the giver film tasks

The Giver Movie Viewing Unit, Questions/Activities, Lesson Plans

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Description

Add rigor to your movie-viewing experience with this The Giver : Movie Viewing Guide. This pack of versatile The Giver movie questions and activities is an excellent way to challenge and engage your students as you view the 2014 The Giver movie. It is not a movie-to-film comparison guide. These activities are tailored specifically for the movie.

Student Experience: From a quick six-question guide with skills-based questions to an analysis of symbols and theme to a paired info text to an argumentative prompt, you will have your choice of ways to differentiate for various learners as you teach this film as a text. Close the unit with the Rotten Apple craftivity where students make text-to-self connections. You may use one or all of the enclosed NO PREP activities to focus your studies. Students will apply various strategies to comprehend, interpret, evaluate, and appreciate the film.

- Teacher's Guide

- Paired Text for Thematic Connection

- Comprehension Questions with Answers

- Interactive Plot Review Activity

- Symbolism and Theme

- Three Short Argumentative Prompts

- Super Simple Sub Plan

- Rotten Apple Craftivity

- PDF format

- Link to the Google Drive version of these worksheets with ready-made text boxes for students to type answers in.

- You will need access to the movie; it is not provided in this download.

Grab my The Giver Coloring-by-Number sheets here.

Classroom success stories from other teachers who have tried this resource:

♥ "LOVED this movie viewing guide. Went much deeper than a typical "compare the book to the movie" activity. The sections on cinematography were awesome. It really helped my students analyze the FILM aspect. Thanks!"

♥ "Great resource for when you have to have a substitute."

♥ "Wonderful movie viewing guide. I like that students are completing a "literary" analysis of the movie."

♥ "This was particularly good for my advanced level classes. The tasks were right on target."

♥ "Kept students engaged during viewing and helped them make more meaningful connections between film and literature."

♥ "This was a great way to keep students engaged and thinking while using the film version of "The Giver." We read the novel before Christmas, but didn't have a chance to watch the movie until after Spring Break! This resource provided an excellent guide for thinking about the themes of the novel and the movie and really helped my students to engage in both genres of the story."

♥ "Love all of the options! Already in my sub folder and ready to go!"

♥ "Lots of activities to choose from that supported viewing the movie after reading the novel. "

Looking for more interesting and engaging movie guides to make showing film in class more rigorous? Check out the following titles:

The Great Gatsby

Ransom of Red Chief

Their Eyes Were Watching God

The Hunger Games

Frankenstein

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Updated 2023

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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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Curriculum  /  ELA  /  6th Grade  /  Unit 2: Challenging Authority: The Giver  /  Lesson 1

Challenging Authority: The Giver

Lesson 1 of 32

Readings and Materials

Target task, key questions.

• Key Understandings

Enhanced Lesson Plan

Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.

Video:  “How to recognize a dystopia - Alex Gendler” by TED-Ed 

Article:  “Dystopias: Definition and Characteristics” by ReadWriteThink 

Article:  “The History Of The Dystopian Novel Actually Begins With A Book About Utopia” by Charlotte Ahlin (Adapted by Fishtank ELA Staff.) 

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Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

What is the purpose of dystopian fiction? Is it still relevant today?

Sample Response

An example response to the Target Task at the level of detail expected of the students.

Questions about the text that will help guide the students understanding

Close Read Questions

Read through the text,  "Dystopias: Definitions and Characteristics." Describe what a dystopia is in your own words. What are the characteristics of a dystopian society? 

How did events in the real world lead to the development of the genre of dystopia? Support your answer with examples from the video.

Discussion Questions

Do you believe that American society is more like a utopia or a dystopia? Explain your thinking.

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

an imagined place where everything is perfect, especially as related to government and society

an imagined, nightmarish society in which people are oppressed and all aspects of their lives are controlled by the government

Reading and/or task to be completed at home in preparation for the next lesson.

To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.

Book:  The Giver by Lois Lowry  — Chapters 1-2

While reading, answer the following questions.

What happened to the pilot who accidentally flew over Jonas’s community? How did the community react? 

How is Jonas feeling at the beginning of the book? Why? Use the word apprehensive in your answer. 

What does Jonas’s family do every night after dinner?

What happens every December in the community?

What is Jonas’s father’s job? Who is Gabe?

How do the elders determine what a person’s assignment will be?

Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.

Common Core Standards

Language standards.

L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Informational Text

RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4.c — Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Speaking and Listening Standards

SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.2 — Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3 — Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Writing Standards

W.6.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

W.6.2.a — Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2.b — Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• “How to...”
• “Dystopias”
• “The History Of The Dystopian Novel Actually Begins With A Book About Utopia”

L.6.6 RI.6.2

Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.

