8th the giver

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The North Dakota State Parent Information Resource Center (NDPIRC) and the North
Dakota Department of Public Instruction are pleased to provide schools with a CD of
Parental Involvement Middle School Literacy Novel Units.
Literacy is fundamental for learning in school and is the foundation for succeeding in
life. The Title I and Special Education units are proud to sponsor this project in
collaboration with NDPIRC.
During the summer of 2010, NDPIRC contracted with three North Dakota educators to
create Parental Involvement Middle School Literacy Novel Units for grades 6-8. Each
CD is filled with numerous grade level activities and ideas for promoting literacy in the
home. We would like to acknowledge and commend the three exemplary educators who
helped create this resource for North Dakota school personnel.
♦ Bethany Higdem, Wahpeton
♦ Danette Brown, Minot
♦ Rebecca Pitkin, Dickinson
Every middle school in the state of North Dakota is receiving one CD with Parental
Involvement Middle School Literacy Novel Units to share among all staff in the building.
The American Recovery and Reinvestment Act (ARRA), signed by President Obama in
February 2009, provides a significant amount of additional funds for local school
districts. These funds create an unprecedented opportunity for educators to implement
innovative strategies in schools that improve education for at-risk students and close the
achievement gaps. Schools are encouraged to use their Title I and Special Education
ARRA funds to make duplicate copies of the literacy activities on the CD for grades 6-8.
If you have any questions regarding this project, please contact either the Department
of Public Instruction or NDPIRC.
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8th Grade Supply List
Stargirl
• Pencil or Pen
The Giver
• Paper and Pencil
• Computer Access
• Markers/Crayons
• Email Access or Zip Drive
The Wave
• Paper and Pencil
• Internet Access
• Research Materials (books,
encyclopedia, etc)
The Hunger Games
• Internet Access
• Magazines
• Markers/Crayon
• Glue
• Scissors
Woods Runner
• Paper
• Pencils
• Computer
• Camera (optional)
• Large Poster Board Paper
• Glue
• Scissors
• Markers/Crayons
• Internet
• Lemon or Orange Juice
• Milk
• Sugar or Salt Water (tsp in a
cup of water)
• White Vinegar
• Cardboard
• Notecards
• Game board creations: dice,
game pieces, etc

The Giver
By: Lois Lowry
Overview (provided by Scholastic.com):
Jonas's world is perfect. Everything is under control. There is no war or fear of pain. There are
no choices. Every person is assigned a role in the community. When Jonas turns 12, he is
singled out to receive special training from The Giver. The Giver alone holds the memories of
the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no
turning back.
Reading level: Young Adult
The Giver

The Giver
Lesson 1
Chapter 1
Title and Purpose of Activity: Before/During/After Reading: Setting the Purpose Anticipation
Guide
Parent Engagement Strategy: Purpose setting can be greatly enhanced by activating students’
prior knowledge, biases, ideas, and opinions. By practicing this strategy and using anticipation
guides, students will become skilled readers and incorporate and internalize the process on
their own. Parents will encourage the students to activate their prior knowledge before they
read and will questions students about their opinions. As the students read and after they read,
the parents will facilitate a discussion with their student about their personal reactions to the
statements.
Did their thoughts change?
What in the text surprised them?
What alarmed them?
What do they now think this story will be about?
By engaging their brains prior to reading, students will learn how to become more actively
engaged during reading, thus increasing comprehension.
Rationale for Activity: Everything has a purpose, especially reading. Reading is important and
it is critical that students understand and are aware of what they are reading before they even
start. When specific topics are outlined, it helps students learn how to steer their reading. If
students know what they are looking for, it increases comprehension and increases their ability
to analyze and interpret the text.
Standards/Benchmark Targeted:
8.2.2. Use prior knowledge and experiences to aid text comprehension.
8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building
strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing.
8.2.4. Read for a variety of purposes to develop lifetime reading skills and habits.
Book Title: The Giver
Author: Lois Lowry
Materials: Anticipation Chart
Directions for use: Allow students to complete the Before Reading section on the worksheet.
Parents should discuss the student’s answers with them and focus on directing the student to
support their positions.
During Reading, the students will evaluate their opinions as they read. After Reading the first
chapter, parents should engage in a post-reading follow-up discussion. They should focus on
each statement and discuss whether or not their opinion has changed as a result of what they

read, or discuss their personal reaction to their reading.
Students will write about whether the book supported their original thought or not. Parents
should encourage them to paraphrase the book to support or argue against the original
statement. Parents should also encourage them to connect the statement to their own lives.

