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The Giver

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Hiab Debessai

on 12 November 2015

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Transcript of The Giver

The Giver
Chapter 1-2
Chapter 3-4
Pre-Viewing The Giver
Author
Identification/B.I.
Prediction/Inference
The author of The Giver is Lois Lowry.
Based off of the the first paragraph on pg. ix, I can infer that the author is pensive and reflective. For example, the repetitively states, "Twenty years ago..." This statement triggers the reader to think back to a time in the past - a distant past (ix). She then goes on to describe the various things that were different in this past, "[her] parents were still alive..." and "two of [her] grandchildren had not yet been born" (ix). Her reminiscing serves a higher purpose though - to make her and the reader aware of her current identity. She states, "Maybe a lot of us weren't thinking about the future then. But I was. And I'm a writer." The very switch in her tense from past tense emphasizes to the reader that she her identity is formed by her past.
Book Title
The writer of the book/novel
The title of the book is located on the front cover (usually) and details something significant about the plot of the novel.

Identification: What is the title of our novel?


_________________________ .
Read the Book Title and make a prediction about the novel (RACE).
Based off of the title, The Giver, I predict that the novel will have a significant character (perhaps the protagonist) that gives or may be described as generous.
Book Illustration
Draw/Describe the illustration of The Giver (as depicted above).
Examine the Book Illustration and make an inference or prediction about the novel (RACE).

Book Title
Picture that is depicted on the cover of the book/novel. Usually illustrating some significant event or symbol of the novel.


The title of the book is located on the front cover (usually) and details something significant about the plot of the novel.

Identification: What is the title of our novel?


_________________________ .
Read the Book Title and make a prediction about the novel (RACE).
Based off of the title, The Giver, I predict that the novel will have a significant character (perhaps the protagonist) that gives or may be described as generous.
Based off of the book illustration, I can predict that one of the significant characters (perhaps the protagonist) will be an old and sagacious looking man. Additionally, I may also predict that he is "The Giver" because he is portrayed in close proximity to the title.
Book Illustration
Draw/Describe the illustration of The Giver (as depicted above).
Examine the Book Illustration and make an inference or prediction about the novel (RACE).

Book Title
Picture that is depicted on the cover of the book/novel. Usually illustrating some significant event or symbol of the novel.


The title of the book is located on the front cover (usually) and details something significant about the plot of the novel.

Identification: What is the title of our novel?


_________________________ .
Read the Book Title and make a prediction about the novel (RACE).
Based off of the title, The Giver, I predict that the novel will have a significant character (perhaps the protagonist) that gives or may be described as generous.
Based off of the book illustration, I can predict that one of the significant characters (perhaps the protagonist) will be an old and sagacious looking man. Additionally, I may also predict that he is "The Giver" because he is portrayed in close proximity to the title.
Vocabulary: Ch.1-2
occasionally
(adv): now and then; occurring at infrequent intervals
Synonyms: sometimes, once in a while
Spanish: de vez en cuando
Turkish: bazen
Ms. Debessai will provide students with treats once in a while.
Ms. D will occasionally provide students with treats OR Ms. D will consistently provide students with treats?
Examples:
Everyday she walks into the classroom, Gabriella will have a smile on her face.
Gabriella occasionally smiles OR Gabriella consistently smiles upon walking into the classroom?
At the basketball game, Nata, Iseiha and Javon made so many shots and successful passes that they greatly contributed to the winning the game!
Nata, Iseiha and Javon occasionally made shots and passes OR Nata, Iseiha and Javon consistently made shots and passes?
abandoned
(v): to leave something behind; cease to support or look after someone or something
Synonyms: neglect, leave, reject, quit
Spanish: abandonar
Turkish: vazgeçmek
Before leaving the cafeteria, Jose made sure to pick up spare candy wrappers on the floor.
The candy wrappers were abandoned on the floor OR The candy wrappers not abandoned on the floor.
Examples:
Kara planned to run 2 miles on the track. However she was able to endure 7 laps (1.75miles) right before she decided to quit.
Kara abandoned her goal OR Kara did not abandon her goal.
Have you ever abandoned something, a concept or someone?
"He saw only the abandoned bikes here and there on their sides..."
"Occasionally, when supplies were delivered by cargo planes..."
scolded
(v): to remonstrate or rebuke angrily; to nag for something done wrong
Synonyms: rebuke, reprimand, reproach
Spanish: regaño
Turkish: azarlamak
When Timothy evaded studying for his RLA Quiz, he received a low score as a result. Later on, when he went home, Timothy's mother gave him a stern talking to.
Timothy's mother scolded him OR Timothy's mother did not scold him?
Examples:
"Even the children were scolded..."
distraught (adj):
deeply upset and agitated
Synonyms: worried, upset, distressed
Spanish: muy perturbado
Turkish: perişan
Examples:
"Distraught is too strong an adjective to describe salmon-viewing.."
disposition (n):
a person's inherent qualities of mind and character
Synonyms: stance, temperament, character, nature
Spanish: disposición
Turkish: eğilim
Examples:
"He's a sweet male with a lovely disposition..." -Father in The Giver
prominent (adj):
important; famous
Synonyms: important, well-known
Spanish: prominente
Turkish: önemli
Examples:
"Next, mother who held a prominent position..."
vs.
Who is more prominent? Why?
Race Response Questions:
3. *How does flashback play a role in Chapter 1? What is its significance? Provide textual evidence to support your answer. (BONUS)!!
2. Why were the students laughing when Asher arrived to class late and stated, “I just I got distraught, watching them” on pg. 5? Use evidence from the text to support your answer.
1. What point of view (POV) is this novel written in? How can you tell? Why does the author (Lois Lowry) use it for this novel? Use evidence from the text to support your answer (RACE).
previous (adj): existing or occurring before in time or order
"Each December, all the Newborn children born in the previous year turned One."
Spanish: previo
Turkish: önceki
Synonyms: before, prior, preceding
By December, Ilani had already increased her Lexile score by 35 points!
What are somethings she might have done previously to achieve such immense growth?!
adherence (n): to stick to something; be devoted to it
"He glanced at his mother, the one responsible for adherence to the rules..."
Spanish: adhesión
Turkish: bağlılık
Synonyms: to support, devote,
Martin Luther King had a vision that he devoted his entire adult life to - the dream of racial equality in the United States.
MLK Jr. adhered to his vision OR MLK Jr. did not adhere to his vision?
Timmy was spotted outside throwing snowballs at his peer. The adult who caught him, immediately reported him to the authorities to face his consequences.
Timmy had an adherence to school rules OR Timmy did not possess an adherence to school rules?
acquired (v): buy or obtain (an object or asset) for oneself
"Though Jonas had only become a Five the year that they had acquired Lilly and learned her name..."
Spanish: adquirido
Turkish: kazanmak
Synonyms: get, receive, gain, win, earn
What is something you have acquired recently? Did it enhance your life? Why or why not?
committee (n): a group of people appointed for a specific function, typically consisting of members of a larger group
"A committee was studying the idea..."
Spanish: comité
Turkish: komite
Synonyms: board, council
United States Congress
United States House of Representatives
Unites States Senate
Senate Committee of the Judiciary
Established in 1816 as one of the original standing committees in the United States Senate, the Senate Committee on the Judiciary is one of the most influential committees in Congress. Its broad legislative jurisdiction has assured its primary role as a forum for the public discussion of social and constitutional issues. The Committee is also responsible for oversight of key activities of the executive branch, and is responsible for the initial stages of the confirmation process of all judicial nominations for the federal judiciary.
aptitude (n): a natural ability to do something
"Well it was clear to me...what my aptitude was" -Father from The Giver
Spanish: aptitud, capacidad
Turkish: yetenek
Synonyms: capacity; talent; gift; skill
Jackie Robinson
Do you know what your aptitude is?
Hermione Granger
Vocabulary: Tier I Ch.3
scolded
(v): to remonstrate or rebuke angrily; to nag for something done wrong
Synonyms: rebuke, reprimand, chastise
Spanish: regaño
Turkish: azarlamak
When Timothy evaded studying for his RLA Quiz, he received a low score as a result. Later on, when he went home, Timothy's mother gave him a stern talking to.
Timothy's mother scolded him OR Timothy's mother did not scold him?
Examples:
"Even the children were scolded..."
"He waited for his father to chastise Lilly."
Race Response Questions:
1. Why do you think most of Jonas' society has dark eyes? What is the significance of this odd societal trait? (What can you infer?) Use evidence from the text to support your answer.
insensitive 20
peering 20
forbidden 21
"'I think I'd like that,' Lilly said petulantly" 22

