Prestwick Power Pack

Prestwick
PowerPacks
Practical Activities for Comprehension and Key Skills
™
The Giver by Lois Lowry
Wr i t t e n b y K a t e D a n a h e r P a r k s
Edited by Mary Beardsley
Copyright © 2004 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE 19936.
1-800-932-4593. www.prestwickhouse.com Permission to copy this unit for class-
room use is extended to purchaser for his or her personal use. This material, in
whole or part, may not be copied for resale.
ISBN 1-58049-6563
Reorder No. PWH6563
Table of Contents
Note to Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Literary Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Pre-Reading
Activity I: Map Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Activity II: Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Activity III: Life Span . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
The Opening Page:

Activity I: Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Chapters 1-2:
Activity I: Crossword Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Activity II: Book of Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Chapter 3:
Activity I: The Mysterious Apple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Chapter 4:
Activity I: Celebration of Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Chapter 5:
Activity I: Stirrings/Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Chapter 6:
Activity I: Journal Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Activity II: Advice Column . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Activity III: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Chapter 7:
Activity I: Prediction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Chapter 8:
Activity I: Cause & Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Chapter 9:
Activity I: Rules and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Chapter 10:
Activity I: A New World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Chapters 11–15:
Activity I: Choice and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Chapter 16:
Activity I: A Favorite Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Chapters 17 & 18:

Activity I: Circle Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Chapters 19 & 20:

Activity I: Release and Escape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapters 21–23:
Activity I: Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Chapter 23:
Activity I: Writing an Epilogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Wrap-up:
Activity I: Suspense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Activity II: Motifs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Activity III: Query Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Activity IV: Letter Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
All references come from the Random House Dell Laurel-Leaf edition of The Giver, published in 1993.
How To Use This Resource

Prestwick Power Packs are designed with your convenience in mind. Each Pack consists of three
parts: introductory pages, activity pages, and appendices. The introductory pages include liter-
ary terms and notes about any sensitive material contained in the novel. The activity pages are
conveniently organized so that instructional notes and suggested answers are on the Teacher’s
Page on the left-hand side, followed by the Student’s Page on the right. This format enables
you to work with your students without having to flip back and forth to locate answer keys and
suggestions. Any appendices appearing in the back of the book are intended to help you organ-
ize your students for the activities.
3 © Copyright 2004, Prestwick House, Inc.

Note to Teacher
When Lois Lowry began writing The Giver, she set the scene in a utopia; however, at its comple-
tion, the novel tells of a dystopia, a utopian society in which things have gone wrong. As a pre-
reading activity, you may wish to have your students research utopian societies in America. A
simple web-search will produce excellent information about the various communities, such as
Brook Farm, where Nathaniel Hawthorne lived. One site, that of the Yale-New Haven Teachers
Institute, provides a curriculum unit called Utopian Communities: European Roots, American
Realities by Peter N. Herndon. Herndon writes,
This project is about dedicated idealists who regarded the New World as a potential
paradise, and who believed that this potential could best be realized through collective
organization. In the eighteenth and nineteenth centuries several hundred groups
planned and set up model communities in the United States. The approaches were as
diverse as they were imaginative; the problems to overcome were immense.
(http://www.yale.edu/ynhti/curriculum/units/1987/2/87.02.06.x.html)
As you can see from the above summary, students could go in many directions and into great
depth in any study of these communities. At the very least, students need to be aware that such
communities existed. Prestwick House has included a pre-reading project to that end; however,
the project could be extended in any number of ways (reports, group work, debates, etc.), as well
as combined with social studies activities. The Yale-New Haven unit, for example, is intended to
take up ten to fifteen class periods.
At the other end of the spectrum, when students realize The Giver is a story not about a utopia,
but a dystopia, research could be conducted into genocide: European Jews during World War II,
Cambodians in the late 1970s, and Rwandans in 1994. Genocide was outlawed under a 1946
international convention, but abuses continue to this day, as George Gedda, who has covered
foreign affairs for the Associated Press since 1968, explains:
The black African tribes of Darfur province in western Sudan have faced murder, dis-
placement, pillage, razing of villages, and other crimes committed by Arab militias
known as janjaweed… dictionary defines genocide as “the systematic killing of a racial
or cultural group.” The U.S. government is reviewing whether Darfur qualifies for the
designation. (News Journal, June 25, 2004, A15)
Another topic that can be researched, if it is appropriate for your class, is euthanasia. Key web
sites include euthanasia.com, euthanasia.org, religioustolerance.org, and
internationaltaskforce.org. A recent book on the topic is Merciful End: The Euthanasia Movement in
America by Ian Dowbiggen.
As you can see, opportunities for research and extended activities exist, depending on how much
information and discussion is appropriate for the age group you are teaching. A BIBLIOGRAPHY
FORMAT is included in this PowerPack, should you wish to use it in any assignments of
extended research.
© Copyright 2004, Prestwick House, Inc. 4

Literary Terms
Characterization - the methods, incidents, speech, etc., an author uses to reveal the people in
the book. Characterization is depicted by what the person says, what others say, and by his
or her actions.
Foreshadowing - the use of hints or clues in a story to suggest what action is to come.
Foreshadowing is frequently used to create interest and build suspense. Example: Two
small and seemingly inconsequential car accidents predict and hint at the upcoming,
important wreck in The Great Gatsby.
Motif - a situation, incident, idea, or image that is repeated significantly in a literary work.
Examples: In Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye,
Holden continually comments on the phoniness of people he meets.
Plot - the pattern of events in a literary work; what happens.
Protagonist - the central or main character in a story around whom the plot centers. Examples:
Hester Prynne in The Scarlet Letter; David Copperfield in David Copperfield.
Suspense - anticipation regarding the outcome of events. An author builds suspense to interest
the reader, using one of two methods. In the first, the suspense may be the result of the
reader’s not knowing the outcome of a situation. In the second, the reader may know the
outcome, and the suspense is fostered in the reader’s wondering when and how it will hap-
pen.
Tone - the atmosphere in a literary work or the attitude the author puts in a literary work.
Examples: The gloom and representation of decay is the main tone of Poe’s The Fall of the
House of Usher; the tone of Catch-22 is one of sarcasm and absurdity.

Teacher’s Page
The Giver Prestwick PowerPacks
Activity I: Map Making Pre-Reading
Objective: Producing visuals to complement and extend the meaning of the text
The Giver is about a group of people who try to make a perfect community called a utopia, a place
where nothing bad happens. The author, Lois Lowry, describes the community’s buildings and the
surroundings, and tells you a few details, but for the most part, she does not tell you where
everything is placed. The only things you know for sure are that there is a path beside the river, a
landing field on the other side of the river, and that when Jonas is in the Central Plaza, he can see
the river behind the Auditorium.
Pretend you are a city planner and have been employed to design the layout of the community.
Using the following list, draw a map of the community in The Giver. Before you start drawing, think
about your design. Where would the various buildings and their surroundings be best placed? To
make sure you don’t miss anything important, be sure to cross off each item after you have drawn it.
Make your work neat, and be prepared to explain to the class your reasons for your placement of
each item.
• Agricultural fields
• Landing field for planes
• Fish Hatchery
• River
• Bridge
• Path
• Playing fields
• Dwelling places or homes
• Auditorium
• Central Plaza
• Food Distribution Center
• Hall of Open Records
• Hall of Closed Records
• Birthing Center
• Nurturing Center
• House of the Old, with annex
• School
• Childcare Center
• Factories
• Offices
Note to Teacher: After students complete their maps, call on volunteers to present their work to the class,
explaining the effectiveness of placing the items in certain locations; for example, the fish hatchery should
be adjacent to the river.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Map Making Pre-Reading
The Giver is about a group of people who try to make a perfect community called a utopia, a place
where nothing bad happens. The author, Lois Lowry, describes the community’s buildings and the
surroundings, and tells you a few details, but for the most part, she does not tell you where
everything is placed. The only things you know for sure are that there is a path beside the river, a
landing field on the other side of the river, and that when Jonas is in the Central Plaza, he can see
the river behind the Auditorium.
Pretend you are a city planner and have been employed to design the layout of the community.
Using the following list, draw a map of the community in The Giver. Before you start drawing, think
about your design. Where would the various buildings and their surroundings be best placed? To
make sure you don’t miss anything important, be sure to cross off each item after you have drawn it.
Make your work neat, and be prepared to explain to the class your reasons for your placement of
each item.
• Agricultural fields
• Landing field for planes
• Fish Hatchery
• River
• Bridge
• Path
• Playing fields
• Dwelling places or homes
• Auditorium
• Central Plaza
• Food Distribution Center
• Hall of Open Records
• Hall of Closed Records
• Birthing Center
• Nurturing Center
• House of the Old, with annex
• School
• Childcare Center
• Factories
• Offices
7 Reproducible Student Worksheet

Teacher’s Page
Activity II: Research Pre-Reading
Objectives: Researching background information related to the novel

Choosing visuals to enhance a presentation or to extend meaning
Delivering informative presentations based on research
POSTER DUE DATE: _______________________________
There have been many planned Utopian communities in the history of our country. Read the following list of
twenty such communities that are still open to the public. Find out some basic information about the community
you are assigned to research, including the street and e-mail address, as well as phone number. Call or write for
brochures. Then, use whatever illustrations you are sent to make a poster, on which you write at least five
interesting facts about your community. If you don’t receive any illustrations, you can draw pictures or write extra
information on your poster. Include the name, city, and state of your community on the front of the poster, and put
the street, email address, and phone number on the back.
Harmonists
• Historic Harmony, Harmony, PA • Enfield Shaker Museum, Enfield, NH
• Old Economy Village, Ambridge, PA Other Utopian Communities
• New Harmony, New Harmony, IN • Oneida Community Mansion House,
Shaker Communities Oneida, NY
• Mt. Lebanon Shaker Village, • Amana Colonies, Amana, IA
New Lebanon, NY • Zoar Village State Memorial, Zoar, OH
• Sabbathday Lake Shaker Village, • Bishop Hill Heritage Association,
Poland Spring, ME Bishop Hill, IL
• Canterbury Shaker Village, • Icarian Living History Museum,
Canterbury, NH Nauvoo, IL
• Hancock Shaker Village, Pittsfield, MA • Ephrata Cloister, Ephrata, PA
• Shakertown at Pleasant Hill, • Historic Bethel German Colony,
Harrodsburg, KY Bethel, MO
• Shakertown at South Union, • Old Aurora Colony Museum,
South Union, KY Aurora, OR
• Shaker Historical Museum, • Old Salem, Winston-Salem, NC
Shaker Heights, OH
Note to Teacher: These lists were obtained from Emil Pocock’s Pages at Eastern Connecticut State University
(http://www.easternct.edu/depts/amerst/utopia.htm). Some pictures were provided on the site, as well as a note that the
Communal Studies Association would lead to “lots more links.” An additional reference was also provided: Gerald L.
Gutek and Patricia Gutek, Visiting Utopian Communities: A Guide to Shakers, Moravians, and Others, University of
South Carolina Press. Emil Pocock also lists an email address at pocock@easternct.edu. (Last modified Jan. 17, 2003).
Begin by establishing a DUE DATE for the completed posters. This activity may be completed individually or in groups.
Assigning communities may create a greater variety in the finished projects. Remind students to be thorough and neat.
Distribute the BIBLIOGRAPHY FORMAT to help students cite their sources. Finally, have students share their posters
with the class through 3–5 minute presentations, during which they describe the format of their assigned communities.
Follow-up with a discussion about utopian societies, whether students would want to be part of one, and why.
As you design your poster, think about the Five W’s, the basic questions of every researcher: who, what, when,
where, and why. Also, be prepared to tell the class about the interesting facts you have discovered, in case your
teacher assigns oral presentations.

