Grade 8
Teacher’s Manual
sample lesson
Unit 3: Analyzing Elements of Fiction, Week 5
The Giver
by Lois Lowry
This Newbery Award-winning novel tells the story of Jonas, a young man in a seemingly
perfect society who is singled out to receive special training from The Giver, who holds the
memories of life’s true pain and pleasures.
Grade 8
Teacher’s Manual
sample lesson
© 2006 Developmental Studies Center, Illustration by Vivienne Flesher
Strategies That Build
Comprehension and Community
Unit 3 A
Overview
of Week 5
Analyzing Elements of Fiction
Comprehension Focus
• Students analyze relationships among
character, setting, and plot in a novel.
The Giver
by Lois Lowry
(Laurel-Leaf Books, 2002)
Synopsis
Jonas’s world seems perfect until
he is selected to receive special
training and finds out the truth
about his community.
• Students explore the role of the climax in
the plot.
• Students make inferences and think about
explicit and implicit meanings in text.
• Students explore literary devices,
including symbolism.
Social Development Focus
Alternative Book
• Freak the Mighty by Rodman Philbrick
• Students take responsibility for their learning
and behavior.
• Students develop the group skill of asking
clarifying questions.
Grade Eight 165
Unit 3
1  Week 5
1  Day X
Materials
• The Giver (pp. 152–166)
Day 1
Read-Aloud
• “Plot Outline for The Giver” chart
from Week 4
Lesson Purpose
Students:
A Make inferences to understand a story.
A Analyze relationships among character, setting,
and plot in a novel.
A Continue outlining the plot of the story.
A Explore character change as a result of
conflict and resolution in the plot.
A Explore the role of climax in a plot.
A Use “Heads Together.”
BRIEFLY REVIEW THE STORY
USING “HEADS TOGETHER”
Heads
Together
Tell the students that they will use “Heads Together” as they
review the parts of The Giver they heard last week. Read each of
the following sentences aloud. For each sentence, briefly have
groups use “Heads Together” to share what they remember
about the story from that sentence:
p. 117 “He decided not to tell.”
p. 120 “‘Forgive me,’ he said.”
p. 134 “‘What’s wrong, Jonas? It was only a game…. ’”
p. 143 “‘It’s in your rules, Jonas. But it wasn’t in hers.’”
p. 151 “‘Well, there you are, Jonas. You were wondering about
release,’ he said in a bitter voice.”
REVIEW THE PLOT OUTLINE CHART
Direct the students’ attention to the “Plot Outline for The Giver”
chart. Review the items on the chart under “Jonas’s life after the
ceremony.”
166 Making Meaning®
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The Reading
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Life
Teacher Note
Ask:
Q What do you think are the most significant things that have
happened so far in the plot? Why do you think so?
As the students respond, place a small star next to the items on
the chart.
Point out that in most fiction plots, there are a number of
significant events, or “high points,” that lead to the “highest point”
or climax of a story. The author builds the conflict in the story
through these high points. In the climax, the most dramatic action
occurs. This climax and what happens right after it result in the
most significant change for the main character. Explain that in this
story, Jonas’s viewing of the video showing the killing of the baby is
the climax. Place a large star next to this item, and ask:
Some of the most significant
points in the plot include:
- Jonas is selected to be The Receiver.
- The Giver gives Jonas a very
painful memory of war.
- Jonas receives a memory in
which he learns about love.
- Jonas watches a video of his
father “releasing” a newchild
and realizes that he killed it.
Q How do you think Jonas will change as a result of seeing the video?
Students might say:
“I think Jonas will start hating his father now that he knows
the truth.”
“I think Jonas will run away from the community. Maybe he will
ask to be released, like Rosemary.”
“I disagree with [Lyndon]. Now that he knows what ‘release’
means, I doubt he will want to do that.”
READ CHAPTER 20 AND PART OF CHAPTER 21 ALOUD
Explain that you will read the next one-and-a-half chapters aloud.
