Literary Elements Project - The Giver

Hawkins, Jackson, Massicott, Rodriguez, and Wilkowski 1
Literary Elements Project - The Giver
Julie Hawkins, Maddison Jackson, Morgan Massicott,

Karina Reyes Rodriguez, and Mariah Wilkowski
Texas A&M University
Mary Tom Middlebrooks, M.Ed.
RDNG 461-901
April 12, 2019
Literary Analysis
Plot
Exposition: Introduction of the main characters and setting; background information needed to
understand the plot
1. Setting - In the novel The Giver, we are not given a clear answer to where it takes place.
However, we can get a sense that it is sometime during the future. This community is an
attempt at a utopia, which is a perfect society. We do know that this novel takes place
sometime in the fall just before December when it mentions “It was almost December,
and Jonas was beginning to be frightened. No. Wrong word, Jonas thought. Frightened
meant that deep, sickening feeling of something terrible about to happen. (Lowry, 1993,
p.1)
2. Characters
○ Jonas - Jonas is an eleven-year-old boy who is the lead character of The Giver.
He is very smart and has strange powers of realization that he does not
understand. When Jonas turns twelve he is to become the new Receiver of
Memory for his community. This new job for Jonas allows him to have awareness
of strong emotions, see colors, and to feel suffering which all make him more
passionate about the ones he loves and the world he lives in.
○ The Giver - The Giver is an old man in the community who is known as the
Receiver of Memory. The Giver helps the Committee of Elders make decisions
and also has held the community’s collective memory. The Giver has to go
through the pain that his memories give him and he believes that they also belong
to everyone else in the community.
○ Jonas’s father - Jonas’s Father works with infants as a Nurturer, which he really
enjoys and takes seriously. He is very kind-hearted when it comes to his children
and those who he takes care of at work. However, if it seems to him that a child
needs to be released (killed) he will do it.
○ Jonas’s mother - Jonas’s mother has a very important job at the Department of
Justice where she takes her work very seriously. She makes sure that those who
break the rules get the punishment they deserve.
○ Lily - Lilly is Jonas’s little seven-year-old sister. She loves to talk but she is also
realistic and well informed.
○ Gabriel - Gabriel is the new child that Jonas's family takes care of at night. He is
a happy baby during the day but does not go to sleep without Jonas putting
memories in him, thus allowing him and Jonas to become very close.
○ Asher - Asher is Jonas’s best friend who is lively and tends to speak too fast. The
position that he gets assigned it the Assistant Director of Recreation.
○ Fiona - Fiona is another one of Jonas’s friends. Jonas is the only one who can see
her red hair and she works as a Caretaker in the House of the Old. She is gentle
and Jonas gets a sign of his first “sexual” feelings through a dream he has about
her. “It was only me and Fiona alone in the room, standing beside the tub. She
was laughing. But I wasn’t. I was almost a little angry at her, in the dream
because she wasn’t taking me seriously… I think I was trying to convince her that
she should get into the tub of water.” (Lowry, 1993, p.35) This is when Jonas is
trying to explain his dream to his family he had about Fiona.
3. Background information:
○ The society that Lowrey portrays in The Giver is a utopian society. There is no
pain, fear, or any type of feelings. Everything is idealistic in this type of society.
Rising Action: The sequence of events that lead to the climax of the novel.
4. Gabriel is sent home with Jonas’s family so he can adjust to life and will not have to be
released.
5. The December Ceremonies are taking place. This ceremony is important because all the
children who are twelve get their special assignment taking on an adult type of role.
6. Jonas is called last during the ceremony because he has been chosen to be the next
Receiver of Memories. “Jonas has not been assigned, he has been selected. In a firm
commanding voice she announced, Jonas has been selected to be our next Receiver of
Memory” (Lowry, 1993, p. 60)
7. Jonas struggles with the challenge that he can not tell anyone about his training and what
he is going through.
8. Jonas starts training with The Giver, he is nervous because the last receiver was
unsuccessful.
9. The Giver starts allowing Jonas to see memories that the rest of the community do not
know about. The giver first starts with happy and sad memories and then moves on to
those full of hatred, war, and pain. “ I am going to transmit the memory of snow, the old
man said, and placed his hands on Jonas’s bareback” (Lowry, 1993, p.79) The memory of
snow was a happy memory that was being transmitted.
10. Jonas’s training makes him question the community and their way of thinking as he
observes his friends and family.
11. Jonas decides to stop taking his daily pills so he can feel. “The next morning for the first
time, Jonas did not take his pill. Something within him, something that had grown there
through the memories, told him to throw the pill away” (Lowry, 1993, p. 129)
12. Jonas asks The Giver what to be “released” meant.
Climax: The turning point of the novel, when the conflict is resolved.
13. Jonas asks the Giver for a second time what “release” is and the Giver shows Jonas a
video of his father injecting an infant and then the baby no longer moves. Jonas then
realizes that “release” means death and he no longer wants to be apart of his community.
“Once again, as he had on the playing field, he felt the choking sensation. Once again he
saw the face of the light-haired, bloodied soldier as life left his eyes. The memory came
back. He killed it! My father killed it! (Lowry, 1993, p. 150)
Falling action: The action after the climax that leads to the resolution of the novel.
14. Jonas argues with the Giver over if he should leave the community or if there’s a
different option.
15. Jonas decides to stay with the Giver overnight where they decide that it is best if Jonas
leaves so they plan his escape (p 148) “For the next two weeks, as the time for the
December Ceremony approached, The Giver would transfer every memory of courage
and strength that he could to Jonas. He would need those to help him find the Elsewhere
that they were both sure existed. They knew it would be a very difficult journey.”
(Lowry, 1993, p. 158)
16. Jonas goes home to gather all of his things and Gabriel.
17. Jonas leaves with Gabriel on a bike into the forest where they hear airplanes flying over
looking for them.
18. Jonas begins to run out of supplies and then it starts to snow. He then uses his memories
to warm him and Gabriel “Now that they have left the cultivated fields behind them, it
was almost impossible to find food. They finished the meager store of potatoes and
carrots they had saved form the last agricultural area, and now they were always hungry.”
(Lowry, 1993, p. 172)
19. Jonas and Gabriel ride a sled down a snow hill and then they end up on the ground. “ He
settled himself on the sled and hugged Gabe close. The hill was steep but the snow was
powdery and soft, and he knew that this time there would be no ice, no fall, no pain.
Inside his freezing body, his heart surged with hope.” (Lowry, 1993, p. 178)
Resolution: The ending when all of the conflicts are resolved and the characters are able to
move on in their lives
20. There is no clear resolution to this novel.
21. Jonas and Gabriel made a successful escape, even though they will face difficult
obstacles, but in the end, they have each other.
Vocabulary: Word web including synonyms for vocabulary words from the novel.
Conflict
Types of Conflict
● Man vs. Man

