well as the appropriate spelling of words.

Name:________________________ Date: ______________________

Chapter Two

Vocabulary

1 2 3 4 5 6 7 8 9 10

ACROSS3. To restore confidence 5. Inability to recognize8. To raise to a higher degree9. Additionaly, something that has been added

10. Violation of law, command

DOWN1. To support and encourage, as during a period of development or training 2. A place for hatching eggs of fish 4. Capability and ability6. Of greater age7. Readily or plainly seen, heard, perceived

(Crossword Puzzle Games, 2003)


Reading Fluency Activities

Standard Word Recognition Exercise (adapted from Crawford)


Goal→ to assess students’ reading fluency and word recognition.

Teacher Notes→ this activity is to be evaluated based on speed. Recognizing the words might seem simple but it is the speed at which the students can locate the words that tests their reading fluency.

You may wish to use a timer to evaluate how quickly the student is able to locate the words.

Name:______________________________ Date: __________________

Vocabulary: Chastise, Lurk, Humiliation, Announcement, Reflective, Regulate, Tabulated, Frail, Minor, Chortled

Circle the correct vocabulary found in chapters 3 and 4 in the list of words below:

Chase Chastity Chalice Chastise

Luck Lurk Lark Lurch

Humility Humiliation Humiliate Humidity

Annulment Announce Announcement Annunciate

Refractive Reflected Reflection Reflective

Resonate Regular Regurgitate Regulate

Tabulated Tabulation Tabloid Tubular

Frail Fail Frill Foil

Miner Minute Minor Manner

Chore Chortled Charted Chord

Chastise

Lurk

Humiliation

Announcement

Reflective

Regulate

Tabulated

Frail

Minor

Chortled


Word Search

Name:______________________________ Date: __________________

Find the 10 vocabulary words found in chapters 3 and 4 in the following word search:

D R R A M Z Q C Y C P X SE Z E K M N A H E I R D FT B G T I O N O L I A R FA R U M N I N R A W N E IL E L Q O T O T I R H C UU F A R R A U L X A U H NB L T W S I N E P L I A HA E E M M L C D A V I S LT C L I E I E Y Q Z S T NL T U K Y M M S L M O I SU I G O B U E D M Y I S JR V T H B H N V Y Z D E OK E H Z Y P T Y X N M L G

Announcement Lurk Chastise Minor Chortled Reflective

Frail Regulate Humiliation Tabulated

Goal→ to practice fluency and word recognition of vocabulary words.

Teacher Notes→ word searches add variety and interest to word recognition and fluency exercises (Crawford, 2005). These activities can be made online on free websites that generate different puzzles. See reference list below.

You may wish to add an element of competition to the activity in order to increase the speed at which the students complete the activity.


Reading Strategy

Note-Taking

Evidence of Understanding of Text

Goal→ to evaluate ‘evidence of understanding of texts.’ Students will be asked to think about and explain the different elements of the plot line of the novel.

Teacher’s Notes→ a plot diagram allows students to put the events of the novel in sequence.

Students will need a basic understanding of the different terminology including: exposition, rising action, climax, falling action, and resolution.

In order to include students who learn better through visual activities, students should be encouraged to include a drawing that represents every element of the plot summary.

Students’ understanding will be determined based on their ability to identify the main ideas and correctly identify the events of the novel.

This activity can also be used for independent novel studies as students can share their novel’s plot with each other.

To be completed at the end of every chapter.

Chapter #: _____________________________

In point form, right down the main events that happened in the chapter:

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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__________________________

Once you have finished writing down the main ideas from the chapter, turn to your partner

and retell them what happened in the story.

Choose 1 sentence that summarizes what happened in the chapter:

___________________________________________________________________________

_______________

Goal→ to practice note-taking through extracting the main ideas of a text. Students will be asked to refine the main ideas into a one sentence summary.

Teacher Notes→ note-taking helps students discover what the main ideas are. This activity can be done for every chapter and by the end of the novel, the students will have a well-developed timeline of the events from the novel to refer to.

