Literature Guide - The Giver

The Giverby

Lois Lowry

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Written by Linda Ward BeechCover design by Vincent Ceci and Jaime LuceroInterior design by Robert Dominguez and Jaime Lucero for Grafica, Inc.Original cover and interior design by Drew HiresInterior illustrations by Antonio Castro Photo research by Nia Krikellas

Photo acknowledgmentsCover: From THE GIVER (jacket Cover) by Lois Lowry. Used by permission of Dell Books, a division of Bantam Doubleday DellPublishing Group, Inc.

ISBN 0-590-37358-7Copyright © 1997 by Scholastic, Inc.All rights reserved.Printed in the U.S.A.

L I T E R AT U R E G U I D E

G R A D E S 4 – 8

Scholastic Literature Guide: The Giver © Scholastic Teaching Resources

Table of ContentsBEFORE READING THE BOOKSummary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

EXPLORING THE BOOKChapters 1 – 7Summary and Discussion Questions . . . . . . . . . . . . . . . . . . 6Cross-Curricular Activities: Math, Social Studies, Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . 7Chapters 8 – 15 Summary and Discussion Questions . . . . . . . . . . . . . . . . . . 8Cross-Curricular Activities: Language Arts,Science, Art, Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Chapters 16 – 23 Summary and Discussion Questions . . . . . . . . . . . . . . . . . . 10Cross-Curricular Activities: Writing, Social Studies, Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SUMMARIZING THE BOOKPutting It All Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Class, Partner, and Individual Projects . . . . . . . . . . . . . . . . 12Evaluation Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

STUDENT REPRODUCIBLESBe a Giver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Society of Sameness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Toss a Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Answers for Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Scholastic Literature Guide: The Giver © Scholastic Teaching Resources

Before Reading the BookSUMMARYJonas lives in a carefully controlled community. Each aspect of theinhabitants’ lives is monitored. Those who do not fit in orare too old are “released.” Special ceremonies mark theresponsibilities of a child for each of the first 12 years. As aTwelve, Jonas expects to be assigned a lifetime job like every-one else. However, he is chosen instead to be the newReceiver of Memory. His job is to hold all the memoriesdenied to the others. As Jonas begins his training with thecurrent Receiver—the Giver—he experiences for the firsttime real feelings of love, joy, pain, sorrow, and other emo-tions that he has heretofore been unable to fully feelbecause of the society’s rules. He learns about past eventsin history and customs long forgotten. He also learns whathappened to a girl who failed at being the Receiver andwhat will happen to a newchild named Gabriel whom hisfather has brought home from the Nurturing Center. Jonasand The Giver make a plan to help the community changeand “become whole.” Jonas takes Gabriel and flees the com-munity so that its people may begin to experience memories andbreak out of their frightening lifestyle.

STORY CHARACTERSJonas . . . . . . . . . . . . . . . . . . . . . . . . . Main character who becomes new ReceiverLily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sister of JonasAsher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Best friend of JonasFather and Mother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parents of JonasGabriel (Gabe) . . . . . . . . . . . . . . . . . . . . A newchild who lives with Jonas’ familyKatya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Father’s sisterThe Giver . . . . . . . . . . . . . . . . . . . . . . . . . . . . Old Receiver; most important ElderCommittee of Elders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Community leadersChief Elder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Head of EldersFiona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friend of JonasBenjamin, Thea, Pierre, Madeline, Inger, Isaac . . . . . . . . . . . . Groupmates of JonasLarissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Woman in Hall of OldRoberto, Edna . . . . . . . . . . . . . . . . . . . . . . . . . . . People released from Hall of OldPhillipa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asher’s sisterBruno . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fiona’s brotherCaleb . . . . . . . . . . . . . . . . . . . . . . . . . . . Replacement child for boy who drownedFritz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Nine; clumsy neighborTanya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . An ElevenHarriet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . New Eleven; number 19Rosemary . . . . . . . . . . . . . . . . . . . . . . . . . . Failed Receiver; The Giver’s daughter

Scholastic Literature Guide: The Giver © Scholastic Teaching Resources 3

ABOUT THE AUTHORLois Ann Hammersberg Lowry was born in Honolulu, Hawaii, in 1937 where her

childhood in many places including Japan after World War II. Lowry began her college

Lowry’s first book offiction, A Summer to Die, was not published until 1977. Since then she has writtenmany popular books for young readers including two Newbery Medal winners,Number the Stars and The Giver.