RL.6.5 W.6.1.c

Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.

L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4

Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 5–6 of The Giver .

Explain how specific passages from Chapters 7 and 8 of The Giver  develop the setting and fit into the overall structure of the text. 

Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.

Explain how Jonas responds and changes as he continues his visits with the Giver.

Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.

Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.

Explain how specific events in the text reveal changes in Jonas’ perspective and behavior.

RL.6.3 W.6.1.c

Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.

Explain how Jonas has changed as a result of witnessing the release of the newchild. 

Describe the changes in Jonas’ character at the resolution of The Giver.

RL.6.3 RL.6.5

Determine overall themes for the novel The Giver and explain how the author develops those themes.

Socratic Seminar

Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.

SL.6.1 SL.6.1.a SL.6.1.c SL.6.4

• Analytical Writing Rubric, Mid-Unit Task (G6, U2)

Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.

W.6.1 W.6.5 W.6.9

Draft a strong claim statement and create an outline for a multi-paragraph essay.

W.6.1 W.6.1.a W.6.1.b W.6.5

Draft and revise strong body paragraphs, incorporating feedback from peers.

Craft a strong introductory paragraph, complete with hook, context, and sub-claims.

W.6.1 W.6.1.a

Use pronouns appropriately in writing.

L.6.1 L.6.1.a L.6.1.d

Identify arguments an author makes about screen time and explain whether or not claims are supported by reasoning and evidence.

• “Less Screen...”
• “Why the Screen...”

Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.

Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.

Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.

Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.

• “The Harmful...”
• “Don't Limit...”
• “Kids Must...”
• “3 Fears about screen time for kids—and why they're not true (transcript)”

Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.

W.6.2 W.6.8 W.6.9

Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.

Draft and revise two strong body paragraphs.

W.6.1 W.6.1.a W.6.1.b W.6.1.c

Draft strong introduction and conclusion paragraphs.

W.6.1 W.6.1.a W.6.1.e

Revise essays for tone and add transitions to clarify reasoning and connections between ideas.

W.6.1 W.6.1.c W.6.1.d

Use pronouns appropriately and incorporate any edits to final drafts. 

L.6.1 L.6.1.c L.6.1.d W.6.5

Assessment  – 2 days

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The Giver: Assessment Overview

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20 years ago, Lois Lowry's dystopian YA novel "The Giver" won the Newberry Medal. Creepy and prophetic, told in a kind of flat-affect voice, it has been a staple in middle-school literature curriculum ever since, introducing young students to sophisticated ethical and moral concepts that will help them recognize its precedents when they come to read the works of George Orwell or Aldous Huxley. Jeff Bridges has been attached as a producer to the film project for almost 20 years, and finally, "The Giver" is here, with Bridges in the title role. Directed by Phillip Noyce, with an adaptation of the book by Michael Mitnick , "The Giver" gives us the overall structure of Lowry's original work, adds a couple of understandable details like a sweet little romance and then derails into an action movie in its final sequence, complete with attacks from the air and a hi-tech command center. Children have been thrilled by the book for 20 years, and a chase scene still proved irresistible. Despite a truly pained performance from Jeff Bridges and a beautifully imagined, three-dimensional futuristic world, "The Giver," in wanting to connect itself to more recent YA franchises, sacrifices subtlety, inference and power.

"The Giver" takes place in a community at some point in the indeterminate future where "Sameness" is prized above all else. Multiple factors have gone into creating a monochromatic world (literally, colors have been erased) where individuality is crushed, a citizen's every move is monitored from the moment of birth, natural families have been replaced by artificial "family units" and choice has vanished. A soothing voice makes passive-aggressive scolding announcements over loudspeakers. The Giver's cavernous dwelling, perched on the edge of a cliff, is a gloomy and masterful set, overlooking the clouds gathered below, making The Giver appear like Citizen Kane, holed up in his mansion surrounded by accumulated possessions and raw pain.

"Precision of language" is enforced, and so people are constantly apologizing and saying "I accept your apology" to each other, but in a rote way that drains the language of meaning. "The Giver" is a cautionary tale about what happens when language is controlled and limited—ground well covered for all time in "1984"—where citizens have no language available to them outside of "newsspeak." Memories are gone, too, in "The Giver". One person in the Community is chosen to be "The Receiver" of a collective memory, memories of now-extinct experiences like love and war and sex and pain. Through the course of the film, the young Jonas ( Brenton Thwaites ), chosen to be the next Receiver, is introduced to complexity and emotion and his entire concept of the world as he knows it shatters. He must now make a choice: to stay or to flee. It's a powerful set-up, made even more stark by Noyce's choice to film the majority of the film in black-and-white. When Jonas starts to see colors again, there are unavoidable " Pleasantville " connections.

