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The Giver
by Lois Lowry
Summary
In Jonas' perfect world, everything is under control. There is no war
or fear or pain. But when Jonas learns the truth, there is no turning
back.
In a utopian community where there are no choices--where everyone has
his or her place in the world assigned according to gifts and
interests--the time has come for 12-year-old Jonas to become the new
Receiver of Memory. He will be the one to bear the collective memories
of a society that lives only in the present, where "Sameness " is the
rule. But Jonas soon recognizes the losses and discovers the lie that
supports his community. He decides he will change his world--but he
cannot predict how that change will come about, or what that change will
mean for
himself and the "newchild" Gabriel, whom he has resolved to
protect.
A message
from the author
The Giver - Novel Study Assignments
The following assignments are to be
completed in your novel study duotangs. Number the assignments
and questions exactly as listed below. All questions must be answered in
full sentences.
The entire novel study can be
downloaded in PDF format -
The Giver
(54kb)
Assignment
#1 - complete after reading
chapters 1 - 8. Due date: ,
Assignment
#2 - Complete after reading chapters 9 - 12.
Due date: ,
Assignment
#3 - Complete after reading chapters 13 - 23
Due date: ,
Journal
Assignment #1
Due date:
Chapters 1 to 8
Read Chapters 1
to 8. Please do not read ahead.
The following are to be
completed in your novel study duotangs. Number the assignments
and questions exactly as listed below. All questions must be answered in
full sentences.
Did You Read?
1. What is Jonas
apprehensive about in Chapter One?
2. What things do
Jonas’ parents reassure him about his worries in Chapter Two?
3. Describe what
happened with the apple (Chapter Three).
4. Describe Jonas’
volunteer job at the House of the Old in Chapter Four.
5. What was Jonas’
dream in Chapter Five? What is the result of his telling it?
6. Describe the
Ceremony that is held each year in the community Auditorium.
7. As they are giving
out the Assignments for the 12’s in Chapter 7, what happens to Jonas?
8. What is Jonas’
Assignment? What is his reaction? What is the audience’s reaction?
Did you think about what you read?
1. So far, what do you
see as the positive aspects of the Community in which
Jonas lives?
2. So far, what do you
see as the negative aspects of the Community in which
Jonas lives?
3. What adjectives
would you use to describe the relationship of Jonas’ family, as it is
seen in their discussions, and around the dinner table? Then, say why
you chose those adjectives.
4. Why do you think
members of this society must do volunteer work while they are young?
Do you think this is a good idea or a bad idea? Defend your answer.
5. Look again at
Chapters 1 and 2. Mostly, the things in the chapter are perfectly
normal and like our world. But not quite. Make a list of all
the things that are mentioned, or terms that are used, that identify the
setting as different from our world.
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Assignment #2
Due date: ,
Chapters 9 to 12
Read Chapters 9 to 12. Please do not read ahead.
The following are to be
completed in your novel study duotangs. Number the assignments
and questions exactly as listed below. All questions must be answered in
full sentences.
Did you read?
1. Which of Jonas’ rules DO disturb
him? Which ones do NOT disturb him?
2. How is the Receiver’s house
different from other houses in the Community?
3. What is the actual process for
transmitting memories? What is the first memory Jonas receives?
4. Jonas receives 3 memories in
Chapter 11. List everything in those 3 memories that he has never seen
or experienced before because they no longer exist in the community.
5. So what really happened to the
apple that day with Asher? What is starting to happen to Jonas?
Think about what you have read.
Each answer should be at least 5-6
sentences! Good, thoughtful paragraphs!
1. Agree or disagree, and say why:
People should learn history, and learn about the past.
2. Agree or disagree, and say why: It
is possible to have a world where everyone is equal, but everyone is not
the same.
3. Agree or disagree, and say why: A
world without any pain would be a bad thing.
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Assignment
#3
Due date:
Chapters 13 to 23
Read Chapters 13 to 23.
The following are to be
completed in your novel study duotangs. Number the assignments
and questions exactly as listed below. All questions must be answered in
full sentences.
Did you read?
The information is in
the order it appears in the story.
1. The first memory of pain Jonas received was a
sunburn. What is the second, much worse experience with
pain given to him by
The Giver ?
2. What is Jonas’ solution for getting Gabriel to
sleep through the night?
3. One day The Giver is in
extreme pain, and Jonas takes some of it from him (Chapter 15). What is
the extremely painful memory?
4. What is The Giver’s favourite
memory, which he shares with Jonas? What does the family in the memory
have
that Jonas, in his society, does not?
5. What would happen to his memories if Jonas were to
fall into the river and drown, accidentally?
6. What is the real, true definition of “Release”?
7. When The Giver was young, he did not have the gift
of “seeing beyond”. He had what gift?
8. What is the plan Jonas and The Giver come up with
to release the memories back into the community?
9. What goes wrong with the plan?
10. What happens in the last two chapters, and how
does the novel end?
Think about what
you’ve read.
Write at least five
sentences for each one!
1. Somehow, you come upon Jonas’s Community…a group
of people living peacefully, no poverty, no suffering, no pain, no war.
Should you tell them about pain and war and all those bad things, or
not? List the arguments for telling them, then list the arguments for
not telling them. Then decide whether you’d tell them or not.
2. EXCEPT for the “Release” of babies and others,
describe what you think are the worst parts of the society
described in this book.
3. Describe the best parts of the society
described in this book.
4. Re-read the last two pages of the book. First,
decide…Do Jonas and Gabriel reach Elsewhere? Another Community? Is he
hallucinating? Do they just die together in the snow? What
do you think happens? DEFEND your answer
by quoting from and referring to the book. To you, is the ending of
this book a happy one or a sad one?