For students who are more visual learners, this activity can be adapted to include a drawing component such as having students draw an image that summarizes the events of the chapter.


Graphic Organizer

an

Story Board

Name: _____________________________ Date: ____________________

Novel Plot Diagram

3. Climax

5. Resolution1. Exposition

4. Falling Action2. Rising Action


After completing the novel, retell the story by filling in one of the boxes with an image and word caption for every main idea or even that takes place in the novel. When finished, turn to your partner and retell the story using the cartoon story board you have just created.

Goal→ to evaluate ‘evidence of understanding of texts.’ Students will be asked to design a comic strip or story board including the main ideas of the novel.

Teacher’s Notes→ the story board evaluates if the students are capable of extracting the main ideas. When the story board is completed, students will have a preliminary timeline of the novel which can later be referred to for other activities.

This activity caters to students who learn better visually.

Students may wish to complete the story board as they are reading the novel instead of completing it once they have finished the novel.



Comprehension Questions and Discussion

Decide which member of the group will assume which of the following roles: 1. Organizer : Ensures the discussion remains on track and the other members are completing

their tasks2. Note-Taker : Takes notes about the discussion that can be used later 3. Speaker: Will explain the group’s discussion and conclusions to the rest of the class4. Drawer: Will draw an image that summarizes the discussion conversation 5. Questioner : Will ask and prepare questions associated with the discussion to ask the other

group members and other groups during the class discussion.

After finishing the novel, answer the assigned question in your groups and prepare an answer that will be used in a class discussion.

1. Jonas has a feeling that ‘Elsewhere’ is near, even though he has no solid evidence. Have you ever had a similar experience? Explain what happened (Christina, 2008).

2. What does it mean that Jonas found a memory of his own (Christina, 2008)?

3. Among other things, the community in The Giver eliminates most traditional distinctions between men and women, but occasionally stereotypes and customs still exist to distinguish male children from female children and men from women. What rules remain in

Goal→ to evaluate ‘evidence of understanding of texts.’ Students will be asked to work in groups and discuss the assigned discussion questions. Every group will have a different question and afterwards there will be a class discussion.

Teacher’s Notes→ every student should have a task or role throughout the group discussion to ensure all students participate. Having different options for these roles allows students to choose a task that caters best to their skills.

The discussion questions should be discussed as a class, with the assigned group leading the discussion on their question.


Decide which member of the group will assume which of the following roles: 1. Organizer : Ensures the discussion remains on track and the other members are completing

their tasks2. Note-Taker : Takes notes about the discussion that can be used later 3. Speaker: Will explain the group’s discussion and conclusions to the rest of the class4. Drawer: Will draw an image that summarizes the discussion conversation 5. Questioner : Will ask and prepare questions associated with the discussion to ask the other

group members and other groups during the class discussion.

After finishing the novel, answer the assigned question in your groups and prepare an answer that will be used in a class discussion.

1. Jonas has a feeling that ‘Elsewhere’ is near, even though he has no solid evidence. Have you ever had a similar experience? Explain what happened (Christina, 2008).

2. What does it mean that Jonas found a memory of his own (Christina, 2008)?

3. Among other things, the community in The Giver eliminates most traditional distinctions between men and women, but occasionally stereotypes and customs still exist to distinguish male children from female children and men from women. What rules remain in


New Ways in Teaching Reading Activities

Interviewing a Character (Adapted from Day, 2012, p. 5)

Goal→ to have students engage with their novels through an understanding of the content d characters (Day, 2012, p. 5).

Teacher’s Notes→ this activity is a post-reading activity and can be used as a longer, more complex project if adapted into the production of a television show.

Students will be evaluated based on their ability to understand the story and personality traits through the perception of their chosen character.

Students could be asked to write a newspaper article using the notes they have taken during the classroom interview activity.

The interviews could be filmed and the students could use them as a part of a television show project.

