Palmdale School District
7th Grade Unit 2
The Giver
kameiser
2014-15
Language Arts Unit: The Giver
Timeframe: 11 weeks
Literature Core Text: The Giver by Lois Lowry
Supporting Texts:
Optional novels, short stories, or picture books to illustrate elements of narrative writing
Reading Literature Standards:
RL 1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
RL 6: Analyze how an author develops and contrasts the
points of view of different characters or narrators in a text.
RL 7: Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium
(e.g., lighting, sound, color, or camera focus and angles in a
film).
Grade: 7
Materials:
Some type of student notebook
Unit 2 Appendix
Writing Standards:
W 3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.
W 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 7 Reading standards to literature
Supporting
Standards:
Essential Questions:
RL 1: What is the relationship between choices and consequences?
RL 1: How can one person make a difference when encountering a social challenge?
RL 2: How can readers determine a theme in a text?
RL 3: How do authors use literary elements to convey the setting in a text?
RL 3: How do authors create and develop characters within the text?
RL 6: How does an author develop a point of view within a text?
W 3: How do writers organize and research information to form a well-written piece of writing?
W 9: How does evidence support a reader’s conclusions?
Summative Unit Assessment:
W 3: The two major interpretations of The Giver’s ending are that (1) Jonas and Gabriel have truly escaped the physical boundaries of their society and discovered a real
village in Elsewhere, and (2) Jonas’s vision of the village is only a hallucination that he experiences as he and Gabriel freeze to death in the snow in the middle of nowhere.
Both arguments can be solidly supported by references in the text.
Choose one of these interpretations, and write an ending to The Giver. Include vivid descriptions of the characters, setting, and events.
2
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Teacher overview for The Giver:
Genre: Dystopia
Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic,
technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political
system. This is in contrast to a utopia, a place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions.
Characteristics of a Dystopian Society
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshipped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
The novel’s conflict, as in many dystopian novels, revolves around the main character’s feelings that something is wrong in his society, and how he deals with those
feelings.
Preparation:
 You may want to chart the characteristics of a dystopian society for students to refer to throughout the unit.
 Students will need some type of notebook to note story elements as they read, providing examples for their own narrative writing. You may wish to use Thinking
Maps or other graphic organizers. See Appendix for examples. They can also take two-column notes to list quotes/explanations, characters/descriptions, and
terms/definitions. Sections of the notebook might include chapter notes, elements of setting, characterization, conflict, theme, and plot.
 As you read, discuss the characters and setting and how they represent the dystopian genre.
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revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEK 1
Learning targets:
Standards:
RL 1: Cite several pieces of textual evidence to support what the text says explicitly RL 1: Cite several pieces of textual evidence to support analysis of what the text
as well as inferences drawn from the text.
says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 2: Determine a theme or central idea of a text and analyze its development over
RL 3: Describe how setting shapes the characters and/or plot in a story.
the course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
Chapter 1
Discussion Questions
1. Describe the different jobs in this chapter.
2. Several rituals, such as using a standard apology phrase and the nightly sharing of feelings, are described. Why are these rituals used in the community? Cite
evidence from the text.
3. What do we know about Jonas?
Chapter 2
Discussion Questions
1. Contrast December in Jonas’ society with December in our society.
2. What other parts of Jonas’ society are different than our society? How?
3. How and when are assignments made?
4. Why is age not important after becoming a Twelve?
Tasks
1.
2.
Students complete notes about each chapter. See a sample in the Appendix. Setting descriptions should include more than a physical description, but also how it
“feels”. You might suggest descriptions such as “bound by strict rules” or “oppressive”.
o Notes should include a short summary.
o Students often have a hard time understanding the difference between a summary and a review.
 Show students the page “Frozen – Summary or Review?” from the Appendix.
 Ask them to identify the differences between Samples 1 and 2 (the summaries) and Samples 3, 4 and 5 (the reviews). Write their responses on
the board.
 Discuss the word summary and how it should be short and objective, free of personal opinions.
 Point out that a review includes specific examples and opinions.
 Guide students in writing a summary of chapter 1 of The Giver.
 Students independently write a summary of chapter 2.
Start creating an Elements of Setting chart to analyze how the setting shapes the characters and plot.
Sample chart:
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revised 9-12-14
Language Arts Unit: The Giver
Chapter
Chapter 1
Chapter 2
3.
4.
Timeframe: 11 weeks


Time
almost December
evening meal


Elements of Setting
Place
outside
Jonas’ dwelling


coming ceremony
future



Jonas’ dwelling
Flashback to school
Flashback to Nurturing Center


Social/Environmental Factors
formal apology statements
rituals (evening sharing of feelings)

