The Giver
Age 10-12: Concept 3 - Change: Unit 3

What would life be like in a society where everything stays the same and the people experience no pain? A special boy named Jonas is selected to receive insight from a wise elder in the community and realizes there is another way to live that does involve pain but also joy and real life. How will he convince his community of the terrible mistakes they are making and help them to understand the beauty that life holds? Does he have the courage to make a difference and take a risk that could lead to terrible consequences? In this unit children explore characterization, imagery, and symbolism. They practice descriptive writing and for a final project create a memory storyboard of events in their own life.


  • Able to read and comprehend novels at a late 6th or 7th grade reading level
  • Able to write multiple paragraphs on a topic
  • Familiar with the five-paragraph essay
  • Usually used by children in the sixth grade

Table of Contents

  • Lesson 1: The Community
  • Lesson 2: Baby Gabriel
  • Lesson 3: The Ceremony of Twelve
  • Lesson 4: The Selection
  • Lesson 5: Memories
  • Lesson 6: Color
  • Lesson 7: Pain
  • Lesson 8: Love
  • Lesson 9: Rosemary
  • Lesson 10: The Plan
  • Final Project: The Final Chapter (2 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze, make inferences, and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support understanding. (Language Arts)
  • Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content. (Language Arts)
  • Describe the function and effect of common literary devices, such as symbolism and imagery. (Language Arts)
  • Determine the impact of word choice on written and spoken language. (Language Arts)
  • Develop written responses supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. (Language Arts)
  • Differentiate between the active and passive voice and know how to use them both. (Language Arts)
  • Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. (Language Arts)
  • Evaluate the impact of sensory details, imagery, and figurative language in literary text. (Language Arts)
  • Examine reasons for a character's actions, taking into account the situation and basic motivation of the character. (Language Arts)
  • Explain messages conveyed in various forms of media. (Language Arts)
  • Explain whether facts included in an argument are used for or against an issue. (Language Arts)
  • Infer the implicit theme of a work of fiction. (Language Arts)
  • Interpret text by explaining theme. (Language Arts)
  • Recognize exaggerated, contradictory, or misleading statements in text. (Language Arts)
  • Recognize how various techniques influence viewers' emotions. (Language Arts)
  • Recognize underlying messages in order to identify theme(s) within and across works. (Language Arts)
  • Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by creating and presenting a product that effectively demonstrates a personal response to a selection or experience. (Language Arts)
  • Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension. (Language Arts)
  • Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. (Language Arts)
  • Summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions. (Language Arts)
  • Understand, make inferences, and draw conclusions about how an author's sensory language creates imagery in literary text, and provide evidence from text to support that understanding. (Language Arts)
  • 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. (Language Arts)
  • Use and understand the function of active verbs and active voice. (Language Arts)
  • Use and understand the function of the parts of speech (noun, verb, adjective, and adverbs) in the context of reading, writing, and speaking. (Language Arts)
  • Use capitalization for abbreviations, initials and acronyms, and organizations. (Language Arts)
  • Use complete simple and compound sentences. (Language Arts)
  • Use proper mechanics including italics and underlining for titles of books. (Language Arts)
  • Write about personal experiences. (Language Arts)
  • Write persuasive letters. (Language Arts)
  • Write responses to literary or expository texts that demonstrate an understanding of a literary work. (Language Arts)
  • Recognize underlying messages in order to identify theme within and across works. (LA) (Science)
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