Genre: Science Fiction Novel Study Grade: 5 Unit 5

Title/Author: The Giver by Lois Lowry

Suggested Time: 20-25 days (TBA)

Common Core ELA Standards (Consider Literature, Writing, Speaking, Listening, and Language

Skills) CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.CCSS.ELA-Literacy.RL.5.6 Describe how a narrator or speaker's point of view influence how events are described.CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.CCSS.ELA-Literacy.RL.5.10 By the end of the year read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.CCSS.ELA-Literacy.RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.CCSS.ELA-Literacy.RF.5.4Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RF.5.4.a Read grade-level text with purpose and understanding.CCSS.ELA-Literacy.RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CCSS.ELA-Literacy.W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.CCSS.ELA-Literacy.W.5.1.b Provide logically ordered reasons that are supported by facts and details.CCSS.ELA-Literacy.W.5.1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).CCSS.ELA-Literacy.W.5.1.d Provide a concluding statement or section related to the opinion presented.CCSS.ELA-Literacy.W.5.2.c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).CCSS.ELA-Literacy.W.5.2.e Provide a concluding statement or section related to the information or explanation presented

Genre: Science Fiction Novel Study Grade: 5 Unit 5

CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-Literacy.W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.CCSS.ELA-Literacy.W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.CCSS.ELA-Literacy.W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.CCSS.ELA-Literacy.W.5.3.e Provide a conclusion that follows from the narrated experiences or events.CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-Literacy.W.5.9.a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").CCSS.ELA-Literacy.W.5.10 Write routinely over extended time Comprehension and Collaboration:CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.SL.5.1.a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.CCSS.ELA-Literacy.SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles.CCSS.ELA-Literacy.SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.CCSS.ELA-Literacy.SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.CCSS.ELA-Literacy.L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.CCSS.ELA-Literacy.L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.CCSS.ELA-Literacy.L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.L.5.5.a Interpret figurative language, including similes and metaphors, in context.CCSS.ELA-Literacy.L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Teacher InstructionsBefore Teaching1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a

description for teachers, about the big ideas and key understanding that students should take away after completing this task.

Big Ideas and Key Understandings Theme: Freedom of Choice

Text Focusing Question

How do individual and collective memories shape who we are and what we will become?

Synopsis

The Giver is a science fiction story about a 12-year-old boy who must choose between a world of sameness or one filled with both the intense joys and pains of life. Jonas lives in a "perfect" world, devoid of strife or conflict. When Jonas begins training for his life assignment as the Receiver of Memory, he meets his teacher, a man called The Giver. As The Giver transfers to Jonas the memories of the world, Jonas begins to realize that his seemingly perfect world has many flaws. When the life of a baby, whom Jonas has become attached to, is threatened, Jonas must decide where his loyalties lie.

2. Read chapters in the selection text, keeping in mind the Big Ideas and Key Understandings.3. Re-read chapters in the selection text while noting the stopping points for the Text Dependent Questions and

Teaching Vocabulary.

During Teaching1. Students read the assigned chapters independently.2. Teacher reads the chapter aloud with students following along. (Depending on how complex the text is and the

amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to

the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Text Dependent Activities/ Questions

Text-Dependent Activities/Questions Evidence-Based AnswersSample student responses are included but not limited to the following. Any valid answer that is based on text evidence should be accepted.

Pre-Read Activities

Prior to beginning Unit, have students research the characteristics of Utopian and Dystopian societies.

Create a T-Chart as a class based on research findings.

Introduce The Giver as an example of science fiction, but they must decide if it is utopian or dystopian literature.

Before reading Chapter 1, preview the novel and have students predict in writing why the novel is called The Giver.

Remind students to stop and jot wonderings, questions, realizations, etc. for each chapter. Use these thoughts to begin discussion for each chapter.

Introduce utopian literature as a literary genre. Point out the characteristics associated with this genre. Characteristics include:

Science fiction Setting is in a distant time and place There is no obvious way to arrive or

depart from a utopia Basic needs of all people are provided for Everyone works Little room for individuality Lack of technology by citizens - but

technology may be essential to leadership

Encourage students to identify movies, TV shows, and books they have read that may be considered utopian literature.

Activities: Read Chapter 1 aloud to the class. While

reading, take time to model active reading. Reread Chapter 1 with your Reading Buddy. Summarize Chapter 1; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Why does the plane flying overhead frighten Jonas?2. Why are the children scolded for telling friends they have been released? Do you think that was fair?3. List all the reasons that a community member may be released. Do you think being release a good thing or a bad thing? Would you want to be released?4. What is the rule about family units? What do you think about their rules? Would you like to have those rules in your family?

1. The plane flying frightens Jonas overhead since it was against the rules for one to fly so close. They had only ever seen cargo planes and this was a sleek jet. In addition, the loud speaker ordered all citizens to go indoors and stay there immediately.

2. Release from the community is a final decision, a terrible punishment, an overwhelming statement of failure for contributing citizens.

