Giver Packet 2014-2015

8/10/2019 Giver Packet 2014-2015

1/23

1

Table of ContentsGrade Description of Page Page

#s

/5 Class Notes:Critical Readers Ask Questions All the Time &Class Notes:Introduction to The Giver

2

Graded separately Create your own Utopia Project 3-4/20 Vocabulary Cards 5

Literature Circle Assignment Information 6

/5 Literature Circle: Notes #1 7



/15 During Reading: Characters and their Assignments 10

/5During Reading: Settings 11

/10 During Reading: Rules of Jonas Society 12

/10 During Reading: Ceremonies 13

/10 During Reading: Rituals 14

/10 Setting: Venn Diagram 15

/10 Class Discussion: Themes of The Giver 16

/15 Biblical Allusions & The Giver 17Graded separately PROMPTEssay #1: Labels 18Graded separately PROMPTEssay #2: Censorship 19Graded separately PROMPTEssay #3: Sin 20Graded separately PROMPTEssay #4: Euthanasia 21

/15 Creative Writing 22Graded separately Literature Circle Rubric 23

TOTAL SCORE:

/140Corrected by: ____________________________ (print name here)

This packet was graded with honesty and integrity.

Signed: _____________________________________ (sign here)

8/10/2019 Giver Packet 2014-2015

2/23

2

Critical Readers sk Questions ll The Time

Good readers ask questions _____________________, ____________________, and

_____________________ theyve read the text.

Good readers attempt to answer their questions

__________________________________________.

There are two types of questions

1.

_____________________________ questionsa. one that doesnt have a simple answer(ex. ______________________________________)

2. ______________________________ questionsa.

Can be answered simplyThere are three places to find the answers to questions.

1. In _____________________2. In _____________________ (inference and conclusion)3. In _____________________

Introduction to the Giver: Notes

Creating Your Own Utopia / 5

8/10/2019 Giver Packet 2014-2015

3/23

3

Imagine that you are in a position to create a society from scratch. You and your partner(s)

must attempt to form a culture that is free from the troubles of current society. Such a society

is called a Utopia. You must first identify what you believe to be wrong with the world today;

then you must attempt to correct those problems.

The PRESENTATION Includes: Formal statement (preamble) of what the utopia stands for

Motto

Flag

Summary of utopia (note the most important aspects of your community)

Your proposal for the Utopian Society will be submitted electronically via the online form to Mrs.

Burkholder by 11:59 PM on Day 2 in preparation for your presentation on Day 3.

1) List of Complaints: Make a list of reasons for forming your society. In other words, whatdo you notlike about current society? What are your specific complaints (specific laws,rules, etc.)?

2) Name & Animal: give a name to your society. Your name should reflect the ideals andvalues of your utopia. What animal would symbolize your utopian society? Explain yourchoice. You can make up an animal as long as you have a sound explanation for what issymbolizes.

3) Utopian Motto:Create a slogan/motto to which inhabitants of your utopia would adhere(ex: In God We Trust).

4)

Rules/Rationales:Develop a list of at least ten (10)rules that all community memberswould follow. Give an explanation and reason for each rule.

5)Law & OrderWhat sort of system (or systems) will be needed to deal with those whobreak rules or those who harm others? How will you address conflict resolution? How willyou enforce the rules of your society?

6) Provisions for Lifes Necessities:Explain how you will provide the basic necessities forliving in your utopia (food, water, shelter, etc.).

7) Governing Body:How will the government of this utopia be structured? Will you have ademocracy, anarchy, a monarchy, or a dictatorship? How will decisions be made in yourutopia?

8/10/2019 Giver Packet 2014-2015

4/23

4

8) Age Rules:list what actions different ages can do (driving, working, voting , marrying, etc).

9) Members/CitizensIf you dont have a global utopia, who will your citizens be? Howmany? What will they do? What rights will they have? How will they gain admittance toyour utopia?

10)Children & EducationWhat are childrens roles in your society? How do they fit in?What will your system of education be like?

11)Economics, Work & LeisureWhat systems will be in place for the production anddistribution of goods and services (food, clothes, etc)? What about social classes? Whatform of currency will you use? How is wealth distributed? Will your economy beindependent or reliant on the rest of the world? Who will do the work? What does a day inthe life of one of your inhabitants look like? What will your military be like (who serves itin?)