Jonas is raised in a family unit, with Katie Holmes and Alexander Skarsgård acting as parental units. He has two best friends, Fiona ( Odeya Rush ) and Asher ( Cameron Monaghan ), and they are about to "graduate from childhood," and take on their assigned jobs in the community. There is a gigantic ceremony, led by the Chief Elder (Meryl Streep, who shows up as a holograph the size of a building), and each child is called to the stage to receive their assignments. The entire community gathers in a massive stadium, everyone dressed in identical white, so it looks like a gigantic celestial choir or a formal-dress LGAT workshop. Everyone speaks in unison. Everyone claps the same way. Everyone looks forward. No one moves. The effect is eerie.

Jonas is surprised when he is not assigned a job at all. He is, instead, "selected" to be the next Receiver, because he apparently has the ability to "see beyond." He has no idea what that means. Jeff Bridges, who becomes The Giver once a new Receiver is chosen, sits in the front row of the stadium, grim and remote. The thousands of people present start to chant in a repetitive whisper, "Jonas … Jonas … Jonas …"

The training sessions, when they come, are part Mr. Miyagi, part vision quest, and part "Quantum Leap." The Giver bombards Jonas with memories from all of humanity, memories that thrust Jonas into the thick of the action: he feels snow falling for the first time, he is shown the full spectrum of colors, he is given shaky-cam experiences of war, he also dances around a Maypole with a saucy wench while wearing a pirate shirt. There are multiple quick-shot montage sequences of smiling babies, praying Muslims, crashing waves, paper lanterns, crying elderly people. The music swells, pushing the emotions on us, but the montages have the opposite effect intended. Instead of revelatory glimpses of the rich tapestry of human experience, they seem like Hallmark-collages uploaded on YouTube. Noyce has also made the questionable choice to co-opt real-world events, and so suddenly we see Tieneman Square in the montage, or the Arab Spring, or Nelson Mandela. It's cheap, hoping to ride the coattails of others, as opposed to finding a visual form and style that will actually express the strength of the human spirit.

Jonas begins to look around him with new eyes. He wants to kiss Fiona. He wants to have the choice to feel things that may be unpleasant. He is not allowed to share his training with others.

The young actors in the film are pretty nondescript, the lead included, although Thwaites seems to come alive in mischievous ways when he starts to take care of a fussy newborn who can't stop crying at night. Holmes and Skarsgård are both strange and unplaceable, playing human beings whose emotions are entirely truncated. "Precision of language, please," says Mother at the dinner table when one of her children starts to speak. Bridges galumphs across the screen, a madman out of Melville, tormented, lonely, in and out of reality. His memories sometimes flatten him. There is one moment where he tells Jonas what the word is for the "feeling between people," and his eyes burn with pain and loss as he says, "Love. It's called love." It's the only powerful moment in the film. His emotion is so palpable it reaches off the screen and grips your throat.

The use of heavy explanatory voiceover to open and close the film is disappointing, especially since a couple of lines have been added to the famous last paragraph of the book. Not surprisingly, the lines added remove it from the moody ambiguous statement of hope that it is in the book, and turn it into a complete platitude. We've heard it a hundred times before. It emanates Sameness with every word.

Sheila O'Malley

Sheila O'Malley received a BFA in Theatre from the University of Rhode Island and a Master's in Acting from the Actors Studio MFA Program. Read her answers to our Movie Love Questionnaire here .

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The Giver (2014)

Rated PG-13 for a mature thematic image and some sci-fi action/violence

Jeff Bridges as The Giver

Meryl Streep as Chief Elder

Brenton Thwaites as Jonas

Alexander Skarsgård as Jonas's father

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Make a Movie Poster for The Giver

In this activity, activity overview, template and class instructions, more storyboard that activities.

• This Activity is Part of Many Teacher Guides

A fun way for students to express their understanding of a story, its themes, and main characters, is to create a movie poster. As students read The Giver , they will start to see recurring imagery and themes. Have them create a movie poster, complete complete with a title, casting, and an image that conveys important information from the story.

When students complete their posters, they can be printed out and hung in the classroom and you can have a class discussion on why students chose to create the poster they did.

For additional templates to add to this assignment, check out our movie poster templates !

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a movie poster that evokes the theme, story, and other relevant information about The Giver .

