Unit Plan Conrad Sully

Running head: THE GIVER UNIT PLAN 1
Unit Plan
The Giver: A Novel Study About Society
Jane Conrad and Alicia Sully
University of Calgary
October 25, 2017

THE GIVER UNIT PLAN 2
Index
Unit Overview 3
Unit Rationale 4
Balanced Assessment Plan 4
Learner Differentiation Plan 7
Creativity and Innovation Aspects 10
Connections to Alberta Program of Studies 11
Unit Plan Lesson Sequence 17
Appendix A: The Giver Pre-Reading Bias Activity 41
Appendix B: Character Web Samples 42
Appendix C: Plot Diagram 45
Appendix D: “Harrison Bergeron” Text 46
Appendix E: Memory Activity 57
Appendix F: The Giver Euphemism Activity 64
Appendix G: The Giver Comprehension Quizzes 67
Appendix H: Rubrics 80
References 84
Unit Overview
Unit Title: The Giver: A Novel Student About Society
Subject Area: English Language Arts
Grade: 8
Topic: Society
Timeline: Approximately 3 weeks (or 15 lessons)
Materials Needed:
 The Giver novels or e-books and tablets for all students
 Photocopies of various worksheets and quizzes (Appendices A-G, pp. 41-79)
 Journals for all students
 Poster paper
 Sticky notes
 Markers
 Exit card slips (created by teacher)
 Projector or interactive whiteboard
 Laptops or tablets for all students
 Colour swatch fans (accessible at any hardware store)
 Various art supplies (teacher’s choice)

Unit Rationale
The Giver by Lois Lowry is an excellent text to introduce and explore with Grade 8
students because it focuses on the experiences of a main character, Jonas, who is close in age to
the students who are exploring the text’s themes. Jonas is figuring out his place in a
utopian/dystopian society that values sameness and order over diversity and free will. By
exploring the themes of discovery, memory, free will, and conformity, students can discover,
along with Jonas, “that while his carefully modulated society avoids the larger tragedies of
history, it creates a more subtle kind of horror” (Alberta Education, 2005, p.80). These
discoveries, accompanied by multi-modal exploration and critical textual analyses that
correspond to the curricular objectives we have outlined, provide multiple entry-points and a
deeper understanding of the complexities of society.
Balanced Assessment Plan
Assessment for Learning (AfL):
In this learning design, we use a “range of methods to gather and to provide students with
descriptive feedback to further student learning” (Alberta Education, 2009, p.121), evaluate
progress in relation to learning outcomes, and inform future planning to meet the needs of all
learners. By providing “multiple opportunities for students to use conversation, writing, and
other forms of expression to process information” (Newmann et al., 1996, p. 285) and
demonstrate their understandings, we hope to improve student motivation and overall learning.
Below, we list examples of the AfL strategies/activities/assignments used throughout the unit
and also point you to where in the document you can either read more about them or find their
corresponding rubrics:
1. Informal and formal observations, anecdotal notes/records, checklists, rating scales
a. Small and large group discussions/activities (see Lesson 2 “Assessment”, pp. 18-
19)
2. Journal Responses/Reflections (see Appendix H, p. 80, for rubric)
3. Performance Assessment Tasks
a. Exit Cards (see Lessons 1 & 7, pp. 17 & 28)
b. Analytical Paragraph Response (see Lesson 10, p. 35, and Appendix H, p. 81,
for rubric)
c. Characterization Webs (see Lessons 4 & 10, pp. 22 & 35)
d. Venn Diagram (see Lesson 6, p. 26)
e. Black Out Poem (see Appendix H, p. 82, for rubric)
4. Comprehension Quizzes (see Lessons 3, 4, 6, 9 & 11, pp. 21, 25, 32 & 36)
5. Viewing Questions (see Lessons 5 & 6, pp. 23 & 25)
6. Worksheets (see Appendices A-F, pp. 41-66)
Assessment as Learning (AaL)
In our learning design, we have embedded several opportunities for students to revisit and
reevaluate their past understandings while providing them with tools and strategies to practice
self-assessment, peer assessment, and metacognition. By providing students with clear criteria
and rubrics before they begin their assignments, we promote AaL (and AfL), as “informing
students prior to the use of an assessment method about the scoring procedures to be followed
should help ensure that similar expectations are held by both students and their teachers” (Joint
Advisory Committee,1993, p. 8). Moreover, by providing explicit instruction on how to use

rubrics “a student can do self-assessment based on a rubric and take actions to make progress
from a lower level to a higher level of performance” (Koh, 2011, p. 35). Some of these AaL
strategies and tools are listed below:
1. Conferencing/Learning Conversations (see Lessons 1, 2, 6, 7, 8, 9 & 10, pp. 17, 18, 19, 23, 25,
27, 29 & 34)
2. Journal Responses/Reflection (see Lessons 1, 3, 7, 8, 9, 11 & 12, pp. 17, 20, 27, 29, 34, 36 &
37)
3. Criteria/Rubrics (see Appendix H, pp. 80-83)
4. Editing Checklists (see Lessons 8 & 11, pp. 29 & 36)
5. Self-Assessment and Goal Setting (see Lessons 8 & 11, pp. 29 & 36)
6. Peer Assessment (see Lesson 15, pp. 39-40)
Assessment of Learning (AoL)
In our learning design, we have provided a variety of opportunities to determine the
degree of success students have had in attaining the ELA outcomes while facilitating students in
applying key concepts to demonstrate their cumulative knowledge in ways that are authentic
(Alberta Education, 2009, p. 124).
1. Performance Tasks/Final Assessment
a. Analytical Paragraph Response (see Lesson 10, p. 35, and Appendix H, p. 81, for
rubric)
b. Black Out Poem (see Appendix H, p. 82, for rubric)
c. Final Creative Performance Assessment (See Appendix H on p. 83 for rubric)
2. Quizzes (see Lessons 3, 4, 6, 9 & 11, pp. 21, 25, 32 & 36)
3. Journal Responses (see Lessons 1, 3, 7, 8, 9, 11 & 12, pp. 17, 20, 27, 29, 34, 36 & 37)
4. Criteria/Rubrics (see Appendix H, pp. 80-83)
Learner Differentiation Plan
Our unit plan has been designed with many aspects of differentiation in mind, such as; the
inclusion of FNMI perspectives, histories, and epistemologies; the availability and use of
assistive technologies like audio books and film clips, as well as the support of peers through
group work for ELL students; and the inclusion of abstract and complex concepts, as well as the
opportunity for flexible pacing and additional reading for gifted students. Below, you can find a
list of some of the differentiation techniques we applied to this unit plan:
FNMI Differentiation Strategies:
 Honouring the truth of Canada’s history of residential schools and the multi-generational
damage they have done to Indigenous populations through a re-visiting of this topic
(students have been introduced to it in previous years). This re-visiting not only
“legitimiz[es] the voices of Aboriginal people in the curriculum, recognizing it as a
dynamic context of knowledge and knowing, and communicating the emotional journey
that such explorations will generate” (Battiste, 2013, p. 167), but it is in line with
Indigenous pedagogical practices of recursive learning (First Nations Steering
Committee, 2010, p.9).
 Recursive learning has also been applied to the Characterization Web Activity, which is
first introduced in Lesson 4, and later revisited in Lesson 10. Through this revisitation,
students not only visualize the development of Jonas’s character, but they return to and
reevaluate their own learning, disrupting the linearity of the lesson. This recursive
education is included in Lesson 11 as well, when students will re-visit their “Prereading
Bias” activity from Lesson 1.
 Many tasks throughout the unit involve or offer the option of kinesthetic learning,
engaging students who learn well with the use of “a variety of … hands-on
manipulatives”(Ontario Ministry of Education, 2008, p.2), such as many Indigenous
learners. This is evident in the sticky-note activity in Lesson 1, the “Party Quirks”
activity in Lesson 6, the colour activity in Lesson 7, and can be included in the Final
Task, if the students so choose.
preference for collaborative tasks (Ontario Ministry of Education, 2008, p. 2).
 The classroom discussions that occur on an almost daily basis throughout this unit are
also intentional, for those learners who benefit from “an environment where humour and
“group talk” are accepted” (Ontario Ministry of Education, 2008, p. 3).
 In Lesson 11, we implemented shared reading circles, where students take turns reading
out loud to each other, for a more communal approach to reading (First Nations Steering
Committee, 2010, p.9).
ELL Differentiation Strategies:
 We have implemented a journaling portion into this unit plan, as a journal can be a
“valuable tools for assessing growth in English language proficiency” for ELL students.
Additionally, these journals will be “places where English language learners can access
their background knowledge, make connections between old and new learning, and
reflect on what they have learned” (Alberta Education, 2010, p. 148) These journals are
first introduced in Lesson 1, and students are given prompts for their writing in Lessons
3, 7, 8, 9, and 12. Students are, of course, encouraged to write in their journals throughout
the unit, and not only when the teacher offers them a prompt.
 Our Final Performance Task, introduced in Lesson 12, offers flexibility in the type of
product created. ELL students are encouraged to show their learning in ways other than
writing in English. They can create visual arts, perform skits, record a short film, or
create a picture book. These options not only empower ELL students to demonstrate their
learning effectively, but “can also accommodate differing student abilities, interests and
learning preferences” (Alberta Education, 2010, p. 151).
 Audiobooks will be made available for ELL students, as well as others who would
benefit from their use. Additionally, the class will be viewing a short film in Lesson 5,
and a video clip in Lesson 7. The visual and audio representations in these texts allow for
multiple entry-points for meaning-making for students.
 Throughout this unit, we use the “Think-Pair-Share” method in Lessons 2 and 7. This
strategy “provides opportunities for students to participate, learn from others and make
connections” (Alberta Education, 2010, p. 159), as well as offering ELL students a
chance to practice their English speaking skills in a small peer group setting, which may
be more comfortable for them.
Gifted Student Differentiation Strategies:
 Our unit plan deals with many abstract and complex concepts, such as symbolism and
interpretation (Lessons 2 and 3), analysis of characterization (Lesson 6), and societal
connections (Lesson 6). These concepts encourage higher order thinking (Bloom, 1956).
 The assignments related to these concepts, such as Black Out Poetry, Characterization
Web Activity (including its associated analytic paragraph), Lesson 8, which connects the
concept of “Sameness” with residential schools in Canada, and the Final Performance
Assessment are all designed to be open-ended and allow gifted students to explore
deeper.
 Flexible pacing has also been taken into consideration for gifted students who may wish
to read ahead, instead of following the reading timeline provided in the unit plan. These
students can certainly be encouraged to read at their own pace, while still participating in
classroom activities related to the novel. If they complete the novel, they are welcome to
read the second (or third, or fourth) novel in the series. As these novels are not true
sequels of each other, this will not interfere with the students’ participation in the final
task (this is noted in Lesson 2).
Creativity and Innovation Aspects
Throughout our unit, we have ensured to teach through a variety of methods, using an array of
technological and interactive teaching tools, in order to engage all types of learners. These
creative and technological aspects of our unit plan are evident throughout the plan, most notably,
however, they can be found in the inclusion of visual arts, Wordles, audiobooks, film viewing,
and online templates in Lessons 1, 3, 5, 6, 7, and 8. Additionally, the design of our Final Creative
Performance Assessment (described in Lesson 12) is intentionally broad, allowing room for
“students to bring their aesthetic selves to their exploration of their understanding of text and to
have the students move beyond the bounds of the text as is to the text as it might be” (Alberta
Learning, 2003, p.39). Thus, our learning plan allows students to express their understanding in
many different creative and innovative ways.
Connections to Alberta Program of Studies
1.1 Discover and Explore
 Express ideas and develop understanding
o revise understanding and expression of ideas by connecting new and prior
knowledge and experiences
o review, reread, discuss and reflect on oral, print and other media texts to explore,
confirm or revise understanding
o seek out and consider diverse ideas, opinions and experiences to develop and
extend own ideas, opinions and experiences
1.2 Clarify and Extend
 Consider the ideas of others
o acknowledge the value of the ideas and opinions of others in exploring and
extending personal interpretations and perspectives
 Combine ideas
o exchange ideas and opinions to clarify understanding and to broaden personal
perspectives
 Extend understanding
o reconsider and revise initial understandings and responses in light of new ideas,
information and feedback from others