LITERATURE CONNECTIONSOther books by Lois Lowry include:• Number the Stars• Anastasia Krupnik; Anastasia at Your Service; Anastasia, Ask Your Analyst• Switcharound• Us and Uncle Fraud• Find a Stranger, Say Goodbye• All About Sam

VOCABULARYYou may wish to draw students’ attention to the following words before they readthe book. Students might work with partners to create semantic maps showing syn-onyms for some of the words. For example:

You might also encourage students to use words from the vocabulary list when theyanswer the questions for discussion in this guide.

intrigued permeated luminous navigationalobsolete ruefully ironic buoyancysolace palpable meticulously languiddistraught scrupulously augmented apprehensiveprofound tantalizing nurturer prestige

ease satisfy soothe

comfortrelieve

allaylighten calm

ASSUAGE

father was stationed with the United States Army. As an army “brat,” she spent her

education at Brown University but dropped out to marry and have a family. Shefinished her degree years later at the University of Maine. Although her high schoolyear book predicted that she would become a novelist, Lois


lethargy essential pampered treacherouslytransgression designate impeded adherenceretroactive avert chastise crescendobenign petulantly anguish jauntyhumiliation reassuringly indolence remorseunanimous exempted nondescript compelrequisitioned tabulated excruciating tentativelymurky conveyance quizzically indulgentlyadmonition sinuous reprieve chaosacceleration relinquished unendurable pervadedexuberant ominous carnage podiumgrotesquely infringed gravitate ecstatic

GETTING STARTEDYou might use one or more of these suggestions to introduce the book to the class:• Ask students what they most enjoy giving to others. What do they like others togive to them? Then write the title of the book on the chalkboard and ask students topredict what they think it is about. Have students record their ideas in writing jour-nals to look back upon as they read the book.• Ask students what they had for breakfast today. What are their preferences? Arethey able to make choices about what they eat? Then ask how students decide whatthey will wear. (If students wear uniforms, discuss occasions when they do havechoices.) Tell students to note what choices the characters in the book have.• Ask students what their favorite colors are. Have themname things that are those colors. How do these col-ors make them feel? Ask students to read to findout why color is important to the main characterin the book.• Lastly, read aloud quotes from reviews ofThe Giver. You might use those on the bookcover itself or refer to reviews in publicationssuch as Booklist, School Library Journal, orThe Horn Book Magazine.

T E A C H E R T I PIf students are reading the book as aclass, you’ll find many opportunities tostop and ask for predictions about thecharacters and what will take place next.

TThhee tthheemmee ooff bbaallaanncciinngg tthhee vvaalluueess ooff ffrreeeeddoomm aannddsseeccuurriittyy iiss bbeeaauuttiiffuullllyy

pprreesseenntteedd..—The Horn Book Magazine


Exploring the Book

WHAT HAPPENSJonas and his family share their feelings after theevening meal. Jonas explains that he is appre-hensive about the coming Ceremony ofTwelve when he will be given hisAssignment. The next day his fatherbrings home a newchild, named Gabriel,who isn’t doing well in the NurturingCenter. Jonas notices that Gabe has the paleeyes that he himself does—a rarity in thecommunity. One morning at the dream-tellingritual, Jonas admits that he dreamed about wanting tobathe his friend Fiona. His parents give him pills to control hisStirrings. At the community Ceremony, newchildren are placed in families and eachsucceeding age group is given something new—clothing, responsibilities, or posses-sions. At the Ceremony of Twelve, each of Jonas’s groupmates gets a lifetimeAssignment such as Birthmother, Fish Hatchery Attendant, Laborer, or Doctor.However, the Chief Elder skips over Jonas’ number; he is not called!