You will stop four times as you read today, and at each stop the
students will use “Heads Together” and talk about the thoughts
and questions they have.
Read aloud from page 152 to the break on page 166 after “And he
had taken Gabriel, too.” Stop as described on the next page.
Suggested Vocabulary
acquire: get (p. 156)
violation: breaking of a rule or law (p. 158)
solace: comfort (p. 161)
meticulously: carefully (p. 163)
Grade Eight 167
Unit 3
1  Week 5
1  Day 1
X
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
fleeing: running away (p. 158)
absence: not being there (p. 160)
in unison: all together (p. 161)
opposite side: other side (p. 165)
Heads
Together
Use “Heads Together” at each of the following stopping points:
p. 155 “Jonas watched him, and listened.”
p. 161 “The Giver would help them.”
p. 164 “The Giver would know that Jonas had said goodbye.”
p. 165 “‘It’s bye-bye to you, Gabe, in the morning,’ Father had said,
in his sweet, sing-song voice.”
Continue reading to the break on page 166.
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions:
Q What have Jonas and The Giver decided to do? Why do you think
they’re doing it?
Q What happens to force Jonas to flee the night before they planned?
Q (Reread the following sentence on page 165: “‘It’s bye-bye to
you, Gabe, in the morning,’ Father had said, in his sweet, singsong voice.”) What’s unusual about the father’s behavior here?
Students might say:
“Jonas is forced to escape the night before because he finds out
that Gabe is going to be released in the morning.”
“I think the author wrote the passage that way because she
wants us to feel really horrified that the father is so sweet
toward a child he’s going to kill.”
168 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
DISCUSS UNDERSTANDING ONE ANOTHER
DURING “HEADS TOGETHER”
Explain that over the past two weeks the students have been
focusing on contributing their ideas and including everyone during
“Heads Together.” This week, they will think about whether they are
really understanding one another in the group, and what they can
do if they don’t understand. Ask:
Q Have you had any experiences in which the group didn’t
understand what someone in the group was saying?
What happened? What did you do as a group?
Q Why is it important that everyone in the group understand
what everyone else is saying?
Explain that tomorrow the students will think about clarifying
questions they can ask to help them understand one another in
the group.
Individualized Daily Reading
READ INDEPENDENTLY AND MAKE INFERENCES
Have the students read fiction texts at their appropriate reading
levels independently for up to 30 minutes.
As the students read, circulate among them and talk to individual
students about their reading. Ask questions such as:
Q What do you think this [story] is about? Why do you think that?
Q What inference did you make as you read today? What clues
helped you make the inference?
At the end of independent reading, have the students share their
inferences with the class. Have them share the inference and then
read the passage that helped them infer.
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Unit 3
1  Week 5
1  Day 1
X
Extension
OUTLINE OTHER PLOTS
Provide the students with further experiences with plot by
outlining the plots of other stories read together. These can be
novels or short stories. Follow the procedures described in this unit
to identify what is known at the beginning of a story, the major
shifts in the plot, dramatic events that build the conflict, and the
climactic event. Discuss how the climax results in some kind of
change for the main character of the story.
170 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
Day 2
Read-Aloud and
Guided Strategy Practice
Lesson Purpose
Students:
Materials
• The Giver (pp. 165–169)
• Chart paper and a marker
• “What We Infer About Jonas”
chart from Week 2
• Student Book pages 31–33
• Student Book, IDR Journal section
A Make inferences to understand a story.
A Analyze relationships among character, setting,
and plot in a novel.
A Explore character change as a result of
conflict and resolution in the plot.
A Use “Heads Together.”
A Ask clarifying questions.
DISCUSS ASKING CLARIFYING QUESTIONS
Remind the students that this week they are focusing on
understanding one another during “Heads Together.” Ask:
Q Have you ever had trouble communicating exactly what you were
thinking with your group? What happened? What makes it hard
sometimes to communicate clearly?