5. In a paragraph, tell what the lessons, themes, and
messages are that the author would like us to get from this book.
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Journal
In your journal, complete the following
activities as directed. Get your thoughts and ideas down without
stressing too much about spelling, punctuation and form. I am more
interested in what you think and what you have to say so just write
freely.
#1: Introduce
Yourself
Here's the place to more formally introduce yourself to me. Tell me
about your…
-
PAST: Your family, where you were born, where you've
been, etc.
-
PRESENT: Describe yourself. What kind of person are
you? What things do you like? What things do you dislike?
-
FUTURE: What are your plans for the future? Career
plans? What would you like your life to be like in 10-15 years?
#2: Perfect Student/Perfect Teacher
-
First, define what a perfect student should be. How does a
perfect student behave? What does a perfect student do? What qualities
does a perfect student have?
-
Second, define what a perfect teacher should be. How does a
perfect teacher behave? What does a perfect teacher do? What qualities
does a perfect teacher have?
-
Third, define what a perfect class would be. What would
happen in the class of your dreams? What would the class be like if
you were in charge?
The Giver
Journal Topics
#3: The World's Problems
-
List what, according to you, are the world's worst
problems. If you can, rank them (very worst on top, then the next
worst, then the next, etc.)
-
Then, try to say what the cause(s) of the
problems are.
-
Finally, write what you think some solutions
are to these problems.
#4: Feeling Sharing
In The Giver, each night after dinner the members of the family
share their feelings. For this journal, pick three days this week, and
for each day, write a feeling (or more than one) you had that day. Say
what the feeling was, what situation caused it, and how you feel now
about it.
#5: Assignments For Your Friends
The children in The Giver, when they are 12 years old, receive
their Assignments for life. Look at the students in 7B as if you
were an Elder. Pick some people in the class, and tell what their
characteristics are, and what their Life Assignment should be (based on
their characteristics). If you want, you can include yourself; what are
your characteristics, and what Assignment should you receive?
#6: Memory Department Story
First, imagine there is a Memory Department Store--a place where you can
buy (and sell? and trade? and repair?) memories. For your journal,
design an advertisement for this memory store. Use a whole page of your
journal, but just draw and write the advertisement. You don't have to
write sentences or paragraphs.
#7: Rules
Free write on the topic: Rules. Just go ahead and write!
However...if you need some help coming up with what to write...here are
some questions you can answer: Do rules make life easier, or harder?
What are the important rules that affect your life the most? Are rules &
laws necessary or unnecessary? Why do we have rules, if it is our human
right to be free? Think about The Giver, too. Are their rules
good or not?
#8, #9, #10: Choices
For your topic choices for Journals 8, 9, and 10, choose three of the
following.
Choice A:
Write a short story about the future of the world. Your world of the
future can be great or terrible.
Your story can be serious, or humorous.
Choice B:
Continue The Giver beyond the last page. Tell what happens to
Jonas and Gabriel.
Choice C:
Describe 4 memories you have. Pick 2 memories you think of as happy, and
2 memories you think of as sad.
Describe each memory, describe why it is
happy or sad, and then try to imagine what your life would be like
without that memory. (That is a hard thing to do, but try.)
Choice D:
Describe something (or things) new you learned or thought about while
reading The Giver or working during this
unit.
Choice E:
Write about Sameness as it really does exist in our school. Write
about the dress and behaviors of different groups
you know of. Think of
popular clothing, haircuts, ways of talking, etc. It sometimes seems
like people go through
ceremonies and have to get the same styles. Are
people afraid to be different?
Choice F:
Write your own journal topic related to The Giver. Then, respond
to that journal topic.
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Charlotte Doyle
The True Confessions of Charlotte Doyle
by Avi
The True Confession of
Charlotte Doyle, published in 1990, is an adventure novel set in 1832. When
the novel begins, Charlotte Doyle is a sheltered schoolgirl who knows only
the wealthy world of her family. She is about to embark on a journey that
will take her from her school in England to her family’s home in Providence,
Rhode Island.
From the moment she steps aboard the Seahawk, Charlotte Doyle has unsettling
experiences that strengthen Charlotte’s feeling that she should not be
traveling across the Atlantic Ocean by herself on a ship full of strangers.
The voyage cannot end soon enough for her. Charlotte has no idea that her
time aboard the Seahawk will change her life forever.
Assignments
Complete the following assignments in
your novel study duotang.
Write each subtitle clearly before starting the activity. All
questions must be answered in full sentences.
You can download the entire assignment in PDF format -
Charlotte Doyle (396 kb)
About Avi
About Avi's
books
Think about a time when you were in an unfamiliar or
unusual situation that made you feel uneasy. How
did you get through the experience?
Journal
Write about an unfamiliar experience in which you were
uncomfortable. Include details that help explain
your feelings.
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Setting a Purpose
Read to find out how a thirteen-year-old girl
copes when finding herself among unfamiliar people and in
unfamiliar situations as she begins a difficult journey.
BACKGROUND
Time and Place
In this first section, Charlotte meets the ship’s African
cook, Zachariah. She observes that he is often the
target of cruel jokes made by the white crew members. This kind of
prejudice was common during the 1800s.
In 1832 Africans and people of African descent were enslaved in
parts of the United States. Even those
Africans who were free, like Zachariah, faced discrimination in the
workplace and in the courts.