"Lilly acknowledged reluctantly" 22

"[Father] said affectionately..." 22

"The public announcement had been sufficient to produce the appropriate remorse." 23

"...and with his laughter, tried to ignore his uneasy conviction that something had happened" 25
2. Identify one rhetorical device used on pg. 22. Then, explain how the reader could identify this (How did you know?). Lastly, provide author purpose (Why did the author choose to use this rhetorical device?). Use evidence from the text to support your answer.
3. What role does the use of flashback play on pgs. 23-24? What is its significance? Use evidence from the text to support your answer.
4. Use context clues to find the antonym of the word "mystified" as used on page 24.
insensitive
(adj): showing or feeling no concern for others' feelings.
Synonyms: heartless, unfeeling, unconcerned
Spanish: insensible
Turkish: duyarsız
Upon receiving a D for his Math quiz, Ryan became silent. Unfortunately, another student, peering over his shoulder decided to call out "Ryan! You got a D?! How embarrassing!"
Ryan's classmate's remark was sensitive OR Ryan's classmate's remark was insensitive?
Examples:
"Lilly, he decided would have to learn soon, or she would be called in for chastisement for her insensitive chatter." (Lowry, 23)
petulant
(adj): childishly sulky or bad-tempered
Synonyms: peevish, bad-tempered, sulky
Spanish: malhumorado
Turkish: huysuz
Upon hearing that he was not allowed to have ice cream after dinner, Billy started to cry and stomp his feet in the middle of the restaurant.
Billy behaved petulantly OR Bill did not exhibit petulant behavior?
Examples:
"I think I'd like that,' Lilly said petulantly" (Lowy, 22)
conviction
(n): a firmly held belief or opinion.
Synonyms: belief, opinion, view, thought
Spanish: convicción
Turkish: mahkumiyet
Tammy was absolutely positive that she left her folder in her locker.
Tammy was convicted that she placed her folder in her locker OR Tammy was not convicted that she placed her folder in her locker?
Examples:
"...and with his laughter, tried to ignore his uneasy conviction that something had happened" (Lowry, 25)
The Giver: Chapters 5-6
Chapters 5-6 Vocabulary Tier I
“Usually, at the morning ritual, when the family members told their dreams, Jonas didn’t contribute much.” (Lowry, 34)
contribute (v): help to cause or bring about
Spanish: contribuir
Turkish: katkıda bulunmak
Synonyms: give, donate
Examples:
Leonardo DiCaprio spent large sums of money in order to kick-start a campaign that would raise awareness around global warming.
Leo contributed to tthe fight against global warming OR Leo did not contribute to the fight against global warming?
Congratulations!!
“Sometimes he awoke with a feeling of fragments afloat in his sleep…” (Lowry, 34)
fragments (n): parts of a whole; a small part broken or separated off something.
Spanish: fragmento
Turkish: fragman
Synonyms: piece, bit, particle
Examples:
A part of Lori's imagination was dedicated to the idea that she could fly.
This concept was a fragment of her imagination OR This concept was the whole of her imagination.
“He had dreamed very vividly the night before.” (Lowry, 34)
vivid (adj): producing powerful feelings or strong, clear images in the mind
Spanish: vivo
Turkish: canlı
Synonyms: graphic, clear, detailed
Examples:
Djent music painted a clear picture of serene calm in my mind after-school when I listened at the bequest of Luis.
Djent music painted a vivid picture in my mind or djent painted a vague picture.
RACE Questions:
*Why do they have to share their dreams at the morning ritual? (Conspiracy theories, government affecting their psyche perhaps?)


“Always better, less rude to talk about things that were the same.” (Lowry, 38) – Do you agree? Why or why not?

The Newchild, Gabriel, arrives at Jonas’ house. Lily points out that he has light-colored eyes, like Jonas, which is very unusual in their community.
Lily says she likes Newchildren and hopes her assignment will be a Birthmother. We find out that Birthmother’s have an easy life for 3 years while they are bearing children, then they are assigned to physical labor for the remainder of their lives.

Flashback: Jonas recalls a time when he was throwing an apple back and forth with Asher, and something about it seemed to change, but he couldn’t figure out what. Against the rules, he brought the apple home and a public announcement was made that evening reminding Male Elevens that snacks were not to be removed from the Recreation Area. Everyone knew the announcement was directed at Jonas, which Jonas found embarrassing.