QUESTIONS TO TALK ABOUTCOMPREHENSION AND RECALL

1. Why does Jonas find it unsettling that he and Gabriel have similar eyes? (Paleeyes are uncommon in the community; Jonas sees a depth in Gabe’s eyes.)

2. Why do people take pills for the Stirrings? (It represses their sexual feelings.) HIGHER LEVEL THINKING SKILLS

3. What does it mean when someone is released? (They don’t fit in; don’t followthe rules and are removed from the community, probably by death.)

4. How would you describe life in Jonas’ community? (It’s ordered; has manyrules; everyone has a specific role; has lots of rituals and ceremonies; no choices.)

5. Why don’t Jonas and Lily know what “animal” means? (Possible: there arenone in the community.)

6. Do you think there are cars, trucks, planes, buses, or trains within this commu-nity? Explain. (No, everyone gets around on bikes. There’s the Ceremony of Ninesfor bicycles. A pilot was released after flying over community.)

7. Why might Father’s interest in Gabe cause problems? (Gabe isn’t doing well inthe Nurturing Center; bringing him home and calling him his name before he getsit indicates unusual interest and privilege, and this might be frowned upon. )

8. Why do families tell one another their feelings and dreams each day?(Possible: It helps to keep their feelings under control.)

CHAPTERS 1 – 7


9. Why is interdependence fostered in the community? (It keeps people frommaking up their own minds and from becoming independent thinkers.)

10. In what way do you think the apple changed when Jonas and Asher were toss-ing it? (Possible: Jonas noticed or experienced something unique about it.)

LITERARY ELEMENTS

11. Significant detail: On the first page, how does the author alert you that thereis something out of the ordinary about a plane flying over the community? (Shecapitalizes “Pilot”; talks about unidentified craft; mentions rules about not flyingover the community.)

12. Suspense: How does the author keep the reader as well as Jonas in suspenseabout his Assignment? (The Chief Elder skips him in the Ceremony; the author hasalready made it clear that Jonas is apprehensive and maybe different.)

PERSONAL RESPONSE

13. How do you feel about the “standard practices” and “rituals” practiced in thecommunity? Why? How do you feel about the punishment given for infractions?

14. Would you want your future to be decided by others? Why or why not?

15. Did you have a “comfort object” when you were younger? What did you call it?

16. How do you feel about the way families are created in this community?

CROSS-CURRICULAR ACTIVITIESMATH: What a DayPoint out that everyone in the community is very busy with assignments and ritualsall day long. Challenge students to create a pie graph for Jonas or another charactershowing how a 24-hour period is spent. Students should base their graph on infor-mation from the story.

SOCIAL STUDIES: What’s Missing?Discuss with students what they already know about the community. To help stu-dents see that people don’t have many rights, prompt with questions such as: Doparents keep their own children? Who decides what work people will do? Can peoplesay anything they want? Then have students draw up a list of rights or freedomsthat they think are missing from this community. How does this list compare withstudents’ own lives?

THINKING SKILLS: Seeing CeremoniesRemind students that there is a ceremony for each group from the Ones to theTwelves in this community. For example, the Ones are given a name and assigned toa family, while the Nines get bicycles. Have students list what happens at the differ-ent ceremonies for each group. For those ceremonies which aren’t described in thestory, challenge students to make one up. Discuss the purpose of ceremonies andwhy they are important. Then ask students to consider the ceremonies in their ownlives. What ceremony do they celebrate each year? (birthday) What religious cere-monies have they celebrated? What ceremonies will they celebrate in the nearfuture? How do the ceremonies students celebrate differ from those in the book?