Foreshadowing
What keeps readers on the edge of their seats as they read a
mystery? In mysteries and adventures, as well
as in other kinds of fiction, writers use a technique known as
foreshadowing – the use of clues to hint at events
that will happen later in the story. Until the end of a story, the reader
may not know the special meaning of a
detail presented earlier. At other time, an author may imply, or even say
directly, that an item or character
will resurface later.
VOCABULARY PREVIEW
adversity n. hardship; misfortune (pg.
74)
brawny adj. strong (pg. 8)
congenial adj. agreeable; pleasant (pg.
68)
decorum n. proper, dignified
behavior (pg. 9)
docile adj. easily taught; easily led or
managed (pg. 13)
quell v. to crush; to hold back (pg. 9)
reprieve n. relief (pg. 32)
slanderous adj. false and damaging to
one’s reputation (pg. 42)
transpire v. to come to be; to happen
(pg. 3)
vigilant adj. alert; watchful (pg.
72)
Active Reading
In the first section of the novel, Charlotte
experiences several incidents and overhears conversations that
seem mysterious or disturbing to her. Note these instances in the graphic
organizer in your handout, which is
similar to the one below. In each circle, write a specific detail, word, or action that bothers Charlotte or raises
questions in her mind. On the lines leading to the circles, write how these incidents make Charlotte feel or
what
questions they raise for her or for you.
Personal Response
1. How did you react to the narrator and to the other
characters in this section?
2. Refer to the descriptive paragraph you wrote for the
Before You Begin activity. How does Charlotte’s
experience
compare with yours? Do you understand her feelings? Explain.
Recall and interpret
1. Why is Charlotte so uneasy about being on the ship? What do
her reactions to the ship and its
crew reveal about her
character?
2. According to Zachariah, why does Charlotte need a knife? How
does Charlotte show concern
for Zachariah when
discussing the knife with the captain?
3. What disturbing information does Zachariah give Charlotte
about Captain Jaggery and the ship’s
crew? Why does she refuse to
believe him?
4. How does the scene in the dark cargo area, where Charlotte
feels a presence and sees two faces,
add to the story’s mood?
Describe how this scene affects you as a reader.
5. What is your opinion of Captain Jaggery so far? Who do you
think knows more about the captain’s
true nature – Charlotte or
Zachariah? Why?
Critic’s Review
Imagine that you are a literary critic. Write a short
analysis of Avi’s skill in setting up the novel as mystery.
Where in this first section does he build suspense and give clues about
the future? Which chapters end with
suspenseful situations? In your opinion, does Avi create an air of
mystery that would make a reader want to
continue reading?
Back to the top
Recall a time when
your original impressions of a person proved to be incorrect.
Journal
Write about a time when you realized that your initial
impressions of a person were incorrect. Why did
you form your original option? Why did your feelings change? Did
you regret not understanding the person
sooner?
Setting a Purpose
You will read to find out why Charlotte’s view of herself and
others on the ship change dramatically.
BACKGROUND
Did You Know?
Piracy at sea has occurred throughout history and among
many cultures. Pirates searched for ships carrying
valuable products, such as gold or silver. They would attack their
target, steal what they wanted, and
sometimes take over the entire ship and crew. Despite the legends that
show pirates as rough and lawless,
pirate ships operated under certain self-imposed rules to maintain order.
Many pirate ships could be called
democratic because the crew elected the captain and because stealing from
other crew members landed
the thief before a pirate court.
At a tense moment in this section, Captain Jaggery reminds
his crew that the “day of piracy” are over.
In fact, starting in the late 1700s, some European governments enacted
strict piracy laws, which by the
mid-1800s pit an end to the operation of many pirate ships. Nevertheless,
piracy still exists in some parts
of the world.
Internal and External Conflict
A conflict is the opposition of persons or forces. In a
novel, the plot, or sequence of events, is always
driven by one or more conflicts. An external conflict describes a
character’s confrontation with an outsider
force, such as another character, a physical obstacle, nature, or
society. An internal conflict takes place
within a character and may involve, for example, the character’s struggle
with a difficult decision, with guilt,
or with fear. In this section, Charlotte Doyle experiences both types of
conflict. As you read, identify her
conflicts.
VOCABULARY PREVIEW
atonement n. the act of making up for a wrong
audacity n. boldness
gesticulate v. to wave; motion
impertinence n. rudeness
implacable adj. unable to be changed
mutiny n. uprising; rebellion
pinion v. to restrain; to hold
scrutiny n. inspection; examination
Active Reading
In these chapters, Charlotte’s life takes an unexpected turn. In
looking over the events so far, you can
see that each event leading to this dramatic life change by an earlier
event. As you read, fill in the
cause-and-effect chart like the one below from this section. Use as many
boxes as you need.
Personal Response
How did you react to Charlotte’s behavior in this section? Which of
her actions seems particularly wise or
foolish to you? Why?
Recall and Interpret
1. Why does Charlotte tell the captain about the round
robin? What do you think she expects him to do?
2. What does Charlotte do that angers the captain as he
oversees the beating of Zachariah? What
angers him most
about her action?
3. Explain the crew’s attitude toward Charlotte after
Jaggery squashes the mutiny. How does Charlotte
feel
about her actions?
4. Even though she has observed his cruel behavior,
Charlotte tried to make peace with Captain Jaggery
immediately after he ends crew’s rebellion. In your opinion, why does she
try to get along with the
captain?
5. Do you agree with Charlotte’s decision to join the
crew? Why or why not?
Literature and Writing
Letter to the Crew
Imagine that Charlotte decides to write a letter to the
crew after watching Zachariah’s funeral. What
might she say to them at this point in the story? How is she
feeling about herself and her actions?
