Formative close reading plan
For The Giver by Lois Lowry
6th grade
Standards: RL.6.2, RL.6.3, RL.6.4, RL.6.6
Created by Annie Slease, 2014 Delaware Dream Team teacher
Directions for teachers: How to use this document
The text-dependent questions below should be administered as a formative checkpoint to students after they have read the Chapter 9 of The Giver by Lois Lowry.
In addition to collecting written responses (in a reading journal or on a separate piece of paper), student work could also be recorded as the product of observation
or interview.
Use the response guide to evaluate each response and determine if student “Exceeds”, “Meets” “Approaches” or “Struggles” with the given question.
Use the corresponding close reading follow-up mini-lessons to provide targeted and close-reading based intervention to students in the “Approaches” and
“Struggles” group.
Text and author
Where to access the
text:
Grade-level:
Target Common Core
State Standards:
Text and standard details
The Giver by Lois Lowry
This text can be found at your local or school library.
6th grade
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change
as the plot moves toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze
the impact of a specific word choice on meaning and tone.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Formative close reading plan for The Giver, Chapter 9
1
Formative text-dependent questions
1. In Chapter 9, what is Jonas thinking and how does the point of view allow the reader to know and understand what Jonas is thinking?
2. How is Jonas feeling about his future as the Receiver? Cite evidence from the text to support your answer.
3. Lowry has characters “hesitate” in this chapter. How does this affect the reader? Cite evidence from the text to support your answer.
4. The author uses flashbacks to reveal more about Jonas's feelings for his future. Cite two examples from the text that reveal Jonas's feelings through the
use of flashbacks.
Formative close reading plan for The Giver, Chapter 9
2
Question #1
Standard(s)
covered:
Formative text-dependent question 1
In Chapter 9, what is Jonas thinking and how does the point of view allow the reader to know and understand what Jonas is thinking?
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Response Guide
Meets
Exceeds
Example student response
Jonas is feeling uneasy and alone. His friends are all hesitating while talking
to him. Even his sister Lily was just staring at him. The author allows the
reader to know and understand by having Jonas question all the rules that he
was given. Also, he has flashbacks of his childhood and compared it to these
new rules.
Jonas is thinking about the rules that he was assigned for being a Receiver.
He was startled by being able to be rude, to ask people awkward questions,
and to lie. He is nervous about being the new Receiver. The author allows the
reader to know and understand what Jonas was thinking by telling us how
Jonas feels in the text.
Indicators






Response will exhibit thorough understanding of both questions
by accurately and completely answering both.
Jonas's feelings of separation and uneasiness will be shared
and/or Jonas's nervous/anxious feelings will be shared. Text
evidence may be cited to support the answer.
The author's strategies of using flashbacks and showing Jonas's
thoughts will be shared.
Both questions will be addressed in response.
Jonas's anxious/nervous feelings will be shared. Response may
also include a feeling of separation.
The response will mention that the author uses Jonas's
thoughts/feelings for reader to understand what Jonas is thinking.
Intervention
Approaches

Jonas is thinking that everyone around him is shocked about the fact that he
is new Receiver. This is because there was a new Receiver before him. But
she was not to be named because something wrong happened. The author
shows what Jonas is thinking by telling his emotions.
Formative close reading plan for The Giver, Chapter 9


Response will attempt to answer both
questions or will thoroughly answer only one
part.
The response will include a feeling Jonas has
or will include what the author does.
The response may explain irrelevant
information attempting to support answer.
See Close
reading followup lesson #1
3
Struggles

Jonas is thinking what happened to the last new Receiver. ”What happened
to her?”


Formative close reading plan for The Giver, Chapter 9
The response will not answer both parts of the
question or will not accurately answer either
part.
The response will not exhibit understanding of
the author's decision to share Jonas's
feelings.
The response may not explain how Jonas is
feeling accurately or completely.
4
Question #2
Formative text-dependent question 2
How is Jonas feeling about his future as the Receiver? Cite evidence from the text to support your answer.
Meets
Exceeds
Standard(s)
covered:
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
Response Guide
Example student response
Indicators
 The response will include several accurate emotions Jonas
Jonas is feeling many different emotions about becoming the Receiver. He
experiences in chapter 9.
already feels separate even though his training hasn't started yet. Jonas is
also worried about not being able to spend time with his friend Asher. He is
 The response will elaborate on these emotions using text
stunned about the rules he has been given because it seems unthinkable to
evidence from chapter 9.
be rude, to apply for release, or to lie. He is also nervous that he may let
 The response will exhibit a thorough understanding of the
down the community by being a failure like the last Receiver.
feelings Jonas has in chapter 9.
 The response will express a combination of different emotions
Jonas is stunned, frightened and worried about becoming a Receiver. He is
that Jonas is feeling.
stunned because he wonders what will happen to his friendships now that he
won't be able to be with his friends after school. He is frightened because he
 The response will include at least two different examples of
isn't sure what physical pain is yet but he knows he will feel it. Also, now that
Jonas's feelings from chapter 9.
he knows that he may lie, he's not sure who is telling the truth to him and this
 The response will exhibit a good understanding of the feelings
makes him worried and frightened.
Jonas experiences in chapter 9.
Intervention
Approaches