Encourage students to create their own questions.

Instructions:

1. Pick a main character from the novel: _________________________________2. In pairs, one partner becomes the chosen character, the other becomes the

interviewer.3. Take notes about what the character is saying as you will be asked to go home

and type up the interview for homework.

Sample questions that can be used in the interview:

General Background

1. What is your name? __________________________________________________2. How old are you? ____________________________________________________3. Where are you from? _________________________________________________4. What are your hobbies? _______________________________________________5. What do you do in your free time? _______________________________________6. What is your favourite food? ___________________________________________


Letter to a Character (Adapted from Day, 2012, p. 9)

Instructions:

1. Pick a main character from the novel: _________________________________2. In pairs, one partner becomes the chosen character, the other becomes the

interviewer.3. Take notes about what the character is saying as you will be asked to go home

and type up the interview for homework.

Sample questions that can be used in the interview:

General Background

1. What is your name? __________________________________________________2. How old are you? ____________________________________________________3. Where are you from? _________________________________________________4. What are your hobbies? _______________________________________________5. What do you do in your free time? _______________________________________6. What is your favourite food? ___________________________________________

Goal→ to build creative thinking through writing about their books in ways that encourage original and expressive ideas (Day, 2012, p. 9).

Teacher’s Notes→ begin the activity by having students brainstorm the kinds of reactions that they have to characters in the novel.

Encourage students to be as creative as they want in their letter but ensure that it relates to the novel.

Students should be given time to read their letters aloud, either in small groups or as an oral presentation.

The activity could be adapted to include having students pick a profession, such as engineer, reporter, producer, scientist etc, and examine how the letter and questions would change depending on the role of the writer.

Characters:

Jonas The Giver Gabriel Fiona Larissa Jonas’ father Jonas’ mother Asher Lily The Chief Elder

Chose a character from the novel to whom you are going to write a letter. This letter should not focus on agreeing or disagreeing about what the character did in the novel but should concentrate on a question you might have for him or her.

Brainstorm ideas:

Dear ________________,

_____________________________________________________________________________

_____________________________________________________________________________


Reading Aloud

Reader’s Theater

Characters:



Brainstorm ideas:

Dear ________________,

_____________________________________________________________________________

_____________________________________________________________________________

Goal→ to enable students to bring a text and life together in order to create powerful interpretation. The activity provides an authentic context for speaking in which less confident speakers feel the support of their peers (Saskatoon Public Schools, 2012).

Teacher’s Notes→ as the activity is to be done in small groups, it’s important to circulate around the classroom in order to overhear the students reading.

Note students’ willingness to participate and their ability to truly capture the character’s persona through facial expression, tone of voice, gestures, volume, and pitch.

Kinesthetic and visual learners may wish to bring in props. However, the activity should be focusing more on the oral reading component rather than acting or costumes.

The activity could be used for select chapters of the novel, or for the reading of more complex and confusing paragraphs.

If done as a class, ensure student participation by picking on students who may not be paying attention. This will ensure that all students are keeping up with the text.

In groups of 4, you will perform the Reader’s Theater activity below. Choose a character role and read the corresponding part aloud to your group. You are encouraged to be over dramatic, enthusiastic, and use facial expression and gestures when needed.

Roles:

Lily Jonas Jonas’ mother Narrator

Sample Text (Lowry, 1993, p.40):

“Lily, please hold still,” Mother said again.

Lily, standing in front of her, fidgeted impatiently. “I can tie them myself,” she complained “I always have.”

“I know that,” Mother replied, straightening the hair ribbons on the little girl’s braids. “But I also know that they constantly come loose more often than not, they’re


Reinvestment Task

In groups of 4, you will perform the Reader’s Theater activity below. Choose a character role and read the corresponding part aloud to your group. You are encouraged to be over dramatic, enthusiastic, and use facial expression and gestures when needed.