2.1 Use Strategies and Cues
 Use prior knowledge
o use strategies to supplement and extend prior knowledge and experiences when
interpreting new ideas and information
o use knowledge of authors, forms and genres, developed during previous reading,
to direct and extend reading experiences
 Use comprehension strategies
o enhance understanding by paraphrasing main ideas and supporting details, and by
rereading and discussing relevant passages
o monitor understanding; skim, scan or read slowly and carefully, as appropriate, to
enhance comprehension
o take notes, make outlines and use such strategies as read, recite, review to
comprehend and remember ideas and information
2.2 Respond to Texts
 Construct meaning from texts
o interpret the choices and motives of characters portrayed in oral, print and other
media texts, and examine how they relate to self and others
o identify and describe characters' attributes and motivations, using evidence from
the text and personal experiences
o compare two similar oral, print or other media texts by considering the characters,
plot, conflicts and main ideas
 Appreciate the artistry of texts

o discuss how techniques, such as word choice, balance, camera angles, line and
framing, communicate meaning and enhance effects in oral, print and other media
texts
o identify ways that characters can be developed, and discuss how character, plot
and setting are interconnected and mutually supportive
o identify and discuss how word choice and order, figurative language, plot, setting
and character work together to create mood and tone
2.3 Understand Forms, Elements and Techniques
● Understand techniques and elements
○ identify and explain characters' qualities and motivations, by considering their
words and actions, their interactions with other characters and the author's or
narrator's perspective
2.4 Create Original Text
● Generate ideas
○ create oral, print and other media texts related to issues encountered in texts and
in own life
● Elaborate on the expression of ideas
○ retell oral, print and other media texts from different points of view
● Structure texts
○ choose forms or genres of oral, print or other media texts for the particular affects
they will have on audiences and purposes

3.3 Organize, Record and Evaluate
 Organize information
o organize ideas and information creatively, as well as logically, to develop a
comparison or chronology, or to show a cause-effect relationship
o organize ideas and information to establish an overall impression or point of view
in oral, print and other media texts
 Record information
o make notes in point form, summarizing major ideas and supporting details;
reference sources
o discard information that is irrelevant for audience, purpose, form or point of view
o use a consistent and approved format to give credit for quoted and paraphrased
ideas and information
 Evaluate information
o evaluate the relevance and importance of gathered information; address
information gaps
o incorporate new information with prior knowledge and experiences to develop
new understanding
4.1 Enhance and Improve
● Expand knowledge of language
○ infer the literal and figurative meaning of words in context, using idioms,
analogies, metaphors and similes

● Enhance artistry
○ experiment with figurative language, voice, sentence patterns, camera angle and
music to create an impression or mood
4.2 Attend to Conventions
 Attend to grammar and usage
o use words and phrases to modify, clarify and enhance ideas and descriptions in
own writing
o use a variety of simple, compound and complex sentence structures to
communicate effectively, and to make writing interesting
o use correct pronoun-antecedent agreement in own writing
o use verb tenses consistently throughout a piece of writing
 Attend to spelling
o develop a systematic and effective approach to studying and remembering the
correct spelling of key words encountered in a variety of print and other media
texts
o use knowledge of spelling generalizations and how words are formed to spell
technical terms and unfamiliar words in own writing
o identify the use of spelling variants in print and other media texts, and discuss the
effectiveness depending on audience and purpose
 Attend to capitalization and punctuation
o use hyphens to break words at the end of lines, and to make a new word from two
related words in own writing

o identify semicolons, dashes and hyphens when reading, and use them to assist
comprehension
o use parentheses appropriately in own writing
o use appropriate capitalization and punctuation for referencing oral, print and other
media texts
5.1 Respect Others and Strengthen Community
 Appreciate diversity
o compare own with others' understanding of people, cultural traditions and values
portrayed in oral, print and other media texts
o clarify and broaden perspectives and opinions, by examining the ideas of others
 Relate texts to culture
o compare ways in which oral, print and other media texts reflect specific elements
of cultures or periods in history
 Use language to show respect
o use inclusive language and actions that demonstrate respect for people of different
races, cultures, genders, ages and abilities

Unit Plan Lesson Sequence
Day Lesson Title Summary Assessment Strategies and Links to Materials &
Program of Studies Resources
1 Intro to Students will assess their bias and use Formative Assessment: ● Photocopies
Utopias prior knowledge to define “utopia” within ● Teacher observes group of Pre-
the context of art, quotations, and song discussion and “Utopia” sticky- Reading Bias
lyrics. note responses to see if students worksheet
are making appropriate ● Journals
● “Pre-Reading Bias” activity: inferences/connections while ● Poster
https://drive.google.com/file/d/0B identifying potential ● Sticky notes
1LpO6mWfaHEdjdzTENuSnVBa misunderstanding which can be ● Markers
VE/view?usp=sharing (Teachers addressed throughout unit. ● Exit Card
Pay Teachers, n.d.) ● Journals will be collected on Slips
● Introduce Journals and discuss the Friday every week to be assessed
purpose of journal writing: record and given feedback which may
experiences, feeling and thoughts; include the following: comments
express positions and points of and questions that extend
view; ask questions. thinking; feedback regarding
● Discuss Journal Criteria: evidence of personal reflection
completeness, depth, evidence of and effective language use; and
personal engagement, reflection suggestions for development of
and growth. language or thinking.
● Students set up their journals for ● Exit cards
this unit
○ Create a three-row table on Links to PoS:
the first page (unknown 2.1 Use Strategies and Cues
word, dictionary ● Use prior knowledge
definition, and ○ use strategies to
drawing/sketch columns) supplement and extend
○ Ensure that students leave prior knowledge and
2 or 3 pages for more experiences when
definitions before interpreting new ideas and

beginning the following information
activity 1.1 Discover and Explore
● “What is a Utopia?” group ● Express ideas and develop
activity understanding
○ Students view quotes ○ revise understanding and
containing “utopia” and expression of ideas by
artistic renderings that connecting new and prior
represent utopias knowledge and
○ Based on prior knowledge experiences
and context, students will ○ review, reread, discuss and
discuss in small groups reflect on oral, print and
what they think the other media texts to
definition of Utopia is. explore, confirm or revise
○ Students will write their understanding
definitions of Utopia on ○ seek out and consider
sticky notes and place on diverse ideas, opinions and
class poster. experiences to develop and
● Exit card: “What are the necessary extend own ideas,
elements of an ideal opinions and experiences
society/utopia?”
If there is extra time, start “Think”

portions of Think, Pair, Share activity for
next class.
2 Pre-Reading Teacher presents Wordle (Feinberg, Formative Assessment: ● Prepared