● Man vs. Nature
● Man vs. Society
● Man vs. Self
Man vs. Man-When a character has an argument or disagreement with another character. A
character in the book struggles with another character. Ex: Protagonist vs. Antagonist.
The Giver vs. Jonas
• There is a conflict between two characters, The Giver and Jonas. This conflict arises
when The Giver transmits certain memories to Jonas. It is his job to give Jonas all of the
memories he has from the entirety of history. Unfortunately, not all memories are good
memories. Some of the memories The Giver must transmit are painful to Jonas. This pain
can range from a sunburn, which is so painful to Jonas since he has never experienced
true pain, to death by dehydration, starvation, breaking a leg, disease, and war. This
transmission of memories hurts both parties and causes conflict. This memorizes
physically hurt Jonas and start to wear him out. As he is caused pain, he does not want to
visit The Giver as much and is emotionally worn out. This also hurts The Giver because
he does not want to see Jonas in pain. However, The Giver knows he must transmit these
memories because they hurt himself and also it is part of his job. This painful
transmission of memories causes conflict.
“The Giver looked away, as if he could not bear to see what he had done to Jonas. ‘Forgive me,’
he said.” (Lowry, 1993, p.151)
• The Giver and Jonas also have some conflict from Jonas’s side. Jonas sometimes has a
hard time expressing his feelings to The Giver. The Giver has a lot of wisdom and
knowledge, he already has his feelings about the community but feels as if there is
nothing he can do. Jonas is struggling with learning all of this information and just being
complacent with the way the system is. Jonas cannot always express his feelings to The
Giver. Jonas’s entire world is shifting and he cannot try to explain that. When Jonas
hold’s back, it creates conflict between them.
“He wondered, though, if he should confess to The Giver that he had given a memory away. He
was not yet qualified to be a Giver himself; nor had Gabriel been selected to be a Receiver. That
he had this power frightened him. He decided not to tell.” (Lowry, 1993, p. 147-148)
This conflict is important because The Giver and Jonas only have each other in life. In the
society, there is no one else they can be open and honest with. There is a lot of information they
are forced to keep hidden from everyone else in the community. These factors create a strong
bond between the two characters. Since there is a bond between The Giver and Jonas, any
conflict greatly affects them. Now that these two characters have learned what it is like to be
truly open with someone else and have seen all of the wonders society has removed when they
have a sort of conflict, it isolates them. Jonas and The Giver both see that their relationship while
it provides them joy and insight, it also can cause them both a lot of pain and struggle. This
conflict represents the conflict that arises from knowing the truth. There is good in knowing the
truth, however, the truth is often not all good. Jonas is learning of the horrible, painful memories
of the past. This conflict is what pushes towards the climax where Jonas runs away and releases
the rest of the memories.
Jonas vs. Jonas’s Father
• The first time Jonas has some conflict with his father is when he learns of what his father
actually does when he releases the newchildren. Jonas has always been taught that release
is a kind, peaceful, and nice thing. However, The Giver allows Jonas to see his father
perform a release and Jonas realizes the truth. This truth shatters Jonas and created
conflict with his father. Jonas realizes his father is ignorant, but their relationship is still
ruined. Jonas is devastated by learning about the truth of release.
“He killed it! My father killed it! Jonas said to himself, stunned at what he was realizing. He
continued to stare at the screen numbly.” (Lowry, 1993, p.188)
“The Giver turned to him. 'Well, there you are, Jonas. You were wondering about release,' he
said in a bitter voice. Jonas felt a ripping sensation inside himself, the feeling of terrible pain
clawing its way forward to emerge in a cry.” (Lowry, 1993, p.189)
“‘But he lied to me!’ Jonas wept.” (Lowry, 1993, p. 191)
• Jonas starts to have a conflict with his father as the newchild Gabriel comes into the
family. Initially, Jonas does not care too much for Gabriel and his father does everything
he can to prevent the newchild from being released. Over time, this changes. Jonas’s
father gets to a point where he thinks Gabriel is forced to be released and he is okay with
that. However, at this same time, Jonas has become more bonded with Gabriel. When
Jonas’s father says that Gabriel was going to be released, Jonas becomes very upset.
Jonas does not like that his father is giving up on this child so easily. This creates a
conflict over the two characters as they argue about what to do with Gabriel.
“Father glanced down toward the toddler. ‘Enjoy it, little guy,’ he said. ‘This is your last night as
visitor. ‘What do you mean?’ Jonas asked him. Father sighed with disappointment. ‘Well, you
know he wasn't here when you got home this morning because we had him stay overnight at the
Nurturing Center. It seemed like a good opportunity, with you gone, to give it a try. He'd been
sleeping so soundly.’ ‘Didn't it go well?’ Mother asked sympathetically. Father gave a rueful
laugh. ‘That's an understatement. It was a disaster. He cried all night, apparently. The night crew
couldn't handle it. They were really frazzled by the time I got to work.’ ‘Gabe, you naughty
thing,’ Lily said, with a scolding little cluck toward the grinning toddler on the floor. ‘So,’ Father
went on, ‘we obviously had to make the decision. Even I voted for Gabriel's release when we had
the meeting this afternoon.’ Jonas put down his fork and stared at his father. ‘Release?’ he asked.
Father nodded. ‘We certainly gave it our best try, didn't we?’ ‘Yes, we did,’ Mother agreed
emphatically. Lily nodded in agreement, too. Jonas worked at keeping his voice absolutely calm.
‘When?’ he asked. ‘When will he be released?’ ‘First thing tomorrow morning. We have to start
our preparations for the Naming Ceremony, so we thought we'd get this taken care of right away.
It's bye-bye to you, Gabe, in the morning,’ Father had said, in his sweet, sing-song voice.”
(Lowry, 1993, p.205-207)
This conflict between Jonas and his father is crucial to the story because it is what causes the
climax of the novel. Due to these conflicts, Jonas decides to run from the community and take
Gabriel with him. When Jonas realizes the morbid reality behind his father’s work and sees how
blissfully ignorant he is to this, he is outraged. He realizes that he must leave and take Gabriel to
safety.
Man vs. Nature-When a character has a problem with outside forces: weather, animal, land, etc.
A character struggles with the forces of nature.
Jonas and Gabriel vs. Nature
• Jonas escapes from the community with Gabriel. On their escape, they are forced to deal
with all of the weather that the community has always controlled for them. Now they
must face the cold, rain, and even a snow storm. Due to nature, Jonas struggles to finish
the journey while keeping both himself and Gabriel safe. This conflict between the
characters and natures shapes the climax and their struggle to leave the community. Jonas
already faced many other conflicts in terms of leaving the community, but now even
nature is a struggle. He and Gabriel must fight to stay alive until they can reach
elsewhere.
“Now the landscape was changing. It was a subtle change, hard to identify at first. The road was
narrower, and bumpy, apparently no longer tended by road crews. It was harder, suddenly, to
balance on the bike, as the front wheel wobbled over stones and ruts.” (Lowry, 1993, p.214).
“But there were desperate fears building in him now as well. The most relentless of his new fears
was that they would starve. Now that they had left the cultivated fields behind them, it was
almost impossible to find food. They finished the meager store of potatoes and carrots they had
saved from the last agricultural area, and now they were always hungry. Jonas knelt by a stream
and tried without success to catch a fish with his hands. Frustrated, he threw rocks into the water,
knowing even as he did so that it was useless.” (Lowry, 1993, p.216)
Since Jonas and Gabriel have always lived in the community where they did not have to face the
forces of nature, when they encountered these forces it was perilous. This conflict occurs as the
novel comes to a climax. This conflict is crucial because it is what causes the ending of the novel
to be ambiguous and symbolic. Jonas and Gabriel have never faced nature like this before,
therefore they struggle to adapt. Due to their struggle to deal with environmental forces, one
could believe that nature overcame Jonas and Gabriel, and the ending of the novel when they
reach elsewhere is simply their afterlife. While this conflict is not significant throughout the
novel as a whole, it drastically changes how the novel ends. Without this conflict between the
characters and nature, their choice to leave and their journey would have been much easier. The
struggle of the journey is what shows Jonas’s determination, strength, and perseverance.
The Community vs. Nature
• The Community has changed over time to the point they control the weather. They see
how the forces of nature can have a negative effect on people. Therefore, they remove
these forces entirely. They have come to have complete and total control over the
weather, temperature, the land, and the animals. They realized these factors gave people a
choice and also opened people up to danger. If the temperature was too hot or too cold,
people were negatively affected, so the community took it away. Extreme weather could
kill people and destroy property, so thee removed it. They evened out the land. They got
rid of nature as we know it. The community saw nature as a possible problem and a
hazard, therefore they got rid of it. This conflict is the start of the utopian community and
is what makes people so incapable of leaving.
“‘But what happened to those things? Snow, and the rest of it?’ ‘Climate control. Snow made
growing food difficult, limited the agricultural periods. And unpredictable weather made
transportation almost impossible at times. It wasn’t a practical thing, so it became obsolete when
we went to Sameness.’ ‘And hills, too,’ he added. ‘They made conveyance of goods unwieldy.
Trucks; buses. Slowed them down. So—’ He waved his hand as if a gesture had caused hills to
disappear. ‘Sameness,’ he concluded. ” (Lowry, 1993, p.106)
• The Community now has a sort of control over life or death. Life and death are no longer
natural processes and are controlled by the community. In the community, they assign
people to be birth mothers and artificially impregnate them. They also control death
through the form of release. It is incredibly rare that anyone naturally dies. This only
happens in extreme accidents. Otherwise, when it is clear a person may die, they will be
scheduled for release. This can be for newchildren who are not independent enough or
elderly who are near death. The community will instead schedule a release and put them
to death on their own, without waiting for nature to do its job. The community has tried
to take nature out of the equation and instead control it on their own.
“There were only two occasions of release which were not punishment. Release of the elderly,
which was a time of celebration for a life well and fully lived; and release of a newchild, which
always brought a sense of what-could-we- have-done. This was especially troubling for the
Nurturers, like Father, who felt they had failed somehow. But it happened very rarely.” (Lowry,
1993, p.9-10)
The conflict between the community and nature is the driving force behind the setting and the
utopian society that Jonas lives within. Without this conflict, the community would have had no
need to form. They saw the unpredictability and danger that came with the forces of nature and
decided to remove it entirely. Due to this conflict, the community has essentially become God or
Mother Nature and now synthetically replicates nature in a way that is in the best interest of the
community. This conflict also is what allows Jonas to physically see how wrong the community's
control is. When he realizes what real nature is, he is able to see the community's struggle and
how horrible it is. The conflict between the community and nature is the driving force for the
events leading up to the novel.
Man vs. Society-When a character disagrees with societal values, laws, or beliefs. When a
character or group of characters fight against the society in which they live.
Jonas vs. Society
• Jonas starts having romantic feelings which are labeled “The Stirrings” by the
community. He is told he has to take the pills in order to stop these feelings. Jonas
realizes he likes these feelings and doesn’t understand why the community wants to make
them stop. Jonas decides to stop taking his pills to stop the stirrings. He doesn’t like the
ways the pills affect him and decides to throw them out instead of taking them like he is
supposed to. This creates a conflict between Jonas and the society he is in. Society is
telling him one thing and he is directly defying it. He does not understand their reasoning
and this creates conflict.
“The next morning, for the first time, Jonas did not take his pill. Something within him,
something that had grown there through the memories, told him to throw the pill away.” (Lowry,
1993, p.162)
“He had not taken the pills, now, for four weeks. The Stirrings had returned, and he felt a little
guilty and embarrassed about the pleasurable dreams that came to him as he slept. But he knew
he couldn’t go back to the world of no feelings that he had lived in so long.” (Lowry, 1993,
p.164)
• Jonas develops a conflict with the society his lives in as he becomes the receiver of
memories and sees what the world looked like without these societal rules. Over time he
starts to dislike the community’s rules more and more. Jonas doesn’t understand why
people can’t have choices. He wants everyone to be able to see colors. He believes
everyone should be able to experience real feelings, not the diluted idea of feelings they
know now. He wants everyone to feel love. Jonas does not understand why his entire
community is stripped of this opportunity. On the other side of the spectrum, he also does
not believe that it is fair that only The Giver, and now him as the Receiver, receives
immense pain. Jonas starts to hate the rules of society and wants everyone to have the
chance to experience what he is gaining.
“‘It isn’t fair that nothing has color!’ ‘Not fair?’ The Giver looked at Jonas curiously. ‘Explain
what you mean.’ ‘Well…” Jonas had to stop and think it through. ‘If everything’s the same, then
there aren’t any choices! I want to wake up in the morning and decide things!’” (Lowry, 1993,
p.122-123)
“His thoughts continued. If he had stayed, he would have starved in other ways. He would have
lived a life hungry for feelings, for color, for love. And Gabriel? For Gabriel there would have
been no life at all. So there had not really been a choice.” (Lowry, 1993, p.217-218)
• The conflict between society and Jonas is fostered as he becomes the receiver of
memories. Through this position, Jonas is able to see what the world looked like without
the overbearing community rules. He gets to see the reality behind these rules instead of
the sugarcoated lies he was told all of his life. Jonas slowly begins the think all of
society’s rules are unfair, however there is one that he cannot ever stand behind. When
Jonas learns the true meaning of release, he is devastated. He lashes out and hates the
community for their actions. Jonas does not understand how everyone can think release is
so normal. He does not agree with people being released for no real reason, especially
when it comes to newchildren. He sees this as a horrible act.
“‘I will take care of that, sir. I will take care of that, sir,’ Jonas mimicked in a cruel, sarcastic
voice. ‘I will do whatever you like, sir. I will kill people, sir. Old people? Small newborn people?
I'd be happy to kill them, sir. Thank you for your instructions, sir. How may I help y--', He
couldn't seem to stop. The Giver grasped his shoulders firmly. Jonas fell silent and stared at him.
‘Listen to me, Jonas. They can't help it. They know nothing.’ ‘You said that to me once before.’
‘I said it because it's true. It's the way they live. It's the life that was created for them. It's the
same life that you would have, if you had not been chosen as my successor.’" (Lowry, 1993,
pg.191)
The conflict between Jonas and society is incredibly important to the plot of the novel. This is
truly the main conflict that the book is centered around. Jonas is happy with his life until this
conflict begins to arise. He believes he is happy, he has no qualms with society, and he is excited
about his future. Once he receives his assignment and meets The Giver, this all changes. Once
Jonas sees the memories and has an understanding of life both outside of the community and the
hidden truths in the community, conflict arises. This conflict is what pushes Jonas to make a
difference and completely alter the future of the community. He releases the memories to
everyone and steals Gabriel away. This conflict between Jonas and the society he is a part of
drives his actions throughout the novel.
Man vs. Self-When a character develops an internal struggle between his thoughts and ideas.
The character has a struggle inside of their own mind. This conflict usually involves a choice
between right and wrong or overcoming emotions or mixed feelings.
Jonas vs. Self
• Jonas starts having romantic feelings which are labeled “The Stirrings” by the
community. He is told he has to take the pills in order to stop these feelings. Jonas
realizes he likes these feelings and decides to stop taking his pills to stop the stirrings. He
doesn’t like the ways the pills affect him and decides to throw them out instead of taking
them like he is supposed to. This creates an internal conflict within Jonas. He feels wrong
and guilty for disobeying the rules of the society he grew up in, but he also knows what
he feels personally. They way the stirrings make him feel are not bad like the community
insinuates. The community has forced him to feel like his feelings and dreams are bad
and embarrassing, however, Jonas knows that it is natural and it makes him feel good. He
is longing for love, but the community shuts it down. Therefore Jonas struggles with
himself about what he should do. The community has made him feel like he has to take
the pills and feel bad for liking the feelings, but his own mind is telling him the opposite.
“He had not taken the pills, now, for four weeks. The Stirrings had returned, and he felt a little
guilty and embarrassed about the pleasurable dreams that came to him as he slept. But he knew
he couldn’t go back to the world of no feelings that he had lived in so long.” (Lowry, 1993,
p.164)
• Jonas faces an internal struggle of trying to determine what to do for the betterment of
society. All of his life he thought the society was perfect, and now he is learning the
downfalls. He wants the world to be fair and to help everyone, but he feels helpless. He is
unsure of what to do because any action would take immense courage. When The Giver
and Jonas make a plan for him to leave the society it takes courage. Therefore, Jonas
faces his internal struggle. He wants to help, but he feels as if this is not truly possible.
He is unsure of how to truly help, and when confronted with a plan, he is scared. He must
battle with himself to work up the courage to help the rest of the community.
“It was possible, what they had planned. Barely possible. If it failed, he would very likely be
killed. But what did that matter? If he stayed, his life was no longer worth living.” (Lowry, 1993,
p. 194)
“Jonas looked up, puzzled. ‘A plan for what? There's nothing. There's nothing we can do. It's
always been this way. Before me, before you, before the ones who came before you. Back and
back and back.’ His voice trailed the familiar phrase.” (Lowry, 1993, p.193)
• Jonas faces conflict when he asks his parents if they love him. They don’t reply with a
reasonable answer, he has an internal conflict with himself about where his parents love
him or not. This is such a struggle for Jonas since he know understands the feeling of
love. He logically knows his parents are incapable of feeling the love he felt through
memories, but it still hurts him. Just because it logically makes sense, he cannot deal with
this fact. He struggles internally about how these people who he believed he loved his
whole life are not even capable of feeling that way towards him.
“Do you love me?’ there was an awkward silence for a moment. ‘Precision of language, please!’
Jonas’s father replied.” (Lowry, 1993, p.159)
• Jonas faces a conflict against himself when he wants to share the memories with those in
the community. Jonas has now experienced such amazing things that no one else in the
community could even imagine, both good and bad. Just in terms of color, having fun,
warmth, etc., Jonas has experienced so much more than anyone else. He wants everyone
to have these experiences. He wants them to know the pleasures he has seen. However,
Jonas has the burden of holding the memories. He struggles because he gets frustrated
with them for not understanding what he does, but he also gets upset at himself since
there is nothing he can go to help. Jonas bounces back and forth from being mad at others
for not being able to see what he does and being mad at himself for not being able to give
them the knowledge and memories he has.
“He found that he was often angry, now: irrationally angry at his groupmates, that they were
satisfied with their lives which had none of the vibrance his own was taking on. And he was
angry at himself, that he could not change that for them.” (Lowry, 1993, p.124)
• Jonas faces an internal struggle within himself when it comes to Gabriel. Jonas does not
initially care too much for Gabriel, but over time this changes and they end up sharing a
bond. Jonas can transmit memories to Gabriel and soothe him. Therefore, when Jonas
learns about Gabriel’s scheduled release, he is faced with an internal struggle. For the
best of society, he must wait, keep preparing and following the plan, and let Gabriel go.
However, morally Jonas cannot do this. While it will make everything harder for himself
and the rest of the community, Jonas knows he must save Gabriel. After he runs away
with Gabriel, Jonas goes out of his way to protect him. Jonas gets to a point where he
cares more for Gabriel than for himself. This creates a sort of conflict however because
Gabriel needs Jonas. If Jonas sacrifices himself for Gabriel, he would die as well.
“Jonas cried, too, for the same reasons, and another reason as well. He wept because he was
afraid now that he could not save Gabriel. He no longer cared about himself.” (Lowry, 1993,
p.218)
The conflict between Jonas and himself in this novel is incredibly important. Jonas is the
protagonist and these conflicts help the reader to get a better understanding of his thoughts.
These internal struggles are what pushes Jonas to make the changes he does and help others.
Jonas could simply be complacent in life much like everyone else in society. However, the
memories force him to self-reflect and not just simply accept life as it is. Jonas often faces
struggles between what society wants and what he wants. Mentally, he battles himself to try and
find a solution to the problems he faces.
Characterization
Characterization of Jonas
Author’s
Character Trait Example(s) Explanation
Technique
“It was terribly As Jonas left his home to go