Jonas already feels the apartness after the chief elder said he would do his
training alone. He cannot go with his friends or speak of his job.
Formative close reading plan for The Giver, Chapter 9


The response will include only one feeling
Jonas has during chapter 9.
The response will cite vague evidence from
the text to support this feeling.
The response may not mention this feeling is
related to Jonas becoming the Receiver.
The response will not exhibit an
understanding of the feelings Jonas
experiences in chapter 9.
See Close
reading followup lesson #2
5
Struggles


He feels nervous and weird.
Formative close reading plan for The Giver, Chapter 9

The response will include an attempt to
identify feelings Jonas has in the chapter but
they may be incorrect or vague.
The response will not be supported by text
evidence from chapter 9.
The response will not exhibit an
understanding of the feelings Jonas
experiences in chapter 9.
6
Question #1
Formative text-dependent question 3
Lowry has characters “hesitate” in this chapter. How does this affect the reader? Cite evidence from the text to support your answer.
Meets
Exceeds
Standard(s)
covered:
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.
Response Guide
Example student response
Indicators
 The response identifies that the reader is allowed to feel what
The hesitation lets readers understand how Jonas is feeling. Asher hesitates
Jonas is feeling through the hesitations of the characters.
around Jonas when he says goodbye and so do Jonas's parents when he
asks questions. These hesitations affect the reader because they can see
 The response includes accurate feelings of Jonas or the
exactly why Jonas is feeling separate and different from everyone else in the
characters who hesitate.
community.
 The response cites solid text evidence for support.
The word "hesitate" affects the reader by showing that people think of Jonas
as different now that he is the Receiver. Asher hesitates when saying goodbye.
Even Jonas's parents hesitate at his questions. They think Jonas is different
now. They may even be afraid of him. The reader feels worried and scared
because people are acting different to Jonas now. They are hesitating around
him.



The response identifies that the reader is affected by the
hesitations of the characters.
The response includes accurate feelings of Jonas or the
characters who hesitate.
The response cites solid text evidence for support.
Intervention
Approaches


This affects the reader because it makes us think and come up with reasons
why the author uses hesitate.
Formative close reading plan for The Giver, Chapter 9

The response attempts to explain how readers
are affected by the characters' hesitations.
The response may not include text evidence
for support.
The response does not exhibit an adequate
understanding of how the hesitations affect
the reader.
See Close
reading followup lesson #3
7
Struggles


The reader is affected by what people reactions are.
Formative close reading plan for The Giver, Chapter 9

The response does not clearly attempt to
explain how the readers are affected by the
characters' hesitations.
The response does not include text evidence
for support.
The response does not exhibit an adequate
understanding of how the hesitations affect
the reader.
8
Question #1
Exceeds
Standard(s)
covered:
Formative text-dependent question 4
The author uses flashbacks to reveal more about Jonas's feelings for his future. Cite two examples from the text that reveal Jonas's feelings
through the use of flashbacks.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
Response Guide
Example student response
Indicators
Jonas's feelings were shaped by his past experiences. Jonas is afraid of
physical pain because he had slammed his finger in a door once. He realizes
 The response identifies two feelings Jonas has about his future.
that he cannot apply for medication related to his training but the chief elder
 The response exhibits a complete understanding of the way
has already told him he will experience physical pain. Through a flashback,
flashbacks reveal Jonas's feelings in chapter 9.
we learn of Jonas's experience with the door. Jonas is also frightened about

The response includes two accurate examples of specific text
the fact that he may now lie according to his rules. The flashback of him
evidence for support.
accidentally lying at the age of four revealed what he has learned about lying
and how he has never even been tempted to intentionally lie before. Now
according to his rules he may lie.
Meets

Jonas has a flashback of when he slammed his finger in a door. This reminds
him what physical pain feels like and makes him scared for the future. Jonas
has another flashback about lying when he was four. This makes him feel
upset that he can now lie.