Write the letter that you feel that Charlotte might write.
What words and phrases
come to mind when you think the word independence? When you think of the
phrase
social customs?
Web It
Make two words webs, one with terms related to the word
independence and the other terms related
to the phrase social customs.
Setting a Purpose
You will read to find out what life Charlotte finally
chooses for herself.
BACKGROUND
Did You Know?
In 1832, when the events of the novel take
place, the state of Rhode Island was thriving. Its job
opportunities attracted many immigrants; its attractive coastline and the
island city of Newport drew
wealthy vacationers. Providence was then, as it is today, the cultural
and economic center of the state.
Free States and Slave States
State laws regarding slavery were changing at the
time Charlotte took her voyage. My states wanted to
do away with slavery altogether. Southern plantation owners, however,
felt that they could not farm their
lands without the inexpensive labor provided by enslaved people. The
country became divided into free
states and slave states. Some enslaved people escaped to freedom by
following the Underground Railroad,
a secret cooperative network among antislavery people that led from the
South to the North, however,
conditions for African Americans were far from ideal. Discrimination and
segregation were widespread.
VOCABULARY PREVIEW
abominations n. horrors
apparition n. ghost
commence v. to begin
conspiracy n. secret plan
copiously adv. plentifully; in great
amounts
mutely adv. silently
perplexity n. confusion
prophecy n. a foretelling of the
future
renounce v. to give up
shrewdly adv. cleverly
Earlier in the novel, Charlotte tells Captain Jaggery
that he reminds her or her father. At that point in the
book, the similarities between the two men give Charlotte comfort. In
chapters 16-22, Charlotte realizes that
her father also resembles the Captain Jaggery whom Charlotte has learned
to fear. Use the Venn diagram in your
duotang to compare and contrast the two men. In the space in which the
circles overlap, write characteristics
the men share. In the other areas, write characteristics they do not
share.
Personal Response
1. What were your feelings or thoughts as you read the
last section of the novel? Record your ideas.
2. Think about the word webs you created for the Focus
Activity. In looking over your words, do you
understand why
Charlotte made the choice she made? Why or why not?
Recall and Interpret
1. Write reasons does Captain Jaggery give for finding
Charlotte guilty of the murder?
2. Why is Charlotte surprised to see Zachariah in the
brig? How did he end up down there?
Who brings him
food?
3. Explain the family’s reaction to Charlotte when she
first gets off the boat. What is Charlotte’s
attitude
toward them?
4. Evaluate Charlotte’s relationship with Zachariah. Why
do the two become close?
5. If you had been Charlotte, would you have left home
for a life on the sea? Why or why not?
Understanding Details
In the final chapter, Avi provides many details about
Charlotte’s life with her family. These details reveal much
about her family and her feelings about being home. For example, when she
removes her sailor clothing and
puts on her old dress, Charlotte says, “I felt so much pinched and
confined I found it difficult to breathe.”
How does this detail reveal her attitude about returning to her family?
Find other details that show what
Charlotte’s family is like and what her attitude toward them is. Write a
short explanation or the meaning of
each detail.
Personal Response
Were you surprised by the outcome of the novel? Explain why or why
not.
Charlotte Doyle final test.
- the elements of historical fiction
- multiple choice questions about the events of the
story
- essay question - as below
Essay Question
Writers often create
fictional characters who, like real people, grow and change with each new
experience.
Write about the changes in Charlotte's beliefs and ideas over the course
of the novel. What are her values at
the beginning of the novel? How do her ideas change? Explain what people
or incidents shape her ideas
throughout the novel. Support your response with details from the novel.
Make sure you have an
introductory paragraph (3 marks), and two paragraphs of main
points with supporting
details ( 5 marks each), and a concluding paragraph (3 marks).
Four marks will be given for overall flow and
construction of the essay. (Total 20 marks)
You may prepare your essay in
advance, but for the test, you may only bring in one small cue card with
your
main points written on it. I will check your cards before the test
begins.
Project Suggestions
Choose one of the following
projects. Complete it according to the description. Make sure you put your
name on it, with the project number clearly displayed on it.
1. Design an illustrated timeline. On a long
sheet of paper, label and illustrate 12 important story events in "The
True
Confessions of Charlotte Doyle."
2. Imagine that when the Seahawk reached its
next port of call, Charlotte wrote and mailed a letter to her parents
explaining why she left home and rejoined the crew of the ship. Compose the
letter you think she would have
written.
3. Design a shoe box diorama that shows your
favorite scene from the novel. Pay careful attention to the details in
the
scene you select. Share your diorama with the class and see if classmates
can identify the scene you have
chosen.
4. Design three bookmarks featuring important
characters or events from the novel. Decorate each bookmark with
a brief
description and picture of the character or event.
5. Write a catchy title for each chapter of
the novel. Make a Table of Contents that includes your chapters, titles
and
page numbers.
6. Make a poster or Venn diagram that lists
Charlotte’s character traits when she stepped aboard the Seahawk in
Liverpool and when she stepped off the Seahawk in Providence. Show how
Charlotte changed during her trip.
Another option: Make a two-part art
collage that shows BEFORE and AFTER versions of Charlotte.
7. Imagine that "The True Confessions of
Charlotte Doyle" is to be made into a movie. Design a poster to advertise
the movie. Your poster should contain an illustration of one of the movie’s
scenes and describe the action so
we’ll want to see the movie. It should
also name the stars playing the various roles.