The Giver Anticipation Chart, Chapter 1
Response Before
Reading
Statements about the Topic Personal Reaction
After Reading
Messing up in your job leads to your
dismissal from the community.
Twelve is a critical age; the most
important age of your life in fact.
Children don’t know what animals are.
Families share feelings at the dinner
table every night.
Small children and elderly people are
kicked out of town because they are
too weak.
Families are only allowed two children-
one male and one female.
If someone messes up three times, that
is it; they are released from the
community.
Hiding feelings or lying is against the
rules.

The Giver
Lesson 2
Chapter 1
Title and Purpose of Activity: After Reading: Connections
Parent Engagement Strategy: Parents have always been told that eating dinner together
benefits their families in a number of ways. According to parenting families.com, eating together
has shown to help families achieve better communication and build stronger relationships,
children do better in school (language skills are improved), better adjusted as teens and adults,
and the entire family enjoys better nutrition. Doctors suggest that parents need to be careful not
to control conversations and suppress their children's opinions. Dinnertime should be a time for
open discussion and all members should be encouraged to participate (McEntire, 2010).
With this lesson, parents simply need to provide their child time to share his/her feelings with
them then the parent will share their feelings with their child. Students and parents will keep
track of their discussions on the journaling logs.
Rationale for Activity: Students can use writing to sort things out, to clarify, organize their
thoughts, and connect their prior knowledge to new insights. Journaling allows students to
connect with their own lives. It also facilitates student reflection on development of personal
understanding. The journaling strategy is used not only to guide student metacognition (knowing
about their knowing) but also to assess students’ writing.
8.3.4. Use free writing and journal writing to develop ideas for writing topics.
8.3.7. Incorporate grade-level appropriate vocabulary in writing.
8.3.8. Use organizational patterns; e.g., introduction, body, conclusion or
exposition/body/resolution.
8.4.3. Speak for different purposes; e.g., group discussions, research presentations and
demonstrations
8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral
presentations
Author: Lois Lowry
Materials: Student and Parent Journal Log
Student Reflection Write-Up
Directions for use: Just like Jonas his family shared their feelings over supper, the parents and
the student will do the same. Ideally the parents and the student would sit down for supper
every night; however, that may be unrealistic because of work schedules, sporting events, and
church activities, etc. So for one week, the parents and the student will sit down at some point
during the day to share their feelings.

It could be in the car ride to school, in a doctor’s waiting room, or while the doing dishes. Both
the student and the parents will keep a log of their experience. As a culminating activity, the
student will create a more detailed written record in addition to reflecting on their experience of
sharing their feelings.
Date
(minimum of 5 days)
Student Description of What was Shared
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Date
(minimum of 5 days)
Parent Description of What was Shared
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Parent/Student Discussion Write-Up
As the culminating activity, you will create a more detailed reflection on your experience of
sharing your feelings with your parents. Write in complete paragraphs (topic sentence, three-
five supporting sentences, and a clincher)! Here are some prompts to think about as you reflect
on the experience:
Did you find it easy to open up to your parents? Why or why not?
Did you share your true feelings and concerns? Why or why not?
What did you discuss? What did your parents discuss?
Were you surprise by any of the feelings your parents shared with you? Explain.
Were your feelings/concerns the same as your parents or different? Why?
How would you rate the process of sharing your feelings? Explain why.
Do you plan on continuing this? Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