The response identifies two feelings Jonas has related to the two
flashbacks from chapter 9.
The response uses two accurate text evidence examples to
support the answer.
The response exhibits a good understanding of Jonas's feelings
revealed through flashbacks in chapter 9.
Intervention
Approaches

Jonas feels stunned that he is allowed to lie. Jonas was trained not to lie from
when he was little, and when he said he was starving he got in trouble.
Formative close reading plan for The Giver, Chapter 9


The response identifies one example of a
flashback that reveals Jonas's feelings for the
future.
The response may include text evidence for
support.
The response does not exhibit a complete
understanding of Jonas's feelings revealed
through flashbacks in chapter 9.
See Close
reading followup lesson #4
9
Struggles


Jonas revealed his feelings by flashbacks because he doesn't follow the rules
like he used to.
Formative close reading plan for The Giver, Chapter 9

The response does not identify any flashbacks
that reveal Jonas's feelings for the future or
the attempt is incorrect.
The response does not include text evidence
or the text evidence does not support an
accurate answer.
The response does not exhibit understanding
of Jonas's feelings revealed through
flashbacks in chapter 9.
10
Close Reading Follow-Up Lessons The Giver, Chapter 9
Text Title:
The Giver (Chapter 9) by Lois Lowry
Delaware Dream Team
teacher:
Gradelevel:
6th grade
Coach:
Anne Slease
Alysia Lutz
Standards covered:
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Vocabulary
Tier Two Words
Tier Three Words
(General academic vocabulary)
(Domain-specific words)
“Words that are far more likely to appear in written texts than in speech. [They]
“[Tier Three words]…are specific to a domain or field of study (lava, carburetor,
often represent subtle or precise ways to say relatively simple things—saunter
legislature, circumference, aorta) and key to understanding a new concept
instead of walk, for example.” (CCSS ELA Appendix A)
within a text.” (CCSS ELA Appendix A)
 hesitation
 sequence
 steeled
 point of view
 plot
Formative close reading plan for The Giver, Chapter 9
11
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Lesson 1
In Chapter 9, what is Jonas thinking and how does the point of view allow the reader to know and understand what Jonas is thinking?
Jonas is thinking about the rules that he was assigned for being a Receiver. He was startled by being able to be rude, to ask people
awkward questions, and to lie. He is nervous about being the new receiver. The author allows the reader to know and understand what
Jonas was thinking by telling us how Jonas feels in the text.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
In this lesson, you will learn how an author reveals a character's thoughts by creating a timeline of the main events in the text and
identifying parts in the text where a character reacts to these events.
Students must know the concepts of plot and point of view.
Close Reading Follow-Up Plan
Steps
1. Create a list of
events from this
chapter in sequence
and notice the key
parts of the text by
using a timeline.
2. Ask yourself “How
does the character
react to these key
events?”
3. How does the
author show the
character's reaction?
Model Thinking











Let's make a timeline of events that happen in this chapter.
As we make it, let's look for key events.
I'm going to jot down the first event in the timeline: Asher shows an uncertainty towards Jonas. Next, Jonas's parents hesitate
when discussing his assignment, and finally Jonas reviews his rules and becomes upset about some of them.
Let's notice when the author shows Jonas's reactions to Asher and his parents, like when they "hesitate" around Jonas.
First, I'm going to ask myself, "What reactions does Jonas have?"
Here are his reactions: he feels apart from the rest of the community now, he recognizes hesitation from Asher and his parents,
he becomes upset about some of the rules, especially the one about lying.
Next, I'll ask myself, "What is he thinking?"
Here is what he's thinking: Jonas is stunned as he thinks about how he'll lose his friendships, he is startled by being able to be
rude and ask any questions, and he is frightened about the fact that he may lie, as this means others may also be lying to him.
Let's write down the thoughts Jonas is having in chapter 9.
Then let's write down what the author did to show Jonas's thoughts.
Jonas is thinking about the rules that he was assigned for being a Receiver. He was startled by being able to be rude, to ask
people awkward questions, and to lie. He is nervous about being the new Receiver. The author allows the reader to know and
understand what Jonas was thinking by telling us how Jonas feels in the text.
Formative close reading plan for The Giver, Chapter 9
12
Lesson 2
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
How is Jonas feeling about his future as the Receiver? Cite evidence from the text to support your answer.
Jonas is feeling frightened and worried about becoming a Receiver. He is frightened because he isn't sure what physical pain is yet but
he knows he will feel it. Also, now that he knows that he may lie, he's not sure who is telling the truth to him.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or
change as the plot moves toward a resolution.
In this lesson, you will learn how to analyze a character's feelings by identifying key moments in the story where the author reveals the
character's emotions.
Students must understand the concepts of plot and point of view.
Close Reading Follow-Up Plan
Steps
1. Identify places in
the text where the
author gives the
reader information
about the character's
feelings.
2. Ask yourself "How
do I know these are
the character's
feelings?"
3. Use your analysis
of the character's
feelings and refer to
the question.
Model Thinking


Let's find places in the text where Lowry has told the reader how Jonas is feeling.
As we do this, let's be sure these are really Jonas's feelings.