Preparation 2014) created from sticky-note responses ● Teacher will assess students’ Wordle on
to create a visual representation review of understanding through class Powerpoint
responses/understandings from last class. discussion about the “utopia”
Teacher used this to facilitate class Wordle.
discussion. ● Teacher will assess students’
analyses of book cover art through
Students will consider the cover art of Think, Pair, Share group
The Giver and make predictions about discussions
what genre the book is, what the book ● Teacher will make an observation
may be about and what emotions are sheet (focusing on about 5
evoked. This exercise can be facilitated students each week) with sections
through the “Think, Pair, Share” model. for each student. Make brief notes
about students’ willingness to take
The last 20 minutes of class will be spent risks, express thoughtful
listening to the audiobook of The Giver, responses and respectfully
with students following along and the consider the opinions of others in
teacher pausing periodically to discuss or small group and large group
clarify. discussions.
Note: For gifted students, reading at the Links to PoS:

prescribed pace may be limiting. These 1.2 Clarify and Extend
students can be encouraged to read ● Consider the ideas of others
ahead, while still expected to participate ○ acknowledge the value of
in classroom activities. If they finish The the ideas and opinions of
Giver, they may read the next book in the others in exploring and
series, Gathering Blue (or, at the extending personal
teacher’s discretion, another book of interpretations and
their choosing). As Gathering Blue is not perspectives
a true sequel to The Giver, they will still ● Combine ideas
be able to participate in the final project. ○ exchange ideas and
opinions to clarify
Audiobooks will be made available to understanding and to
students who could benefit from the use of broaden personal
assistive technologies perspectives
● Extend understanding
○ reconsider and revise
initial understandings and
responses in light of new
ideas, information and
feedback from others
2.1 Use Strategies and Cues

● Use prior knowledge
○ use strategies to
supplement and extend
prior knowledge and
experiences when
interpreting new ideas and
information
○ use knowledge of authors,
forms and genres,
developed during previous
reading, to direct and
extend reading experiences
3 The Apple From this class forward, every class will Formative Assessment: ● Photocopies
Incident: begin with 10 minutes of silent reading ● Collect first comprehension quiz of
Symbolism time. and grade. Teacher can use this as Comprehensi
(Chapters 2- a tool to assess class’s general on Quiz
4) Re-read the “Apple Incident” (when understanding of the first 4
Jonas and Asher are playing catch with an chapters, and to introduce students
apple, and mid-air Jonas sees it “change,” to the comprehension quizzes they
but cannot describe the change in the will be taking throughout the unit.
apple). ● Return graded quizzes to students
● Symbolism (Jonas’ eyes, the and review the correct answers the
apple) day after each quiz is given.
● Journal Entry: “What change do
you think Jonas sees in the apple? Summative Assessment:
Why do you think only Jonas can ● The top 3 out of 5 Comprehension
see this change?” Quiz grades will be counted
towards the students’ final unit
Overview of quiz and comprehension grades.
strategies.
Explain to students that only their highest Links to PoS:
3/5 quiz marks will contribute to their 2.1 Use Strategies and Cues
final unit grade, and that each quiz will be 1. Use comprehension strategies
returned and reviewed the following day. 1. enhance understanding by
paraphrasing main ideas
Comprehension Quiz (Chapters 1-4) and supporting details, and
http://www.svsd.net/cms/lib5/PA0100123 by rereading and
4/Centricity/Domain/1068/The%20Giver discussing relevant
%20Quiz%201-4.docx (Seneca Valley passages
School District, n.d.) 2. monitor understanding;
skim, scan or read slowly
and carefully, as
appropriate, to enhance
comprehension
3. take notes, make outlines
and use such strategies as
read, recite, review to
comprehend and
remember ideas and
information
4 Characteriza Give whole-class feedback on the Formative Assessment: ● Photocopies

tion & Plot previous comprehension quiz, respond toReturn and review graded of
Elements any questions surrounding the quizzes. Comprehension Quiz (Chapters 1-4). Ask comprehensio
(Chapters 5- students to self-assess their progress and ns quiz
7) Comprehension Quiz (Chapters 5-6) identify potential areas that need ● Photocopies
http://www.svsd.net/cms/lib5/PA0100123 improvement. of
4/Centricity/Domain/1068/The%20Giver Characterizati
%20Quiz%205- Links to PoS: on Web
6%20answer%20sheet.docx (Seneca 3.3 Organize, Record and Evaluate templates
Valley School District, n.d.) ● Organize information For example:
○ organize ideas and https://literacyleader.
● Characterization Web Activity of information creatively, as com/sites/default/file

Jonas before his assignment well as logically, to s/Character%20Grap
(using evidence from text) develop a comparison or hic%20Organizers.pd
● Introduce students to Plot chronology, or to show a f
Diagram cause-effect relationship ● Photocopies
https://www.scholastic.com/conte ○ organize ideas and of Plot
nt/dam/teachers/lesson- information to establish an Diagrams
plans/migrated-featured- overall impression or point
files/lessonplans_graphicorg_pdfs of view in oral, print and
_plotdiagram.pdf (Chandler, n.d.) other media texts
● Record information
○ make notes in point form,
summarizing major ideas
and supporting details;
reference sources
○ discard information that is
irrelevant for audience,
purpose, form or point of
view
○ use a consistent and
approved format to give
credit for quoted and
paraphrased ideas and
information
● Evaluate information
○ evaluate the relevance and
importance of gathered
information; address
information gaps
○ incorporate new
information with prior
knowledge and
experiences to develop
new understanding
5 Text-to-Text View short film in class “Harrison Formative Assessment: ● Harrison

Connections Bergeron”: ● Return and review graded Bergeron Fil
: “Harrison https://videa.hu/videok/nagyvilag/2081- Comprehension Quiz (Chapters 5- Link
Bergeron” & 2009-short-movie-full-kisfilm-mozi- 6) ● Photocopies
The Giver B07R84IwGrud6oAe (Joker, 2009) ● Ask students to self-assess their of Harrison
(Chapters 8- Provide students with copies of Kurt progress and identify potential Bergeron
10) Vonnegut, Jr.’s short story, “Harrison areas that need improvement short story
Bergeron,” for their future reference. ● Assess whether students are ● Photocopies
Available here: actively viewing and listening. of Viewing
https://archive.org/stream/HarrisonBerger Assess the quality and depth of Questions
on/Harrison%20Bergeron_djvu.txt understanding revealed in viewing
(Vonnegut, 1961) answers
Stop film periodically to point out Summative Assessment:

important information that could assist ● Students will hand in their
them in answering the viewing questions. Viewing Questions, which the
Engage students in mini whole class teacher will grade and return
discussions.
Links to PoS:
Students answer Viewing Questions 1.1 Discover and Explore
(related to PoS outcomes) while watching ● Express ideas and develop
the short film. understanding
○ review, reread, discuss and
reflect on oral, print and
other media texts to
explore, confirm or revise
understanding
2.2 Respond to Texts
● Construct meaning from texts
○ interpret the choices and
motives of characters
portrayed in oral, print and

other media texts, and
examine how they relate to
self and others
○ identify and describe
characters' attributes and
motivations, using
evidence from the text and
personal experiences
○ compare two similar oral,
print or other media texts
by considering the
characters, plot, conflicts
and main ideas
● Appreciate the artistry of texts
○ discuss how techniques,
such as word choice,
balance, camera angles,
line and framing,
communicate meaning and
enhance effects in oral,
print and other media texts
○ identify ways that
characters can be
developed, and discuss
how character, plot and
setting are interconnected
and mutually supportive
○ identify and discuss how
word choice and order,
figurative language, plot,
setting and character work
together to create mood
and tone
6 Text-to-Text ● Comprehension quiz (chapters 7- Formative Assessment: ● Photocopies

Connections 10) ● Through discussion following of
: “Harrison www.svsd.net/cms/lib5/.../The%2 movie, as well as collecting Comprehensi
Bergeron” & 0Giver%20Quiz%207- students’ viewing question on Quiz
The Giver 10%20answer%20sheet.docx responses, teacher can assess each (Chapters 7-
(Chapters 8- (Seneca Valley School District, student’s understanding of 10)
10, n.d.) “Harrison Bergeron.” photocopies
continued) ● Handicap “Party Quirks” activity? ● Similarly, Venn Diagrams will be ● Laptops or
A small group of students play the a great way for the teacher to Tablets for
“hosts” and leave the class (waiting just assess students’ ability to uncover Venn
outside the door being careful not to text-to-text connections between Diagram
overhear) while the class or “guests” “Harrison Bergeron” and The template link
decide upon a “handicap” that they must Giver.
all exhibit (e.g. can only provide 3 word
answers, or always agrees). The hosts Links to PoS:
come back in and circle the room, asking 1.2 Clarify and Extend
guests questions, and then guess what the ● Consider the ideas of others
“handicap” might be. ○ acknowledge the value of
the ideas and opinions of
● Whole Class Debrief others in exploring and
○ For “Guests”: was it extending personal
difficult to only be able to interpretations and
respond in one way? How perspectives
did it feel to have a ● Combine ideas
handicap imposed upon ○ exchange ideas and
you? opinions to clarify
○ For the “Hosts”: was it understanding and to
difficult to understand broaden personal
your guests? Did you perspectives
become frustrated? ● Extend understanding
○ reconsider and revise
● Venn Diagram Activity to initial understandings and

compare/contrast the societies in responses in light of new
Harrison Bergeron and The Giver ideas, information and
using Venn Diagram Interactive feedback from others
Template from 3.3 Organize, Record and Evaluate
http://www.readwritethink.org/file ● Organize information
s/resources/interactives/venn_diag ○ organize ideas and
rams/ (International Reading information creatively, as
Association, n.d.) well as logically, to
develop a comparison or
chronology, or to show a
cause-effect relationship
○ organize ideas and
information to establish an
overall impression or point
of view in oral, print and
other media texts
● Record information
○ make notes in point form,
summarizing major ideas
and supporting details;
reference sources
○ discard information that is
irrelevant for audience,
purpose, form or point of
view
○ use a consistent and
approved format to give
credit for quoted and
paraphrased ideas and
information
● Evaluate information
○ evaluate the relevance and
importance of gathered
information; address
information gaps
○ incorporate new
information with prior
knowledge and
experiences to develop
new understanding
7 Colour in Watch the movie clip of the moment Formative Assessment: ● Link to movie
The Giver Jonas begins to see colour: ● Return and review graded clip
(Chapters https://www.youtube.com/watch?v=qn13 Comprehension Quiz (Chapters 7- ● Colour
11-13) 4ZxNXDM (Light House, 2017) 10). Ask students to self-assess swatch fans
their progress and identify ● Black
Think, Pair, Share: potential areas that need markers
● Individually, in their journals, improvement. ● Exit card slip
have students respond to the
following questions (Think): Links to PoS:
○ How would you describe 2.2 Respond to Texts
the colour “red” if nobody 1. Appreciate the artistry of texts
else could see it? ○ identify and discuss how
○ How is colour linked with word choice and order,
emotions? figurative language, plot,
○ Why would seeing colours setting and character work
threaten the social order of together to create mood
the community? and tone
● In pairs or small groups, have 3.3 Organize, Record and Evaluate
students discuss their responses ● Organize information
(Pair) ○ organize ideas and
● Open up the discussion to the information to establish an
entire classroom (Share) overall impression or point
of view in oral, print and
Colour activity: other media texts
https://www.walden.com/blog/the-giver- ● Evaluate information

