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Lois Lowry’s

The Giver: A Skills-Based Approach to Teaching the Novel

Product ID: 501-1100

ISBN: 1-933049-29-4

www.theansweris4.net

A Skills-Based Approach to Teaching the Novel

Lois Lowry’s

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© Region 4 Education Service Center. All rights reserved. i

Lois Lowry’s The Giver: A Skills-Based Approach to Teaching the Novel

INTRODUCTION ............................................................................................................... 1 Overview............................................................................................................... .3 Character List ........................................................................................................ 5 Suggested Timeline ............................................................................................... 6 Vocabulary Words for Study .................................................................................. 7

SKILLS-BASED LESSONS.............................................................................................. 11

Lesson One: Reading Log Set-Up and Setting Exploration............................. 13 Lesson Two: Characterization ........................................................................ 20 Lesson Three: Organization—Foreground and Background............................. .25 Lesson Four: Symbolism.................................................................................. 32 Lesson Five: Conflict ....................................................................................... 38 Lesson Six: Fantasy and Science Fiction ...................................................... 42 Lesson Seven: Point of View .............................................................................. 46 Lesson Eight: Figurative Language................................................................... 49 Lesson Nine: Theme........................................................................................ 55 Lesson Ten: Mood and Tone .......................................................................... 63

CHAPTER GROUP ASSESSMENTS.................................................................................. 69 Chapter Groups 1–7 ............................................................................................ 71 Chapter Groups 8–14 .......................................................................................... 75 Chapter Groups 15–23 ........................................................................................ 79

IN-CLASS WRITTEN RESPONSE..................................................................................... 85 FINAL ASSESSMENT ..................................................................................................... 93 APPENDICES .............................................................................................................. 107

Appendix I: Activities for Language Arts Correlations....................................... 109 Appendix II: General Rubrics for Scoring Written Responses ........................... 158

REFERENCES ............................................................................................................. 161

Table of Contents

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ii © Region 4 Education Service Center. All rights reserved.


WHY USE A SKILLS-BASED APPROACH? The Commission on Reading of the National Council of Teachers of English (2004) defines reading in the following way:

a complex and purposeful sociocultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text. (Reading and the Reading Process section, para. 1)

When students truly read with the complexity and purpose described by the Commission, they are able to respond to literature on the critical level demanded by the current standards and assessments. In order for students to be able to analyze text on a critical level, they must practice applying critical reading and thinking to everything they read in the classroom—even novels. They must develop and practice the skills that will allow them to go beyond the literal level questions that deal only with plot and definitions. Students must be able to demonstrate an understanding of how the author uses literary elements and techniques to craft a story. They must also be able to develop and defend their own interpretations of text and make thoughtful judgments about what they have read. The abilities of connecting thematic elements to personal experience, of evaluating an author’s point of view or purpose for writing, and of recognizing organizational techniques the author might be using to convey an attitude, idea, or opinion are important skills for students to use when reading critically. Additionally, students must develop sensitivity for language and be able to explore how authors use language to persuade, entertain, or emotionally affect readers. Students must then be able to communicate this deeper understanding of what they have read through effective written responses that are focused, logical, and well-organized. Student-teacher interactions that embrace these skills should be an integral, not a superficial, part of classroom discussions about literature that is read. This guide is designed for teachers who want to provide that interaction for their students. It allows teachers to use this novel to teach and assess the skills that will lead their students to read, comprehend, and write with a critical eye.