The Giver
Lesson 3
Chapter 6
Title and Purpose of Activity: After Reading: Inferring with Question Stems
Parent Engagement Strategy: Questioning is a critical skill that all students must be able to
use in their everyday lives. It is important that students can both create and answer critical
thinking questions. Parents will participate in the activity with the student. Parents will create six
questions about the book in addition to the student’s six questions. Parents are encouraged to
discuss their questions. Finally, the parents and student will answer the questions the other has
written.
Rationale for Activity: Students use their background knowledge, prior experiences, and
deductive reasoning abilities to infer meaning and solve problems, but sometimes going beyond
the literal is easier said than done. Inferential thinking involves many different processes that
enhance understanding. Some include making predictions, using context clues, interpreting
language (figurative, idioms, metaphors, and similes), visualizing, cause and effect, purpose,
drawing conclusions, and much more. Often times, students are told to go back to the book and
read between the lines, think harder, or infer. If students are not shown or taught how to “read
between the lines”, how are they supposed to infer any meaning? This is where the use of
teacher/parent modeling comes in, along with the use of graphic organizers. “Using question
stems that move through Bloom’s Taxonomy will take the students from text-explicit
comprehension to test-implicit comprehension and will assist students in gaining a more
meaningful understanding of the material” (Successful Reading Strategies for Content Areas,
2008, p. 86).
8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts.
8.2.6. Identify figurative language in literary texts including personification, simile, metaphor,
and hyperbole.
8.2.7. Make connections between literature and historical period, culture, and society.
demonstrations.
presentations.

Author: Lois Lowry
Materials: Infer Meaning with Question Stems Chart
Questions and Answers Prompts Worksheet
Directions for use: Together parents and students will read Chapters 1-6. After they finish
Chapter 6, parents and students will make sure they identify key concepts throughout the first
six chapters. They will use the question stems to guide their investigation.
The question stems are spurred from Bloom’s Taxonomy. Each set of questions will assess the
students’ levels of cognitive development. The students and parents will each create six
questions. Parents will answer the student’s questions; the student will answer the parents’
questions. Parents are encouraged to discuss their questions and answers with their child and
vice versa.
The following class period, the student will use the questions and answers they created, as well
as the questions their parents created, in a group activity. Students will be placed in groups and
will ask their peers questions. If the group member responds correctly to the question, they earn
a point. The group member with the most points at the end of all the rounds wins.

Infer Meaning with Question Stems
You are encouraged to work together to formulate your questions and your responses.
Student: Create one question from each section. Exchange your questions with your parent
and answer their question.
Parents: Create one question from each section. Exchange your questions with your child and
answer their question.
Knowledge
1. Who?
2. What?
3. When?
4. Where?
5. How?
6. List the facts in order.
Comprehension
1. What is meant by.....?
2. Can you describe.....?
3. What is the difference....?
4. What is the main idea?
5. Why does.....?
6. Explain why....
Application
1. Who would you choose...?
2. What would happen if....?
3. How would you...?
4. Do you know someone like...?
5. Would you do the same thing in the same
situation?
6. If you had to....what would you do?
Analysis
1. What part of the reading is the funniest?
2. What part of the reading is most exciting?
3. What part is the saddest?
4. Which things are facts and which are
opinions?
5. What can you do that is just like what the
person in the story does?
6. List five compound words.
7. What is the purpose of....?
Synthesis
1. Retell one event from an animal's point of
view.
2. How could we/you...?
3. Make up another ending for the story that
still fits the details.
4. Rewrite a sentence from the reading but
change one thing in it.
5. Write a new title for this story.
6. Write a six-line rhyming poem about the
reading.
Evaluation
1. Is the main character in this reading good
or bad? Why?
2. Which is better...? Why?
3. Would you agree that....? Why?
4. What is your opinion of.....?
5. Are they right to do....? Why/why not?
6. Compare two characters in the reading.
Tell which one you think is better and why.
(Successful Strategies for Reading in the Content Areas, 2008)

Infer Meaning with Question Stems Worksheet
Knowledge
Student Question:
Parent Answer:
Parent Question:
Student Answer:
Comprehension
Student Question:
Parent Answer:
Parent Question:
Student Answer:
Application
Student Question:
Parent Answer:
Parent Question:
Student Answer:
Analysis
Student Question:
Parent Answer:
Parent Question:
Student Answer:

Infer Meaning with Question Stems Worksheet
Synthesis
Student Question:
Parent Answer:
Parent Question:
Student Answer:
Evaluation
Student Question:
Parent Answer:
Parent Question:
Student Answer:

The Giver
Lesson 4
Chapter 16
Title and Purpose of Activity: During Reading: Visualization and Connection through
Text/Picture Walking
Parent Engagement Strategy: Parents will be assisting their child in the visualization and
connection process. As the parents and child read selected text on pages 122-123, they will
individually explore the text through picture walking. Discussion of the pictures and/or words will
ensue and help the readers connect new knowledge to the text.
Rationale for Activity: When students are able to tap into their own life experiences, it
motivates them as they read. The text/picture walk enables students to build images of people,
places, interactions, and ideas. They can then use these images along with their life
experiences to “see” what they are reading. Students see how the cues, their experiences, and
their resulting visual representations are all connected (Wilhelm, 2004).
8.2.6. Identify figurative language in literary texts including personification, simile, metaphor, and
hyperbole.
Author: Lois Lowry
Materials: Text/Picture Walk Template
Directions for use: As Chapter 16 is read; the parents and student will pay special attention to
pages 122-123. Individually, they will explore the text through picture walking. As each reader
reads the book, they will sketch the images the book invokes. Parents and students also have
the option to write about the memories or ideas it invokes. Discussion of the pictures and/or
words should follow. Students should express why they choose to illustrate their items and how
it helps them understands the major ideas of the book. A basic example is provided.

Text/Picture Walk Example Inferencing and Connecting
Lois Lowry’s The Giver
Page 78
He rested for a moment,
breathing deeply. “I am so
weighted with them,” he said.
Jonas felt a terrible concern for
the man, suddenly.
“It’s as if...” The man paused,
seeming to search his mind for
the right words of description.
“It’s like going downhill through
deep snow on a sled,” he said,
finally. “At first it’s exhilarating;
the speed; the sharp, clear air;
but then the snow
accumulates, builds up on the
runners, and you slow, you
have to push hard to keep
going, and-”
Student Response
(Text or picture)
I felt that same feeling
when I had to take a
really important test.
This reminds me of the time I
went on a roller-coaster. When
we got to the top, right before
we were about to go down, I
was so scared, but excited at
the same time. By the end, I
was such a mess; all I wanted
to do was to get off!
Parent Response
(Text or picture)
I felt weighted down when I
was pregnant with you.
When we were little
kids, grandpa
made us a
homemade sled.
All three of us
would sled down
the dam. We would go so fast
and wipe out on the bottom.
But one time, the snow was
really thick and sticky at the
bottom and we got stuck. It
was hard to pull the sled out
because of all the snow.

Inference and Connecting Text/Picture Walking
“What is your favorite?”
Jonas asked The Giver.
“You don’t have to give it
away yet,” he added quickly.
“Just tell me about it, so I
can look forward to it,
because I’ll have to receive
it when your job is done.”
The Giver smiled. “Lie
down,” he said. “I’m happy
to give it to you.”
Jonas felt the joy of it as
soon as the memory began.
Sometimes it took a while
for him to get his bearings,
to find his place. But this
time he fit right in and felt
the happiness that pervaded
the memory.
He was in a room filled with
people, and it was warm,
with firelight glowing on a
hearth. He could see
through a window that
outside it was night, and
snowing. There were
colored lights: red and green
and yellow, twinkling from a
tree which was, oddly, inside
the room.
Student Response
(Text or picture)
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_____________________
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Parent Response
(Text or picture)
_____________________
_____________________
_____________________
_____________________
_____________________
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On a table, lighted candles
stood in a polished golden
holder and cast a soft,
flickering glow. He could
smell things cooking, and he
heard soft laughter. A
golden-haired dog lay
sleeping on the floor .On the
floor there were packages
wrapped in brightly colored
paper and tied with
gleaming ribbons. As Jonas
watched, a small child
began to pick up the
packages and pass them
around the room: to other
children, to adults who were
obviously parents, and to an
older, quiet couple, man and
woman, who sat smiling
together on a couch.
While Jonas watched, the
people began one by one to
untie the ribbons on the
packages, to un-wrap the
bright papers, open the
boxes and reveal toys and
clothing and books. There
were cries of delight. They
hugged one another.
Lois Lowry’s The Giver
Pages 122-123
Student Response
(Text or picture)
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_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
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Parent Response
(Text or picture)
_____________________
_____________________
_____________________
_____________________
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_____________________
_____________________
_____________________
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The Giver
Lesson 5
Chapter 20
Title and Purpose of Activity: During Reading: Connections and Reflections
Parent Engagement Strategy: Everyone envisions their own perfect world. In the story, Jonas
is living in a “perfect world;” yet he is not happy. With this connection and reflection strategy, the
parents and student will create a utopian society of their own. Through written statements and
oral discussions, the parents and the student will create a utopian community and sell it in a
personally designed brochure.
Rationale for Activity: Constructing a personal reaction or response is an important step in
both the reading and writing process. As students become more proficient at constructing
personal responses, they also become more proficient at combining new knowledge into their
existing knowledge. Applying what they have read enables students to make their reading
meaningful, gives them purpose when they read and allows them to connect their knowledge to
real-life situations.
8.3.1. Compose informative writing, e.g., research, biographies, autobiographies, news articles,
and interviews.
8.3.3. Produce persuasive writing; e.g., editorials, essays, business letters, and opinions.
8.3.9.Use criteria to evaluate own and others’ writing.
8.3.11. Edit for grammar, mechanics, usage, and spelling.
8.3.12. Incorporate a variety of visual aids in publications.
8.3.13. Use computer technology to present written work.
Author: Lois Lowry
Materials: Student and Parent Utopia Chart
If desired, computer access: Publisher: brochure templates paper and
markers/pencils/crayons

