StudySync Lesson Plan The Giver

StudySync Lesson Plan The Giver

Objectives 1.

Engage students in the story, language, and themes of Lois Lowry’s dystopian novel, The Giver, preparing the class to discuss and write critical responses to the excerpt.

2. Practice and reinforce the following Grade 8 ELA Common Core Standards for reading literature, writing, and speaking and listening: 

READING: LITERATURE – RL.8.1-6, 10



WRITING – W.8.1-10



SPEAKING AND LISTENING – SL.8.1-6

Time

140 minutes (with an additional 225 minutes of extension possibilities)

Materials SyncTV Premium Lesson on Lois Lowry’s The Giver

Overview In 1993, The Giver was published to a mixture of widespread acclaim and controversy. Only a year later, it had won various awards for young adult literature, including a Newberry Medal; it was a New York Times bestseller and it had already worked its way into school curriculum nationwide. It was also working its way onto the American Library Association’s list of the most commonly challenged works of literature of the 1990s. The Giver is controversial partly because of the world it imagines: a “utopian” future society that has eliminated all pain and suffering through the practice of Sameness, removing all individual thought from its citizens and predetermining their paths for them and, in some cases, killing the very old or weak. The cost of Sameness, of course, is a world without individuality and emotion. This excerpt introduces us to Jonas, the hero of the book, a 12-year-old boy who is contemplating his future as he enters into adolescence. What he will find over the course of the novel will challenge his society’s order, and force readers to think about their own. Students will read this excerpt and discuss its themes and implications, and compare the values of the society from The Giver to their own. They will then participate in class- and group-led discussions, and write critical responses consistent with the ELA Common Core Standards for the eighth grade.

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Lesson Plan: The Giver

Background (10 minutes) 1.

Watch the Preview (SL.8.1-2). As a group, watch the video preview of the premium lesson. After viewing, use the following questions to spur a discussion: a. What would constitute “a perfect world”? Add to the list in the preview with your own ideas about how the world could be “perfect.” Would we want to live in a perfect world, without pain or suffering? What would we have to give up to get this? b. In the world of The Giver, as the preview implies, you become “an adult” when you turn twelve. In our world, it’s a little different. When do you become an adult in real life? Is it an age, or an accomplishment? What are the different trials and ceremonies we must all go through before entering adulthood? c. What are the so-called “darker secrets” of history that the preview is referring to? Discuss the pain and suffering that unfolds throughout history, and the ways it affects our lives presently. Why would a society choose to abandon its history? What good would come of this? What bad? Extension (additional 75 minutes) d. Blog (W.8.4, 6). Have students write a shared or private post on a topic close to their lives: Five things that will change when I am a year older. They should consider responsibilities, interests, expectations, etc., and their attitudes toward these changes: are they “good” or “bad”? Is there anything about getting older that you’re anxious about? What are the “good” and “bad” changes that await? e. Discuss (SL.8.1-3). As a class, come together and discuss the issues and observations that came up in students’ blog posts. Make a chart, with the positive changes on one side, and the more dreaded ones on the other. Ask students how they can approach the changes they’re anxious about and make them for the better. What roles do free thought and decision-making play in “growing up”? f.

Blast! (SL.8.1-3 and W.8.4, 6-7, 9). What is a utopia and what is a dystopia? What are some key examples from pop culture works (literature, film, television) of utopian or dystopian societies? After a short in-class discussion, create a Blast! topic asking students to imagine a utopian and a dystopian society of their own in a short post. Discuss what the different ideal and nightmare scenarios say about what we value in our society.

Engaging the Text (120 minutes)

2. Read the Text (30 minutes) a. Read and Annotate (RL.8.1-4, 6). Have students read and annotate the introduction and excerpt. If students are completing as a homework assignment, ask them to write any questions they have into the annotation tool–these questions are visible to you after the students submit their writing assignments or beforehand if you use the “Mimic” function to access the students’ accounts. b. Discuss (SL.8.1, 3). Have students get into small groups or pairs and briefly discuss the questions and inferences they had while reading. As a class, discuss the following: Would you want your future to be decided for you? Is this kind of

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society better or worse than the one we have now? Extension (additional 20 minutes)