Student’s Page
Name: ________________________________ Date:_________________

Activity II: Research Pre-Reading
POSTER DUE DATE: _______________________________
There have been many planned Utopian communities in the history of our country. Read the
following list of twenty such communities that are still open to the public. Find out some basic
information about the community you are assigned to research, including the street and e-mail
address, as well as phone number. Call or write for brochures. Then, use whatever illustrations
you are sent to make a poster, on which you write at least five interesting facts about your
community. If you don’t receive any illustrations, you can draw pictures or write extra
information on your poster. Include the name, city, and state of your community on the front of
the poster, and put the street, email address, and phone number on the back.
Harmonists
• Historic Harmony, Harmony, PA • Enfield Shaker Museum, Enfield, NH
• Old Economy Village, Ambridge, PA Other Utopian Communities
• New Harmony, New Harmony, IN • Oneida Community Mansion House,
Shaker Communities Oneida, NY
• Mt. Lebanon Shaker Village, • Amana Colonies, Amana, IA
New Lebanon, NY • Zoar Village State Memorial, Zoar, OH
• Sabbathday Lake Shaker Village, • Bishop Hill Heritage Association,
Poland Spring, ME Bishop Hill, IL
• Canterbury Shaker Village, • Icarian Living History Museum,
Canterbury, NH Nauvoo, IL
• Hancock Shaker Village, Pittsfield, MA • Ephrata Cloister, Ephrata, PA
• Shakertown at Pleasant Hill, • Historic Bethel German Colony,
Harrodsburg, KY Bethel, MO
• Shakertown at South Union, • Old Aurora Colony Museum,
South Union, KY Aurora, OR
• Shaker Historical Museum, • Old Salem, Winston-Salem, NC
Shaker Heights, OH
As you design your poster, think about the Five W’s, the basic questions of every researcher:
who, what, when, where, and why. Also, be prepared to tell the class about the interesting facts
you have discovered, in case your teacher assigns oral presentations.

Teacher’s Page
Activity III: Life Span Pre-Reading
Objective: Understanding the text by organizing its important points in a chart
Before you begin reading The Giver, look at the LIFE SPAN CHART below. As you read the book, briefly note
special events that happen at certain years, or stages, to the members of the community. If nothing specific is
mentioned, put an “N” in the column. The first one has been done for you as an example.
LIFE SPAN CHART

AGE WHAT HAPPENS TO COMMUNITY MEMBERS
Birth Infants stay in the Nurturing Center; some are eventually released. (Pg. 11-12)
1 Children receive names and go to families. (Pg. 11)
2 Nothing is specifically mentioned.
3 Nothing is specifically mentioned.
4 Children have jackets that button down back. (Pg. 40)
5 Same as 4’s.
6 Same as 4’s and 5’s.
7 Children receive front-buttoned jacket. (Pg. 40)
8 Children receive jacket with smaller buttons as well as pockets. (Pg. 45)
9 Children receive bicycles (Pg. 13); girls’ hair-ribbons are removed. (Pg. 14)
10 Hair is cut. (Pg. 46)
11 Children receive new clothing: different undergarments for females, longer trousers for males. (Pg. 46)
12 Children receive life Assignment. (Pg. 14-15)
Full
Individuals are given spouses. (Pg. 8). Several years later, they receive children. (Pg. 11)
Adulthood
Childless adults live with other childless adults, if still working and contributing to the community.
Childless
When children are grown, the parents go to live with other childless adults and are no longer part of
Adult
their children’s lives. (Pgs. 102, 124)
Old Age The elderly live in the House of Old until time for release. (Pg. 27-28)
Release People celebrate the final step. (Pgs. 28-33) They are then put to death by injection. (Pgs. 148-150)
Note to Teacher: Upon completion of the novel, discuss this lifestyle with your students. Encourage
them to identify strengths and weaknesses of such a patterned life.

Student’s Page
Name: ________________________________ Date:_________________

Activity III: Life Span Pre-Reading
Before you begin reading The Giver, look at the LIFE SPAN CHART below. As you read the book, briefly note
special events that happen at certain years, or stages, to the members of the community. If nothing specific is
mentioned, put an “N” in the column. The first one has been done for you as an example.
LIFE SPAN CHART

AGE WHAT HAPPENS TO COMMUNITY MEMBERS
Birth Infants stay in the Nurturing Center; some are eventually released. (Pg. 11-12)
10
11
12
Full
Adulthood
Childless
Adult
Old Age
Release

Teacher’s Page
Activity I: Tone The Opening Page
Objective: Identifying tone, or mood, through the analysis of word choice
Lois Lowry begins The Giver in December, a cold month with short, dark days. She describes Jonas, her
protagonist or main character, as “beginning to be frightened.” (Pg. 1) With the very first sentence, she
has set the tone, or mood, of her story. Re-read the first page of The Giver again and answer the
following questions:
1. How many times is the word “frightened” or “frightening” used?
“Frightened” is used three times, “frightening” once.
2. What other words fit the mood the author has established in her first sentence?
Words that fit the mood include the following: sickening, terrible, unidentified aircraft, blast of sound,
against the rules, needle-nosed, anxiously.
3. How do the characters react to the appearance of the plane?
Various words are used in relation to Jonas’ and the other characters’ reactions; including fascinated,
intrigued, confused, anxiously, and frightening.
4. How is the plane described?
At first it is described as “sleek” and “almost a blur.” By the end of the page, it is described as a “needle-
nosed single pilot jet.” (Pg. 1)
5. Does the description of the plane fit the tone, or mood, of the story? Why or why not?
Yes, “needle-nosed” itself sounds frightening. We also learn that it is not a plane the characters are used
to seeing. It is not the usual “squat, fat-bellied cargo plane” they might have expected when they heard
the blast of sound.
6. If you had to think of one word to describe the tone, or mood, of this page, what would it be?
Students may think of words such as fear, foreboding, anxiety, uncertainty, or confusion. If they choose
one of the latter two, you might discuss whether or not those words contain the element of fear that the
author has depicted.
Note to Teacher: Although the questions above could be used for group discussion, they could also be assigned
for group work or individual homework. As an extended activity, you could have students write their own
descriptive paragraph, using the first sentence, but changing the month, character’s name, and emotion; e.g.,
“It was almost______, and _____ was beginning to be _____.”

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Tone The Opening Page
Lois Lowry begins The Giver in December, a cold month with short, dark days. She describes
Jonas, her protagonist or main character, as “beginning to be frightened.” (Pg. 1) With the very
first sentence, she has set the tone, or mood, of her story. Re-read the first page of The Giver
again and answer the following questions:
1. How many times is the word “frightened” or “frightening” used?
2. What other words fit the mood the author has established in her first sentence?
3. How do the characters react to the appearance of the plane?
4. How is the plane described?
5. Does the description of the plane fit the tone, or mood, of the story? Why or
why not?
6. If you had to think of one word to describe the tone, or mood, of this page, what would
it be?

Teacher’s Page
Activity I: Crossword Puzzle Chapters 1–2
Objective: Defining vocabulary using a dictionary
WORD BANK
fascinated anxiously tunic palpable

apprehensive dwelling supplementary wheedle
intrigued grim distraught ironic
defiant eager usage hatchery
First, use a dictionary to look up the definitions of the words in the WORD BANK. Then, using
the following definitions as hints, complete the CROSSWORD PUZZLE with words from the
WORD BANK.
HINTS
1. Impatiently longing
2. Nervously
3. Additional
4. Mocking
5. The way in which words are used
6. Curious
7. Very disturbed
8. Bold
9. A piece of clothing similar to a long shirt
10. A home
11. Extremely interested
12. Compete for attention
13. Able to be touched
14. A place where fish are raised to be sold
15. Harsh
16. Uneasy, fearful

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Crossword Puzzle Chapters 1–2
WORD BANK
fascinated anxiously tunic palpable

apprehensive dwelling supplementary wheedle
intrigued grim distraught ironic
defiant eager usage hatchery
First, use a dictionary to look up the definitions of the words in the WORD BANK. Then, using
the following definitions as hints, complete the CROSSWORD PUZZLE with words from the
WORD BANK.
HINTS
1. Impatiently longing
2. Nervously
3. Additional
4. Mocking
5. The way in which words are used
6. Curious
7. Very disturbed
8. Bold
9. A piece of clothing similar to a long shirt
10. A home
11. Extremely interested
12. Compete for attention
13. Able to be touched
14. A place where fish are raised to be sold
15. Harsh
16. Uneasy, fearful

Teacher’s Page
CROSSWORD PUZZLE
1
E
2 3
A N X I O U S L Y
4
G U I
5
E P R U
6
I R P O S
7 8
N D D L N A
9 10
T U N I C E D W E L L I N G
R S F M C E
I T I E
11 12
G R F A S C I N A T E D W
U A N T H
13
E U T P A L P A B L E
D G R E
14 15
H A T C H E R Y G D
T R L
16
A P P R E H E N S I V E
M

Student’s Page
Name: ________________________________ Date:_________________
CROSSWORD PUZZLE
2 3
7 8
9 10
11 12
13
14 15
16

Teacher’s Page
Activity II: The Book of Rules Chapters 1–2
Objective: Gathering evidence from the text regarding the community’s cultural values
Very early in this book, you learn that there are many rules this community follows. They are
written in the Book of Rules. Although you never see this book, you can tell by what happens in
the story what these rules are. For example, on page two, you learn that the Pilot-in-Training
who “misread his navigational instructions and made a wrong turn” will be released. You also
learn that release is a “terrible punishment, an overwhelming statement of failure.” At this
point, however, you do not know exactly what the punishment is. However, you can conclude
that there is a rule something like this: Anyone who makes a mistake that is considered very
serious will be released.
As you read the first two chapters, list any rules you encounter in the following RULES
CHART. Be sure to provide the page number(s) where you found each rule. The first one has
been done for you as an example.
Note to Teacher: This can be either an individual homework assignment or a group project for the
students. As an extension, once students have read and recorded rules from Chapters 1 and 2, they
can continue to record rules to gather information for more detailed paragraph or essay writing.
Comparison/contrast paragraphs or essays can be written about the rules in Jonas’ home and
community vs. the rules in the students’ homes and communities. Another extension would be to have
students write their own rules for their own imaginary communities.

