The Giver by Lois Lowry

8th Grade Novel Study

Before Reading

According to the American Library

Associations Office for Intellectual
Freedom, The Giver was one of the
most frequently challenged books
from 1990-2000 (Focus on the
Family).Focus on the Family

Before Reading
Agree/Disagree Activity Notes (Value Line Activity)
It is important to learn history.
People can be equal without being the same.
Pain is an important part of life.
Life would be better if peoples jobs were chosen for them, based on
their strengths.

During Reading
Chapter 1: Teacher read aloud
Quotes for Discussion (Graffiti Text)
For a contributing citizen to be released from the community was a final
decision, a terrible punishment, an overwhelming statement of failure.

After Twelve, age isnt important. Most of us even lose track of how old
we are as time passes, though information is in the Hall of Open
Records.

Read chapters 2 & 3 and come with two questions and

a quote. Use Post-it Notes as you read.

Chapters 2 & 3
Inquiry Circle exchange questions. Answer the questions as
best as you can. Then open up for discussion.
Share the importance of the quote you brought. Add to your
Quotable Quizzer sheet.
Identify roles: Author Authority, Scene Setter, Decision
Director, Conflict Connector (will switch roles)
Decide how much your group is going to read for tomorrow.

Mini-lesson: Point of View Review

Complete He
Said, She Said,
They Said, Too
sheet, including
the challenge
activity.

Inquiry Circles
Share role discoveries and discuss.

Decide how much to read and report on for the next

meeting.

Inquiry Circles
Share third person story and discuss characteristics.
Then turn in.
Share role discoveries and discuss.

Decide how much to read and report on for the next

meeting.

Inquiry Circles
Share role discoveries and discuss.
Begin creating a list of words to know. Your group will
be required to create a Quizlet set to use for review.
Decide how much to read and report on for the next
meeting.

Mini-lesson: Quizlet.com

Inquiry Circles
Share role discoveries and discuss.
Continue creating a list of words to know. Your group
will be required to create a Quizlet set to use for
review. (Circle Up)
Read decided upon chapters and come with two
questions and a quote. Use Post-it Notes as you read.

Mini-lesson: Theme (after Jonas has discovered his

gift)

The Giver Emotional Rainbow

Spend 30 seconds at each color, writing down the
emotions the color inspires in you.

Night Boat to Freedom by Margot

Theis Raven
How are themes revealed in symbols as well as in
direct statements by the author?

Color
red
black
white
green
yellow

blue
pink
purple
brown

Symbolizes

Direct Statement

Create a
color
poem.
You can
either use
the
options
offered or
create
your own.

Inquiry Circles
Share role discoveries and discuss.

Discuss and decide upon the themes represented in

The Giver.
Continue creating a list of words to know. (Circle Up)
Read decided upon chapters. Take some time to
partner read.

World Problems (whole group)

Brainstorm as many world problems as you can.

Cross out the problems that cannot be solved by

people.
Cross out the problems that are going away on their
own in the next five-ten years.

World Problems (whole group)

Think-Pair-Share

Discuss what problems did not exist in The Giver

and how the community had solved them.
Discuss what you would not be willing to give up
to have a perfect world.

Inquiry Circles
Discuss and answer two of these questions in your reading response
section of your notebook:
What would it be like to live in a perfect community?
What would make our world perfect?
What would make your life perfect?
What was good about Jonass community, family, and life?
What would you have disliked if you were in his situation?

Begin to finalize a list of words to know.

Read decided upon chapters.

Readers Theater
Choose a section to practice and
perform for the class. I have
suggestions if you need them.

Inquiry Circles
Share role discoveries and discuss.
Finalize Quizlet assignment.
Read decided upon chapters.

During Reading
Agree/Disagree Activity Notes
The description of Release in the novel is no worse than the practice of
euthanasia.

RELEASE
Discuss in your inquiry circles the following
questions:
How is Jonass community sheltered from dealing with
death?
What happens to people who are released?
What kind of people are released?
How did you feel when you read about people being
killed this way?
How does this practice align with your views on life
and death?

RELEASE
Independently complete five of the ten
questions asked on the sheet from your
teacher.

After Reading
Agree/Disagree Activity Notes

This book has a happy ending.

After Reading
Text-to-Text
Watch video of Lois Lowry.
Complete a Close Read with the Text 1.
Jigsaw Text 2 (the debate answers).

After Reading
1:34

After Reading
Watch movie.
Take notes to compare and contrast the
movie from the book. Develop essay.

Essay and Quizlet requirements.

Weekly Inquiry Evaluations considered.

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices
made by the director or actors.
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly.
SL.8.1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
SL.8.1b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
SL.8.1c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations,
and ideas.
SL.8.1d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.