c. Listen and Discuss (SL.8.1-2). As a class, listen to the audio reading of the text. Ask students to share how their understanding of the text changed after listening. What additional images came to mind? What words did the author use to develop the setting? d. Comprehend (RL.8.1-4, 6). Have students complete the multiple-choice questions. Collect papers or discuss answers as a class. 3. Watch SyncTV (30 minutes) a. Watch. Either watch the SyncTV discussion as a class or ask students to watch it on their individual computers. b. Focus (RL.8.1, 3-4 and SL.8.1-2). From 1:32-2:15, focus on two things: First, consider the SyncTV students’ argument about whether living in this “utopia” would be better or worse. Second, model how the SyncTV students infer that Jonas is either nervous or unhappy, using details and passages from the text. c. Focus (RL.8.1-2, 6 and SL.8.1-2). Now look at 2:58-3:55, and watch how the students attempt to comprehend the text by comparing the world of The Giver to the world of their own. Then, pick up where we left off as the SyncTV students go back to the argument about whether the world of The Giver is “utopian” or not. d. Focus (RL.8.1-2, 6 and SL.8.1-2). Finally, consider the section from 5:11-6:00, as the SyncTV students draw more conclusions about the society depicted in the excerpt, and use the term “dystopia” as a descriptor for this supposedly idealized world. As the discussion draws to a close, model how the group has arrived at a deeper understanding of the excerpt. e. Discuss (SL.8.1-5 and RL.8.1-4, 6, 10). After watching the model discussion, have a conversation with the class about the ideas discussed in the SyncTV episode. What new thoughts do they have after hearing the students' discussion? Next, divide students into small groups (3-4 students). Move around the room monitoring groups as students follow the SyncTV episode as a model to discuss some of the following questions: i.

Why might the society depicted in The Giver initially seem utopian? What deeper truths might turn this ideal, pain-free life into something less than desirable? Is The Giver ultimately about a utopia, or a dystopia?

ii. What can we infer about Jonas from reading this excerpt? What is his attitude as a 12-year-old boy, whose life is about to be “assigned” to him? Use specific quotes and descriptions from the text to support your opinion. iii. How is this rite of passage depicted in the excerpt similar to a real-life rite of passage? How is it different? Think about a rite of passage from your own culture or experience, as the SyncTV students do, and discuss what it says about the values and ideals of those who practice it. iv. What separates our world from the world of The Giver? Identify the things in the excerpt that are at odds with our own beliefs and values. Then identify the similarities. Do these two worlds have anything in common? What?

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v. What do you think will happen with Asher? Why do you think Jonas is worried about him as the Ceremony of Twelve approaches? If the Elders always choose the proper path for the young, why does Jonas remain concerned? What is he actually worried about?

vi. Though the society in The Giver aims to eliminate distinctions between citizens, some distinctions remain. What are they? Would it ever be possible to remove distinctions between people? If it could be attained, what would be the advantages and disadvantages of this? Extension (additional 50 minutes) Decide (SL.8.1, 3-4). Divide the class into small groups, and have each group pretend it is the Committee of Elders, making decisions about what kind of Assignment each student in another group will receive—with the evidence for each decision. Then have students compare their decisions. Were they right or wrong? What are the inherent problems with such a process? g. Research (W.8.7, 9 and SL.8.4-6). For the following class, ask each student to prepare a short, two- to three-minute presentation about what their “Assignment” would be, if they had the choice. Presentations should include a brief summary on the path they want to pursue, and relevant video/audio. Are students’ own choices different than the ones handed down by others? Why do they think this is so? f.

4. Think (10 minutes) a. Respond (W.8.1, 4). Ask students to read the “Think” questions, watch the corresponding video clips, and respond to the questions, either in class or for homework.

5. Write (60 minutes) a. Discuss (SL.8.1). Read the prompt you have chosen for students, and then solicit questions regarding the prompt or the assignment expectations. Whichever prompt you have chosen, make sure you are clear about the assignment expectations and the rubric by which you and the other students will be evaluating them. b. Organize (RL.8.1-4, 6, 10 and W.8.1-2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they’ll address in their writing as they make annotations. If you’ve worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.8.1-2, 4-6, 8-10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. d. Review (W.8.4-6). Use the StudySync “Review” feature to have students complete one to two evaluations of their peers’ work based on your chosen review rubric. Have the students look at and reflect upon the peer evaluations of their own writing. What might you do differently in a revision? How might you strengthen the writing and the ideas?

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Extension (additional 80 minutes) e. Write (W.8.1-2, 4-6, 9-10). For homework, have students write an essay using one of the prompts you did not choose to do in class. Students should publish their responses online. f.

Write (W.8.1-2, 4, 9-10). Have students compose a 300-word essay discussing the benefits and detriments of Sameness, as Lois Lowry dubs it. Essays should take one side or the other in discussing which way of life would be better for the world today. Should we give up more of our freedom and personal liberties in exchange for peace and stability?

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SUPPLEMENTARY MATERIALS

Key Vocabulary 1.

fidgeting (v.) – Moving uncomfortably or in a nervous manner

2. element (n.) – A part of a larger thing 3. aptitude (n.) – The natural ability to learn or do something 4. appeal (n.) – A formal request to reconsider an official decision handed down by an authority 5. nurture (v.) – To care for someone or something that is growing, developing, etc. 6. committee (n.) – A group of people who make formal and official decisions in a chosen area 7. fortunate (adj.) – Lucky 8. laborers (n.) – People who do physical work (labor) 9. recreation (n.) – Any activity or activities done for fun or relaxation 10. volunteer (adj.) – Of or relating to volunteers: people who do things without being forced or paid to do so

Reading Comprehension Questions 1.