3. As a punishment, when it was an elderly person or a new child who was not healthy and normal.

4. Each family unit could only have two children 1 male, and 1 female.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 2

Activities: Stop and jot discussion of previous chapter. Distribute and ask students to respond to the

statements on the Anticipation Guide. Explain that they will revisit the Anticipation Guide at the conclusion of the unit to see if their views have changed in any way.

Read Chapter 2 of The Giver aloud to the class. Continue to model active reading.

Reread Chapter 2 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. What rule does Jonas’ father break? How does Jonas feel about this? How would you feel if you found out your parent or family member broke a rule?2. What happens to the Nines at the Ceremony? Do you have a ceremony when you turn a certain age? How it is different?

Constructed Response Question:How does Jonas’s private talk with his parents help him feel less apprehensive? Use details from the text to support your answer.

ANTICIPATION GUIDE

Chapter Questions: 1. Jonas’ father reads the naming list before the

ceremony and finds out the name of the baby he is worried about so that he can call him by name when no one else is around. (Gabriel)

2. At the age of nine community members receive their first bike.

Constructed Response Question:Inference: Jonas’s private talk with his parents helps him feel less apprehensive because they reassure him and explain what it was like for them when they went through the same experience. Possible Examples/Details: --Jonas’s father tells him that he, like Jonas, was impatient waiting for his Ceremony of Twelve --Jonas asks if any of the Elevens were disappointed his father’s year, and Father says no, “there are rarely disappointments” --Father tells Jonas the Elders are very careful in their observations and selections --Jonas’s father helps him remember that Decembers have always been exciting for him and Lily --his mother tells him that the changes he will experience will be good changes

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 3

Activities: Stop and jot discussion of previous chapter. Distribute a "Community Life Schedule" to each

student. Model how to fill in this chart. Tell students they can find most of the life events in Chapter 2, but they will continue to add events as they read more of the novel.

Read Chapter 3 aloud to students. Reread Chapter 3 with your Reading Buddy. Summarize Chapter 3; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Describe the life of a Birthmother. How is it different from mothers in our community? How does that job make you feel?2. What happens to Jonas because of his decision to take an apple? Do you think that punishment was fair?3. Why does Jonas take the apple home? Would you have taken it home if you knew that it was against the rules?4. What was different about Jonas' and the new child's eyes?Community Life Schedule

1. Birthmothers get wonderful food, gentle exercise periods, and most times play games and amuse themselves. After three births, they become labors until they enter the house of the elderly. Being a birthmother holds very little honor in the community.

2. Jonas is humiliated by an announcement on the loud speaker stating that taking anything from the community center is against the rules and snacks should be eaten and not hoarded. He knew that announcement was directed at him.

3. The apple changed 4 times while he was tossing it with Asher and Jonas wanted to try and figure out what was happening.

4. Almost everyone's eyes in the community were dark, but Jonas and the new child had light eyes.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 4

Activities: Stop and jot discussion of previous chapter. Introduce connotation by asking for a

volunteers to walk, limp, shuffle, pace, stagger, and march around the classroom. Discuss the importance in Jonas‘s community of always using the "correct word" as was first seen when Jonas thought about his use of the word frightened. Have students generate synonyms for frightened, including afraid, scared, terrified, nervous, alarmed, startled, anxious, upset, worried, panicky, and apprehensive.

Use the Think-Pair-Share strategy to have students discuss with a classmate the difference in the connotation of each word then share with the class an example of when each synonym might be used.

Read Chapter 4 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Why does Jonas have no idea about what his assignment will be? How would you feel if you were Jonas?2. What happens at a release of the Old? Would you want to be released like that or have someone you know be released like that?Constructed Response Question:How does the author contrast the release of Roberto with the release of Edna? Use details from the text to support your answer.

Chapter Questions: 1. Jonas has spent his volunteer hours at many different

places. As a result, he is unsure of where he will be assigned.

2. The person's life story is told.

Constructed Response Question:Inference: The author contrasts the release of Roberto with the release of Edna by having Larissa talk about Roberto’s release in a positive, enthusiastic way and Edna’s in a negative way. Possible Examples/Details: --The author shows Jonas bathing Larissa during Volunteer Hours at the House of the Old, and she starts talking to Jonas. She says the celebrated Roberto’s release that morning and it was “wonderful” --Larissa says that Roberto was a “very interesting man” and that at his release “they told his whole life” --Larissa is very enthusiastic telling what an important job Roberto had, about his children, etc. --Larissa then says there are also some boring releases such as Edna’s --Larissa says Edna was just a lowly Birthmother, and in Food Production --Larissa says that Edna wasn’t very smart

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 5

Activities: Stop and jot discussion of previous chapter. Introduce theme. Students should know theme,

but some instruction may be necessary. Suggested themes for The Giver may be stated in a variety of ways; however, most relate to:

* Memory * Family *Rules * Conformity / Individualism * Emotion

Discuss events that have occurred in the first few chapters of The Giver that would fall into any of the above categories.