7-creative-classroom-activities/ (Walden ○ evaluate the relevance and
Media, 2012) importance of gathered
● Put colour-fans/swatches of information; address
different colours on tables around information gaps
the room, with black markers at ○ incorporate new
each station information with prior
● Have students move in groups, knowledge and
spending 30 seconds at each experiences to develop
colour and writing down the new understanding
emotions the color evokes in them 5.1 Respect Others and Strengthen
on the colour swatches. Community
● When the time is up, have the ● Relate texts to culture
students shift to the next color ○ compare ways in which
station. oral, print and other media
● After everyone has rotated texts reflect specific
through each station, review with elements of cultures or
the class the emotions inspired by periods in history
each color.
○ Were they consistent?
Discuss why certain colors
may have evoked negative
emotions, while others
evoked positive emotions.
Exit Card: Explain this quote from The

Giver using examples from the book:
“We gained control of many things, but
we had to let go of others.”
8 Sameness/A Where in Canadian society have we seen Formative Assessment: ● Links to “We
ssimilation real-life examples of striving for Students will participate in self- Were
(Chapters “sameness?” assessment by following the checklist Children”
11-13, provided for them. video clips

continued) E.g. Assimilation and Residential Schools After collecting students’ journals for the ● Photocopies
week, this self-assessment, along with of self-
● Watch portions of “We Were their new journal entries, will be assessment
Children” (Benning, 2014) beneficial for the teacher to assess ● Photocopies
● Facilitate small or large group students’ metacognition, as well as their of
discussion, depending on growth as readers. Teacher will provide editing/criteri
classroom dynamics formative feedback in each student’s a checklist
○ How has it been/can it be journal to help them identify areas of
harmful? potential growth and offer them strategies
○ Is ignoring differences the to improve.
same as
respecting/accepting Links to PoS:
diversity? 5.1 Respect Others and Strengthen
● Journal Self-Assessment with Community
editing/criteria checklist 1. Appreciate diversity
○ Ideas: completeness, a. compare own with others'
depth, evidence of understanding of people,
personal engagement, cultural traditions and
reflection and growth. values portrayed in oral,
○ Conventions: vocabulary, print and other media texts
grammar, and spelling. b. clarify and broaden
perspectives and opinions,
by examining the ideas of
others
1. Relate texts to culture
a. compare ways in which
oral, print and other media
texts reflect specific
elements of cultures or
periods in history
● Use language to show respect
○ use inclusive language and
actions that demonstrate

respect for people of
different races, cultures,
genders, ages and abilities
4.2 Attend to Conventions
● Attend to grammar and usage
○ use words and phrases to
modify, clarify and
enhance ideas and
descriptions in own
writing
○ use a variety of simple,
compound and complex
sentence structures to
communicate effectively,
and to make writing
interesting
○ use correct pronoun-
antecedent agreement in
own writing
○ use verb tenses
consistently throughout a
piece of writing
● Attend to spelling
○ develop a systematic and
effective approach to
studying and remembering
the correct spelling of key
words encountered in a
variety of print and other
media texts
○ use knowledge of spelling
generalizations and how
words are formed to spell

technical terms and
unfamiliar words in own
writing
○ identify the use of spelling
variants in print and other
media texts, and discuss
the effectiveness
depending on audience
and purpose
● Attend to capitalization and
punctuation
○ use hyphens to break
words at the end of lines,
and to make a new word
from two related words in
own writing
○ identify semicolons,
dashes and hyphens when
reading, and use them to
assist comprehension
○ use parentheses
appropriately in own
writing
○ use appropriate
capitalization and
punctuation for
referencing oral, print and
other media texts
Interdisciplinary links to Grade 7

Social Studies POS (building on previous
knowledge):
1.8 - analyze challenges presented by

globalization to identities and cultures
(assimilation, marginalization,
accommodation, integration,
homogenization)
2.11 - analyze contemporary global issues
that have origins in policies and practices
of post-colonial governments in Canada
and other locations (consequences of
residential schools, social impact on
Indigenous peoples, loss of Indigenous
languages, civil strife)
9 Memory & Comprehension Quiz (Chapters 11-16) Formative/Summative Assessment: ● Comprehensi

Knowledge www.svsd.net/cms/lib5/PA01001234/.../T ● Students blackout poems will be on Quiz
(Chapters he%20Giver%20Quiz%2011-16.docx marked using the rubric whereby (Chapters 11-
14-16) (Seneca Valley School District, n.d.) the teacher can see where each 16)
student is at in regards to their photocopies
Memory Activity: individual understandings while ● Memory
http://teachers.usd497.org/prsalvat/GIVE also using the “marks” to inform Activity
RMemoryTransmissionActivityPrintable future instruction/detect common photocopies
CardsAssignment.pdf (Teachers Pay misunderstandings ● Selected
Teachers, n.d.) passages for
In small groups, students will receive Blackout
‘Memory Transmission Cards’ which are Links to PoS: Poem
new 2.4 Create Original Text photocopies
memories that the Giver is transmitting to ● Generate ideas (enough that
Jonas (not in the novel). For each ○ create oral, print and other students can
memory, they will discuss and make media texts related to choose their
notes about the following questions: issues encountered in texts passage)
● What does this memory reveal and in own life ● Art supplies
about human history/human ● Elaborate on the expression of
nature? ideas
● Would this be an important ○ retell oral, print and other

memory to keep in history or media texts from different
could this type of memory be lost points of view
with no real consequences? 2.1 Use Strategies and Cues
● Use prior knowledge
Intertextual and Multimodal Text ○ use strategies to
Creation supplement and extend
Black Out Poem/Found Poetry Individual prior knowledge and
Performance Task: experiences when
● Teacher hands out photocopied interpreting new ideas and
pages of The Giver that deal with information
themes discussed thus far 2.2 Respond to Texts
(sameness, precision of language, ● Appreciate the artistry of texts
emotion). ○ identify and discuss how
● Students capture the thematic and word choice and order,
emotional experience of the figurative language, plot,
provided selections in the setting and character work
together to create mood
reconstructed form of a found
and tone
blackout poem. The intent is to
extract the essence of the original
text by circling language and
imagery that most strongly convey
that essence and restructuring
them into the form of a free verse
poem.
● Students then “black out” the rest
of the poem through artwork that
effectively supports the message
of the poem (through colour,
image, symbol, use of space

etc…)
● Provide Examples and Explain
Criteria for the Task
For example:
https://www.pinterest.ca/debbyhamfam/bl
ackout-poetry/?lp=true (Pinterest, n.d.)
● Work Period
Follow-up questions for class discussion:

● Is knowledge meaningless without
memories? Would you choose to
forget painful memories, or do
they help make you who you are?
If you eliminate pain, can you
truly experience pleasure?
● Journal Reflection: “How do
memories influence who you
are?”
● Homework: If students haven’t
finished their Blackout Poems,
they will hand them in the
following lesson
10 Euphemisms ● Euphemism Discussion Formative Assessment: ● Euphemism

& ● Euphemism Activity ● Return and review graded Activity
Transformati http://janemiltonstrathmore.wikispaces.co Comprehension Quiz (Chapters photocopies
on m/ (Janemiltonstrathmore, 2012). 11-16). Ask students to self-assess
(Chapters ● Individually, students work on the their progress and identify
17-20) worksheet provided. potential areas that need
○ Students match every-day improvement.
euphemisms to their ● Carefully observe and take
meanings, answer anecdotal notes on individual

questions about why we students to determine
use euphemisms, then understandings of “euphemism”
attempt to define the
meaning of euphemisms Links to PoS:
found in The Giver 1.1 Discover and Explore
● Experiment with language and
Revisit Characterization Web: add new forms
characteristics in a different colour with ○ discuss and respond to
textual evidence. Students can now use ways that forms of oral,
the web to write paragraph answering the print and other media texts
question, “How has Jonas changed since enhance or constrain the
becoming The Receiver?” development and
The revisiting and completion of the web communication of ideas,
activity will serve as scaffolding for the information and
written paragraph assignment. experiences
2.4 Create Original Text
Mini-lesson on analytical paragraph ● Structure texts
writing ○ choose forms or genres of
1. Topic sentences oral, print or other media
2. Sentence structure/variation texts for the particular
3. Evidence affects they will have on
4. Analytical tone audiences and purposes
4.1 Enhance and Improve
Teacher “Think Out Loud” exemplar ● Expand knowledge of language
● Teacher writes a paragraph in ○ infer the literal and
front of class, speaking out loud figurative meaning of
their thinking along the way to words in context, using
model to students the thought idioms, analogies,
process metaphors and similes
● Enhance artistry
Students begin work on Paragraph ○ experiment with figurative
Response (Summative/Formative) language, voice, sentence
patterns, camera angle and

