The Giver:
Exploring Freedom of Choice, Rule Following, and Seeing
Deanna DiCesare
ENG 311: Teaching Literature to Adolescents
Dr. Robert Rozema
16 April 2009
The Giver by Lois Lowry is a book full of important themes. One important theme is the concept of a utopian community and whether or not it is truly beneficial. Along with this concept, the book explores the importance of making choices and decisions, the importance of rules and following them and the distinction between individual and community. Another important theme touched upon in this book is the idea naivety. The community was so unaware of so many things in their lives including the feelings of pleasure and pain. The book explores the idea that you cannot experience pleasure without experiencing pain. These themes and ideas are the main focal points of this unit plan.
This unit would be best suited for an early level high school English class but could be taught at an upper level middle school class. The school environment and student population is not really a deciding factor although answers and opinions would change drastically for some of the assignments depending on the racial and cultural backgrounds of the students. Therefore, a diverse setting would be the most interesting place to teach this lesson in due to the many different answers and opinions that would be brought up and discussed. The many different views can spark some interesting discussions and would open the eyes of students who are unfamiliar with other cultures and races. The class size is another factor that can go either way as well. If we have a larger class size you will get many different opinions, views and ideas brought up during class discussions. On the other hand, with a smaller class we would be able to get more in depth and spend more time and elaborate on class discussions and activities. It would also give more time for students to think about their writing and develop their writing into meaningful answers.
As stated above, this lesson explores the ideas and themes presented by Lowry in this book. Some of which include: decision making, individuality versus community, naivety and the process of becoming more aware, and whether or not a utopian community is beneficial or harmful in the long run. This lesson connects the community in the book (including their rules and procedures) with the “real world” and its procedures and rules. It also explores the decision making process and the freedom to make choices that is not so present in the community in the book.
During this unit, students will do individual writing exercises that will explore their views and lives while connecting them to the lives and procedures in the community in the book. Students will take part in a webquest exploring the idea of history, job assignments, and individuality among other things. For the purposes of this assignment the webquest used is a pre-made webquest and I will make my own as time allows and will then adapt it into the lesson. The webquest will allow the students to explore these ideas by using technology and the internet along with helpful websites and will help students become more familiar with the internet and how to find information. Students will develop their vocabulary by participating in vocabulary assignments and tests to make sure they are acquiring these new words. The students will read the entire book and do daily assignments that check to make sure they have read and can connect the book with life in our world. Students will have a choice of five topics they can write a final paper on and will also be given the option of developing their own topic as long as it is approved in advance by me. The final outcome of this unit will show that students have read the book and have meaningful and developed opinions and views about the book and the differences and similarities between the book world and ours.
The Giver– Day 1
Title: Creating a Perfect World
Overview of Procedures
In this lesson students will be introduced to a new set of vocabulary words and will define them and use them in sentences. Students will brainstorm and write about what a “perfect” world would look like and run like in their opinions and will discuss them with classmates. Students will be taken to the computer lab and be introduced to a webquest they will be working on throughout the unit.
Goals/Objectives
Students will learn what a webquest is, how it can help understanding and how to complete it
Students will be introduced to their writing journal which they will use throughout the entire unit and year
Students will share their writing with their classmates
Students will learn 10 new vocabulary words
Materials/Resources
Computer lab with enough computers for each student
Notebooks used as writing journals
The Giver by Lois Lowry (one copy per student)
Activities/Procedures
VOCABULARYPass out Vocabulary #1 List (see attached) and explain the procedure
Define each word in their writing journals
Fill in the appropriate words into the given sentences
Make a sentence of your own using 1 word in each sentence in their writing journals
If there is any time left, students can use the remaining 10 minutes to begin this assignment
While students are working write on the board the writing question for the next activity / 10 mins
PERFECT WORLD
Ask students to pull out their writing journals
Read the writing question aloud to the students:
Create a “perfect” community. Give it a name, a system of government, a physical description, and an account of how it’s people spend their days. Discuss how that community would change and grow. What roles would history and memories of painful events play in the growth of the community? What would have to be added to our own society in order to make it perfect in your eyes? What would be lost in this quest for perfection?