Make a step book on which students will record events that support each theme. (See Instructions in Teacher Notes.)

Read Chapter 5 with your Reading Buddy. Summarize Chapter 5; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Describe Jonas’ dream. What would you do if you had that dream?2. What explanation does Jonas’ mother give him about the dream? Do you believe his mother?3. What is the treatment for Stirrings? What do you think Stirrings are? Would you want the treatment?

1. Jonas dreams that he is in a bathing room with Fiona. He has a bare chest. He wants Fiona to take off her clothes and get into the water. Jonas has a strong urge to bathe Fiona.

2. Jonas' dream is the first sign of "Stirrings". Stirrings happen to everyone as they grow up.

3. People take pills every morning.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Compare and contrast the life events

celebrated in Jonas‘s community to those celebrated in America.

Have students construct their own Venn diagram and place information on it from their "Community Life Schedules" graphic organizers.

After completing their Venn diagrams, have students write a short comparison essay.

Read Chapter 6 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Where do released members go? Knowing how the community operates, would you want to be released from there?2. Describe the Ceremony of Loss. Why do you think the author has the community do this? What might it symbolize?3. How are spouses chosen? How does that make you feel? Should we run our community like that?4. When do spouses get children?

Constructed Response Question:How do Jonas’s father’s actions impact Gabriel’s situation in Chapter 6? Use details from the text to support your answer.

Chapter Questions: 1. They are sent Elsewhere and never return.

2. The name is repeated for the first time since the loss. It is repeated slowly and softly at first, then faster and with more volume.

3. A Committee of Elders chooses the spouses for the people who apply for them.

4. After a match has been monitored for three years, couples may apply for a child.

Constructed Response Question:Inference: Jonas’s father’s actions impact Gabriel’s situation in Chapter 6 because as his Nurturer, he was able to make special arrangements to help Gabriel. Possible Examples/Details: --As his Nurturer, Father was looking out for Gabriel, so he asked the Committee for a special reprieve when he saw Gabe wasn’t as strong as he should be --Jonas’s father was given an extra year to care for Gabriel before he had to be given to a family --This arrangement was very unusual because if a baby hadn’t gained enough weight he would have been released (labeled Inadequate). --Father’s actions allowed Gabriel to be labeled Uncertain, and he got to spend his nights at Jonas’s house. --So Father got a special privilege to help Gabe catch up to his age group

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Discuss characterization as a literary term and

as it relates to The Giver. During this discussion, students should know or learn that characterization, the techniques a writer uses to reveal the personality of characters, is achieved through:

*Words spoken by the character *Thoughts of the character *Appearance of the character *Actions of the character *Interactions with other characters *Names of the characters *Place the character lives

*Change of the character throughout the story.

Choose any character and describe their characteristics, use textual evidence that supports thinking.

Read Chapter 7 with your Reading Buddy. Summarize Chapter 7; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Why would Asher have been a poor Instructor of Threes? Would you be a good Instructor of Threes and why?2. Describe the discipline methods for Threes. Do you think that is fair?3. What is Asher and Fiona’s assignment? Would you want either of those? Why?4. Who is Chief Elder?

1. The Instructors of Threes are responsible for acquisition of language, and Asher often has problems with precision of language.

2. Small children who misbehave mildly are given a smack on the hands with the discipline wand. For a second offense, children receive three sharp smacks on their bare legs.

3. Asher's assignment is Assistant Director of Recreation and Fiona's assignment is Caretaker of the Old.

4. She is the leader of the community. A new Chief Elder is elected every ten years.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Address Setting not only as a literary element

but also as to its relevance to The Giver. Students should know or learn that setting:

*includes both where and when a story takes place. *can be useful in determining the genre of a selection.*can have a significant impact on a story.*can play a major role in the conflict of a story.

Have students complete setting graphic organizers. (See Teacher Note Section)

Read Chapter 8 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Why isn’t Jonas given an assignment? How would you have felt if you were Jonas?2. How does the committee select a Receiver? How do you think they should select one?3. What are the qualities The Receiver must have? Do you have any of those qualities?Constructed Response Question:Why does Jonas feel uneasy with his selection, even when the Chief Elder states, “He has shown all of the qualities that a Receiver must have”? Use details from the text to support your answer.

Chapter Questions: 1. He has been selected as the new Receiver of Memory.

2. The committee makes a unanimous choice after carefully observing the candidate. Elders must have no uncertainty about the chosen individual.

3. Intelligence, integrity, courage, wisdom, and the capacity to see beyond.

Constructed Response Question:Inference: Jonas still feels uneasy about his selection after the Chief Elder’s words because he felt so much fear and uncertainty about what he would actually have to go through. Possible Examples/Details: --Jonas feels uneasy because he is told he must work apart from the others—he must carry out his duties alone --Jonas feels fear when he is told his training requires experiencing physical pain of a much greater degree than the kind he has ever experienced --Jonas feels uneasy because he is told that to fulfil the requirements of the job he has been selected for he will need a lot of courage, but he doesn’t feel brave

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Introduce conflict as a literary term. Include the

various types of conflict (internal/external, man against man, man against nature, etc.)