Homework: Work on paragraph response music to create an
impression or mood
11 Free Will Comprehension Quiz (Chapters 17-21) Formative Assessment: ● Comprehensi

and www.svsd.net/cms/lib5/.../The%20Giver ● Make an observation sheet with on Quiz
Ambiguity %20Quiz%2017- sections for each student. Make (Chapters 17-
(Chapters 21%20answer%20sheet.docx (Seneca brief notes about students’ 21)
21-23) Valley School District, n.d.) willingness to take risks, express photocopies
thoughtful responses and
Students will finish their paragraph respectfully consider the opinions
responses, if they haven’t already and of others.
will be provided with an edit checklist.
Links to PoS:
Students will be divided into reading 2.1 Use Strategies and Cues
groups where they will take turns reading ● Use comprehension strategies
the last chapter out loud ○ enhance understanding by
paraphrasing main ideas
Debate Activity: The whole class will and supporting details, and
divide into two, with one side by rereading and
representing those who think Jonas and discussing relevant
Gabe died and the other side representing passages
those who think Jonas and Gabe made it 2.2 Respond to Texts
to the cabin. What specific evidence from 1. Construct meaning from texts
the text makes them think the way they 1. interpret the choices and
do? motives of characters
portrayed in oral, print and
● Revisit “Pre-Reading Bias” other media texts, and
activity examine how they relate to
● Final Journal Reflection (Self- self and others
assessment): “Based on my 2. identify and describe
journal entries, how has my characters' attributes and
understanding of The Giver motivations, using
progressed?” evidence from the text and

○ Students will be instructed personal experiences
to refer to the rubric they 2.3 Understand Forms, Elements and
received/glued into their Techniques
journals in Lesson 1 for ● Understand techniques and
this self-assessment elements
journal entry ○ identify and explain
characters' qualities and
motivations, by
considering their words
and actions, their
interactions with other
characters and the author's
or narrator's perspective
12 Final Project ● Hand in Personal Journals Formative Assessment: ● Final Creative

Introduction ● Introduce Final Creative ● Return and review graded Performance
& Revisiting Performance Assessment Comprehension Quiz (Chapters Assessment
For example: 17-21). Ask students to self-assess assignment
https://www.prestwickhouse.com/samples their progress and identify description
/201422.pdf (Prestwick House, 2004) potential areas that need photocopies
improvement. ● Rubric
Review Criteria and associated rubric photocopies
Summative Assessment: ● Art supplies
For the Final Performance Assessment ● Teacher will collect Personal
Task, students will self-select the medium Journals, and assess based on the
to represent an epilogue for The Giver. rubric and student self-assessment
They can write an epilogue, record a
podcast, create visual arts, perform skits,
record a short film, create a picture book
or graphic novel, or propose their own
idea. Students will submit a proposal and
conference with the teacher, referencing

the rubric, to ensure their proposed
project has the potential to meet the
learning outcomes.
Students who choose media such as

visual arts, picture books, etc. must
accompany their work with a one-page,
double-spaced rationale, including
relevant quotations with page numbers
from The Giver.
Students who choose a text-based

approach will be expected to include
relevant quotations with page numbers
from The Giver in a one-paragraph
rationale.
If there is time, students can begin

developing their Final Creative
Performance Assessment.
13 Workshop Students will work on their Final Creative Formative Assessment: teacher will ● Access to
Performance Assessment, with the engage in short learning conferences with laptops,
support of their peers and teacher students and/or review student medium tablets, and/or
proposals desktop
computers
● Art supplies
● Other
materials
based on
student
medium
selections
14 Workshop Students will be given time in class to ● Access to

work on their Final Creative Performance laptops,
Assessment, with the support of their tablets, and/or
peers and teacher desktop
computers
● Art supplies
● Other
materials,
based on
student
medium
selections
15 Peer/Teache ● Teacher will explain and model Formative Assessment: ● Exemplars

r good formative feedback for ● Students will provide peer from previous
Assessment students, through showing feedback to at least two other years
& Final exemplars of the project from students, based on the rubric and ● Loose leaf
Editing previous years and as a class, their interpretation of the other paper for
developing formative feedback students’ work feedback
phrases. These phrases will stay ● Teacher will continue to circulate,
on the board throughout the observing student work, taking
feedback session, for students’ anecdotal notes, and offering
reference formative feedback when
● First 15-20 minutes of class will necessary
be spent in organized pairs, where
students will look over each
other’s work so far, compare it
with the rubric, and offer
descriptive feedback to their peers
● Students will be given time in
class to work on their Final
Creative Performance
Assessment, with the support of
their peers and teacher
16 Final Students hand in their Final Creative Summative Assessment:

Creative Performance Assessments and begin a ● Teacher will summatively assess
Performance new unit! each student’s Final Creative
Assessments Performance Assessment, based
are due. on the rubric, and return these
assessments to the students with
descriptive feedback once all
assessments are complete
Appendix A: The Giver Pre-Reading Bias Activity

Appendix B: Character Web Samples

Appendix C: Plot Diagram

Appendix D: “Harrison Bergeron” Text
HARRISON BERGERON by Kurt Vonnegut, Jr.
THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal
before God and the law. They were equal every which way. Nobody was smarter
than anybody else. Nobody was better looking than anybody else. Nobody was
stronger or quicker than anybody else. All this equality was due to the
211th, 212th, and 213 th Amendments to the Constitution, and to the unceasing
vigilance of agents of the United States Handicapper General.
Some things about living still weren't quite right, though. April for
instance, still drove people crazy by not being springtime. And it was in
that clammy month that the H-G men took George and Hazel Bergeron's fourteen-
year-old son, Harrison, away.
It was tragic, all right, but George and Hazel couldn't think about it very
hard. Hazel had a perfectly average intelligence, which meant she couldn't
think about anything except in short bursts. And George, while his
intelligence was way above normal, had a little mental handicap radio in his
ear. He was required by law to wear it at all times. It was tuned to a
government transmitter. Every twenty seconds or so, the transmitter would
send out some sharp noise to keep people like George from taking unfair
advantage of their brains.
George and Hazel were watching television. There were tears on Hazel's
cheeks, but she'd forgotten for the moment what they were about.
On the television screen were ballerinas.
A buzzer sounded in George's head. His thoughts fled in panic, like bandits
from a burglar alarm.
"That was a real pretty dance, that dance they just did," said Hazel.
"Huh" said George.
"That dance-it was nice," said Hazel.
"Yup, " said George. He tried to think a little about the ballerinas. They
weren't really very good-no better than anybody else would have been, anyway.
They were burdened with sashweights and bags of birdshot, and their faces
were masked, so that no one, seeing a free and graceful gesture or a pretty
face, would feel like something the cat drug in. George was toying with the
vague notion that maybe dancers shouldn't be handicapped. But he didn't get
very far with it before another noise in his ear radio scattered his
thoughts .
George winced. So did two out of the eight ballerinas.
Hazel saw him wince. Having no mental handicap herself, she had to ask George
what the latest sound had been.
"Sounded like somebody hitting a milk bottle with a ball peen hammer, " said
George .
"I'd think it would be real interesting, hearing all the different sounds,"
said Hazel a little envious. "All the things they think up."
"Urn, " said George.
"Only, if I was Handicapper General, you know what I would do?" said Hazel.
Hazel, as a matter of fact, bore a strong resemblance to the Handicapper
General, a woman named Diana Moon Glampers. "If I was Diana Moon Glampers,"
said Hazel, "I'd have chimes on Sunday- just chimes. Kind of in honor of
religion . "
"I could think, if it was just chimes," said George.
"Well-maybe make 'em real loud," said Hazel. "I think I'd make a good
Handicapper General."
"Good as anybody else," said George.
"Who knows better then I do what normal is?" said Hazel.
"Right," said George. He began to think glimmeringly about his abnormal son
who was now in jail, about Harrison, but a twenty-one-gun salute in his head
stopped that.
"Boy!" said Hazel, "that was a doozy, wasn't it?"
It was such a doozy that George was white and trembling, and tears stood on
the rims of his red eyes. Two of of the eight ballerinas had collapsed to the
studio floor, were holding their temples.
"All of a sudden you look so tired," said Hazel. "Why don't you stretch out
on the sofa, so's you can rest your handicap bag on the pillows, honeybunch."
She was referring to the forty-seven pounds of birdshot in a canvas bag,
which was padlocked around George's neck. "Go on and rest the bag for a
little while," she said. "I don't care if you're not equal to me for a
while . "
George weighed the bag with his hands. "I don't mind it," he said. "I don't
notice it any more. It's just a part of me."
"You been so tired lately-kind of wore out," said Hazel. "If there was just
some way we could make a little hole in the bottom of the bag, and just take
out a few of them lead balls. Just a few."
"Two years in prison and two thousand dollars fine for every ball I took
out," said George. "I don't call that a bargain."
"If you could just take a few out when you came home from work," said Hazel.
"I mean-you don't compete with anybody around here. You just set around."
"If I tried to get away with it," said George, "then other people ' d get awa
y
with it-and pretty soon we'd be right back to the dark ages again, with
everybody competing against everybody else. You wouldn't like that, would
you?"
"I'd hate it," said Hazel.
"There you are," said George. The minute people start cheating on laws, what
do you think happens to society?"
If Hazel hadn't been able to come up with an answer to this question, George
couldn't have supplied one. A siren was going off in his head.
"Reckon it'd fall all apart," said Hazel.
"What would?" said George blankly.
"Society," said Hazel uncertainly. "Wasn't that what you just said?
"Who knows?" said George.
The television program was suddenly interrupted for a news bulletin. It