12)ReligionWhat role will religion play in your utopia? What freedoms or restrictions willyou place on religious practices?

Vocabulary

Group Presentation RubricGroup Society flag shows effort and aligns with culture of society/flag has color. Symbolism explained.

/5Group Formal statement (preamble) captures the essence of what the utopia stands for.

/5Group Motto and other questions are typed or handwritten neatly. Thorough answers and explanations.

/15Group Summary of essential characteristics of Utopia.

/5Ind. Diligent work shown in class. Presentationprepared, presentation skills, did not waste time.

/10Group Ideas and presentation appropriate, respectful, and well-planned. /10

Name: Total: /50

8/10/2019 Giver Packet 2014-2015

5/23

1

Chapters 1-5

1) intrigued: 1, very interested; fascinated

2)

palpable: 3, able to be felt

3) distraught: 4, mentally upset

4)

apprehensive: 4,fearful about the future5) defiant: 5, resisting or challenging

6) chastise: 20,punish

Chapters 6-10

7) reprieve:42, release from consequences

8)

integral: 70, essential

9)

intricate: 74 complicated

Chapters 11-1510)obsolete: 84, outdated

11)contorted: 118, twisted

12)ominous: 113,foreshadowing an evil or

disastrous future

13)

admonition: 89, warning

Chapters 16-2014)solace: 161, comfort

15)emphatically: 157, with emphasis

16)dejected: 139, sad and depressed

Chapters 21-23

17)

taut: 168, tense; tight

18)

impeded: 177, slowed in progress by an

obstacle

19)recollection: 178, memory

20)vigilant: 170, watchful; alert to danger

Vocab cards due: _______________

Literature Circles

Role Name of Circle Member Date of Literature Circle

/ 20

// Reminder: //

Front: word and unit (Unit 3: The

Giver)

Back: definition on one half and animage on the other half.

8/10/2019 Giver Packet 2014-2015

6/23

6

Presentation

QuestionerIllustratorEnricher

Connector

Passage Expert

Questioner: Your job is to write down thoughtful questions that you had about your groupsselection.

What were you wondering about while you were reading? Did you have questions about what was

being described? What a word meant? Why the author used a certain style? How do things fit together?

What the whole thing meant? Also, consider broad questions that will elicit deep conversation and

analysis with your group (like essay prompts). Have your responses ready as well as follow up

questions to continue discussion.

Illustrator: Your job is to create some type of visual representation related to the reading. It can be acolored sketch, painting, a short film created by you or a graphic design. You can also use visual texts

taken from another source. Your visual can be a picture of something that is discussed specifically in thetext, or something that the reading reminded you of, or a picture that conveys any idea or feeling thatyou got from the reading. Also, discern questions that will elicit a meaningful conversation about yourillustration (as it relates to theme, characterization, symbolism, or authors purpose).

Vocabulary Enricher: Your job is to be on the lookout for especially important words. These words

may be new to you, but more likely they will be words that are used in interesting, unusual, important,

or unfamiliar ways. One important thing to consider is the connotation and denotation of the word.

Develop open ended questions related to the meaning of the words. Mark some of these key words while

you are reading, and then later record their definitions. Note Lois Lowrys word choice: why did she

choose to use the words that she used?

Connector: Your role is to find connections between the chapter(s) or pages your group is reading anda biblical worldview. This means connecting the reading to ones own Christian life, to happenings at

SFC or public schools, to stories in the news, to similar events at other times and places, to other people

or problems that you are reminded of. You might also see connections between this material and

concepts discussed in Gods Word. Discuss these connections in detail with your group. Ask guiding

questions.

Passage Expert: Your job is to locate a few sections of the section you are reading that the group

should look back on. The idea is to help people notice the most interesting, funny, puzzling, and

important sections of the text. You decide which passages or paragraphs are worth reviewing and then

record your plans for how they should be shared with the group. You can read passages aloud yourself,

ask someone else to read them, or have people read them silently and then discuss. In addition, youmust prepare guiding questions about the passages for your group.

