Technology Integration Unit 1

The Importance of Memory: A technology enhanced lesson plan of The Giver

Rationale
This unit plan is used to expose 8
th
grade students to the genre of memoirs while
reading the young adult novel, The Giver.
The Giver addresses multiple topics for students to discuss, including individualism,
growing up, and memory. At this point, the students have read through Chapter ten and
will use chapter ten and eleven as models for their own writing in this unit with a focus on
the theme of memory.
Having students read a variety of genres will make them more aware of the
expectations that genres place on readers, and it will help them to write for a variety of
purposes and audiences. The unit will have an emphasis on descriptive writing using
figurative language.
In addition, this unit addresses 21
st
century literacies by exposing students to a
variety of technological tools and methods. These tools will interest the students in the unit
activities and will be helpful to use throughout their lives

Standards
a. Common Core Standards
i. CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to
the characters, setting, and plot; provide an objective summary of the
text.
ii. CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
iii. CCSS.ELA-LITERACY.W.8.3.D
Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and
events.
b. ISTE
i. Create original works as a means of personal or group expression
ii. Students apply digital tools to gather, evaluate, and use information.
iii. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
c. NCTE
i. Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond
to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
Technology Integration Unit 2

ii. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
iii. Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques,
figurative language, and genre to create, critique, and discuss print
and non-print texts.
iv. Students conduct research on issues and interests by generating ideas
and questions, and by posing problems. They gather, evaluate, and
synthesize data from a variety of sources (e.g., print and non-print
texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.

Objectives
Students will be able to write descriptive memoirs using technology
Students will be able to distinguish differences between genres, specifically
memoirs, biographies, and autobiographies.
Students will be able to use technology to research a variety of topics.

Procedures on pages 3-7

Technology Integration Unit 3

Day One:
Time Students will Teacher will
5-10 minutes:
Anticipatory
Set
Write on their blogs, using the excerpt
from The Giver as a prompt, for 5
minutes about a parent, grandparent,
aunt, uncle, etc., and how they
impacted their lives or what they are
most remembered for doing; Share
their writings with the class.
Take attendance; monitor student
progress; facilitate sharing of blog
stories.
10-15
minutes:
Group
discussion
Discuss the following question in their
groups:
How does understanding the
past contribute to the
development of the future?
Consider the novel in your
discussion.
The group leader for the week will
share the groups thoughts with the
class.
Monitor student discussion; write
the classs thoughts on the
overhead/projector.
15-20
minutes:
Today in
History
Research Today in History using the
American Memory website. Fill in the
American Memory Handout
Explain activity, Pass out
American Memory Handout;
monitor student progress
5-10 minutes:
Closure
Share some personal special dates;
discuss how the Today in History
may be flawed
Facilitate discussion, addressing
how Today in History only
discusses one event from one
perspective (what about other
events or other countries?);
Emphasize importance of history
on the present/future.
Materials/Attachments:
Classroom Laptops
Overhead/Projector
Giver Excerpt

Classroom blogs: http://edublogs.org/
American Memory Handout
American Memory Website
Homework:
Research events that may have occurred in in other countries on the same day.
--Students must include references, one photo, and a description in their own words
of the event. They will blog it on the classroom blog.
Begin reading Ch. 11 of The Giver
Informal Assessment:
Students will demonstrate understanding of importance of history in world and in their
personal lives through their participation in discussion, brief research, blog post, and
worksheet.


Technology Integration Unit 4


Day Two: Memoirs
Time Students will Teacher will
10-15 minutes: Anticipatory
Set; Autobiographies,
Biographies, and Memoirs
Research and Venn Diagram
the differences between
autobiographies,
biographies and memoirs;
email the assignment to the
teacher; Discuss the
differences as a class
Provide instructions for
students to complete Venn
Diagram; take attendance;
facilitate discussion and
explain clearly the
differences between the
three genres
10-15 minutes: Example of a
Memoir
Read through the excerpts of
Anne Franks diary; compile
a list of characteristics that
make the diary entries
memoirs with group
members
As class, describe memoirs.
Explain activity; monitor
student work; facilitate
discussion; write the
compiled list on an
overhead/projector
20-30 minutes:
Brainstorming and Drafting
Brainstorm a list of events in
their lives (at least 10) that
are important to
them/history. Write a
paragraph describing one of
the events on the blog
Explain brainstorming
activity to students,
emphasizing students to
think about why the event is
important; have students
write the paragraph on the
blog site. Monitor student
progress.
5-10 Closure: Share their stories with
class.
Facilitate sharing; ask
students why the event is
important.
Materials:
Class set of laptops
Overhead/Projector
Classroom blog
Venn Diagram interactive
Anne Frank Website and Diary excerpts
Homework:
Collect pictures or documents that coincide with the ten events on the students lists
(electronicallyask students to upload them to drop box or to a flash drive for
class).
Finish reading Chapter 11 of The Giver
Informal Assessment: Venn Diagram graded for completion to show understanding of the
genres; participation in description of the genre to show understanding of the
characteristics; participation/completion of personal list to show understanding of how to
use the genre