I'm going to ask myself, "What is Jonas feeling in this chapter?"
Let's jot down Jonas's feelings: he is stunned, worried, and frightened.
I'll ask myself, "How do I know that Jonas is feeling stunned, worried, and frightened?"



Use your analysis of Jonas's feelings to answer the question.
What information can you find in the chapter that shows why Jonas is feeling shocked, stunned, worried and frightened?
Let's write, "Jonas is stunned, frightened and worried about becoming a Receiver. He is stunned because he wonders what will
happen to his friendships now that he won't be able to be with his friends after school. He is frightened because he isn't sure what
physical pain is yet but he knows he will feel it. Also, now that he knows that he may lie he's not sure who is telling the truth to him
and this makes him worried and frightened."
Formative close reading plan for The Giver, Chapter 9
13
Lesson 3
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Lowry has characters “hesitate” in this chapter. How does this affect the reader? Cite evidence from the text to support your answer.
The word "hesitate" affects the reader by showing that people think of Jonas as different now that he is the Receiver. Asher hesitates
when saying goodbye. Even Jonas's parents hesitate at his questions. They think Jonas is different now. They may even be afraid of
him. The reader feels worried and scared because people are acting different to Jonas now. They are hesitating around him.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze
the impact of a specific word choice on meaning and tone.
In this lesson, you will learn how to identify the impact a specific word has on the reader by analyzing the feelings you have when you
read the word in the text.
Students must understand how to use context clues to determine meaning.
Close Reading Follow-Up Plan
Steps
1. Locate the places
in the text where this
word is used.
2. Ask yourself, "How
does this word make
me feel as a reader?"
3. Use your analysis
of the impact the
word had on you as a
reader and refer to
the question.
Model Thinking


Let's find the word "hesitate" in the chapter.
It will appear on page 65: "But Jonas felt a moment of hesitation from his friend, an uncertainty." Page 66: "Then that hesitation
again." And page 67: "Both of his parents hesitated."






How does the word "hesitate" make you feel when you read it?
Let's jot down your feelings each time the word is used.
You feel worried and scared for Jonas?
Do you feel the same way when you read it in all three places?
Now let's refer back to the question.
Let's use the feelings you felt while reading "hesitate" in the text to respond: "The word "hesitate" affects the reader by showing that
people think of Jonas as different now that he is the Receiver. Asher hesitates when saying goodbye. Even Jonas's parents
hesitate at his questions. They think Jonas is different now. They may even be afraid of him. The reader feels worried and scared
because people are acting different to Jonas now. They are hesitating around him.
Formative close reading plan for The Giver, Chapter 9
14
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Lesson 4
The author uses flashbacks to reveal more about Jonas's feelings for his future. Cite two examples from the text that reveal Jonas's feelings
through the use of flashbacks.
Jonas has a flashback of when he slammed his finger in a door. This reminds him what physical pain feels like and makes him scared for the
future. Jonas has another flashback about lying when he was four. This makes him feel upset that he can now lie.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
In this lesson, you will learn how to identify flashback episodes in a text by locating key words or phrases that indicate a change in the
sequence of plot events.
Students must know the concepts of plot and sequence.
Close Reading Follow-Up Plan
Steps
1. Identify the
important events from
this chapter in
sequence order.
2. Ask yourself, "Are
there any events that
do not fit the
sequence in order
because they
flashback to the
past?"
3. These events are
called flashbacks.
Identify the key words
or phrases that
introduce flashbacks.
Model Thinking


Let's jot down the important events in the plot in the order that they take place.
The first important event is Jonas feels separate from the community. Next, he senses hesitation from Asher and his parents. Then he
reads his rules, and lastly, he becomes upset by the rules.


Let's look closer at Jonas's reactions to his rules. Are there any places where Jonas remembers events that took place in the past?
In one place in the text, Jonas crushed his finger in the door. Also, when he was a Four he had said he was "starving" instead of
"hungry."
I'll ask myself, "How do I know these are past events?"
The author lets the reader know these are past events by using words that introduce the past like "when" and "once."




Words like "when" and "once" introduce flashbacks so that the reader understands that the event took place in the past and appears out
of sequence from the rest of the plot events.
Now that we have identified flashbacks in the text, we can refer back to the question and answer it.
Formative close reading plan for The Giver, Chapter 9
15