35-40 minutes each; 40 pointssee rubric on page 23

Literature Circle NotesEach time you are listening in on a literature circle,

Group Letter: ___________

Date: __________________

8/10/2019 Giver Packet 2014-2015

7/23

7

you will turn to this page and take copious notes. This is not for your own lit circle!!!!

Speaker Name

& Role:

Concepts/Passages discussed today:

Speaker Name

& Role:

Concepts/passages discussed today: / 5

Group Letter: ___________

Date: __________________

8/10/2019 Giver Packet 2014-2015

8/23

8

_______________________________________

Speaker Name Concepts/passages discussed today: / 5

Group Letter: _________

Date: _________________

8/10/2019 Giver Packet 2014-2015

9/23

9

& Role:

/ 5

8/10/2019 Giver Packet 2014-2015

10/23

10

During Reading: Characters & their AssignmentsAs you read, describe each character from the novel. You should add to this list throughout theentire book.

Jonas (1):

Mother (5):

Father (5):

Lily (2):

Gabriel (Gabe) (12):

The Giver:

Asher (3):

Fiona (28):

Larissa (29):

Chief Elder (51):

Fritz (45):

Caleb (44):

Rosemary (140):

/ 15

8/10/2019 Giver Packet 2014-2015

11/23

11

During Reading: SettingsPage

NumberSetting Description

2 The Childcare Center The after-school center for children

12 The Nurturing Center The place where newchildren are cared for untilthe Ceremony of One each December

17 The Hall of Open Records The place that lists all vital statistics, includingsuch information as childrens volunteer hours

22 The House of the Old

26 The Rehabilitation Center The place where injured people are helped27 The small factories Manufacturing centers in town

27 Office buildings Typical office buildings in the center of town

27 Play areas Places where children can play outside

27 Central Plaza The center of the town

27 The auditorium

27 Food distribution The center that delivers food to the townsinhabitants 3x a day

28 The bathing room The place in the House of the Old where they arebathed by volunteers

32 The Releasing Room

43 Elsewhere

68 The Annex entrance to theHouse of the Old

The place where Jonas goes to meet with TheGiver

73 The Annex room where theGiver lives

A well-furnished room with many books

135 The Storehouse

/ 5

8/10/2019 Giver Packet 2014-2015

12/23

12

During Reading: Rules of Jonas SocietyPage # Description of the Rule

1 The rule against a Pilot flying over the community

3 Your Description:

5 The rule against going to the front of the line

8 Your Description:

9 The rule about the third transgression: a person has to be released

9 Your Description:

12 The rule about not seeing the names on the naming list before they are made public

13 Your Description: The rule that is nearly always broken

23 The rule about having your hair ribbons tied

23 Your Description: The rule about not removing objects from the recreation area and.

27 The rule against bragging; it is considered a minor rule, like being rude

30 The rule against looking at anothers nakedness (except for newchildren or the Old)...

34 The rule against riding someone elses bicycle

48 Your Description:

51 The rule against opening your tunic when the wind was blowing


66 The rules that each Twelve must learn for his or her Assignment


158 The rule against leaving a dwelling at night unless on official business

/ 10

8/10/2019 Giver Packet 2014-2015

13/23

13

During Reading: Youth CeremoniesLowrys book describes annual December ceremonies when children receive new privileges andresponsibilities as they grow up. The chart below lists the ceremonies with page numbers where theceremony first appears.

The Ceremony& Page

What Happens

One(11-12)

Newchildren are taken to the stage by their Nurturers to receive theirnames and their families. This ceremony is also called the Naming and

Placement.

Two No details are given for the Twos

Three(35)

They begin dream-telling each morning

Four(40)

They wear jackets that fasten down the back

Five

(40)


Six(40)


Seven(40)

They begin wearing front-buttoned jackets

Eight(18; 22; 45)

1. Page 18:

2. Page 22:

3. Page 45:

Nine(13; 40)

1. Page 13: They get their bicycles with their name tags on it2. Page 40: The girls remove their hair ribbons

Ten(46)

Eleven(47) The girls get new undergarments; the boys start wearing longer trousersand shirts with a pocket for a calculator.

Twelve(17-18)

/ 10

8/10/2019 Giver Packet 2014-2015

14/23

14

During Reading: RitualsPage

#Ritual Description and Rationale

5 The evening of

telling feelings(the sharing-of-

feelings)

Parents and children would share their feelings in the evening.

