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The Giver: 8 Creative Class Activities

The Giver by Lois Lowry is a teacher’s dream novel. The complex dystopian plotline, dynamic characters, and thought-provoking themes provide so many opportunities for teachers to foster text-to-self and text-to-world connections. Critical thinking activities that allow students to empathize with the characters are a must-have in any novel unit. Below are 8 of my favorite activities for The Giver   that do just that.  

1. The Ceremony of 12 Simulation

This first activity is always a class favorite. It allows students to empathize with Jonas and his friends as they are assigned careers by the Chief Elder during the Ceremony of 12 .

How This Activity Works:

Welcome students to the classroom with a colorful poster for The Ceremony of Twelve. Once they are all settled, immediately transform into The Chief Elder. Address the class explaining that although they have spent the last 11 years learning to fit in and standardize their behavior, that this ceremony will celebrate their differences. Then, one-by-one present each student with their new job and a designated card that states all of the roles and responsibilities. After each student gets their assignment, have the rest of the class say in unison, “Thank you for your childhood.”

Give your students a choice of assignment. They can either fill out an application for a job switch or write a journal discussing their feelings on their new role in the community!

2. Seeing Beyond Activity

In The Giver , Jonas has the capacity to ‘see beyond.’ This means that Jonas, unlike the other members of the community, can use his senses from memory that allow him the ability to see color. This fun, seeing beyond class activity allows students to step into Jonas’ shoes to understand his ability to see beyond.

Students enter the classroom to a colorful poster welcoming them to Seeing Beyond. Ask them to circulate the room to different areas that have hidden image optical illusions. Some will be able to see the hidden pictures, while others will not.

After the activity, students work with partners to discuss how they felt when they were or were not able to see the hidden image. They will also discuss how it felt to successfully or unsuccessfully help someone else see the image and how this relates to the novel.

3. Memory Transmission Activity

Through his role as The Receiver, Jonas receives transmitted memories of the past from The Giver. This FREE memory transmission activity allows students to empathize with both Jonas and The Giver as they will both receive and transmit memories. This one has always been a real hit with my students!

Put a colorful poster on the door welcoming your class to The Giver’s Annex. Then, transform into The Giver and give each group of students descriptions of new memories that Jonas will receive.

Some of the memories involve painful memories, like homelessness, while others involve more positive memories like Neil Armstrong’s arrival on the moon! Students discuss prompting questions that will have them understand the value of keeping the world’s memories safe. After all the memories have been transmitted, they will shift into the role of The Giver. In this role, they will transmit one important historical memory to Jonas of their choosing.

4. The House of Old Activity

The elderly in The Giver are seemingly treated with the utmost respect and care in The House of Old , but the reader soon learns that things are not as positive as they appear. The elders of the community are killed (a.k.a released from society). This activity allows students to examine how the elderly are treated in different cultures/countries in the world and how this compares to how they are treated in Jonas’ community.

Students will enter the classroom to a colorful poster welcoming them to The House Of Old. They participate in small group discussions with information cards that provide details about how the elderly are treated in different cultures. When they are done, they fill in the blank card with how the elderly are treated in the novel and share with the rest of the class!

5. Dream Sharing Activity

In Jonas’ community, everyone must share any dreams they have with their family members. On the surface, dream sharing seems like a good way to keep open communication about inner feelings. In reality, however, it is another way that the government can keep control of the thoughts of their citizens and squash any independent thinking. This activity allows students to interpret their own dreams and consider what deeper meaning their dreams may have.

After reading chapter 6, a poster welcoming them to Dream Sharing greets students at the door. Break the class up into groups of 4 and tell each group to imagine they are family members. Each group receives dream prompt cards with common topics for dreams that have symbolic meanings. Each student shares a dream they remember which connects with one of the topics. If they can’t connect with any topic, they can share any dream they remember.

After everyone has shared their dreams, give each group the Dream Interpretation Cards that explain the symbolic significance of each dream topic. Students discuss and reflect on how it felt to reveal a dream and consider whether or not this would be a good practice in their everyday life.

6. A World Without Pain Activity

In Jonas’ community, members are sheltered from feeling any physical or emotional pain. While this theoretically seems like a peaceful way to live, Jonas soon learns that feeling no pain desensitizes people and doesn’t allow them to appreciate positive emotions. From pain, people are also able to learn from mistakes and avoid making those same mistakes again in the future. This activity brings this idea to the forefront by showing students a real-life example of someone who feels no pain.

Students work in groups to read information about people who feel no physical pain. You could have them research Gabby Gingras or Ashlyn Blocker, for example. As a group, students discuss whether or not they would like to live a life without physical pain and what challenges they might face if they chose yes. Then, they work with their group to brainstorm a list of advantages and disadvantages to living a life free of emotional pain.