wasn't clear at first as to what the bulletin was about, since the announcer,
like all announcers, had a serious speech impediment. For about half a
minute, and in a state of high excitement, the announcer tried to say,
"Ladies and Gentlemen."
He finally gave up, handed the bulletin to a ballerina to read.
"That's all right-" Hazel said of the announcer, "he tried. That's the big
thing. He tried to do the best he could with what God gave him. He should get
a nice raise for trying so hard."
"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must
have been extraordinarily beautiful, because the mask she wore was hideous.
And it was easy to see that she was the strongest and most graceful of all
the dancers, for her handicap bags were as big as those worn by two-hundred
pound men.
And she had to apologize at once for her voice, which was a very unfair voice
for a woman to use. Her voice was a warm, luminous, timeless melody. "Excuse
me-" she said, and she began again, making her voice absolutely
uncompetitive .
"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just
escaped from jail, where he was held on suspicion of plotting to overthrow
the government. He is a genius and an athlete, is under-handicapped, and
should be regarded as extremely dangerous."
A police photograph of Harrison Bergeron was flashed on the screen-upside

down, then sideways, upside down again, then right side up. The picture
showed the full length of Harrison against a background calibrated in feet
and inches. He was exactly seven feet tall.
The rest of Harrison's appearance was Halloween and hardware. Nobody had ever
born heavier handicaps. He had outgrown hindrances faster than the H-G men
could think them up. Instead of a little ear radio for a mental handicap, he
wore a tremendous pair of earphones, and spectacles with thick wavy lenses.
The spectacles were intended to make him not only half blind, but to give him
whanging headaches besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry,
a military neatness to the handicaps issued to strong people, but Harrison
looked like a walking junkyard. In the race of life, Harrison carried three
hundred pounds .
And to offset his good looks, the H-G men required that he wear at all times
a red rubber ball for a nose, keep his eyebrows shaved off, and cover his
even white teeth with black caps at snaggle-tooth random.
"If you see this boy, " said the ballerina, "do not - I repeat, do not - try
to reason with him."
There was the shriek of a door being torn from its hinges.
Screams and barking cries of consternation came from the television set. The
photograph of Harrison Bergeron on the screen jumped again and again, as
though dancing to the tune of an earthquake.
George Bergeron correctly identified the earthquake, and well he might have -
for many was the time his own home had danced to the same crashing tune. "My
God-" said George, "that must be Harrison!"
The realization was blasted from his mind instantly by the sound of an
automobile collision in his head.
When George could open his eyes again, the photograph of Harrison was gone. A
living, breathing Harrison filled the screen.
Clanking, clownish, and huge, Harrison stood - in the center of the studio.
The knob of the uprooted studio door was still in his hand. Ballerinas,
technicians, musicians, and announcers cowered on their knees before him,

expecting to die.
"I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody
must do what I say at once!" He stamped his foot and the studio shook.
"Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a

greater ruler than any man who ever lived! Now watch me become what I can
become ! "
Harrison tore the straps of his handicap harness like wet tissue paper, tore
straps guaranteed to support five thousand pounds.
Harrison's scrap-iron handicaps crashed to the floor.
Harrison thrust his thumbs under the bar of the padlock that secured his head
harness. The bar snapped like celery. Harrison smashed his headphones and
spectacles against the wall.
He flung away his rubber-ball nose, revealed a man that would have awed Thor,
the god of thunder.
"I shall now select my Empress!" he said, looking down on the cowering
people. "Let
the first woman who dares rise to her feet claim her mate and her throne!"
A moment passed, and then a ballerina arose, swaying like a willow.
Harrison plucked the mental handicap from her ear, snapped off her physical
handicaps with marvelous delicacy. Last of all he removed her mask.
She was blindingly beautiful.

"Now-" said Harrison, taking her hand, "shall we show the people the meaning
of the word dance? Music!" he commanded.
The musicians scrambled back into their chairs, and Harrison stripped them of
their handicaps, too. "Play your best," he told them, "and I'll make you
barons and dukes and earls."
The music began. It was normal at first-cheap, silly, false. But Harrison
snatched two musicians from their chairs, waved them like batons as he sang
the music as he wanted it played. He slammed them back into their chairs.
The music began again and was much improved.
Harrison and his Empress merely listened to the music for a while-listened
gravely, as though synchronizing their heartbeats with it.
They shifted their weights to their toes.
Harrison placed his big hands on the girls tiny waist, letting her sense the
weightlessness that would soon be hers.
And then, in an explosion of joy and grace, into the air they sprang!
Not only were the laws of the land abandoned, but the law of gravity and the
laws of motion as well.
They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.
They leaped like deer on the moon.
The studio ceiling was thirty feet high, but each leap brought the dancers
nearer to it.
It became their obvious intention to kiss the ceiling. They kissed it.
And then, neutraling gravity with love and pure will, they remained suspended
in air inches below the ceiling, and they kissed each other for a long, long
time .
It was then that Diana Moon Clampers, the Handicapper General, came into the
studio with a double-barreled ten-gauge shotgun. She fired twice, and the
Emperor and the Empress were dead before they hit the floor.
Diana Moon Clampers loaded the gun again. She aimed it at the musicians and
told them they had ten seconds to get their handicaps back on.
It was then that the Bergerons' television tube burned out.
Hazel turned to comment about the blackout to George. But George had gone out
into the kitchen for a can of beer.
George came back in with the beer, paused while a handicap signal shook him
up. And then he sat down again. "You been crying" he said to Hazel.
"Yup, " she said.
"What about?" he said.
"I forget," she said. "Something real sad on television."
"What was it?" he said.
"It's all kind of mixed up in my mind," said Hazel.

"Forget sad things," said George.
"I always do," said Hazel.
"That's my girl," said George. He winced. There was the sound of a rivetting
gun in his head.
"Gee - I could tell that one was a doozy, " said Hazel.
"You can say that again," said George.
"Gee-" said Hazel, "I could tell that one was a doozy."
"Harrison Bergeron" is copyrighted by Kurt Vonnegut, Jr., 1961.
Retrieved from https://archive.org/stream/HarrisonBergeron/Harrison%20Bergeron_djvu.txt

Appendix E: Memory Activity

Appendix F: The Giver Euphemism Activity
Euphemism
People have a choice in the words they use to say things. The choices that authors make
often require us, as readers, to infer or guess what they really mean because words
sometimes have more than one implication. For example, if we use the word ‘dwelling’
instead of ‘house’ or ‘home’.
There are some things people do not like to talk about because they might offend or hurt
others. In these cases we might use a euphemism to be more polite. A euphemism is the
substitution of a mild or neutral expression for one thought to be offensive, harsh, or blunt.
For example, we might say ‘to pass away’ instead of ‘to die’.
Activity 1: Match the euphemism with the ‘real’ meaning
temporary garbage dump drunk driver
sanitation worker garbage man
pre-owned vehicles transfer station
single-car crash used cars
chemical dependency prison
correctional facility fart
bathroom tissue drug addiction
intestinal release of pressure toilet paper
motion discomfort bag disabled
restroom vomit bag
differently abled toilet
Activity 2: Put the above euphemisms into categories using a highlighter. Make a small
legend below.
Word: Euphemism
Written Description Picture/graphic
Related words/phrases
2. What was the ‘the island’ a euphemism for in the film of the same name?
3. Why do we use euphemisms? What are the main reasons?
4. Make a list of euphemisms and dysphemisms that you know.

5. In The Giver, the community use certain words and are very strict about correct word
usage.
What do the following community words mean to you? Explain in your own words.
twelves
sleeping room
assignment
nurturer
stirrings
replacement child
elsewhere
dwelling
voluntary hours
sameness
elsewhere
ceremony of loss
Appendix G: The Giver Comprehension Quizzes

NAME: _____________________________
PERIOD: _____________
DATE: _____________
THE GIVER
QUIZ ON CHAPTERS 1-4
Directions: Write your answer on the line below each question. (2 points each – 20 points total)
1. What memory sparks a feeling of dread in Jonas at the beginning of the novel?
a) Jonas lies to his teacher.
b) There is a release in Jonas's family.
c) Jonas disobeys his parents.
d) A jet flies over the community.
Answer: _____
2. What does it mean to be "released?"

a) To be removed from school.
b) To be removed from church.
c) To be removed from the community.
d) To be removed from sports teams.
Answer: _____
3. What is one reason why a person is released?

a) The person is too smart.
b) The person has blue eyes.
c) The person laughs too much.
d) The person is very old and can no longer contribute.
Answer: _____
4. In which Ceremony are children named?

a) The Ceremony of Tens.
b) The Name Ceremony.
c) The Birth Ceremony.
d) The Ceremony of Ones.
Answer: _____
5. What is the name of the infant that Father is concerned is not thriving?
a) Gabriel.
b) Richard.
c) Stephen.
d) Gilbert.
Answer: _____
6. Who has the final say in changing a rule?

a) The Elders.
b) The Nurturer.
c) The Receiver.
d) The Laborers.
Answer: _____
NAME: _____________________________
PERIOD: _____________
DATE: _____________
7. Why might Gabriel be released?
a) He does not sleep through the night.
b) Gabriel cries too often.
c) Lily does not want another brother.
d) The family cannot have three children.
Answer: _____
8. When Jonas gets home from playing catch with Asher in Chapter 3, he used what device to
examine the object?
a) A magnifying glass.
b) A camera.
c) A telescope.
d) A microscope.
Answer: _____
9. Where does Jonas go to volunteer at the beginning of Chapter 4?