Jonas feelings were too complicated. He wanted to share them, but he wasnteager to begin the process of sifting through his own complicated emotions,even with the help that he knew his parents could give (Lowry 5).

Lilys feelings were always straightforward, fairly simple, usually easy toresolve (Lowry 7).

7 Release of theelderly

A time of celebration for a life well and fully lived (Lowry 7).

7 Release of anewchild

which always brought a sense of what-could-we-have-done. This wasespecially troubling for the Nuturers, like Father, who felt they had failedsomehow. But it happened very rarely (Lowry 7-8).

32 The Ceremony ofRelease

What happens when they make the actual release? Where exactly did Robertogo?She lifted her bare wet shoulders in a small shrug. I dont know. I dont thinkanybody does, except the committee. He just bowed to all of us and thenwalked, like they all do, through the special door in the Releasing Room. But

you should have seen his look. Pure happiness, Id call it (Lowry 32).

34 The telling ofdreams

44 The ceremony ofloss

44 The Murmur-of-Replacement

ceremony48 The Matching of

Spouses

/ 10

8/10/2019 Giver Packet 2014-2015

15/23

15

Setting: Venn Diagram

Comparing

and

contrasting

helps you

identify

specific

elements in

the story

and decide

whether or

not you feelthey are

important.

Compare

and

contrast

Jonas

society with

your own.

Society in The Giver

Similarities of both

Your society

/ 10

8/10/2019 Giver Packet 2014-2015

16/23

16

Themes & The GiverThe Giveris a book about

/ 10

8/10/2019 Giver Packet 2014-2015

17/23

17

Biblical Allusion & The GiverDirections:Read the following verses and make connections to the novel. Be thorough, notminimal!

JonahJonah 1-4:1-11

GabrielDaniel 18:15-27; Daniel 9:20-27; Luke 1:19-38What does the choice of this name for the newchild suggest about Gabriels importance in the novel?

/ 15

Whats an allusion?

a literary device in which the

writer or speaker refers either

directly or indirectly to a perso

event, or thing in history or to

work of art or literature.

8/10/2019 Giver Packet 2014-2015

18/23

18

Essay 1: Labels

You will type a 1-2 page essay this week (at least 300 words).

It is not a formal essay, so you will be able to use personal pronouns (but you

still cant use dead words or the words you/your!).

The essay will be in MLA Format and it will be worth 30 points.

This essay is due ___________.

You may have to research the topic a little bit!

The community in The Giverplaces labels on many things and all people. What types of labels

have been placed on you? Your family? What labels have been placed on other people who are

different than you?

How do labels help? How do labels hurt?

Essay 2: Censorship

8/10/2019 Giver Packet 2014-2015

19/23

19

Guidelines:

You will type a 1-2 page essay (at least 300 words).

It is not a formal essay, so you will be able to use personal pronouns (but no

dead words or the words you/your!).


This essay is due __________________________


Option 1: Censorship & the Government

Describe the term censorshipand discuss why our government should or should not censorwhat the people see and hear.

You can answer what types of censorship there are, what is censored in our world today,

and/or your thoughts and feelings about the topic.

Option 2: Censorship as Christians

Describe the term censorshipand discuss why Christian organizations might censor peoplefrom certain things.

Also discuss the following: As believers, is it our duty to censor ourselves from the music,movies, and trends of the world? What does this look like? How does censorship affect ourrelationship with the Lord?

Option 3: Censorship & The Giver

Ironically, The Giveris one of the most frequently censored books in America. What aspects ofthe community do you think receives the most criticism and condemnation? Do any aspects ofthe society escape criticism?

Remember that you will have to research this topic a little bit, so give yourself some time to complete thisassignment.

Essay 3: Sin separates us from our MakerGuidelines:


8/10/2019 Giver Packet 2014-2015

20/23

20

It is not a formal essay, so you will be able to use personal pronouns (but no

dead words or the words you/your!).


This essay is due _________________________

The Giver tries to explain something to Jonas by comparing it to a sled ride in which therunners get stuck in the snow. Because Jonas has no experience of sled, snow, runners, or hill,he cannot understand until The Giver gives him the memory of going downhill on a sled.The Giver also gives Jonas memories to help him understand emotions such as hunger, pain,and love.