Roles:

Lily Jonas Jonas’ mother Narrator




“I know that,” Mother replied, straightening the hair ribbons on the little girl’s braids. “But I also know that they constantly come loose more often than not, they’re

Goal→ encourage students to take the information they gained while reading the novel and reapply it into another task.

Teacher’s Notes→ the final project should be spread out over a two week period where the teacher organizes trips to the computer lab and library to help students with research.

Students should be encouraged to be creative in the designing of their society, however, like in The Giver, students must establish cohesive and realistic reasoning for choosing their society’s features.

Students should present their project to the class with a minimum of one visual aid such as a diagram, PowerPoint, video, or other visual that will help the class visualize this society.

This project caters to students of all learning profiles such as audio, kinesthetic, and visual. Students are encouraged to work in their preferred area through the creation of a video, commercial, advertisements, image, photograph etc... that depicts their community.

There should be a hard copy document submitted with the project to ensure there is a written component for every student.

Name: ____________________________ Date: _________________

The Giver – Final Project

Partner or Small Group Project:

After learning about utopias and dystopias you and a group of peers will research other societies that attempted communal living or tried to live in a way that was very different from the norm in society. Look at for example how Amish, Mennonite, monastic, or cloistered communities organize their communities. After researching such communities you and your group of peers will design your own utopia. Make sure you cover the following information in your utopic design:

Brief explanation of how you drew on the cultures you researched in your design Who is most important, the individual or the group? How is the government organized? How are people’s jobs organized and determined? How is a family unit organized or made up? Is there one specific organized religion or several? How is freedom of choice handled or monitored? What is the standard that every citizen is expected to uphold and follow? How is misbehaviour handled? What happens to those who cannot meet the standard? How are issues of population, health, death, education, recreation, child care,


C2 Evaluation

A B C D E

Criteria Exceeded Expectations On Target Needs

ImprovementDid Not Meet Expectations Incomplete

C2: Evidence of understanding of texts

Can easily, effectively and accurately construct the meaning of texts. Uses and understands internal and external text features. Consistently establishes meaningful personal connections and thoughtful, appropriate generalizations when responding to texts.

Can construct the meaning of texts. Uses internal and external text features. Establishes meaningful personal connections and appropriate generalizations when responding to texts.

Often has difficulty constructing the meaning of texts. Does not use or understand internal and external text features. Needs to develop meaningful personal connections and appropriate generalizations when responding to texts.

Has great difficulty constructing the meaning of texts. Does not use or understand internal and external text features. Does not create meaningful personal connections or appropriate generalizations when responding to texts.

Does not participate

in the response process at all.

Name: ____________________________ Date: _________________


Partner or Small Group Project:

After learning about utopias and dystopias you and a group of peers will research other societies that attempted communal living or tried to live in a way that was very different from the norm in society. Look at for example how Amish, Mennonite, monastic, or cloistered communities organize their communities. After researching such communities you and your group of peers will design your own utopia. Make sure you cover the following information in your utopic design:

Brief explanation of how you drew on the cultures you researched in your design Who is most important, the individual or the group? How is the government organized? How are people’s jobs organized and determined? How is a family unit organized or made up? Is there one specific organized religion or several? How is freedom of choice handled or monitored? What is the standard that every citizen is expected to uphold and follow? How is misbehaviour handled? What happens to those who cannot meet the standard? How are issues of population, health, death, education, recreation, child care,


C2: Use of knowledge from textsin a reinvestment task

Consistently selects, organizes and adapts knowledge from texts in an organized and effective manner. Reinvestment tasks are always relevant and insightful and show clear connections to the original texts.

Is able to organize and adapt knowledge from texts in an effective manner. Reinvestment tasks are relevant and show clear connections to the original texts.

Has difficulty organizing and adapting knowledge from texts in an effective manner. Reinvestment tasks are not consistently relevant or do not show clear connections to the original texts.

Has great difficulty organizing and adapting knowledge from texts in an effective manner. Reinvestment tasks are not consistently relevant or do not show clear connections to the original texts.