dangerous because some out and find Elsewhere he
of the work crews were had to carefully leave
still about, but he moved without being caught by the
stealthily and silently, crews out. This took a lot of
staying in the shadows, bravery because if Jonas got
making his way past the caught he would have most
darkened dwellings and likely been released from the
the empty Central Plaza, community.
towards the river,”
(Lowry, 1993, p. 163).
“So if you escape, once This quote provides

you are gone--and, evidence of Jonas’s bravery
Jonas, you know that because he knew that he
you can never return--” would never be able to go
Actions of (Lowry, 1993, p. 155). back home after this. Still,
Brave he agreed that he would do it
Character even if that means he may
be killed because he wanted
the community to know
these memories.
“I’ll come back Jonas at first was going to

tomorrow, sir,” he said leave the Giver alone
quickly. Then he because he was having a bad
hesitated. “Unless day. Once Jonas saw that the
maybe there’s something Giver was in a lot of pain it
I can do to help,” took bravery to be willing to
(Lowry, 1993, p. 118). want to take his pain by
taking some of the
memories.
“Jonas hesitated. He was Jonas was nervous if he

afraid that his father should watch the video but
wouldn’t like it, if he decided that he wanted to

watched something so watch it. This took a lot of
private…” “I would like bravery because he didn’t
to see this morning’s know what exactly would
release of the twin,” happen at a release. Jonas
(Lowry, 1993, p. 147). looked past this and decided
to be brave and watch the
whole video.
“One night Jonas fell, As Jonas was riding his
when the bike jolted to a father's bike through the
sudden stop against a night he fell off and instead
rock. He grabbed of catching himself he put
instinctively for Gabriel; Gabriel's life ahead of his
and the newchild, own and made sure he was
strapped tightly in his safe. Even though Jonas was
seat, was uninjured, only in pain he was not
frightened when the bike concerned with himself but
fell to its side. But was just thankful and happy
Jonas’s ankle was that Gabriel was unharmed.
twisted, and his knees
were scraped and raw,
blood seeping through
his torn trousers.
Painfully he righted
himself and the bike,
and reassured Gabe,”
Self-Less
(Lowry, 1993, p. 163).
“Oh, I remember the Jonas knew that the Giver

sunburn you gave me on was in pain from all of the
the very first day. But memories he had. So Jonas
that wasn’t so terrible. wanted the Givers pain too
What is it that makes so he asked if he could take
you suffer so much? If some of his pain away.
you gave some of it to Jonas was not worried about
me, maybe your pain himself and the pain that it
would be less,” (Lowry, would cause. This shows
1993, p. 107). how he is self-less because
he was concerned with the
Givers pain and would
rather himself bare the pain.
“Jonas felt himself Even when Jonas was in

losing consciousness and pain at the time he was
with his whole being worried about himself. He
willed himself to stay was more focused on if
upright atop the sled, Gabriel was okay. This
clutching Gabriel, shows how he was selfless
keeping him safe,” because he wasn’t
(Lowry, 1993, p. 178). concerned about his health
but wanted to make sure that
Gabriel was safe.
“The sled hit a bump in This quote from the book

the hill and Jonas was describes just one of the
jarred loose and thrown many memories that he has
violently into the air. He to take on. It shows how he
fell with his leg twisted is self-less again because he
under him, and could is so willing to take on all
hear the crack of bone. this pain for the community
His face scraped along no matter how awful it is.
jagged edges of ice… In
his agony he perceived
the world "fire" and felt
flames licking at the torn
bone and flesh,” (Lowry,
1993, p. 108-109).
“In his mind, Jonas tries to explain what

