Grade 8
Language Arts Novel Unit
Novel Title: The Giver
Marking Period:
4
Unit Length:
2-3 Weeks
Enduring Understanding(s):
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We can discover more about the world and ourselves
through literature
Literary elements affect our interpretations of literature.
Reading Strategies increase our discoveries from literature.
Writing strategies help us to evaluate and improve our
writing.
Designated Group
Accelerated
On
Above
Below
Author: Lois Lowry
Prerequisite(s):
-
Introduction to the elements of Science Fiction
Examine several poems on topics related to the unit theme.
Analyze literary elements of one short story relating to unit theme.
Technology – Students should be familiar with Internet research and
Microsoft Word,
Curricular Connections:
Social Studies: Differences in Cultures
Science: The Solar System
Math: Problem Solving
Essential/Key Questions:
What can we discover about our world from imaginary ones?
How does interpreting science fiction compare to other
literature?
How can visualizing and monitoring our understanding help us
enjoy science fiction?
How can writers’ language choices help us interpret their
feelings about characters and themes in science fiction?
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Technology Indicator(s):
Upon graduation, students will be able to use computers and related
technologies:
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as tools to increase productivity, promote creativity, and
encourage collaboration.
to communicate, collaborate, and interest effectively with
Evidence of Learning:
Formative Assessments:
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Summative Assessments:
 Unit writing assignments –
compare and contrast essay
and creating a new ending
story.
 Unit 4 Assessment
multiple audiences.
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
Ongoing reading strategy
assessments
Conferencing with students
Journal Writing
Created by: Margaret Turnblacer
Instructional Resources:
Links to instruction:
Sourcebook
The Giver
Literature connections and resources
Readers Handbook
Reading strategies
Unconquered
“Mother to Son” by Langston
HughesCreated by AACPS
Elements of Literature
“The Courage My Mother Had”
p.108
Power Point Novel Introduction
“Zero Hour” by Ray Bradbury,
The World Treasury of Science
Fiction, edited by David G. Hartwell
NATT(ms) MTA Satellite Program, 2002 Anne
1
Read Aloud/Journal Topic
Teacher Directed Reading
Teacher Directed Writing
Outcome:
Outcome:
Outcome:
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
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Students will identify
characteristics of science
fiction.

Selection pages - ______
Procedure:

Read an excerpt from the
short story by Ray Bradbury,
“Zero Hour” TR1

After reading this aloud to
the class, put the Inspiration
stor board graphic organizer
on the overhead. TR2

Ask students to answer
questions about the literary
elements of this story.

Go through each part of the
graphic organizer, asking
questions and filling in the
answers that students in the
class give.

As a whole class discussion,
identify the characteristics of
Science Fiction, using
examples from the graphic
organizer.
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
Students will identify the purpose for
reading, preview the text and understand
the overall plan for the unit.
Students will begin a reading
response log, responding to
journal topics.
Word Development
Outcome:
Outcome:
 Students will identify  Students will use a one
During Reading:
The teacher will model, reading the first
chapter. Teacher will take notes on each
character, writing on an overhead, as the
author describes the character.
Students will continue reading Chapters 25 independently. They will be keeping notes
on characters in the Reading Response Logs.
After Reading:
All students will be given a character
analysis graphic organizer.( TR3). Working in
cooperative groups, each student in the group
will be given a different character to analyze.
All groups will share their work with the
class.
Procedure:
Punctuation Drill: Capitalization
worksheet on overhead.
Procedure:
Procedure:


Shared Writing:

Students have identified each
main character in their reading
response log.
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There are five questions that
students will be writing about
after they have read these
chapters. (TR4)

Questions will be passed out and
the teacher will model a
response after a class discussion
on the first question:
What are some characteristics
of Jonas’s family dynamics?
Teacher will also model a more
complicated question:
This society was very rule
oriented…..(from TR4) to show
how to write an answer to a
complicated question.
Students will work on the rest of
the questions and then get into
cooperative groups to share their
answers.
 As enrichment, two or three
students may make puppets and
write a little play to build on one
of the main events in one of the
chapters. This could be
presented to the class as time
permits.
Created by: Margaret Turnblacer
computer classroom technique
to made predictions about
each of the chapters using an
interactive classroom journal.
descriptive words that
author uses to give the
mood of the utopian
society.
Students will identify emerging character
traits of the main characters.
Procedure:

Students will be assigned chapters 1-5 to
read
Before Reading:
Set a purpose for reading. Who are the
main characters, and how does the setting fit
into our definition of Science Fiction genre?
Vocabulary: Utopia
Examples (on overhead):
The Golden Age
The Garden of Eden
Atlantis
Sparta
Shakers
What do these words have in common?
Class will discuss this concept of “Utopia”.

Teacher will give Power Point
presentation as an overview of the novel.
Technology
Each student will be given
a Word Wheel (TR5) and
will be asked to go back
over the chapters to
identify any words or
phrases that the author
uses to portray the mood
and tone of the Utopian
The words and phrases
that the students choose
will be written on a big
piece of chart paper
entitled “SETTING,
MOOD AND TONE”.
This will be displayed in
the classroom.