Overview

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© Region 4 Education Service Center. All rights reserved. iii


HOW TO USE THIS MANUAL This manual has been designed to be used in conjunction with the mass-market paperback edition of The Giver by Lois Lowry published by Dell Laurel-Leaf, an imprint of Random House Children’s Books. All page and line references are based upon this edition. Following this Overview, three sections are provided for teacher reference and possible student distribution at the teacher’s discretion. The Character List compiles the names of major and minor characters with short descriptions of each. The Suggested Timeline visually depicts the connection between the main Skills-Based Lessons (pp. 11–67) and the supplementary Activities for Language Arts Correlations found in Appendix I. This connection between reading lessons and language arts activities will be explained in more detail in that appendix. The Vocabulary Words for Study lists terms, in chapter groupings, that could prove challenging for the middle school student. Each of the three Chapter Group Assessments includes multiple-choice items, short-answer items, and an answer key. Also provided are an in-class written response prompt and the Final Assessment—a cumulative exam made up of multiple-choice and short-answer items. The assessment is followed by an answer key. It should be noted that the suggested responses for the short-answer items are not meant to be definitive interpretations but rather as general guidelines for successful answers. Rubrics for scoring the short-answer questions and the in-class written response are located in Appendix II. As Carol Jago states in her book, Classics in the Classroom, Designing Accessible Literature Lessons, “The study of literature requires a subtle interplay of classroom tasks that scaffold difficult texts” (Jago, p. 7). This guide, The Giver: A Skills-Based Approach to Teaching the Novel, is designed to stimulate that interplay between students and teachers, providing students with chances to read critically and providing teachers with activities for teaching and assessing specific skills that will enable their students to read, think, and write about The Giver on a critical level.

Overview (continued)

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iv © Region 4 Education Service Center. All rights reserved.


Lesson One: Reading Log Set-Up and

Setting Exploration

OBJECTIVES: • Represent text information in different ways such as in a graphic organizer • Use text organizers, including graphic features, to locate and organize

information • Use multiple sources, including electronic texts, experts, and print resources, to

locate information relevant to research questions • Present organized speeches • Organize ideas gained from multiple sources such as learning logs

RATIONALE: Middle school students need organizational strategies to help them maneuver through the challenging developmental changes in life, both inside and outside of school. Providing students with structural and organizational skills will help them to achieve success. The Reading Logs allow students to organize the novel lessons and provide structure for responding to the literature. In addition, research shows that “if students’ background knowledge is limited, building additional knowledge prior to reading will improve comprehension and engagement” (Robb, 2000, p. 15). This lesson will serve to organize the students’ studies of The Giver and will establish a common base of applicable background knowledge for the students.

MATERIALS: • Copy of The Giver (one per student) • Pocket folder with brads or binder with 20–30 pages of notebook paper (one set

per student) • Set of Reading Log Tabs (one per student, copied on colored cardstock) • Scissors (one pair per student) • Research materials (Provide a list of pre-screened websites or a cart of pre-

selected materials from the library. Searching for the materials in the library is not one of the skills addressed in this lesson, although it can easily be incorporated as an extension.)

• Background Exploration (one double-sided copy for each student) • Checklist for Oral Presentations (optional, one-fourth sheet per group)

—p. 2, The Giver

The sense of his own community silent, waiting, had made his stomach churn.

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© Region 4 Education Service Center. All rights reserved. v


PRESENTATION GUIDELINES: • Explain to students that a Reading Log is a way for them to organize their work

in one place. (Students will use a binder or a folder.) State to students that their logs will house their personal and academic interactions with the text. Inform the students that all handouts, including lesson handouts, should be included in the logs. Note: If students are using a folder with loose leaf paper, they may glue or staple essential handouts onto separate pages.

• Explain to the students that their folders or binders will be divided into several sections:

○ Class Notes (blank sheets of notebook paper should be stored in this section)

○ Lists ○ Reading Skills ○ Language Arts Resources

Distribute one set of Reading Log Tabs to each student. Give the students time (approximately 5–10 minutes) to cut the tabs and place them in their Reading Logs. The tab for each section should extend beyond the standard page width to be visible for easy location.

• Explain that the genre (literature type) of The Giver is science fiction. The novel depicts an idealized society in a futuristic setting. Since students may be unfamiliar with futuristic science fiction, tell the class that the next activity will help them make connections to this type of novel and, more specifically, to some of the major issues in The Giver.