Chapter 3 Main Events
Children between 8 and 12 do volunteer hours at various places, which helps to determine for which Assignment they are best suited.
Jonas goes to volunteer at the House of Old, where his friends, Asher and Fiona, are also volunteering.
Jonas reflects that he has volunteered in many different places, which is partly why he doesn’t have any idea of what his Assignment will be.
Jonas helps to bathe an old woman named Larissa. Except for Newchildren and the Old, it is forbidden to see another person’s nakedness.
Larissa tells Jonas about the celebration that morning of the release of an old man named Roberto. Jonas asks where the people who are released go to, but Larissa doesn’t know.

Chapter 4 Main Events
Jonas’ family goes through their morning ritual of telling their dreams.
Jonas describes a dream in which he tried to get his friend, Fiona, to take off her clothes and get into a tub of water so he could bathe her. He describes the strongest feeling in the dream as being that of wanting.
Lily and Jonas’ father leave for school and work. Jonas’ mother holds Jonas back to talk to him.
Jonas’ mother tells him that the dream was the first of his Stirrings. Stirrings are required to be treated by taking pills every morning. Jonas takes the pill and leaves for school.
Jonas is proud to be grown-up enough to be taking the pills, but he also recalls that the dream he had had was pleasurable. He tries to remember it and recall the feeling but is only able to for a moment.

Chapter 5 Main Events
How does Jonas feel about the concept of "releasing"? How can you tell? Use evidence from the text to support your answer!
The Giver: Chapter 7-8
Chapters 7-8 Vocabulary Tier I
“…the profound importance of Assignment, the seriousness of training to come.” (Lowry, 51)
profound (adj): (of a state, quality, or emotion) very great or intense.
Spanish: profundo
Turkish: derin
Synonyms: heartfelt, deep, complex
Examples:
Anne Frank wrote during a time of war, hatred and genocide. In her diary, she states, "In spite of everything, I still believe that people are very good at heart."
This statement is profound OR This statement is not profound.
“The initial speech at the Ceremony of Twelve was made by the Chief Elder…” (Lowry, 51).
initial (adj): existing or occurring at the beginning.
Spanish: inicial
Turkish: baştaki
Synonyms: first, beginning
Examples:
At first, Nathan wasn't sure of his options for high school. However, after having gone to guidance, he received a variety of pamphlets and information on the different High Schools available to him.
Initially Nathan was bewildered about high school or not bewildered about high school?
“…had performed the observations so meticulously all year.” (Lowry, 52).
meticulous (adj): showing great attention to detail; very careful and precise.
Spanish: meticuloso
Turkish: titiz
Synonyms: scrupulous, precise, careful, conscientious
Examples:
Joseph paid extra close attention to detail before answering one of his Achieve3000 questions. As a result he answered it correctly on the first try and demonstrated success on his Activity and Lexile growth!
Joseph achieved success because he was meticulous OR Joseph was not meticulous on his activity and therefore did not achieve success?
“Birthmother was an important job, if lacking in prestige.” (Lowry, 53)
prestige (n): widespread respect and admiration felt for someone or something on the basis of a perception of their achievements or quality.
Spanish: prestigio
Turkish: prestij
Synonyms: status, standing, honor, esteem
Examples:
Nata, due to his meticulous activity on Achieve3000 and avid perseverance, held the highest scoreAchieve3000 for two weeks running
.Nata can be described as having prestige in relation to Achieve3000 OR Nata is devoid of prestige in rleation to Achieve3000.
Chapter 5 Main Events
Jonas’ family goes through their morning ritual of telling their dreams.
Jonas describes a dream in which he tried to get his friend, Fiona, to take off her clothes and get into a tub of water so he could bathe her. He describes the strongest feeling in the dream as being that of wanting.
Lily and Jonas’ father leave for school and work. Jonas’ mother holds Jonas back to talk to him.
Jonas’ mother tells him that the dream was the first of his Stirrings. Stirrings are required to be treated by taking pills every morning. Jonas takes the pill and leaves for school.
Jonas is proud to be grown-up enough to be taking the pills, but he also recalls that the dream he had had was pleasurable. He tries to remember it and recall the feeling but is only able to for a moment.
Chapter 6 Main Events
Jonas and his family go to the Ceremonies, which will take place over the span of two days. The Ceremony of Twelve will be the last ceremony.
The Naming Ceremony is first. Gabriel, however, is not there. He is being given an extra year to mature before Naming and Placement because of the request made by Jonas’ father. If he still does not meet standards by the next December, he will be released.
A Replacement Child is assigned to a couple whose child had died in the river. Both children were named Caleb.
As the Ceremonies go on, Jonas becomes increasingly bored.
Asher and Jonas talk about stories they have heard about Assignments, and people who leave the community. Jonas cannot imagine someone leaving the community because it is so orderly and everything so well-planned. We find out that the people are evaluated and carefully assigned a husband/wife; they are not allowed to choose for themselves.
“They applauded at the final Assignment; but the applause was piecemeal, no longer a crescendo of united enthusiasm” (Lowry, 74).
piecemeal (n): characterized by unsystematic partial measures taken over a period of time; piece by piece
Spanish: poco a poco
Turkish: parça parça
Synonyms: gradually, slowly
Examples:
Kiara Vasquez and Gabriella decided to join forces and complete an entire analytical essay on the heroic journey of Jonas in one day.
The girls completed the project piecemeal or they completed holistically?
“...the anticipation, excitement, pride, and even the happy kinship with his friends.” (Lowry, 74).
kinship (n): (1) blood relationship; (2) a sharing of characteristics or origins
Spanish: parentesco
Turkish: akrabalık
Synonyms: (1) family ties, blood ties (2) empathy, rapport, harmony
Examples:
Nata, due to his meticulous activity on Achieve3000 and avid perseverance, held the highest scoreAchieve3000 for two weeks running
.Nata can be described as having prestige in relation to Achieve3000 OR Nata is devoid of prestige in rleation to Achieve3000.
RACE Questions!
5. How do the five different attributes reflect the assignment of The Receiver? Why is “wisdom” different than “intelligence?” Define (in your opinion) the attribute of “The Capacity to See Beyond” (RACE).
4. What role do “dreams” play in the narrative (story)? Use evidence from the text to support your answer. (RACE).
3. What does The Chief Elder mean when she states, “So we continue to observe during training, and to modify behavior when necessary” (Lowry, 77).
2. On pg. 75, The Chief Elder claims that Jonas “has not been assigned” but rather “selected.” What is the difference? Why is it significant? (RACE)
1. Why was did The Chief Elder skip Jonas’ name in the ceremony? What was its symbolic significance? (RACE)
Tier III Vocab (Rhetorical Device)
Conflict (n): when two or more forces are in tension with each other
-driving force of story/narrative
Internal Conflict: when a character experiences tension within him/herself
External Conflict: When a character experiences tension with a force or character that is not him/herself.
Character vs. Character
Character vs. Character
Character vs. Society
Character vs. Nature
Character vs. God/Deity
Chapter 7 Main Events
The Elevens line up for the Ceremony of Twelve.
They are called to the stage and given their Assignment in the order by birth number. Jonas is number 19.
Asher is called up for his assignment.
Flashback: Jonas recalls when they were Threes and learning to use precise language. Asher’s lack of precision had earned him many smacks with the “discipline wand.” Asher received so many smacks for incorrect language that he had marks on his legs and stopped talking for a while.
Asher is assigned as Assistant Director of Recreation.
The Chief Elder skips number 19. Jonas is distraught; he doesn’t know why his number was skipped.
Chapter 8 Main Events
The Chief Elder reaches the end of the Elevens and then apologizes for causing Jonas and the audience anxiety.
The Chief Elder calls Jonas up and says that he has been selected rather than assigned. He has been selected to be the next Receiver of Memory.
The community only has one Receiver. They selected a new one several years ago but it was a failure.
The Chief Elder says that Jonas will be alone, apart, but that Receiver is the most honored position in the community. She also says that the Receiver experiences extreme pain during his training.
Jonas is afraid of what will happen to him
Chapter 9-14
Tier 1 Chapter 10 Vocabulary