Unlike Jonas, we were born into a sinful world where we deal with fear, guilt, jealousy,betrayal, sorrow, pride, and selfishness.

Fear 1 Peter 5:7; Psalm 27:1-3Guilt 1 John 1:8-10; Romans 8:33-35

Jealousy/ Envy James 3:14-16; Proverbs 23:17Betrayal Ephesians 4:25Sorrow John 16:33; 1 Peter 1:6-7Pride James 4:6; Philippians 2:3Selfishness Romans 2:8; Philippians 2:3-4

Choose one of the above struggles that you identify with the most and use the following pointsto guide you as your write:

(1) Explain your struggle(how and why it is a struggle for you)

(3) Discuss how it impacts your life personallybe specific(3) How does it affect your walk with God?(4) What does the Bible have to say about it? (see above for help)Do not just quote the Bible verse but rather reflect on it in yourwriting.

Note: Mrs. B will be the only one reading these. Your responses will remain private.

Essay 4: EuthanasiaGuidelines:


8/10/2019 Giver Packet 2014-2015

21/23

21

It is not a formal essay, so you will be able to use personal pronouns (but you

still cant use dead words or the words you/your!).


This essay is due ___________.


One of the more controversial topics that Lowry touches upon in The Giveris euthanasia, orthe practice of ending someones life to ease their suffering. Jonass community practiceseuthanasia on very old citizens as well as upon unhealthy newchildren.

a. Discuss the attitude toward euthanasia as expressed in The Giver.b. Does the novel condemn, promote, or conditionally accept the practice?c.

You also need to write about why we, as Christians, should or should not support it.

*Research instances when euthanasia has been used in our world and include such evidence inyour essay.

Creative Writing Activity: Chapter 24Readers of The Giverdo not agree about the ending of the novel. You get to create Chapter 24

of The Giverso that others will know what happens to Jonas, Gabriel, and the community. In

this activity, you use details from the story that you already know to think of an ending.

8/10/2019 Giver Packet 2014-2015

22/23

22

In two paragraphs of 6-8 thorough sentences each, describe your ending in narrative form.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Lit Circle EvaluationOn the day your group does the literature circle, Mrs. B will use this rubric to grade you individually.

Students Name Date Role Title

/ 15

8/10/2019 Giver Packet 2014-2015

23/23

23

PREPARATION Total: _______/10

Unprepared (0-5 pts) Minimal (6-8 pts) Exceptional (9-10 pts)

o Did not complete the assignedreading and/or notes; unable toparticipate.

o Does not have book or notes;diminishes ability to participate.

o Not intellectually prepared toenter into serious discussion.

o Did most of the reading andnotes; able to participate.

o Has book and/or notes, but thenotes are not complete, makingit hard to participate.

o Moderately preparedintellectually; ready and able tothink about the book andrelated ideas.

o Completed assigned reading andnotes; ready to participate in thediscussion.

o Has book and notes; evidence(Post-Its, annotations, etc) of realpreparation for participating inthe group discussion.

o Intellectually engaged, ready.

Notes:

CONTRIBUTION Total: _______/20

Absent (0-7 pts) Minimal (8-13 pts) Substantial (14-20 pts)

o Does not contribute to the groupdiscussion

o Actually absent

o Contributes only when calledupon.

o Contributes obvious butappropriate ideas andobservations.

o Frequently contributes to thediscussion.

o Contributes original and/orinsightful comments about thetext.

Notes:

ROLES & RESPONSIBILITIES Total: _______/10

Not Satisfied (0-5 pts) Minimal (6-8 pts) Exemplary (9-10 pts)

o Does not satisfy the requirementsof their assigned Lit. Circle role.

o Does not contribute to the lit.circle the assigned ideas ormaterials.

o Offers minimal informationreports what they found butdoes not discuss or engagegroup with the ideas.

o Satisfies responsibilities andfulfills minimum requirementsof their assigned role.

o Satisfies all requirements ofassigned role.

o Takes role seriously, presentingand facilitating a good discussionabout their assigned material.

Notes:

Total Score: _______/40

Documents

Giver Packet 2014-2015