C2: Management of strategies and resources

Makes excellent use of strategies and resources when needed. Self-reflection is exceptionally insightful and accurate.

Uses strategies and resources when needed. Self-reflection is generally accurate.

Does not always use strategies and resources when needed. Self-reflection is not always accurate.

Does not always use strategies and resources when needed. Self-reflection is not complete or is consistently inaccurate.



Student Name: _________________________ Project: ________________________

Final Grade (average): ___________ Comments: _________________________________

References

Christina. (2008). Appendix E: Unit 8- Seeing Beyond. Retrieved from www.christina.k12.de.us/literacylinks/2008%20Units/Unit%208_Appendix%20E_Journal%20Topics_The%20Giver.doc

Crawford, M. (2005). Adding Variety to Word Recognition Exercises. English Teaching Forum, 43. 2, p. 36-41.

Crossword Puzzle Games. (2003). Create a Crossword Puzzle. Retrieved from http://www.crosswordpuzzlegames.com/create.html

Day, R. R. (Eds.). (2012). New Ways in Teaching Reading. Alexandria, Virginia: TESOL International Association.

Ferris, E., Hertzog, S., & Kline, C. (2012). The Giver: A Webquest Designed for Fifth Grade. Retrieved from http://www.nycsd.k12.pa.us/tchr/webquests/giver/default.html

Lowry, L. (1993). The Giver. New York: Bantam Books.

http://www.christina.k12.de.us/literacylinks/2008%20Units/Unit%208_Appendix%20E_Journal%20Topics_The%20Giver.doc

http://www.christina.k12.de.us/literacylinks/2008%20Units/Unit%208_Appendix%20E_Journal%20Topics_The%20Giver.doc


Saskatoon Public Schools. (2012). Instructional Strategies Online: Reader’s Theater. Retrieved from https://mycourses2.mcgill.ca/d2l/lms/content/viewer/view.d2l?tId=951228&ou=43625

SparkNotes. (Editors). (2003). SparkNotes on The Giver. Retrieved November 8, 2012, from http://www.sparknotes.com/lit/giver/

http://www.sparknotes.com/lit/giver/

https://mycourses2.mcgill.ca/d2l/lms/content/viewer/view.d2l?tId=951228&ou=43625


Answer Key


Chain Writing

Possible Answers for Chain Writing (short version) :

It was a perfect day in a perfect world. I was able to sleep in because I didn’t have to go to school anymore. I ate chocolate and pizza for breakfast. I watched T.V. and played computer games all day. When I was tired, I would go sleep. I would go play with my friends who were also allowed to do whatever they want. I never had to listen to what anyone says because there are no more rules and everyone just does what they want and has fun.

Learners have understood the activity if:

They include criteria for their perfect world They give reasoning as to why they chose these criteria

Name: ______________________

Date: _______________________

MY PERFECT WORLD

Instructions: Read over what you and your classmates wrote. Circle what would best describe your perfect world:


Predictions

Predictions

Name: ______________________

Date: _______________________

MY PERFECT WORLD

Instructions: Read over what you and your classmates wrote. Circle what would best describe your perfect world:

Name: ____Emily SIoui __

Date: ________________

Predictions


1.The novel will be about a boy named Jonas who lives in a perfect a society because the information

on the back of the novel describes this.

2. An old man named The Giver will show Jonas the truth about the society he lives in. There is a picture

of the man on the front cover and the summary on the back describes this.



Infer the Word

Crossword

Name: ____Emily SIoui __

Date: ________________

Predictions


1.The novel will be about a boy named Jonas who lives in a perfect a society because the information

on the back of the novel describes this.

2. An old man named The Giver will show Jonas the truth about the society he lives in. There is a picture

of the man on the front cover and the summary on the back describes this.