Q What kinds of questions could your groupmates ask you to help
you communicate more clearly?
Students might say:
Teacher Note
If the students have difficulty
generating clarifying questions,
suggest a few yourself such as
“We could ask the person to repeat what she said.
those in the “Students might
“We could ask, ‘Can you say it another way?’”
say” note; then ask, “What other
“We could say, ‘Do you mean…?’ and say what we heard.”
questions could you ask?”
“We could say what part we understand and what part we
don’t get.”
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1  Day 2
X
As the students brainstorm questions, record these on a sheet of
chart paper entitled “Clarifying Questions I Can Ask.” Ask:
Q If you don’t understand what someone says in your group today,
whose responsibility is it to make sure you do understand? Why is it
important to take that responsibility?
Teacher Note
Encourage the students to make sure they understand one another
in their group today and to ask clarifying questions to help them.
Tell them that you will check in with them at the end of the lesson.
Some passages from the excerpt
that indicate character change
include:
• “‘I won’t! I won’t go home! You
can’t make me!”
• “Jonas looked up wildly. ‘No
one heard that little twin cry,
DISCUSS CHARACTER CHANGE
Remind the students that in fiction stories, the main character
changes as a result of facing conflict. The most significant change
usually happens after the climax, or the most dramatic event in
the story. Remind the students that in The Giver, the climax is when
Jonas watches the video of the baby’s “release.”
either! No one but my father!’”
• “‘I will take care of that, sir. I
will take care of that, sir,’ Jonas
mimicked in a cruel, sarcastic
voice…. He couldn’t seem
to stop.”
• “‘But he lied to me!’
Jonas wept.”
• “Jonas wrapped his arms
around himself and rocked
his own body back and forth.
‘What should do? I can’t go
Direct the students’ attention to the “What We Infer About Jonas”
chart they created early in the story. Ask:
Q What was Jonas like at the beginning of the story?
Have the students turn to Student Book pages 31–33. Point out that
the excerpt is from the part of the story they heard earlier. Ask the
students to individually reread the excerpt, and then work in their
group to underline passages that show how Jonas has changed
from the beginning of the story. Remind them to make sure they
are understanding one another and to ask clarifying questions,
if necessary.
back! I can’t!’”
• “Jonas found himself using
the nasty, sarcastic voice again.
‘Then we’ll have a sharing
of feelings?’”
• “‘And love,’ Jonas added,
remembering the family
scene that had so affected
him. ‘And pain.’ He thought
again of the soldier.”
172 Making Meaning®
After allowing sufficient time for groups to work, signal for their
attention and ask volunteers to share passages their group
underlined. Follow up with questions such as:
Q What does this passage tell us about how Jonas has changed?
Q Would the old Jonas have acted this way? Why does it make sense
that he has changed in this way?
Q Do you agree or disagree with what [Corazon] said? Explain.
Analyzing Elements
The Reading
of Fiction
Life
READ THE REST OF CHAPTER 21 ALOUD
Explain that you will reread part of what you read yesterday in
The Giver, then continue reading several more pages. You will stop
twice as you read so the students can use “Heads Together” and
talk about the thoughts and questions they have. Encourage them
to continue to listen for ways that Jonas has changed from the
beginning of the story.
Reread from “Jonas reached the opposite side of the river” on page
165, then continue reading to the end of page 169, stopping as
described below.
Suggested Vocabulary
isolated place: a place without people (p. 167)
fugitives: people who run away or escape a place (p. 167)
taut: tight, stiff (p. 168)
vigilant: watchful (p. 169)
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
stir: movement (p. 166)
Use “Heads Together” at each of the following stopping points:
p. 167 “Together the fugitives slept through the first
dangerous day.”
Heads
Together
p. 169 “Finally there was an entire day and night when
they did not come at all.”
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions.
Be ready to reread from the text to help the students recall what
they heard. Ask:
Q What other evidence did you hear that Jonas has changed from
the beginning of the story?