Directions for use: The setting of the story occurs in the future in a utopian community, which
means a community in which everything is perfect or idealistic, a place where the community
leaders “protect people from wrong choices.” A place where there is no pain, no fear, no loss.
Sounds great huh? But as Jonas discovers more and more about the past memories, he
decides to rebel against the restrictions his community puts on freedom of choice, individuality,
and emotion.
You need to come up with your own utopian society. Think a big-picture; don’t just eliminate
homework and green beans (even though that sounds like a pretty good world). Think of global
issues like war, hunger, global warming, and poverty. How would you solve or eliminate these
issues?
Students will list four elements of their utopian society and will comment on their choices.
Parents will create a written response to the student’s choice. Parents will also choose four
elements to create their utopian society and comment on their personal choices, while students
will react to their parents’ choices. Parents and students will discuss their opinions and
formulate an ideal community together.
Finally, parents and the student will create a brochure selling their utopian community. A rubric
is attached for the brochure.

Student’s Ideas for a
Utopian Community
Student Response Parent Response

Parent’s Ideas for a
Utopian Community
Parent Response Student Response

Utopian Community Brochure Rubric
4-Excellent 3-Good 2-Okay 1-Needs Work
Content All elements in
the brochure
would entice
people to move to
your community.
Elements were
highlighted in
utopian charts.
Most elements in
the brochure
would entice
people to move
to your
community.
Elements were
highlighted in
utopian charts.
Some elements
in the brochure
would entice
people to move
to your
community.
Elements weren’t
highlighted in
utopian charts.
No elements in
the brochure
would entice
people to move to
your community.
Elements weren’t
highlighted in
utopian charts.
Writing -
Organization
Each section in
the brochure has
a clear beginning,
middle, and end.
Almost all
sections of the
brochure have a
clear beginning,
middle and end.
Most sections of
the brochure
have a clear
beginning,
middle and end.
Less than half of
the sections of the
brochure have a
clear beginning,
middle and end.
Attractiveness &
Organization
The brochure has
exceptionally
attractive
formatting and
well-organized
information.
The brochure
has attractive
formatting and
well-organized
information.
The brochure
has well-
organized
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Graphics/
Pictures
Graphics go well
with the text and
there is a good
mix of text and
graphics.
Graphics go well
with the text, but
there are so
many that they
distract from the
text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "text-
heavy".
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
Spelling &
Proofreading
No spelling
errors.
No more than 1-
3 spelling errors.
No more than 3-
5 spelling errors.
Several spelling
errors occur in the
brochure.
Capitalization &
Punctuation
Capitalization and
punctuation are
correct
throughout the
brochure.
Capitalization
and punctuation
are correct
throughout the
brochure most of
the time.
There are 1-2
capitalization
and/or
punctuation
errors in the
brochure.
There are several
capitalization or
punctuation errors
in the brochure.