Ceremonies
Grade: 7
Define Flashback: Flashbacks are interruptions that writers do to insert past events in order to provide background or context to the current events of a narrative.
By using flashbacks, writers allow their readers to gain insight into a character’s motivation and provide a background to a current conflict. Dream sequences and
memories are methods used to present flashbacks.
 The author uses flashbacks several times throughout the book to help the reader understand Jonas’ feelings.
Define Foreshadowing: an author’s use of hints or clues to give a reader an idea of what may happen next.
 The author provides several instances of foreshadowing in these two chapters. Examples:
 Frightened meant that deep, sickening feeling of something terrible about to happen. Frightened was the way he had felt a year ago when an unidentified
aircraft had overflown the community twice. . . . He had never seen aircraft so close, for it was against the rules for Pilots to fly over the community. (p. 1)
 Jonas and Lily nodded sympathetically as well. Release of newchildren was always sad, because they hadn’t had a chance to enjoy life within the
community yet. And they hadn’t done anything wrong. There were only two occasions of release which were not punishment. Release of the elderly,
which was a time of celebration for a life well and fully lived; and release of a newchild, which always brought a sense of what-could-we-have-done.
This was especially troubling for the Nurturers, like Father, who felt they had failed somehow. But it happened very rarely. (p. 7)
 “But it means,” his mother went on, “that you’ll move into a new group. And each of your friends will. You’ll no longer be spending your time with your
group of Elevens. After the Ceremony of Twelve, you’ll be with your Assignment group, with those in training. No more volunteer hours. No more
recreation hours. So your friends will no longer be as close.” (pgs. 17-18)
 Though he had been reassured by the talk with his parents, he hadn’t the slightest idea what Assignment the Elders would be selecting for his future, or
how he might feel about it when the day came. (pg. 19)
 Model how to make a prediction based on a quote.
 Provide a second quote for partners to practice making a prediction based on the quote. Share and discuss.
 Provide another quote if needed. Otherwise, students can look for quotes and make predictions with a partner or small group. Share and discuss their
findings.
5
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEK 2
Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
RL 6: Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text says
explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3: Describe how setting shapes the characters and/or plot in a story.
RL 6:
 Identify various points of view.
 Explain the development of the narrator’s point of view.
Teacher notes:
This week you will need the “Identifying Narrative Perspective” pages for your students to practice identifying point of view. (Student copies are provided. A master is in
the Appendix.)
Chapter 3
Discussion Questions
1. Using your knowledge of dystopian societies, infer why citizens are only allowed to use bicycles for individual transportation.
2. What physical trait do Jonas and Gabriel share? How might this link Jonas and Gabriel?
3. Why does Asher have to play catch?
Tasks:
 Students add to their chapter notes (sample is the Appendix).
Chapter 4
Discussion Questions
1. Why do you think children receive assignments at age twelve rather than when they are older?
2. What examples rules appear in this chapter? How do they control the citizens?
Tasks:
 Students add to their chapter notes (sample is the Appendix).
Chapter 5
Discussion Questions
1. What do you think is the true purpose of the daily telling of dreams?
2. Why don’t the Elders want the citizens to have Stirrings?
Tasks:

Point of View
Divide the class into two groups. Explain that they are going to be listening to a short piece of text and their task is to remember as many details as possible from
the text. Tell one half of the class that they are burglars and the other half of the class that they are real estate agents, without divulging the roles to the opposite
groups. Display a copy of “The House” (see Appendix) under the document camera or on the SMART board and read it aloud to your students. While you are
reading, students should not be taking notes. Once the reading is complete, turn off the overhead and ask students to list as many details as they can remember
about the house from the text (e.g., descriptions of rooms, items located in the house, layout of house). This part of the activity should be limited to 2-3 minutes.
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Language Arts Unit: The Giver




Timeframe: 11 weeks
Grade: 7
Students then share their lists within their group. (Students can be broken into 4 groups, 2 for each prescribed role.) Distribute chart paper to each group so that
students can record their lists. Hang both sheets of chart paper on the front wall of the classroom. Discuss the similarities and differences between the two lists, and
allow students to guess the viewpoint of the other group. Discuss whether the lists would be different from another viewpoint (e.g., child, interior decorator, pet
dog).
Once students understand what point of view is, they are ready to learn the different types.
o Point of view is the viewpoint, or perspective, from which a story is told. The point of view influences how a reader understands a story and how he reacts
to the characters and their actions. A novel may be told from the point of view of one of the book’s characters or from the point of view of a narrator who
is not part of the novel.
 1st person point of view- the events are told by a character in the story.
 3rd person point of view- the events are told by someone outside the story.
 3rd person omniscient- the thoughts of every character are open to the reader
 3rd person limited- the reader knows the thoughts of only one character, but still told by the author’s voice.
o Practice identifying the types of point-of-view with text excerpts using “Identifying Narrative Perspective”. (Student copies are provided. A master is in
the Appendix.)
After practicing with the excerpts, discuss point-of-view in The Giver. Even though The Giver is not written in first person with Jonas using the pronoun “I” to
refer to himself, the novel is written from Jonas’s point of view and focuses on his thoughts and feelings. This point of view is called Third Person Limited.
o From Jonas’ point of view, Lily is too talkative. Provide evidence from the text to support this conclusion.
o Describe the point of view of another character in the book. (For example, Jonas’ mother’s view of birthmothers and Larissa’s view of being released.)
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart. Example:
Chapter
3