Grade Eight 173
Unit 3
1  Week 5
1  Day 2
X
Students might say:
“Jonas is really loving toward Gabe and he takes care of him.
At the beginning of the story he ignored him more.”
“In addition to what [Marcus] said, at the beginning of the book,
Jonas counts on the community to tell him what to do when the
plane flies overhead. Now he has to figure it out on his own. He
hides and tries to make Gabe and himself cold.”
BRIEFLY REFLECT ON ASKING CLARIFYING QUESTIONS
Ask, and briefly discuss:
Q Did you have the opportunity to ask any clarifying questions in
your group today? Tell us about it.
Encourage the students to continue to look for opportunities to
ask clarifying questions to help them understand one another in
the group.
Individualized Daily Reading
DOCUMENT IDR CONFERENCES/
HAVE THE STUDENTS WRITE IN THEIR “IDR JOURNAL”
Have the students read independently for up to 30 minutes.
Use the “IDR Conference Notes” record sheet to conduct and
document individual conferences.
At the end of independent reading, have the students write in
their “IDR Journal” about their inferences and the clues they used
to infer.
174 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
Day 3
Read-Aloud
Materials
• The Giver (pp. 170–179)
• “Plot Outline for The Giver” chart
(from Week 4)
Lesson Purpose
Students:
• Student Book, IDR Journal section
A Finish outlining the plot of a story.
A Analyze relationships among character, setting,
and plot in a novel.
A Explore character change as a result of
conflict and resolution in the plot.
A Explore an example of symbolism.
A Use “Heads Together” and ask clarifying
questions.
ADD TO THE PLOT OUTLINE CHART
Direct the students’ attention to the “Plot Outline for The Giver”
chart, and read the items on the chart under “Jonas’s life after the
ceremony.” Ask:
Q What has happened since the climax of the story?
Students might say:
“Jonas has a breakdown when he realizes the truth.”
“The Giver and Jonas start planning his escape.”
“Jonas finds out that Gabe is going to be released in
the morning.”
As the students share, record their comments on the chart under
“Jonas’s life after the ceremony.”
Teacher Note
If necessary, add the following
events to the chart:
- Jonas and The Giver plan Jonas’s escape.
- Jonas learns that Gabe is going to be released in the morning.
- He takes Gabe and escapes
without saying goodbye to The Giver.
- They hide from search planes
as they travel farther away.
Explain that you will read the last two chapters of the book today.
Referring to the plot outline, ask:
Q How do you think this story might end? Why would that make
sense for this story?
Encourage the students to listen for how the author ends the story
and any more evidence that Jonas has changed.
Grade Eight 175
Unit 3
1  Week 5
1  Day 3
X
READ CHAPTERS 22 AND 23 ALOUD
Read chapters 22 and 23 aloud (pp. 170–179), stopping as described
below.
Suggested Vocabulary
diminished: lessened and disappeared (p. 170)
cultivated fields: farmed fields (p. 171)
inadequate: not good enough (p. 174)
lethargy and resignation: tiredness and giving up (p. 176)
impeded: slowed down (p. 176)
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
flagging: weakening (p. 172)
summit: highest point (p. 177)
Heads
Together
Use “Heads Together” at each of the following stopping points:
p. 173 “He no longer cared about himself.”
p. 179 “But perhaps it was only an echo.”
DISCUSS THE STORY AS A CLASS
Facilitate a whole-class discussion using the following questions.
Be ready to reread from the text to help the students recall what
they heard. Ask:
Q What happens at the end of the story? Why do you think so?
Q What has happened to the memories Jonas had? What effect do
you think this will have on his community?
Q The author intentionally begins and ends the story in December.
Why do you think that is? How is Jonas’s December different at the
end, compared with the beginning?
176 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
Students might say:
“At the end of the story, Jonas finds a community where people
have feelings and love. It’s hard to tell whether it really happens
or he dreams it, though.”
