Day 1: Utopias and Dystopias

Date: ____________
DEFINITIONS:

Utopia:__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Dystopia:________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Dystopia

Utopia
Both

Day 1: Utopias and Dystopias (continued)

Date: ___________
Examples of Utopias & Dystopias
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
Designing Your Utopia:
In your team, quickly create your own, perfect society. Explain how it would be different
from our society that we live in now, and then describe what the average day would be like.
This is a group effort, so try to agree on as much as possible! Everyone must record their
notes/answers separately.
Notes:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How your Utopia is Different:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The Average Day in your Utopia:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Day 2: Harrison Bergeron and Equality

Date: ___________
Harrison Bergeron by Kurt Vonnegut
During Reading:
1. What are some of the handicaps that are used in the story to make people equal?

________________________________

________________________________

________________________________

2. How is Harrison different?

______________________________________________________________
3. What happens to Harrison?
______________________________________________________________
After Reading:
The class will be divided into two groups: those who support total equality (as seen in the
short story) and those who support our society as it is now. Depending on which group you
are assigned to, write a brief argument for why your side is better. (You may also want to
write down the other sides argument from the debate.)
Total Equality

Current Society

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

________________________________

________________________________

After Debate:
Briefly explain which group you personally side with, and why.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Day 3: The Giver Chapters 1-4

Date: __________

Directions:
Select 3 of the following 4 prompts, and fill them out either while you are reading or
when you have finished reading chapters 1-4 of The Giver (pp. 1-33).
1. Pick one passage that confused you. Write the page number, and what was
confusing/any questions you have.
Page # ______
What confused you:
___________________________________________________________________
___________________________________________________________________
2. Pick one passage that you want to talk about. This may be because you
liked it or disliked it. Write the page number and briefly explain why you
want to talk about it.
Page # ______
Why I want to talk about it:
___________________________________________________________________
___________________________________________________________________
3. Pick one passage that you believe explains the differences between Jonas
society and our own. Write the page number and briefly explain what the
difference is.
Page # ______
What the difference is:
___________________________________________________________________
___________________________________________________________________
4. Pick one passage, theme, character, etc. and sketch a visual response.

Day 4: Word Work (Chapters 1-4)

Date: __________
The following word bank contains vocabulary from chapters 1-4 that will be used in our
activity:

intrigued

adherence

mystified

aptitude

gravitating

apprehensive

palpable

distraught

transgression

chastise

nondescript

infraction

Throughout the activity, define the vocabulary terms below.

1. Intrigued:
___to cause curiosity or interest by unusual, new, or fascinating qualities________
2. Adherence:
___steady devotion, support, allegiance, or attachment______________________
3. Mystified:
____confused or bewildered; to make obscure or mysterious___________________
4. Aptitude:
____a natural ability to do something_____________________________________
5. Gravitating:
____moving towards or being attracted to a person, place, or thing_____________
6. Apprehensive:
____anxious or fearful that something bad or unpleasant will happen____________
7. Palpable:
____able to be touched or felt; physical____________________________________
8. Distraught:
____deeply upset or agitated____________________________________________
9. Transgression:
____an act that goes against a law, rule or code of conduct____________________
10. Chastise:
____to scold or reprimand severely_______________________________________
11. Nondescript:
____lacking distinctive or interesting features or characteristics_________________
12. Infraction:
____a violation of a law, agreement, or set of rules__________________________

Day 4: Jonas Community (Chapters 1-4)

Date: __________
1. Jonas Community in The Giver is very different from our own society. Looking back in
our reading, try to find some passages or quotes that illustrate these differences, and
then list the differences below:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. Jonas Community also has different words that we would use in our society. Below is a
list of terms used in Jonas society. Next to each word, write the word that we would use
in our society:

Nurturer: ______________________________

Birthmother: ___________________________

Newchildren: ___________________________

Elders: ________________________________

Chief Elder: ____________________________

3. Finally, write a brief response to Jonas society. How do you feel about it? Do you think
that you would like living there? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Reading Circles
Throughout our reading of The Giver, you will be meeting with your classmates in small
groups to learn more about the novel. At each of these meetings, you will be assigned one
of the roles below to perform during Reading Circle activities.

Recorder

Presenter

Facilitator

Illustrator

The Recorder:

Keeps track of what is being discussed

Takes notes on group discussion
Does any writing for the activitys final draft

The Presenter:

Keeps track of what is being discussed

Explains to the rest of the class what your group has made/found

The Facilitator:

Keeps track of what is being discussed

Asks thoughtful and relevant questions
Makes sure that the group is staying focused, and keeps track of time

The Illustrator:

Keeps track of what is being discussed

Sketches any pictures for the activitys final draft

Day 5: Reading Circles (Chapters 1-4)

Date: ___________
Create a Chapter Timeline
Your job in your reading circles today is to create a chapter timeline for one of the
chapters that we have read this week. You must select at least four events that you
believe are significant to the story, and include the page numbers. Additionally, on the
final timeline, include a small picture for each event.
Below is space to map out your timeline. Once you have finished mapping it, you may
begin working on your final timeline.

The Giver Chapter _____

Important Events from the Chapter:

4. ___________________________
____________________, p. ___

1. ___________________________
____________________, p. ___

3. ___________________________
____________________, p. ___

2. ___________________________
____________________, p. ___

The Giver: Reading Quiz #1 (Chapters 1-4)

Name: ________________________________

Date: ____________

Section 1: Quote Identification

Directions: For each quotation below, identify who is being quoted and then explain why
the quote is important to the story so far.
1. After Twelve, age isnt importantWhats important is the preparation for adult life.
Speaker: __________________
Why it is important:
___________________________________________________________________
___________________________________________________________________
2. The evening proceeded as all evenings did in the family unit, in the dwelling, in the
community
Speaker: __________________
Why it is important:
___________________________________________________________________
___________________________________________________________________
Section 2: Vocabulary
Directions: Select two vocabulary terms that we have defined from this section of the
book. Use them correctly in a sentence below.
3. Vocab Word: _________________
Used in a sentence:
___________________________________________________________________
___________________________________________________________________
4. Vocab Word: _________________
Used in a sentence:
___________________________________________________________________
___________________________________________________________________
Section 3: Short Answer
Directions: Respond to the following prompt in at least four sentences.
Jonas Community values Sameness. To call attention to someones differences (such as
Jonas pale eyes) is considered extremely rude. Do you think this is something we should do
in our society? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________