8. Early in the story, Zachariah told
Charlotte they were very much alike. Charlotte couldn’t understand what he
meant. At the end of the story, Charlotte understood and probably agreed
with him. Make a Venn diagram that
shows how Z and C are alike and
different.
9. Design a book jacket for "The True
Confessions of Charlotte Doyle". On the covers create illustrations of your
favorite scenes from the book. Include a quote to accompany the back cover
illustration. Write a brief summary
of the book and a short biography of Avi
for the jacket flaps.
10. Draw an illustration of your favorite
scene from the novel. Reread the section of the novel carefully to be sure
you included all the important details in your illustration. Put the
word-processed quote next to it.
11. Write a book review of "The True
Confessions of Charlotte Doyle".
12. This novel clearly shows the causes and
effects of Charlotte’s actions and those of others. Design a Cause-
Effect
Concentration game. Write causes on one color of notecards and their effects
on another color of
notecards. (Example: Cause— Charlotte reported the
round-robin to Captain Jaggery. Effect—Captain Jaggery
stopped the mutiny by
killing Cranick and whipping Zachariah.) Make ten sets of cards.
13. A eulogy is a speech given at someone’s
funeral. It usually tells the virtues or strengths of the person’s life.
Use
information from the book to write a eulogy for Zachariah. This could be in
the form of an essay, poem, or
song.
14. Build a model of a brig like the Seahawk.
Wood, styrofoam, paper, clay, or papermache, it should look like the
pictures in the book. Use the novel as a reference for details.
15. Design and illustrate a composite poster
with portraits of the novel characters. Be sure to label each character
and
cite the page references you used to help you envision each character. You
could also design the poster as a
collage using pictures from magazines.
16. Avi had the Seahawk face a hurricane
during its voyage. Write a report on one of the following: What’s the
difference between hurricanes, typhoons, cyclones and tornadoes? How are
hurricanes named?
17. Make a chart that names, gives the
location and date, rates the power of the hurricanes of the past ten years.
(Internet would have info on this).
18. Research the admiralty codes—the system
of law concerning ships and the sea during the 1830’s. Pay particular
attention to information concerning the relationship of the ship’s captain
to his crew. Report on your findings
and compare this to how Capt. Jaggery
treated his crew.
19.
Research the life and manners of upper-class American girls and women in the
first half of the 19th century,
especially the way young girls were supposed
to behave. Write an instructional pamphlet that Charlotte’s
parents would
have wanted their daughter to read.
20. Pretend you are Charlotte, Jaggery,
Zachariah, or one of the other crew members. Develop a set of interview
questions a news reporter would ask your character at certain points in the
story. Working with a partner,
formulate answers to your questions.
Tape-record or videotape your interview and then play it for the class. Or
present the interview live.
21. Design a board game using events from the
novel. Prepare rules, markers, and other items you need. Remember
to keep
the story events in mind as you design your game.
22. Pretend you are a newspaper publisher.
Write headlines, news stories, advice columns, editorials, and
advertisements that relate to the time period and the events of the novel.
Think of a clever title or use the
template provided by your teacher. Many
desktop publishing programs also have newsletter programs. You may
also use
one of them.
23. Many famous novels have been changed into
comic books in a series called "Classics Illustrated." Change a
chapter of
the novel into a comic book by drawing illustrations and labeling them as
comic-book artists do.
24. Suppose that some of the novel’s events
had turned out differently. Some situations might include the ones
below:
- What if the mutiny had succeeded?
- What if Cranick had completed the voyage
undiscovered and reported Captain
- Jaggery’s cruelty to the authorities?
- What is Charlotte had been unable to climb the
mainmast?
Choose one situation and develop an outline for the
story that unfolds. Write the story (2 pages).
25. Pretend you are one of the characters in
the novel other than Charlotte. Write a journal describing the events
of the
novel from the other person’s point of view. Write the entries in the first
person and date them to
correspond with the story.
26. Read another novel by Avi. Compare and
contrast it with "The True Confessions of Charlotte Doyle" by making a
chart
focusing on the following story elements:
- Setting
- Problem
- Characters
- Plot action
- Resolution
27. Prepare a skit in which one student plays
the role of a guidance counselor attempting to resolve the conflicts
between
Charlotte and her family. First decide how the problem would be defined,
then what kind of advice the
counselor would give, finally showing how
Charlotte and her family respond to it. Present your skit to the class.
28. Make a coupon book for the novel. It may
involve an offer for you the reader, for one of the characters on
board the
boat, or for Avi the author. Make them colorful in their pictures and vivid
in their wording.
29. Make an alphabet book that covers items
from A-Z (the easiest). Or use sentences that use alliterative words
to
discuss the book. (Avi adorned the book with alliterative phrases.) harder
30. Book container report: Start with a
unique container (coffee can, manila envelope, Cool Whip container or?).
Decorate it to fit with the theme of the book. Inside place the following:
- Ten questions a student should be able to answer
if they read the book. Place on strips of paper with answers on back.
Fasten together with staple or paper clip.
- Ten questions you’d ask the main character if you
were interviewing her.
- Five items that the main character would have
owned or used. They must fit in your container.
- Five pictures (cutout or drawn) of the things or
foods the main character missed most.
31. Types of ships: Use reference books or
the internet to picture (draw or cutout) the following ships. Also
word-
process a summary of each type of ship and tell how they differ from
one another.