a) The Birthing Center.
b) The Department of Justice.
c) The House of the Old.
d) The Childcare Center.
Answer: _____
10. When a person is released, they are led through which room?
a) The Palace Door.
b) The Birthing Room.
c) The Releasing Room.
d) The Old Corridor.
Answer: _____
THE GIVER
Directions: Write your answer on the line below each question. (2 points each – 20
points total)
1. Dream-telling begins at what age?

a) The Elevens.
b) The Threes.
c) The Nines.
d) The Ones.
Answer: _____
2. What does Jonas rarely do?

a) Ride his bicycle.
b) Laugh.
c) Dream.
d) Cry.
Answer: _____
3. Jonas tells his parents about his dream that took place where?
a) The House of the Old.
b) School.
c) The Nurturing Center.
d) Jonas's house.
Answer: _____
4. Which character does Jonas dream of in Chapter 5?

a) Fiona.
b) Asher.
c) Larissa.
d) Lily.
Answer: _____
5. How long does Jonas have to take the pill?

a) Until he marries.
b) For one day.
c) For a month.
d) Until he enters The House of the Old.
Answer: _____
6. Sevens see the first sign of independence when they are given what article of clothing?
a) Long pants.
b) Shoes that buckle.
c) Front buttoned jackets.
d) A scarf.
Answer: _____
7. How does Lily react to Mother tying her hair ribbons?

a) She squints.
b) She laughs.
c) She cries.
d) She fidgets.
Answer: _____
8. What activity does a person start when they become a Seven?

a) Sewing classes.
b) Volunteer hours.
c) Cooking classes.
d) Bicycle lessons.
Answer: _____
9. What step must Tens make to continue on to adulthood?

a) Shave.
b) Obtain shorter hair.
c) Ride bicycles.
d) Braid their hair.
Answer: _____
10. What is Gabriel labeled at the Ceremony of Ones?

a) Misunderstood.
b) Unattainable.
c) Undervalued.
d) Uncertain.
Answer: _____
THE GIVER
points total)
1. When were the original numbers of the group at the Ceremony of Twelve given out?
a) Before they entered the auditorium.
b) At the Ceremony of Nines.
c) At birth.
d) At the Ceremony of Ones.
Answer: _____
2. What does a child do to provoke Adults to call their children by their original number
and not their name?
a) Eats.
b) Misbehaves.
c) Drinks.
d) Plays.
Answer: _____
3. What is Jonas's original number?

a) Nineteen.
b) Fourteen.
c) Twenty-three.
d) Twenty-one.
Answer: _____
4. After the Ceremony of Twelves, what characteristic no longer matters?

a) Skin tone.
b) Age.
c) Weight.
d) Height.
Answer: _____
5. Which female, whose original number is eighteen, sits beside Jonas during the
Ceremony of Twelves?
a) Fiona.
b) Asher.
c) Pierre.
d) Edna.
Answer: _____
6. How many years have the Committee of Elders observed the community in order to
decide on the next Receiver?
a) Seven.
b) Two.
c) Ten.
d) Nine.
Answer: _____
7. Which of the following is NOT a quality of a Receiver?

a) Courage.
b) Integrity.
c) Faith.
d) Wisdom.
Answer: _____
8. What quality does Jonas already have but cannot be described?

a) The Ability to Judge.
b) The Capacity to See Beyond.
c) The Intelligence to Explore.
d) The Logic to Decide.
Answer: _____
9. What happens to the audience when Jonas looks out upon them?
a) They laugh.
b) They become blurry.
c) They boo him.
d) They change, like the apple.
Answer: _____
10. What does the crowd do to show their acceptance of the Chief Elder's final decision
regarding Jonas's assignment?
a) They cheer loudly.
b) They sing.
c) They chant his name.
d) They dance.
Answer: _____
11. Which way does the community NOT react to the failure of the former Receiver?
a) The Receiver's name is never used again.
b) The Receiver's name is removed from the House of Records.
c) The Receiver's name is never spoken aloud again.
d) The Receiver has to pay a fine.
Answer: _____
12. What can Jonas do now that he is exempt from rudeness?

a) Ask any question of any citizen and receive answers.
b) Say exactly what he wants.
c) Disobey rules.
d) Question authority.
Answer: _____
13. Jonas is prohibited from all of the following EXCEPT:

a) Dream-telling.
b) Applying for Release.
c) Medication.
d) Lying.
Answer: _____
14. Which instruction impresses Jonas the most?

a) Being exempt from rudeness.
b) Not discussing the training with his parents or elders.
c) Prohibited from Dream-telling.
d) Being able to lie.
Answer: _____
15. The Receiver looks like any other person in the community EXCEPT for this one trait:
a) Broad shoulders.
b) Dark hair.
c) Hook nose.
d) Pale eyes.
Answer: _____
16. What does the Receiver ask Jonas to refer to him as?
a) The Hopeful.
b) The Giver.
c) The Beloved.
d) The Receiver.
Answer: _____
17. What is the first memory The Giver gives Jonas?

a) The memory of wind.
b) The memory of rain.
c) The memory of snow.
d) The memory of fire.
Answer: _____
THE GIVER
points total)
1. What is the second memory The Giver gives Jonas, and does not reveal the name of it?
a) Moonlight.
b) Rain.
c) Swimming.
d) Sunshine. ANSWER: ______
2. What memory does the Giver give Jonas, which makes him wake with stinging skin?
a) Sunburn.
b) Chapped skin.
c) Rash.
d) Skinned knee. ANSWER: ______
3. What is the reason why Jonas's community does not have snow?
a) Snow piles up on the streets.
b) Snow ruins the sidewalks.
c) Snow makes it hard to grow food.
d) Snow creates more jobs. ANSWER: ______
4. What does Jonas first dream of after seeing The Giver?

a) Rain.
b) Snow.
c) Skiing.
d) Sledding. ANSWER: ______
5. What does the Giver give Jonas when he asks about Fiona's hair?
a) A book.
b) A test.
c) A piece of writing.
d) A pen. ANSWER: ______
6. What is the first color Jonas is beginning to see?

a) Red.
b) White.
c) Yellow.
d) Blue. ANSWER: ______
7. Jonas asks The Giver if he has ever had what member of family?
a) A father.
b) A spouse.
c) A brother.
d) A mother. ANSWER: ______
8. In what position does Jonas find The Giver in many times?

a) Hunched over in pain.
b) Reading.
c) Painting in color.
d) Writing a new book. ANSWER: ______
9. What does Jonas suggest The Giver do so his load will not be so heavy?
a) Give Jonas painful memories.
b) Visit the Department of Justice.
c) Stop seeing Jonas.
d) Give his books to the House of Old. ANSWER: ______
10. What does Father offer Jonas to ease his physical pain after the sledding ride?
a) A comfort object.
b) A jacket.
c) Medication.
d) A blanket. ANSWER: ______
11. What happens to twins born into the community?

a) They are given to one family.
b) They do not exist in the community.
c) One gets released.
d) They are separated at birth. ANSWER: ______
12. What does Gabriel do continuously throughout the night in Chapter 14?
a) Whistle.
b) Cry.
c) Laugh.
d) Sleep. ANSWER: ______
13. What does the Giver give Jonas a memory of that gives Jonas great pain?
a) Drowning.
b) Flooding.
c) School.
d) War. ANSWER: ______
14. Jonas experiences the following emotions during the war memory EXCEPT:
a) Courage.
b) Pain.
c) Fear.
d) Death. ANSWER: ______
15. What event does Jonas watch take place right before his eyes during the memory of
war?
a) A long journey through a forest.
b) Two riflemen kill each other in unison.
c) A bomb explodes.
d) A boy his age dies right next to him. ANSWER: ______
16. What does Jonas beg for at the end of his receiving of the war memory?
a) Water.
b) Food.
c) Death.
d) Comfort. ANSWER: ______
17. What emotion does Jonas experience when he receives the memory of Christmas with
family and friends?
a) Joy.
b) Hope.
c) Forgiveness.
d) Love. ANSWER: ______
18. Because Gabriel is doing so well, where do the nurturers decide that Gabriel must be
taken?
a) To the House of the Old.
b) To the school.
c) To the nursery.
d) To the Department of Justice. ANSWER: ______
19. What is the reason why Gabriel begins to sleep through the night?
a) Jonas tells him a story.
b) Father rocks him to sleep.
c) Jonas sings a lullaby to him.
d) Jonas transfers peaceful memories to him. ANSWER: ______
20. Where do parents move to after their children have grown up?
a) The school.
b) The House of the Old.
c) The childless adult area.
d) The nursery. ANSWER: ______
THE GIVER
points total)
1. What is the announcement from the Speaker regarding school that brings joy to the
students?
a) Today is an unschedule holiday.
b) The school is out for summer.
c) There is no school on July 4th.
d) The winter holiday is fast approaching. ANSWER: ______
2. What can Jonas now see and keep by Chapter 17?

a) Colors.
b) Sunshine.
c) Snow.
d) Sleds. ANSWER: ______
3. What does Lily want to talk about back at the house in Chapter 17?
a) Comfort Objects.
b) Bicycles.
c) Babies.
d) Birds. ANSWER: ______
4. Who decids that identical twins would be too complicated?

a) The former Receiver.
b) The Elders.
c) Jonas's Father.
d) The Department of Justice. ANSWER: ______
5. What happened to the last Receiver, and why did she fail?
a) She was not happy to do her job.
b) She upset the community.
c) She wanted to have a family.
d) She could not handle the good and bad memories. ANSWER: ______
6. What happened to the community when the old Receiver was released?
a) Nothing - they stayed the same.
b) They began to interpret her old dreams.
c) They grew angry and resentful.
d) The memories came back to the people. ANSWER: ______
7. What will happen if Jonas dies?