The Giver
Lesson 6
Chapter 1-22
Title and Purpose of Activity: After Reading: Visualization with Radio Talk Shows
Parent Engagement Strategy: The Visualization Talk Show strategy enables students to not
only think independently, but also collaborate with others to develop ideas about the book and
then share those ideas with the a group. With this strategy, the parents and student will create a
radio talk show together. Parents can assist their student with the creation of the script or they
can choose to let the students create it on their own. Parents will participate in the activity by
being the voice of a radio host or a character in the book. Parents will focus on assisting the
students in conveying a concept, conflict, theme or idea of the story. After the script is created,
parents will record their voices online and the students will present their radio shows to the
class.
Rationale for Activity: Radio talk shows enable students to summarize what they have
learned. It allows them to highlight the main ideas of the text in an interactive way. Radio talk
shows help the students key in on characters, settings, conflict, concepts and facts, and enable
them to demonstrate their knowledge of specific concepts.
8.2.4. Read for a variety of purposes to develop lifetime reading skills and habits, e.g., for
personal recreation, to model forms of writing.
8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts.
and interviews.
8.3.5. Use language and format appropriate for intended audience and purpose.
8.3.6. Use prewriting product to create a first draft emphasizing details and referencing sources.
8.4.1. Speak with a purpose using delivery techniques appropriate for different audiences to
inform, demonstrate, entertain, or persuade.

8.4.2. Use supporting materials for topic development; e.g., research, personal experience,
literature, and interview.
8.4.3. Speak for different purposes; e.g., group discussions, research presentations, and
demonstrations.
presentations.
8.5.3. Construct media messages; e.g., editorials, news articles, commentaries, web sites,
commercials, and advertisements.
Author: Lois Lowry
Materials: Storyboard template
Radio talk show rubric
Computer
Internet access: http://audacity.sourceforge.net/
Email access or zip drive
Directions for use: The parents and child will complete the following RAFT.
Role- Radio Host and Characters from The Giver
Audience- Sameness or Elsewhere Community Members
Format- Radio Talk Show
Task- Your task is to create a 3-5 minute radio segment about a major concept of The Giver.
You may use any concept in Chapters 1-22. This task is very open-ended. Students and
parents will complete the storyboards needed for the radio script. Parents can assist their
student with the creation of the script or they can choose to let the students create it on their
own. But the parents will participate in the activity by being the voice of a radio host or a
character in the book.
The focus should be on conveying a concept, conflict, theme, or idea of the story. For example,
the student could assume the role of Jonas while the parents play the role of Asher. They could
be interviewed about their experiences at the Ceremony of Twelve.
Or, the student could assume the role of The Giver while the parents play the role of Jonas.
They could relive their experience of seeing colors. The possibilities are endless. As long as the
show conveys important information and details from the text (like conflict, setting, characters,
etc), the goal of the RAFT will be met. See the rubric for further details.
After the script is created, parents and students will record their voices online, save it to their zip
drive and/or email the voice clips to their school email account. A tutorial for the Audacity voice
recording is attached. The students will work on and complete their radio show in class and will
present their radio shows to their peers.

The Giver Radio Talk Show Storyboard Templates
Character:
Introduction to the Show:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:

The Giver Radio Talk Show Storyboard Templates
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Script:
Tone:
Character:
Conclusion to the Show:
Tone:

The Giver Radio Talk Show Rubric
4-Home Run 3-Triple 2-Double 1-Single
Concept Team member
has a clear
picture of what
they are trying to
achieve.
Team member
has a fairly clear
picture of what
they are trying to
achieve.
Team member
has brainstormed
their concept, but
no clear focus
has emerged.
Team member
has spent little
effort on
brainstorming
and refining a
concept.
Storyboard Storyboard is
complete for
each scene.
Storyboard
reflects
outstanding
planning and
organization.
Storyboard is
relatively
complete.
Storyboard
reflects effective
planning and
organization.
Storyboard has
gaps in planning.
Storyboard
reflects attempts
at planning and
organization.
Storyboard is not
done or is so
incomplete that it
could not be
used even as a
general guide.
Storyboard
reflects very little
planning.
Product The show
sounds
professional. All
requested parts
or information is
added.
The show has
too many or not
enough sound
effects.
The show is
lacking parts or
is not clear what
the show is
about.
The show is
confusing. The
listener is not
clear as to the
purpose.
Voice Voices of the
actors were
always audible
and clear to
audience. Actors'
voices showed a
lot of expression
and emotion and
not simply read.
Voices of actors
were usually
audible and clear
to audience.
Actors' voices
showed some
expression and
emotion and for
the most part
weren’t just read.
Voices of actors
were sometimes
audible and clear
to audience.
Actors' voices
showed a little
expression and
emotion. Actor
read the script at
times.
Voices of actors
were rarely
audible or clear
to audience.
Actors' voices
were monotone
and not
expressive.
The actor simply
read the script.
Storytelling All important
parts of story
were included
and were
accurate.
Almost all
important parts
of story were
included and
were accurate.
Quite a few
important parts
of story were
included and
were accurate.
Much of the story
was left out, told
by a narrator, or
was
unacceptable.