-
Brig
- Brigantine
- Lugger
- Lateen
- Cutter
- Barque
- Barquentine
- Ketch
- Square
- Schooner
- Smack
32. Read the Avi interview on the internet.
Write a paraphrased paragraph telling about the new things you
learned about Avi. (Different from biog articles you read in class).
http://www.ipl.org/youth/AskAuthor/Avi.html
33. Read 8th grader Megan Hall’s paper on Avi
posted on the internet:
http://www.scils.rutgers.edu/special/kay/avi.html. Do the
same activity as in 30 (with the biog). Also read
through her literary
critique. Write down five opinions that you agree with in her critique of
the CD book.
34. Research the Beaufort wind scale in
either reference books or on the internet. Make a chart to explain the
scale. Also use drawings or pictures to illustrate each of the wind classes.
35. One of the things Charlotte needed to
learn was to tie various knots to work in the sails and riggings. Using a
reference book, a sailing manual, a Girl or Boy Scout Manual or internet
source, learn to identify and tie different
kinds of knots. Using a piece of
nylon or synthetic rope, create a board on which you demonstrate as many of
these knots as possible.
- Angler knot
- Barrel knot
- Blackwall hitch
- Bowline
- Carrick bend
- Cat’s paw
- Clove hitch
- Eye splice
- Figure-eight knot
- Fisherman’s bend
- Granny knot
- Half hitch
- Lark’s head
- Magnus hitch
- Overhand knot
- Overhand loop
- Reef knot
- Rolling hitch
- Seizing
- Sheet bend
- Slipknot
- Square knot
- Stevedore knot
- Timber hitch
- Two half hitches
- Whipping
 Back to the top
The Hobbit
by J.R.R. Tolkien
 Summary
An unassuming and rather plump hobbit (as most of these small, furry-footed
people tend to be ), Bilbo Baggins finds himself unwittingly drawn into
adventure by a wizard named Gandalf and 13 dwarves bound for the Lonely
Mountain, where a dragon named Smaug hordes a stolen treasure. Before he
knows what is happening, Baggins finds himself on the road to danger. He
sets out on his fateful journey an inexperienced, untested soul and
returns--tempered by hardship, danger and loss--a better man--er, hobbit.
A great
site for information and quizzes, summaries, pictures, etc.
Information on J.R.R. Tolkien
Before you read....
Some of the common kinds of
fiction are:
historical fiction
contemporary fiction
biography
science fiction
fantasy
Think of books that would fall into
the above categories.
Good fantasy will have these
characteristics:
the story has an imaginary world
action takes place in some unfamiliar and distant time
a difficult and dangerous quest or journey is often involved
the story illuminates a truth about human life and behaviour
Chapter 1: "An Unexpected Party"
Vocabulary
Use context clues to discover the meaning of these words. Look up the
words and write a short meaning or definition for each.
flummoxed - pg 11
confusticated - pg 11
bebother - pg 11
sorcerous - pg 13
audacious - pg 16
conspirator - pg 16
elvish - pg 14
scones - pg 10
larder - pg 11
Chapter
2 – “Roast Mutton”
Vocabulary
Use only context clues to discover the meaning of the words and phrases.
Note Tolkien’s unique use of some words.
paraphernalia – pg 42
cavalcade – pg 45
fine toothsome smell – pg 46
purloined – pg 46
burglarious – pg 47
look what I’ve copped – pg 47
poor little blighter – pg 48
a nice pickle – pg 50
Chapter 3 – “A Short Rest”
Vocabulary
Use the dictionary to find the meanings of the following words, then use the
words in a sentence of your own.
faggots – pg 58
bannocks – pg 58
parapet – pg 60
palpitating – pg 60
Chapter 4 – “Over Hill and
Under Hill”
Chart of the People of Middle Earth
Set up a chart in your duotang, listing the peoples of Middle Earth as shown
below. As you read through the novel, begin with the physical appearances of
each people/individual. Then, as the story progresses, add details about
their inner character. Use only the descriptions given by Tolkien in this
novel – do not use the descriptions given in the Lord of the Rings movie
trilogy.
Groups of peoples/ creatures
Hobbits
Dwarves
Trolls
Elves
Wargs
Eagles
Spiders
Wood-elves
Men
Individuals
Gandalf
Gollum
Smaug
|
Groups
of peoples/creatures |
Physical Appearance |
Inner Character |
Hobbits |
|
|
Dwarves |
|
|
Trolls |
|
|
etc.... |
|
|
Chapter 5 – “Riddles in
the Dark”
A. Vocabulary
Using context clues, give definitions of the above words. How does Tolkien
create his own words?
miserabler – p 76
subterranean – p 78
antiquity – pg 86
oddments – pg 87
unlost – pg 88
B. Riddles
Write some riddles with clues.
C. Writing
What do we learn about Bilbo’s character in this chapter? Explain in
paragraph form.
Chapter 6 – “Out of the
Frying Pan into Fire”
A. Sequencing
Read the chapter. Place the following events into the correct sequence.
____ Bilbo sleeps and dreams about being comfortable in his hobbit
hole.
____ A pack of wolves are gathering together.
____ Gandalf sets pine cones on fire and throws them among the
wolves.
____ The Lord of the Eagles and his followers arrive.
____ The eagles bring the rescued dwarves to a mountain ledge.
____ Gandalf discovers that the glade is the wolves’ meeting place
____ The dwarves flee to a glade and climb the trees.
____ The fire scares the wolves.
____ The eagles provide sufficient food to the dwarves
____ The eagles rescue the dwarves from the trees.
____ Bilbo hangs onto Dori’s legs.
____ Dori has to get back down and boost Bilbo into the tree.
____ The goblins arrive and use the fire to burn the trees where the
dwarves are.
B. Chart
Continue putting entries on the chart, “Peoples of the Middle Earth.”
