This document outlines a lesson plan for teaching chapters 104-129 of the novel "The Giver" by Lois Lowry. The lesson plan was created by four student instructors for an intermediate English class. It uses a deductive methodology and targets higher-order thinking skills of problem solving and making connections. The lesson includes warm-up, reading comprehension, analysis, interpretation, and post-reading activities. It aims to help students appreciate literature and cultural themes in the novel and develop critical perspectives.

1. Running head: THE GIVER LESSON PLAN
T.C.
MARMARA UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE TEACHING
TEACHING ENGLISH THROUGH LITERATURE
A Lesson Plan for
“The Giver by Lois Lowry”
Pages: 104-129
Ömre AKYÜZ 101012103
Sefa ÜNAL 101014067
Şeyma SÖYLEMEZ 101014095
Yağmur TOPUZ 101014036
Lecturer
Asst. Prof. Özlem Kaşlıoğlu
2016-2017
SPRING SEMESTER

2. THE GIVER LESSON PLAN 2
Instructors:
Ömre Akyüz
Sefa Ünal
Şeyma Söylemez
Yağmur Topuz
Date: 10.05.2017
Methodology Used for Teaching HOTS:
Deductive
Level: Intermediate
Targeted HOTS for Analysis and
Interpretation:
1. Problem Solving
2. Making Connections
Prerequisites of the lesson:
During previous classes, these were taught:
 Problem Solving HOTS
 The biography of the writer in ‘First
Encounters’ activities
 Making Connection HOTS
Targeted Benchmarks in the Domain of Appreciation of Literature and Culture:
Students will be able to:
 develop critical perspectives toward different cultural values and norms.
 interpret literary texts.
 be aware of the author's background and the cultural, historical and/or social themes in
literary texts or other cultural products.
 appreciate literature that is written in English and through it develop sensitivity
to a variety of cultures.
Homework: Ss will interview an old person in their family or a neighbor about their lifestyle and
its differences from the current society and bring it for the next lesson.
Stage Activities Materials Taxonomy
Pre -T shows the timeline for 1 minute
with the projector in order to make
Ss recall the chapters that they had
read before they came to class.
- T divides the class into groups of
4 and explains the instructions
which are as follows:
‘Each group is supposed to provide
a step in one go and they take a
second turn, completing the
timeline.’
- T gives the first step of the
timeline and groups complete it.
Timeline (see Appendix
A)
Remember
Understand
Basic
Understanding
T revises the chapter by means of a
KAHOOT! Quiz, creating a
competitive atmosphere.
A computer
A projector
Mobile devices for Ss
KAHOOT! (see
Appendix B)
Remember
Understand

3. THE GIVER LESSON PLAN 3
Analysis and
Interpretation
1.Problem solving
- T hands out the ‘Problem
Solving’ worksheet to Ss. (see
Appendix C) and reminds Ss that
they have learned the HOTS
Problem Solving during their
previous classes and practise it
during this class.
- Ss are asked to read the paragraph
which proposes a problem within
The Giver: The problem of fairness
in the context.
- Ss are put in groups of 4 and they
fill in the worksheet as required.
- T elicits answers and possible
solutions to the problem from the
whole class.
2.Making connections
- T shows a photograph of Lois
Lowry and asks them who she is.
- After eliciting the right answer, T
tells Ss that they are going to do an
activity related to both The Giver
and the author.
-Ss are handed out the worksheet
for this activity (see Appendix D).
-T reminds them of their
knowledge of the author’s life and
their ‘Making Connections’ skills.
- In order to activate their
background knowledge, Ss read a
short section about the author given
in the worksheet.
-With their groups of 4, Ss answer
the questions.
-T elicits the answers.
Appendix C
Appendix D
Analyze
Evaluate
Bridging Text
and Context
-T hands out the worksheets (see
Appendix E) and makes Ss read the
first part, related to children who
experience war.
-After the reading, Ss are shown a
short video about the effects of war
on children in Syria and how their
lives changed due to given
conditions.
Appendix E Analyze
Evaluate