• Click "Start Assignment".
• Create an image for your movie poster using appropriate scenes, characters, and items.
• Add any additional information, like a tagline, actors, directors, etc.
• Save and exit when you're done.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Movies

(You can also create your own on Quick Rubric .)

How To Add Creativity to Your Classroom with Posters

Show students examples of movie posters.

Choose movies that the majority of your students know about and discuss what goes into a movie poster. Mention elements like the title, the characters, and major things that happen in the novel. Pictures are also important.

Assist Students With Finding Big Ideas

Students will need to include big ideas on their posters. These include elements like characterization, theme, and conflict. Assist students and scaffold as needed.

Lead a Class Discussion About Posters

One of the best parts of the poster project is leading a class discussion so that students can share the major ideas that they have put on the poster.

Frequently Asked Questions about Make a Movie Poster for The Giver

What is imagery.

Imagery is the picture the author creates in the reader's head, and is based on the five senses. If you are able to see, taste, touch, feel, or smell something based on an author's description, that is imagery.

How can a movie poster help students learn?

When students are asked to pair the information in a book down to a movie poster, they must get to the heart of the matter of theme, conflict, and characterization. Being succinct is a skill they must master, and creating a poster will help them to formulate their thoughts.

How can posters lead to better class discussion?

When students in the class create posters, they make for great discussion starters. Groups can present their poster to the class and share their ideas in a creative way.

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The Giver (Lois Lowry) - Complete Scheme of Work

Subject: English

Age range: 11-14

Resource type: Unit of work

Last updated

29 November 2021

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NOTE: The lessons for chapters 1-4 can be found for free HERE: https://www.tes.com/teaching-resource/-12564508 (If the link does not work, copy/paste it into your browser bar and press enter)

This is a complete scheme of work for Lois Lowry´s novel The Giver. Aside from the novel, you will need no further resources; the scheme is extremely detailed and comprehensive.

It comes with:

• 19 fully animated powerpoints, each covering 1-2 chapters in the book.
• A comprehensive excel sheet with lesson-by-lesson guidance for the teacher as well as ideas for extension in the event that the unit runs short (unlikely)
• A printable unit overview for students showing when assessments will occur, when reading homework is set and other useful info
• Model texts for diary entries, newspaper articles and opinion pieces to scaffold and inspire students´ writing. These have been annotated for content and language to highlight and explain what good writing looks like.
• A vocabulary list of 30 items from the book as well as vocabulary tests and Quizlet sets to assist revision for each test.
• Several easy-to-mark homework quizzes to check whether students have kept up with reading
• A comprehensive mid-unit assessment complete with rubrics and student feedback sheets
• An end-of-unit student satisfaction survey
• Links to relevant Kahoot quizzes

This is a novel study unit that focuses on the concepts of science fiction, utopia, and dystopia. It is designed to challenge students´ thinking and dive deep into the ethical grey areas presented in the novel. The unit focuses on the writing skills of diary entries, newspaper articles, and opinion pieces. Most writing tasks are differentiated, allowing students to choose their tasks from a pool of four. This means that all students are able to participate and be challenged.

The scheme uses a simplified version of literature circles to allow students to work in groups and discuss the themes at key points in the novel.

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• Cast & crew

After a shocking abduction from the North Pole, the Commander of the E.L.F. Task Force must partner with the world's most infamous bounty hunter to save Christmas. After a shocking abduction from the North Pole, the Commander of the E.L.F. Task Force must partner with the world's most infamous bounty hunter to save Christmas. After a shocking abduction from the North Pole, the Commander of the E.L.F. Task Force must partner with the world's most infamous bounty hunter to save Christmas.

• Jake Kasdan
• Chris Morgan
• Hiram Garcia
• Dwayne Johnson
• Chris Evans

• Callum Drift

• Jack O'Malley

• Young Jack's Cousin

• All cast & crew
• Production, box office & more at IMDbPro

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• Trivia Both Dwayne Johnson and Chris Evans had cameo appearances in Free Guy (2021) .
• How long will Red One be? Powered by Alexa
• November 15, 2024 (United States)
• United States
• Atlanta, Georgia, USA
• Amazon MGM Studios
• Chris Morgan Productions
• Seven Bucks Productions
• See more company credits at IMDbPro

Technical specs

• Runtime 1 hour 42 minutes
• Dolby Atmos

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Artificial intelligence in 2024: what it has in store for us.

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Shahid Hanif is the Chief Technology Officer and Founder of Shufti Pro, a biometric identity verification (IDV) solution.

