An integrated unit for the Newbery Award-Winning novel The Giver, written by Lois Lowry, this e-book is designed to bring out the creativity of students. Meggin McIntosh, Ph.D., uses a teaching/learning model for thinking and feeling designed by Frank E. Williams.
Pumpernickel Publishing, LLC
Emphasis on Excellence
After an of introduction of Williams' Teaching/Learning Model for Thinking and Feeling, this 70 page resource provides more than 45 suggested activities which facilitate a student's ability to think. The Giver is a title that provokes thinking and is an excellent choice for a literature rich classroom environment. Here is an example of a learning activity designed for the beginning of the unit:
As you read The Giver, you will notice that there is much discussion about using the right word. In fact, childern are punished and must apologize when they don't use the right word. It is paradoxical that sometimes the right word is the wrong word. Has there ever been a time when you decided NOT to use the "right" word because it would have been wrong? Think about it. Write about it.
(c) 2008 by Meggin McIntosh, Ph.D., "The Ph.D. of Productivity"(tm). Through her company, Emphasis on Excellence, Inc., Meggin McIntosh changes what people know, feel, dream, and do. Sound interesting? It is!
Included in the introduction of this unit is an explanation of the thinking behind the kinds of learning activities created for the students. The following is a segment of the introduction:
This integrated unit is based on my favorite teaching/learning model: Frank E. Williams' Model: Teaching Strategies for Thinking and Feeling. He developed this model nearly forty years ago and I learned about it over twenty years ago when I was teaching at a high school for gifted students in Dallas, Texas (the Talented and Gifted Magnet High School). This model has influenced my planning and teaching ever since. I offer, below, a brief inroduction to this model.
The purpose of using Williams' Model is to develop ways to enhance the cognitive and affective processes involved in creativity and productivity in all children. Williams says that the purpose of using his model is "not to make more children creative, but to release and recognize more creativity in all children" (1970, p. 108). Williams recommends asking the following questions when you are either categorizing existing learning experiences or generating new ones:
1. What is it you want children to do? [learning experience]
2. Where does this activity (learning experience) lead each child? [pupil behaviors]
3. What do you do to cause such behaviors? [teacher strategies or behaviors]
4. Within what subject should this learning occur? What kind of data is needed? Where does the activity fit into the curriculum?
An Integrated Language Arts Unit for the Giver, copyright 2007