Have students work in small groups to identify the conflicts found in Chapters 1-8 of The Giver. Keep in mind that it may be difficult to identify conflict in some chapters.

Make an anchor chart of the "Conflict - Chapter by Chapter." Update the chart as a whole-class activity as additional chapters are completed.

Read Chapter 9 with your Reading Buddy. Summarize Chapter 9; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. How does the selection make Jonas feel? Why is this an unusual feeling for him? Would you feel the same way? If not, how would you feel?2. What are Jonas’ rules? How does he react to each of them? How would you react to these rules?3. Why does the rule about lying “terrify” Jonas? Would it terrify you if you were Jonas? Should we have that rule in our community?4. What happened to the previous selection?

1. He feels different for the first time in his life because he is different. He had grown up being the same as everyone else.

2. Jonas must go to the Annex every day after school. He must go straight home after each day of training. He may ask any questions of anyone. He cannot talk about his training with anyone. He cannot share his dreams. He may not take medication for work-related illness or injury; he cannot apply for release; and he has permission to lie. He was startled by the exemption from rudeness. He was not worried about no dream-telling, although he did wonder a bit how he would deal with the morning ritual. He was unnerved by the restrictions on medication because medicine was so readily available in the community. He had no reaction to the rule about applying for release. The rule about lying is the most shocking. He wonders perhaps everyone else in the community was permitted to lie.

3. He is worried that everyone else in the community may be lying.

4. Jonas' parents do not know. She was never seen again after the selection.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Discuss sensory imagery and the role it plays in

memories. The discussion should include reference to the senses of sight, sound, smell, taste, and touch.

Have the class share examples of times when one of the sensory images inspired a memory.

Model how to complete a Sensory Imagery graphic organizer (See Teacher Note Section) about a favorite memory of yours or have the class complete the chart based on the first memory The Giver shared with Jonas.

After modeling how to complete the chart, have students complete a Sensory Imagery graphic organizer of their own about the first memory they would choose to share with someone who had no concept of what a memory is.

Read Chapter 10 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Why does the attendant’s behavior surprise Jonas?2. What was the explanation for the locks? Why are they unusual?3. Describe The Receiver. Would you want that job?4. What happens when Jonas tries to make the standard community apology? What happens when you apologize?Constructed Response Question:One of the central ideas of The Giver is the importance of memories and the past. How does the author introduce this central idea in Chapter 10? Use details from the text to support your answer.

Chapter Questions: 1. No one had ever stood to acknowledge Jonas'

presence.

2. The attendant explains that the locks ensure The Receiver's privacy so that he may concentrate. No other doors in the community are locked.

3. He wears the special clothing that Elders wear. He wrinkled, and his light eyes are surrounded by dark circles.

4. He must transmit his memories to Jonas

Constructed Response Question:Inference: The author introduces this central idea in Chapter 10 when Jonas discovers that he is living with no memories or knowledge of a world beyond his daily existence. Possible Examples/Details: --the old Receiver tells Jonas he needs to transmit the memories he has within him to Jonas. --Jonas is confused because he does not know anything about the past, or the whole world. The reader finds out that Jonas only knows about his current Community. --Jonas tells the old Receiver, “I thought there was only us; I thought there was only now.” --Jonas sees all the books when he comes into the Annex and cannot imagine what would be written in them because he does not know the past or history exists. --The old Receiver lets Jonas know that it’s very important that he learns all these memories and re-experiences them for wisdom

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Point of View - review the various points of

view from which the narrator might tell the story: first person, second-person, and third-person.

Explain the difference in having a narrator that is omniscient and limited.

Have students identify the point of view from which The Giver is told and locate passages in the novel to support their answer.

Ask students what they think would be different if this novel were told from the point of view of Lilly or of one of the other characters.

Read Chapter 11 with your Reading Buddy. Summarize Chapter 11; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Describe how the memory is given to Jonas. Would you like that to happen to you?2. What happens to The Receiver’s memory when he gives it to Jonas?3. What does the old Receiver of Memory tell Jonas to call him?4. What do you think is going to happen next?

1. Jonas lies down on the bed. The Receiver places his hand on Jonas' bare back.

2. When the Receiver transmits memories to Jonas, he no longer has them.

3. He tells Jonas to call him the Giver.

4. Answers will vary but should be supported with details from the text.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 12

Activities: Stop and jot discussion of previous chapter. Read Chapter 12 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. What does Jonas dream about? Is it an important dream? Why?2. How are the Old punished?3. Why do the faces change for Jonas at the Ceremony?Constructed Response Question:How does the author contrast Jonas’s point of view with The Giver’s regarding relinquishing color for Sameness? Use details from the text to support your answer.

Chapter Questions: 1. He dreams about sledding down the snow-covered

hill. In the dream, he has the feeling that there is a destination beyond where the sled stopped in the thick snow.