“But the most conspicuous difference was the books” (Lowry, 94).
conspicuous (adj): attracting notice or attention.
Spanish: conspicuo
Turkish: göze çarpan
Synonyms: clear, visible, noticeable
Examples:
Claire decided to throw away her gum wrapper during a Quiz taking session.
Claire’s action was most likely conspicuous or Claire’s action was probably inconspicuous?
“Jonas looked self-consciously into the pale eyes that mirrored his own” (Lowry, 95).
self-conscious (adj): feeling undue awareness of oneself, one's appearance, or one's actions.
Spanish: consciente de sí mismo
Turkish: içine kapanık
Synonyms: embarrassed, uncomfortable, aware
Examples:
Ms. Debessai once tripped and fell on stage when receiving her High School diploma in front of the whole school.
Ms. D most likely felt self-conscious afterwards or Ms. D did not feel self-conscious afterwards?

RACE Q's: 9-10
*Describe the Annex. Identify one type of rhetorical device the author uses in order to describe it. Then, provide author purpose. (RACE)

*Why does Jonas’ jump to the conclusion that the books contained in the Annex are books of “descriptions of offices and factories and committees” as stated on pg. 94? Explain. Use evidence from the text to support your answer. (RACE)

*On pg. 96, the current Receiver of Memory states, “I am not, actually, as old as I look.” What can you either predict or infer from this statement (about the society, his role in the society/community, himself in general etc.)? (RACE)

*What power does the current Receiver of Memory have that has never been seen before in this community (so far in the novel)? Explain using/citing at least 3 pieces of evidence throughout the chapter/novel. (RACE)
Summary: "That's what you missed on..."
Chapter 9 Main Events
Jonas rides home after the ceremony with Asher, and feels that already something is different in their friendship.
Jonas asks his parents about the previous failure to select a new Receiver. They tell him it was a girl, and that no one is allowed to say her name again or use it for a new child.
Jonas opens the folder that accompanies his Assignment and finds a list of instructions. To his surprise, he is exempted from some of the rules that govern the rest of the community.
One of Jonas’ instructions is “You may lie.” It is something that he had not even considered before. Now he considers the possibility that other Twelves may have received the same instruction, and that even his parents could be lying to him.
Chapter 8 Main Events
The Chief Elder reaches the end of the Elevens and then apologizes for causing Jonas and the audience anxiety.
The Chief Elder calls Jonas up and says that he has been selected rather than assigned. He has been selected to be the next Receiver of Memory.
The community only has one Receiver. They selected a new one several years ago but it was a failure.
The Chief Elder says that Jonas will be alone, apart, but that Receiver is the most honored position in the community. She also says that the Receiver experiences extreme pain during his training.
Jonas is afraid of what will happen to him.
LC's: Literature Circle Groups!!
P.1
Gryffindor
Luis R
Deysha
Nathan
Eric R
Kevin G
Ravenclaw
Breanna
Grace
Aaliyah R
Arianna V
Hufflepuff
Tamya
Javon
Luis G
Julio
District 12
Rene
Kiara V
Aleah P
Gianaliz
Lee
Slytherin
Lily
Gabriela
Ben L
Miglerys
Christian G
Chapter 10
Jonas arrives at the Annex for his training and is greeted by an Attendant, who lets him into the room where he will receive his training.
The room is slightly more elegantly furnished than others in the Community, and the walls were entirely covered in bookcases. Jonas cannot imagine what is contained in all of the books.
The old Receiver asks Jonas if he has any questions. Jonas does, but says he does not. The old Receiver also says they have no time for apologies.
The old Receiver tells him that he will be giving Jonas not his own memories, but memories of the whole world. Jonas struggles to comprehend a time and place existing outside of the community.
The old Receiver turns the speaker in the room off, which shocks Jonas.
The old Receiver prepares to transmit the memory of snow to Jonas.
P.2
Gryffindor
Jose M
Yiandra
AJ
Sergio
James F
Michael R
Ravenclaw
Anthony R
Ilani
Jazlyn
Ilianna
Dylan W
Hufflepuff
Ilianna
Britney P
Fernando
Carmen
Selena
Edwin
District 12
Alondra
Kevin F
Desiree P
Jayden
Slytherin
Maria R
Joseph Z
Diana R
Aksel
Jordan
LC's: Literature Circle Groups!!
Tier II Vocabulary
scene (n): (1) the place where an incident in real life or fiction occurs or occurred.; (2) a place, with the people, objects, and events in it, regarded as having a particular character or making a particular impression; (3) a sequence of continuous action in a play, movie, opera, or book
Spanish: escena
Turkish: sahne
Synonym: (1) location; (3) segment
(3)
(1)
RACE Q's: Chapter 13/14
1. Why is Jonas so angry according to the text? What can you infer about his relationship to society? How has it developed/changed?

