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Reflections:

A Student Response Journal for…

The Giverby: Lois Lowry

Copyright © 2001 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE 19936.1-800-932-4593. www.prestwickhouse.com Permission to copy this unit forclassroom use is extended to purchaser for his or her personal use. This material,in whole or part, may not be copied for resale.

ISBN 1-58049-913-9Reorder No. RJ37

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T h e G i v e r

© Copyright 2001, Prestwick House, Inc.

To T h e Te a c h e r

In order to allow the teacher maximum flexibility in his or herapproach, we have grouped the prompts by sections. The teachermay, therefore, assign specific prompts or allow the students toselect one or more prompts from each section

For T h e G i v e r , we also have these materials:

Teaching UnitBook

See our catalogue, visit our web site at www.prestwickhouse.comor call 1-800-932-4593 for more information.

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R e s p o n s e J o u r n a l


To The Student

Although we may read a novel, play, or work of non-fiction for enjoyment,each time we read one, we are building and practicing important basic readingskills. In our ever-more complex society, in which reading has become more andmore crucial for success, this, in itself, is an important reason to spend timereading for enjoyment.

Some readers, however, are able to go beyond basic reading techniques andare able to practice higher thinking skills by reflecting on what they have readand how what they read affects them. It is this act of reflection–that is, stoppingto think about what you are reading–that this journal is attempting toencourage.

To aid you, we have included writing prompts for each section; however, ifyou find something that you wish to respond to in the book more compellingthan our prompts, you should write about that. We hope you enjoy reading thisbook and that the act of responding to what you have read increases thisenjoyment.

After you read the indicated sections, choose the questions to which youwill respond. Keep in mind that there are no right or wrong answers to theseprompts, and there is no one direction in which you must go.

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Student Nam

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R e s p o n s e S h e e t

Name__________________ Section_____ Date_______

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C h a p t e r 1

1. Even though The Giver is a work of fiction, many of Jonas’ emotionshave been felt by most young people. This chapter begins with Jonasfeeling frightened of an airplane because it is flying over his community.Write, as a diary entry, about a time you have been frightened of some-thing mechanical.

2. Being scolded by a teacher or coach can be an embarrassing feeling, asJonas found out for saying something he was not supposed to. Perhapsyou have had a friend who has had this unpleasant experience, orremember one from a television program. Write a short paragraph aboutthe incident.

3. Perhaps you will agree that an apology in a classroom setting is not ausual happening. Even more unusual is that, after Asher’s apology, theclass in unison accepts it. Write an email, or note, to a friend telling ofyour thoughts about this and the idea of apologies in general.

C h a p t e r 2

4. None of the children in this novel celebrate an individual birthday.Instead, they have the passing of the years marked for them in a“Ceremony” for those in their age group, which is attended by the wholecommunity. Write an imaginary conversation in which you tell a friendwhy you would like, or not like, to have your birthday celebrated thisway.

5. Jonas is to be twelve years old, after which he is considered an adult.After his Ceremony of Twelve, he will begin training for the assigned jobhe will do for the rest of his life. In our society, we have choices aboutthe type of work we would like to do as an adult. Write a shortnewspaper column titled “Choices: What’s Good and Bad About Them”with your feelings about this topic.

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6. The ending scene in this chapter shows what seems to be a happy andideal family of father, mother, brother, and sister. Recall a family sceneyou know of from personal experience or the media, which is quiteunlike this one. Comparing the two, relate which seems more realistic toyou.

C h a p t e r 3

7. It is considered rude in Jonas’ community to point out any individualdifferences, such as the fact that Jonas has pale colored eyes, and almosteveryone else has dark eyes. Relate a time when someone pointed outsomething that was different about you, either positive or negative. Howdid that make you feel?

8. Much is made in this chapter about “precise speech.” Make a list ofwords you have used, which have one meaning when you use them andanother in a dictionary definition. An example of this would be “cool”to admiringly describe someone, as opposed to its real meaning whichhas to do with temperature.