Jonas saw again the “game” of war actually
the face of the boy means to Asher and the
who had lain other people playing this
dying on a field game that hurt Jonas so bad.
and had begged Jonas shows how sensitive
him for water. He he is with Asher because he
had a sudden is wanting Asher to
Dialogue Sensitive choking feeling, understand how this game is
as if it were not good to play.
difficult to
breathe,” (Lowry,
1993, p. 133-134).
“He could feel the little Jonas shows sensitivity

head nudge his back, towards baby Gabriel
bouncing gently against because he knows what
him as he rode. Gabriel would happen to him if
was sleeping soundly, Jonas didn’t take Gabriel

strapped into the seat,” with him to Elsewhere. By
(Lowry, 1993, p. 166). doing this he is preventing
Gabriel’s death.
“The worst part of Jonas is feeling lonely

holding the memories is because he is unable to share
not the pain. It’s the his feelings with anyone but
loneliness of it,” he has a ton of feelings
(Lowry, 1993, p. 154). inside. Jonas becomes very
sensitive about receiving the
memories since he was
becoming lonely.
"I think it's true," he told Jonas recognizes it at the

the Chief Elder and the ceremony for their
community. "I don't assignments that he may be
understand it yet. I don't the next Receiver of
know what it is. But Memory. To have the
sometimes I see capacity to see beyond is a
something. And maybe very exceptional sensitivity.
it's beyond," (Lowry,
1993, p. 64).
“Even the Matching of The Community is

Spouses was given such dependent on the Committee
weighty consideration to tell them who they are
that sometimes an adult going to marry and how
who applied to receive a many children they will
spouse waited months or receive. The Committee also
even years before a decides when they will get
Match was approved and married. Therefore, they are
announced. All of the dependent on the Committee
factors--disposition, to tell them who they will
Dependent
energy level, marry.
intelligence, and
interests--had to
correspond and to
interact perfectly,”
(Lowry, 1993, p. 48).
“It was a secret In the Community, the

selection, made by the children that turn 12 that
leaders of the year will receive an
community, the Assignment that will be their
Committee of Elders, job for the rest of their lives.

who took the Twelves are dependent on
responsibility so the Committee to tell them
seriously that there were what their Assignment will
never even jokes made be.
about Assignment,”
(Lowry, 1993, p. 15).
“ATTENTION. A The Committee doesn’t

REMINDER THAT want anyone to be different
STIRRINGS MUST BE or be able to make choices
REPORTED IN so the Committee goes on
ORDER FOR and gives an announcement.
TREATMENT TO The Community wants them
TAKE PLACE...If you because they depend on the
forget, the Stirrings will announcements to tell them
come back.The dreams what to do.
of Stirrings will come
back,” (Lowry, 1993, p.
37-38).
Once the twelves get their

“Jonas Receiver of assignments they depend on
Memory 1. Go the people who will train
immediately at the end them. They depend on them
of school hours each day to teach them and give them
to the Annex entrance rules on everything they
behind the House of the know about the assignment.
Old and present yourself
to the attendant,”
(Lowry, 1993, p. 68).
"What if As Jonas is receiving all his

others—adults—had, instructions for his
upon becoming assignment for becoming the
Twelves, received in next Receiver of Memory he
their instructions the questions everything. This
Narration Curious same terrifying shows his curious mind
sentence? What if they because he is wondering
had all been instructed: what would happen if
You may lie?" (Lowry, everyone could lie.
1993, p. 71).
"Always in the dream, it After Jonas’s dream, right

seemed as if there were away he was wondering how
a destination: a he could get to this distant
something—he could place that he was dreaming
not grasp what—that lay about. He was curious about
beyond the place where this feeling that was good
the thickness of snow and wanted to know how to
brought the sled to a get to this place so he could
stop. He was left, upon feel this way.
awakening, with the
feeling that he wanted,
even somehow needed,
to reach the something
that waited in the
distance. The feeling
that it was good. That it
was welcoming. That it
was significant. But he
did not know how to get
there," (Lowry, 1993, p.
88).
"He wondered what lay When Jonas was learning

in the far distance where about Elsewhere he was
he had never gone. The very curious where it was
land didn't end beyond and what exactly it was. In
those nearby the quote, you can see how
communities. Were curious Jonas was because
there hills Elsewhere? he sat there and questioned
Were there vast everything.
wind-torn areas like the
place he had seen in
memory, the place
where the elephants
died?" (Lowry, 1993, p.
106-107).
Listening close he heard
"For the first time, he music, something Jonas has
heard something that he never heard but knew that it
knew to be music. He was music. He was standing
heard people singing. there in curiosity because he
Behind him, across vast wasn’t sure where it was
distances of space and coming from exactly.
time, from the place he
had left, he thought he
heard music too. But

perhaps, it was only an
echo." (Lowry, 1993, p.
179).
“The man laughed. “You Jonas is complaisant
receive well, and learn because he has to learn
quickly. I’m very about the rules of becoming
pleased with you,” the next Receiver of
(Lowry, 1993, p. 85). Memory.
“He sat forward The Giver told Jonas he

suddenly, opened his could ask any questions he
eyes, and said, “You had for the Giver. Before,
may ask questions. I Jonas could not ask anything
have so little experience for it would be rude to the
in describing this other person. Now, Jonas is
process. It is forbidden able to ask questions and be
to talk about,” (Lowry, complaisant with the Giver.
1993, p. 76).
Complaisant
“I’m grateful to you, This quote provides
Jonas, because without evidence that Jonas is
you I would never have complaisant to the Giver
figured out a way to because the Giver has said
bring about the change. that he could bring the
But your role now is to change without Jonas. Jonas
escape. And my role is has done everything that the
to stay,” (Lowry, 1993, Giver has told him to do.
p. 161-162).
“He was newly aware As Jonas was leaving the

that Gabriel’s safety Community he decided to
depended entirely upon take Gabriel with him. Jonas
his own continued had to be complaisant
strength,” because he had to put the
care of Gabriel before his
own.
"You will be faced, now, Once Jonas receives his
Thoughts
with pain of a magnitude assignment of becoming the
that none of us here can new Receiver of Memory it
about the Courageous
comprehend because it took a lot of courage. Jonas
is beyond our knew that it would be
character (by
experience. The painful before he even knew
Receiver himself was what exactly his assignment
other not able to describe it, was, but he never fought the
only to remind us that idea of it since he had
characters) you would be faced with courage.
it, that you would need
immense courage."
(Lowry, 1993, p. 62-63).
Jonas was planning to flee

“It would work. They from his home to a place
could make it work, that was unknown. This took
Jonas told himself again a lot of courage because no
and again throughout the one knew what Elsewhere
day,” (Lowry, 1993, p. was and if it was dangerous.
163).
Still, after he twisted his

“But Jonas’s ankle was ankle and was bloody Jonas
twisted, and his knees still kept riding his bike
were scraped and raw, through the pain in order to
blood seeping through get to Elsewhere. This took
his torn trousers. a lot of courage to continue
Painfully he righted to ride his bike because he
himself and the bike, was hurt, alone, and afraid.
and reassured Gabe,”
(Lowry, 1993, p. 170).
After Jonas received the

“Jonas did not want to memory of war and pain he
go back. He didn’t want didn’t like his honor and
the memories, he didn’t didn’t want it. It took
want the honor, didn’t courage to go back to the
want the wisdom, didn’t Annex room to receive more
want the pain...He memories because Jonas
returned each day to the was frightened by what else
Annex room,” (Lowry, there was out there.
1993, p. 121).
“So always, when he This quote shows how

heard the aircraft sound, intelligent Jonas is because
he reached to Gabriel he knows that the aircraft
Intelligent and transmitted would have a thermal radar.
memories of snow, So the aircraft would be able
keeping some for to find Gabriel and Jonas if
himself. Together they they were hot. Since Jonas
became cold; and when thought of how he could
the planes were gone, give Gabriel a memory of

they would shiver, show then this would make
holding each other, until them both shiver as the
sleep came again,” aircraft passed and they
(Lowry, 1993, p. wouldn’t be caught.
168-169).
“Intelligence,” she said. Jonas is a very intelligent

“We are all aware that student and studied hard
Jonas has been a top throughout his time in
student throughout his school. The Chief Elder
school days,” (Lowry, stated this quote and said
1993, p. 62). that Jonas was intelligent.
Therefore, if the Chief Elder
knew that Jonas was
intelligent then it must have
been true.
“Sled he knew abruptly. This was one of Jonas’s first

He was sitting on a thing memories shared between
called a sled,” ( Lowry, the Giver and Jonas. During
1993, p. 81). this time Jonas didn’t know
any of the words except the
word snow and he
automatically knew what the
words were. This shows
how intelligent Jonas is
because he didn’t have to
ask the Giver and just used
his mind.
“I’ll leave at midnight,” Jonas is very intelligent as

Jonas said. “The Food he figures out an escape plan
Collectors will be from the community with
finished picking up the the Giver. This shows
evening-meal remains intelligence because there
by then, and the were many conflicts that
Path-Maintenance could happen and they
Crews don’t start their would need a plan for it.
work that early,”
(Lowry, 1993, p. 158).
Setting
Setting as Geographic and Historic:

The setting is a place or a surrounding where an event occurs.
● “At least, Jonas thought, after Gabriel was placed next year, they would still see him
often because he would be part of the community. If he was released, they would not see
him again. Ever. Those who were released-even as new children-were sent Elsewhere and
never returned to the community.” (pages 42-43)
Explanation: This quote physically refers to a place called Elsewhere. Based off of the
quote we can understand that if a character is released, they are sent to a separate place
outside of the community called Elsewhere. Those characters that are released do not
ever come back to the community.
Significance: This quote is significant because it is one of the first times that Elsewhere is
mentioned. This helps us set up an image of where the setting takes place geographically.
Knowing that there is a community, we can also create Elsewhere in our minds as being
far away from the community.
● “The Annex was very ordinary, its door unremarkable.” (page 72)
Explanation: This quote refers to the Annex door Jonas has to go through in order to
receive training from the Giver. This specific quote is talking about his first day of
training as the Receiver of Memory.
Significance: This quote is significant because it is the first time Jonas is walking through
these doors for his first day of training and making observations. Jonas noticed how
ordinary the Annex was, which is ironic because of how remarkable his job is.
● “And he could see, though his eyes were closed. He could see a bright, whirling torrent of
crystals in the air around him, and he could see them gather on the backs of his hands,
like cold fur.” (page 81)
Explanation: This quote is describing what Jonas could see and feel when the Giver gave
him his first memory. While Jonas was still laying down in the training room while he
experienced this memory given to him by the Giver.
Significance: This quote is significant because it is the first memory Jonas receives. This
memory is important because it helps him describe things like weather with a
higher vocabulary now that he has to describe what he doesn’t know in a way that
others can understand.
Setting as Mood:
The mood is a feeling that the reader can obtain from a book.
● “Frightened was the way he had felt a year ago when an unidentified aircraft had
overflown the community twice.” (page 1)
Explanation: Jonas misuses the word frightened and corrects himself with an actual time
that he really felt frightened. He goes on to explain the fear that he was filled with and the
fright that he felt at the sight of his community taking cover from the aircraft.
Significance: Jonas’s explanation of frightening through the use of a personal experience

allows the reader to share his feelings. When Jonas talks about being frightened, the
readers are affected and obtain a feeling or mood.
● “His mind had shut out all of the earlier emotions: the anticipation, excitement, pride,
and even the happy kinship with his friends. Now he felt only humiliation and terror.”
(page 59)
Explanation: Here in the book, Jonas is at his Ceremony of Twelve just moments before
he is to become the Receiver of Memories. His number was skipped on purpose during
the ceremony without anyone but the speaker knowing, leaving the audience and Jonas to
think that something had gone wrong.
Significance: This moment of feeling of humiliation and terror is significant because the
readers can personally connect with Jonas and feel bad for him. We have all felt
humiliated at one point and so when Jonas reiterates his feelings and thoughts going on in
his head at that time, we can feel what Jonas feels.
Setting as Symbolism:
Symbolism is the use of objects or symbols to represent ideas or qualities.
● “He settled himself on the sled and hugged Gabe close. The hill was steep but the snow
was powdery and soft, and he knew that this time there would be no ice, no fall, no pain.
Inside his freezing body, his heart surged with joy.” (page 178)
Explanation: After Jonas had escaped the community and made a long and exhausting
journey to Elsewhere, he mounts a sled to get down a hill to where he hoped
people would be waiting for him.
Significance: This scene is significant because it connects to the first memory that he
received. In both the beginning and end of the book, he mounts a sled unsure of
where it will lead him exactly. This symbolizes the unknown journey that Jonas is
about to take. This is important to have at the end of the story because it shows
that another journey is to come.
Setting as Antagonist:
● “Jonas stood for a moment beside his bike, startled. It had happened again: the things that
he thought of now as ‘seeing beyond.’ This time it had been Fiona who had undergone
that fleeting indescribable change. As he looked up and toward her going through the
door, it happened; she changed. Actually, Jonas thought, trying to recreate it in his mind,
it wasn’t Fiona in her entirety. It seemed to be just her hair. And just for that flickering
instant.” (page 90)
Explanation: In the book, the community that Jonas lives in creates ways to suppress
feelings, color, and uniqueness from being expressed. Jonas describes everything
with a level of sameness. In this quote, Jonas experiences color for the first time.
He sees his friends hair color for an instant.
Significance: This is significant because in the book because at this point Jonas starts to
really recognize this conflict against the community rules and regulations from
what he actually know to be true. The main conflict is debating free will and
shelter from the truth. This quote shows Jonas realizing what truth the rules keep
from experiencing.
Theme
Theme: It is the big idea or concept that a literary work explores, it’s like the main idea of
a work of literature. The theme connects the plot, characters, and setting together.
Rules and Order: In The Giver, rules and order are portrayed as a negative thing. They are
portrayed as taking away choice and freedom.
At the beginning of the novel, Jonas accepts the community rules since they have always been a
part of his life. But we can tell that he doesn’t completely agree with them. We can also see that
Jonas recognizes that some rules are frivolous, and takes his cue on how to act from those around
him. Rules and order control what the people thought of as spontaneous, emotional, and
personal.
● “Two children - one male, one female - to each family unit. It was written very clearly in
the rules.” (Lowry, 1993, p. 8)
● “Jonas sighed. This evening he almost would have preferred to keep his feelings hidden.
But it was, of course, against the rules.” (Lowry, 1993, p.9)
● “It was one of the few rules that was not taken very seriously and was almost always
broken. The children all receive their bicycle at Nine; they were not allowed to ride
bicycles before then.” (Lowry, 1993, p.13)
Throughout the story, we continue …
Towards the end of the novel, Jonas starts questioning the rules of the community. He is able o
see what life was like before, and he does not understand the total control that the community
now places on the residents. The community does not want people to have the power of choce.
Jonas begins to hate these rules and want to fight against them.
● ““I won’t! I won’t go home! You can’t make me!” Jonas sobbed and shouted and
pounded the bed with his fists.” (Lowry, 1993, p. 152) -
● “Each family member, including Lily. had been required to sign a pledge that they would
not become attached to this little temporary guest, and that they would relinquish him
without protest or appeal when he was assigned to his own family unit at next year’s
Ceremony” (pg. 42) - control over basic human emotions. that such a pledge, how altered
the citizens have been by their upbringing?
● “The Giver’s face took on a solemn look. “I wish they wouldn’t do that,” he said quietly,
almost to himself. “Well, they can’t have two identical people around! Think how
confusing it would be!” Jonas chuckled” (pg146)
● “Rules were very hard to change. Sometimes, if it was a very important rule - unlike the
one governing the age for bicycles- it would have to go, eventually, to the receiver for a
decision.”
Choice: In the Giver
● “Like the Matching of Spouses and the Naming and Placement of newchildren, the
Assignments were scrupulously thought through by the Committee of Elders. He was

certain that his Assignment, whatever it was to be, and Asher’s too, would be the right
one for them.” (pg. 48)
● “Oh, I see what you mean. It wouldn’t matter for a new child's toy. But later it does
matter, doesn’t it? We don’t dare to let people make choices of their own.” (pg. 98) -
Before this Jonas asked the giver “what if we could hold up things that were bright red, or
bright yellow, and he could choose?” and the giver responded with what if he “makes
wrong choices.” In the Giver everything is the same for everyone. The Giver is written in
a utopian society which means ….
● “So there will be a whole part of your life which you won’t be able to share with a
family. It’s hard, Jonas. It was hard for me.” (pg. 103)
● “Jonas did not want to go back. He didn’t want the memories, didn’t want the honor,
didn’t want the wisdom, didn’t want the pain… But the Choice was not his. He returned
each day to the Annex room.” (pg. 121) - At the beginning before his training began he
was given a set of instructions and rules and one of those rules was that he couldn’t ask to
be released. So, for this reason, he says the choice was not his, he was selected to be the
Receiver and was not given a choice to leave once he began.
Suffering: In The Giver, both Jonas and The Giver go through lots of physical and emotional
suffering. We learn that with suffering, you learn from past mistakes and make better decisions.
At the beginning of the book, we learn that Jonas doesn’t suffer. His life is perfect just like
everyone’s life is in their utopian society. The only person experiencing suffering was The Giver
since he was in charge of keeping all memories for the whole community. When Jonas begins his
training, The Giver decides to keep to himself...
● “ 6. Except for illness or injury unrelated to your training, do not apply for any
medication...The restriction of medication unnerved him.” (pg.68-69)
● “Some afternoons The Giver sent him away without training. Jonas knew, on days when
he arrived to find The Giver hunched over, rocking his body slightly back and forth, his
face pale, that he would be sent away. “Go,” The Giver would tell him tensely, “I’m in
pain today. Come back tomorrow.” (pg.105-106)
● “The Giver looked up at him, his face contorted with suffering. “Please,” he gasped,
“take some of the pain.’” (pg.118) - Until then, the Giver would always send him away
but he could no longer bear with the pain and asked Jonas to take some away. The
memory The Giver gives to Jonas if warfare.
● “‘I felt sad today,” he had heard his mother say, and they had confronted her. But now
Jonas had experienced real sadness. He had felt grief. He knew there was no quick
comfort for emotions like those.” (pg. 132) -

● “The Giver shook his head and sighed. “No. And I didn’t giver her physical pain. But I
gave her loneliness. And I gave her loss. I transferred a memory of a child taken from its
parents. That was the first one. She appeared stunned at its end.’” (pg. 142)
● “‘You suggested, Jonas that perhaps she wasn’t brave enough? I don’t know about
bravery: what it is, what it means. I do know that I sat here numb with horror. Wretched
with helplessness. And I listened as Rosemary told them she would prefer to inject
herself. “Then she did so. I didn’t watch. I looked away.” (pg. 151)
● “‘I won’t! I won’t go home! You can’t make me!” Jonas sobbed and shouted and
pounded the bed with his fists.” (pg. 152)