7. The Telling of Feelings Activity

Jonas and his family participate in a nightly ritual called The Telling of Feelings  where each person describes an emotion that they experienced during the day and discusses it with the others. Help students understand what this ritual would be like by forming classroom families and simulating the practice.

After reading chapter 2, put students into groups. It is preferable that groups consist of two boys and two girls, but it isn’t necessary. Tell them that the group is their new family and they are to assign roles (parents and siblings).

Each student gets a “Feelings Card” that they fill out in preparation for the ritual. Students must choose a precise word that describes a feeling they had that day. Each member of the group shares their feelings while the other members listen carefully.

After the ritual, have students discuss whether or not they could see themselves doing this with their family, if it would make a family closer, and why they think this is a required ritual in Jonas’ community.

8. Family Forming Activity

In The Giver , couples can only have 2 children as mandated by the government. While this may seem completely removed from the modern-day, this activity will teach students about China’s one-child policy and allow them to consider how it relates to the novel.

This activity works best with a bit of pre-reading discussion. Students discuss how they would react if the government limited the number of children they could have. Ask them if they think this could or would ever happen.

After some discussion, have them read an article or watch a video on China’s one-child policy. I have students record their thoughts as they read using a graphic organizer. The one I use has them consider their thoughts, what they learned, and something that surprised them. Ask students to make a connection between this policy and the events of the novel.

Grab a ready-to-use unit plan with over everything you need to teach  T he Giver (340 pages/slides of eye-catching powerpoints, printable assignments, questions, vocabulary, and interactive class activities) by  clicking here .

I hope you found this helpful! If you are interested in more tips and resources for developing students’ reading skills in ELA, click here.

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The Giver Job Assignments

Is history important?

Yes! It helps us learn from our mistakes!

It depends.

No. We need to live in the present.

Rate this question:

Are you athletic/fit?

Your friend tells you her mom just gave birth. you:.

Beg her for pictures and ask her questions about the weight and size and everything!!!

Congratulate her and ask if she has any pictures.

You're on your way to somewhere important and you see a dog limping around. It doesn't look like it has a collar. You:

Keep driving. Its owner is probably looking for it. Besides, its not your problem.

Rush out of the car and go grab the dog. You immediatly take it home and try taking out stickers and giving it a bath.

You're taking a test and your nudges you and whispers "number 7". You:

Shake your head and keep working.

Keep working but tell the teacher after class.

Make a "C sign" with your hand. Its the right answer.

Make a "C" sign with your hand. Its the wrong answer.

Are you a hard worker?

Absolutely. Its my biggest pride.

Nah im too lazy.

Your favorite kind of thing to write in English is:

Short Stories

Nothing. I hate writing.

If you still had recess, you'd be:

On the swings

Talking to my friends

Playing tag

Playing Dragon Slayer version 7.

At your grandparents house, you:

Stand around bored.

Find something to do. Help grandma clean her bathroom or something.

Talk to your grandparents for hours.

What Assignment do you most want?

Receiver of the memories

Caretaker of the old

Justice/ lawmaker

Storyteller

Birthmother

Director of recreation

What job do you least want?

Recreation Director

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Wait! Here's an interesting quiz for you.

List the different jobs that are mentioned in the chapter.

I don't know how many jobs are listed in chapter 1. Jobs in the book iinclude:

engineer, assistant and director of recreation, fish hatchery attendant, rehabilitation center worker, food production, caretaker of the old, doctor, nurturer, instructor of the different age groups, representative of the department of justice, speaker, receiver of memory.

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The giver assignment

Resource type.

The Giver Activity Bundle - Creative Activities and Assignments for the Novel

Lois Lowry's The Giver - Myers-Briggs Test/Job Assignments PAPER VERSION

The Giver Plot Diagram Assignment - Analyzing Plot Structure

" The Giver " Chapter Assignments and Activities

The Giver Job Assignment

Lois Lowry's The Giver - Myers-Briggs Test/Job Assignments GOOGLE VERSION

The Giver Memory Writing Assignment (Narrative/Descriptive Writing)

The Giver Book Cover Assignment

The Giver Chapter 17 Independent Reading Assignment

The Giver Chapter 14 Independent Reading Assignment

The Giver Chapter 8 Independent Reading Assignment

The Giver Chapter 4 Independent Reading Assignment

The Giver by Lois Lowry Final Project and Assignment

The Giver Job Assignment Worksheet

The Giver by Lois Lowry Summer Reading Assignment Questions and Project

Introduction Activity to The Giver (with poetry assignment )

The Giver Compare and Contrast Film vs. Novel Assignment

" The Giver " job assignment activity

The Giver Writing Assignment

The Giver Webquest - Lois Lowry prereading assignment

The Giver Reading Journal Assignment Log

The Giver Research Writing Assignments

The Giver_Virtual " Assignment Folder" Project

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An Engineer is an assignment given out during the Ceremony of Twelves . They are responsible for many architectural and mechanical designs implemented throughout the Community , such as the bridge built by Andrei that crossed the river throughout the west of town. Students selected for training within this area often have an aptitude for mathematics and science, particularly physics, with some having noted to experiment with construction sets at an early age.