4. THE GIVER LESSON PLAN 4
- Students are asked to reflect on
the behavior change Jonas goes
through after he receives a memory
of war.
- T elicits answers.
Post-reading - Ss are informed that they will
create their own memory
transmission scene and write it
down in groups of five but the
themes/topic will be provided by
the teacher.
- T presents the topics on the board
which are as follows:
 Mutism
 Wedding Ceremony
 Funeral
 Genocide
 Right to elect and to be
elected Crime &
 Punishment.
- Ss are put in groups of 5.
- Ss draw folded papers on which
each topic written from T’s hands.
- Ss answer the questions on the
worksheet and create their own
transmission scene.
- Ss present their scene to the rest
of the class.
Folded papers to be
drawn by Ss
Appendix F
Create
Reflection - Ss are asked to evaluate the lesson
with the ‘Self-Evaluation’ form
provided by T.
Appendix G Evaluate
Evaluation T evaluates Ss by means of a
written examination which involves
the HOTS skills provided in this
class.
Create

5. THE GIVER LESSON PLAN 5
APPENDICES
Appendix A
Warm Up Activity – Making the Students Recall The Components of the Assigned Chapters

6. THE GIVER LESSON PLAN 6
Appendix B
KAHOOT! Quiz
The quiz that is aimed to be applied in full length during the class is given below. However,
due to time management, we will present only five of these questions in KAHOOT!
1. What is the most honorable occupation mentioned in the book? Being...
a) The Receiver
b) An Elder
c) A Birthmother
d) A Nurturer
2. Why does The Giver send Jonas away some days?
a) He gives feedback about Jonas to the Elder Committee.
b) He suffers from painful memories.
c) He doesn’t feel like teaching him.
d) He tries to cope with the loss of his daughter.
3. After which painful memory does Jonas beg for relief-of-pain?
a) Sunburn
b) Fractured leg
c) Being hit by a horse
d) Hunger
4. How does the realization that his family has never known pain make him feel?
a) Angry
b) Lonely
c) Glad
d) Superior
5. Why had people asked for an increase in population before Jonas was born? For...
a) More laborers
b) A younger population
c) Striking against The Committee of Elders
d) A more powerful army
6. When does The Committee of Elders come to The Giver for his/her advice?
a) Only when they have a problem they have never faced before.
b) Only before the ceremonies.
c) Only for matching the spouses
d) Only when a plane crashes.

7. THE GIVER LESSON PLAN 7
7. What happens when a Birthmother gives birth to twins who have the same gender?
a) They’re given to the same family.
b) The birthmother keeps one of them.
c) One of them has to be adopted by a nurturer.
d) One of them is released.
8. According to which physical property do they release one of the twins?
a) The eye color
b) The weight
c) The scars
d) Their length
9. Which memory does Jones receive when he asks to help The Giver?
a) Neglection
b) Warfare
c) Desperation
d) Loneliness
10. What was the Giver’s favourite memory?
a) Birthday
b) Family
c) Winter
d) The warmth of fire

8. THE GIVER LESSON PLAN 8
Appendix C
Analysis and Interpretation: Problem Solving
Name(s):
Remember our “Problem Solving” lesson. In accordance with your previous experience with problem
solving, answer the questions below.
1. Please read the following section and answer the following questions.
“But why can’t everyone have the memories? I think it would seem a little easier if the memories
were shared. You and I wouldn’t have to bear so much by ourselves, if everybody took a part.”
The Giver sighed.
“You’re right,” he said. “But then everyone would be burdened and pained. They don’t want that.
And that’s the real reason The Receiver is so vital to them, and so honored. They selected me—
and you—to lift that burden from themselves.”
“When did they decide that?” Jonas asked angrily. “It wasn’t fair. Let’s change it!”
2. What problem do Jonas and The Giver face? Define it in at least two sentences.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
3. What reason(s) does Jonas have behind his last statement about fairness?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
4. What do you think The Receiver and The Giver can do about this problem? Remember to consider:
 The concept of democracy in their society
 The rules The Receiver and The Giver have to obey
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
5. What would you do to solve this problem if you were in The Receiver’s shoes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