Audacity Tutorial
Audacity is a free online tool that enables students to record their voice and edit sounds on any
computer platform: Mac OS X, Microsoft Windows, GNU/Linux, and any other operating system.
To download Audacity, go to http://audacity.sourceforge.net/download/
The following screen will show up. Select the operating system that is compatible to your
computer. Follow the simple steps and the Audacity program will download to the desktop.
Next, open up the download and select the Audacity icon (headphones).
The following screen will appear:

Next, simply click the red record button to record the first storyboard. Remember, the goal is to
sound natural and as if you have rehearsed. Don’t expect to record the perfect one on the first
try. Experiment a bit in order to get the best recording possible. You are not able to record
multiple voice threads. If you are not satisfied with the recording, delete the clip and try again.
After you have recorded the perfect voice thread, click on FILE: EXPORT AS MP3. Title it as
Your Character’s Name and the Storyboard number (i.e. JONAS #1, ASHER #2).
After you have completed all your recordings, save them to your zip drive or email them to your
school account. We will use these voice threads in class to finish composing your radio show.

The Giver
Lesson 7
End of the Book
Title and Purpose of Activity: After Reading: Synthesizing Response Writing
Parent Engagement Strategy: Parents can assist their child in the synthesizing process by
questioning them about their prior knowledge and the book they have read. This discussion will
aid the student as they create an additional chapter to the story. Parents can create an
additional chapter if they choose. This would enable the parents and the student to compare
and contrast their endings to the story.
Rationale for Activity: Synthesizing information is a difficult process, but one that enables
students to look closely “at relationships among sources and then draw conclusions about those
relationships” (Successful Strategies for Reading in the Content Areas, 2008, p. 237). The
process requires students to connect their prior knowledge, evaluate the new information or
text, and then draw conclusions.
and interviews.
demonstrations.
presentations.
Author: Lois Lowry
Materials: paper and pencil
Directions for use: Many readers dislike the ending of The Giver. They find themselves mad at
Lois Lowry because she doesn’t specifically explain the fate of Jonas and Gabe. Readers are
left wondering if Jonas and Gabe make it to elsewhere, if it was all a dream, or if they die along
the way.
The outlined task is to create an additional chapter. Parents can assist their child in writing the
chapter (play devil’s advocate) or they could write their own and compare and contrast. The
parents and student should consider the following questions as they prepare to write an
additional chapter to the story.

• In the last chapter, Jonas and Gabriel were cold and tired. Gabriel was getting weaker. What
enabled Jonas find the strength to go on?
• Jonas “was aware with certainty and joy that below, ahead, they were waiting for him; and that
they were waiting, too, for the baby.” Interpret what that means.
• Jonas learns that just as there is no pain without memory and if there is no pain, there is also
no true happiness. What does that mean? Does he achieve true happiness ever?
• The ending isn’t clear. Is Jonas is remembering his Christmas memory when he says “he
heard people singing”. Behind him, across vast distances of space and time, from the place
he had left, he thought he heard music too. But perhaps it was only an “echo” is he and
Gabriel freezing to death, falling into a dreamlike coma in the snow?
• Do he and Gabriel reach elsewhere? Explain your theory.
There is no word, paragraph, or page limit to the additional chapter; however, it needs to answer
the question of the future/fate of Gabe and Jonas. Be descriptive in the writing; show, don’t tell
the remainder of the story.

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