Style
Literary Device Example from The Giver
Simile: A figure of speech that compares two “Lily considered, and shook her head. ‘I don’t
different things while utilizing the word “like” know. They acted like…like…’ ‘Animals?”
or “as”. A direct comparison of these unlike Jonas suggested. He laughed. ‘That’s right,’
objects. Lily said, laughing too. ‘Like animals.’”
(Lowry, 1993, p.7)
“‘Look how tiny he is! And he has funny eyes

like yours, Jonas!’” (Lowry, 1993, p.25)
“he could see them gather on the backs of his

hands, like cold fur.” (Lowry, 1993, p.102)
“‘My Instructors in science and technology

have taught us about how the brain works,’
Jonas told him eagerly. ‘It's full of electrical
impulses. It's like a computer. If you stimulate
one part of the brain with an electrode, it--’ He
stopped talking.” (Lowry, 1993, p.132)
“He had a sudden choking feeling, as if it were

difficult to breathe,” (Lowry, 1993, p.
133-134).
“Were there hills Elsewhere? Were there vast

wind-torn areas like the place he had seen in
memory, the place where the elephant died?”
(Lowry, 1993, p.134)
“It was as if a hatchet lay lodged in his leg,

slicing through each nerve with a hot blade”
(Lowry, 1993, p.137)
“...he could see through his own torn sleeve

something that looked like ragged flesh and
splintery bone.” (Lowry, 1993, p.150)
“Gabe struggled cheerfully as if were a

wrestling game,” (Lowry, 1993, p.210)
Metaphor: A figure of speech that compares “There were only two occasions of release
two different things without the use of the which were not punishment...release of the
word “like” or “as”. A somewhat indirect elderly, which was a time of celebration for a
comparison and is usually is stated as life well and fully lived, and release of a
something is something else. newchild, which always brought a sense of
what-could-we-have-done.” (Lowry, 1993,
p.9-10)
"...he was reminded that the light eyes were

not only a rarity but gave the one who had
them a certain look -- what was it? Depth, he
decided, as if one were looking into the clear
water of the river, down to the bottom, where
things might lurk which hadn’t been
discovered yet." (Lowry, 1993, p.26)
“Last night he had watched as his father bathed

the newchild. This was much the same: the
fragile skin, the soothing water, the gentle
motion of his hand, slippery with soap. The
relaxed, peaceful smile on the woman's face
reminded him of Gabriel being bathed. And
the nakedness, too. It was against the rules for
children or adults to look at another's
nakedness; but the rule did not apply to
newchildren or the Old.” (Lowry, 1993,
p.38-39)
“Jonas had become a rock. He could not move,

but he knew his existence.” (Lowry, 1993,
p.63)
“‘I am so weighted with them,” he said.”

(Lowry, 1993, p.99)
“He saw nothing ahead except the endless

ribbon of road unfolding in twisting narrow
curves” (Lowry, 1993, p.219)
Alliteration: The repeated use of a beginning “…snow-cushioned hill. They skittered
sound. sideways and the sled gathered speed.”
(Lowry, 1993, p.136)
“...trying to steer, but the steepness and speed”

(Lorwy, 1993, p.136-137)
“Sideways, spinning, the sled hit a bump”

(Lowry, 1993, p.137)
“The newchild stirred slightly in his sleep.”

(Lowry, 1993, p.162)
“It seemed startingly simple.” (Lowry, 1993,

p.197)
“he moved about stealthily and silently,

staying in the shadows, making his way past
the darkened dwellings,” (Lowry, 1993, p.204)
Hyperbole: A literary device that is an “Once, when he had been a Four, he had said,
exaggerated statement. It is an overstatement just prior to the midday meal at school, “I’m
and not a literal sentiment. starving.” Immediately he had been taken
aside for a brief private lesson in language
precision. He was not starving, it was pointed
out. He was hungry. No one in the community
was starving, had ever been starving, would
ever be starving. To say “starving” was to
speak a lie. An unintentioned lie, of course.”
(Lowry, 1993, p.89)
“‘They know nothing,’ The Giver said

bitterly.” (Lowry, 1993, p.132)
Imagery: A literary device that involves “There would be a glimpse of green--the
visually descriptive and figurative language. landscaped lawn around the Central Plaza; a
Visual symbolism. bush on the riverbank. The bright orange of
pumpkins being trucked in from the
agricultural fields beyond the community
boundary--seen in an instant, the flash of
brilliant color, but gone again, returning to
their flat and hueless shade.” (Lowry, 1993,
p.122)
“He heard voices calling to one another.

Peering from the place where he stood hidden
behind some shrubbery, he was reminded
of what The Giver had told him, that there had
been a time when flesh had different colors.
Two of these men had dark brown skin; the
others were light. Going closer, he watched
them hack the tusks from a motionless
elephant on the ground and haul them away,
spattered with blood. He felt himself
overwhelmed with a new perception of the

color he knew as red.” (Lowry, 1993, p.126)
“He stared at the flat, colorless sky, bringing

blue from it, and remembered sunshine until
finally, for an instant, he could feel warmth.”
(Lowry, 1993, p.134)
“a color-filled memory of pleasure: a brisk sail

on a blue-green lake; a meadow dotted with
yellow wildflowers; an orange sunset behind
mountains.” (Lowry, 1993, p.139)
“Still patting rhythmically, Jonas began to

remember the wonderful sail that the Giver
had given him not long before: a bright, breezy
day on a clear turquoise lake, and above him
the white sail of the boat billowing as he
moved along in the brisk wind.” (Lowry, 1993,
p.146)
“...looked into the half-closed eyes of a boy

who seemed not much older than himself. Dirt
streaked the boy's face and his matted blond
hair. He lay sprawled, his gray uniform
glistening with wet, fresh blood.” (Lowry,
1993, p.150)
“The colors of the carnage were grotesquely

bright: the crimson wetness on the rough and
dusty fabric, the ripped shreds of grass,
startlingly green, in the boy's yellow hair.”
(Lowry, 1993, p.150)
“Slowly he reached to his side, felt the metal

container there, and removed its cap, stopping
the small motion of his hand now and then to
wait for the surging pain to ease. Finally, when
the container was open, he extended his arm
slowly across the blood-soaked earth, inch by
inch, and held it to the lips of the boy. Water
trickled into the imploring mouth and down
the grimy chin.” (Lowry, 1993, p.151)
“His head fell back, his lower jaw dropping as

if he had been surprised by something. A dull
blankness slid slowly across his eyes. He was
silent. But the noise continued all around: the
cries of the wounded men, the cries begging
for water and for Mother and for death. Horses
lying on the ground shrieked, raised their
heads, and stabbed randomly toward the sky
with their hooves. From the distance, Jonas
could hear the thud of cannons.” (Lowry,
1993, p.151)
“He was in a room filled with people, and it

was warm, with firelight glowing on a hearth.
He could see through a window that outside it
was night, and snowing. There were colored
lights: red and green and yellow, twinkling
from a tree which was, oddly, inside the room.
On a table, lighted candles stood in a polished
golden holder and cast a soft, flickering glow.
He could smell things cooking, and he heard
soft laughter. A golden-haired dog lay sleeping
on the floor. On the floor there were packages
wrapped in brightly colored paper and tied
with gleaming ribbons.” (Lowry, 1993, p.154)
Personification: A literary device that gives “Jonas had completely stripped naked of his
living traits to a nonliving object. The tunic, whose arms seem to entangle him.”
representation of an abstract quality in human (Lowry, 1993, p. 26)
form. Attributing human characteristics to
something that is nonhuman. “‘Does anything seem strange to you? About
the apple?’ ‘Yes,’ Asher called back, laughing.
‘It jumps out of my hand onto the ground!’”
(Lowry, 1993, p.31)
“Now, too, he could feel cold air swirling

around his entire body.” (Lowry, 1993, p.102)
“The air was hot and heavy.” (Lowry, 1993,

p.107)
“Then the men were gone, speeding toward the

horizon in a vehicle that spit pebbles from its
whirling tires.” (Lowry, 1993, p.126)
“at the mercy of the wild acceleration

downward” (Lowry, 1993, p.137)
“...felt flames licking at the torn bone and

flesh.” (Lowry, 1993, p.137)
“...which was torturing The Giver.” (Lowry,

1993, p.149)
“...air was thick with smoke that hung,”

(Lowry, 1993, p.150)
“Jonas felt a ripping sensation inside himself,

the feeling of terrible pain clawing its way
forward to emerge in a cry.” (Lowry, 1993,
p.189)
Onomatopoeia: A literary device where the “;Ouch,’ he said loudly, and shifted on the bed.
word describes the sound being made. The ‘Owwww,’ he said.” (Lowry, 1993, p.109)
formation of a word from a sound associated
with what is named. “‘Psssheeewwww!’ A child's voice, coming
from behind a nearby
bush, made the sound.”(Lowry, 1993, p.166)
“‘Pow! Pow! Pow!’” (Lowry, 1993, p.166)
“...fell to the ground, grinning. ‘Blam!’”

(Lowry, 1993, p.166)
Lesson Plans
Lesson Plan #1
Subject: Reading Grade Level: 6th
LEARNING OBJECTIVE: What will students be able to do by the end of the lesson?
TEKS: Be sure your TEKS are aligned with your objectives and assessment. Reference only the
TEKS that you are assessing. Content connections should be visible here.
Learning Objectives:
● The student will read chapter two from The Giver aloud with a partner and identify (by
highlighting) a minimum of 5 challenging or unfamiliar words.
● The student will demonstrate their comprehension of the chapter by writing a summary of
what the chapter was about.
● The student will create flashcards for each highlighted word. Each flash card will include a
definition in their own words, a sentence using the word correctly, and if possible, an image
that represents the word.
● The student will use a dictionary, a glossary, or a thesaurus to determine the meaning of
each highlighted word.

TEKS:
§110.18. English Language Arts and Reading, Grade 6
(b) Knowledge and skills.
(1) Reading/ Fluency. Students read grade-level text with fluency and comprehension.
Students are expected to adjust fluency when reading aloud grade-level text based on the
reading purpose and the nature of the text.
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate word choices, and parts of speech of
words.