2. How does the color "red" change as a symbol?

3. How has the motif "back, and back and back developed in meaning? Explain and cite evidence.

4. How does the concept of "power" change? Who has it and who does not? Where does it shift to? From where?

sinuous (adj): having many curves and turns
"With its sinuous trunk" (Lowry, 126).
Spanish: sinuoso
Turkish: kıvrımlı
Synonyms: windy, limber, graceful
Examples:
The long road ahead of him curved and winded downhill.
The road was sinuous or the road was straight.
Chapter 11 Main Events
The old Receiver transmits the memory of snow to Jonas. Jonas learns what snow, sleds, and hills are.
Jonas enjoyed the ride on the sled, and is worried that he took the memory away from the old Receiver. The old Receiver reassures him that he has more memories of sleds and snow.
We learn that the snow and hills disappeared when Climate Control was created and the community went to Sameness.
The old Receiver gives Jonas the memory of sunshine.
Jonas is puzzled because he was told that his training would be painful. The old Receiver explains that he has so far only given Jonas pleasurable memories. Jonas asks for a painful one.
The old Receiver gives Jonas the memory of sunburn.
The old Receiver tells Jonas to call him the Giver.
Chapter 12 Main Events
In the morning, Jonas parent’s mention that Gabriel is very fretful at night.
Jonas dreamed of sledding, but does not share his dream with his family.
At school all of the Twelves are talking about their first day of training. Jonas cannot join in because he is forbidden to speak of his training, but he also has no way of explaining to them the memories he experienced.
While Jonas is talking with Fiona, her hair suddenly changes in the same way that the apple changed.
Jonas tells the Giver about the changes he has seen in Fiona’s hair, in the faces of the audience, and in the apple.
The Giver tells him that the change he is seeing is that he is beginning to see the color red. The Giver tells him that as Jonas receives more memories he will be able to see all of the colors.
Jonas asks why everyone cannot see colors. The Giver explains that when the community decided to go to Sameness, they got rid of color.
The Giver is going to give Jonas a memory of a rainbow to help with his understanding of color.
Chapter 13 Main Events
Jonas begins to see flashes of all of the colors in his everyday life. He feels it is unfair that nothing has color.
Jonas wants to be able to make choices. He and the Giver discuss the pros and cons of allowing people to make their own choices.
Jonas tries to transmit the memory of the color red to Asher, but is unable to.
The Giver gives Jonas a memory of the slaughter of an elephant, which Jonas finds disturbing.
He tries to tell Lily that there were once real elephants. She doesn’t believe him.
He tries to give Lily and his father part of the elephant memory, but he can’t.
Jonas and the Giver discuss the difficulties of having a spouse and children when one is the Receiver. The Receiver cannot share any of his knowledge with his family.
Jonas asks why the people need a Receiver if they don’t want any of the memories. The Giver explains that if there were no Receiver then all of the people would have access to the knowledge and pain of the memories.
The Giver says that the teachers Jonas has had know nothing. Jonas is shocked. The Giver explains that knowledge is meaningless without the memories.
Some days, the Giver is in too much pain to work with Jonas.
Jonas asks if he can take any of the painful memories from the Giver to relieve him of some of his pain.
Dialogue (n): It is conversation between characters in a story and is very important to add interest to the piece and to move the plot forward. There are some rules to dialogue, however, that you want to make sure you know.
Rules of Dialogue:
RULE #1: A direct quotation begins with a capital letter.

Jimmy shouted, “See you at the game!”
“Is it true?" asked Cindy.


RULE #2: When a quotation is interrupted into two parts with words like “he asked” or “the teacher demanded,” the second part begins with a lower case letter.

“What are some of the things,” Mrs. Baskin inquired, “that make school so much fun?”
“One thing I like,” replied Sarah, “is recess!”


RULE #3: When writing dialogue, all punctuation marks at the end of the quotation go inside the quotation marks.

“Let's visit the museum,” suggested Samantha.
Jon replied, “Didn't we go there last weekend?”
“But when we did,” Beth added, “we didn't see the Ancient Egyptian exhibit.”


RULE #4: Do not put a period at the end of a quotation followed by things like she said, mom asked, he explained, etc. Use commas, question marks, and exclamation marks but not periods. Periods end sentences.

“My Algebra class is driving me crazy!” Paul yelled.
“That's my favorite class,” Becky replied.


RULE #5: Make a new paragraph (indent) when a different person begins to speak.

"Last night, I dreamt that I ate a giant marshmallow," Kevin said.
"Was that anything like the dream you had about eating your way through a mountain of fruit cocktail?" asked Suzy.
"Scarier," Kevin explained. "This time I woke up and my pillow was gone."


OTHER REMINDERS:

-Always make it clear who is speaking in the dialogue.
-Try to avoid using the word “said” repeatedly.
RACE Q's:
1. How does dialogue propel (move along) the plot? Additionally, how does dialogue reveal aspects of character or provoke a decision?

2. How would you suggest Jonas and The Giver go about affecting change in their community?

3. Track the motif of "power" in the text. Has it changed? If so, how?
*Everyone must answer Q.1
-You pick the second Question.
-All three = bonus!
L.C. Expectations:
*Silent writing (15min)
*Quiet analytical discussion (10min)
*Product - every person responsible for writing down their Revised RACE Response after their analytical discussion (REVISED)
Chapter 15-18
Chapter 15
Chapter 16
Chapter 17
Vocabulary (Tier I)
vague (adj): of uncertain, indefinite, or unclear character or meaning.
Spanish: vago
Turkish: belirsiz
Synonym: imprecise, *ambiguous, unclear
"...I am left with a vague wisp of that one..." (Lowry, 158).
Examples:
"You are it."
This is a vague statement OR this is a specific statement.
practical (adj): of or concerned with the actual doing or use of something rather than with theory and ideas
Synonym: active, evidence-based
Antonym: virtual, theoretical
Spanish: práctico
Turkish: pratik
Examples:
"...I can see that it wasn't a very practical way to live..." (Lowry, 158).
Practical?
Practical?
RACE Q's (Ch.15)
1. Describe the mood of this chapter. Explain.
2. Analyze Jonas' emotions in response to the blond boy with the "matted hair." Explain author purpose.
*3. Explain how setting enhances the plot/mood his memory.
Everyone must answer STARRED question. Choose ONE of the remaining two. TWO RACE responses total.
L.C. Roles and Expectations!
Roles:
Leader:


Journalist:


Summarizer:


Task Manager:


Diction Master:
Responsible for reading directions to group and having EVERY group member aware of what is expected of them. This member is the only person who may ask the teacher a question. However, they MUST ask at least two other members their question before asking teacher. Conversely, any other member that has a question must ask two other members, then have leader ask the teacher. Will be held DOUBLY accountable for any expectations not met. Will be rewarded DOUBLY for any expectations exceeded.
Responsible for asking high-level/rigorous questions (WHY and HOW questions that incorporate T2/3 vocabulary words) to the group. This member is the only person who may speak without raising his/her hand in the group. However, this member is responsible for making sure that ONE member speaks at a time and that each member has 100% attention from the group. Should teacher ask to see discussion notes, this member is responsible for providing them. Consequentially, they will be doubly rewarded if discussion exceeds expectations and will be held doubly accountable if discussion fails to meet expectations.
Responsible for writing main events of chapter as we read in class whole group OR as group reads chapter in group. This member is responsible for reading the summary of the previous day while group gets to current page (where the group left off). This is the only member allowed to talk at the beginning of L.C. discussion after the leader reads directions. Must produce summary of chapter for teacher by end of lesson.
Responsible for keeping group on task and on TIME. This member is held doubly accountable if not every task is completed and is doubly rewarded if MORE (ex. extra-credit assignments) tasks than the task-list is completed. This is the only member of the group that may interrupt other group members when talking, however they may only do so non-verbally through signal that group creates, acknowledges and accepts. However, if no one is sharing an insight/thought, then this is the only member that may talk without raising his/her hand as long as it applies to the task-list.
Responsible for having members use high-level/appropriate vocabulary in their discussion. This member is also responsible for discovering the denotation of any unknown word in the group through use of a dictionary or thesaurus. This member may also work with Journalist in order to incorporate rigorous questions on connotation into the discussion. This member is responsible for the integrity of diction for the group.
Expectations:
Sound:
Effort:
Participation:
One person speaks at a time interspersed with reading and writing.
-Leader speaks first
-Summarizer speaks second/Rustling of papers as Group Members find right page
-Journalist leads discussion: determines if group should read first or begin analytical discussion
-Group members alternate speaking quietly and with R,R,&P
-Journalist writes Discussion Analysis/Cornell Notes
-Task Manager writes group RACE Response Q.
TASK LIST
1. Read Directions (1 min)
2. Read Summary (1 min)
3. Group Read and Annotate (10min)
4. Analytical Discussion and Cornell Notes (10min)
5. RACE Response Question (15min)
6. Complete Summary/Main Events for next day.
7. Receive GRADE
Everyone puts in 100%.
-Every member listens OR takes notes when one person speaks
-Every member goes above and beyond to annotate diction, characterization, setting, plot, rhetorical devices, mood/tone, significant phrases and others in text.
-Every member reads when appropriate and/or writes when appropriate
-Every member searches for relevant and specific cited evidence in text to support answer in RACE response.
RACE Questions: Chapter 17
1. How do Jonas' emotions change throughout the chapter? What about anger specifically?

2. Describe the mood at the end of the chapter. Explain its significance.

3. What is a possible theme of this chapter?
*Everyone answer number #3, choose ONE of the other two.
Chapter 15 Main Events
The Giver is in pain and Jonas asks if he can help.
The Giver gives Jonas the memory of war.
Chapter 16 Main Events
Jonas misses the innocence and lack of knowledge of his childhood.
The Giver gives Jonas lots of good memories after having given him the memory of war.
Jonas asks the Giver what his favorite memory is. The Giver gives him a memory of a family celebrating Christmas. Jonas learns what Grandparents are.
Jonas learns that love is the feeling that he felt in that memory. He wishes that he could live that way, even though, as he says, it is “dangerous.”
Jonas asks his parents if they love him. They tell him love is an imprecise word. He tells his first lie to his parents.
Jonas continues giving memories to Gabe at night, and Gabe is getting better.
Jonas decides to stop taking his pill.
L.C. Roles and Expectations!
Roles:
Leader:


Journalist:


Summarizer:


Task Manager:


Diction Master:
Responsible for reading directions to group and having EVERY group member aware of what is expected of them. This member is the only person who may ask the teacher a question. However, they MUST ask at least two other members their question before asking teacher. Conversely, any other member that has a question must ask two other members, then have leader ask the teacher. Will be held DOUBLY accountable for any expectations not met. Will be rewarded DOUBLY for any expectations exceeded.
Responsible for asking high-level/rigorous questions (WHY and HOW questions that incorporate T2/3 vocabulary words) to the group. This member is the only person who may speak without raising his/her hand in the group. However, this member is responsible for making sure that ONE member speaks at a time and that each member has 100% attention from the group. Should teacher ask to see discussion notes, this member is responsible for providing them. Consequentially, they will be doubly rewarded if discussion exceeds expectations and will be held doubly accountable if discussion fails to meet expectations.
Responsible for writing main events of chapter as we read in class whole group OR as group reads chapter in group. This member is responsible for reading the summary of the previous day while group gets to current page (where the group left off). This is the only member allowed to talk at the beginning of L.C. discussion after the leader reads directions. Must produce summary of chapter for teacher by end of lesson.
Responsible for keeping group on task and on TIME. This member is held doubly accountable if not every task is completed and is doubly rewarded if MORE (ex. extra-credit assignments) tasks than the task-list is completed. This is the only member of the group that may interrupt other group members when talking, however they may only do so non-verbally through signal that group creates, acknowledges and accepts. However, if no one is sharing an insight/thought, then this is the only member that may talk without raising his/her hand as long as it applies to the task-list.
Responsible for having members use high-level/appropriate vocabulary in their discussion. This member is also responsible for discovering the denotation of any unknown word in the group through use of a dictionary or thesaurus. This member may also work with Journalist in order to incorporate rigorous questions on connotation into the discussion. This member is responsible for the integrity of diction for the group.
Expectations:
Sound:
Effort:
Participation:
One person speaks at a time interspersed with reading and writing.
-Leader speaks first
-Summarizer speaks second/Rustling of papers as Group Members find right page
-Journalist leads discussion: determines if group should read first or begin analytical discussion
-Group members alternate speaking quietly and with R,R,&P
-Journalist writes Discussion Analysis/Cornell Notes
-Task Manager writes group RACE Response Q.
TASK LIST
1. Read Directions (1 min) _____
2. Read Summary (1 min) _____
3. Analytical Discussion and Cornell Notes (10min) ____
4. RACE Response Question (15min) __
5. Write Summary/Main Events for next day. ____
6. Receive GRADE
Everyone puts in 100%.
-Every member listens OR takes notes when one person speaks
-Every member goes above and beyond to annotate diction, characterization, setting, plot, rhetorical devices, mood/tone, significant phrases and others in text.
-Every member reads when appropriate and/or writes when appropriate
-Every member searches for relevant and specific cited evidence in text to support answer in RACE response.
Everyone completes their role and more!! (100%)
The Giver: Ch. 18-20
Chapter 17 Main Events
Jonas can keep the colors he sees now.
He realizes that he is experiencing a new depth of feeling. He realizes that his previous emotions, as well as those of his family and friends, are shallow and easily resolved emotions.
Jonas is upset when he encounters his friends playing a game of good guys and bad guys. He realizes that the game is actually about war, and he recalls the painful war memory. He asks them not to play it anymore.
He realizes that his memories are drawing him away from even his closest friends: Fiona and Asher.
Jonas asks his father if he actually takes the released newchild Elsewhere. Jonas’ father says that someone from Elsewhere comes to get him.
RACE Questions: Ch.18
1. What do you anticipate The Giver's plan/strategy will be for memories in the community?