WHAT HAPPENSJonas is selected to be the next Receiver of Memory, the most honored position inthe community. He receives special—and unusual—instructions and begins to feelapart from his contemporaries. He is also curious about someone who was given thisposition 10 years earlier and failed. Jonas begins training with the old Receiver whonow becomes The Giver. This man has books and memories to share with Jonas.Through the training, Jonas learns to experience colors, history, animals, and vari-ous feelings, things that he and the community have never known. He learns thatmemories can be pleasurable or painful. He begins to understand that the peoplehave no choices. At home, his parents fret about Gabriel, who fails to sleep throughthe night. Jonas suggests that Gabe sleep with him, and when the baby wakes atnight, he gives him pleasant memories to help him sleep.


1. Why does Jonas feel a separateness after the Ceremony? (His future will be dif-ferent; he has been chosen because of certain qualities; he’ll have an importantand powerful role in the community.)

2. Why doesn’t Jonas know about snow? (Community has climate control; Jonashas never heard, read, or experienced snow.)

3. How does Jonas change Gabe’s life? (He gives him memories.)

4. Why are there speakers in every dwelling? (People are monitored by theCommittee of Elders.)

HIGHER LEVEL THINKING SKILLS

5. Why does Jonas feel terror at not having an assignment at the beginning of theCeremony of Twelve? (Possible: He might be released.)

6. What’s the difference between being assigned and selected? (Possible: Othersare given a job; Jonas is chosen for special qualities. It is more of an honor.)

7. What do you think happened to the girl who was chosen ten years ago?(Possible: something bad, most likely death.)

8. Why are people’s homes called dwellings? (Home suggests a personal environ-ment; dwelling is more functional and impersonal.)

9. Why does Jonas find the instruction about lying so disturbing? (He has neverlied. He wonders if others have received the same instruction and if so, how will heknow if anyone is telling the truth?)

10. Why don’t people have more than three books? (Books hold ideas and knowl-edge—things dangerous to controlled societies.)

11. Why does The Giver say that making choices would be frightening for people?(They have never done it, might make wrong choices.)

12. Why does Jonas begin to feel frustrated and angry? (He realizes there is somuch that he and others have been denied.)

CHAPTERS 8 – 15


13. Why is The Receiver forbidden to share books or memories with other people?(Elders don’t want them to know more; don’t want change.)

14. Do you think The Giver is happy with his life? (Answers will vary. He hasprivileges and power, but he seems sad and burdened.)

15. What war does Jonas experience? (The Civil War)LITERARY ELEMENTS

16. Foreshadowing: How does the author foreshadow Jonas’ gift? (Describes theincident with the apple that changed.)

PERSONAL RESPONSE

17. What is your reaction to the instructions Jonas receives?

18. What would it be like to live in a world where you didn’t experience color, sun-shine, or animals?

CROSS-CURRICULAR ACTIVITIESLANGUAGE ARTS: Be PreciseRemind students that the people in The Giver are taught to use precise language.Give students an opportunity to exercise this skill with the following activity. Assigneach student a partner. Have the partners sit across the room from one another.Draw two geometric figures using several shapes of different sizes. Have one set ofpartners study one drawing while the other set, across the room, studies the second.Then ask students to describe the shape they can see in such precise detail that theirpartner can draw the shape accurately. Once students have finished their descrip-tions, have them exchange papers with their partners and try to draw the shapes.How exact are they? What refinements to the written descriptions are needed?

SCIENCE: Sensory ExperiencesRecall with the class how The Giver passes on memories to Jonas. Point out that thepeople in the community have been deprived of many sensory experiences such ascolor. To determine how important senses are, try this experiment. Blindfold a volun-teer and have the rest of the class choose an object in the room. Have the volunteertry to figure out what the object is without asking any questions that rely on color orsound.

ART: Colorless ImagesPoint out that most artists utilize color in their work. However, many artists study tonal-ities of gray as part of their training. Have students create artworks using only tones ofgray shaded from almost white to almost black. Suggest that students paint pictures of ascene from the book to show what vision was like for the people in the community.