2. The Old are disciplined with a discipline wand as small children are disciplined

3. Jonas was seeing red tones in the audience members' skin.

Constructed Response Question:Inference: The author contrasts Jonas’s point of view with The Giver’s regarding relinquishing color for Sameness by depicting Jonas with a much stronger attitude against it than The Giver. Possible Examples/Details: --When The Giver tells Jonas that the people made the choice to go to Sameness, he shrugs about it, but Jonas yells out fiercely, “We shouldn’t have!” --The Giver looks surprised at Jonas’s reaction. He says he agrees now, but it took him longer to realize it and to come to the same conclusion that Jonas has. He says it took him “man years” to feel the way Jonas feels right now. --Jonas is fascinated by the color red and without hesitation wants everyone to see the colors. He says, “the red was so beautiful!”

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 13

Activities: Stop and jot discussion of previous chapter. Read Chapter 13 with your Reading Buddy. Summarize Chapter 13; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. Why does Jonas think lack of color is “unfair”? Do you think it is unfair? What do you think he is going to do about it?2. Why does Jonas touch Asher? What is Asher’s response? How would you respond back to Asher?3. What memory does Jonas receive?4. What happened when the previous Receiver-in-training failed?

1. Jonas thinks that, if people had color, they would also have choices.

2. Jonas wants to transmit the memory of red to Asher. Because it is rude to touch anyone outside the family,

3. Asher was worried something was wrong.

4. Jonas sees elephant poachers kill an elephant. He also watches as the surviving elephant grieves for the death.

5. The memories she had been given were returned to the community.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Read Chapter 14 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Why does Jonas feel lonely that evening?2. Why does the phrase “Back and back and back” suddenly seem ominous to Jonas? What is back and back and back like for us? 3. How does Jonas quiet Gabriel when he wakes? Would you do the same? Do you think the community will find out about it?Constructed Response Question:How do Jonas’s experiences in the Annex in Chapter 14 impact the plot (cause the story to advance)? Use details from the text to support your answer.

Chapter Questions: 1. Jonas feels lonely because he realizes that no one in

his family has ever known pain. He can't share the pain with them.

2. He realizes nothing is ever going to change just as nothing has ever changed.

3. Jonas accidentally transmits a memory to Gabe while patting him on the back and recalling the sailing memory.

Constructed Response Question:Inference: Jonas’s experiences in the Annex in Chapter 14 impact the plot because as he’s learning more about the ways of the Community from The Giver, he decides that the two of them need to think of a way to change things. Possible Examples/Details: --Jonas receives painful memories of a broken leg and hunger, and these experiences lead him to question The Giver (“Why do the two of us have to hold these memories?”) --The Giver tells Jonas that he used knowledge of hunger to make an important decision, but then Jonas says that all people should share the memories. --With all of his new knowledge and experiences having memories, Jonas complains that it is not fair for them to go through this alone and says he wants to “change it.” --His experiences getting memories from The Giver in the Annex start to impact another character, Gabriel. Jonas is rubbing his back in his crib when he starts transmitting the memory of the sail to him unknowingly. Jonas gives him another good memory to calm him later that night. --Jonas decides not to tell The Giver about giving the memories to Gabriel

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Read Chapter 15 with your Reading Buddy. Summarize Chapter 15; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. What memory did the Giver release to Jonas that had smoke and canons?2. Why didn't Jonas want to go back to the Giver?3. What happened to the Twelve who was chosen as the Receiver ten years before Jonas?

1. A memory of war with carnage and bloodshed.

2. He didn't want the pain anymore.

3. She could not handle the painful memories and had asked to be released after five weeks of training.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Activities: Stop and jot discussion of previous chapter. Read Chapter 16 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. Which memory is The Giver’s favorite? Why do you think the author had that be his favorite memory?2. What new words, concepts or emotions does Jonas learn from the Giver’s favorite memory?3. What do Jonas’ parents tell him when he asks if they love him? How would that make you feel if you were Jonas?4. What is Jonas’ first lie to his parents? How you feel about lying?

Constructed Response Question:How does Jonas, our protagonist, show growth and change in Chapter 16? Use details from the text to support your answer.

Chapter Questions: 1. A Christmas memory of a family.

2. Family, grandparents, and love.

3. They tell him it is inappropriate to use a generalized and obsolete word like "love."

4. He lies when he says that he understands why it is inappropriate to use the word like "love."

Constructed Response Question:Inference: Jonas shows growth and change in Chapter 16 when he discovers the idea of love and makes some important decisions on his own. Possible Examples/Details: --Jonas senses a strong, important feeling from The Giver’s favorite memory where he discovers the concept of grandparents—that leads to his discovery of love. He gets up the nerve to ask his parents if they love him. When they tell him that’s “inappropriate,” he lies to them for the first time. Lying to them shows a change in Jonas and also growth because he uses his new power as Receiver. --Jonas shows growth and change by going beyond his authority and giving many more memories to Gabriel --He goes with his instinct and stops taking his pill for the Stirrings (without asking The Giver about it).

