The Giver Learning Activities Agreement Learning Activities Agreement This learning activities agreement is a contract between you and me that lists and describes the types of fun activities you will complete during our literature unit on the novel The Giver. On the next page you will learn about the different options available for you to choose. Read each one and decide which projects interest you the most. Next, select one activity from each column for a total of three assignments to complete during our unit. Indicate your choices by placing an “X” in the dotted boxes of the three assignments that you would like to work on, then sign your initials on the line marked Student Initials for that activity. My initials on the line marked Teacher Initials will verify my approval of your choices. Your selections are due Tuesday, November 27, 2012. You may design up to two of the three assignments with a maximum of one student-proposed activity per column. If you suggest your own activity, use the space provided for your description (continue on the back of the agreement if you need more room, being sure to label it as A4, B4, or C4, as appropriate). You must present one of your activities to the class; which one you choose is entirely up to you (or your group). Each one is worth 15 points. Your presentation & audience etiquette are worth a total of 16 points. There is also an extra credit opportunity. Your activities must be completed by Wednesday, December 19, 2012. Remember: YOU are responsible for the timely completion of these assignments so pace yourself, use your class time wisely, and don’t wait until the last minute!
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The Giver Learning Activities Agreement
Learning Activities
Agreement This learning activities agreement is a contract between you and
me that lists and describes the types of fun activities you will
complete during our literature unit on the novel The Giver.
On the next page you will learn about the different options
available for you to choose. Read each one and decide which
projects interest you the most. Next, select one activity from each
column for a total of three assignments to complete during our
unit. Indicate your choices by placing an “X” in the dotted boxes of
the three assignments that you would like to work on, then sign
your initials on the line marked Student Initials for that activity.
My initials on the line marked Teacher Initials will verify my
approval of your choices. Your selections are due Tuesday,
November 27, 2012.
You may design up to two of the three assignments with a
maximum of one student-proposed activity per column. If you
suggest your own activity, use the space provided for your
description (continue on the back of the agreement if you need
more room, being sure to label it as A4, B4, or C4, as appropriate).
You must present one of your activities to the class; which one you
choose is entirely up to you (or your group). Each one is worth 15
points. Your presentation & audience etiquette are worth a total
of 16 points. There is also an extra credit opportunity. Your
activities must be completed by Wednesday, December 19, 2012.
Remember: YOU are responsible for the timely completion
of these assignments so pace yourself, use your class time
Think about how you would describe the “perfect” society and then visit the websites below to read about modern-day intentional communities. Choose one and make a list telling what this group believes makes its community ideal. Compare the “utopian” features you list with those of Jonas’s community and with your own vision. Share your observations and thoughts using your choice of expression.
Alone or with a partner, write and illustrate an original fable based on one of the themes you identify in The Giver. You must
write out your moral at the end of the fable.
NOTE: A fable is (usually) a one paragraph
tale typically featuring talking animals that physically represent human characteristics (a fox as someone who is sly or a lion for someone who is brave). Fables are written to teach a moral or lesson. Visit the following website for examples of Aesop’s fables.
have no input on their futures. Visit the websites below to read about real-world cultural traditions that dictate the futures of certain groups of people. Choose one and compare that practice with the Ceremony of the Twelves and with your own thoughts on how your life would be different if you were no longer in control of your future. Share your observations and thoughts using your choice of expression.
“Caste System” in India http://goo.gl/L6g8f “Baad” in Afghanistan http://goo.gl/FQ08W
Choose one character and picture him/her in your mind. Do you “see” him/her as a person, or do you think of objects, fictional heroes, shapes/colors/patterns/symbols, or places that connect to that character’s appearance, attitude, relationships, etc.? Decide how you can represent your chosen character visually and bring in one of the following:
1) An object (or picture of the object) 2) An image (internet, magazine, etc.) 3) A “picture” you draw (and color?)
Explain in writing how your object, image, or picture relates to your character.
Work collaboratively with up to two classmates and prepare an interview with the community elders, who want to speak out in defense of the community rules, ceremonies, and general lifestyle. Your interview can take the form of an audio or video recording, a written transcript, a newspaper or magazine article, a journal entry or letter written by an elder recalling and reflecting on the interview, or any other format you think is appropriate for the task. Regardless of the format, your interview questions & answers must be clearly defined.
Alone or with a partner, think of at least four questions relating to the rules, practices, and beliefs of both Jonas’s community and our own (you must include at least one question from each). Using Google forms, create a survey from your questions and poll students from two other classrooms (I will help you arrange this). Chart/graph their responses and compare them with your own answers. What conclusions do you draw? What about the results surprised you? Present your research in a written paper or labeled poster.
Read or listen to the poem by Robert Frost called “The Road Not Taken” and look at the accompanying photo (artist unknown). Think about what the speaker in the poem is trying to say. Identify what you think is the most important lesson. How is this message expressed in The Giver? Your answer can take the form of a written essay or poem accompanied by one image, a labeled drawing, or a collage of images and phrases and must include specific examples from The Giver.
Alone or with a partner, put yourself in the shoes of The Giver. As The Giver, express how your relationship with Jonas has affected your outlook on your own life and role in the community, if at all. Your target audience can be yourself, Jonas, the community, the Chief Elder, or a future generation. Share your insights using your choice of expression (monologue, letter, poem, dance, song, etc.).