Student’s Page
Name: ________________________________ Date:_________________

Activity II: The Book of Rules Chapters 1–2
Very early in this book, you learn that there are many rules this community follows. They are
written in the Book of Rules. Although you never see this book, you can tell by what happens in
the story what these rules are. For example, on page two, you learn that the Pilot-in-Training
who “misread his navigational instructions and made a wrong turn” will be released. You also
learn that release is a “terrible punishment, an overwhelming statement of failure.” At this
point, however, you do not know exactly what the punishment is. However, you can conclude
that there is a rule something like this: Anyone who makes a mistake that is considered very
serious will be released.
As you read the first two chapters, list any rules you encounter in the following RULES
CHART. Be sure to provide the page number(s) where you found each rule. The first one has
been done for you as an example.

Teacher’s Page
RULES CHART
Rule Page #
Students who inconvenience their learning communities must make a public
(Pg. 3)
apology.
Babies who do not develop as well as other babies will be released. (Pg. 7)
The elderly are released in a celebration of a life well and fully lived. (Pg. 7)
People who lack the capacity to connect to others are not given spouses. (Pg. 8)
Two children—one male and one female—are given to each family unit. (Pg. 8)
People who break rules are punished. (Pg. 8)
Anyone who breaks the rules three times will be released. (Pg. 9)
No one may keep his or her feelings hidden. (Pg. 9)
There are always fifty in each year’s group of Ones. (Pg. 11)
Families must apply for and be approved for children. (Pg. 12)
Children are given names by a committee prior to the Ceremony of Ones; before that
(Pgs. 11–12)
they are known only by number.
When children become Nines, they may receive bicycles. (Pg. 13)
Important rules can only be changed by The Receiver, the most important Elder. (Pg. 14)
At the Ceremony of Twelves, children are given their life Assignments, secret
(Pg. 15).
selections made by the Committee of Elders.
All appeals regarding Assignments must go to a committee for study. (Pg. 17)
After the Ceremony of Twelves, children do not play with their group of Elevens. (Pg. 17)

Student’s Page
Name: ________________________________ Date:_________________

RULES CHART
Rule Page #
Students who inconvenience their learning communities must make a public
(Pg. 3)
apology.

Teacher’s Page
Activity I: The Mysterious Apple Chapter 3
Objectives: Drawing inferences and supporting them with evidence from the text
Understanding foreshadowing; predicting events
Understanding how character traits may affect plot
So far, in The Giver, you have learned a good deal about Sameness. In this chapter, however, you will learn about
some important differences. Explore these differences by answering the following questions using complete sen-
tences.
1. How is Gabe different?
Gabe has pale eyes, whereas everyone else has dark eyes.
2. How is Jonas like Gabe?
Jonas’ eyes are pale like Gabe’s.
3. Jonas decides that light eyes give the one who has them a certain look. How does he describe that look?
How does he feel about that look?
Jonas calls the look “depth . . . as if one were looking into the clear water of the river, down to the bottom, where
things might lurk which hadn’t been discovered yet.” Jonas feels “self-conscious, realizing that he, too, had that
look.” (Pg. 21)
4. What unusual event does Jonas remember in this chapter? Describe the event and Jonas’s reaction.
Jonas thinks about the time he was playing with an apple, and it suddenly changed in some way. He took the
apple home, even though he knew he was breaking the rule about “hoarding” because he was “bewildered” and
“mystified” by it; he studied it under a magnifying glass and played with it, but “the thing” didn’t happen again.
(Pgs. 23-25)
5. Why doesn’t the author tell the reader what happened to the apple?
The author’s plan is to build suspense. She is also foreshadowing what might happen later in the novel by point-
ing out the protagonist’s special powers.
6. Do you think there is any relation between Jonas’ eyes and the apple?
Students will most likely say Jonas has special powers of vision.
7. What do you think happened to the apple?
Answers will vary.
8. How do you think Jonas’ special power of vision will affect the plot?
Answers will vary.
Note to Teacher: These questions are good for class discussion, which will also allow for a review of the difficult words
mentioned above: “hoarded,” “bewildered,” and “mystified.” The discussion will also allow for elaboration on such liter-
ary concepts as plot, protagonist, suspense, and foreshadowing, if so desired.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: The Mysterious Apple Chapter 3
So far, in The Giver, you have learned a good deal about Sameness. In this chapter, however, you will learn
about some important differences. Explore these differences by answering the following questions using
complete sentences.
1. How is Gabe different?
2. How is Jonas like Gabe?
3. Jonas decides that light eyes give the one who has them a certain look. How does he describe that
look? How does he feel about that look?
4. What unusual event does Jonas remember in this chapter? Describe the event and Jonas’s reaction.
5. Why doesn’t the author tell the reader what happened to the apple?
6. Do you think there is any relation between Jonas’ eyes and the apple?
7. What do you think happened to the apple?
8. How do you think Jonas’ special power of vision will affect the plot?

Teacher’s Page
Activity I: Celebration of Release Chapter 4
Objective: Locating and summarizing information from the text
First, pretend you live in Jonas’s community, and you have been assigned to be on the Planning
Committee for Celebrations of Release. You have been told to write down six main events that
take place during the Celebration. What are they? Look through Chapter 4 for the answers. The
first one has been done for you as an example.
1. The telling of the person’s life
2. The toast
3. Chanting of the anthem
4. Good-bye speech by the person being released
5. Speeches by other people wishing the person well
6. The release itself (walking through the special door in the releasing room)
Note to Teacher: If students need direction, the Celebration of Release is described on page 32.
Next, find Fiona’s description of Roberto’s release. Choose and record three sentences contain-
ing adjectives describing Roberto’s celebration, something that happened during his celebration,
or how Roberto felt about it.
1. “It was wonderful.” (Pg. 31)
2. “He made a lovely good-bye speech.” (Pg. 32)
3. “He was thrilled.” (Pg. 32)
Note to Teacher: Answers may vary.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Celebration of Release Chapter 4
First, pretend you live in Jonas’s community, and you have been assigned to be on the Planning
Committee for Celebrations of Release. You have been told to write down six main events that
take place during the Celebration. What are they? Look through Chapter 4 for the answers. The
first one has been done for you as an example.
1. The telling of the person’s life
2.
3.
4.
5.
6.
Next, find Fiona’s description of Roberto’s release. Choose and record three sentences contain-
ing adjectives describing Roberto’s celebration, something that happened during his celebration,
or how Roberto felt about it.
1.
2.
3.

Teacher’s Page
Activity I: Stirrings/Persuasion Chapter 5
Objective: Critically analyzing and evaluating a text by formulating, expressing, and supporting opinions
In Chapter 5, Jonas has a dream that reveals new feelings he has towards Fiona. When he tells his mother about
the dream, she tells him it is time for him to start taking a pill, which will suppress, or dull, his feelings. When he
asks how long he will have to take it, she tells him that he will take it until his old age, and that she and his father
also take the pill.
On the following PRE-WRITING CHART, list both advantages and disadvantages of this custom. Then, write a
persuasive paragraph, in which you argue for or against the taking of such a pill. Write a topic sentence, in which
you state your view, and then write a well-developed paragraph with details that support your topic sentence. After
you have completed your rough draft, you will switch papers with a classmate and review his or her paper using
the PEER EDITING CHART. Return the editing chart with your classmate’s paper. Use the comments and sugges-
tions provided to you to improve your paragraph before you submit the final draft to your teacher.
ROUGH DRAFT DUE DATE: _________________

FINAL DRAFT DUE DATE: _________________
PRE-WRITING CHART
Advantages Disadvantages
Paragraph Topic Sentence:
Note to Teacher: Establish due dates for both the rough and final drafts. Two to four days after you give the assignment
should be sufficient for the rough draft. On that day, discuss the PEER EDITING CHART with the class before your stu-
dents exchange papers and peer edit. Emphasize the need for three strong supporting points and explanations for each.
Remind the students to include positive comments about the papers they edit, as no one wants to receive a completely neg-
ative evaluation. Tell the students to keep their PEER EDITING CHARTS since they will be required to turn them in with
their final drafts. Establish the final draft due date. For most classes, two days after rough drafts would give students
ample time to make the necessary changes.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Stirrings/Persuasion Chapter 5
In Chapter 5, Jonas has a dream that reveals new feelings he has towards Fiona. When he tells
his mother about the dream, she tells him it is time for him to start taking a pill, which will
suppress, or dull, his feelings. When he asks how long he will have to take it, she tells him that
he will take it until his old age, and that she and his father also take the pill.
On the following PRE-WRITING CHART, list both advantages and disadvantages of this cus-
tom. Then, write a persuasive paragraph, in which you argue for or against the taking of such a
pill. Write a topic sentence, in which you state your view, and then write a well-developed para-
graph with details that support your topic sentence. After you have completed your rough draft,
you will switch papers with a classmate and review his or her paper using the PEER EDITING
CHART. Return the editing chart with your classmate’s paper. Use the comments and sugges-
tions provided to you to improve your paragraph before you submit the final draft to your
teacher.
ROUGH DRAFT DUE DATE: _________________

FINAL DRAFT DUE DATE: _________________
PRE-WRITING CHART
Advantages Disadvantages
Paragraph Topic Sentence:

Teacher’s Page
EDITING, PROOFREADING, AND REVISING
Switch papers with a classmate. You will read, ask questions, and provide both suggestions and praise. Use the
PEER EDITING CHART to review your classmate’s essay, returning the chart with the edited essay.
Writer’s Name:______________________ Editor’s Name:______________________
PEER EDITING CHART
Peer Editing Questions Yes No Suggestions and Praise
Is the essay organized?

Do the supporting points follow a
logical order?
If not, what needs to be moved or
rewritten?
Are there transitions between points,
or does the essay read like a list?
How would you bring each point to
an end and introduce the next?
Does the essay persuade you? If not,

what does it need to persuade you?
Is there a strong concluding sentence?