9. Lily, Jonas’ sister, is very talkative, and this slightly annoys Jonas. Hedoes not show his annoyance. Write a paragraph about a time when youhave felt annoyed with a family member but didn’t show it. Were youglad or sorry afterward that you had remained silent?

C h a p t e r 4

10. After a certain age, the children of Jonas’ society are required to dovolunteer work. Write a paragraph that describes the kind of volunteerwork you would like to do in your community if volunteering wasencouraged.

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11. We read that a small mistake made by an eleven year old boy was “adisgrace that had clouded his entire future.” Write a letter to animaginary friend telling about your feelings at the treatment this boyreceived.

12. Jonas and Larissa genuinely seem to like and enjoy caring for aged menand women in the House of the Old. Relate the nicest experience youhave ever had with an old person.

C h a p t e r 5

13. There seems to be very little privacy in Jonas’ home. All the familymembers are required to tell their feelings about their day after dinner.They must also share their dreams at breakfast. Relate an incident inyour life when you were forced to disclose something, and because of it,you felt your privacy was invaded.

14. Jonas does not question the need to begin taking pills for what hismother calls “Stirrings.” If you were Jonas, would you take pills withoutasking exactly what they were for, and how they were going to affectyou?

15. The Giver, so far, has shown a full day in the life of Jonas and his family.Make a list comparing various activities in this family with a list ofactivities in your household over a twenty-four hour period.

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C h a p t e r 6

16. The day of Ceremonies seems to be one where each child in each agegroup is treated the same on what would, in our time, be consideredone’s individual birthday. Instead, on this day in the community, thechildren are told what they must do that is appropriate to their agegroup. They also receive a reward appropriate to their age group. Writean imaginary dialogue with an Elder questioning why the children of thecommunity do not have individual birthdays.

Interviewer: Sir, would you explain why the Committee of Elderswants all children to conform to the rules your committeehas made up?

Elder:

17. In this chapter, reference is made to an “awkward” boy, Fritz, who“infringed on the community’s sense of order and success.” Do you feelthat the Elders’ criticism of Fritz was a fair one? Write your thoughtsabout Fritz’s plight in a letter to a friend. Explain what will happen toFritz.

18. Talking about his community, Jonas asks, “How could anyone not fitin?” Write a newspaper article describing what you think of the wayJonas’ community works. The headline of the article would be:“Conformity—Who Needs It?” Remember to begin the article byanswering who, when, how, where, and why.

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19. During the Ceremony of Twelve all the children are thanked for theirchildhood. Think about the childhood of someone you know from yourown life or the media. Make a list of the qualities or activities of thatperson’s childhood which deserve appreciation.

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20. The Assignments described in this chapter will become the life work ofthe children at the Ceremony of Twelve. List four pre-teen friends orfamily members by imaginary names, and write what work assignmentyou would give them and why.

21. Jonas is dizzy with shame at being passed over in the AssignmentCeremony. He doesn’t understand why this is happening to him. Relatean incident when you or someone close to you has had the experienceof being passed over for something. It would be something major orsimply a small incident that was bothersome.

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22. The children of the community are under constant observation from theday they are born, and the choice of a job for them is based on theseobservations. What is your reaction to a person being under surveillancefor his or her whole life? Do you feel people are under any kind ofsurveillance in our society? Explain how a loss of privacy can affectpeople.

23. Jonas is selected to be “Receiver of Memory.” It is a high honor andmuch will be expected of him. He worries that he will not be able to liveup to these expectations. What advice would you give to your bestfriend is she or he were in Jonas’ position?

24. Jonas felt both pride and fear of his assignment after the Ceremony isover. Describe an event in your life when you experienced two oppositeor conflicting feelings at the same time.

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C h a p t e r 9

25. Jonas, because he received the job with such high honor, feels “aloneand apart.” If you received a great honor, do you think that wouldhappen to you? If so, describe what that feeling would be like. If youthink you would not feel different than your friends, relate why you feelthat way.