MATERIALS: What materials will you need?
1. 22 Dictionary, glossary, thesaurus
2. 5 Notecards per student
3. 22 The Giver books
4. 22 Pencil
5. 22 Highlighters
6. 22 Sheets of college ruled paper
ANTICIPATORY SET: How will you get the students interested in the lesson?
Attention-Getting I will start off by asking my students, what if they lived in a society
Strategy (the where everything was the same, where you couldn’t see colors, where
you had no emotions like love or hatred, or where your future career
“hook”)
is chosen for you by old people?
Then I will show the students six different images and ask them to
describe what they see and how it makes them feel? (Word document
with an image attached to the bottom “The Giver Warm up Picture
Analysis”)
INSTRUCTION: How will you present the content?
Before Instruction: ● Before the Lesson - Make sure that each student gets 5
How will you flashcards, has a dictionary, a highlighter, a piece of paper,
and book The Giver.
establish prior
● Room Arrangement - The desk will be arranged in pairs for
knowledge? when they read aloud in pairs. Learning centers will be
developed to engage the student in independent and
self-directed learning activities.
● Lesson Cycle Flow - At the beginning of the lesson, the
students will be in groups of four. During the Attention
Getting the class will work as a whole to think about the initial
question asked and when analyzing the images provided as the
warm-up. Next, students will sit in groups of two and will take
turns reading chapter 1 aloud. As they read, students will look
for a minimum of five challenging and unfamiliar words.
Once the students read and find their five vocabulary words,
they will then be asked to create a short summary of the
chapter and create a flashcard for each vocabulary word.
● Materials - 22 Dictionary, glossary, thesaurus, 5 Notecards
per student, 22 The Giver books, 22 Pencil, 22 Highlighters,
22 Sheets of college ruled paper
● Content - The students have no prior knowledge of The
Giver. We have not read the book yet but we briefly discussed
background information about the novel such as who is the
author and what society looked like when this book was
published, in our previous class.
○ The students will read chapter two aloud. They will
then write a short summary of what they
comprehended from chapter two and will create five
flashcards for challenging or unfamiliar words. The
student will use a dictionary, thesaurus, or a glossary
to determine the meaning of each vocabulary word and
find alternative word choices. Each flashcard must
include the definition, the word being used in a
sentence, at least one synonym, and if possible, an
image that represents the word. A learning
environment will be created for the students to feel
safe from judgement when reading aloud.
Direct Instruction: As a class, we will read chapter one together and then I will
How will you demonstrate how to write a clear and concise five sentence summary
of chapter one. Next, I will select one word I found challenging for
present the actual
me and will model an example of a flashcard. I will walk through the
content you are steps they should take when creating their flashcards. I will look for
teaching? the definition in a glossary, read the definition aloud and then write
down the definition in my own words. I will find at least one
synonym. I will then write my vocabulary word used in a sentence
and will draw a visual that relates to my vocabulary word so that it
can help us better understand the word.
Guided Practice: To ensure my students understand what I taught. We will play a speed
What will you do game with the dictionaries. The class will be split into two groups.
Each group will have one representative. I will have a list of ten
with the students to
vocabulary words and will ask the students to look for the word in the
ensure they’ve “got dictionary and to provide the definition of the word, a synonym, and
it”? to use the word in a sentence. There will be five rounds and in each
round, the groups will select a different representative. The word I
will use are as followed:
1. Analyze
2. Anticipate
3. Beneficial
4. Describe
5. Idiom
6. Literal
7. Optimist
8. Vital
9. Rigorous
10. Paraphrase
Independent The students will have the opportunity to practice what they learned
Practice: What will for themselves by reading chapter 2 with a peer aloud. As the students
read their chapters aloud, I will be walking around the classroom to
students do on their
determine the level of mastery of the student and to provide individual
own to show you feedback. Next, the student will highlight 5 words that were
they meet the challenging or unfamiliar and look for their definitions and at least
objective? one synonym in a glossary, thesaurus, or dictionary. Once they
understand the words, I will ask them to create a flashcard for each
and to write the definition of each word in their own words. As they
create their flashcards I will walk around answering any specific
questions and making sure the students write their definitions in their
own words and not just copy the definition from their resources.
CLOSURE: How will you wrap up the lesson?
First, I will review our objectives. Then, I will ask my students:

What did they learn today?
Why did you learn it?
How will the new vocabulary we discussed and learned help you?
When will you be able to use the new vocabulary?
ASSESSMENT: How will you assess their learning?
I will check both the summary and the 5 vocabulary cards.

1. The student wrote at least five sentences summarizing the chapter in their own words.
2. The student makes at least five flashcards which include a picture, the definition in their
own words, a synonym, and a sentence using the word correctly.
3. The student participated in the in-class game.
4. The student was engaged and asked questions
The Giver Warm up Picture Analysis

Lesson Plan #2
Subject: Writing Grade Level: 6th grade

The student will write a journal entry on a piece of paper that has a clearly defined focus,
plot, and point of view.
The student will write a journal entry on a piece of paper that accurately represents the
setting of The Giver.
The student will write a journal entry on a piece of paper with no more than two
grammatical mistakes regarding punctuation.
TEKS:
§110.18. English Language Arts and Reading, Grade 6.
(15) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view;
(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:
(B) recognize and use punctuation marks including:
(i) commas in compound sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to indicate omissions and
interruptions or incomplete statements); and
● 22 Journals
● 44 Pieces of Paper
● 22 Pencils
● 22 Binders
● 22 The Giver books
Attention-Getting Video: This is a video from the movie that shows the ending scene. It
Strategy (the “hook”) is an entertaining video that will help the students remember the
ending.
Video: This is an entertaining video that has literary devices followed
by a song or movie that is using the literary device.
Before Instruction: ● Before the Lesson – Make sure that each student has their
How will you establish journals sitting on top of their desk with 4 pencils for each
prior knowledge? group.
● Room Arrangement – The desks with being set up in groups
of four desks and will form a square. For each group, there
will be a basket in the center filled with supplies the students
may need like pencils, glue sticks, markers, colored pencils, or
scissors. There will be bins on the wall next to my desk which
will have each groups journals, folders, and binders for the
class.
● Lesson Cycle Flow – Before beginning the journal entry for
the day have the students watch the two videos and talk about
them after. Next, have the team captain for the month get the
journals and binders from the bins. Once the students have
their journals and pencils begin talking about the two topics
the can write about. The students will need to pick one of the
journal entries and you need to explain that they need to have
two literary devices in their journal entry and needs to be 2
paragraphs long.
● Materials – 22 Journals, 22 Binders, 22 Pencils, 22 The Giver
books
● Content – The students just finished reading The Giver last
week and really enjoyed it. The students will do a mini story
practice before beginning the main assignment. I wanted the
students to pick one of the two options for their journal entries
and have them make it 2 paragraphs long. After they write
their journal entries, as a class, please discuss their thoughts
and what they wrote about for their entry. Make sure the
students know that this is a safe environment and that it is a
judgment-free zone.
● The students will need to bring out their binders full of their
worksheets and information on The Giver. Have the students
read over their summaries they wrote last week and then have
them write their journal entries.
Direct Instruction: ● As the students come into the classroom announce to the
How will you present students that the team captains pick up their tables binders,
the actual content you journals, and books.
are teaching? ● Start watching the videos within the first 5 minutes of class.
● Have the students watch the two videos and discuss what they
thought of the videos. Take about 5 minutes to do this as a
class.
○ Can someone tell me an important part of the Giver or
a short summary of the book?
○ What Literary Devices have you used before in a
paper? Can you list one and use it in a sentence?
● Please pass out the paper with some of the literary devices.
Guided Practice: What ● Practice and explain to the students how the journal entry is
will you do with the not the student just stating that the would feel sad or mad.
students to ensure ● Have the students practice with different topics of writing a
they’ve “got it”? story about taking their dog to the park and how they can
change the simple story to a more detailed story and using
literary devices.
● Have them write a 4-10 sentence mini story with correct
grammar and using at least one literary device.
● I went to the park with my dog yesterday.
○ Make this simple short story into a detailed story using
a literary device.
■ I went to the park with my dog and as I turned
the corner I heard thunder and within seconds it
began to rain. As my dog and I ran back to the
house we became extremely tired and cold, so
we hid underneath a large tree that would keep
us dry from the rain. Once we caught our
breath, we ran as fast as lightning the rest of the
way to the house. While running and splashing
in the puddles, my dog and I were soaked head
to toe. When we got inside the house, my mom
grabbed what seemed to be fifty towels to
ensure that we would be dry. Once we were
warm and dry my mom let my dog and I lay on
the yellow couch by the fire while watching a
movie for the rest of the right.
● Show this example and ask what literary device you used.
There were two examples of hyperbole in this story.
● Have the students work on this mini-story for about 10
minutes.
● Walk around a check the students work and asking if they
have questions or need help.
● Once the majority of the students finish, have two students

share their mini story with the class.
Independent Practice: ● Now talk about the Journal Entry and the expectations of the
What will students do on entry. Take about 5 minutes to talk about this. Let the students
their own to show you take about 15-20 minutes to write down their journal entry.
they meet the objective? ○ Two Journal Topics:
○ Jonas has the honor of becoming the new Receiver of
Memory and is unsure what to expect. At the
Ceremony of Twelve, the Chief Elder announces that
this assignment is painful and the current Receiver of
Memory doesn’t have the words to describe it. Write a
journal entry how you would feel if were Jonas
receiving the honor of becoming the new Receiver of
Memory.
○ After going through the Ceremony of Twelve and
seeing how the Committee gives the 12 their
assignments. Now write a journal entry from one of the
11 characters, who is about to go through the
Ceremony of Twelve and the process of receiving their
assignments. Which assignment would you hope to
receive?
○ The entry has to be at least 2 paragraphs long. (4
sentences in each paragraph)
○ The students need to use 2 different literary devices in
their journal entry.
○ Remind them to use proper grammar and punctuation.
○ Write their names, date, and class period on the top
right corner. Also, make sure they title it Journal Entry.
○ Make sure and ask if the students have any questions.
When the students are starting to finish have them share with one friend before starting the big
discussion. Take about 5-10 minutes for them to share.
After they write their journal entries, as a class, please discuss their thoughts and what they wrote
about for their entry. Make sure the students know that this is a safe environment and that it is a
judgment-free zone.
The class would be discussing what they wrote about and their thoughts on the book. Since we
finished the book last week the students can ask questions about the book and also discuss their
favorite parts of the book.
Ask the class these questions:
What does Elsewhere symbolize for you?
What parts were confusing for you? (Hoping to clear all questions they have about the book.)
What were your favorite parts of the book?
What was something you learned through this book? (How thankful we should be to have
emotions, colors, and to be able to have a choice/opinion.)
ASSESSMENT: How will you assess their learning? (describe if they met the goal)
Check to make sure that the students completed the journal entry by looking at the following
directions.
1. The heading on the top right of the corner of the paper is correct.
- Name, Date and Class Period
2. The students used at least two of the literary devices on the handout. Not using two of the
same literary devices and using the literary devices correctly in a sentence.
3. The students wrote two paragraphs with at least four sentences in each paragraph.
- The students should have all complete sentences.
4. The students use proper punctuation, spelling, and grammar.
- The students should have no more than two grammatical mistakes regarding
punctuation.
5. The students are on topic for the journal entries and tell a story as if they were a character.
- The students made the journal entry into a story and not only stating how they
would feel.
Lesson Plan #3
Subject: Social Studies Grade Level: 6th grade

The student will be able to identify and provide a written response on a post-it note of four different
contributing factors that help shape the identity of a society with getting 3 of the 4 factors correct.