Provide any suggestions you have to
make the conclusion more
convincing.
Are there any misspelled words, run-
on sentences, or fragments? Does the
essay use appropriate word choice?
What do you like about the
essay?
List at least three positives.
Make necessary changes to your own paper after it has been edited. Read it aloud to yourself. If you stumble over
words, you should revise these awkward sections.
PUBLISHING
After you have revised your essay, write your final draft to be turned in to your teacher.

Student’s Page
Name: ________________________________ Date:_________________

EDITING, PROOFREADING, AND REVISING
Switch papers with a classmate. You will read, ask questions, and provide both suggestions and praise. Use the
PEER EDITING CHART to review your classmate’s essay, returning the chart with the edited essay.
Writer’s Name:______________________ Editor’s Name:______________________
PEER EDITING CHART
Peer Editing Questions Yes No Suggestions and Praise
Is the essay organized?

Do the supporting points follow a
logical order?
If not, what needs to be moved or
rewritten?
Are there transitions between points,
or does the essay read like a list?
How would you bring each point to
an end and introduce the next?
Does the essay persuade you? If not,

what does it need to persuade you?
Is there a strong concluding sentence?

Provide any suggestions you have to
make the conclusion more
convincing.
Are there any misspelled words, run-
on sentences, or fragments? Does the
essay use appropriate word choice?
What do you like about the
essay?
List at least three positives.
Make necessary changes to your own paper after it has been edited. Read it aloud to yourself. If you stumble over
words, you should revise these awkward sections.
PUBLISHING
After you have revised your essay, write your final draft to be turned in to your teacher.

Teacher’s Page
Activity I: Journal Entry Chapter 6
Objective: Identifying conflicts and, in the voice of the protagonist, explaining the effects of those
conflicts on the protagonist
Pretend you are Jonas, and you have just gotten home from the Ceremony of Twelves. You
decide to write in your journal about the feelings you experienced when you got your
Assignment.
First, re-read the last section of Chapter 6 to make sure you are correct about Jonas’ feelings.
Next, once you determine what those feelings are, again, imagine you are Jonas and then
elaborate on your feelings. Remember, you have mixed feelings about your Assignment, so
make sure you talk about more than one feeling and that you give several reasons for feeling
the way you do.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Journal Entry Chapter 6
Pretend you are Jonas, and you have just gotten home from the Ceremony of Twelves. You
decide to write in your journal about the feelings you experienced when you got your
Assignment.
First, re-read the last section of Chapter 6 to make sure you are correct about Jonas’ feelings.
Next, once you determine what those feelings are, again, imagine you are Jonas and then
elaborate on your feelings. Remember, you have mixed feelings about your Assignment, so
make sure you talk about more than one feeling and that you give several reasons for feeling
the way you do.

Teacher’s Page
Activity II: Advice Column Chapter 6
Objective: Recognizing an imaginary character’s motivation and cultural values
In Chapter 6, Asher tells the story of a young man who supposedly wanted to be an Engineer
but instead received the Assignment of Sanitation Laborer. “He went out the next day,” Asher
explains, “jumped into the river, swam across, and joined the next community he came to.
Nobody ever saw him again.” (Pg. 47) Jonas laughs at this story and says it isn’t true.
Let us pretend that story is true and you are that unhappy young man. You decide not to run
away just yet, but instead to go home and write a letter to the advice columnist of your
community newspaper. You explain your problem and how you feel about it, and then ask for
help. Use the FRIENDLY LETTER MODEL to help you format your letter correctly.
Next, switch letters with a classmate. Now, pretend you are the advice columnist and write
back. Remember, the columnist holds the values of the community, so the advice you give must
be consistent with those values.
You may use an actual advice column from your local newspaper as a guide and choose
whatever names you wish for your characters.
Note to Teacher: A brief discussion about what an engineer does and what a sanitation laborer does
will most likely be helpful. This activity can be completed in groups or given as an individual
homework assignment. Accept responses that demonstrate the values of the community; for example,
the advice columnist would likely explain the importance of the role every person must play in the
community and that, because of the careful consideration that goes into each one, assignments are
always correct.
Note: The FRIENDLY LETTER MODEL can be found in the Appendix.

Student’s Page
Name: ________________________________ Date:_________________

Activity II: Advice Column Chapter 6
In Chapter 6, Asher tells the story of a young man who supposedly wanted to be an Engineer
but instead received the Assignment of Sanitation Laborer. “He went out the next day,” Asher
explains, “jumped into the river, swam across, and joined the next community he came to.
Nobody ever saw him again.” (Pg. 47) Jonas laughs at this story and says it isn’t true.
Let us pretend that story is true and you are that unhappy young man. You decide not to run
away just yet, but instead to go home and write a letter to the advice columnist of your
community newspaper. You explain your problem and how you feel about it, and then ask for
help. Use the FRIENDLY LETTER MODEL to help you format your letter correctly.
Next, switch letters with a classmate. Now, pretend you are the advice columnist and write
back. Remember, the columnist holds the values of the community, so the advice you give must
be consistent with those values.
You may use an actual advice column from your local newspaper as a guide and choose
whatever names you wish for your characters.

Teacher’s Page
Activity III: Context Clues Chapter 6
Objective: Defining vocabulary using context clues, a dictionary, or a glossary
In trying to understand the meaning a new word, it often helps to look at context clues; that is,
information that appears in the sentence that includes the new word or those sentences surrounding it.
If you can understand the sense of the overall passage, you can often deduce, or figure out, the definition
of the unfamiliar word.
To complete the following VOCABULARY FROM CONTEXT CLUES CHART, look in the book and
find the sentence in which the listed vocabulary word appears (the pages are given). Also examine the
sentences that come before and after that sentence. Using any clues you find, decide what you think
each word means and write your definitions in the third column. The first one has been done for you as
an example.
When you are finished, check a dictionary’s definitions to determine how close you came to determining
the correct meaning. Make any necessary corrections to your definitions.
VOCABULARY FROM CONTEXT CLUES

Word and Page Sentence in which the Word Appears My Definition
designated “The little girl nodded and looked down at herself, at the jacket with indicated;
(Pg. 40) its row of large buttons that designated her as a Seven.” showed
“Fours, Fives, and Sixes all wore jackets that fastened down the back
interdependence reliance on
so that they would have to help each other dress and would learn
(Pg. 40) others
interdependence.”
symbol “The front-buttoned jacket was the first sign of independence, the
sign
(Pg. 40) first very visible symbol of growing up.”
emblem “The bicycle, at Nine, would be the powerful emblem of moving grad-
sign
(Pg. 41) ually out into the community, away from the protective family unit.”
prodded
“She prodded Lily to the front door and Jonas followed.” pushed
(Pg. 41)
stowed “Jonas stowed his bicycle beside Mother’s and made his way through
placed
(Pg. 41) the throng to find his group.”
indulgently “But once a year, they all smiled indulgently at the commotion from
kindly
(Pg. 42) the little ones waiting to receive their names and families.”
“He had been given an unusual and special reprieve from the
reprieve
committee, and granted an additional year of nurturing before his second chance
(Pg. 42)
Naming and Placement.”
“Father had gone before the committee with a plea on behalf of
appropriate Gabriel, who had not yet gained the weight appropriate to his days of
suitable
(Pg. 42) life nor begun to sleep soundly enough at night to be placed with his
family unit.”

Student’s Page
Name: ________________________________ Date:_________________

Activity III: Context Clues Chapter 6
In trying to understand the meaning a new word, it often helps to look at context clues; that is,
information that appears in the sentence that includes the new word or those sentences surrounding it.
If you can understand the sense of the overall passage, you can often deduce, or figure out, the definition
of the unfamiliar word.
To complete the following VOCABULARY FROM CONTEXT CLUES CHART, look in the book and
find the sentence in which the listed vocabulary word appears (the pages are given). Also examine the
sentences that come before and after that sentence. Using any clues you find, decide what you think
each word means and write your definitions in the third column. The first one has been done for you as
an example.
When you are finished, check a dictionary’s definitions to determine how close you came to determining
the correct meaning. Make any necessary corrections to your definitions.
VOCABULARY FROM CONTEXT CLUES

designated “The little girl nodded and looked down at herself, at the jacket with indicated;
(Pg. 40) its row of large buttons that designated her as a Seven.” showed
“Fours, Fives, and Sixes all wore jackets that fastened down the back
interdependence
so that they would have to help each other dress and would learn
(Pg. 40)
interdependence.”
symbol “The front-buttoned jacket was the first sign of independence, the
(Pg. 40) first very visible symbol of growing up.”
emblem “The bicycle, at Nine, would be the powerful emblem of moving grad-
(Pg. 41) ually out into the community, away from the protective family unit.”
prodded
“She prodded Lily to the front door and Jonas followed.”
(Pg. 41)
stowed “Jonas stowed his bicycle beside Mother’s and made his way through
(Pg. 41) the throng to find his group.”
indulgently “But once a year, they all smiled indulgently at the commotion from
(Pg. 42) the little ones waiting to receive their names and families.”
“He had been given an unusual and special reprieve from the
reprieve
committee, and granted an additional year of nurturing before his
(Pg. 42)
Naming and Placement.”
“Father had gone before the committee with a plea on behalf of
appropriate Gabriel, who had not yet gained the weight appropriate to his days of
(Pg. 42) life nor begun to sleep soundly enough at night to be placed with his
family unit.”

Teacher’s Page
VOCABULARY FROM CONTEXT CLUES (CONT.)

relinquish “Each family member, including Lily, had been required to sign a let go
(Pg. 42) pledge that they would not become attached to this little temporary
guest, and that they would relinquish him without protest or appeal
when he was assigned to his own family unit at next year’s
Ceremony.”
enthusiastic “The audience applause, which was enthusiastic, at each Naming, excited
(Pg. 43) rose in an exuberant swell when one parental pair, glowing with
pride, took a male newchild and heard him named Caleb.”
extraordinarily “The community was extraordinarily safe, each citizen watchful and very
(Pg. 44) protective of all children.”
summoned “Fritz was a very awkward child who had been summoned for called for
(Pg. 45) chastisement again and again.”
transgressions “His transgressions were small ones, always: shoes on the wrong violations
(Pg. 45) feet, schoolwork misplaced, failure to study adequately for a quiz.”
infringed “But each such error reflected negatively on his parents’ guidance disturbed
(Pg. 45) and infringed on the community’s sense of order and success.”
distinguishing “Then the Tens. Jonas never found the Ceremony of Tens individual
(Pg. 46) particularly interesting—only time-consuming, as each child’s hair
was snipped neatly into its distinguishing cut…”
gravitate “Jonas watched the new Nines gravitate toward their waiting move toward
(Pg. 47) bicycles, each one admiring his or her nametag.”
buoyancy “Bouyancy,” Jonas corrected him. ability to float
(Pg. 47)
reluctantly “No,” Asher admitted reluctantly. unwillingly
(Pg. 48)
meticulously “The community was so meticulously ordered, the choices so carefully
(Pg. 48) carefully made.”
correspond “All of the factors—disposition, energy level, intelligence, and get along
(Pg. 48) interests—had to correspond and to interact perfectly.”
“Like the Matching of Spouses and the Naming and Placement of
scrupulously
newchildren, the Assignments were scrupulously thought through by carefully
(Pg. 48)
the Committee of Elders.”
Note to Teacher: Answers will vary. After students complete the activity, discuss the words and their meanings,
asking students to name the clues provided in context.