Name: Emily Sioui____ Date: __________________

Chapter One







Crossword

1N U 2H 3R E 4A S S U R E D A T P T U T C R I H I T 5U N I D 6E N T I F I E D N U L R G D 7P D Y 8E N H A N C E L R P A B


Chapter One







L 9S U P P L E M E N T A R Y 10T R A N S G R E S S I O N

ACROSS

3. To restore confidence 5. Inability to recognize8. To rise to a higher degree9. Additionally, something that has been added

10. Violation of law, command

DOWN

1. To support and encourage, as during a period of development or training 2. A place for hatching eggs of fish 4. Capability and ability6. Of greater age7. Readily or plainly seen, heard, perceived


Standard Word Recognition Exercise

Name:______________________________ Date: __________________








Chastise

Lurk

Humiliation

Announcement


Word Search

Name:______________________________ Date: __________________








Chastise

Lurk

Humiliation

Announcement



D R R A M Z Q C Y C P X SE Z E K M N A H E I R D FT B G T I O N O L I A R FA R U M N I N R A W N E IL E L Q O T O T I R H C UU F A R R A U L X A U H NB L T W S I N E P L I A HA E E M M L C D A V I S LT C L I E I E Y Q Z S T NL T U K Y M M S L M O I S


Reading Strategies

Note-Taking



D R R A M Z Q C Y C P X SE Z E K M N A H E I R D FT B G T I O N O L I A R FA R U M N I N R A W N E IL E L Q O T O T I R H C UU F A R R A U L X A U H NB L T W S I N E P L I A HA E E M M L C D A V I S LT C L I E I E Y Q Z S T NL T U K Y M M S L M O I S


Chapter #: ____One________________


_Jonas remembers an aircraft flying over the town and being scared___________________

Aircrafts are not allowed to do that so the pilot was ‘released.’

Jonas has a best friend named Asher who is always making mistakes and coming to school

late______________________________________________________________________

There’s a ceremony coming up and Jonas is apprehensive about it____________________

In this community, everyone talks about their feelings and there are a lot of rules_________

__________________________________________________________________________


Evidence of Understanding Text


Chapter #: ____One________________


_Jonas remembers an aircraft flying over the town and being scared___________________

Aircrafts are not allowed to do that so the pilot was ‘released.’

Jonas has a best friend named Asher who is always making mistakes and coming to school

late______________________________________________________________________

There’s a ceremony coming up and Jonas is apprehensive about it____________________

In this community, everyone talks about their feelings and there are a lot of rules_________

__________________________________________________________________________

Name: _____________________________ Date: ____________________

Novel Plot Diagram

3. Climax

Gabriel is going to be released, which means killed, so Jonas realizes he hast to leave the community earlier to save the baby.


Name: _____________________________ Date: ____________________

Novel Plot Diagram

1. Exposition

Jonas lives in a utopian community where there are a lot of rules, control, and customs that are different than our society.

5. Resolution

Jonas hears music which gives him hope that there is another community out there waiting for them

4. Falling Action

Although almost freezing to death, Gabriel and Jonas make it out of the community.

2. Rising Action

Jonas is named Receiver of Memories as his job in the community which means he keeps all the communities memories.


Story Board

Students show signs of understanding if:

Students are able to extract the main ideas of the chapter The main ideas are translated into a series of images and words accurately

captioning what happened in the scene. The story board is cohesive, understandable, and flows well. The final product displays a concrete timeline of the events of the novel. The storyboard is in sequential order of events.

Sample:


Comprehension Questions and Discussion

Possible Answers (SparkNotes, 2003):

1. Jonas has a feeling that Elsewhere is near, even though he has no solid evidence. Have you ever had a similar experience? Explain what happened.

Students may want to discuss the feeling of being lost but knowing that something good will come, even though they may not be able to predict what it is.

Students may wish to discuss the people in their lives that make them feel as though there is hope even when they themselves may feel helpless.

Students may wish to discuss a personal experience where they felt as though ‘elsewhere’ was near. Students may wish to discuss the notion of ‘Elsewhere’ and what this will mean for Jonas and Gabriel.

