https://www.storyboardthat.com/lesson-plans/the-wish-giver-by-bill-brittain/text-connection

Activity Overview


Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.

Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.


Examples of Quotes from The Wish Giver

"Here in Coven Tree we're no strangers to magic. I'm not talking about the rabbit-from-a-hat or coin-up-the-sleeve variety, either. I mean REAL magic."


"He put me in mind of Santa Claus, shaved and dressed for warm weather."


"'I want ever so badly to be liked ... and not just by Leland and Lenora either. I want people to greet me and not walk on the other side of the street whenever they set eyes on me. And especially, I want Agatha Benthorn to invite me to her house for tea ... I'm wishing that people will pay attention to me. And smile when they see me ... ...'"


"The time was, Agatha, when I'd have crawled to this house on hands and knees if I thought you'd invite me inside. But that time is over. I'm my own person now. So I bid you ... good-bye."


"Oh, Henry, whatever happened to all the nice things you used to tell me ... if I'm at all special to you ... ?"


"Special? That's a laugh, I'd have said you were Cleopatra if that's what I had to do. Anything so you'd tell your papa how nice I was and I could sell him more machinery!"


"Rowena Jervis, I've already been waiting for you a long time. But until now, you only had eyes for Henry Piper. Yes, Rowena, I'll wait. Take all the time you need. And when you're ready for me, you'll find me waiting still."


"I wish ... " he began. "I wish we had water all over this farm. Enough for washing and cooking and drinking and for the crops, and ... and with plenty to spare, too!"


"Well, maybe some good did come of the wish cards after all. Polly Kemp spends a lot more of her time saying what she likes about people rather than what's wrong with them ... she's got a lot more friends in school now, too."


"As far as I know, Thaddeus Blinn is still out there, roaming the highways and byways of this land of ours."



Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a storyboard that identifies your favorite quote or scene in The Wish Giver. Illustrate your quote and write what it means to you.

Student Instructions:

  1. Click "Start Assignment".
  2. Choose a favorite quote or scene from The Wish Giver.
  3. Create an image that represents this quote using appropriate scenes, characters and items.
  4. In the description box, write the quote and at least one sentence about what this quote means to you.
  5. Save often.

Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.

Lesson Plan Reference

Grade Level 4-6

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Common Core Standards
  • [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • [ELA-Literacy/W/6/6] Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
  • [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Rubric

(You can also create your own on Quick Rubric.)

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The Wish Giver




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