Known Engineers [ ]

Careers @ MSU

Public postings, public job postings at msu, job postings, senior director of donor relations / development officer iii/s, working/functional title.

Senior Director of Donor Relations

Position Summary

BASIC FUNCTION AND RESPONSIBILITY

University Advancement seeks an experienced and creative leader for the position of Senior Director of Donor Relations. As an integral part of University Advancement, the Senior Director of Donor Relations works to foster lasting relationships between the University and its benefactors, promoting positive attitudes toward giving among current and prospective donors.

This position is responsible for the strategic development and implementation of a high performing, comprehensive campus-wide donor relations program, in collaboration with Advancement Engagement team leadership and University Advancement Senior Leadership. The position will focus on executing a comprehensive Donor Relations program designed to increase donor satisfaction and drive fundraising growth; creating and maintaining a positive and professional relationship between the university and its donors, alumni, and constituents; collaborating with various UA units to determine effective gift stewardship strategies; and elevating the overall philanthropic experience to support donor cultivation and retention.

The Senior Director of Donor Relations manages a staff of professionals with responsibilities in stewardship programs, acknowledgments, impact reporting, loyalty societies, scholarship reporting, and principal gift donor experiences. This position provides recommendations to Advancement and University leadership on stewardship and donor relations to develop strategic direction, determine priorities, and initiate and monitor the performance of efforts consistent with those priorities. The Senior Director will provide recommendations to leadership and fundraisers in donor reporting and experiences, develop joint reporting approaches with colleges and athletics, and work directly with lead donors to ensure they experience gratitude for the impact of their giving. This position has responsibility for conceptualizing and overseeing execution of initiatives that reach principal gift prospects and helps elevate MSU’s reputation among potential and existing donors.

CHARACTERISTIC DUTIES AND RESPONSIBILITIES

Drives Donor Relations Strategies for University Advancement:

• Develop strategies to improve the donor experience, increase retention, and promote giving to MSU.
• Conceptualize and implement a quantitative and qualitative measurement system to evaluate the effectiveness and success of all stewardship and recognition programs, utilizing the data to improve standards, increase donor retention, and further the success of fundraising goals.
• Collect and utilize qualitative and quantitative inputs from a wide range of leaders across campus to inform and develop highly customized stewardship plans for principal and major gift donors, lifetime and planned giving societies, and annual fund donors. Collaborate with UA Marketing and Communication and identify areas of integrated marketing opportunities to tell donor impact stories and emotionally connect donors.
• Lead the development and execution of strategic recognition and stewardship events, and programs for key donors and giving societies, in collaboration with the UA Events Team and other necessary departments.
• Develop annual departmental goals, objectives, key performance metrics and associated budget which support the progression of the Division’s mission.
• Build and strengthen a Donor Relations network consisting of the central UA team and practitioners throughout colleges and units at MSU. Communicate a vision for the team that aligns with and affirms the overarching goals of the Advancement Engagement team and University Advancement.
• Maintain working knowledge of industry best practices and standards to promote departmental longevity and divisional efficacy.

Donor Experience:

• Design, implement, and direct a comprehensive, integrated, and donor-centric donor relations and stewardship plan to build trust and fulfillment through strategic and meaningful contact, experiences, and outstanding hospitality and service.
• Work closely and collaboratively with the senior fundraisers to provide oversight, direction, and operations support for their donor relations coordinators to create and implement short-term and long-term strategies to steward and engage a portfolio of major gift donors in alignment with overarching UA donor relations and stewardship programs, plans and goals.
• In partnership with the principal gift team, contributes to the management of a portfolio of donors by developing and executing thoughtful and individualized strategies for stewarding donors.
• Represent University Advancement at functions and work with donors and other constituents to strengthen connections and build trust in MSU.

Personnel Management:

• Develop and implement strategies that will support the UA Engagement team vision. Build strategic partnerships and influence with colleagues across UA and the University to help Donor Relations achieve its goals.
• Set clear direction and priorities for staff of professionals and administrative support personnel. Promote excellence through well-defined and measurable goals; inspire and motivate staff through the free flow of information, placing staff members’ work within the context of donor relations strategic priorities as well as within the mission of Michigan State, consistent with University Advancement goals, policies and procedures.
• Lead by example; foster a work environment that recognizes and rewards cross-functional collaboration and team-based efforts. Celebrate current achievements and set clear expectations for future success. 
• Actively mentor and train staff, providing frequent opportunities for professional learning and growth; emphasize retention as a means of increasing capacity and expertise of the team. Fully leverage human and financial resources and promote greater efficiency.
• Provide the structure and guidance necessary to promote a high-performance, innovative culture.