2. Do you think that everyone in the community should receive memories? Why or why not?

3. What is one theme from Ch.17-18?
Chapter 18
Chapter 19
Chapter 18 Main Events
Jonas asks the Giver what happened ten years before when the new Receiver failed.
The Receiver’s name was Rosemary. The Giver gave her many happy memories, but also many sad, unhappy, and painful memories. Rosemary went to the Chief Elder and asked to be released. When she was released the memories she had were scattered among the people, who were overwhelmed.
RACE Questions: Chapter 19
1. Explain how dialogue affects the plot in Chapter 19. What is its significance? Use evidence from the text to support your answer.

2. There is the motif of "eyes" but also what is seen vs. what is not seen. Track this motif in Chapter 19 and other places of the novel. Then, explain its significance.

3. How does Jonas' reactions change? What does this reveal about Jonas' character? Explain.

4. What is one possible theme from this chapter? Use evidence from the text to support your answer!
*Everyone is expected to answer Q.4. Choose ONE other to answer. TWO total.
RACE Questions
1. How do Jonas' emotions change throughout the chapter? What about anger specifically?

2. Describe the mood at the end of the chapter. Explain its significance.

3. What is a possible theme of this chapter?
*Everyone answer number #3, choose ONE of the other two.
L.C. Roles and Expectations!
Roles:
Leader:


Journalist:


Summarizer:


Task Manager:


Diction Master:
Responsible for reading directions to group and having EVERY group member aware of what is expected of them. This member is the only person who may ask the teacher a question. However, they MUST ask at least two other members their question before asking teacher. Conversely, any other member that has a question must ask two other members, then have leader ask the teacher. Will be held DOUBLY accountable for any expectations not met. Will be rewarded DOUBLY for any expectations exceeded.
Responsible for asking high-level/rigorous questions (WHY and HOW questions that incorporate T2/3 vocabulary words) to the group. This member is the only person who may speak without raising his/her hand in the group. However, this member is responsible for making sure that ONE member speaks at a time and that each member has 100% attention from the group. Should teacher ask to see discussion notes, this member is responsible for providing them. Consequentially, they will be doubly rewarded if discussion exceeds expectations and will be held doubly accountable if discussion fails to meet expectations.
Responsible for writing main events of chapter as we read in class whole group OR as group reads chapter in group. This member is responsible for reading the summary of the previous day while group gets to current page (where the group left off). This is the only member allowed to talk at the beginning of L.C. discussion after the leader reads directions. Must produce summary of chapter for teacher by end of lesson.
Responsible for keeping group on task and on TIME. This member is held doubly accountable if not every task is completed and is doubly rewarded if MORE (ex. extra-credit assignments) tasks than the task-list is completed. This is the only member of the group that may interrupt other group members when talking, however they may only do so non-verbally through signal that group creates, acknowledges and accepts. However, if no one is sharing an insight/thought, then this is the only member that may talk without raising his/her hand as long as it applies to the task-list.
Responsible for having members use high-level/appropriate vocabulary in their discussion. This member is also responsible for discovering the denotation of any unknown word in the group through use of a dictionary or thesaurus. This member may also work with Journalist in order to incorporate rigorous questions on connotation into the discussion. This member is responsible for the integrity of diction for the group.
Expectations:
Sound:
Effort:
Participation:
One person speaks at a time interspersed with reading and writing.
-Leader speaks first
-Summarizer speaks second/Rustling of papers as Group Members find right page
-Journalist leads discussion: determines if group should read first or begin analytical discussion
-Group members alternate speaking quietly and with R,R,&P
-Journalist writes Discussion Analysis/Cornell Notes
-Task Manager writes group RACE Response Q.
TASK LIST
1. Read Directions (1 min) _____
2. Read Summary (1 min) _____
3. Analytical Discussion and Cornell Notes (10min) ____
4. RACE Response Question (15min) __
5. Write Summary/Main Events for next day. ____
6. Receive GRADE
Everyone puts in 100%.
-Every member listens OR takes notes when one person speaks
-Every member goes above and beyond to annotate diction, characterization, setting, plot, rhetorical devices, mood/tone, significant phrases and others in text.
-Every member reads when appropriate and/or writes when appropriate
-Every member searches for relevant and specific cited evidence in text to support answer in RACE response.
Everyone completes their role and more!! (100%)
RACE Questions: Chapter 19
1. Explain how dialogue affects the plot in Chapter 19. What is its significance? Use evidence from the text to support your answer.

2. There is the motif of "eyes" but also what is seen vs. what is not seen. Track this motif in Chapter 19 and other places of the novel. Then, explain its significance.

3. How does Jonas' reactions change? What does this reveal about Jonas' character? Explain.

4. What is one possible theme from this chapter? Use evidence from the text to support your answer!
*Everyone is expected to answer Q.4. Choose ONE other to answer. TWO total.
Chapter 19 Main Events
Jonas asks to watch his father releasing the twin new child.
His father gives the new child a lethal injection and sends its body away into a chute, similar to the trash chutes as Jonas’ school.
Jonas is horrified.
Chapter 20
RACE Questions: Ch.20 (DN)
1. “I am empowered to lie, but I have never lied to you” (Lowry, 153). Taking into consideration this quotation, how do you think that “power” and “lying” are related? Explain and use evidence from the text to support your answer
2. What is the direct theme on pg. 154? Explain how you know and support your answer with evidence from the text.

3. Why did The Giver wait so long to reveal his true relationship with Rosemary?

4. What is one theme from Chapter 20? Use evidence from the text to support your answer.

5. Describe the plan that they (Jonas and The Giver) generate in detail.

*Everyone is expected to answer Q.4. Choose ONE other to answer. TWO total.
Tier III Vocabulary Ch.20
Allusion (n):
a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance.
It does not describe in detail the person or thing to which it refers. It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text.
Spanish: referencia
Turkish: kinaye
Ex: You are acting like the king of pride rock right now.
Allusion
Alliteration
Allegory
Symbolism
Irony
POV
Simile
Metaphor
Paradox
Conflict
Mood
Tone
Dialogue
Characterization

Tier III
Chapter 20
Jonas is extremely upset and angry after seeing the release. The Giver lets his family know that Jonas will be spending the night with him for additional training.
The Giver points out to Jonas that the people do not know anything, and that they do not have feelings the way that the Giver and Jonas have.
The Giver realizes that things must change, that the memories should not be held by one lonely individual.
Jonas and the Giver plan to have Jonas escape, so that his memories will be dispersed among the people. The Giver will remain in the community to help them to cope with the memories.
The escape would take place the day of the Ceremonies, so that Jonas would have time to escape. The Giver would announce to the people that Jonas had been lost in the river.
Jonas begs the Giver to go with him, the Giver says his duty is to stay and help the community.
The Giver tells Jonas that Rosemary was his daughter.
RACE Questions: Chapter 21
1. Compare/contrast Jonas’ actual escape with the plan he had created with The Giver. Explain its significance.