• Show the students the research materials. Divide students into mixed-ability groups of three to four students each. Tell the groups that they will present short oral presentations on assigned topics before the end of class. Distribute one copy of Background Exploration to each student. Assign one topic to each group and instruct the students to record their topics on their Background Exploration pages. Guide students in the cutting and folding of the pages. Explain to the students that they are to research the assigned topic and record the information collected in the “Summary of Research” section. Explain that one speaker from each group will present the group’s findings to the class in a short (2–3 minute) presentation.

Possible Topics for Background Exploration • Utopia • Dystopia • Socialism • Lyrics to “Imagine” by John Lennon • Lois Lowry • Phaeacia, an island in Greek mythology • Intentional communities • Care for the elderly • Twins • Memory

Lesson One: Reading Log Set-Up and Setting Exploration (continued)

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vi © Region 4 Education Service Center. All rights reserved.


• After the groups have researched their assigned topics, ask one speaker from each group to share the information that was gathered about the topic. The other groups in the class should listen to each presentation and record the information in the “Notes on other topics” sections of the Background Exploration booklets. Note: An optional Checklist for Oral Presentations has been provided for teacher use.

• Ask students to place their Background Exploration booklets into their Reading Logs.

• Begin reading Chapter 1 of The Giver aloud to students. Stop at the end of page 4. Ask students to read the remainder of the chapter in pairs, individually, or, if time is limited, as homework.

Lesson One: Reading Log Set-Up and Setting Exploration (continued)

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© Region 4 Education Service Center. All rights reserved. xi


Appendix I: Activities for Language Arts Correlations

Jim Burke (2003) defines grammar as “the ways words are used to shape meaning, voice, style” (p. 124). The connection between reading instruction and language/writing instruction is inherent, and teachers should assist students by consistently reinforcing and exposing that connection. Burke goes on to write that “any close reading of a literary text or the style of a particularly well-written essay demands careful analysis of the writer’s use of language to shape meaning and create voice” (p. 135). Lois Lowry’s language choices are just as important to a reading of The Giver as the way she develops the characters, the plot line, and the conflicts. In many middle schools and junior highs, reading instruction is conducted separately from language arts instruction. With this logistical separation in mind, the following grammar activities are intended to show students the connection between reading and writing. The activities are purposefully short, so English language arts teachers can easily integrate them into their current curriculum. The Suggested Timeline on page 6 of this manual provides a schedule that both reading and English teachers can use in providing students with cohesive instruction for The Giver. Jim Burke (2003) describes his purpose for grammar instruction in this way: “In my class we use grammar to understand how to read and write better and to think with greater clarity” (p. 132). Clear thinking glues the reading and the writing together in a very meaningful way for students.

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xii © Region 4 Education Service Center. All rights reserved.


Activity One: Charting Parts of Speech

OBJECTIVES: • Employ standard English usage in writing for audiences, including parts of

speech • Produce visuals to complement and extend meanings

RATIONALE: In studying grammar instruction, Lucy Calkins (1994) and her colleagues “rediscovered how it feels to turn words over and over in our minds, wondering at how they are made, puzzling over categories of words, and finding patterns across words” (p. 308). When students begin to make the same discoveries, their curiosity about language can be piqued. Calkins claims that “our first priority must be to establish reading and writing workshops in which students learn to use words, parts of speech, punctuation, and conventions effectively” (p. 289). In addition, Calkins explains that this integration of reading and writing helps students “to notice and explore and borrow and reflect” on the features of texts they encounter (p. 289).