Students write for a while then are told they are to complete this as homework / 10 mins
WEBQUEST
Take students to computer lab
Explain that the webquest is used to help them make connections to the book and the world we are living in and will help them become more familiar with technology
Go to the following website:
Read through the Introduction, mission, process, and evaluations
Students must complete Treasure Chest activity and can then choose 4 other activities
Students are given the remaining time to begin their first activity / 30 mins
Homework:
Read chapters 1 and 2 (hand out books)
Finish “Perfect World” Assignment
Accomodation
My accommodations are for a dyslexic student and since there are many types of dyslexics I have provided a few different accommodations; it is important to recognize that all accommodations may not work for each student. Since some dyslexics have trouble with written vocabulary, an accommodation could be to cut the vocabulary list in half so it is more manageable or give more time for students with this disorder to complete the vocabulary assignments. If the dyslexic student has trouble writing, the student could be given more time to complete the “Perfect World” assignment or could dictate their thoughts to someone. If the dyslexic has trouble reading, the webquest instructions that are written out on the page could be made so that they can be given through headphones so the student could hear the instructions. This type of dyslexic may also be given a book on tape if the reading trouble is severe.
Assessment
No assessment on this day
Resources
Webquest found at:
Perfect World Activity adapted from:
Vocabulary Lists based from:
Vocabulary List #1
The following assignments should be completed in your writing journals:
Define the following words:
DistraughtHoardAptitudeChastiseNurture
AdhereDisquietingDispositionChortleEmpathy
Copy the sentences below and fill in the appropriate word:
- In the community, failure to ______to the rules could get you “released.”
- Larry ______(ed) as the bully slipped in the mud, falling face first.
- We heard some rather ______news. Is it true?
- The ______mother anxiously searched for her missing daughter.
- The SAT is supposed to measure your ______for school type work.
- A gentle smile revealed her kind ______.
- The quality of ______is the ability to feel and understand what someone else is feeling.
- In wartime, many supplies we take for granted become scarce, and people start to ______stuff.
- My mom ______(ed) me for not taking my dishes to the sink.
- A parent’s job is not just to feed, clothe, and shelter her children, but to ______them.
Make one sentence of your own for each of the vocabulary words.
The Giver – Day 2
Title: Making Meaningful Choices and Decisions
Overview of Procedures
In this lesson students will be given their second set of vocabulary words and will define them and use them in sentences. Students will write lists of things they do everyday and as a class will classify them into different kinds of choices. Students will be put into small groups and using the choices previously discussed, they will be asked to come up with a short skit about how life would be if the ability to make those choices were taken away.
Goals/Objectives:
Students will be an active part of class discussion
Students will think creatively and write and perform a short skit for their classmates
Students will share their writing with their classmates
Students will learn 10 new vocabulary words
Students will be respectful to all other students and their ideas while participating in large and small group discussions and activities
Materials/Resources
Notebooks used as writing journals
The Giver by Lois Lowry (one copy per student)
Activities/Procedures
VOCABULARYPass out Vocabulary #2 List (see attached) and explain the procedure
Define each word in their writing journals
Fill in the appropriate words into the given sentences
Make a sentence of your own using 1 word in each sentence in their writing journals
If there is any time left, students can use the remaining 10 minutes to begin this assignment / 10 mins
CLASSIFYING: MAKING CHOICES
Tell students to pull out their writing journals
In your writing journals, divide your page into 3 columns (demonstrate on board)
Totally your choice
You have some choice
You have no choice
Think of things you do everyday and decide what column they fit under.
Write the headings on the board for group discussion
After about 10 mins or so (enough time so that everyone has had time to write a few under each heading) ask them to share some of the things they do daily and where they classified it.
Make a list of all the choices on the board then have students look for patterns in the types of items that appear under each heading.
The freedom to choose is an important issue in the novel they have begun to read…have they seen this yet? / 20 mins
ACT IT OUT
Put students into small groups (3 – 5 depending on class size)
In Jonas’s community they do not have a lot of opportunities to make their own decision. What would happen if the freedom of choice were suddenly taken away from you?
Using some of the choices made daily that we made in the last activity, and use your creativity to create a short skit in which the characters are without freedom of choice.