PHILOSOPHY: Talk About ItThe book raises some interesting questions which you might want to explore withthe class. Keep the discussions open-ended to encourage students to think aboutthese issues. Possible questions might include: Why would people prefer a life ofSameness? Can you miss something if you’ve never heard of it? How important arefeelings such as pain and joy to life?


WHAT HAPPENSJonas continues to receive memories andexperiences from The Giver. He beginsto see that there is risk in feelingssuch as love. He stops taking the pillsand feels Stirrings again. When his fathermentions that a twin will be released,Jonas is curious. He learns what this reallymeans—death—from The Giver and is rippedapart. He also learns about The Receiverbefore him who failed after just five weeks;she was The Giver’s daughter. After her death,the memories she had came back to the peo-ple. Jonas and The Giver realize thatif Jonas leaves the community, he willleave behind a year’s worth of memo-ries. The Giver will stay to help peopledeal with them, to help them becomecaring and human. The two planJonas’ escape. However, when Jonaslearns that Gabriel has been scheduledfor release the next morning, heleaves that night, taking the babywith him. They travel on bike bynight, hiding from the search planesduring the day. The weather turnscold, they are hungry, and Jonas uses hismemories of warmth to save them as theyflee toward Elsewhere.


1. Why does Jonas lie to his parents about using the word “love?” (They havenever experienced it and think it’s an imprecise, meaningless word while he doesnot.)

2. Why was Rosemary’s release a disaster for the community? (Her memoriescame back to them; people didn’t know how to deal with them.) Why wasRosemary’s death a disaster for The Giver? (She was his daughter; he loved her.)

3. What are some of the feelings that people in the community have not known?(love, care, pride, hope, sorrow, anger, happiness, ecstasy, pain, guilt, worry)

4. What is the hearing-beyond that The Giver speaks of? (music)

5. How does Jonas give the people memories? (He leaves the community; the peo-ple are left with all the memories he has.)

CHAPTERS 19 – 23


HIGHER LEVEL THINKING SKILLS

6. What memory (holiday) is The Giver’s favorite? (Christmas)

7. Why does Jonas see love in a family as dangerous? (He’s lived in a differentkind of society; senses that love involves strong feelings that people can’t control.)

8. Why can’t Jonas communicate with other children any more? (He understandsand feels too much; they don’t. Their lives are on a more superficial level. Eventhough Jonas loves his friends, they can’t reciprocate on the same level.)

9. Why do people assume that twins would be identical in all things? (They don’tunderstand about personalities—that everyone is unique.)

10. Why is Jonas’ father so cheery when he releases the twin? (He has no feelingsabout death; knows nothing; is just doing his job.)

LITERARY ELEMENTS

11. Author’s purpose: Why do you think the author called the book The Giverinstead of The Receiver? (Possible: It is The Giver who realizes what must be done,that change must take place.)

PERSONAL RESPONSE

12. What are some memories you would give to someone you care about? (See alsothe reproducible on page 14.)

13. How would you feel about not living with your own family but with one towhich you were assigned?

14. How do you feel about the book’s ending? What will happen to The Giver? thecommunity? Jonas and Gabriel?

CROSS-CURRICULAR ACTIVITIESWRITING: Individual MeDiscuss with the class the lack of real personality or individualism in a communitylike the one described in The Giver. Point out that in such a society, the communityis more important than the individuals while in other societies, individuals are cele-brated above and beyond the community. Follow up by having students write anessay about what they think is important about being a unique individual.

SOCIAL STUDIES: Painful MemoriesRemind students that many of the memories Jonas receives are painful because theyare about war or other disasters in the past. Have students draw up lists of at leastten events in history that give people pain. Discuss the lists and why the events arepainful.