MATERIALS: • Parts of Speech Fact Sheet (one copy per student) • Charting Parts of Speech: Sentences From Chapter 1, The Giver (one copy per

student) • 5 sheets of chart paper (and tape for posting the charts), each titled with one of

the following labels: “Nouns,” “Verbs,” “Adjectives,” “Adverbs,” “Pronouns” • Markers of varying colors (Each of the five student groups should receive two

different colors.) • Charting Parts of Speech: Sentences from Chapter 1, The Giver—Answer Key

(five copies, one per group)

PRESENTATION GUIDELINES: • For this activity, divide the class into five groups by having the students number

themselves from one to five, asking all of the “ones” to gather under the wall chart that is labeled “Nouns.” Ask all of the “twos” to gather under the chart labeled “Pronouns.” Ask all of the “threes” to gather under the chart labeled “Verbs.” Continue assigning groups in this manner until all of the groups are gathered under specific charts.

• Distribute the following handouts to each student: Parts of Speech Fact Sheet and Charting Parts of Speech: Sentences from Chapter 1, The Giver.

Jonas was careful about language.

—p. 3, The Giver

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© Region 4 Education Service Center. All rights reserved. xiii


• Explain and model the activity using the following instructions:

Say, “Today, we are going to review identifying nouns, pronouns, verbs, adjectives, and adverbs.”

Direct the students to look at the first sentence listed on the handout, Charting Parts of Speech: Sentences from Chapter 1, The Giver. Ask a student to read the sentence aloud.

Move to the chart labeled “Nouns.” Say, “I want to list all of the nouns that I can find in this sentence on this chart. If I look at the Parts of Speech Fact Sheet, I can see the definition for a noun.” Ask a student from the group under the “Nouns” chart to read the definition for nouns from the handout. Direct the students to notice the different kinds of nouns and the examples that are given on the handout. Say, “I am going to record the nouns that are in the first sentence.” Using a marker, write the following on the “Nouns” chart: #1. way, year, aircraft, community

Ask the group to look at sentence 2 and write the nouns on the chart for sentence 2. Write the following: #2. supplies, planes, field, river, children, bicycles, riverbank, unloading, takeoff, west, community

Move to the chart labeled “Pronouns” and follow the same procedure. On this chart, record the following: #1. he #2. their

Repeat the procedure for the rest of the charts, demonstrating how the students may use the Parts of Speech Fact Sheet to determine which words should be recorded on their specific charts. The following information should be recorded: “Verbs” – #1. was, had, felt, had over-flown #2. were delivered,

rode, watched, directed “Adjectives” – #1. Frightened, unidentified #2. cargo, landing,

intrigued “Adverbs” – #1. ago, twice #2. then, always, away

• Ask each group of students to choose one colored marker and record the assigned parts of speech on the charts for sentences 3–9. Allow approximately seven minutes for them to complete the activity.

• Distribute a copy of Charting Parts of Speech Sentences from Chapter 1, The Giver—Answer Key to each group and allow them to self-correct their charts, using a different colored marker from the one that was used to record the original responses. Tell the students to look at any corrections that they had to make and be ready to share what they learned from the activity with the class.

• Ask a spokesperson from each group to share what the group learned.

Activity One: Charting the Parts of Speech (continued)

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xiv © Region 4 Education Service Center. All rights reserved.

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Charting Parts of Speech: Sentences from Chapter 1, The Giver


1. Frightened was the way he had felt a year ago when an unidentified aircraft had over-flown the community twice (p. 1).

2. Occasionally, when supplies were delivered by cargo planes to the landing field across the river, the children rode their bicycles to the riverbank and watched, intrigued, the unloading and then the takeoff directed to the west, always away from the community (p. 1).

3. It was not a squat, fat-bellied cargo plane but a needle-nosed single-pilot jet (p. 1).

4. IMMEDIATELY, the rasping voice through speakers had said, LEAVE YOUR BICYCLES WHERE THEY ARE (p. 2).

5. Instantly, obediently, Jonas had dropped his bike on its side on the path behind his family’s dwelling (p. 2).

6. Looking through the front window, he had seen no people: none of the busy afternoon crew of Street Cleaners, Landscape Workers, and Food Delivery people who usually populated the community at that time of day (p. 2).

