Culminating Project for a Unit on the Novel The Giver

Course(s)/Subject(s):English 8

Grade Level(s): 8

Key Words: English, technology, slide show, novel The Giver, themes

Developer(s) Name: Lori Farnsworth

School: Jackson MS

Approximate Time Frame: Three 90 minute periods

Materials/Equipment Needed: Computer Lab, Macs with Internet Access and ClarisWorks, copies of the novel The Giver

Description of Lesson (includes context): This is the culminating project for a unit on the novel The Giver. Students, in groups of four, will trace the development of one of two themes from the novel--alienation or Utopia--in a series of group slide show presentations. Each group willview the development of the theme from the point of view of Jonas, the main character.

LESSON OUTLINE

  1. What is the objective of this lesson?

FCPS POS Standards: Standard 4, Standard 5
FCPS POS Benchmarks: 8.4-3, 8.4-4, 8.5-1
FCPS POS Indicators: 8.4-3 Bullets 1-2, 8-4-4 Bullets 1-3, 8.5-1 Bullets 4-5

VA SOL(s) (including Computer/Technology):SOL E8.4 Bullets 1-4, SOL C/T8.1 Bullet 4, C/T8.4 Bullets 1 and 4

Other:

EVIDENCE

  1. What will we examine as evidence of students' knowledge and/or skill?

Product(s): A series of as many as four ClarisWorks slide shows that explore the development of a theme from the beginning to the end of the novel.

Performance(s): Each student will be responsible to find evidence of the theme in a given section of the novel (beginning, middle or end). Each student will be expected to draw conclusions about the impact of the theme on Jonas, the main character.

DIRECTIONS

  1. What exactly will the students and teacher do during the lesson?

Page 1 of 2

Directions to students for proceeding with the lesson:

  1. In Literature Circle groups, create a series of slide shows with a minimum of six slides
    apiece that trace a given theme in The Giver.
  2. Each group needs to choose one of two themes and analyze it from the perspective of
    the protagonist. Each student in the group focuses on a different part of the novel. Each
    group is responsible for tracing the development of this theme from the beginning to the
    end of the novel.
  3. In the introductory slide, each student must state the name of the book; author; the
    purpose of the slide show (Theme Exploration) and how it fits into the whole i.e., Part
    1 of 4; and his or her name. The student must also list the names of group members.
  4. In the second slide, each student must state the theme and the perspective the group will
    be viewing it from (Jonas's perspective). The student must include an image that
    symbolizes or represents this theme. (Images must be the same throughout the group.)
  5. In the third slide, the student must explain how the theme makes itself known in this
    particular part of the novel.
  6. In slides four and five, students must display an image from the novel that illustrates
    the surfacing of the theme. They can draw this image using drawing tools or import an
    image from the Internet. They must include the page number from the novel and write
    a caption describing the picture.
  7. In the last slide, the student needs to draw conclusions about the impact of this theme
    on Jonas, the main character, at this point in the novel.

Directions to teacher/administrator using the lesson?

  1. Have the students map out the progression of their slide shows using graphic
    organizers. They will bring this plan to the computer lab.
  2. Students need to be informed of the importance of including the source for imported
    images. They also need to be instructed on how to do this.

APPROPRIATE ACCOMMODATIONS/MODIFICATIONS

  1. What options in presentation(s) and/or response(s) are suggested in order to provide the opportunity for all students to demonstrate achievement of the benchmark(s) and indicator(s)?

Students who are challenged by this activity can be paired with another student on this
project. The development of theme can be analyzed in parts of four, three or two.

Page 2 of 2