2. What does it mean that Jonas found a memory of his own? Students may wish to discuss how Jonas was given all the memories he ever experience by The Giver, but this was

the first time he was able to create one of his own. What does this mean? Students may wish to discuss the contrast between memories we remember because we experienced them and

memories we remember simply because we’ve been told the story on multiple occasions. Students may wish to discuss how it must feel to create your first memory and what this means for humanity.

How do memories make us human? Do other animals have memories too? Are they as complex?

3. Among other things, the community in The Giver eliminates most traditional distinctions between men and women, but occasionally stereotypes and customs still exist to distinguish male children from female children and men from women. What rules remain in place in the community that differentiates men from women? Why do you think these specific rules were retained while others were not?

Students may wish to discuss how the author makes an effort to make all humans seem as similar to one another as possible and that nothing in the community makes a person an individual, not even gender.

Students may wish to discuss how there were some gender differences including how young females were given ‘special undergarments’ at age eleven and girls need braids and ribbons in their hair.

Students may wish to discuss the distinct roles of ‘mother’ and ‘father’ in the novel. Even though there is no sex in the community and children are not made by a man and a woman per say, the

persistence of heterosexual couples is either a meaningless echo of the traditional nuclear family or an effort to provide both male and female children with appropriate role models.

4. The ending of The Giver has been interpreted in a few different ways. Choose one possible interpretation of the ending and argue its validity, using clues from the text to explain your conclusions.

Students may wish to argue that Jonas and Gabriel escape the physical boundaries of their community and find ‘Elsewhere.’

o Jonas loses the memories the Giver transmitted to him and begins to create his own.o This could be evidence that what he is seeing is real too, that the music is real and the new community is

real. Students could argue that Jonas’ vision of the village is a hallucination because he is freezing to death and dying.

o There are many similarities between what Jonas thinks he’s seeing and the memories that have been transmitted to him by the Giver.

o Students could argue he was unable to get far enough from his community on his own and that in that close proximity there would not be another town.

5. In a book like the giver , which features a society unlike our own, to whom some concepts we consider ordinary would seem completely outlandish, the author must present familiar things—sleds, love, sunburns—with fresh eyes. Choose something ordinary that is described as extraordinary in the book, and evaluate Lowry’s success in capturing strangers’ reactions to the familiar object.

The apple: the author can’t explain colour because that doesn’t exist to Jonas. The author must explain ‘change’ through other means.

When talking about colour, the author often uses the adjectives ‘funny’ because the characters in the novel don’t know what colours are.


New Ways in Teaching Reading

Interview a Character

Instructions:

1. Pick a main character from the novel: 2. In pairs, one partner becomes the chosen character, the other becomes the interviewer.3. Take notes about what the character is saying as you will be asked to go home and type up the

interview for homework.

General Background

My name is Asher. I am turning twelve years old. I live in the most perfect community. I like riding on my bicycle and I really like going to school but I don’t always perform at my best. I was assigned as an Assistant Director of Recreation which is the perfect job for me. I am a fun-loving boy who often confuses and mixes up my words. I have also been told that I talk too fast which gets me in trouble at school with my teachers. My favourite food is hard to determine because I like all kinds of food. In my free time, I volunteer at the House of the Old.

Students show signs of understanding if”

Students are able to identify the specific character information Students show an understanding of the character’s personality traits and what makes him/her

different from the rest Student is able to take on the persona of the character including tone of voice and gestures

Book-Specific

Yesterday, I went to work on my new assignment as Assistant Director of Recreation. It is difficult for me to know that my friendship with Jonas might change because of his assignment of Receive of Memories. Jonas was my best friend, I mean he still is, but things are just different. Jonas spends a lot of time at work and with the Giver, so I feel as though I’ve been left out. The most exciting thing that has happened to me was at the Ceremony of Twelve when I was given an assignment that is perfectly suited for me. The Chief Elder noticed a change in me, as I went from a foolish child to a more responsible young adult.