MUSIC: Hearing BeyondThe Giver speaks of his ability to hear beyond, to understand music. Ask students topretend that they are going to share a favorite piece of music with Jonas who willhear it for the first time. Have them bring in and play for the class the music thatthey choose. Ask students to explain why they selected that piece for an introduc-tion to music.


Summarizing the BookPUTTING IT ALL TOGETHERUse one or more of the following activities to help students summarize and reviewThe Giver.

CLASS PROJECT: The Comic VersionAssign a chapter of the book to each student. Explain that students should retell theirchapter in eight or twelve comic book frames. Suggest that students map out theircomic book section beforehand to be sure they include the most important events.Students can then complete the comic book frames in pen and ink and add color if theywish. Compile the comic book retellings into a class book that includes the whole story.

PARTNER PROJECT: Tell Us MoreBegin by asking students what they think happened before the story begins. Whywere people living in such communities? Why didn’t they have memories? Whywere their lives so limited? Brainstorm possible explanations with the class. Then dothe same with the ending of the story. Discuss what students think happens to Jonasand Gabriel. Do they make new lives for themselves? Do they ever return to theoriginal community? After discussing questions such as these, have students workwith a partner. Ask one partner to write a preface for The Giver and the other partnerto write an epilogue. Invite students to share their extensions of the story.

PARTNER PROJECT: Toss a MemoryStudents can work with a partner to play Toss a Memory on page 16. You mightsuggest that they refer to their books as they play so that their answers are as com-plete as possible.

INDIVIDUAL PROJECT: In OrderHave students make charts to show the hierarchy of the community in which Jonaslived. Be sure they include all the different Assignments that people have as well asThe Receiver and Committee of Elders. Encourage students to add any roles theythink might exist but aren’t specified in the story. Students can use their charts toreview life in the community.

INDIVIDUAL PROJECT: DwellingDioramaRemind students that the people inThe Giver live in simple dwellings.Have students make shoe box diora-mas showing such a living place.Students should begin by reviewing thedescriptions in the book, then create a diorama toshow their interpretation of a typical communitydwelling.


EVALUATION IDEASAsk students to think of sets of rubrics to use in assessing one of the summarizingprojects. For example, a rubric for the dioramas might include these objectives:• Did the student show an accurate portrayal of a dwelling as described in the story?• Did the student include enough details?• Did the student show originality in use of materials?• Did the student demonstrate care in execution?

Possible Answers for Worksheetspage 14: Answers will vary.page 15: Possible: no colors, no sunshine, no choices, no love or other deep feel-ings, no past, no surprises, no freedom, no personalities, limited experiences, nonew ideas, no bookspage 16: Students should be able to respond to each square on the board.Responses may vary.


Name: ____________________________________________________

Be a GiverIn the book, the role of The Giver is to transfer memories to Jonas. The Giverdoes this by laying his hands on Jonas, but you can share a memory in anoth-er way—by writing about it. Use this page to help you get started.

1. Think about the kinds of memories you might share. Here is a list to get youthinking.

happy painful triumphantsad funny inspirationalsurprising mysterious other

2. Write down at least three possible memories. Circle the one that you like best.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. List some vocabulary words that you might use in describing this memory.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. List some sensory details that you want to include.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. Write the first line to introduce your memory.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. Finish your memory on another sheet of paper.


Name: ____________________________________________________

Society of SamenessThe community in The Giver has some positive features as well assome negative ones. Do they balance out? What can you add to the otherside to tip the scale?

Positive Features Negative Features

orderconveniencepredictabilitypainlessno burdensno hungerno decisionsno sad feelings


Name: ____________________________________________________

Toss a Memory You can play this with a partner. Take turns tossing a penny onto the board. Be prepared to tell yourpartner about the topic of the section you land on. If you land on a line, toss again.

FAVORITEPART

SADDEST PART

GOAL OF MAIN

CHARACTER

CONFLICTMOST

EXCITINGPART

SETTING

SOMETHING I LEARNED

MAIN CHARACTERS

RESOLUTION


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Literature Guide - The Giver