COMMUNICATIONS/INTERPERSONAL RELATIONSHIPS

Interacts with:

• Michigan State University alumni, individuals, and community members to acknowledge status as a current donor and solicit as potential donors, handle their requests and ensure a hospitable donor experience.
• Faculty – with a focus on expressing philanthropic impact to donors.
• Staff – to train and oversee their work and to establish priorities.
• Michigan State University Executive Management - to consult and coordinate work within university structure to aid in the identification of tools and processes that support impact reporting and the overall donor experience.
• Michigan State University Fundraising Colleagues – to provide support and partnership in the cultivation, solicitation and retention of major prospects and donors to ensure consistency in impact reporting to donor.
• Peers/Professional Organizations – to obtain advice and council on options being considered for programs.

SUPERVISION RECEIVED

Direction is received from the Assistant Vice President of Engagement in University Advancement.

SUPERVISION EXERCISED

Supervision over the Advancement Donor Relations team including but not limited to stewardship, impact reporting, donor programs, individual engagement plans, and gift acknowledgments.

Minimum Requirements

Knowledge equivalent to that which normally would be acquired by completing a four-year college degree program in Communications, Public Relations, Marketing and/or Business; five to eight years of related and progressively more responsible or expansive work experience in professional and higher education fundraising, public relations, marketing, development of budgets, preparation and presentation of case statements and analysis of operations; or an equivalent combination of education and experience.

Desired Qualifications

• Fundraising and donor relations experience, including proven track record of stewarding gifts of $1M or more.
• Proven track record of effectively working and leading in a large, complex, dynamic, and sophisticated organization.
• Well-developed project management skills, including experience initiating and implementing a new program or project. Wide-ranging knowledge of academic units, current affairs in higher education, and research, as well as genuine interest in the ongoing affairs at the university and intellectual curiosity.
• Ability to set a vision and to influence and inspire others to action, as well as a willingness to dig in and understand the work being done at a more granular level.

If you review this job description and have done many of the responsibilities or have transferable skills, we want to hear from you and welcome your application! We are seeking successful, ambitious fundraisers who want to become part of our team and help us help us in our ambitious campaign! 

Equal Employment Opportunity Statement

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, citizenship, age, disability or protected veteran status.

Required Application Materials

Resume and cover letter

Special Instructions

HOW TO APPLY

If you have any questions regarding this position, please contact Patricia Karam, Director of Recruitment, at [email protected] . 

Screening of applicants will continue until the position is filled.

MSU is an affirmative action, equal-opportunity employer.

MSU is committed to achieving excellence through a diverse workforce and inclusive culture that encourages all people to reach their full potential.  The University actively encourages applications and/or nominations of women, persons of color, veterans, and persons with disabilities. 

8 am -5 pm with some evenings and weekends

Advancement.msu.edu

Remote Work Statement

MSU strives to provide a flexible work environment and this position has been designated as remote-friendly. Remote-friendly means some or all of the duties can be performed remotely as mutually agreed upon.

Bidding eligibility ends September 3, 2024 at 11:55 P.M.

Advertised: Aug 28, 2024 Eastern Daylight Time Applications close: Sep 26, 2024 Eastern Daylight Time

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Whole unit resource pack - OCR Sports Studies - R186 - Sport & the Media - June 2024 new live scenario!

Last updated

29 August 2024

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Resources included (6)

June 2024 - OCR Sports Studies - R186 Sport and the Media - Topic Area 3

June 2024 - OCR Sports Studies - R186 Sport and the Media - Topic Area 2

June 2024 - OCR Sports Studies - R186 Sport and the Media - Topic Area 1

June 2024 - OCR Sports Studies - R186 Sport and the Media - Starter activities

OCR Sports Studies - R186 - Sport & the Media - TA1 planning sheet

OCR Sports Studies - Assessment tracker (new level 2 spec - 2022)

Whole unit resource pack for OCR Sports Studies - R186 - Sport & the Media (new live assignment for 2024-25)

The resource pack includes:

• PowerPoints for all topic areas
• New live assignment sports (gymnastics, athletics, hockey)
• All specification content covered
• Linked & embedded YouTube videos for increased engagement
• Linked to live assignment for 2024-25
• Bank of starter activities
• Assignment planning sheet for TA1
• Assessment tracker - including all available units on the new specification

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