26. Shame, embarrassment, and disgrace seem almost to be weapons used tocontrol people in Jonas’ community. Do you think that is a good way forpeople in authority to treat people? Give reasons for your answer.

27. Two of Jonas’ “rules and instructions” for his assignment as Receiver ofMemory are that he may be rude, and also may lie. Relate what adviceyou would give to your best friend if she or he had been givenpermission to lie and be rude without punishment.

C h a p t e r 1 0

28. Jonas says that he did not know that books existed, except for the fewreference ones issued to each family. Write a short paragraph tellingabout the most important thing you have ever learned from a book.

29. Previous to being selected as Receiver of Memory, Jonas and everyone inthe community is discouraged from asking questions. They are told it isrude to do so. This, of course, limits the community from learning aboutother people and places. Relate an incident when you or someone youknow did not dare to ask a question of someone in authority, eventhough the question was important.

30. All of the community members believe that no people existed beforethem, that “there was only now.” Make a list of the ten most importantthings you know of a community that believed only in “the now” wouldnot know about.

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C h a p t e r 1 1

31. The author of The Giver, Lois Lowry, describes snow and cold veryvividly. Write a paragraph describing something in nature youexperienced for the first time.

32. Snow never falls, nor are there any hills in Jonas’ community. Write animaginary conversation you would have with a friend about the thing innature you would miss most if it disappeared.

You: I would miss the fierceness and power of the thunderstorm.

Friend:

33. The man who is teaching Jonas to be the next Receiver of Memory treatshim with much care and respect. Relate a time when you have seen amuch older person treat a pre-teen or teenaged boy or girl with such careand respect. This occasion can be either from real life or something froma book, TV, the movies, or anything else in the media.

C h a p t e r 1 2

34. In this chapter, Jonas learns about colors. The Elders of the communitymade a decision some time back that “Sameness” was more importantthan colors. Consequently, people in Jonas’ community see everything inshades of gray. Make a list of ten things you would miss most if theability to recognize colors was lost.

35. There is an almost total Sameness about people and their lives in Jonas’community. Why do you suppose the Elders decided to accept thisSameness? What is your opinion of that decision?

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36. Write five questions you would ask Jonas about his important newassignment if you were a reporter. Also write Jonas’ answers. Rememberthat he has permission to lie.

You: Jonas, do you like your new status?

Jonas:

C h a p t e r 1 3

37. Jonas is learning to think about the concept of choices in this chapter.He is finally able to see how few choices he and the people of hiscommunity have. The problem is that all of them seem comfortable, andthey lack nothing. Write ten questions in the form of a survey to find outhow important it is for people to be able to make their own choices. Hereis an example:

1. How much do you appreciate being able to travel anywhere youchoose, with no restrictions?

38. The scene about the grieving elephant is very sad. Write a diary entrywhere you state your opinion whether animals can really feel any of thesame emotions as people.

39. “The Giver” is the name of the old man who still holds all the happy andpainful memories of the world from times past. He is giving thesememories to Jonas. Suppose you were given a choice about taking Jonas’place as Receiver of Memory. Write what your answer would be, givingreasons for your decision. Would you want those memories?

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C h a p t e r 1 4

40. Jonas has never known deep pain before his training with The Giver.Relate the circumstances of a time when you have experienced deepphysical pain, if ever. If you have never had that experience, write aboutyour feeling of gratitude for never having suffered in that way.

41. The Giver tells Jonas about hunger as occurring in past generations.Hunger is still a part of the lives of many people in many parts of theworld today. Write a paragraph about your feelings concerning worldhunger, which begins: Everyone should be aware that many of thepeople in our world are starving. I think we should...

42. The Giver seems to feel that none of the decisions and rules in thecommunity can be changed. Relate an experience you have had, orknow about, where it was felt that something could not be changed.Also, tell whether that ended up being the case or whether a change didactually take place.

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43. We read the scene describing the horror of war, which Jonas sees as trulyterrible. Write a paragraph comparing war as given in a memory to Jonasand one you have seen at the movies, on television, or read about in abook.