2. Chapter 21 plays with time - it constantly jumps from past to present. Identify how flashback is used in this chapter to affect mood, plot/narrative and/or theme.

3. List some characteristics/character traits that Jonas demonstrates in Chapter 21. Explain their significance.

4. Name one theme from Chapter 21. Explain its significance.
Chapters 21- END
Chapter 21 Main Events
Jonas is forced to run away sooner than planned.
Flashback: At the evening meal the night before, Jonas’ father announced that they had decided to release Gabriel.
Jonas ran away and took Gabriel with him.
Jonas brought some food with him. In the morning he feeds Gabriel and then plans to sleep during the day.
Search planes come looking for them. Jonas transmits memories of snow to Gabriel so that they both become cold, and won’t be caught by the heat-detectors on the search planes.
As they get farther from the community, the memories are becoming weaker.
Chapter 21
RACE Questions Chapter 22-23
1. Does Jonas really have a choice in whether or not to leave the community? Why or why not?

2. What is the difference between individual memory and memory that is received?

3. How did the sled appear at the exact right time? What can we infer from this coincidence?

4. What is the main theme/central message of Chapter 22-23?
Everyone is expected to answer Q.4 and TWO total.
Tier 1 Vocabulary
subtle (adj): (especially of a change or distinction) so delicate or precise as to be difficult to analyze or describe; delicately complex or understated
Spanish: sutil
Turkish: ince
Synonym: small, under the surface, understated
"It was a subtle change, hard to identify at first" (Lowry, 204).
Examples:
Ms. D announced to her RLA class that the Test would be Friday, March 20th, 2015 on a loud speaker in the hallway for five consecutive days.
Ms.D gave a subtle announcement or her announcement was conspicuous?
There were two roads that diverged in a wood according to Robert Frost. They go almost the exact same way but dissent only a small amount.
The paths differ in a subtle way or the paths differ in an obvious way?
Chapter 22
End...
The Giver: Film
Film vs. Novel
Produced in 2014
Director: Phillip Noyce
Michael Witnick and Robert B. Weide
Cinematography: Ross Emery
Budget $25million
Box Office: $67 million
Critical Reception:
-
Rotten Tomatoes (36%)
: The site's consensus states: "Phillip Noyce directs The Giver with visual grace, but the movie doesn't dig deep enough into the classic source material's thought-provoking ideas.

-
Richard Roeper
(Chicago Sun Times): " “...the magic [of the novel] gets lost in translation”, but that the film had its heart in the right place."
Quick Facts:
During:
C. (Shot)
E. Analysis/Inferences/Compare and Contrast
Questions
Ex: The beginning aerial/bird-eye shots of the community
They establish the setting of the narrative and help propel the plot through creating the exposition
How is it different from the exposition of novel? Why?
RACE Question: Film
1. How is the exposition of the film different/similar to that of the novel? What is the director's purpose?

2. Name one difference between the film and the novel. Determine who is responsible. (C) Why do you think they made that choice? (E)

3. Choose one shot and identify the frame and angle. Then, give director's purpose.
All are expected to answer Q.3, answer two total.
Performance Tasks: Projects
Video: Product
Screenplay: Acts 1, 2 and/or 3
Analytical Essay
Letter to Lois Lowry
An alternate ending...
11/10- Agenda
CW-Read Ch.21-End and Exposition of Film

HW - Reading Log and Study for Test!!
DN -
DN


CW-View the RA of the film

HW - Reading Log and Study for Test!!
3/30 Agenda
Film Terminology Quiz Images
#1
#2
#3
RACE Questions: Film vs. Novel
1. Which do you prefer, the novel or the film adaptation of
The Giver
so far. Explain. (RACE)
CW: Cornell Notes
C
E
Q
Jonas is depicted as having dark eyes in the scene where...
I can infer that the producer made this change in order to ...
Tier I Chapter 11 Vocabulary
RACE Response Questions (ETs)
Sensation/Sensación (n):
Den: a physical feeling or perception resulting from something that happens to or comes into contact with the body; an inexplicable awareness or impression
Syn: feeling, awareness, consciousness
Ex:
The feeling of taking a walk in the early hours during fall was one that Ms. D cherished so much she would set an alarm clock 2 hours early so she could venture out before schoo.
Ms. D enjoyed the sensation of fall mornings OR Ms. D did not enjoy the sensation of fall mornings?
How do you know?
"Now he became aware of an entirely new sensation: pinpricks?" (Lowry, 102)
"...his new consciousness told him hill." (Lowry, 103).

Consciousness/Conocimiento (n):
Den: the state of being awake and aware of one's surroundings
Ex:
Syn: awareness, perception, heightened sensation
Kailani was well aware that should she perform well in her classes, she would see a corresponding positive effect later in life (college acceptance, job opportunities etc.)
Kalaini had a heightened academic consciousness, OR Kailani's was devoid of an academic consciousness?
How do you know?
Comprehend/Comprender (v):
Den: to understand
"Comprehending all of those things as he sped downward" (Lowry, 103)

Syn: grasp; apprehend; take in; make sense of

Ex:
Whenever a vocabulary question (particularly rhetorical devices) was posed to the class, Ernie was able to answer correctly and support his answer with cited evidence and textual examples.
It was evident that Ernie had proficient vocabulary comprehension OR Ernie did not demonstrate adequate vocabulary comprehension?
How do you know?
Simile and Metaphor was a concept that most students understood, especially Jean and Jazmin.
Jean and Jazmin could comprehend simile and metaphor OR Jean and Jazmin could not comprehend simile and metaphor?
How can you tell?
1. Where is imagery present in Ch.11? What is its significance (How does it contribute to the meaning of the narrative?) (R)

2. *Identify one example of personification in Ch.11. Then, cite evidence to support your claim. Lastly, provide author purpose (Why did the author use personification here?).

3. On pg. 106, The Receiver of Memory addresses Climate Control. Explain its signficance to the narrative as well as theme.

4. How is "consciousness" used within Chapter 11? How does it develop the character of Jonas? Explain and support!
All must answer Q.2!!

All must answer 2 Questions!!
Full transcript