Student’s Page
Name: ________________________________ Date:_________________

VOCABULARY FROM CONTEXT CLUES (CONT.)
relinquish “Each family member, including Lily, had been required to sign a
(Pg. 42) pledge that they would not become attached to this little temporary
guest, and that they would relinquish him without protest or appeal
when he was assigned to his own family unit at next year’s
Ceremony.”
enthusiastic “The audience applause, which was enthusiastic, at each Naming,

(Pg. 43) rose in an exuberant swell when one parental pair, glowing with
pride, took a male newchild and heard him named Caleb.”
extraordinarily “The community was extraordinarily safe, each citizen watchful and
(Pg. 44) protective of all children.”
summoned “Fritz was a very awkward child who had been summoned for
(Pg. 45) chastisement again and again.”
transgressions “His transgressions were small ones, always: shoes on the wrong
(Pg. 45) feet, schoolwork misplaced, failure to study adequately for a quiz.”
infringed “But each such error reflected negatively on his parents’ guidance
(Pg. 45) and infringed on the community’s sense of order and success.”
distinguishing “Then the Tens. Jonas never found the Ceremony of Tens
(Pg. 46) particularly interesting—only time-consuming, as each child’s hair
was snipped neatly into its distinguishing cut…”
gravitate “Jonas watched the new Nines gravitate toward their waiting
(Pg. 47) bicycles, each one admiring his or her nametag.”
buoyancy “Bouyancy,” Jonas corrected him.

(Pg. 47)
reluctantly “No,” Asher admitted reluctantly.

(Pg. 48)
meticulously “The community was so meticulously ordered, the choices so

(Pg. 48) carefully made.”
correspond “All of the factors—disposition, energy level, intelligence, and

(Pg. 48) interests—had to correspond and to interact perfectly.”
“Like the Matching of Spouses and the Naming and Placement of

scrupulously
newchildren, the Assignments were scrupulously thought through
(Pg. 48)
by the Committee of Elders.”

Teacher’s Page
Activity I: Prediction Chapter 7
Objective: Demonstrating an understanding of the text by making predictions
Since the very beginning of the novel, there have been tension and mystery surrounding the
question of what Jonas’ Assignment will be at the Ceremony of Twelves. Now that the
Ceremony has taken place, and the speech has been made about the “responsibilities of
adulthood, the profound importance of Assignment, the seriousness of training to come,”
we are left wondering what is the matter? We might even think, as Jonas himself does, “What
had he done wrong?” (Pg. 58)
Think about what you know about Jonas so far, and write a few details about Jonas and his
personality in the following space. Then, make a prediction about what you think will happen
to him. Will he get an Assignment? If so, what will it be?
Your knowledge of Jonas:
Students will most likely say Jonas is nice, smart, thoughtful, kind, friendly, etc. Some may remember
what is written about his eyes, that they are paler and different from those of the other members of
his community, aside from Gabe. A good discussion topic can be what Jonas’ eyes might represent;
that is, that they are a symbol of vision into the past and the future.
Your prediction:
Answers will vary, but it is very likely that students will predict he will be the Receiver, because of the
title, the unusual color of his eyes, and his curious talents that became evident when he was throwing
the apple.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Prediction Chapter 7
Since the very beginning of the novel, there have been tension and mystery surrounding the
question of what Jonas’ Assignment will be at the Ceremony of Twelves. Now that the
Ceremony has taken place, and the speech has been made about the “responsibilities of
adulthood, the profound importance of Assignment, the seriousness of training to come,”
we are left wondering what is the matter? We might even think, as Jonas himself does, “What
had he done wrong?” (Pg. 58)
Think about what you know about Jonas so far, and write a few details about Jonas and his
personality in the following space. Then, make a prediction about what you think will happen
to him. Will he get an Assignment? If so, what will it be?
Your knowledge of Jonas:
Your prediction:

Teacher’s Page
Activity I: Cause and Effect Chapter 8
Objective: Distinguishing between cause and effect
In this chapter, we learn that Jonas has not been assigned, but rather, that he has been selected.
He is to become the community’s next Receiver of Memory. Jonas has certain qualities that
cause his selection, and his training will have a definite effect on him.
Using complete sentences, answer the following two cause and effect questions.
First, what are the qualities that Jonas possesses that make him the best candidate, or, in
other words, what causes the Community of Elders to pick him?
Jonas possesses intelligence, integrity, courage, and the Capacity to See Beyond.
Second, what will Jonas acquire as a result of his training to become Receiver of Memory.
In other words, what will be the effect of his training experience?
Jonas will acquire wisdom.
Note to Teacher: As an extension, a group discussion can accompany this exercise, focusing on such
questions as the following:
• What is the meaning of intelligence, integrity, courage, and wisdom?

• What causes people to obtain these qualities?
• What is the Capacity to See Beyond? Is it something particular to Jonas’s world, or can people
in our world possess this quality? Do you know anyone who does?
• What are the effects of intelligence, integrity, courage, wisdom, and the Capacity to
See Beyond?
• What special people do you know of who possess intelligence, integrity, courage, and wisdom?
As a further extension, students can write a paragraph or an essay about someone they know who
possesses one or more of these qualities.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Cause and Effect Chapter 8
In this chapter, we learn that Jonas has not been assigned, but rather, that he has been selected.
He is to become the community’s next Receiver of Memory. Jonas has certain qualities that
cause his selection, and his training will have a definite effect on him.
Using complete sentences, answer the following two cause and effect questions.
First, what are the qualities that Jonas possesses that make him the best candidate, or, in
other words, what causes the Community of Elders to pick him?
Second, what will Jonas acquire as a result of his training to become Receiver of Memory.
In other words, what will be the effect of his training experience?

Teacher’s Page
Activity I: Rules and Regulations Chapter 9
Objective: Analyzing and responding to a major incident in a character’s life
In Chapter 9, Jonas opens a folder he has been given by the Committee of Elders and reads the
single printed sheet inside. Knowing what you know about Jonas, how will what is on that
sheet affect his life? On the following RECEIVER RULES CHART, read each item and write at
least one sentence for each, giving details about how Jonas’ life will now be different from what
it was.
RECEIVER RULES CHART

Items on Jonas’s List How This Item Will Change Jonas’s Life
Item 1: Go immediately at the end of school

hours each day to the annex…
Item 2: Go immediately to your dwelling at

the conclusion of training hours each
day.
Item 3: …you are exempted from the rules
governing rudeness. You may ask any
question to any citizen and you will
receive answers.
Item 4: Do not discuss your training with any
other member of the community,
including parents and elders.
Item 5: From this moment you are prohibited

from dream-telling.
Item 6: Except for illness or injury unrelated

to your training, do not apply for any
medication.
Item 7: You are not permitted to apply for

release.
Item 8: You may lie.
Note to Teacher: The sheet Jonas receives appears on page 68. Jonas thinks about how his life will be different
on the three pages following. Answers will vary, but they should reflect the students’ understanding of Jonas,
based on how he reacts in those three pages, in addition to what they already know about him.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Rules and Regulations Chapter 9
In Chapter 9, Jonas opens a folder he has been given by the Committee of Elders and reads the
single printed sheet inside. Knowing what you know about Jonas, how will what is on that
sheet affect his life? On the following RECEIVER RULES CHART, read each item and write at
least one sentence for each, giving details about how Jonas’ life will now be different from what
it was.
RECEIVER RULES CHART

Items on Jonas’s List How This Item Will Change Jonas’s Life
Item 1: Go immediately at the end of school

hours each day to the annex…
Item 2: Go immediately to your dwelling at

the conclusion of training hours each
day.
Item 3: …you are exempted from the rules
governing rudeness. You may ask any
question to any citizen and you will
receive answers.
Item 4: Do not discuss your training with any
other member of the community,
including parents and elders.
Item 5: From this moment you are prohibited

from dream-telling.
Item 6: Except for illness or injury unrelated

to your training, do not apply for any
medication.
Item 7: You are not permitted to apply for

release.
Item 8: You may lie.

Teacher’s Page
Activity I: A New World Chapter 10
Objectives: Identifying and analyzing the role of the setting within the context of the text
Identifying the protagonist’s new experiences
In Chapter 10, when Jonas enters the Annex of the House of the Old, he encounters a very differ-
ent world from the one in which he previously lived. He not only sees new things, but he feels
and experiences new things as well. What is new to him? Make a list below using complete sen-
tences.
Jonas’ different observations and experiences in the Annex:
• The door is locked. (Pg.73)
• The fabric on the chairs and sofa is thick and luxurious. (Pg. 74)
• The table legs are slender and curved. (Pg. 74)
• The bed is draped with a splendid cloth embroidered over its entire surface with intricate
designs. (Pg. 74)
• There are thousands of books. (Pg. 74)
• Their titles are embossed in shiny letters. (Pg. 74)
• The Elder calls Jonas the Receiver of Memory. (Pg. 75)
• The Elder he meets has pale eyes like his own. (Pg. 75)
• In his mind, Jonas has a million questions. (Pg. 76)
• Jonas says he wants to hear the Elder’s life story and memories. (Pg. 77)
• Jonas finds out that the memories he is to receive are not just the Elder’s, but the memories of
the whole world, of generations before him. (Pg. 77)
• Jonas hears about snow but doesn’t understand it. (Pg. 78)
• The speaker in the Annex can be switched to off. (Pg. 79)
• Jonas lies down and begins to receive a memory. (Pg. 79)

Student’s Page
Name: ________________________________ Date:_________________

Activity I: A New World Chapter 10
In Chapter 10, when Jonas enters the Annex of the House of the Old, he encounters a very different world from the
one in which he previously lived. He not only sees new things, but he feels and experiences new things as well.
What is new to him? Make a list below using complete sentences.
Jonas’ different observations and experiences in the Annex:

Teacher’s Page
Activity I: Choice and Change Chapters 11–15
Objective: Demonstrating an understanding of the text by isolating its important points
Now that Jonas is receiving memories, he can compare the way his world is now with the way it used to
be. He learns that so many aspects of life were given up, or relinquished, by his community in order to
have Sameness. The following SAMENESS CHART lists, in column one, some of the things that are
gone. In column two, write the reasons why such aspects of life were relinquished. Look for the reasons
in the text (include the page numbers), or think of your own if the text does not provide a reason. In
column three, write down what this community truly lost, in the deepest sense, when it relinquished
those aspects of life. The first one has been done for you as an example.
SAMENESS CHART
Aspect of Life Why It Was Relinquished What Was Truly Lost
It made growing food difficult, limited
Fun: skiing, sledding, playing, etc.;
the agricultural periods, and made trans-
Snow snowmen; water for the Earth;
portation impossible at times. (Pgs. 83-
beauty; excitement
84)
The community wanted climate control.
Sunshine Brightness, beauty, warmth
(Pg. 85)
Sameness enabled people to have the same Diversity; cultures; can’t see nature’s
Color
color skin. (Pg. 94) beauty (Pgs. 96-97)
Removal of freedom protected people from
Personal
making wrong choices, in such things as Individuality
Freedom
jobs or mates. (Pg. 98)
The community likes order and
Magnificence, diversity, food, compan-
Animals predictability. (Pg. 103) Animals can be
ionship
unpredictable and dangerous.
Hills made conveyance of goods unwieldy,
Geography Variety, beauty
slowed down trucks and buses. (Pg. 84)
Memory Memories bring pain and chaos. (Pg. 104) Joy, knowledge
Physical pain Agony, discomfort Wisdom (Pg. 111)
Freedom, independence, heritage (A

War Confusion, death, pain
pacifist would say nothing is lost)
Note to Teacher: Examples from the text are listed, but students should think of many of their own. This
activity will be a good one for group discussion about the pros and cons of those aspects relinquished by Jonas’s
society.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Choice and Change Chapters 11–15
Now that Jonas is receiving memories, he can compare the way his world is now with the way it
used to be. He learns that so many aspects of life were given up, or relinquished, by his commu-
nity in order to have Sameness. The following SAMENESS CHART lists, in column one, some
of the things that are gone. In column two, write the reasons why such aspects of life were
relinquished. Look for the reasons in the text (include the page numbers), or think of your own
if the text does not provide a reason. In column three, write down what this community truly
lost, in the deepest sense, when it relinquished those aspects of life. The first one has been done
for you as an example.
SAMENESS CHART
Aspect of Life Why It Was Relinquished What Was Truly Lost
It made growing food difficult, limited

Fun: skiing, sledding, playing, etc.;
the agricultural periods, and made
Snow snowmen; water for the Earth;
transportation impossible at times. (Pgs.
beauty; excitement
83-84)
Sunshine
Color
Personal
Freedom
Animals
Geography
Memory
Physical pain
War

Teacher’s Page
Activity I: A Favorite Memory Chapter 16
Objective: Responding to a character’s emotions through written response
The focus is on good memories in this chapter. Lois Lowry tells us, “By now Jonas had
experienced countless bits of happiness.” (Pg. 121) On page 122, Jonas asks The Giver to
transmit his favorite memory to him, and so Jonas receives a picture of Christmas. He sees a
beautiful room full of people on a very special night. In addition, he senses real warmth and
love in the scene. Write about your favorite memory and about how it makes you feel. Like The
Giver, include at least a dozen details that make that memory so special.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: A Favorite Memory Chapter 16
The focus is on good memories in this chapter. Lois Lowry tells us, “By now Jonas had
experienced countless bits of happiness.” (Pg. 121) On page 122, Jonas asks The Giver to trans-
mit his favorite memory to him, and so Jonas receives a picture of Christmas. He sees a beauti-
ful room full of people on a very special night. In addition, he senses real warmth and love in
the scene. Write about your favorite memory and about how it makes you feel. Like The Giver,
include at least a dozen details that make that memory so special.

Teacher’s Page
Activity I: A Circle Poem Chapters 17–18
Objective: Responding to literature by writing original poetry
In Chapters 17 and 18, the two main characters, Jonas and The Giver, reflect on and talk about
the people whom they really love. Jonas thinks especially of Fiona, of how gentle and lovely she
is, and how he loves riding along the river with her, laughing and talking. (Pg. 135) The Giver
remembers Rosemary, her laughter, her enthusiasm, and her delight in experiencing new things.
(Pg. 141) Think of a special person in your life, of what you like about that person, and of
things you have done together. Brainstorm and write down everything that comes to your mind.
In the following circle, draw a picture of that person or of the two of you together. Then, pick
words from your brainstorming list and write them all around the inside edge of the circle.
When you are finished, cut it out and glue it on a piece of construction paper. Give it as a gift
to that special person.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: A Circle Poem Chapters 17–18
In Chapters 17 and 18, the two main characters, Jonas and The Giver, reflect on and talk about
the people whom they really love. Jonas thinks especially of Fiona, of how gentle and lovely she
is, and how he loves riding along the river with her, laughing and talking. (Pg. 135) The Giver
remembers Rosemary, her laughter, her enthusiasm, and her delight in experiencing new things.
(Pg. 141) Think of a special person in your life, of what you like about that person, and of
things you have done together. Brainstorm and write down everything that comes to your mind.
In the following circle, draw a picture of that person or of the two of you together. Then, pick
words from your brainstorming list and write them all around the inside edge of the circle.
When you are finished, cut it out and glue it on a piece of construction paper. Give it as a gift
to that special person.

Teacher’s Page
Activity I: Release and Escape Chapters 19–20
Objective: Understanding climax and denouement
In Chapter 19, we reach the emotional climax of the novel, when Jonas finally understands the true
meaning of release and realizes how much of a failure his community really is. He knows that when
people give up their freedom to think, horrible things can happen; in this case, his own father
participates in infanticide, the killing of infants. Although The Giver explains, “It’s what he was told to
do, and he knows nothing else,” Jonas is angry and sad, and refuses to go home. (Pg. 153)
The denouement, or falling action in literary terms, begins when Jonas and The Giver decide that they
must find a way to save the community from its own inhumanity. The two talk until late in the night
about how to do this. They finally decide that Jonas will escape to Elsewhere, thereby forcing the
members of his community to share in the painful memories that he has had to bear. The Giver will stay
to help the people deal with those memories; otherwise, they might destroy themselves. The plot begins
to pick up speed, as their plan of action is set in motion.
Pretend you are The Giver and you have decided to write down the basic escape plan, so both you and
Jonas can better remember exactly what you are doing. In the book there is talk of how Jonas’ parents
will react to certain things, but you don’t need to include this. Just stick to the basic plan. Write in
complete sentences. The first two steps have been done for you as examples.
Escape Plan:
1. Jonas will leave the community in approximately two weeks, just before the upcoming December
Ceremony.
2. During those two weeks, the Giver will transmit memories of strength and courage to Jonas in
preparation for his journey.
3. The night before the ceremony, Jonas will leave a note for his parents, which they will find in the
morning, saying that he has gone for any early morning bike ride.
4. Then, in the middle of the night, before the Ceremony, Jonas will secretly leave his dwelling.
5. Jonas will leave his bicycle and some clothing by the riverbank, hidden in some bushes, and then go to
the Annex.
6. In the morning, The Giver will order a vehicle and driver from the Speaker in order to visit another
community.
7. Jonas will hide in the storage compartment of the vehicle, with food which The Giver will save from
his own meals for two weeks.
8. When the people notice Jonas’ absence, they will search and find his bike and clothes by the river and
assume he has drowned.
9. The Giver will return in time to perform the Ceremony of Loss for Jonas.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Release and Escape Chapters 19–20
In Chapter 19, we reach the emotional climax of the novel, when Jonas finally understands the true
meaning of release and realizes how much of a failure his community really is. He knows that when
people give up their freedom to think, horrible things can happen; in this case, his own father
participates in infanticide, the killing of infants. Although The Giver explains, “It’s what he was told to
do, and he knows nothing else,” Jonas is angry and sad, and refuses to go home. (Pg. 153)
The denouement, or falling action in literary terms, begins when Jonas and The Giver decide that they
must find a way to save the community from its own inhumanity. The two talk until late in the night
about how to do this. They finally decide that Jonas will escape to Elsewhere, thereby forcing the
members of his community to share in the painful memories that he has had to bear. The Giver will stay
to help the people deal with those memories; otherwise, they might destroy themselves. The plot begins
to pick up speed, as their plan of action is set in motion.
Pretend you are The Giver and you have decided to write down the basic escape plan, so both you and
Jonas can better remember exactly what you are doing. In the book there is talk of how Jonas’ parents
will react to certain things, but you don’t need to include this. Just stick to the basic plan. Write in
complete sentences. The first two steps have been done for you as examples.
Escape Plan:
1. Jonas will leave the community in approximately two weeks, just before the upcoming December
Ceremony.
2. During those two weeks, the Giver will transmit memories of strength and courage to Jonas in
preparation for his journey.
3.
4.
5.
6.
7.
8.
9.

Teacher’s Page
Activity I: Adventure Chapters 21–23
Objective: Analyzing plot and noting the key events of the novel
As Chapter 21 begins, we find out that all the carefully laid out plans have to be changed immediately
because Jonas learns that Gabriel is scheduled for release the very next day. Jonas decides he has to leave
with Gabriel that night, with little food, without help, and without the memories of strength and courage
to carry him through. It will be a difficult and dangerous, but sometimes joyful, adventure. As you read
these chapters, make a note of what rules Jonas has to break, what problems he encounters, what
solutions he thinks of, and what joys and fears he feels.
Rules Broken
• Jonas takes Gabriel, leaves his dwelling at night, takes leftover food from the night’s supper trays, and
steals his father’s bicycle with the child seat on it.
Problems
• Search planes, with heat-seeking devices, are looking for him.
• Forests, streams, and stones make bike-riding difficult.
• Jonas tries to catch fish to alleviate his hunger.
• Jonas and Gabriel feel weak from lack of food.
• They live as fugitives.
• They endure cold, rain, and a snowstorm.
• Jonas must move on with a sprained ankle.
Solutions
• Jonas travels during the night and hides and sleeps during the day.
• He drinks water from streams and shares stolen food with Gabriel.
• He transmits calming memories to Gabriel to help him sleep.
• He transmits memories of cold and snow and uses some for himself, so the planes with their heat
sensors will not be able to find them.
• To catch fish, he makes a net by looping strands of Gabriel’s blanket around a curved stick.
• They eat berries.
• Jonas transmits a memory of sunshine to Gabriel to help him get warm.
• Jonas finds a sled to help Gabe and him go down a hill.
Joys
• They see a waterfall, wildlife, and wildflowers.
• They watch the way the wind shifts the leaves in the trees.
• Jonas relishes memories of his parents and sister, his friends Asher and Fiona, and The Giver.
Fears
• Jonas fears starvation.
• He fears that he may not be able to save Gabriel.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Adventure Chapters 21–23
As Chapter 21 begins, we find out that all the carefully laid out plans have to be changed immediately
because Jonas learns that Gabriel is scheduled for release the very next day. Jonas decides he has to leave
with Gabriel that night, with little food, without help, and without the memories of strength and courage
to carry him through. It will be a difficult and dangerous, but sometimes joyful, adventure. As you read
these chapters, make a note of what rules Jonas has to break, what problems he encounters, what
solutions he thinks of, and what joys and fears he feels.
Rules Broken
Problems
Solutions
Joys
Fears