Artificial intelligence (AI) has led to countless technological advancements in 2023. The advent of automation and machine learning will contribute to a more developed tech ecosystem in 2024. In 2022, AI use was twice as likely in larger companies, and 80% of retail executives plan to harness AI to experience automation by 2025. This is primarily because modern AI has recently come out of its development stage, and it is now maturing slowly.

The AI market was projected to grow by 38% in 2023, and the use of AI is projected to reach $6.8 billion and $7.2 billion, respectively. However, most tech enthusiasts are skeptical about the growth of AI in 2024. As per some experts, creating generative AI is an expensive venture right now and requires chips that are currently short in supply. These speculations have created a bubble around AI that projects an “AI cold shower” for 2024. Although the bandwagon myths are true, companies have invented extensively in this niche without correctly predicting their future. However, it is just a myth, and it can't be said that there will be an AI cold shower in full bloom.

Debunking The Myth

As discussed above, there are speculations about AI facing a downturn in 2024. First, it needs to be clarified that this opinion has multiple aspects. Looking at the AI market's growth from an investor’s point of view, there will be a downturn, primarily because of the immense investments flowing into the sector. Technology maturation is a time-intensive process that was totally ignored by tech giants in 2023.

The potential that 2024 holds is immense. AI will enter early maturation, and the world will see the development of real-world applications. An interesting debate that sparks here is that of AI eliminating significant jobs. By 2025, AI is expected to eliminate 85 million jobs but create 97 million new ones, resulting in a net gain of 12 million, which rejects the myths of this aspect being negative.

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AI Development Democratization

AI will develop user-centric growth. For a better understanding, we can take examples of platforms like WordPress that allow laymen to utilize the complex technology of stack development.

The same applies to AI models, especially large language models (LLMs) such as ChatGPT and Google Bard. This will allow users with limited coding experience to build and deploy AI models, which will become increasingly accessible, empowering individuals and small businesses to leverage AI without relying on large tech companies. Open-source communities like GitHub and Reddit will allow users access to a wide range of learning and ready-to-use material.

Development Focus And Niche Specialization

AI is projected to be self-sufficient at the stage of total development. As AI models become more complex, interpretability and explainability will be paramount. XAI (explainable AI) techniques will help users understand how AI models arrive at their decisions, building trust and mitigating concerns about bias and opacity. Apart from that, niche-specific solutions will also see a massive surge. Tasks as small as organizing data sets to more complex tasks, such as managing payrolls, will have niche-specific AI solutions deployed.

Which Industries Will Benefit The Most From AI?

AI is rapidly transforming industries and streamlining processes to create a more convenient business environment for users and businesses. However, the sector that will benefit the most from the progress in AI is the cybersecurity sector.

AI algorithms can analyze vast amounts of data from network traffic, logs and endpoints to identify anomalies and suspicious patterns that might indicate a cyberattack. AI and ML are a combination that has given birth to new mechanisms that allow users to leverage intelligent pattern recognition and anomaly detection. By amalgamating these two technologies, businesses can recognize cyber threats beforehand and create a safer business environment. This will also be used to predict future attacks by mapping the behavior of an entity before it deals any actual damage.

AI will also be used in the cybersecurity sector to accurately assign risk scores to entities—for instance, if an entity wishes to establish contact with a business. AI and ML algorithms will fetch data on it and analyze it using its algorithms to create a profile that will accurately determine its risk level. This will ultimately aid informed decision-making and allow businesses to have safer business processes.

Why Is AI All About Augmentation?

We’re now aware of the full potential of AI and what it can achieve. The question here is how this potential will be achieved in 2024.

To answer this question, we need to accept the fact that the aim of AI is actually to complement human processes. Simply put, as AI grows, it will continue to copy human behaviors and capabilities. 2024 is a very crucial year in achieving this augmentation. AI developers must focus on developing synergy between AI algorithms and human behaviors.

AI can augment our cognitive abilities with tools like language translation, virtual assistants and personalized recommendations. It can improve physical abilities with prosthetics, exoskeletons and augmented reality interfaces. The goal is to empower people to achieve more, overcome limitations and enjoy a more prosperous life experience.

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As discussed above, the rapid investment surge in AI is a problem that needs to be approached with a sound strategy. Businesses that are jumping blindly into this race to gain profit will have to face disappointment. On the other hand, businesses that have identified the growth potential of AI and are looking forward to growing with this technology will have a positive future.

As Shufti Pro's CTO, I emphasize that the end goal of AI is not to eliminate human intervention and automate all of your tasks completely, but rather to complement your business processes and offer numerous advantages, such as enhanced efficiency, reduced costs and improved decision-making. However, AI can automate mundane tasks and free up resources for more high-value activities.

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