TEKS:
§113.18. Social Studies, Grade 6.
(16) Culture. The student understands that all societies have basic institutions in
common even though the characteristics of these institutions may differ. The
student is expected to:
(A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions;
(B) compare characteristics of institutions in various contemporary
societies;
(C) analyze the efforts and activities institutions use to sustain themselves
over time such as the development of an informed citizenry through
education and the use of monumental architecture by religious institutions.
● 24 post-it notes
● Class set of Pencils
● Class set of The Giver novel
Attention-Getting Video: This is a video from The Giver movie that shows the opening
Strategy (the scene. It is an entertaining video that will help the students remember
what type of society it was that they read about.
“hook”)
Before Instruction: ● Before the Lesson - Make sure that each person has a
How will you post-it-note and a pencil.
establish prior ● Room Arrangement - The desks are in groups of four

knowledge? forming a square. There are six different groups around
the classroom. Beside my desk are the bins where the
students will turn in their post-it notes.
● Lesson Cycle Flow - before the activities have the
students watch the video and talk about it after to their
group partners. Next, have each group leader for the
week grab a post-it note and group member. Once
students have their materials, begin instruction for the
activity. You will be doing a Venn diagram activity as
a guided practice up on the board. After, have the
students complete their post-it notes on their own.
Make sure the students understand that there need to be
four different complete sentences on the post-it-note.
For the closure of this lesson, students will continue to
sit in their table groups. The teacher will gain control
in the front of the class once everyone has finished
filling out their post-it notes. The teacher will ask the
students to raise their hands and share one thing that
they wrote. After, they will turn the post-it notes into
the turn-it in bins. Materials - 24 post-it notes, 24
pencils, 24 The Giver books.
Direct Instruction: ● As the students enter the classroom have them sit at their
How will you desks with everything out away.
● Start watching the video within the first 5 minutes of class.
present the actual
● Show the students the one video and have them discuss their
content you are thoughts with the class.
teaching? ○ “By raising your hand, can anyone explain to me one
thing that is different between our society and the one
Jonas lives in?”
○ Have the table leader of each group get one post-it note for
each group member.
Guided Practice: ● For the guided practice the teacher will draw a Venn diagram
What will you do on the board. One side labeled “utopian society”, one side
labeled “American society” and “same” written in the middle.
with the students to
The teacher will call upon different students and ask them to
ensure they’ve “got list one characteristic of one side of the diagram until there are
it”? at least 7 examples for each part of the diagram listed.
Independent ● For the independent practice make sure the Venn diagram on
Practice: What will the board is completely erased. Have each student write four
complete sentences that are over different contributing factors
students do on their
that help shape the identity of a society.
own to show you
they meet the
objective?
To wrap up this lesson the teacher will ask upon different students to share one thing that they
had written down. Since the class finished The Giver novel last week allow students to ask
questions and discuss what they liked/did not like about the book.
ASSESSMENT: How will you assess their learning?
For the assessment for this part of the lesson, I will be grading each student’s independent
practice of their post-it notes. During the independent practice, each student is going to write four
sentences over four different contributing factors that help shape the identity of a society. In order
for students to show mastery, they must demonstrate three of the four correctly.
Text Set
Maniac Magee by Jerry Spinelli

This is an awesome book that will get a young readers attention. This book also talks
about many multicultural and racism aspects.
- Reading level: 6th grade
- Interest level: 4th grade - 8th grade
The Watsons Go to Birmingham - 1963 by Christopher Paul Curtis

This book is a powerfully real story of a family that has had to deal with racism in
society. It would be awesome to connect similarities and differences in this books society
to the community in the Giver.
- Reading level: 6th grade
- Interest level: 6th grade - 8th grade
The Hunger Games by Suzanne Collins

The use of this book would be great to discuss about communities in this dystopian
society. It also has a lot of good symbolism and vocabulary.
- Reading Level: 9th - 12th Grade
- Interest Level: 6th - 12th Grade
Gathering Blue by Lois Lowry

This is the sequel to the Giver. It is et in the same world, but with different characters. It
would be great to discuss how within a certain setting, many different stories can be told.
It also has a lot of good imagery.
A Wrinkle in Time by Madeleine L'Engle

Great to discuss imagery and symbolism. Also has a lot of crazy vocabulary that must be
deciphered through context clues. Set in an otherworldly setting like The Giver
- Reading Level: 3rd - 8th Grade
- Interest Level: 3rd - 8th Grade
Where the Red Fern Grows by Wilson Rawls

Discusses the themes of growing up and dealing with loss. Parallels how Jonas is
growing up and must deal with the loss of life as he knows it, his family, and almost
Gabe. Billy also must learn to grow up and deal with the loss of his dogs. Great to have a
discussion on themes and finding solace in stories of the past
The Maze Runner by James Dashner

This book would be great to read in order to introduce and raise interest in topics like
utopian societies.
- Reading Level: 3rd - 8th Grade
Divergent (Divergent Series) by Veronica Roth

This book would be a fun book to read in order to spark interest in reading in children.
This novel is also set in a dystopian future where the community must fight for their own
choices.
- Reading Level: 6th - 12th
Resources
Spinelli, J., & Little, Brown and Company,. (1990). Maniac Magee: A novel.
Curtis, Christopher Paul. (1996). The Watsons go to Birmingham--1963. New York
:Listening Library,
Collins, S. (2008). The Hunger Games. New York: Scholastic Press.
Lowry, Lois. Gathering Blue. Laurel-Leaf Books, 2002.
A Wrinkle in Time. New York :Farrar, Straus, and Giroux, 1962.
Rawls, W. (1986). Where the red fern grows. New York: Doubleday.
Dashner, James, 1972-. The Maze Runner. New York :Ember, 2011. Print.
Roth, V., Roth, V., Katherine Tegen Books, & HarperCollins (Firm),. (2011). Divergent.

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Hawkins, Jackson, Massicott, Rodriguez, and Wilkowski​ 1

Literary Elements Project - The Giver

Julie Hawkins, Maddison Jackson, Morgan Massicott,

● Man vs. Man

The Giver vs. Jonas

Jonas vs. Jonas’s Father

“‘But he lied to me!’ Jonas wept.” (Lowry, 1993, p. 191)

Jonas and Gabriel vs. Nature

The Community vs. Nature

Jonas vs. Society

Jonas vs. Self

“It was terribly As Jonas left his home to go

“So if you escape, once This quote provides

“I’ll come back Jonas at first was going to

“Jonas hesitated. He was Jonas was nervous if he

wouldn’t like it, if he decided that he wanted to

“Oh, I remember the Jonas knew that the Giver

“Jonas felt himself Even when Jonas was in

“The sled hit a bump in This quote from the book

“In his mind, Jonas tries to explain what

“He could feel the little Jonas shows sensitivity

was sleeping soundly, Jonas didn’t take Gabriel

“The worst part of Jonas is feeling lonely

"I think it's true," he told Jonas recognizes it at the

“Even the Matching of The Community is

“It was a secret In the Community, the

Committee of Elders, job for the rest of their lives.

“ATTENTION. A The Committee doesn’t

Once the twelves get their

"What if As Jonas is receiving all his

"Always in the dream, it After Jonas’s dream, right

"He wondered what lay When Jonas was learning

heard music too. But

“He sat forward The Giver told Jonas he

“He was newly aware As Jonas was leaving the

Jonas was planning to flee

Still, after he twisted his

After Jonas received the

“So always, when he This quote shows how

the planes were gone, give Gabriel a memory of

“Intelligence,” she said. Jonas is a very intelligent

“Sled he knew abruptly. This was one of Jonas’s first

“I’ll leave at midnight,” Jonas is very intelligent as

Setting as Geographic and Historic:

Significance: Jonas’s explanation of frightening through the use of a personal experience

portrayed as taking away choice and freedom.

the rules.” (Lowry, 1993, p. 8)

But it was, of course, against the rules.” (Lowry, 1993, p.9)

bicycles before then.” (Lowry, 1993, p.13)

Throughout the story, we continue …

pounded the bed with his fists.” (Lowry, 1993, p. 152) -

the citizens have been by their upbringing?

confusing it would be!” Jonas chuckled” (pg146)

Choice:​ In the Giver

Assignments were scrupulously thought through by the Committee of Elders. He was

one for them.” (pg. 48)

a utopian society which means ….

Receiver and was not given a choice to leave once he began.

training, The Giver decides to keep to himself...

medication...The restriction of medication unnerved him.” (pg.68-69)

pain today. Come back tomorrow.” (pg.105-106)

memory The Giver gives to Jonas if warfare.

comfort for emotions like those.” (pg. 132) -

Hawkins, Jackson, Massicott, Rodriguez, and Wilkowski 1

Choice: In the Giver

Literary Device Example from The Giver

“‘I am so weighted with them,” he said.”

Subject: Writing Grade Level: 6th grade

MATERIALS: What materials will you need?

INSTRUCTION: How will you present the content?

CLOSURE: How will you wrap up the lesson?

Subject: Social Studies Grade Level: 6th grade

MATERIALS: What materials will you need?

establish prior ● Room Arrangement - The desks are in groups of four

Collins, S. (2008). The Hunger Games. New York: Scholastic Press.

Lowry, Lois. Gathering Blue. Laurel-Leaf Books, 2002.