Teacher’s Page
Activity I: Writing an Epilogue Chapter 23
Objective: Interpreting the conclusion of the novel
It is hard to say what happens at the end of the novel. Lois Lowry deliberately makes the end
ambiguous, or uncertain, so that readers can decide for themselves. What do you think
happenes? Does Jonas really hear music, or is it a dream? Think back: does Jonas ever receive
the memory of music from The Giver? If not, could he have heard music in a dream? Perhaps
Jonas and Gabriel die on the way down the hill. Or do they live and stay in the new communi-
ty? Or do they return to their old community? Do the people in the community change? These
are just some of the questions you can think about with regard to this novel’s conclusion.
Pretend that you are the author of The Giver, and that the publisher has told you the last chap-
ter is fine but that he still wants an epilogue, which is a concluding part added to a literary
work. Decide what you would like to have happen. Write a one-page epilogue and be prepared
to read it to the class.
Note to Teacher: The discussion between Jonas and The Giver about music occurs on page 157. When
students complete their epilogues, ask volunteers to read theirs to the class.

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Writing an Epilogue Chapter 23
It is hard to say what happens at the end of the novel. Lois Lowry deliberately makes the end
ambiguous, or uncertain, so that readers can decide for themselves. What do you think
happenes? Does Jonas really hear music, or is it a dream? Think back: does Jonas ever receive
the memory of music from The Giver? If not, could he have heard music in a dream? Perhaps
Jonas and Gabriel die on the way down the hill. Or do they live and stay in the new communi-
ty? Or do they return to their old community? Do the people in the community change? These
are just some of the questions you can think about with regard to this novel’s conclusion.
Pretend that you are the author of The Giver, and that the publisher has told you the last chap-
ter is fine but that he still wants an epilogue, which is a concluding part added to a literary
work. Decide what you would like to have happen. Write a one-page epilogue and be prepared
to read it to the class.

Teacher’s Page
Activity I: Suspense Wrap-Up
Objective: Identifying and evaluating suspenseful aspects of the novel
One of the strengths of The Giver is its suspense. There are many different aspects that are sus-
penseful, some greater, some smaller. Think of six questions that made you wonder and write
them in the triangle below. Put your most suspenseful question at the top, your less suspenseful
questions at the bottom, and the other two in the middle.
Note to Teacher: Suspenseful questions may include the following:
Where does the plane come

from?
What will Jonas’s Assignment be?
Why is Jonas allowed to lie?
What is release?
Why is Jonas different?
What kind of pain will Jonas experience?
Will Jonas and Gabriel escape?
Will Jonas and Gabriel survive?
Do Jonas and Gabriel die?
Arrangement of the questions, of course, will vary.
When students have completed the triangles, discuss their questions and encourage the class to
explain how the author develops suspense. Have the students discuss the following questions:
• What makes the students ask the suspense questions in their triangles?
• Did they read faster at certain parts of the book? Was that because they wanted to know what
would happen next?
• What words and phrases does the author use to create suspense?

Student’s Page
Name: ________________________________ Date:_________________

Activity I: Suspense Wrap-Up
One of the strengths of The Giver is its suspense. There are many different aspects that are sus-
penseful, some greater, some smaller. Think of six questions that made you wonder and write
them in the triangle below. Put your most suspenseful question at the top, your less suspenseful
questions at the bottom, and the other two in the middle.

Teacher’s Page
Activity II: Motifs Wrap-Up
Objective: Identifying and understanding the various motifs of the novel
Write down three motifs, or ideas, that you think are central to the meaning of this novel; that
is, what you think the author was really trying to get across to her readers. (These ideas can be
single ones, such as friendship, or contrasting ones, such as freedom vs. control.) Be prepared to
discuss with the class the motifs you identify. Pick one of the motifs that particularly interests
you and incorporate it into a creative project: a poem, collage, poster, drawing, diorama, play,
video, etc. If you have a class discussion of motifs, you can pick one that someone else has
mentioned; it doesn’t have to be your own. Have fun!
Note to Teacher: Motifs students may suggest could include the following:
• Sameness vs. individual expression
• Sameness vs. diversity
• Conformity vs. individuality
• Expression vs. suppression of feelings
• Individual freedom vs. security
• Truth vs. lies
• Reality vs. surrealism
• Reality vs. illusion
• Utopias vs. dystopias
• Family and home
• Acts of heroism
• The value of knowing your grandparents and your family history
• The value of remembering the past
• The value of enjoying the present
• The value of considering the future
Discuss the motifs that the students identify. Ask questions such as:
• How does the motif appear throughout the novel?
• To what lessons does the motif lead?
• Which characters are involved in developing the motif?

Student’s Page
Name: ________________________________ Date:_________________

Activity II: Motifs Wrap-Up
Write down three motifs, or ideas, that you think are central to the meaning of this novel; that
is, what you think the author was really trying to get across to her readers. (These ideas can be
single ones, such as friendship, or contrasting ones, such as freedom vs. control.) Be prepared to
discuss with the class the motifs you identify. Pick one of the motifs that particularly interests
you and incorporate it into a creative project: a poem, collage, poster, drawing, diorama, play,
video, etc. If you have a class discussion of motifs, you can pick one that someone else has
mentioned; it doesn’t have to be your own. Have fun!

Teacher’s Page
Activity III: Query Letter Wrap-Up
Objective: Summarizing the text and writing an effective query letter
Pretend you are Lois Lowry and that you have just completed The Giver. You do not have a literary agent, so
someone has told you to write a query letter directly to a publishing company. A query letter introduces your
manuscript (your novel) to a publisher without discussing too much information. It provides a basic overview of
the book (a summary—but an interesting one) designed to hook the reader and make him or her want to read your
book. A successful letter will attract the editor’s interest and result in his or her requesting your manuscript, which
then stands a chance of being published.
Your query letter must be concise (about a half a page typed). You must identify yourself, describe what you’ve
written, and suggest a target audience (what group of people would be interested in your book–children, young
adults, etc.). Also, choose a sample passage from the text that you would attach if you were to actually send this
letter.
Remember, publishers need to know why they should consider your work. Make your letter intriguing, and use
concise verbs, nouns, and adjectives.
Use the BUSINESS LETTER MODEL to help you format your letter correctly.
Note to Teacher: Letters will vary. Tell students to name and describe the major characters and the central conflict in an
interesting manner—to use concise and descriptive verbs, nouns, and adjectives. As an extension activity, have students
exchange letters, pretend to be publishers, and write respectful, appropriate response letters.
BUSINESS LETTER MODEL
Your street address

Your City, State Zip Code
Date
Name of person to whom you are writing

Company name
Company street address
City, State Zip code
Dear Sir or Madam (or the person’s name):
In the first paragraph, introduce the purpose of your letter; for example, to persuade the editor of a book to
insert or keep the illustrations in the novel. Be courteous and brief. Business letters should contain only the nec-
essary information.
In the second paragraph, support your point with explanation; for example, describe how the pictures help you
understand the plot, the characters, or the setting.
Sincerely,
sign your name
print your name

Student’s Page
Name: ________________________________ Date:_________________

Activity III: Query Letter Wrap-Up
Pretend you are Lois Lowry and that you have just completed The Giver. You do not have a literary
agent, so someone has told you to write a query letter directly to a publishing company. A query letter
introduces your manuscript (your novel) to a publisher without discussing too much information. It
provides a basic overview of the book (a summary—but an interesting one) designed to hook the reader
and make him or her want to read your book. A successful letter will attract the editor’s interest and
result in his or her requesting your manuscript, which then stands a chance of being published.
Your query letter must be concise (about a half a page typed). You must identify yourself, describe what
you’ve written, and suggest a target audience (what group of people would be interested in your
book–children, young adults, etc.). Also, choose a sample passage from the text that you would attach if
you were to actually send this letter.
Remember, publishers need to know why they should consider your work. Make your letter intriguing,
and use concise verbs, nouns, and adjectives.
Use the BUSINESS LETTER MODEL to help you format your letter correctly.
BUSINESS LETTER MODEL
Your street address

Date
Name of person to whom you are writing

Company name
Company street address
City, State Zip code
Dear Sir or Madam (or the person’s name):
In the first paragraph, introduce the purpose of your letter; for example, to persuade the editor of a
book to insert or keep the illustrations in the novel. Be courteous and brief. Business letters should
contain only the necessary information.
In the second paragraph, support your point with explanation; for example, describe how the pictures
help you understand the plot, the characters, or the setting.
Sincerely,
sign your name
print your name

Teacher’s Page
Activity IV: Letter Writing Wrap-Up
Objective: Writing a letter as the main character might write it
Pretend that you are Jonas and you have been away from your original community for many
years. Pick another character in the novel and write to him or her, inquiring about his or her
life and explaining in detail how yours has changed.
OR
Write a letter to Lois Lowry, giving her your thoughts on The Giver. Include references to
specific chapters and scenes to describe your likes and dislikes in the novel. Include questions
you may have regarding the novel itself and the writing of it.
Use the FRIENDLY LETTER MODEL to help you format your letter correctly.
Note to Teacher: The FRIENDLY LETTER MODEL can be found in the Appendix.

Student’s Page
Name: ________________________________ Date:_________________

Activity IV: Letter Writing Wrap-Up
Pretend that you are Jonas and you have been away from your original community for many
years. Pick another character in the novel and write to him or her, inquiring about his or her
life and explaining in detail how yours has changed.
OR
Write a letter to Lois Lowry, giving her your thoughts on The Giver. Include references to
specific chapters and scenes to describe your likes and dislikes in the novel. Include questions
you may have regarding the novel itself and the writing of it.
Use the FRIENDLY LETTER MODEL to help you format your letter correctly.