7. He had been frightened then (p. 2).

8. But it had been nothing (p. 2).

9. For a contributing citizen to be released from the community was a final decision, a terrible punishment, an overwhelming statement of failure (p. 2).

10. He had been taken aside for a brief and serious talk by the coach, had hung his head with guilt and embarrassment, and apologized to Asher after the game (p. 3).

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© Region 4 Education Service Center. All rights reserved. xv

MASTER


Parts of Speech Fact Sheet

Nouns—Words that name persons, places, things, ideas • Common nouns—dog, cat • Proper nouns—Rover, Fluffy • Concrete nouns (take up space or can be identified through the five senses)—desk,

pen • Abstract nouns (ideas or qualities)—courage, freedom • Collective nouns (refer to groups)—class, family • Compound nouns (multi-word nouns)—swimming pool, father-in-law • Possessive nouns (own something)—dog’s, dogs’ • Noun-forming suffixes—such as -ance, -ation, -ence, -ism, -ity, -ment, -ness, -ship

Pronouns—Words that take the place of nouns • Personal Pronouns

I me my, mine you you your, yours he, she, it him, her, it his, her, hers, its we us our, ours you you your, yours they them their, theirs

• Interrogative Pronouns which whom

• Relative Pronouns that—The dog that we petted was friendly.

• Indefinite Pronouns everyone anyone no one

• Demonstrative Pronouns (point out specific nouns) that—That is a great movie. those—Those are my books.

• Reflexive and Intensive Pronouns myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

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xvi © Region 4 Education Service Center. All rights reserved.

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Verbs—Words that show action or states of being • Action Verbs (show action)

Transitive verb—The boy hit the ball. Intransitive verb—The boy shouted loudly.

• Verbs of Being (connect the subjects of sentences to adjectives, nouns, or pronouns)—I am a student.

is, am, are, was, were, be, being, been • Verb Phrases (main verbs joined with helping verbs)—The dog will have been

barking for an hour. • Voice of Verbs (shows whether the subject performs the action or receives the

action) Active voice—The boy hit the ball. Passive voice—The ball was hit by the boy.

Adjectives—Words that describe nouns or pronouns • Comparisons

The girl is pretty. The girl is prettier than her sister. The girl is the prettiest of all.

• Articles a—A book is missing. an—An apple is tasty. the—The boys are playing.

• Proper Adjectives My English class is fun. The American flag is beautiful.

Adverbs—Words that describe verbs, adjectives, or other adverbs • Adverbs show how, when, where, and to what degree something happened.

how—The dog barked loudly. when—The dog barks often. where—The bus will stop here. to what degree—The man was very happy.

• Adverbs describe verbs—The boy ran quickly. • Adverbs describe adjectives—The very tall boy read the book. • Adverbs describe other adverbs—The boy ran very quickly. • Conjunctive adverbs show relationships—I don’t like pizza; nevertheless I ate a

piece.

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Prepositions—Words that are placed before nouns or pronouns to form phrases • Common prepositions may be used in the following sentence:

“She moved everything _____ the table(s).”

over beside from in spite of under beneath away from but underneath behind from by around below past except through before toward for across after above until among beyond across besides near with along like at within outside inside between without up in on to down but

• Prepositions occur in phrases, with the phrase beginning with a preposition and ending with a noun or pronoun. The noun or pronoun in the phrase relates to another part of the sentence.

Example: John sat on the table. (on the table tells where John sat)

Conjunctions—A word that joins • Coordinating conjunctions (join words or groups of words)—John and Joan walked

home. FANBOYS: for, and, nor, but, or, yet, so

• Correlative conjunctions (join words that have equal grammatical weight)—Either John or Joan walked home.

• Subordinating conjunctions (join clauses so that one clause depends on the other)—We ate lunch because it was ready.

Interjections—Unrelated words that express strong emotion • My, what big eyes you have! • Wow, you look wonderful. • Aha! I’ve got you now!

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