9. THE GIVER LESSON PLAN 9
Appendix D
Analysis And Interpretation: Making Connections
Name(s):
Remember the activity we did related to Lois Lowry before reading our book. Take a look at
the information below. This information will help us practice the higher order thinking skill
‘Making Connections’ that we learned during our last lesson.
 Her father was an army dentist, he also experienced World War II.
 They had to move a lot due to her father’s occupation.
 She attended schools in different cities such as Tokio, Brooklyn and New
York.
 She was married to a U.S. Navy Officer at the age of 19.
 She took up photographing children as a hobby during her alma mater.
 She was also a freelance journalist.
 She got divorced and after raising her 4 children, she started to invest in her
professional writing career.
 She is not particularly religious.
Adapted from: https://en.wikipedia.org/wiki/Lois_Lowry
1. How is Jonas’s behavior influenced by his training as The Receiver? Provide at least
two specific events in the story.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
2. To what extent do events in the story reflect events in the life of the author?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
3. How does your understanding of “The Giver” differ when you learn more about the
author’s life itself?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

10. THE GIVER LESSON PLAN 10
Appendix E
Bridging Text and Context
Children in War
Children have, of course, always been caught up in warfare. They usually have little
choice but to experience, at minimum, the same horrors as their parents—as casualties or even
combatants. And children have always been particularly exposed. When food supplies have
run short, it is children who have been hardest hit, since their growing bodies need steady
supplies of essential nutrients. When water supplies have been contaminated, it is children
who have had the least resistance to the dangers of disease. And the trauma of exposure to
violence and brutal death has emotionally affected generations of young people for the rest of
their lives.
Watch the video about Children in Syria War.
 How does this video help you understand Jonas’s reluctance to be The Receiver
after receiving the memory of a war scene?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Adapted from: https://www.unicef.org/sowc96/1cinwar.htm

11. THE GIVER LESSON PLAN 11
Appendix F
Post-Reading
Imagine that our planet has adopted an order just like the one in ‘The Giver’. You’re The
Giver chosen for our world. Now, you have to carry all the ‘memories’ that this world has
witnessed since the beginning of time.
The Committee of Elders has just chosen the new Receiver for our society.
According to the paragraph above, you’ll write a transmission scene in which you get in
contact with The Receiver, just like The Giver does in the book.
Answer the questions below. Write your memory transmission with the guidance of your
answers.
The memory to transmit: ________________________________________________
How am I going to transmit this memory?
By means of __________________________________________________________
What purpose does this memory serve? Why would it be important to transmit? Give
at least two reasons.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
What kind of information should I take into consideration while transmitting this
memory? (Please consider the era, the setting, or other kinds of historical/cultural facts
that you want to mention.)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
It’s time to write your own memory transmission scene! You can write it to a
boardsheet or use the back of this worksheet.

12. THE GIVER LESSON PLAN 12
Appendix G
Reflection
Name: Date:
Title: Author:
Self-Evaluation Form
1. Put a tick next to the statements you agree with.
 Stimulated Thinking
_ This course introduced me to new ideas and stimulated my thinking.
_ This course helped develop my creative thinking skills.
_ Students were encouraged to think critically rather than just memorize
material.
 Broadened Knowledge
_ This course broadened my knowledge and understanding in the field.
_ This course expected me to consider concepts from a variety of perspectives.
 Challenging Self
_ I did my part to learn as much as possible during this class.
_ I took the initiative to read or learn about material related to the course outside
of class time.
 Learning Outcomes
_ I understand the central concepts and ideas mentioned during this lesson.
_ I can apply information/skills learned during this lesson.
 Interactions
_ The teacher engaged students in the learning process.
_ The teacher helped students learn from each other.
_ The teacher held the attention of the class.
 Clarity of Presentation
_ The teacher is well-organized and prepared for class.
_ The teacher communicates ideas in a clear manner.
_ The teacher speaks audibly and clearly.
_ The teacher explains complex material clearly.
 Creative and Critical Thinking:

13. THE GIVER LESSON PLAN 13
_ This lesson introduced me to new ideas and perspectives.
_ This lesson helped develop my critical thinking skills.
_ The teacher stimulates independent thinking.
_ The teacher encourages me to think for myself.
 Organization
_ The lesson content was well organized.
_ The materials were organized in a logical way.
_ The teacher was well prepared.
_ The teacher uses class time to maximum learning advantage.
 Clarity
_ The teacher communicates ideas in a clear, concise manner.
_ The teacher presented subject matter clearly and effectively.
2. If you have any further comments or any questions that you want to ask, please write
them down below. Your questions will be answered by the teacher during the student-
teacher conference sessions.
Adapted from: http://www.uwec.edu/CETL/Groups/upload/Purposes-of-SEI-with-Exemplar-
Items-3-doc.dot