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 17

Activities: Stop and jot discussion of previous chapter. Read Chapter 17 with your Reading Buddy. Summarize Chapter 17; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. How does Jonas feel now about the ritual of family members telling their feelings?2. What are Asher and the other children playing? What would you do if you saw them playing that?3. What does Father say will happen at the release of the twin?4. Why does father bring home a discipline wand now?

1. He thinks it is off-base. Now that he has experienced real feelings, he know that feelings cannot be told; they are felt.

2. War.

3. He will weigh them and then take the smaller one, clean him up, make him comfortable, perform the Ceremony of Release, and wave "bye-bye."

4. Gabe began to walk, which marks the introduction of the discipline wand.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 18

Activities: Stop and jot discussion of previous chapter. Read Chapter 18 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. What painful memories did The Giver give to Rosemary?2. What happened to the previous Receiver-to-be?

Constructed Response Question:How does the author depict a sense of sadness about Rosemary’s failure ten years ago? Use details from the text to support your answer.

Chapter Questions: 1. Loneliness, loss, anguish, poverty, hunger and terror.

2. She received five weeks of memories. She experienced loss and loneliness and other negative feelings but no physical pain. One day after training, she hugged and kissed The Giver, and then requested from the Chief Elder.

Constructed Response Question:Inference: The author depicts a sense of sadness about Rosemary’s failure by showing The Giver sad and upset when explaining her circumstances to Jonas. Possible Examples/Details: --The Giver says he loved her --The Giver “hesitated painfully” before saying her name --The Giver did not give her physical pain because he could not bear to, but he gave her other kinds of pain such as loneliness, hunger, and terror. He says it “broke his heart” to do this. --The Giver never saw her again, because she applied for Release and got it. The memories went back to the people and confused them, and The Giver didn’t help them because he was so upset to have lost Rosemary --Jonas notices that her release had “saddened The Giver very deeply.”

Chapter 19

Activities: Stop and jot discussion of previous chapter. Read Chapter 19 with your Reading Buddy. Summarize Chapter 19; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. How is Jonas able to watch the twin’s release after it happened? How did the release make you feel?2. Describe the twin's release.3. Describe Father’s attitude about the release. What would you do if you were Jonas?

1. He watches a recording. All private ceremonies are recorded and stored in the Hall of Closed Records.

2. The naked children are weighed. The larger child is wrapped and taken away. Jonas' father takes out a syringe and fills it with clear liquid from a bottle. He punctures the smaller child's forehead with the syringe. The child squirms, wails and goes limp. Jonas' father cleans up the room, puts the body into a small carton and then places it in a trash chute. As he dumps the body, he says "Bye-bye, little guy."

3. He seems detached and calm.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 20

Activities: Stop and jot discussion of previous chapter. Discuss; In Chapter 19, we witnessed the

"release" of an identical twin. Write about your reaction to that event.

It may be difficult for some students, but it is important to discuss the "release" of the baby. Some students may react strongly to this section of the novel; therefore, it is important to be sensitive to the views of all students. Make certain that students realize that neither the author nor you is condoning this.

Ask students to try to determine a reason why Jona’s community would only let one twin live.

Remind students that Jona’s father has been working with Gabe for over a year so that he won’t be released. Ask students to discuss Gabe’s character traits that would cause the community to want him to be released.

Remind students that the elderly are also released as was the pilot at the beginning of the novel who accidentally flew over the community. Encourage discussion about the release of the elderly. Before ending this discussion, help students understand that "release" was a way to eliminate sickness, pain, and suffering in the community.

Read Chapter 20 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. What finally causes The Giver to decide to make a change? Do you think it is a good idea?2. What is the plan that Jonas and The Giver have created? Can you come up with a better plan? What is it?Constructed Response Question:How does the author show differing points of view between Jonas and The Giver in Chapter 20? Use

Chapter Questions: 1. Jonas' company over the past year helps The Giver

realize that things must change. His question about falling into the river helps The Giver formulate a plan.

2. The Giver will transfer all of his memories of courage and strength. Jonas will leave at midnight, taking an extra set of clothing. He will ride his bicycle to the river and leave the extra clothing in the bushes. Then he will go to The Giver's dwelling. The next morning The Giver will request a vehicle. He will send the driver out on a errand, and Jonas will hide in the storage area. They will drive him out of the community. Jonas will have two weeks' worth of food saved up for the journey. The Giver will arrive at the Ceremony to announce to the community that Jonas' clothing and bicycle were found by the river. The Giver will lead the community in the Ceremony of Loss.