At the beginning of the excerpt, Jonas is ________________ years old. a. ten b. eleven c. twelve d. thirteen

2. All of the following are true about Jonas’ father EXCEPT __________________. a. he loved “newchildren” all his life b. he was initially resentful of his Assignment c. he claims he is pleased and happy with his life d. it was always clear what his Assignment would be 3. Jonas is best described as ___________________ about the upcoming Ceremony of Twelve. a. excited b. annoyed c. anxious d. uninterested 4. In this society, your Assignments are given by _________________. a. Elders b. God c. your parents d. a lottery when you turn twelve 5. Jonas wants to be a _________________. a. Nurturer b. Laborer

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c. Engineer d. none of the above 6. Which of the following is not a concern of Jonas? a. change b. Asher’s upcoming Assignment c. being disappointed in his own Assignment d. his performance in school 7. Jonas’ father tells anecdotes of his friends’ satisfaction with their Assignments because _________________. a. he believes the Elders’ are wise in their selections b. he wants to calm Jonas’ fears c. both a and b d. neither a nor b 8. “There are very rarely disappointments, Jonas. I don’t think you need to worry about that,” his father reassured him. “And if there are, you know there’s an appeal process.” But they all laughed at that—an appeal went to a committee for study.” We can infer from this passage that __________________. a. appeals aren’t taken seriously b. Jonas will be disappointed c. Jonas’ father is disappointed in his Assignment d. all of the above 9. Jonas believes all of the following will change after his Ceremony of Twelve EXCEPT ________________. a. his birthdays will become unimportant b. he won’t remain friends with Asher c. he will no longer receive recreation hours d. his Assignment will be chosen for him 10. Which of the following beliefs can we attribute to this society? a. Nobody should have to choose what they want to do b. Preparing for adult life is more important than adult life itself c. A person’s life path is best determined by childhood interests d. all of the above

Answer Key

1. B 2. B 3. C 4. A 5. D 6. D 7. C 8. A 9. B 10. D

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Further Assignments 1.

Once students are finished with this StudySync Premium Lesson, have them read the entirety of Lois Lowry’s The Giver. Ask them to keep a reading journal or blog while reading and write one entry every day about the topics and events that happen in the book. Continue to discuss and expand upon the themes and issues that came up in the initial discussion, and once completed, have students write critical responses to the text. (RL.8.1-4, 6, 10 and SL.8.1-3 and W.8.4, 9)

2. Real life is not quite as black-and-white as The Giver; the lengths at which we give up our own individuality and choice are usually much more incremental. Have students vote on one thing in their lives that they would allow to be pre-determined for them, a la The Giver. Ask them to write two-paragraph proposal on behalf of their vote for why we should no longer be the ones to determine the outcome of this (e.g., marriage? Social status?) and share proposals with the class. Encourage constructive debate of the various viewpoints. What does this discussion tell us about the importance of differences and choice? (W.8.1-2, 4, 9 and SL.8.1, 3-4) 3. “Release” is the term for death used by the society in The Giver—which frequently entails euthanasia. There has been much debate over the morality of this issue. Solicit initial student thoughts on whether euthanasia can ever be a humane or merciful act, then have them visit http://euthanasia.procon.org/ to read the different sides of the argument and form their own. Debate, in class, the pros and cons of this act, and whether one side makes a more convincing case than the other. (SL.8.1-4) 4. On the subject of “release,” the community in The Giver has many words like this that cover up a different or darker truth. Write a 300-word essay response about language in the society of The Giver, discussing how it is used and manipulated, by whom, and to what end. Students’ essays should cite examples from the excerpted or completed text. Why is language a powerful tool in the forming of values and customs? What power do words hold over our collective beliefs? (W.8.2, 4, 9 and RL.8.1-2, 4) 5. After finishing The Giver, have students read and complete the StudySync Premium Lesson for Suzanne Collins’ The Hunger Games, another popular contemporary sci-fi novel about dystopia. After both lessons are complete, lead an in-class discussion and have students write at least 300 words comparing and contrasting the two excerpts. Questions to consider: What similar themes do the two works share? How do they envision a dystopian future in unique ways? Which society is more frightening? Which seems more possible? Do you see a reflection of either The Giver or The Hunger Games in the world today? Why? (RL.8.1-6, 10 and W.8.1-2, 4, 9-10) 6. Choose a “rite of passage” you are to go through in your own culture, or one that has recently happened. In a paragraph response, describe the rite and its significance. What does it represent or signify? What will you gain afterwards, and what you will lose? How did it start? Students can share their responses if they wish. Then, after reading the excerpt from The Giver, have them compare their rites with the Ceremony of Twelve, noting how the two rites of passage are similar and how they are different. (ELL)

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