“I think Jonas saves his community. They get to have memories
now, and feelings.”
“I disagree with [Peter]. At the end it says maybe the music he
heard from the place he left was only an echo.”
“At the beginning of the story, Jonas feels apprehensive about
December. At the end, it’s about family and love and hope.”
Ask:
Q Where have we heard about the sled before?
Point out that sometimes when an author intentionally repeats an
image, the image comes to mean something in the story. Explain
that this is called symbolism. Ask the following question, and be
ready to reread earlier passages about the sled from pages 80–82
and 108–109:
Q What do you think the sled has come to symbolize, or mean, in
the story? Why?
Students might say:
“I think the sled symbolizes life beyond the community.
Everything in the community was gray, but Jonas saw the sled
in color.”
“In addition to what [Felicia] said, Jonas didn’t even know what a
sled was at first. But now he knows it’s waiting for him. It shows
how Jonas changed.”
“The sled is also something that moves fast. It symbolizes his
escape to a new world.”
REFLECT ON THE GIVER AND ON
ASKING CLARIFYING QUESTIONS
Ask, and briefly discuss:
Q What did you enjoy about hearing and talking about The Giver
over the past few weeks?
Grade Eight 177
Unit 3
1  Week 5
1  Day 3
X
QNow that you have heard the whole novel, what would you say
The Giver is really about? Why do you think so?
Q What did you learn about fiction that you think will help you when
you read your own novels?
Q What did you learn about working in groups that will help you the
next time you work in a group?
Encourage the students to continue to look for opportunities to ask
clarifying questions of one another when they work in their group.
Individualized Daily Reading
DOCUMENT IDR CONFERENCES/
HAVE THE STUDENTS WRITE IN THEIR “IDR JOURNAL”
Have the students read fiction texts independently for up to
30 minutes.
Use the “IDR Conference Notes” record sheet to conduct and
document individual conferences. At the end of independent
reading, have the students write in their “IDR Journal” about
how they did using self-monitoring and rereading with their
independent reading.
178 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
Day 4
Materials
Independent Strategy Practice
• Fiction texts at appropriate levels
for independent reading
Lesson Purpose
• “Reading Comprehension
Strategies” chart
Students:
A Review the reading comprehension
strategies they have learned.
A Apply strategies related to fiction to their
independent reading.
A Use “Heads Together” and ask clarifying
questions.
• Medium-sized self-stick notes
for each student
• Assessment Record Book
• (optional) Space for the class to
sit in a circle
A Have a check-in class meeting.
REVIEW STRATEGIES LEARNED IN THE UNIT
Direct the students’ attention to the “Reading Comprehension
Strategies” chart and review that the students used questioning,
inferring, and visualizing to think and talk about The Giver. They also
used understanding elements (character, setting, and plot) and devices
(flashback, foreshadowing, symbolism). Ask:
reading comprehension
strategies
- Recognizing text features
- Questioning
Q What have you learned about what happens to main characters
in fiction?
Q What have you learned about setting? How is setting important to
what happens in the story?
Q What have you learned about how plots are put together?
If necessary, remind the students that they have explored many
relationships among character, setting, and plot as they heard
The Giver. They thought about how characters change as a result
of what happens to them, how conflict is developed in a plot, and
the role of the climax of a story. They also thought about how the
setting affects the characters and what happens to them.
Grade Eight 179
Unit 3
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1  Day 4
X
Remind the students that the purpose of studying elements and
devices of fiction is to help them use the elements and devices to
better understand the fiction they read on their own.
PREPARE TO MARK ELEMENTS
AND DEVICES IN INDEPENDENT READING
Explain that today the students will read their own fiction texts
independently. As they read, they will use self-stick notes to mark
places where they recognize elements or devices of fiction that
they have learned. Encourage them to be ready to share what they
marked in their group.
