Monday, February 28, 2011

The Ceremony


8th grade is a BIG year, the year you "move on" to high school or graduate from middle school. You will soon celebrate this process with a ceremony in which each one of you is recognized for your abilities, talents, and strengths as an individual. In Jonas' Ceremony of Twelve a similar process happens, as we read in chapters 6-9. We often call this "moving on" a "rite of passage" or "coming of age". What other ceremonies have you had or will you have that are a "rite of passage"?

Imagine someone from a different community or culture were watching your move-on ceremony. They might find it a little strange that we have the tradition of wearing a funny-looking, flat, square hat with this little colorful string that dangles in front of the face. They may not understand why we wear a silky nightgown-like robe. Do you? (Read about it in "The History of Graduation Day"). Just like we found the community's ceremony a little different, we might find this 13-year-old Apache girl's "coming of age" unique (definitely compared to a USA-style "Super Sweet Sixteen"). The point is, every community and culture has their own way of recognizing important landmarks in life, such as the "coming of age".

What ceremonies do you/will you celebrate as you move through life?  What "rite of passage" or "coming of age" will you have? How are these similar and different to those of the community? Feel free to share here any ideas that came up in class while working with chp. 6-9, such as which Assignment you may have been given if you were a member of the community, the "timeline" of life that each community member follows, etc. Make sure to check out all the links above so you can use those to help enhance your ideas and comment!

Tuesday, February 15, 2011

What is Love?


Valentine's Day: The day of love and friendship. On this day, everyone celebrates the "power of love" by giving cards, chocolates, flowers, balloons, teddy bears... while chocolate distributors, card stores, and flower shops everywhere rejoice. But the question is, what exactly are we celebrating on this holiday? WHAT IS LOVE?

Here's what the "Top Ten Love Songs of 2010" say about love:
Top Ten Love Songs of 2010-Hub Pages 
(NOTE: This is not MY opinion).

You all did a VERY impressive job of describing this sensation in class, without using any of the traditional words we usually do, just as Lois Lowry did in Chapter 5 of The Giver. (On a side note, please feel free to share any of those descriptions here, or descriptions you like from your favorite songs). In Chapter 5, we read about Jonas' first "stirrings". He describes a dream in which he has that feeling of "wanting" another person. *Sigh* Jonas, can't we all relate? He describes this feeling as being pleasurable, and wanting to feel this way again. *Sigh* Jonas, don't we all? Sorry about that pill...

So, the questions that remain:
1. What does it feel like to love someone?
2. Is this a PROBLEM for a "perfect society"? Why/Why not?
3. By eliminating "stirrings" with a pill, what societal problems does "The Community" avoid?
4. Is there any potential harm to "The Community" by eliminating "stirrings"? Explain.

(I would like to remind you to answer in the format you wish, but please keep your comments PG and put your name so you get credit for your work).
Much love to you all!

Tuesday, February 8, 2011

Community Roles: The Giver Chapter 1-4 Review/Literature Circles

Here are the tasks for each role in your "community". Please come prepared on Thursday with your task(s) complete and ready to share... or else you may get "released" from your community!

SPEAKER: Make a list of all the rules in the community (in Chp. 1-4). Include the p. # you find the rule (or a hint of it) on. You will present your group's work to the class.

"OUTSIDER": You just moved from your community (Santo Domingo) to "the community". Write a letter home describing the community and summarizing what's happened so far.

ELDER: Record observations of Jonas' character (what he says, does, thinks...). Choose the format you wish, but include p. #s of where you got the info.

PRECISION OF LANGUAGE MASTER: Select 5 words from each chapter (2, 3, &4) that you or your group does not know. Mark or record their context. Then, make vocab. word cards for the words. Design a creative way to teach the words to your group/the class. (Color code: Chp. 2=orange, Chp.3=blue, Chp. 4=yellow).

PLANNING COMMITTEE: Draw "The Community" based on the descriptions you have read so far. Write down 4 quotes (with p. #) that helped you create your drawing.