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Agree / Disagree Discussion Questions (Pre-Reading)

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1 Agree / Disagree Discussion Questions (Pre-Reading)
The Giver Agree / Disagree Discussion Questions (Pre-Reading)

2 Children who do not know their grandparents aren’t missing anything.
Read and think about the statement, then write AGREE or DISAGREE. Then, be sure to ‘qualify’!! A society without competition, unemployment, hunger, and jealousy would be an ideal state in which to live. Parents could raise their children much better if they did not love them so much. Children who do not know their grandparents aren’t missing anything.

3 Agree or Disagree? People who are born inferior (handicaps, disabilities, etc.) to others and persons who have become too old to be of any use in the workplace should be quietly put to death. If society could just pick your occupation for you at the age of 12, it would be much simpler and it would help people avoid making hard choices about how to spend their lives.

4 Agree or Disagree? All children should have equal possessions and privileges at a certain age, regardless of the status of their families. If meals were delivered to homes each night and everyone in the community had the same dinner, it would be a lot better. Moms would not have to shop for groceries or waste time cooking meals and everybody would eat healthy.

5 Agree or Disagree? Families would be much closer if they had to share all their feelings out loud at supper each night and share their dreams out loud at breakfast every morning. We should not have to carry bad memories in our heads. It would be much better if all bad things were forgotten.

6 Agree or Disagree? Colour, weather, and music are not really necessary things in life. They are really just frills and we could do just as well without them. Families should not be allowed to have more than two children.

7 The Giver Novel Study Assignment
Phase 1 Complete the following tasks In your Novel Study scribbler. Use the class time provided throughout this unit to get a good ‘chunk’ of this work done. Phase 2 You will be given computer time to create a booklet containing good copies of your work from phase 1. Your booklet will have a cover page for the novel. **As always, be sure to look over the assessment rubric to ensure you are aware of how your work will be assessed.

8 The Giver 1.Create a running list (add to it as you discover things) of ways Jonas’ community is different from ours. 2.What do you think the term ‘release’ means? 3.Describe what each age ceremony entails. (This will also be a ‘running’ list…the ceremony of one, etc.)

9 The Giver 4. What do you think is meant by ‘stirrings’?
5. What qualities has Jonas been identified as having that the Committee feels make him a candidate for the community’s next Receiver of Memory? 6. List the eight instructions given to Jonas for the position of Receiver of Memory.

10 The Giver 7. The Giver has transmitted the pain of a sunburn to Jonas who now feels he understands pain. The Giver appears sad and concerned. Can you think of memories that he could transmit to Jonas that would be far more painful than the sunburn? (Just list several examples…no need to go into detail…just ideas!)

11 The Giver 8. The transmission of memories to Jonas are described in terrific detail by Lois Lowry. The first transmission of snow and the elephant scene are two examples of the detailed, descriptive writing that provides imagery for the reader and allows us to really experience what Jonas is experiencing. (There are lots of examples in the book.) Pretend that you are The Giver. Think of a memory that you will transmit to Jonas. Then, you must attempt to describe it in a detailed, descriptive manner (as if you were writing it in the novel). Hint: Reread some of the transmissions of memories The Giver makes to Jonas. They are very descriptive. They are also written in the third person. Regardless of what memory you decide to transmit, your purpose is to create vivid detail/imagery.)

12 The Giver Focus on Language 9. Descriptive language –
We talked a lot about Lois Lowry’s skill as a writer. Find two examples of very descriptive / vivid passages from the book (visual imagery). Draw a detailed sketch of each and include the passage from the book below each one (as a caption). 10. Scavenger Hunt – Find the following and copy into your scribbler: Find a complex sentence that uses more than one comma (,) Find a complex sentence that uses a semi colon (;) Find a complex sentence that uses a comma and a semi colon in the same sentence. Find a complex sentence that uses a dash ( - ) Find a descriptive / vivid sentence that creates imagery in your mind (a clear picture…you can ‘see’ it). Find an example of one of Lois Lowry’s really, really long sentences that demonstrate her skill with punctuation.

13 The Giver 11.The following is a list of some of the ‘issues’ (themes) that arise in the novel. In your own words, try to explain what role each issue plays in the book and try to compare/ contrast with our own society. (We’ll eventually be sharing our thoughts/answers together in class.) Family structure and relationships Feelings and emotions Memories (and their purpose) Color and Music ‘Release’ and ‘capital’ punishment (death penalty) Discipline of children / citizens (‘corporal’ punishment/spanking, chastisement, rules, etc.) The idea of a ‘perfect’ society (Utopian society) vs an imperfect (Dystopian society) Individuality vs. ‘sameness’

14 The Giver 12. See Skills notes on Euphemism as a literary device…from your Skills scribbler. List several examples of the use of Euphemisms in The Giver. Lucky 13. Vocabulary activity… attached 14. (Because it would be bad luck to stop at 13) Response Opportunity: What did you think of the ending of the novel? Explain.

15 Assessment Outcomes 4 3 2 1 SCO 2.3 follow instructions and respond to questions and directions. (Read and follow directions for each task.) all questions SCO 1.1 recognize that contributions from many are needed to generate and sustain discussion. (Overall participation during reading and discussion) SCO 6.3 find evidence and examples in texts to support personal views about themes, issues, and situations. Q# 1,3,5,6,10,11 (Demonstrate understanding of the story through your answers.) SCO 1.3 express clearly and with conviction, a personal point of view, and be able to support that position. (written form) Q# 2,4,7,14 (Demonstrating an ability to support your opinions.) SCO 8.4 demonstrate an ability to integrate interesting effects in imaginative writing… integrate detail that adds richness and density Q# 8 (Adding detail and ‘imagery’ through word choice, vocabulary, etc.)


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