44. Make a list of as many countries as you know about in which wars, largeor small, are going on even today. You may need to look up how to spelltheir names in a dictionary or atlas. Does this tell you anything abouthuman nature?

45. The Giver asks Jonas for forgiveness for inflicting the pain of war onhim. How easy do you feel it is to forgive another person? Explain youranswer.

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C h a p t e r 1 6

46. Jonas learns about being a special individual when he receives the mem-ory of a birthday party. Write an email or letter to a friend describing areal or imagined birthday party which made a person feel very special.

47. The children of the community have never seen a real animal. The Givertransfers the memory of a horse to Jonas. He immediately understandsthe bond and pleasure of a relationship with an animal. Relate anincident when you have felt some kind of bond with an animal.

48. The Giver presents a very warm and wonderful memory picture of afamily to Jonas. He learns what the word “Grandparent” means. He alsohears about “love.” Write a diary entry which begins with the sentence,“My most powerful memory of a grandparent is about the time...”

C h a p t e r 1 7

49. Jonas has begun to realize the difference between surface feelings anddeeper emotions. He thinks that he now knows what love is. The rest ofthe community, except for The Giver, does not know about love. Relatesomething you have seen or know about from real life that would be agood example of what love is.

50. The “Discipline Wand” is a slender stick used to hit children if an adultfeels they deserve punishment. What options, if any, do you think thereare to teach children right from wrong without hurting them physically.

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C h a p t e r 1 8

51. In this chapter is the sentence, “Memories are forever.” Thinking backthroughout your life, write about the earliest memory you have.

52. The Receiver of Memory before Jonas was a girl named Rosemary. Afterfive weeks, Rosemary requested to be “released.” Write a conservationwith a friend about your opinion on giving up when you have promisedto do something.

Friend: I though you weren’t a quitter.

You:

53. The Giver seems troubled at the end of this chapter. Jonas does not seemto understand what is bothering The Giver. Assume you were in asimilar situation with an older person. Write down three ways you mighttry to find out what is bothering that older person.

C h a p t e r 1 9

54. In this chapter, Jonas sees a videotape of his father injecting the foreheadof an unwanted twin baby with fluid from a needle and syringe. Whenthe baby became very still, Jonas, who had been given a memory ofdeath from war, realized that the twin was dead. In Jonas’ community,death is called “Release.” Do you think it was right for The Giver toshow this videotape to Jonas? Give reasons for your answer.

55. The Giver confesses he watched a videotape of Rosemary’s death. TheGiver did not request to see it; one of the Elders wanted to show him the“Release.” Write what you think that the unfeeling action on the part ofthat Elder shows.

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56. Both The Giver and Jonas seem to want to change the way thecommunity is run. Human beings seem to have great difficulty inaccepting change, even when it might benefit them. What is youropinion of change versus tradition?

C h a p t e r 2 0

57. The Giver confirms to Jonas that people in the community are killed formany reasons. This does not seem to happen as a result of a publicaccusation or trial. Write a letter to the editor of a newspaper statingyour feelings about a person being put to death by an authorization ofthe Elders in Jason’s community.

To the Editor:

I believe that...

58. Jason is very confused about lies, and about who is allowed to lie. Whatadvice would you give to a friend whom you know has lied to his or herparents or guardian about something important?

C h a p t e r 2 1

59. Jonas and The Giver have decided on a plan for Jonas to escape from thecommunity at some time in the future. But circumstances come aboutthat make Jonas change that and escape that very night. Because ofdanger to the child Gabriel, Jonas takes him also. Write what you thinkwould be the headline and article about two missing children in thenewspaper the next day.

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60. Jonas certainly showed bravery in his decision to save Gabriel frombeing murdered. It is brave to risk one’s own life to save the life ofanother. Relate an incident of bravery you know of from real life, a book,or the media that has impressed you.

61. Jonas’ studies about heat-seeking devices help him to avoid beingdetected by the search planes during his escape. Try to recall somethingfrom your studies which has helped you in real life and write aparagraph about it.