READ INDEPENDENTLY AND
MARK ELEMENTS AND DEVICES
Heads
Together
Have the students read fiction texts independently for 20–30
minutes. Stop them at ten-minute intervals and have them use
“Heads Together” to briefly share any elements they have marked
using self-stick notes. At the first stop, remind the students to tell
their group the title of their book and the name of the author, and
to say a few sentences about its plot.
Circulate among the students and notice whether they are
recognizing different elements of fiction in their reading. Probe
the thinking of individual students by asking questions such as:
Q What’s happening in your story?
Q Have you gotten to the climax of your story yet? If so, what
happens?
Q How is the character changing, or how do you think she will
change? What in the text makes you think so?
QAre you noticing the author using [flashback/foreshadowing/
symbolism] in your story? How?
180 Making Meaning®
Analyzing Elements
The Reading
of Fiction
Life
Class Comprehension Assessment
Listen for evidence that the students are making
sense of their reading. Ask yourself:
Q Do the students recognize when they are making inferences?
Q Do they recognize relationships among character, setting,
and plot?
Q Do they notice literary devices such as flashback,
foreshadowing, and symbolism?
Record your observations on page 15 of the Assessment Record Book.
DISCUSS ELEMENTS AND DEVICES
USING “HEADS TOGETHER”
After the independent reading, use “Heads Together” to have the
students talk about the elements and devices they marked. Remind
them to take responsibility for the group work by contributing
their ideas, including everyone, and asking clarifying questions if
necessary. Tell them that you will check in to see how they did at
the end of the lesson.
Heads
Together
After allowing sufficient time for groups to share, signal for the
students’ attention and have a few volunteers share elements they
marked with the class. Probe the students’ thinking by asking:
Q Read aloud the passage that you marked. How is that an example
of [foreshadowing]?
Q Why does it make sense that your character would change in that
way, based on what has happened in your story?
Q You marked a passage that describes the setting. How do you
think the setting affects the characters in your story?
Encourage the students to continue to mark elements they notice
as they read fiction independently.
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Unit 3
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1  Day 4
X
HAVE A BRIEF CHECK-IN CLASS MEETING
ABOUT WORKING IN GROUPS
Tell the students that they will have a brief check-in class meeting,
and have them sit so they can all see one another. Review the class
meeting ground rules.
Remind the students that they have learned and practiced “Heads
Together” and thought about taking responsibility for their group
work. Help the students reflect on their work together by asking:
Q What have you learned about how a well-functioning group
works?
Q How have you learned to take responsibility for the functioning
of your group?
Q What else have you learned about working in groups that will
help you the next time you work in a group?
Encourage the students to continue to look for opportunities to
take responsibility when working in groups by contributing ideas,
including everyone, and asking clarifying questions of one another.
Teacher Note
This is the last week in Unit 3.
You will reassign partners for
Unit 4.
182 Making Meaning®
Have the students briefly discuss how they did following the
ground rules during the class meeting. If necessary, review the
procedures for returning to their seats, and adjourn the meeting.
Analyzing Elements
The Reading
of Fiction
Life
Individual Comprehension Assessment
Before continuing with Unit 4, take this opportunity
to assess individual students’ progress in analyzing
elements of fiction to make sense of what they read.
Refer to pages 36–37 in the Assessment Record Book
for instructions.
IDR Conference Week
Take a break from the Making Meaning lessons in
the upcoming week and use your daily reading block
for IDR. As the students read independently, you will
have an opportunity to confer with every student and to
document these conferences using the “IDR Conference
Notes” record sheet. (See page 49 in the Assessment Record
Book.) During the year, each student’s accumulated IDR
conference record sheets will become a record of her
progress over time.
Continue with Unit 4, Week 1, in the following week.
Extension
LOOK FOR SYMBOLISM IN OTHER STORIES
Invite the students to look for examples of symbolism in stories
they read, hear, or see (on television or at the movies) and to bring
these examples to share with the class. Encourage discussion about
what the symbols mean in the stories, and why those symbols
make sense for their stories.
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