Instructional Plan
Handout of Lois Lowry on the writing of The Giver.
The Giver Book Review.
Class Website: http://www.geocities.com/hsanchez_49index.html
Day 1: Pass out Lowry Book Review handout. Have students form into groups of three and give them about 15 minutes to read and discuss the review.
Book talk: 20 mins: Open with a discussion of the just completed novel The Giver.
How are the family relationships alike or different than yours?
There is a great deal of sameness in the community. What advantages does this bestow on the community? Is the loss of diversity worth the sacrifices?
Love is a termed a dangerous emotion in the community. How was love dangerous in the following relationships: family, friends, between the Giver and Jonas?
Did reading the book review add anything to your understanding?
Discuss tonight's homework assignment: "Analyze the review and then write one of your own: include a rating. You should consider your audience, the purpose and the type of publication you would be writing for. Support your opinions. If you want to read other reviews check the links on the class Website or Google "The Village." Tomorrow we'll spend time revising your reviews and then after you make a final draft, we will publish them online at the Kids' Book Reviews Website.

   

Day 2: 20 minutes: Form students into groups of three and ask them to discuss, edit and revise their book reviews.Those who don't have them work alone to write them in class and will lose the benefit of peer review and revision.
Ask students what they learned about writing a book review. Did you notice or use a structure or format for your review? Discuss the format of a book review (persuasive, informative, expository) and ask students to revise their reviews for homework. They will be collected, some suggestions added for further revision, graded and then they will be published online.
15 minutes: Students work in same groups to complete vocabulary review handout.
Use remaining time to discuss their answers.
Homework: On your home computer, open the link provided to Lois Lowry's book writing discussion, read it. Note the decisions an author makes and the methods they devise to help tell their story.
Day 3: 20 minutes: Begin by handing out photocopies of clippings from local or online newspapers. (They should relate to social ills which the Community sought to eliminate). "These articles represent stories that make up a part of our own memories and experiences." Sudents form voluntarily into groups of three. "Read your clipping, identify the issue it relates to, and then work together to make a proposal on how you would solve or eliminate this problem as if you where members of a specially appointed blue ribbon panel of Elders with the power to change the world. Appoint one person from your group to record your responses.
Remaining time: Regain student's attention and ask the "recorders" to read their group's "solutions."
Discussion: "Problem solving usually involves trade-offs, each side must give in and make compromises. What would you personally be willing to give up or trade if it would result in solving or greatly diminishing the issue your group worked on?  Do you think the Community in The Giver gave too much away for their security? Why? Is forgetting or acting as if problems don't exist a good solution?
Homework: Read the review of The Village which we will be viewing over the next few days. You will find a link to it on the class website.
Day 4:15 minutes: Discussion: "So you've had a chance to read a review of The Village; since it is a recent movie, maybe some of you have even seen it already? If so, try not to reveal the ending for those who haven't. I think the media hype for the movie gave people the wrong impression of what to expect. I thought it was going to be a gory, scary horror movie, what about you? It really wasn't all that but I think if we watch it with a few things in mind that I will go over, you find that there's a lot more to this movie than meets the eye."
First, I think it is important to watch the movie without a lot of interruptions; so we'll take three or four days to watch and reserve our discussion to the last ten minutes of class or so. For the balance of today and tomorrow we will learn some terms and techniques that filmmakers and novelists use that we can keep in mind as we watch the movie. After we have some background I will assign groups to pay particular attention to an aspect of film making. Don't let it interfere too much with your first viewing, as you will share what you picked up with your group. Finally, I have in mind a project to do a little script or screen writing ourselves and maybe some videotaping and acting on your part. This film viewing techniques will also be useful when we get to the graphic novel unit later in the semester, or when you want to impress your friends."
If time remains: Review Handout of terms used in cinematic criticism. Otherwise save for Day 5.
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