Technology Integration Unit 5

Day Three: Descriptive Writing
Time Students will Teacher will
5-10 minutes:
Anticipatory Set
Write a description of your favorite
place on your blog; share descriptions
Take attendance; monitor
student work; facilitate sharing
15-20 minutes:
Examining
descriptive
writing
Re-examine chapter 11 in groups, and
discuss the descriptions of the sled
ride and the sun burn. How does it
use imagery (smell, sounds, tastes,
sight, touch) to create an image. Then,
choosing an experience from this list,
write a descriptive paragraph using
imagery. Share descriptions.
Explain activity; monitor group
discussion; facilitate class
sharing.
10 minutes:
Editing
Revise their blog post from Day 2 of
one of their life events to make it
more descriptive
Monitor student work, guide
them in their use of imagery
10 minutes: Peer
Reviewing
Comment on classmates blog post to
give critiques and compliments about
student writing
Monitor student work; remind
students to make dollar
comments which provide
helpful critiques and reasoned
compliments.
5-10 minutes:
Closure
Discuss how imagery is important to
memoirs.
Facilitate discussion about
descriptive memoirs. (Make
sure to emphasize audience
the readers may not know
what is happening or why the
event is important without
adequate detail.)
Materials:
Classroom set of laptops
Classroom blog
Inspirational life experiences: http://100picsquizanswers.com/experiences-level-1-
20/
Homework:
Begin writing descriptions for life events chosen on Day 2have at least 7 finished
before class. [This is a good time to interview people who witnessed the event for
more details, reexamine pictures and documents of the event, and work with
classmates online for helpful feedback as you are working.]
Assessment:
Students will demonstrate understanding of imagery through their participation in
group discussion, contribution to the description of general life experience, and
through their work on their own life experience.


Technology Integration Unit 6

Day Four: Timeline
Time Students will Teacher will
5-10 minutes: Anticipatory
Set
Explore www.dipity.com
timelines. Find and share
one timeline on their blogs
(excluding internet memes).
Discuss the use of timelines
to explain events.
Take attendance, monitor
student progress; facilitate
discussion, leading into
explanation of assignment
for the day.
25 minutes: Creating
Timelines
Post pictures and
descriptions of life events on
dipity timeline
Monitor student progress
10-15 minutes: Sharing
Timelines
Share their timelines with
their classmates (in class
and on blog).
Facilitate classroom sharing
5-10 minutes: Closure Reflect in an informal letter
to teacher about what their
opinions on memoirs and
the projectthe things they
liked, didnt like, would
change, etc.
Collect student writing and
respond to the informal
letters.
Materials:
Classroom Set of computers
Dipity Timelines
Classroom blog
Homework:
Comment on 3 classmates timelines.
Continue reading The Giver
Assessment:
Students will demonstrate understanding of memoirs through the use of creating a
timeline that showcases important events in their lives, completing descriptions of
those events, and reflecting on the assignment.


Technology Integration Unit 7

Day Five: The Future
Time Students will Teacher will
5-10 minutes: Anticipatory
Set
Write about one
hope/dream they have for
their future on their blog
Take attendance; monitor
student progress
15 minutes: The difference
of one man
Using InstaGrok, Research
extraordinary figures in
history- one for each person
in a group. Share and discuss
findings with group
members. Class discussion of
the difference of one person
on history.
Provide list of extraordinary
figures in history: Johann
Gutenburg, George Orwell,
William Tyndale, Samuel
Johnson, and Ernest
Hemingway.
Monitor student work;
facilitate class discussion.
5-7 minutes: The difference
of an individual
As a group, brainstorm ways
that ordinary individuals
make a difference in society.
Share ideas with class to
create one list.
Monitor student work,
compile a list of the different
ideas students come up with.
15 minutes: The difference
of a student
Discuss ways that students
can make a differencein
the school, community, and
world. The group will
present one overarching
plan that they would want to
see happen in the school or
community to the class.
Monitor student work;
facilitate student sharing.
5 minutes: Closure Revisit the weeks opening
question, How does
understanding the past
contribute to the
development of the future?
Revisit the opening question
about why the past matters
for the future.
Materials:
Class set of laptops
Classroom Blog
Homework:
Continue reading The Giver
Assessment:
Students will demonstrate understanding of the importance of memoirs through
their research of remarkable people, their group discussion of ordinary people, and
their reflection on how their lives contribute to the future.


Technology Integration Unit 8

Overall Assessment
Students are graded for their ability to create a timeline of a minimum of 10 events
in their lives that could be used to create a memoir. Grading for this is based on the
students abilities to describe the events.

Accommodations
Gifted and Talented students are dispersed within the groups to provide help and
structure to the classroom. They may also be asked to use figurative language to
enhance their use of imagery in their writing (similes, metaphors, hyperboles).
Students with visual disabilities are given preferential seating near the board to see
anything written on overhead as a class. Computer screens can be amplified for easy
reading.
Students with physical disabilities are given preferential seating near the door for
easy maneuverability, and can participate fully in this unit plan.
Students with hearing disabilities may participate fully in writing exercises; all
instructions will be given in writing as well as aloud; they may be asked to provide
written thoughts on discussion topics to demonstrate understanding.
ELL students are able to work with partners and group for many of the activities
and can enhance their timeline writing with pictures/documents/drawings to
further understanding of their memoir events.
Retread students may be asked to show other students uses of the technology that
they are familiar with.

References
Gaines, L. (2014). Memories matter: The giver and descriptive writing memoirs. National
Council for Teacher of English. Retrieved from
http://www.readwritethink.org/classroom-resources/lesson-plans/memories-
matter-giver-descriptive-13.html?tab=1#tabs
Lowry, L. (1993). The giver. Boston: Houghton Mifflin.