C h a p t e r 2 2

62. Despite his fears, Jonas feels “exquisite happiness” when seeing wild-flowers and hearing birds singing. Explain to a friend how nature canmake you feel happy.

63. As Jonas begins to feel what starvation is like, he thinks that perhaps hehas made a wrong decision in leaving the community. Assume you havea friend who is worried that he or she has made a wrong decision. Whatadvice you would give to that person about courage to carry throughwith the decision?

C h a p t e r 2 3

64. Jonas feels that he is nearing his destination, Elsewhere. But he is almostcompletely exhausted, and his ability to draw on memory seems to bedisappearing. His love for Gabriel, though, helps him to go on. Describean incident you recall where loving someone has inspired courage.

65. Jonas’ “will to survive” is written about. There are many examples infilm, books, and television dramas about persons whose “will to survive”saved their lives. Write about one of these examples that you remember.

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66. At the end of this chapter, we are not sure if Jonas and Gabriel actuallyhave reached Elsewhere. Write an imaginary ending to The Giver whichwould show that Jonas and Gabriel actually did arrive there.

W r a p - u p

67. Write a list of three things you liked best, and three things you likedleast about The Giver.

68. The Giver seems to be a novel that would qualify to have a sequel to itwritten. Write a brief plot for a sequel to The Giver.

69. Write a letter to a friend telling her or him about the reasons you did ordid not enjoy reading The Giver.

70. If you were to tell a friend what you think the message of this novel is,what would that be?

71. Write an imaginary letter to the author of The Giver, Lois Lowry. In theletter, ask her three questions about what the life of a writer is like.

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T e s t

1. Sharing his dreams is difficult for Jonas mostly becauseA. he rarely remembers his dreams.B. his dreams are embarrassing and he is afraid his parents will laugh at

him.C. Lily chatters constantly, making it difficult for Jonas to talk.D. Jonas has always had problems with precision in his speech. He has

difficulty finding exactly the correct word to describe his dreams.E. A, B, and D.

2. Jonas worries when his father admits to breaking a rule by looking upGabe’s name, becauseA. people are released from the Community if they break minor rules

three times.B. Jonas’ mother works for the justice department, and he thinks she

might have to punish his father.C. the speakers in his house are always in the ON position and his

father’s confession can be overheard.D. Both A and B.E. A, B, and C.

3. Jonas is different from his classmates becauseA. he is particularly interested in working with the elderly.B. he has both a brother and a sister.C. he has pale eyes.D. he has never been singled out by the Speaker for breaking a rule.E. A, B and C.

4. The “Capacity to See Beyond” means that JonasA. can predict the future.B. is capable of leaps of faith, helping him trust his elders.C. is beginning to see colors.D. knows how to keep a secret because he can see the negative conse-

quences of always telling the truth.E. Both B and C.

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5. Jonas begins to mock the phrase “and back and back and back” after heA. realizes there is nothing he can do to change the Community.B. experiences the memory or war for the first time.C. helps the old woman with her bath, knowing she will be released

soon.D. Both A and B.E. A, B, and C.

6. In the beginning of the story, the Community seems to be a Utopiansociety. Which of the following incidents gives the reader a clue that theCommunity is less than perfect?A. The Community all chant when they accept the newchild Caleb as a

replacement for the lost child Caleb, who drowns in the river.B. Each family unit spends time together discussing their feelings at the

end of the day.C. Asher stops talking when he is three because he is punished for

mixing up his words.D. Children below the age of nine are forbidden to have bicycles.

7. At first, Jonas is worried about his assignment as the new Receiver ofMemory becauseA. he does not want to be separated from his friends.B. he knows the position requires him to endure pain, and he has had no

experience dealing with great pain.C. he is embarrassed by the great honor he has received, and he does not

believe he is a worthy choice.D. Both A and B.E. A, B, and C.

8. The memory of the family, including grandparents, sitting around adecorated tree is The Giver’s favorite becauseA. there is so much love in the room.B. he is attracted to the fireplace and candles in the room.C. it is the first memory he is given when he becomes the new Receiver

of Memory.D. his parents and grandparents are long dead, and the memory reminds

him of happier days.