Students show signs of understanding if:

Students are able to read between the lines and understand the character’s personality beyond what is written in ink

Students are able to make a connection between the characters and understand their relationships Students are able to identify the character-specific traits that make them unique

Possible characters: Jonas, The Giver, Jonas’ mother, Jonas’ father, Asher, Chief Elder, Fiona, Larissa.


Letter to a Character

Readin

Characters:



Brainstorm ideas:

Dear Jonas’s Father,

Throughout the novel, you seemed to be one of the only other characters, besides Jonas and the Giver, who deals

with complex issues and decision making. Although you have no access to memories, you developed the closest

thing in the novel to real emotional relationships with people. Perhaps this is due to your assignment as Nurturer

that allows you to develop a more emotional connection with others. The other characters don’t have real

emotional connections that include true love and feelings. I believe that had you been a product of the society

that I live in, you would have fought for the survival of all the children that are released for their differences. In

the end, you succumb to the society that you live in and you do not consider the killing of children a tragedy. I was

wondering, if you don’t see the release of children as a tragedy, then how do you develop of a deep enough

connection with them to want to release them yourself? Also, am I right in thinking that under more ‘normal’

conditions, you would understand the value of human life?

Sincerely,

Emily Sioui


Reading Aloud

Reader’s Theater

Students show an understanding if:

Students are able to be enthusiastic in their reading Students show limited signs of nervousness Students produce few errors in their reading Students produce few errors in rhythm, intonation, and word stress Students are able to use appropriate facial expressions and gestures when needed




“I know that,” Mother replied, straightening the hair ribbons on the little girl’s braids. “But I also know that they constantly come loose more often than not, they’re dandling down your back by afternoon. Today, at least, we want them to be neatly tied and to stay neatly tied.

“I don’t like hair ribbons. I’m glad I only have to wear them one more year,” Lily said irritably. “Next year I get my bicycle, too,” she added more cheerfully.

“There are good things each year,” Jonas reminded her. “This year you get to start your volunteer hours. And remember last year, when you became a Seven, you were so happy to get your front-buttoned jacket?”

The little girl nodded and looked down at herself, at the jacket with its row of large buttons that designated her as a Seven. Fours, Fives, and Sixes all wore jackets that fastened down the back so that they would have to help each other dress and would learn interdependence.


Reinvestment Task

Name: ____________________________ Date: _________________


Students can use internet resources to research other communities that are similar to the one found in the novel The Giver.

Students have understood if: They meet the C2 evaluation criteria:

o Students are able to construct meaning of texts. o Uses and understands internal and external text features. o Establishes meaningful personal connections and thoughtful, appropriate

generalizations when responding to texts. o Selects, organizers, and adapts knowledge from the novel in an organized and effective

manner. o The reinvestment task is relevant and insightful and shows clear connections to the

original text. Students were able to cover the information specified by the teacher in the reinvestment task

including the guiding questions. Students were able to design a cohesive and realistic utopian society. Students submitted a written component which contained few errors. Students completed a visual component of the project and presented in to the class.

Possible Project Ideas A brochure of flyer describing the utopian society and all of its features. A commercial advertisement highlighting the key features of the utopian society and why you

should go live there. A constructed mini-model or plan of the society including how distribution would work, how

the houses would be set up, what jobs would be available, etc... A Bristol board or poster board containing critical information about the utopian society

o Government hierarchyo Family Organization o List of rules o Issues of population, health, death, education, recreation, child care, food/agriculture, housing,

wealth, aging, and weather/environment etc... A journal or diary of the life of a person (child, adult, criminal etc...) in the utopian society. A documentary film on the life of people in the utopian society.

*The written component should include all the vital information about the utopia society that was not able to be represented in the visual portion.

Documents

emilyteachingportfolio.weebly.com€¦ · Web viewReading Activity Portfolio. Submitted by: Emily Sioui. Submitted to: Phillipa Parks. McGill University . Table of Content. Introduction