Students will each choose
three interesting words
from these chapters to
display on the Word Wall.

As enrichment, students
can come up with a theory
about why the society
insisted on exact use of
words. For example,
Asher incorrectly uses
words and is punished for
this.
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
Choose five students and
assign a chapter to each. Ask
these students to go over to
the classroom computer after
they finish reading their
chapters and write a two or
three sentence prediction.
Students will share
predictions with class during
“After Reading Instruction”.
Students with extra time could
do computer research on new
inventions or trends, and write
a short report to present for
the class. (TR6)
NATT(ms) MTA Satellite Program, 2002 Anne
2
Read Aloud/Journal Topic
Teacher Directed Reading
Teacher Directed Writing
Word Development
Technology
Outcome:
Students will connect a poem by Langston
Hughes to their own experiences.
Outcome:
Students will make connection between Jonas’
growth as a character and his experiences with
pain and suffering.
Outcome:
Students will compare and
contrast Jonas with his father.
Outcome:
Students will extend the
meaning of author’s choice
of words to identify
euphemisms.
Outcome:
Students will create a class list
of resources from the Internet
about the role of storytelling in
different societies.
Procedure:
Material: “Mother to Son” by
Langston Hughes (TR7)
Procedure:
Before Reading:
Procedure:
Procedure:
Procedure:
Editing Drill:
Using an event from the story,
create a short dialogue using
correct punctuation. (TR9)
*Teacher will put definition
of “euphemism” on the
overhead.
Euphemism: a word or
term that has mild or vague
connotations and serves to
mask the harshness or
offensiveness of the actual
word or term. (For
example-“Your father and I
are not fighting, we are
discussing”.
*Teacher will discuss the
importance storytelling in
society. The example used will
be the music of African
Americans in telling of their
experiences in American
society. Students will browse
through the Internet sites
(TR12) to make a report about
the role of African American
storytelling through music. The
research report could be a
simple written report, or a
Power Point presentation.
Does this mother have a positive
attitude in spite of her problems?
*Ask students to visualize this society as you
review the chart on author’s use of words and
phrases creating mood.
*Students will respond to the following journal
question in their reading response log:
Describe a time that something painful
happened in your life that caused you to grow as
a person in compassion and maturity.
What advice is she giving her son?
During Reading:
The teacher will read this poem aloud
and put the following questions on the
overhead:
How does this relate to our own lives
or the lives of the characters in The
Giver?
Selection pages - ______
Allow students to choose to answer
one of these questions in their Reading
Response Log. Students will share
their answers with the class
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
Students will read Chapters12-19
independently.
After Reading:
Teacher will model an example from the cause
and effect graphic organizer, then students will
complete the following task:

Students will work in pairs to complete
the “cause” section of the cause and
effect graphic organizer. (TR8)

Students will then make
predictions about the effect this
main event will have on the story.

Students will share predictions.
Created by: Margaret Turnblacer
Shared Writing:
*Students and teacher will
brainstorm, using the
Inspiration Compare and
Contrast template (TR10)
*Using information from the
graphic organizer, students
will make a first draft of a
Compare and Contrast essay.
*Working with a partner,
students will trade papers and
make suggestions about
possible needs for revision.
*Students will do independent
revision, using a revision
checklist (TR11) and then
write a final copy of this
essay.
*Class will come up with
some of their own examples.
*Students will
independently locate some
examples of euphemisms in
the novel.
Enrichment: Students who
have finished this task
quickly can make a
“Euphemism Poster” and
illustrate some of the
euphemisms. A statement
connecting the euphemism
to the enduring
understanding, or theme,
should be made for each
poster created.
*Students will browse through
some suggested websites
(TR13) and come up with five
interesting facts to share with
the class about the importance
of oral storytelling in different
cultures.
NATT(ms) MTA Satellite Program, 2002 Anne
3
Read Aloud/Journal Topic
Teacher Directed Reading
Outcome:
Students will identify “legacy”
as it relates to Jonas and The
Giver
Outcome:
Students will make connections between the
theme “Freedom of choice gives meaning to
life.” and the turning point of The Giver.
Outcome:
Students will write their own version of
the ending for The Giver.
Outcome:
Identify the descriptive
words used to describe the
experiences of Jonas and
Gabe in their flight to
freedom.
Outcome:
Students will complete a
webquest on rules and
changes in society.
Procedure:
Material: “The Courage
That My Mother Had” by
Edna St. Vincent Millay
(TR14)
Procedure:
Before Reading:
Purpose for Reading: The plot line will be
summarized thus far, and students will ask –
How will Jonas react to the realization that
the society is murdering the people they feel
are undesirable?
 Review key vocabulary and relate
to concept: Courage, strength,
exhaustion, perils, starving,
yearning, love, imperceptible
 Direction for Reading: Students
will read Chapters 20-23 in pairs.
 Explain that the ending is left to
the imagination of the reader.
Procedure:
Procedure:
Procedure:
 Teacher will ask
students to answer
the following
journal question
in their Reading
Response Log:


The teacher will
analyze the
meaning of the
word “legacy”.
Students will give
examples of
legacies.
The teacher will read the
poem “The Courage That
My Mother Had”

Selection pages - ______

What legacy does
the author say her
mother gave her?
What does the
author want from
her mother?
What legacy does
The Giver give to
Jonas?
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
During Reading:

Students will read Chapters 20-23
in pairs.
After Reading:
 Return to Cause and Effect
worksheet (TR8). As the reading
progresses, students will write in
the different effects that occurred
as a result of Jonas witnessing his
father’s role in the twin’s release.
Teacher Directed Writing
Revision Drill: (TR16)
Rewrite descriptive sentences, adding
adjectives and adverbs.
Shared Writing:
 The teacher will say that
Lois Lowry leaves Jonas’s
future in your hands. The
ending belongs to you.
 Students will brainstorm
possible endings to this
novel.
 Prewriting: All students will
design a graphic organizer
to plan their first draft.
 Revision: Students will
revise their stories, then
switch papers with a partner
for partner’s revision.
 Final Drafts will be written
 Endings will be shared with
the class.
Enrichment: Any student who wants
to illustrate their ending may create a
poster illustration.
Word Development
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
Some authors
plan predictable
endings to their
stories. Others
want to surprise
you. Lois Lowry
uses vivid
descriptions
toward the end of
the story.
Students will find
examples of the
vivid
descriptions Lois
Lowry and write
them on their
descriptive
writing
worksheet
(TR17)
Students will
share these
descriptions with
the class.
Technology
While no one knows for
sure when the first “rule”
was invented, there have
been formal rules for
people to follow since
ancient times. What can
happen when an
individual had a conflict
or struggle with the laws
of the society?

Students will log
onto the
website:http:web
quest.sdsu.edu
and complete the
webquest (TR18)

Students will share their answers
with the class.
Enrichment:
Students who finish this can complete the
“Two Faces Have I”
Worksheet (TR15)
Created by: Margaret Turnblacer
NATT(ms) MTA Satellite Program, 2002 Anne
4
Novel Plot Summary
Parts of the Plot
Exposition
Rising Action
Climax
Falling Action
Resolution
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
Summary
The Giver takes place in some unspecified time in the future in a place very much like Earth that can be described as a utopian
community. The main characters are: Jonas, a twelve year old boy, his seven year old sister Lily, their mother and father, his best
friend Asher, his “adopted” brother Gabe and, of course, The Giver, or as he is known in their community, the Receiver of Memory.
The action begins to rise as Jonas and his friends attend the “Ceremony of Twelves”, where they find out what their jobs will be in their
community. Everything is decided for them by the Elders of the Community. Jonas finds out the he is to be the next Receiver of
Memories, and as he begins training for this job, he discovers that reality is going to take on a whole new meaning. He is the only
person who truly knows reality. He is allowed to see colors, feel pain, and understand freedom of choice. This revelation begins to
alienate him from the rest of people, who are soon viewed with pity by Jonas. He pities them because they do not understand what true
choice is all about.
Jonas’s father brings home a new baby, Gabe, who does not fit in to the society’s idea of a good citizen. The father has become
attached to Gabe, and soon the whole family begins to love Gabe. However, Gabe continues to do things that clearly the society
does not approve of. The father announces that Gabe will have to go back to the nursery to be “Released”.
In one of his training session, Jonas is allowed to view a “release”. He always thought that “release” was when a member of the society
went to another place to live. Jonas excitedly settles down to view the release of a newborn twin. It is with unbelievable horror that he
realizes that his own father is performing the release, and that the newborn twin is murdered by his father – not sent to another place as
originally thought. He becomes hysterically upset, and then realizes that Gabe will be "released" the next day! He decides to escape
from this society, taking Gabe with him to save his life. He steals his father’s bicycle and puts Gabe in the child seat behind him and
makes a run for it. He is almost caught several times, and he and Gabe suffer from hunger and cold.
Jonas and Gabe make it to the end of their community and slide down a big hill to “Elsewhere”. They are almost dead with hunger and
fatigue. It becomes clear that they are not going to be caught by the community, but the reader wonders if they will survive their ordeal.
At the end of the story, Jonas and Gabe slide down a snowy hill on a sled towards “Elsewhere”. Lois Lowery does not tell us what
happens to them in the end, but leaves each reader to formulate an ending for himself or herself.
Created by: Margaret Turnblacer
NATT(ms) MTA Satellite Program, 2002 Anne
5
Name of novel: The Giver by Lois Lowry
Arundel County Public Schools
Created by: Margaret Turnblacer
NATT(ms) MTA Satellite Program, 2002 Anne
6