Time
after school
evening


4


Daytime
Flashback to prior years


Place
Jonas’ dwelling
Flashback to recreation
period
outside
House of the Old
5

Morning

Jonas’ dwelling
7








Social/Environmental Factors
Birthmothers
Announcements
Reflective time in all dwellings
Each age group has responsibilities and strict rules
Volunteer hours
Releasing
Morning ritual – dream telling
Societal control - stirrings
revised 9-12-14
Language Arts Unit: The Giver
Learning targets:
RL 1: Cite several pieces of textual evidence to support what
the text says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3: Describe how setting shapes the characters and/or plot in
a story.
RL 6: Identify various points of view.
W 9: Draw evidence from literary texts to support writing.
Timeframe: 11 weeks
Grade: 7
WEEK 3
Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the course of the
text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
RL 6: Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature
Chapter 6
Discussion Questions
1. Describe how the concept of “grouping” dominates the community.
2. In what way does Fritz, the neighbor boy, not “fit in”?
3. How does Jonas show total trust in the Elders’ decisions? Why do you think he is so trusting?
Tasks:
 Students add to their chapter notes (sample is the Appendix).
 Teach Characterization: Usage of the character's thoughts, words, deeds, or an actual physical description can all contribute to the characterization.
Characterization is a crucial part of making a story compelling. In order to interest and move readers, characters need to seem real. Authors achieve this by
providing details that make characters individual and particular. Good characterization gives readers a strong sense of characters' personalities and complexities; it
makes characters vivid, alive and believable.
 Ask yourself these questions when trying to understand characterization:
o What does the character look like?
o How does the character behave towards others? How do others behave toward the character?
o What does the character seem to care about?
o What adjectives does the author use to describe the character's personality?
o What does the character think or say?
 Students set up a few pages in their notebooks to record evidence of characterization the author uses. Using the following events, they will locate specific quotes
or descriptions about Jonas to show examples of his behavior or personality throughout the novel. (Students will add to this in weeks 5, 6, and 8.)
o How Jonas feels about the upcoming Ceremony (Chapter 1):
o What Jonas initially believes release is like (Chapter 4):
o How Jonas feels about the Elders’ decisions (Chapter 6):
Chapter 7
Discussion Questions
1. What is the purpose of the Ceremony of Twelves?
2. How are the assignments determined?
3. Why do you think the Chief Elder skipped Jonas?
Tasks:
 Students add to their chapter notes (sample is the Appendix).
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Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Chapter 8
Discussion Questions
1. Describe the applause when Jonas is finally called to the stage. How is this different from the applause after he receives his assignment?
2. How does Jonas approach the stage? How is this compared to the way he thought he would enter the stage?
3. “Discomfort” is frequently used to describe the community’s feelings. Why are the citizens uncomfortable? What adjectives may more precisely describe the
community’s feelings?
4. What are the rules for the “Receiver in Training”?
Tasks:


Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
Chapter
Time
Place
6
two days
Auditorium
7
afternoon of the second day
Auditorium
flashback to when Asher was a Three
In the snack line
8
afternoon of the second day
Auditorium
Social/Environmental Factors
ceremony for newchildren, twos, threes, …elevens
ceremony for the Twelves – acknowledges differences
strict discipline for precision of words
the Elders’ decisions are obeyed
CFA:
Retell the Ceremony of Twelve from Lily’s point of view. You may choose a first-person or third-person point of view from Lily’s perspective.
9
revised 9-12-14
Language Arts Unit: The Giver
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text
says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3: Describe how setting shapes the characters and/or plot in a story.
W 9: Draw evidence from literary texts to support writing.
Timeframe: 11 weeks
Grade: 7
WEEK 4
Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
W 9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 7 Reading standards to literature
Chapter 9
Discussion Questions
1. How does the Assignment of Receiver differs from other Assignments?
2. Describe how Jonas’ friends treat him differently after the Assignments are announced. Why do you think they do this?
3. What happened to the previous Receiver-in-Training?
4. Discuss how being told he may lie alters Jonas’ perception of adults.
Tasks:
 Students add to their chapter notes (sample is the Appendix).
Chapter 10
Discussion Questions
1. What does Jonas realize when he sees the books at the Receiver’s office?
2. How are Jonas and the Receiver physically similar?
3. Relate how Jonas and the Receiver are to work together.
4. What memories does the Receiver possess?
5. How does Jonas’ discussion with the Receiver change his perceptions of the world?
Tasks:

Imagery- words or phrases that appeal to one or more of the five senses and help to create a vivid description for the reader. Authors often use similes, metaphors,
and allusions to create these descriptions.
o The author uses imagery to contrast the Receiver’s living space with the other citizens’ dwellings:
Jonas hurried through the door and found himself in a comfortably furnished living area. It was not unlike his own family unit’s dwelling.
Furniture was standard throughout the community: practical, sturdy, the function of each piece clearly defined. A bed for sleeping. A table
for eating. A desk for studying.
All those things were in this spacious room, though each was slightly different from those in his own dwelling. The fabrics on the upholstered
chairs and sofa were slightly thicker and more luxurious; the table legs were not straight like those at home, but slender and curved, with a small
carved decoration at the foot. The bed, in an alcove at the far end of the room, was draped with a splendid cloth embroidered over its entire surface
with intricate designs.
But the most conspicuous difference was the books . . . this room’s walls were completely covered by bookcases, filled, which reached to the
ceiling. There must have been hundreds – perhaps thousands – of books, their titles embossed in shiny letters. (p.74)
o
Ask students, “What kind of picture is formed in your mind?”
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Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Draw a picture of Jonas’ dwelling and another of the Receiver’s living space.
Explain the simile and metaphor of the snow that the Receiver uses to describe how the memories impact him:
“It’s as if . . .” The man paused, seeming to search his mind for the right words of description. “It’s like going downhill through deep snow on a sled,”
he said, finally. “At first it’s exhilarating: the speed; the sharp, clear air; but then the snow accumulates, builds up on the runners, and you slow, you
have to push hard to keep going, and—” (p.78)
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
o
o


Chapter
9
10
Time
after the ceremony
evening
daytime
Place
outside the auditorium
Jonas’ dwelling
the Annex
11
Social/Environmental Factors
excitement about the assignments
rules for the Receiver
the Receiver’s dwelling is more decorative than others
different rules for the Receiver
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEK 5
Learning targets:
Standards:
RL 1: Cite several pieces of textual evidence to support what the text says
RL 1: Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over the
RL 2:
 Describe how the theme is conveyed through particular details in course of the text; provide an objective summary of the text.
a literary text. (e.g. interaction between characters, settings,
RL 3: Analyze how particular elements of a story or drama interact (e.g., how setting
events)
shapes the characters or plot).
 Provide an objective summary of literary text.
W 9: Draw evidence from literary or informational texts to support analysis, reflection,
RL 3: Describe how setting shapes the characters and/or plot in a story.
and research.
W 9: Draw evidence from literary texts to support writing.
a. Apply grade 7 Reading standards to literature
Chapter 11
Discussion Questions
 Describe the memories the old man transmits to Jonas. How does Jonas feel about them?
 What are parts of nature that were eliminated when the community went to Sameness?
Tasks:

Students add to their chapter notes (sample is the Appendix).
Chapter 12
Discussion Questions
 Discuss the dream that Jonas has. How does Jonas feel about the dream when he wakes up?
 How does Jonas’ position make him feel different from his classmates?
 How are the Old punished for disobedience? What does the punishment say about the community’s culture?
 Contrast The Giver’s memories with the memories of the other citizens in the community.
 What does the world look like to the citizens of this community?
 List items over which the community gained control and items they let go. Was the trade-off worth it? Would you want to give up these things? Why or why not?
Tasks:


Add to Characterization notes: Using the following events, students locate specific quotes or descriptions about Jonas to show examples of his behavior or
personality throughout the novel.
o When Jonas experiences seeing beyond (Chapter 8):
o When Jonas learns of a world beyond the community (Chapter 10):
o How Jonas feels about the world outside the community (Chapter 12):
Students add to their chapter notes (sample is the Appendix).
Chapter 13
Discussion Questions
 Why does Jonas want to select the color of his tunic?
 Why aren’t the members of the community allowed to make choices?
 What do you think would have happened if Jonas had successfully transmitted memories to Asher and Lily?
 Why would it be challenging for the Receiver to be part of a family unit?
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revised 9-12-14
Language Arts Unit: The Giver
Tasks:


Timeframe: 11 weeks
Grade: 7
Identifying themes- the central message, idea, or concern that is expressed in a literary work. The meaning of the events or words within a story.
Students can start a page in their notebooks with possible themes and evidence from the text to support that theme. Leave space to add more evidence for each
theme later in the book – perhaps a page per theme. Example:
Themes in The Giver


Theme
Rules and
order
Evidence
Two children – one male, one female – to each family unit. It was written very clearly in the rules.
Memories
"There's much more. There's all that goes beyond – all that is Elsewhere – and all that goes back, and back, and back. I received all of those,
when I was selected. And here in this room, all alone, I re-experience them again and again. It is how wisdom comes. And how we shape our
future."
"It's as if…" The man paused, seeming to search his mind for the right words of description. "It's like going downhill through deep snow on a
sled," he said, finally. "At first it's exhilarating: the speed; the sharp, clear air; but then the snow accumulates, builds up on the runners, and
you slow, you have to push hard to keep going and –"
Choices
Like the Matching of Spouses and the Naming and Placement of newchildren, the Assignments were scrupulously thought through by the
Committee of Elders.
He was certain that his Assignment, whatever it was to be, and Asher's too, would be the right one for them. He only wished that the midday
break would conclude, that the audience would reenter the Auditorium, and the suspense would end.
Next, Mother, who held a prominent position at the Department of Justice, talked about her feelings. Today a repeat offender had been
brought before her, someone who had broken the rules before. Someone who she hoped had been adequately and fairly punished, and who
had been restored to his place: to his job, his home, his family unit. To see him brought before her a second time caused her overwhelming
feelings of frustration and anger. And even guilt, that she hadn't made a difference in his life.
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
Chapter
11
12
13
Time
Place
Social/Environmental Factors
CFA: Jonas’ community is a society of perfection. It allows the community members to be free of pain and experience Sameness. The creators of the community felt that
if the members did not experience or feel pain or hold memories or make choices that they would be better off and live in a perfect society. Do you think no pain and no
memories and no choices create a perfect society? Cite evidence from the text to support your answer.
13
revised 9-12-14
Language Arts Unit: The Giver
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text says
explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 3:
 Describe how setting shapes the characters and/or plot in a story.
 Describe how plot shapes the characters in a story.
RL 6:
 Identify various points of view.
 Explain the development of the narrator’s point of view.
W 9: Draw evidence from literary texts to support writing.
Timeframe: 11 weeks
Grade: 7
WEEK 6
Standards:
RL 1: Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its development over
the course of the text; provide an objective summary of the text.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
RL 6: Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
W 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 7 Reading standards to literature
Chapter 14
Discussion Questions
1. Describe how Jonas’ new memory of sledding differs from his previous memories of sledding. What does this memory symbolize?
2. Why doesn’t Jonas take any medicine for the pain from his sledding memory?
3. How do the citizens’ reasons for wanting to increase the birth rate relate to the overall goal of the community?
4. How have the past famine and war contributed to the community’s current structure?
5. Describe Jonas’ beliefs about Elsewhere.
6. Relate how the two times in which Jonas transmits a memory to Gabriel differ.
7. Jonas broke a rule by transmitting a memory to Gabriel. Should Jonas turn himself in for this infraction? Why or why not?
Tasks:
Determining points of conflict:
 Conflict- the problem faced by the characters in the story.
o Man vs. Self- the main character has a problem with him or herself- internal conflict
o Man vs. Man- between two or more characters- external conflict
o Man vs. Society- main character believes in different ideas/concepts than what society, or most people believe- external conflict
o Man vs. Nature- forces of nature propose problems for character- external conflict
 Using quotes from chapters 13-14, students can work together to identify types of conflict and explain the meaning. Example:
o Quote: “Well . . .” Jonas had to stop and think it through. “If everything’s the same, then there aren’t any choices! I want to wake up in the morning and decide
things! A blue tunic, or a red one?” He looked down at himself, at the colorless fabric of his clothing. “But it’s all the same, always.” (pg. 97)
o Type of conflict: man vs. society
o Explanation: Jonas is frustrated with the lack of choices placed on his life by the community’s structure.
 Students add to their chapter notes (sample is the Appendix).
Chapter 15
Discussion Questions
1.
The community was partly created to avoid war in the future. Decide whether Jonas would prefer to live in the community or in a society with war. Give reasons
to support your answer.
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revised 9-12-14
Language Arts Unit: The Giver
Tasks:

Timeframe: 11 weeks
Grade: 7
Students add to their chapter notes (sample is the Appendix).
Chapter 16
Discussion Questions
1.
2.
Tasks:



Explain how extended families in the community differ from extended families in our society.
Jonas tells The Giver, “I just didn’t realize there was any other way, until I received that memory.” Predict how the memory of a family at Christmas will affect
Jonas’ feelings about the community. Give reasons to support your answer.
Add to Characterization notes: Using the following events, students locate specific quotes or descriptions about Jonas to show examples of his behavior or
personality throughout the novel.
o How Jonas feels about all the citizens having memories (Chapter 14):
o When Jonas learns about love and real families (Chapter 16):
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
Chapter
14
15
16
Time
Place
15
Social/Environmental Factors
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
WEEK 7
Learning targets:
RL 1: Cite several pieces of textual evidence to support what the text says explicitly as well
as inferences drawn from the text.
RL 2:
 Describe how the theme is conveyed through particular details in a literary text. (e.g.
interaction between characters, settings, events)
 Provide an objective summary of literary text.
RL 3:
 Describe how setting shapes the characters and/or plot in a story.
 Describe how plot shapes the characters in a story.
 Describe how characters, settings, and plot contribute to the theme in a story.
Grade: 7
Standards:
RL 1: Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary
of the text.
RL 3: Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
Chapter 17
Discussion Questions
1. What effect does discontinuing the pills have on Jonas?
2. Discuss why Jonas reacts so strongly to the game played by his groupmates.
3. Explain the statement, “he [Jonas] knew that such times had been taken from him now.”
Tasks:

Revisit the Theme chart in the students’ notebooks. Students work in partners to find quotes in the last few chapters that provide evidence to support a theme.
Example:
Theme
Rules and
order
Memories
Choices

Evidence
“I am. I’m next on the list. I’ll have to select the one to be nurtured, and the one to be released. It’s usually not hard though. Usually it’s
just a matter of birthweight. We release the smaller of the two.” (p.114)
The first steps of a newchild were always the occasion for celebration at the Nurturing Center, Father said, but also for the introduction of
a discipline wand. Now Father brought the slender instrument home with him each night, in case Gabriel misbehaved. (p136)
With his new, heightened feelings, he was overwhelmed by sadness at the way the others had laughed and shouted, playing at war. But he
knew that they could not understand why, without the memories. (p. 135)
Still patting rhythmically, Jonas began to remember the wonderful sail that the Giver had given him not long before: a bright, breezy day
on a clear turquoise lake, and above him the white sail of the boat billowing as he moved along in the brisk wind. (p.116)
“It seems to work pretty well that way, doesn’t it? The way we do it in our community?” Jonas asked. “I just didn’t realize there was any
other way, until I received that memory.” (p. 125)
The next morning, for the first time, Jonas did not take his pill. Something within him, something that had grown there through the
memories, told him to throw the pill away. (p.129)
Students add to their chapter notes (sample is the Appendix).
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revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Chapter 18
Discussion Questions
1. What rule was added to the Receiver’s job description ten years ago?
2. Compare and contrast Rosemary and Jonas.
3. Examine the irony of Rosemary being stunned by the memory of a child being taken from its parents.
4. Why did Rosemary apply for release?
5. What would happen to the memories if Jonas disappeared?
Tasks:

Students add to their chapter notes (sample is the Appendix).
Chapter 19
Discussion Questions
1. Why are identical twins not allowed in the community?
2. Why do you think The Giver encourages Jonas to watch the video of the twin’s release? Should The Giver have done this? Why or why not?
3. How does an actual release differ from Jonas’ expectations of one?
4. Explain how seeing the release changed Jonas’ opinion of his father.
5. Did Rosemary truly understand release before she asked for one? How did Rosemary choose to deal with the memories?
Tasks:




