Book Link Kit Title: The Giving TreeGrade level Book Link Kit is intended for:Second/Third

Author: ShelSilverstein

ISBN: 06-025665-6

This Book Link Kit was planned by: LaurenStarr

Concept or trait taught: Giving of yourself

Anticipitory Set:

“Close your eyes and imagine it is Christmas morning. You are so excited to go downstairs and see what you got for Christmas. Your family runs down and begins exchanging gifts they bought for one another. Everyone is giving you gifts when you suddenly realize you forgot to get a gift for anyone! Although everyone else is still having a good time, receiving gifts isn’t so exciting for you anymore. You had only thought about what you wanted instead of giving of yourself to others.”

Listening Focus:

“As I read this story I want everyone to pay attention to who is giving, what kinds of things they are giving, and who is only receiving. I also want you to notice who is happy throughout most of the story and who is not.”

Method for Sharing:

After giving instructions for the “listening focus” and informing the students to raise their hands during the story if they ha any questions, begin reading the book. The Giving Tree reads pretty slow, with only one sentence per page most of the time, so read the entire book only pausing momentarily for a question or two. When the boy goes back for the third time you might ask, “Why does the boy keep going back to the tree?” Students might answer, “Because he and the tree are friends” or “Because he needed something from her.” If they did not realize it on their own, help them recognize that every time the boy went back to the tree he was unhappy and in need of something more.Towards the end of the story or when it is finished, ask whether or not the students thought the boy was happy throughout his life. The students will probably catch on that he wasn’t. Then ask, “Why did the boy never seem happy?” Students may give a variety of answers and may realize he was never happy because he only took from the giving tree and never gave anything back to her. Briefly help them further understand and grasp the idea that he was never satisfied in life, never gave of himself, and always asked for more. When he was a boy he was friends with the tree and found joy in life and friendship, but as he got older he started caring more about money and possessions. Those things never bring you true happiness.

Instruction/Activity:

“What can we learn from this story?” Guide the students into understanding that we all need to give, help one another out, and contribute. Help them understand that we are happier when we are giving and are serving one another because it makes us feel good inside to see that someone else is happy.

Then ask, “When we give, can we only give things that cost money?” “No,” they would most likely reply. “Then like the tree gave of her self, how can we give of ourselves to others?” While students raise their hands giving ideas, record them on the board forming a graphic organizer. As we brainstorm together, the children would have a variety of suggestions to use in their every day lives.

To remind them of this lesson of giving, hang either a fake or real apple from the white board in the front of my classroom. Behind it write, “I will give of myself. The Giving Me” In addition, give each student a red dotted sticker (representing an apple) to put on their shirts. This would remind them to give something specific of themselves, that day, to someone else. They would be told that they would be given the opportunity, the following day, to share what they gave and how the person reacted to it.

Closure:

The following day invite all those who are willing to briefly share their experience of giving of themselves. Hopefully this will create a not only memorable, but inspirational mood of serving and giving. Point out to the students how wonderful this feels and we feel every time we give. It’s ok to receive, but we have to make sure we give too. Instead of being “the Giving Tree,” we all must be “the Giving Me.”

Evaluation: (How will you know if the students understood the concept you shared?)

I would use informal assessment throughout the lesson to evaluate whether or not the students understood the concept of giving. With so much opportunity for class participation I would be able to see which students seemed to be grasping the concept and which didn’t. I would also use anecdotal notes and/or I would create a simple checklist to record assessment. This would include a column with their name and a column with “yes,”“somewhat,” and “no”where I could quickly check whether or not they were understanding the value of giving.
Concrete Object:

Students will be reminded to give of themselves every time they look at the white board, in the front of the classroom, and see the apple dangling with the words behind it, “I will give of myself. The Giving Me” They will also be given a red dotted sticker to remind them of an apple and their assignment to give of themselves in someway that day.

Gameboard Idea:

Board sketch or idea:

Either draw or find a clip art picture of an apple tree and place it in the right hand top corner of the game. Either draw or find magazine pictures of the different stages of a boy’s life up until he becomes an older man. Shape 20-25 red dotted stickers to look like apples and weave them in and out of the different stages of the boy’s life startingjust underneath the tree. Write, “START GIVING” and weave through the stages of his life in chronicle order. Black dotted lines should be drawn in-between apples to ensure students know where to go. The end should be represented with some kind of picture, such as a basket of apples or a smiley face sticker, and the words, “FINISHED.” My situations will be in the form of cards. Each player will take turns drawing a card, reading it, and moving forward or backward the instructed number of spaces. If it is a player’s first turn and he/she is instructed to move backward, they will simply remain where they are. Encourage whoever is drawing the card to read it aloud while everyone listens and then have listeners quickly predict whether they think you will need to move forward or backward.

Situations to be used on board or cards

  1. Your sister let you ride her bike, but you wouldn’t let her play with your soccer ball. Move backward 2 spaces.
  2. You noticed your mom was very busy and without asking did the dishes. Move forward 4 spaces.
  3. You visited your grandma or an elderly neighbor and brought her flowers. Move forward 3 spaces.
  4. You shared a musical talent with friends or family members even though you were a little scared to do it. Move forward 2 spaces.
  5. After your mom or dad let you stay up a little longer than usual to finish watching a movie, you still whined about having to go to bed. Move backward 2 spaces.
  6. You helped a younger brother, sister, or friend understand their homework assignment. Move forward 3 spaces.
  7. You helped serve food with your family at the homeless shelter. Move forward 5 spaces.
  8. Instead of thanking your mom for the dinner she made and giving everything a try, you complained that you didn’t like it. Move backward 1 space.
  9. When your teacher was giving instructions, you gave her respect by listening and not talking. Move forward 1 space.
  10. While someone in your family was in the shower, you hurried and made their bed as a surprise for them. Move forward 2 spaces.
  11. You had to be asked 5 times to pick up your toys before you finally did it. Move backward 3 spaces.
  12. Your friend was sick and you wrote him or her a “Get Well” card. Move forward 5 spaces.
  13. You just kept playing and playing the Nintendo and never let your friend have a turn. Move backward 2 spaces.
  14. You told your mom or dad how much you love them. Move forward 6 spaces.
  15. You only visit your grandparents when you know they’ll give you a present for your birthday. Move backward 3 spaces.

Activity Cards:

1. Activity 1:

Identify all of the ways the tree gave of her self to the boy. You may do this by yourself or quietly with a partner and can use the book if you need a reminder.

Blooms level: Comprehension

  1. Activity 2:

In your journal, write about a time in your life when you gave a gift to someone. How did it make you feel?

Blooms level: Application

  1. Activity 3:

In a conversation station, with a teacher involved, discuss what the boy could have done differently in his life and/or in his relationship with the tree.

Blooms level: Analysis

  1. Activity 4:

Write a letter to the tree expressing your feelings for her and compliment her on some of her good qualities.

Blooms level: Synthesis

  1. Activity 5:

Make a thank you card for someone who gave to you and draw a picture of what happened.

Blooms level: Application

  1. Activity 6:

For one day try and give of yourself to those around you as much as possible. Pay attention to your feelings throughout the day. That night, try to determine if it was an especially good day for you.

Blooms level: Evaluation