Constructed Response Question:Inference: The author shows differing points of view between Jonas and The Giver when Jonas wants The Giver to leave with him, but The Giver disagrees. Possible Examples/Details: --After they make a plan, Jonas wants The Giver to come with him when he escapes from the Community. He says the Elders will just choose a new Receiver when Jonas is gone. Jonas tells The Giver, “You and I don’t need to care about the rest of them.” --The Giver (on the other hand) feels that he cannot leave. He says he will be needed to help the people when the memories return. He thinks there will be chaos and the people will destroy each other because Jonas has a whole year of memories. But he is grateful to Jonas for helping him figure out a way to bring about change.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 21

Activities: Stop and jot discussion of previous chapter. Read Chapter 21 with your Reading Buddy. Summarize Chapter 21; work your partner to

make sure all of the important details have been included.

Chapter Questions: 1. How does Jonas get Gabe to sleep?2. What was the routine during Jonas and Gabe’s journey? What would your routine be? 3. Why does Jonas give Gabe memories of snow when the planes fly overhead?

1. He transmits a memory of a hammock swing on an island.

2. They slept during the day and rode at night. Jonas searched for water and food at night, too.

3. The planes use heat sensors to locate people. By transmitting cold memories to Gabe, Jonas can help them avoid detection

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter 22

Activities: Stop and jot discussion of previous chapter. Read Chapter 22 with your Reading Buddy. Complete Constructed Response Question

Chapter Questions: 1. What evidence do you have that Jonas is near Elsewhere? Would you want to go to Elsewhere if you were Jonas?2. What is Jonas’ biggest fear? How is it similar or different from your biggest fear?3. Why does Jonas think he made the wrong choice? Do you think he did make the wrong choice?4. What is Jonas' feeling at the end of the chapter?

Constructed Response Question:How are Jonas’s negative experiences balanced with positive experiences in Chapter 22? Use details from the text to support your answer.

Chapter Questions: 1. The road is changing; it is narrower and bumpier.

There are more trees and a forest by the road. The landscape is unfamiliar. They see things they have never seen before, such as a waterfall and wildlife.

2. Jonas is afraid he and Gabe will starve.

3. He is starving.

4. If he stayed, he would be starving in other ways (emotionally).

Constructed Response Question:Inference: Jonas’s negative experiences are balanced with positive experiences when despite many difficulties that threaten he and Gabriel’s’ survival, Jonas discovers many wonderful surprises in nature on his journey to Elsewhere. Possible Examples/Details: --Chapter 22 starts with a negative experience when Jonas falls and twists his ankle, but then they see their first waterfall and also wildlife like birds and deer (positive). --Jonas sees many surprises in nature, such as wildflowers, that he has never experienced in his Community that bring him “exquisite happiness.” However, he is also now “tortured by hunger.” --Jonas can hardly ride the bike due to the hills (negative,) yet he has always wanted to see hills so in that way his experience is still somewhat positive. --Jonas’s thoughts were negative (he had made the wrong choice to leave because he would not be starving if he was still in the Community) but they were balanced by positive thinking (if he had not left, Gabriel would have been killed, so this had been the right choice).

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Chapter23

Activities: Stop and jot discussion of previous chapter. Read Chapter 23 with your Reading Buddy. Think - Pair - Share: Ask students to discuss

their thoughts on Jonas as he was when the novel opened as compared to how he was at the end of the novel. Was he the same? How was he different? What caused him to change?

Have students complete the “Story Map to Show Character Change" (See Teacher Note Section)

After completing the graphic organizer, students should write a constructed response in which they compare and contrast Jonas at the beginning of the novel to Jonas at the novel‘s end.

Chapter Questions: 1. Why did Jonas take Gabe with him when he escaped from the community?2. What did the Giver say was the worst thing about holding the memories?3. What did the Giver want to do after his work in the community was done?

1. His father had said that Gabe was going to be released and he loved Gabe too much to allow that to happen to him.

2. The loneliness in not being able to share the memories with someone.

3. He wanted to die and be with his daughter, Rosemary.

Vocabulary*Not in text but crucial for unit:

Connotation - an idea or feeling that a word invokes in addition to its literal or primary meaning. Euphemism - a word or expression used in place of another to sound more pleasing and less disturbing or offensive. Protagonist -the leading character or one of the major characters in a drama, movie, novel, or other fictional text. Antagonist - a person who actively opposes or is hostile to someone or something; an adversary.

These words merit less time and attention These words merit more time and attention

Genre: Science Fiction Novel Study Grade: 5 Unit 5

(They are concrete and easy to explain, or describe events/processes/ideas/concepts/experiences that are familiar to your students )

(They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with)

Chapters 1-4:Observation Enhance Bewildered AppealHoard Nondescript Affectionate ApprehensiveNuisance Insensitive Jeering CommitteeAwkward Sufficient Distraught

Chapters 5-9:Reluctant Hasty Vivid PrestigePodium Unnerving Merriment DisgraceImpulse Fragment Rueful AnticipationMeticulous Humiliation Infringed Somber

Chapters 10-14: Seldom Exhilarating Climate RelinquishFretful Dumbfounded Ordinary SparseFrigid Shiver Irrational IsolationAbrupt Excruciating Significant Origin Diminish Anguish Accumulate

Chapters 15-19:Syringe Successor Ecstatic Afterthought Serene Imploring Stunned WarfareAstonished