Plot – The climax of the book is in chapter 19 where Jonas witnesses his Father releasing a newborn, and realizes that release means death.
o Create a plot map. (see Appendix)
 Exposition – the beginning of the novel that gives background information on the setting and characters
 The upcoming Ceremony of Twelve is about to take place in which Jonas will receive his Assignment.
 Rising Action – the development of complications and problems within the novel
 Jonas’ father brings home Gabriel who needs extra care because he cries at night. Jonas is assigned the Receiver of Memories.
 The old Receiver calls himself the Giver.
 Jonas receives the memory of a sled ride.
 Jonas begins to see color.
 Memories are passed to Jonas.
 Jonas transfers memories to Gabriel to soothe him at night.
 Jonas learns about Rosemary.
 Climax – the turning point of the novel when the protagonist makes an important decision that often changes the direction of the story
 When Jonas realizes that when his father “releases” newchildren he actually kills them, Jonas reaches a point of no return.
Add to the plot map after finishing the book.
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
Chapter
Time
Place
Social/Environmental Factors
17
18
19
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revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEK 8
Learning targets:
Standards:
RL 1: Cite several pieces of textual evidence to support what the text says
RL 1: Cite several pieces of textual evidence to support analysis of what the text
explicitly as well as inferences drawn from the text.
says explicitly as well as inferences drawn from the text.
RL 2: Provide an objective summary of literary text.
RL 2: Determine a theme or central idea of a text and analyze its development over
the course of the text; provide an objective summary of the text.
RL 3:
 Describe how setting shapes the characters and/or plot in a story.
RL 3: Analyze how particular elements of a story or drama interact (e.g., how
 Describe how characters, settings, and plot contribute to the theme in a setting shapes the characters or plot).
story.
RL 6: Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
RL 6:
 Identify various points of view.
W 9: Draw evidence from literary or informational texts to support analysis,
 Explain the development of the narrator’s point of view.
reflection, and research.
W 9: Draw evidence from literary texts to support writing.
a. Apply grade 7 Reading standards to literature
Chapter 20
Discussion Questions
1. Does Jonas feel more attached to his family unit or to The Giver? Give reasons to support your answer.
2. Discuss how the memories empower as well as destroy Jonas.
3. How does the Giver want to change the community from within?
4. Summarize Jonas’ escape plan.
5. Decide what the author foreshadows at the end of this chapter. What clues lead you to this conclusion?
Tasks:



Add to Characterization notes: Using the following event, students will locate specific quotes or descriptions about Jonas to show examples of his behavior or
personality throughout the novel.
o When Jonas disagrees with the community’s practices (Chapter 20):
Discuss character types
o Dynamic Character- a character who changes or grows as a result of the events in the story.
o Static Character- a character who does not undergo a change over the course of a story.
o Protagonist- the main character in a story, novel, drama, or other literary work; the character that the reader or audience empathizes with.
o Antagonist- the opponent. Someone or something who opposes the protagonist. May be society, nature, a person, or an aspect of the protagonist
him/herself. (In The Giver, society is the antagonist.)
o The Dystopian Protagonist
 often feels trapped and is struggling to escape.
 questions the existing social and political systems.
 believes or feels that something is terribly wrong with the society in which he or she lives.
 helps the reader recognize the negative aspects of the dystopian world through his or her perspective.
Students add to their chapter notes (sample is the Appendix).
CFA: Write 1-2 paragraphs detailing how Jonas and his opinion of the community change from the beginning of the novel through Chapter 20. Use statements and quotes
from the novel to support your description.
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Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Chapter 21
Discussion Questions
1. What forces Jonas to flee the community sooner than he had planned?
2. Discuss how Jonas staying overnight with The Giver leads to the decision to release Gabriel.
3. Explain how Jonas nurtures Gabriel more than the Nurturers did.
4. Describe how the author uses planes to bookend the novel. What do you believe is her purpose?
Tasks:
o
o
Chapter
20
21
Students add to their chapter notes (sample is the Appendix).
Add to the Elements of Setting chart.
Time
Place
19
Social/Environmental Factors
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEK 9
Learning targets:
Standards:
RL 1: Cite several pieces of textual evidence to support what the text says explicitly as
RL 1: Cite several pieces of textual evidence to support analysis of what
well as inferences drawn from the text.
the text says explicitly as well as inferences drawn from the text.
RL 2: Determine a theme or central idea of a text and analyze its
RL 2:
 Describe how the theme is conveyed through particular details in a literary text. development over the course of the text; provide an objective summary of
(e.g. interaction between characters, settings, events)
the text.
 Provide an objective summary of literary text.
RL 3: Analyze how particular elements of a story or drama interact (e.g.,
how setting shapes the characters or plot).
RL 3:
 Describe how setting shapes the characters and/or plot in a story.
RL 6: Analyze how an author develops and contrasts the points of view of
 Describe how plot shapes the characters in a story.
different characters or narrators in a text.
 Describe how characters, settings, and plot contribute to the theme in a story.
W 9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
RL 6:
 Identify various points of view.
a. Apply grade 7 Reading standards to literature
 Explain the development of the narrator’s point of view.
W 9: Draw evidence from literary texts to support writing.
Chapter 22
Discussion Questions
1. Describe how the natural world changes as Jonas and Gabriel travel farther from their community.
2. Compare and contrast:
 Jonas’ and Father’s methods of nurturing Gabriel.
 Jonas’ survival instincts while he is fleeing the community and when he lived in the community.
 How Jonas feels about his survival and how he feels about Gabriel’s.
Tasks:
 Students add to their notes (sample is the Appendix).
Chapter 23
Discussion Questions
1. Examine what Jonas experiences: Is the snow just a figment of his imagination? Is the snow real? Is Jonas freezing and/or starving to death?
2. Contrast Gabriel when he is fleeing the community to how he was when he lived in the community.
3. Imagine and describe what the boundary between the communities and the outside world looks like.
4. Assess if Jonas is dreaming, dying, or really escaping the community. Think about whether a sled would be waiting if the scene is real.
5. Lois Lowry intended the ending of the novel to be ambiguous. Do you like the ending? Why or why not? Discuss other possibilities for the conclusion of the novel.
Tasks:

Add to the Elements of Setting chart.
Chapter
22
23
Time
Place
20
Social/Environmental Factors
revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7

Plot is the related series of events that create the action in a novel. There are several parts of a plot:
o Exposition- the beginning of the novel that gives background information on the setting and characters
o Rising action- the development of complications and problems within the novel
o Climax- the turning point of the novel when the protagonist makes an important decision that often changes the direction of the story
o Falling action- the action that occurs after the climax when the story begins to wrap up
o Resolution- the conclusion of the novel when the loose ends are tied up

Add to the plot map:
 Falling Action  Jonas leaves the community with Gabe.
 Jonas and Gabe are pursued.
 Resolution  Jonas finds Elsewhere where he hears music and sees Christmas lights. The resolution is ambiguous. Jonas and Gabriel are sledding downhill
toward a town, but the reader is unsure if they have escaped from the community or died.
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revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
WEEKS 10-11
Learning targets:
Standards:
W 3: Write narratives using effective technique, relevant descriptive
W 3: Write narratives to develop real or imagined experiences or events using effective
details, and well-structured event sequences.
technique, relevant descriptive details, and well-structured event sequences.
 Organize an event sequence that unfolds naturally and
a. Engage and orient the reader by establishing a context and point of view and introducing a
logically
narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 Use dialogue and description to develop experiences, events, b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
and characters
events, and/or characters.
 Use a variety of transition words, phrases, and clauses to
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
convey sequence
from one time frame or setting to another.
 Use precise words and phrases, relevant descriptive details,
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
and sensory language
action and convey experiences and events.
 Provide a conclusion that follows from and reflects on the
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
narrated experiences
Weeks 10 and 11 are focused on narrative writing. For the summative assessment, the students will independently write an ending to The Giver. Before this, review the
story, paying specific attention to the story elements. Review the plot map, the setting chart, and other notes.
You will want to provide lessons on using dialogue, creating imagery, using strong verbs, and point of view.
Possible areas of focus:
 Imagery to ‘paint a picture using words’
 Similes/Metaphors/Personification/Onomatopoeia
 Powerful action verbs (e.g. instead of said or walked)
 Varying sentence lengths for effect
 Point of view is consistent
You may organize the two weeks as needed for your students. One possible structure:
 Day 1 - Mini lesson on dialogue using The Giver as well as other books as examples. Students practice the skill by writing a paragraph using dialogue.
 Day 2 – Mini lesson on similes and metaphors. (If you have a copy of Tuck Everlasting, it has lots of figurative language for examples.) Students add similes and
metaphors to their paragraphs from Day1.
 Day 3 – Mini lesson on powerful action verbs. You may want to create lists of alternatives for said or lists of strong verbs. Students go back to their paragraphs
and change the verbs.
 Day 4 – Mini lesson on imagery using the five senses. (Harry Potter books have great imagery.) Students add imagery to their paragraphs.
 Day 5 – Review The Giver for the point of view. When the students write their ending to the story, they will need to maintain the same point of view, using
dialogue and imagery.
 Day 6 – Review the plot map from The Giver. Discuss the setting at the end. This is where their stories will begin. They are writing a resolution.
 Students create a story board to sketch out their writing plan. Fold a blank piece of paper twice. The first box will have the characters and setting.
(Jonas, Gabriel, the snowy weather.) The next two boxes are for two events in their story. (This will depend on which interpretation they take – arriving
in the village or freezing to death.) The last box is for the conclusion.
 Days 7-8 – Students add details to their storyboards. Remind them about using imagery, powerful verbs, and dialogue.
 Days 9-10 Students write their narratives. (Summative assessment)
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revised 9-12-14
Language Arts Unit: The Giver
Timeframe: 11 weeks
Grade: 7
Summative Unit Assessment:
W 3: The two major interpretations of The Giver’s ending are that (1) Jonas and Gabriel have truly escaped the physical boundaries of their society and discovered a real
village in Elsewhere, and (2) Jonas’s vision of the village is only a hallucination that he experiences as he and Gabriel freeze to death in the snow in the middle of nowhere.
Both arguments can be solidly supported by references in the text.
Choose one of these interpretations, and write an ending to The Giver. Include vivid descriptions of the characters, setting, and events.
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revised 9-12-14