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9. The Community needs a Receiver of Memory becauseA. they are incapable of enduring the painful memories of their past and

still live in their safe, closed world.B. they recognize that memories of the past provide wisdom, which they

occasionally need, even though they do not want the memories.C. it is important to the concept of Sameness to eliminate anything from

their lives which contributes to differences in the individuals.D. Both A and B.E. A, B, and C.

10. It is ironic that one of the rules of the Community is NOT to lie becauseA. Jonas’ mother lies to him when she gives him the pill for the Stirrings.B. no one can successfully lie since every conversation is recorded and

monitored.C. they are told to lie about certain things when the Twelve receive their

adult assignments, and Jonas may lie about anything.D. polite behavior is stressed at all times and lying is impolite.

11. The Giver wants things to change but never understands how to initiate achange. What happens to help the Giver formulate a plan to restore someof the memories to the Community?A. Jonas tells the Giver that it is wrong to give up sunshine to make life

easier.B. Jonas wants to make choices in his life, such as what color tunic to

wear.C. Jonas asks what will happen if he floats off in the river.D. The Giver isn’t permitted to ask for a Release to join his daughter.

12. Jonas knows he made the correct decision to leave the Communitybecause

A. he cannot tolerate any more painful memories.B. he cannot live there anymore because his position as Receiver of

Memories isolates him so completely from his friends and family.C. after experiencing love, he can not go back to a colorless, loveless

world.D. Gabe will make a wonderful new Receiver of Memory.

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13. Which of the following incidents from the story supports the idea thatour memories of the past give us the strength we need to achieve ourpresent and future goals?A. Jonas uses memories to make them appear cold to the heat sensors in

the search planes.B. Jonas uses memories of warmth and food to help sustain them while

they are climbing the hill to reach the sled.C. The Giver gives Jonas all of the memories he can about strength and

courage before Jonas embarks on his journey.D. Both A and B.E. A, B, and C.

14. Which of the following job assignments is the least desirable?A. Director of RehabilitationB. Teacher of ThreesC. NurturerD. Birthmother

15. A family is permitted to have a third child only whenA. one of the two children is Lost.B. special permission is given for a family to care temporarily for a

newchild until the child meets developmental guidelines.C. they already have two boys or two girls; then they are permitted to

have a child of a different sex.D. A and B.E. A, B, and C.

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16. What does the following passage suggest or imply to the reader?“They both walked to the center of the room. Jonas put this tunicback on. ‘Goodbye, sir,’ he said. ‘Thank you for my first day.’ ”

“The old man nodded to him. He looked drained, and a little sad.”A. The Giver does not want to lose any of his memories and is sad to see

them go.B. The Giver likes Jonas and is sad, knowing he will be the cause of pain

for the boy.C. Jonas does not enjoy his first day, but he is so well trained in the use

of stock phrases that he thanks the Giver anyway.D. Both A and B.E. A, B, and C.

17. The Committee of Elders shows intelligence and humor when theyA. give Fiona the assignment of Nurturer.B. skip Jonas’ number, saving his assignment to last.C. assign Asher as Director of Recreation.D. tell Lily that if she continues to talk they will assign her the job of

Storyteller.

18. What evidence is there that the Community has not yet achieved its goalof Sameness?A. Fiona has red hair.B. Many children learn to ride bicycles before they are nine.C. Asher constantly mixes up his words.D. The Elders do not know what to do about the plane that flies over the

Community by mistake.

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T e s tS t u d e n t A n s w e r S h e e t

Name:____________________________

1._____ 11._____

2._____ 12._____

3._____ 13._____

4._____ 14._____

5._____ 15._____

6._____ 16._____

7._____ 17._____

8._____ 18._____

9._____

10._____

26© Copyright 2001, Prestwick House, Inc.