Chapters 20-23:Inadequate Languid Treacherous Shudder Condemn Feeble Yearning Taut Acquire Panic Predictable Vigilant Tentatively Inconsiderate

Chapters 1-4:Intrigued Adherence Aptitude GravitatePalpable Chastise Transgression InfractionRemorse Reprieve Meticulous Regulated

Chapters 5-9:Deftly Exuberant Integral ScrupulousBuoyancy Integrity Indolence ConspicuousBenign Infraction Throng Interdependence

Chapters 10-14:Torrent Stench Assuage HuelessAdmonition Ominous Vibrance SinuousRelinquish Carnage Parched AssimilateAssuage

Chapters 15-19:Rueful Solitude Imploring PervadeObsolete Permeate Wretched DejectedLuminous Carnage

Chapters 20-23:Augmented Empowered Lethargy EmphaticallyPerils Solace Loom StealthilyObscured Languid Imperceptibly

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Culminating Task

Create Your Own Utopia Analyze the novel "The Giver" to determine whether this is a fair society or not. Examine what your idea of a perfect society is and then create your own utopian society.

**Additional Tasks

Write a Review

Would you recommend this book for others to read? Why? Why not? (Give details from the text to support your

answer.)

After Reading Activities Create a new ending for The Giver in which you answer the following question: What Happened to Jonas and Gabe? Write a letter to a friend talking about The Giver; include your favorite part and the saddest part. Watch the movie “The Giver.” Write a Comparative Essay

***Additional Resources

www.achievethecore.org

www.newsela.com

www.edhelper.com

www.tweentribune.com

www.superteachers.com

www.teacherspayteachers.com

www.getepic.com/educators

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Note to Teacher

Feel free to supplement lesson with any additional text or movies.

How to Make a Step Book1. Stack the three sheets of 8 1/2 X 11 duplicating paper together. Use colored paper if it is available.2. Slide the top two sheets of paper down so that each sheet is approximately one inch lower than the sheet beneath it.3. Fold the three sheets of paper up from the bottom so that the bottom edge of the top sheet of paper is one inch lower than the top edge of the paper.4. Crease along the fold lines and staple the Flip Book along the fold line.5. The top flap should contain the title of the book.6. Only the suggested theme should be visible on each of the remaining flaps.7. Information about each theme should be recorded under the previous flap.

Chapter Comprehension Questions Display chapter comprehension questions on the smartboard or chart. Students should write their answers

to the questions in their journal.

Constructed Response Questions Short constructed response questions are provided for every other chapter of The Giver. The purpose of these

questions is to give students practice with literacy skills from the Common Core Standards while also getting them in the habit of writing their responses in the manner required for success on the state assessment.

Use the Chapter 2 question as an opportunity to “model” how a successful response might be written.

Students should respond using RSSE.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

When? Where?

Why is the time of this story important? Why is the location of this story important?

How does the main character act because of the setting of this story?

Name of Main Character _________________________

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Sensory Imagery

Describe what you see.

Describe what you hear.

Describe what you taste.

Describe what you feel.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Describe what you smell.

Story Map Showing Character Change

Describe Jonas at the beginning of the story.

Describe Jonas at the end of the story.

Turning Point

What events caused the character to change?

Genre: Science Fiction Novel Study Grade: 5 Unit 5

Constructed Response: Compare and Contrast Jonas as he was at the beginning of the novel to how he was at the end of the novel. Include a thesis statement and minimum of two specific details to support your thesis statement. You may write your response on the back of this paper.

What Makes This Read-Aloud Complex?

1. Quantitative MeasureGo to http://www.lexile.com/ and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database.

2. Qualitative FeaturesConsider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex.

3. Reader and Task Considerations What will challenge my students most in this text? What supports can I provide?

One of the main goals for this unit is to have the students relate to the book and read as though they are journeying in the novel. On that note, try to incorporate as much opportunity

Lexile Level: 760L  

Meaning/Purpose

Multiple layers of complex meaning are present in relation to the scientific truths of how this civilization was formed, complexities of relationships, and following instinctual impulses to sacrifice for the larger cause.

Structure

There are multiple shifts in points of view which lend different perspectives on events of the story. Memories are shared in the form of visions that provide glimpse in the past which leads to climax of story.

Language

There is a mass amount of figurative language used in this text primarily for clarifying events and feelings associated with them. Terms and explanations are assumed when describing actions.

Knowledge Demands

The author assumes that readers understand the characteristics of dystopian and utopian societies. Students must understand the differences in these societies in order to comprehend the text.

Genre: Science Fiction Novel Study Grade: 5 Unit 5

for the students to understand and learn more about the community, how it relates, and also how it differs with ours. The community in The Giver also has no pleasure or pain and students will see by the end of the unit that both are important; you cannot have pleasure without the feeling of pain.

How will this text help my students build knowledge about the world? The unit will inspire and intrigue students, they will learn about themselves, explore their

beliefs, their community, all through learning about a novel called The Giver.