We cannot use the choices under the heading titled “You have no choice” because we already know what would happen because we encounter that on a day to day basis.
Give the students about 10 mins or so (enough time for everyone to create a short skit) then ask each group to perform their skits for the class
Collect “Perfect World” assignments / 20 mins
Homework:
Read chapters 3, 4, and 5
Accomodation
My accommodations are for a dyslexic student and since there are many types of dyslexics I have provided a few different accommodations; it is important to recognize that all accommodations may not work for each student. Since some dyslexics have trouble with written vocabulary, an accommodation could be to cut the vocabulary list in half so it is more manageable or give more time for students with this disorder to complete the vocabulary assignments. If the student has trouble speaking, during Act It Out the student could be graded for participation by writing a script for his group or by body motions to express the ideas being presented. If they student has trouble reading they may be given a book on tape if the reading trouble is severe.
Assessment
Participation in their small group (everyone must have a part in the skit) – if everyone participated and played some sort of role, participation points are given (extra points can be given to students who put more effort than others or more than is required, also creativity points can be awarded for groups who go above and beyond)
Perfect World writing assignment collected and graded to see if the world is fully explained and all the questions are answered
Resources
Vocabulary Lists based from:
Classifying: Making Choices adapted from:
Act It Out adapted from:
Vocabulary List #2
The following assignments should be completed in your writing journals:
Define the following words:
TentativeObsoleteJauntyUnnerveIntricate
FrigidBenignIndolentExcruciating Conspicuous
Copy the sentences below and fill in the appropriate word:
- The guests admired the ______beadwork on the bride’s wedding gown. It must have taken that poor Chinese kid hundreds of hours.
- The sight of the dead snake really ______(ed) me.
- But the snake turned out to be ______, good for the garden, and didn’t even have teeth.
- Because it had been raining so much, we ______(ly) planned the picnic for Saturday, also made other plans just in case.
- Due to the ______temperature, I had to wear a down jacket, beanie, scarf, gloves, and boots.
- My dad’s truck was so ______in the parking lot because of it’s vibrant red color.
- With a(n) ______wave of his hand, the boy rode off on his bike.
- He spent the summer very ______(ly), sleeping in every day, doing almost nothing except lounging by the pool.
- My sister was in ______pain when she broke her arm.
- Typewriters have become ______because everyone now uses computers.
Make one sentence of your own for each of the vocabulary words.
The Giver – Day 3
Title: Lab Work
Overview of Procedures
In this lesson students will be given their third set of vocabulary words and will define them and use them in sentences. Students will be taken to the computer lab to work on their webquest that has been assigned to them previously.
Goals/Objectives:
Students will learn 10 new vocabulary words
Students will become more familiar with the internet and webquests
Materials/Resources
The Giver by Lois Lowry (one copy per student)
Computer lab with enough computers for each student
Notebooks used as writing journals
Activities/Procedures
VOCABULARYPass out Vocabulary #3 List (see attached) and explain the procedure
Define each word in their writing journals
Fill in the appropriate words into the given sentences
Make a sentence of your own using 1 word in each sentence in their writing journals
If there is any time left, students can use the remaining 10 minutes to begin this assignment
This is their last set of words for this section so they should use this time to catch up on any words they did not complete yet as it will be collected on day 5 (test day) / 15 mins
WEBQUEST
Take students to computer lab
Review tasks and answer any questions students might have regarding the webquest
Give students the remainder of the time to work on their webquests / 35 mins
Homework:
Read chapters 6 and 7
Accomodation
My accommodations are for a dyslexic student and since there are many types of dyslexics I have provided a few different accommodations; it is important to recognize that all accommodations may not work for each student. Since some dyslexics have trouble with written vocabulary, an accommodation could be to cut the vocabulary list in half so it is more manageable or give more time for students with this disorder to complete the vocabulary assignments. . If the dyslexic has trouble reading, the webquest instructions that are written out on the page could be made so that they can be given through headphones so the student could hear the instructions or I can help explain what they are to do. If they student has trouble reading they may be given a book on tape if the reading trouble is severe.
Assessment
No assessment on this day
Resources