APPENDIX
SMALL GROUP LEARNING
Small Group Learning is defined as two to five students working together for a common goal. For
it to be successful, three basic elements must be present.
1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate
skills, do not participate as effectively as they might in small group work. Like any other
skill, those needed for group work must be identified, practiced, and reinforced. To this
end, we have included a Social Skills Behavior Checklist which we will ask you to use to
rate your group. At this time, please read the related objectives listed below.
Social-Behavioral Objectives
1. Everyone is addressed by his or her first name.
2. Everyone speaks quietly in order not to disturb other groups.
3. No one ever uses put-downs or name calling.
4. Everyone is always physically and mentally part of the group. The following
are prohibited and may result in the group’s grade being lowered:
A. Putting one’s head down on the desk.
B. Reading or working on unrelated items.
C. Moving about the room or talking to members of other groups.
5. Everyone is encouraged to participate and does participate.
6. Everyone offers praise and encouragement.
7. Everyone recognizes that on some points of opinion two equally valid points
of view can be supported.
8. Everyone also recognizes, however, that the worth of an idea (opinion)
depends on the strength of the facts that support it.
Social-Intellectual Objectives
9. Ideas are discussed aloud.
10. Ideas are summarized.
11. Clarification is asked for and received.
12. Explanations are given until everyone understands.
13. Ideas, not people, are criticized.
14. Difficult ideas are paraphrased.
15. Multiple points of view are examined.
16. Work is organized within available time and available resources.
17. Questions are asked and answered satisfactorily.
18. Ideas are examined, elaborated on, and pulled together.
19. Reasons and rationale are asked for and provided.
20. Conclusions are challenged with new information.
21. Ideas are created in brainstorming.

2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the
part of the students “that we are all in this together; we either sink or swim as a group.” In
terms of this unit, it may mean that everyone in the group will share the group grade on the
project, whether it is an “A” or an “F.”
3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how
well the students have mastered the objectives being taught. Therefore, you must understand
that the small group process, while it is more fun than other methods, is serious business.
At the conclusion of this unit, a test may be used to evaluate how well each individual has
mastered the objectives. As a consequence, the student who slacks off in the group or in his
homework not only lets the group down, but also hurts him or herself.
PROCEDURES FOR SMALL GROUP WORK
As well as mastery of content and concepts, grades will be based on the demonstration of the
following skills.
1. Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from
multiple points of view and critically probe for strengths and weaknesses.
2. Group Social Skills – Before anything else can be mastered, the small group must function
effectively as a learning unit, which makes the mastery of these skills the first priority.
Linguistic-Intellectual Examples of these skills in action

Skills to be Demonstrated
Explaining It seems to me…

One way of looking at it…
How does everyone feel about…
The idea that…
Encouraging What’s your idea?

I didn’t think of that.
Good idea!
That helps.
Good; go on with that thought.
Clarifying Let’s put it this way...

Perhaps if we draw a chart...
It may mean that....
How does this sound...
Where does this lead us?

Elaborating That’s right and it also may include...
Another instance of that is when...
A point we might also include...
Qualifying I agree with your premise, but...
I see it leading somewhere else...
That is one reason, but it may also...
I agree with the examples, but I come to a different conclusion.
Does that conclusion hold up in every instance?
Questioning Why do you say that?

What is the proof for that conclusion?
Is that a valid generalization?
How did you reach that point?
Disagreeing It seems to me there could be a different reason.

But looking at it from his point of view...
We may be jumping to a conclusion without looking at all the facts.
Here’s another way of looking at it...
FRIENDLY LETTER MODEL

Your street address
Date
Dear Name,
Begin your letter here. Use complete sentences to form clearly organized paragraphs.
Begin a new paragraph when you finish discussing one topic and want to move on to
another topic. Indent the first word of each new paragraph.
The purpose of a friendly letter is to share news with friends, family, and other people you
know well.
Your friend,
sign your name

MLA BIBLIOGRAPHY FORMAT
1. Alphabetize entries according to author’s last name or the first word of the title if no author is
given. If there is no author, the entry begins with the title.
2. If you cannot find information that the bibliography requires, such as the author’s name, simply
skip that part of the entry and move on to the next information to be written.
3. Titles of books, newspapers, encyclopedias, websites, periodicals, films, videos, audio
recordings, and CD-ROM’s should be italicized if typed and underlined if hand-written.
4. Place quotation marks around the titles or articles.
PRINT BOOKS
Author’s last name, first name. Title of the book. Publication information. Page numbers
referenced.
Example:
Anyman, Leonard. My Friends the Wolves. Smyrna: Van and Brocklin Company, 2004. 65-74.
PRINT ENCYCLOPEDIAS
Author’s last name, author’s first name—if there is no author, begin with the title. “Title of the
Article.” Title of the Encyclopedia. Edition. Year of publication.
Example:
“Gray Wolf.” Imparta Encyclopedia. 2nd ed. 2003.
PERIODICALS
Author’s last name, first name. “Title of the Article.” Title of the Periodical and the volume number,
issue number (year of publication in parentheses): page numbers referenced.
Example:
Anyman, Leonard. “Where the Wolves Run Free,” National Wolf Lovers Magazine 4, no. 12
(February 2004): 23-27.
NEWSPAPERS
Author’s last name, first name. “Title of the Article.” Title of the Newspaper Date of the edition:
Section and page+. (Add the + sign if the article begins on one page and continues to
another.)
Example:
Budding, Nancy. “Where the Wolves Have Gone.” Manning Post 27 Apr. 2004: A6+.
ONLINE BOOKS
Author’s last name, first name. Title of the Book. Editor’s name. Publication information for the
print version, if it is given. Title of the Website Version number Date of electronic publica-
tion. Name of the Organization in Charge of the Site. Date you viewed the site <URL>.
Example:
Anyman, Leonard. My Friends the Wolves, Too. Ed. Alexandra Bennington. Gray Wolf Recovery
Vers. 2.1. April 2004. U.S. Fish and Wildlife Service. 27 April 2004
<http://midwest.fws.gov/wolf/wgl/index.html>.

WEBSITES
Author’s last name, author’s first name—if there is no author, begin with the title. “Title of the
Article.” Title of the Page or description if there is no title. Date of the electronic publication
or most recent update, if given. Name of the Organization in Charge of the Site. Date you
viewed the site <URL>.
Example:
“Eastern Distinct Population Segment.” Gray Wolf Recovery. Dec. 2003. U.S. Fish and Wildlife
Service. 9 March 2004 <http://midwest.fws.gov/wolf/wgl/
index.html>.
CD-ROM’S
Author’s last name, author’s first name—if there is no author, begin with the title. Title of the
Publication. Editor’s name, if given. Type of publication (CD-ROM, Diskette) Edition or
version. City of publication: Name of the Publisher, date of publication.
Example:
Anyman, Leonard. “The Lovable Gray Wolf.” Imparta Encyclopedia. CD-ROM. Vers. 2.
Philadelphia: Knowledgeworks Media, Inc., 2003.
FILM
Title of the Video or Film. Director’s name. Name of the Distributor, Year of release.
Example:
Our Friends the Wolves. Dir. Denise Franz. Fictofilm, 1974.
DVD, VIDEOCASSETTE, FILMSTRIP

Title of the Video or Film. Director’s name. Date of original release, if different from the year of
video release. Format (DVD, Videocassette, Filmstrip). Name of the Distributor, Year of release.
Example:
Our Friends the Wolves. Dir. Denise Franz. 1974. DVD. Fictofilm, 2004.
AUDIO RECORDING
Last name of performer, narrator, writer, or the speaker, followed by the person’s first name. Title
of the Recording. Date of original publication, if given. Format of recording, if other than compact
disc. Name of the Manufacturer, year of the recording’s release.
Example:
Anyman, Leonard. My Friends the Wolves. 2004. Read by Alexander Fry. Audiocassette.
Fictosound, 2004.
INTERVIEWS
Last name of person interviewed, first name. Type of interview (personal, telephone, E-mail), date
of interview.
Example:
Anyman, Leonard. Personal interview, 9 March 2004.

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Prestwick

The Giver by Lois Lowry

The Opening Page:

Chapters 17 & 18:

Chapters 19 & 20:

How To Use This Resource

3 © Copyright 2004, Prestwick House, Inc.

© Copyright 2004, Prestwick House, Inc. 4

Plot - the pattern of events in a literary work; what happens.

5 © Copyright 2004, Prestwick House, Inc.

Activity I: Map Making Pre-Reading

© Copyright 2004, Prestwick House, Inc. 6

Name: ________________________________ Date:_________________

7 Reproducible Student Worksheet

Activity II: Research Pre-Reading

Objectives: Researching background information related to the novel

POSTER DUE DATE: _______________________________

© Copyright 2004, Prestwick House, Inc. 8

Name: ________________________________ Date:_________________

POSTER DUE DATE: _______________________________

9 Reproducible Student Worksheet

Activity III: Life Span Pre-Reading

Objective: Understanding the text by organizing its important points in a chart

LIFE SPAN CHART

1 Children receive names and go to families. (Pg. 11)

2 Nothing is specifically mentioned.

3 Nothing is specifically mentioned.

4 Children have jackets that button down back. (Pg. 40)

6 Same as 4’s and 5’s.

7 Children receive front-buttoned jacket. (Pg. 40)

10 Hair is cut. (Pg. 46)

12 Children receive life Assignment. (Pg. 14-15)

© Copyright 2004, Prestwick House, Inc. 10

Name: ________________________________ Date:_________________

LIFE SPAN CHART

11 Reproducible Student Worksheet

Activity I: Tone The Opening Page

Objective: Identifying tone, or mood, through the analysis of word choice

1. How many times is the word “frightened” or “frightening” used?

“Frightened” is used three times, “frightening” once.

3. How do the characters react to the appearance of the plane?

4. How is the plane described?

© Copyright 2004, Prestwick House, Inc. 12

Name: ________________________________ Date:_________________

1. How many times is the word “frightened” or “frightening” used?

3. How do the characters react to the appearance of the plane?

4. How is the plane described?

13 Reproducible Student Worksheet

Activity I: Crossword Puzzle Chapters 1–2

Objective: Defining vocabulary using a dictionary

fascinated anxiously tunic palpable

© Copyright 2004, Prestwick House, Inc. 14

Name: ________________________________ Date:_________________

fascinated anxiously tunic palpable

15 Reproducible Student Worksheet

© Copyright 2004, Prestwick House, Inc. 16

Name: ________________________________ Date:_________________

17 Reproducible Student Worksheet

Activity II: The Book of Rules Chapters 1–2

© Copyright 2004, Prestwick House, Inc. 18

Name: ________________________________ Date:_________________

19 Reproducible Student Worksheet

People who break rules are punished. (Pg. 8)

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Writer’s Name: Editor’s Name:

Name: ________________ Date:_

Writer’s Name: Editor’s Name:

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_