ELAName: ______

The Giver: Memory Transmission/Memoir

DIRECTIONS:

Part of the beauty of this novel is the emotional roller-coaster we feel with Jonas as he basically learns how to be human: how to feel emotions, see in color, hear music, feel pain, and know love. The chapters in which the Giver shows a memory to Jonas are also some of the well-written parts of the book.

When Lowry writes a memory scene, there are a few key characteristics of that writing:

✓Sensory details (sight, sounds, touch, etc.)

✓Concrete details (specifics, examples, etc.)

✓Using similes and metaphors

✓Short time span (only a few moments long)

✓Action: strong verbs, active voice, etc.

✓Short sentences (being concise/to the point)

✓Teaches Jonas a lesson

✓The reader feels an emotion (joy, pain, love, etc.)

In other words, she has great “Precision of Language” and uses the exact words to put a picture in your mind and “transmit” a picture to you ☺

In this activity, you will write your OWN memory to transmit.

●You have a 2-page limit, single or double spaced (your choice), to answer ONE of the following prompts.

●You must use standard page formatting and a creative title.

●You are allowed to decorate or illustrate your page with colors, fonts, clip art, or drawings to help “transmit” your concept. (This is not required.)

  1. Write a “deleted scene” from The Giver in which he gives Jonas a memory. Your scene must be written in Lowry’s style with specific, sensory details, and whatever memory you choose must have a POINT or TEACH Jonas about something specific. (For example, the Giver shows Jonas a broken arm for the larger purpose of teaching him about pain.) If you do this option, you must show the immediate moment(s) before the memory transmission, the memory itself, and Jonas’ reaction to it (including any dialogue between him and the Giver). The memory must be only a moment or scene, not an entire story (no plot within the memory).
  1. Write a true memory from your past, but “zoom in” and only write about a few short moments, just like Jonas’ memory transmissions in The Giver. Focus on fully describing the moment using sensory details like Lowry does. It’s fine to use dialogue, but not much time can pass; this is not a full story with a plot, but one SCENE. Your memory should EITHER teach you a specific lesson OR just be significant in some personal way (for example, the last thing your grandfather ever told you).
  1. Write a memory that you think is SO important about history or being human that you would preserve it with a Giver in a questionable future. It can be an event from your past or a scene that you make up (fiction or non-fiction). Your memory should be written in Lowry’s style with sensory details and description that focuses on a single moment or two. Your memory should represent/teach/explain some sort of larger point; it can’t just be a random memory that has no deeper meaning or special significance. (Hint: reread the first line of this prompt. What is special about being human that should be protected?)

Memory Rubric

4 / 3 / 2 / 1
Writing / W.3.b: Narrative scene
(Is it a narrative at all? Is there variety?) / Student’s narrative masterfully uses a variety of techniques to tell a complex, engaging scene. / Student writes a narrative of an event or experience that uses an appropriate combination of action, description, and/or dialogue. / Student’s writing may not be a narrative or may not fully/ successfully use narrative techniques. / Student’s writing is not a narrative, and/or does not show grade level use of narrative techniques.
W.3.d:
Detail & Description
Is detail used?
How often?
Does it help me “see” the story? / Narrative consistently uses a variety of types of description to create an engaging, easy-to- visualize scene for the reader. / Narrative uses several instances of sensory detail, description, and/or figurative language throughout the scene. / Narrative may only use a few, inconsistent instances of description. / Narrative does not show grade level use of description and/or detail at appropriate intervals.
W.3.e: Emotion or Lesson (Conclusion)
Does my scene have a “point”? / The narrative, including the conclusion, has a theme, lesson, and/or emotion that is developed across the scene. / Either the conclusion OR the narrative overall conveys a specific emotion, lesson, or message to the reader that fits the prompt. / The narrative partially expresses a larger idea, but may not be clear, finished, or successful. / The narrative does not express a larger meaning beyond a literal, surface-level story.
Language / L.2: Grammar and Spelling
Is this my best proofreading? / The absence of errors indicates mastery of grammar and/or mastery of editing skills. / The general lack of errors shows mastery of grammatical concepts and/or proofreading skills. / Errors indicate a partial lack of understanding in grammar or proofreading. / Errors indicate a lack of understanding in grammar or proofreading.
Turn-In Guidelines / Effort Considerations / Self-Assessment
€Rubric paper-clipped on top of your story
€Story is stapled if needed / €Late/Not printed on time
€Formatting incorrect
€Page was illustrated ☺
€Title missing/vague / What are you proud of?
What could you probably still revise?
Is this your best work? Why or why not?
Teacher’s Comments