Chapter 7: "Queer Lodgings"
Chapter 8: "Flies and Spiders"
Chapter 9: "Barrels Out of Bond"
Draw a detailed map of the Wilderland. Use the
map in your novel as a guide.
Include the following places:
Mirkwood
Misty Mountains
Edge of the Wild
Rivendell
Great River of Wilderland
Old Forest Road
Forest River
River Running
Long Lake Esgaroth
Elven King's Halls
Lonely Mountain
Chapter 10: "A Warm
Welcome"
A.
Comprehension
Answer the following questions in complete
sentences:
1. Why does Bilbo's ideas to
travel in barrels prove to be an excellent plan?
2. How do the dwarves escape from the barrels?
3. How are the dwarves treated by:
i) Town's people? why?
ii) Master of the Town? why?
4. Why is Bilbo disappointed at the end of the chapter?
B.
Chart
Continue placing entries on
the chart, "Peoples of Middle Earth".
Chapter 11: "On the Door Step"
Chapter 12: "Inside Information"
A.
Comprehension
Answer the following
questions in complete sentences.
1. Compare Bilbo's first visit
to Smaug with the second visit.
2. Why does Bilbo try to use riddles on Smaug? Where has he
learned?
3. Why does Smaug plan to attack Lake-town?
4. How does Bilbo find out Smaug's weakness?
5. Why is the Arkenstone important to Thorin?
6. A leader many times has to help or serve others. How does Bilbo
fulfill this role of servant in this chapter?
B.
Chart
Enter "Smaug" on the chart of
"Peoples of Middle Earth".
Chapter 13:
"Not at Home"
Chapter 14: "Fire and Water"
A.
Comprehension
Answer the following
questions in complete sentences.
1. How does Bard know that
Smaug is coming to Lake-town?
2. How does Bard know how to destroy Smaug?
3. Contrast Bard with the Master of the Town.
4. Why does the Elven-king come to the Mountain?
Chapter 15: "The Gathering
of the Clouds"
Writing
Write a short essay based on
how to resolve the dilemma or problem that has arisen in this chapter.
Chapter 16: "A Thief in the Night"
Chapter 17: "The Clouds Burst"
Comprehension
Answer the following
questions in complete sentences.
1. What do we learn about
Thorin's character in this chapter?
2. Why is there a conflict between Thorin and Bilbo?
3. What causes enemies to become allies in this chapter?
4. What advantages and disadvantages are there for Bilbo to be
invisible during the battle?
Chapter 18: "The Return Journey"
Chapter 19: "The Last Stage"
Complete the map and chart.
Jesus in Art and Architecture
Jesus in Art
and Archeology
Introduction:
Jesus was and is the Son of God, the Christ, the Messiah to those who
knew and know him
personally. To others who did and do not recognize him as the Son of
God, he was one of the
most important figures in all of world history. However, there are no
books written by him, no
photos, no video interviews. What we know of him is from what people who
knew him passed
down orally, or wrote. How did the perspectives of these people ‘paint’
different pictures of the
real Jesus?
What was the historical Jesus like? How have people’s perspective
interpreted what he was like?
What does the latest archeological research tell us about the Jesus, the
man? Can it tell us
anything about him? How do these perspectives compare to your view of
him? Is it really
important to know what he looked like?
Your task:
1. You will record what you already know about Jesus.
2. You will learn about what the experts say about the latest
archeological research on
Jesus.
3. You will choose from many works of art that depict Jesus, and you
will print the one that
you feel best captures what he actually looked like and /or reflects
what he represents
to you.
4. Finally, you will write an acrostic poem that displays the
information that you find most
important from your reading.
The Process: Exploring on the Internet:
1. Make a cluster about Jesus. Use the handout given to you in class.
Fill in the information
you have learned about Jesus from books, the bible, Sunday School, your
family, etc.
2. Listen to articles that discuss what Jesus may have been like, based
on the time and
place where he lived. This is from a show that was aired on public
television
PBS Frontline - From Jesus to Christ.
Add any new information to your Jesus cluster.
3. You will tour several art museums around the world to look at many
artists’
representations of Jesus. You will travel to Washington, D.C., London,
England and Paris,
France. With your Jesus cluster at hand, look for a picture that is,
according to what
you imagine, the ‘real’ Jesus.
As you tour, take note of what the artist
is trying to say about Jesus.
What is he doing in the picture?
What
does the pose or activity tell you about him?
What
is the expression on his face saying to you?
Is
there a halo, a lamb, a cross, or any other symbols to tell who he is?
Is
he dressed as he may have really dressed in his lifetime, is the scenery
appropriate to
ancient Israel?
If
not, why did the artist place him or dress him in an inaccurate way?
 Go to the
National Gallery of Art in Washington, D.C. for images of
Christ. Click on Subject
Search, then go to religious, click it and then click
search.. Finally click on New Testament,
then Search. You will have the first 12 of 147 images to look at.
Browse through the images and click on the works that you like to
enlarge them and to find
out more about them. Jot down the number of any image that you might be
interested in
viewing and comparing later on.
Go the the
National Gallery of London. In the search box near the top of
the screen,
type in Jesus Christ. You will have hundreds of images to view
here. Click on any image that
interests you for larger viewing. Record the image number of any that
may interest you later.
Go to the
The Louvre, Paris In the search box, type in Christ.
You will once again have
hundreds of images to view. Record the numbers of your favourite images.
Make your final decision on which
image best captures what Jesus actually looked like
and/or reflects what he represents to you, the one that seemed to be the
most ‘real’ to
you.