a) The Giver will receive his memories.
b) He will forget everything.
c) His memories will go back to the people.
d) His parents will receive his bad memories. ANSWER: ______
8. What happens to the larger twin?

a) The nurse takes the twin away to be cared for.
b) The twin goes to a new family.
c) The twin is taken to another room.
d) The nurse leaves the baby in the room unattended. ANSWER: ______
9. What action does Father perform on the smaller twin?

a) He gives the infant a bottle filled with a liquid.
b) He burps the infant.
c) He swaddles the infant in cloth.
d) He injects the infant with a liquid. ANSWER: ______
10. What memories will The Giver transfer to Jonas to prepare him for his escape?
a) Fear and joy.
b) Courage and strength.
c) Skills and knowledge.
d) Adventure and play. ANSWER: ______
11. What does Jonas hoard in preparation for his journey?

a) Pills.
b) Books.
c) Food.
d) Water. ANSWER: ______
12. What two items does Jonas take with him when he leaves the community?
a) Lily's comfort object and her bicycle.
b) Stolen food and his father's bike.
c) His mother's food and Lily's bicycle.
d) Gabriel's comfort object and food. ANSWER: ______
13. When do Jonas and Gabriel openly travel?

a) During the morning.
b) At night.
c) During the entire day.
d) Only in the afternoon. ANSWER: ______
14. Why does Jonas take Gabriel into the trees?

a) So they can keep warm.
b) So the planes cannot spot them.
c) Because it is safe from people there.
d) Because he knows the trees well. ANSWER: ______
15. What memory does Jonas transfer to Gabriel as they travel?

a) The memory of silence and calm.
b) The memory of deep exhaustion.
c) The memory of laughter.
d) The memory of sunshine. ANSWER: ______
Appendix H: The Giver Rubrics

Analytic Paragraph Response Rubric
Criteria 4 3 2 1
Excellent Proficient Satisfactory Emerging
Topic Sentence Interesting topic sentence Clearly states topic Vague or weak topic Missing, invalid or
reflects thoughtfulness and sentence presents key sentence presenting one inappropriate topic
clarity of focus. information about one idea. sentence. Main idea is
main idea. missing.
Supporting Interesting, concrete and Examples and details Some evidence and Insufficient, vague, or
Details descriptive examples and relate to the topic and details relating to the undeveloped examples.
details support explanations. some explanation is topic.
included.
Organization & Purposeful, logical Details are arranged in Acceptable arrangement No discernable pattern of
Transitions progression of ideas; well a logical progression; of examples; transitions organization; unrelated
chosen transition words some use of may be weak. details and/or no
between ideas. appropriate transitions. transitions.
Style Confident, academic tone; Appropriate tone; clear Acceptable tone; some Inappropriate tone;
pleasing variety in sentence sentences with varied variety in sentence awkward, unclear or
structure. Vivid diction and sentence structure. structure. Limited, often incomplete sentences.
precise word choice. Effective diction. vague word structure. Generic and/or poor word
choices.
Mechanics None or very few errors. A few minor errors but Several errors which Too many errors to make
(spelling, Work is highly polished. meaning remains confuse the reading. sense of the intended
grammar, clear. meaning.
punctuation)
Blackout Imagery Project Rubric

Final Creative Performance Assessment Rubric
Criteria 4 3 2 1
Excellent Proficient Satisfactory Emerging
Articulates a Response articulates a Response articulates a Response articulates a Response lacks

clear, insightful, and very clear, insightful and clear and creative somewhat clear and creativity and/or is
creative response to creative response response creative response unclear
The Giver
Uses relevant Response uses relevant Response uses logical Response uses Response uses
quotations with page quotations from The quotations from The acceptable quotations irrelevant quotations
numbers from Giver to support a GIver to support a from The Giver to from The Giver to
The Giver to support a thoughtful response thoughtful response support a somewhat support response
thoughtful response thoughtful response
Demonstrates a strong Response demonstrates Response Response demonstrates Response demonstrates

understanding of the an excellent demonstrates a good an adequate a limited understanding
concepts, themes, and understanding of the understanding of the understanding of the of the concepts,
characterization related concepts, themes, and concepts, themes, and concepts, themes, and themes, and
to The Giver characterization related characterization related characterization related characterization related
to The Giver to The Giver to The Giver to The Giver
Chooses an Response is expressed Response is expressed Response is expressed Response is expressed

appropriate medium to in an extremely in an appropriate in an appropriate in a confusing medium
express response and appropriate medium; medium; uses the medium; uses the that shows limited
uses it thoughtfully uses the affordances of affordances of the affordances of the thoughtfulness
the medium thoughtfully medium thoughtfully medium well
and creatively and creatively
References
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implementation.pdf
Alberta Education. (2009). Chapter 8: Classroom Assessment. FSL Guide to Implementation.

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Alberta Education, (2010) Making a difference: Meeting diverse learning needs with
differentiated instruction. Edmonton, Canada.
Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers
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Battiste, M. (2014). Decolonizing education: Nourishing the learning spirit. Saskatoon, Canada:
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Benning, Jeremy [screen name]. (2014, March. 4). We were children [video file]. Retrieved from
https://vimeo.com/71073423
Chandler, J. (n.d.) The Giver lesson plan. Retrieved October 25, 2017, from
https://www.scholastic.com/teachers/lesson-plans/teaching-content/giver-lesson-plan/
Feinberg, J. (2014). Wordle. Retrieved from http://www.wordle.net
First Nations Education Steering Committee. (2010). English 10 and 11 first peoples: Teacher
resource guide. West Vancouver, B.C: First Nations Education Steering Committee.
Retrieved from: http://www.fnesc.ca/efp/Attachments/EFP%2010-
11%20Teacher%20Resource%20Guide%20Final.pdf
Friesen, Sharon. (2009). What did you do in school today? Teaching Effectiveness Framework
and Rubric. Retrieved from http://www.cea-ace.ca/publication/what-did-you-do-school-
today-teaching-effectiveness- framework-and-rubric
International Reading Association. (n.d.). Venn Diagram. Retrieved October 25, 2017 from
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/  
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http://janemiltonstrathmore.wikispaces.com/
Joker, J. (2009). 2081 Short movie. Retrieved from https://videa.hu/videok/nagyvilag/2081-

2009-short-movie-full-kisfilm-mozi-B07R84IwGrud6oAe
Light House. (2017). The Giver – seeing color[video file]. Retrieved from
https://www.youtube.com/watch?v=qn134ZxNXDM
Koh, K. (2011). Task design and rubric development for authentic and formative assessments.
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Unit Plan Conrad Sully

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Running head: THE GIVER UNIT PLAN 1

The Giver: A Novel Study About Society

Jane Conrad and Alicia Sully

October 25, 2017

Balanced Assessment Plan 4

Learner Differentiation Plan 7

Creativity and Innovation Aspects 10

Connections to Alberta Program of Studies 11

Unit Plan Lesson Sequence 17

Appendix A: The Giver Pre-Reading Bias Activity 41

Appendix B: Character Web Samples 42

Appendix C: Plot Diagram 45

Appendix D: “Harrison Bergeron” Text 46

Appendix E: Memory Activity 57

Appendix F: The Giver Euphemism Activity 64

Appendix G: The Giver Comprehension Quizzes 67

Unit Title: The Giver: A Novel Student About Society

Subject Area: English Language Arts

Timeline: Approximately 3 weeks (or 15 lessons)

 The Giver novels or e-books and tablets for all students

 Photocopies of various worksheets and quizzes (Appendices A-G, pp. 41-79)

 Journals for all students

 Exit card slips (created by teacher)

 Projector or interactive whiteboard

 Laptops or tablets for all students

 Colour swatch fans (accessible at any hardware store)

 Various art supplies (teacher’s choice)

discoveries, accompanied by multi-modal exploration and critical textual analyses that

deeper understanding of the complexities of society.

Balanced Assessment Plan

Assessment for Learning (AfL):

1. Informal and formal observations, anecdotal notes/records, checklists, rating scales

2. Journal Responses/Reflections (see Appendix H, p. 80, for rubric)

3. Performance Assessment Tasks

a. Exit Cards (see Lessons 1 & 7, pp. 17 & 28)

c. Characterization Webs (see Lessons 4 & 10, pp. 22 & 35)

d. Venn Diagram (see Lesson 6, p. 26)

e. Black Out Poem (see Appendix H, p. 82, for rubric)

5. Viewing Questions (see Lessons 5 & 6, pp. 23 & 25)

6. Worksheets (see Appendices A-F, pp. 41-66)

Assessment as Learning (AaL)

Advisory Committee,1993, p. 8). Moreover, by providing explicit instruction on how to use

strategies and tools are listed below:

27, 29 & 34)

3. Criteria/Rubrics (see Appendix H, pp. 80-83)

4. Editing Checklists (see Lessons 8 & 11, pp. 29 & 36)

6. Peer Assessment (see Lesson 15, pp. 39-40)

Assessment of Learning (AoL)

In our learning design, we have provided a variety of opportunities to determine the

(Alberta Education, 2009, p. 124).

1. Performance Tasks/Final Assessment

b. Black Out Poem (see Appendix H, p. 82, for rubric)

c. Final Creative Performance Assessment (See Appendix H on p. 83 for rubric)

4. Criteria/Rubrics (see Appendix H, pp. 80-83)

Learner Differentiation Plan

list of some of the differentiation techniques we applied to this unit plan:

FNMI Differentiation Strategies:

“legitimiz[es] the voices of Aboriginal people in the curriculum, recognizing it as a

Indigenous pedagogical practices of recursive learning (First Nations Steering

Committee, 2010, p.9).

Bias” activity from Lesson 1.

manipulatives”(Ontario Ministry of Education, 2008, p.2), such as many Indigenous

Task, if the students so choose.