Copy and paste the enlarged image to a
Word document, type in the artist’s name and the
title of the image, save and print it.
Creating the Final Product:
1. As you examined the artwork that depicted Jesus, you probably saw
that the images of him
were very different. Everyone seems to see him differently. You selected
the one image that
seemed to be the most ‘real’ to you.
2. Use the image that you printed and the cluster that you made to help
you to write an acrostic
poem.
Choose an important word that has to do with Jesus
– use a word from
the novel, from
your research, from what you have learned about him in church, or from
your own
relationship with him.
Write the word vertically on a piece of paper, with one letter per line.
Find related words or phrases that begin with each of the single letters
from the vertical
word, and write them horizontally.
Try to refer to something in the work of art, to help tie it into your
poetry. Make the
connection between the two obvious.
Mount your three papers, (the cluster, the poem and the image) on
construction paper.
PBS Frontline - From Jesus to Christ
National Gallery of Art
National Gallery of London
The Louvre, Paris
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Bronze Bow
Bronze
Bow
Chapter 1
1. Draw a map of the countries and cities near Galilee and
Capernaum.
2. Research olive trees, illustrate and report to the class.
3. In a paragraph, explain why Daniel is staying with Rosh.
Chapter 2
1. Illustrate the caravan Samson was in.
2. Write a description of Rosh and illustrate.
3. Draw a picture of Thace and Joel.
Chapter 3
1. Research and illustrate a mezuzah. Report to the class.
2. Draw a picture of the house Leah and her grandmother live in.
3. Explain what this means: “It was like being chained to a huge
rock.” (p.30)
Chapter 4
1. Research the history of Rome and report to the class.
2. Research Caesar and report to the class.
3. Write a description of Leah and present it to a friend.
Chapter 5
1. Draw a picture of Thace from descriptions in the story.
2. Copy the sentence on p.55 about “a golden field of mustard.”
Illustrate the metaphor, and create other ones to describe the golden
field. Read to the class Wordsworth’s poem “I wandered Lonely as a
Cloud.”
3. Copy the sentence on p.55 about “the sea, like a great blue
jewel in the sun.” Illustrate it and choose other words to describe the
sea.
Chapter 6
1. Research the history of slavery. Give a report to the class.
2. Dramatize the incident with the guard. Dramatize other ways
the situation could have been handled.
Chapter 7
1. Copy the verses in this chapter. Read them to someone. Discuss
what they mean.
2. Rewrite the verses in your own words.
3. Give examples of the verses in modern life.
Chapter 8
1. Copy the sentence on p.90, which contains the simile, “like a
vast shadow he sheltered him” and write an explanation.
2. Dramatize one of the characters in the story. Ask the class to
guess who you are.
Chapter 9
1. Write an explanation of the last paragraph on p.111. Then
discuss it with a friend. Finally, discuss it in a group of four.
2. Read the play The Miser by Moliere
Chapter 10
1. Practice the psalm on p.118, and say it to class.
2. Do a kind deed for a neighbor and report it to the class.
3. List some things you or your class could do to help old
people.
4. Visit a nursing home and report to the class.
Chapter 11
1. Illustrate and explain: “he shrank from the sunlight as if it
were a sword.”
2. Read the last full paragraph on p.126 to a friend. Discuss
what it means.
3. Draw a picture of Daniel and Leah. Describe each.
4. Bake two types of bread, leavened and unleavened.
Chapter 12
1. What would you do if a foreign country ruled America? Explain
and discuss in a small group.
2. Predict what is going to happen to Leah.
Chapter 13
1. Research “loom” and how it works. Draw diagrams, take notes
and explain to the class.
2. Find out how people dressed during the time of the story. Draw
pictures and present to the class.
Chapter 14
1. Make a list of things you have to choose between. Think about
how you make decisions. Explain it to the class.
2. Try to make a garland of flowers.
Chapter 15
1. Reread the story of the traveler on p. 172. With a friend,
discuss what it means.
2. Illustrate and explain: “they huddled like sheep on a hill”
Chapter 16
1. Discuss breaking religious laws and breaking general laws. Is
there a difference
2. Discuss “the ends justify the means” in regard to breaking
laws, commandments, and during wars.
3. Discuss “love our enemies” and the outcome of that.
Chapter 17
1. Make a list of wars and what they were fought for.
2. Find out how many people were killed in each war.
3. Dramatize this chapter with Rosh, Daniel, Joel and the town
boys.
4. Draw a map of Israel and surrounding countries
Chapter 18
1. Write down the holidays and their meanings for the Israeli
calendar.
2. Learn Israel dances and songs.
Chapter 19
1. How do you solve problems? Discuss with a friend.
2. Research camels, draw illustrations, take notes and present to
the class.
Chapter 20
1. Discuss the meaning of “those who live by the sword will
perish by the sword.”
2. Explain: “It will be like caging a wild bird.”
Chapter 21
1. What did Jesus mean when he said that ‘hate was the enemy, not men.”
Discuss with a friend.
2. Do an essay on “The only thing stronger than hate is love.”
3. Read and make a list of famous sayings of Jesus from the
Bible.
Chapter 22
1. Do an oral report on the Day of Atonement.
2. Research and illustrate a report on foods mentioned in the
novel (for example, pomegranates and figs).
Chapter 23
1. Why are people following Jesus? Make a list of reasons.
2. What do people want from Jesus? Make a list.
Chapter 24
1. List the different ways people were cured.
2. Compare the sayings of Jesus with other famous people’s
sayings (Buddha, Gandhi, and Martin Luther King Jr.). How are they alike
and different? What do they all promise?
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