An Annotated Bibliographyon Response Journals

Response Journals: Inviting Students to Think and Write Literature By Julie Wollman-BonillaThis slim volume covers the how and why of having students keep responsejournals. From defending your choice to use response journals as a part ofyour writing and literature class, to techniques for assessing the impact ofresponse journals. ISBN: 0590491377 $12.95Publisher: Scholastic

Old Faithful: 18 Writers Present Their Favorite Writing AssignmentsEdited by Christopher Edgar and Ron PadgettCreative writers and teachers describe their single best writing assignment–theone that never fails to inspire students.ISBN: 0915924455 $14.95Publisher: Teachers and Writers Collaborative

Journal Jumpstarts: Quick Topics and Tips for Journal Writing By Patricia Woodward and Patricia Howard Contains over 400 writing topics that appeal to young people. ISBN: 0939791366 $7.95 Publisher: Cottonwood Press

Journal Keeping with Young People By Barbara A. Steiner and Kathleen C. Phillips A great deal of useful information pertaining to Response Journals is con-tained in this book’s 80 pages.ISBN: 0872878724 $12.95Publisher: Teacher Ideas Press

Idea Catcher for Kids: An Inspiring Journal for Young Writers By Bill Zimmerman Hundreds of creative writing prompts, including prompts written by studentsresponding to Mr. Zimmerman’s previous book, A Book of Questions. ISBN: 0316120200 $9.99Publisher: Little, Brown & Company

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T e s tA n s w e r K e y

1.__A_ 11.__C__

2.__E__ 12.__C__

3.__C__ 13.__E__

4.__C__ 14.__D__

5.__A__ 15.__B__

6.__C__ 16.__B__

7.__D__ 17.__C__

8.__A__ 18.__A__

9.__E__

10.__C__

RJ05 Across Five AprilsRJ34 Adventures of Huckleberry Finn, TheRJ40 Adventures of Tom Sawyer, TheRJ41 Bean Trees, TheRJ39 Call of the Wild, TheRJ31 Catcher in the Rye, TheRJ24 Christmas Carol, ARJ09 Day No Pigs Would Die, ARJ32 Death of a SalesmanRJ23 Anne Frank: Diary of a Young Girl, TheRJ35 Fahrenheit 451RJ43 FrankensteinRJ37 Giver, TheRJ29 Great Gatsby, TheRJ07 HatchetRJ10 Hero Ain’t Nothin’ but a Sandwich, ARJ26 House on Mango Street, TheRJ11 I Know Why the Caged Bird Sings RJ04 Killing Mr. Griffin

Response Journalsfrom

Prestwick House

RJ22 Lord of the FliesRJ06 My Darling, My HamburgerRJ13 Nothing but the TruthRJ27 Of Mice and MenRJ28 Old Man and the Sea, TheRJ03 Outsiders, TheRJ30 Pearl, TheRJ01 Pigman, TheRJ08 Pistachio Prescription, TheRJ33 Raisin in the Sun, ARJ38 Red Badge of Courage, TheRJ42 Roll of Thunder, Hear My CryRJ20 Sarah, Plain and TallRJ21 Separate Peace, ARJ14 Sign of the Beaver, The RJ25 Time Machine, TheRJ17 To Kill A MockingbirdRJ36 Watsons Go To Birmingham–1963, TheRJ02 Where the Red Fern Grows

To order additional Response Journals,contact Prestwick House, Inc.

1-800-932-4593or

www.prestwickhouse.com

ShakespeareITU17 HamletITU23 Julius CaesarITU24 King LearITU27 MacbethITU28 Merchant of Venice, TheITU29 Midsummer Night’s Dream, AITU31 Much Ado About NothingITU35 OthelloITU43 Romeo and JulietITU108 Taming of the Shrew, The ITU132 Tempest, TheITU131 Twelfth Night

DramaITU1 All My SonsITU147 An Enemy of the PeopleITU3 AntigoneITU6 Crucible, TheITU149 Cyrano de Bergerac

ITU9 Death of A SalesmanITU10 Doll’s House, AITU138 Effect of Gamma Rays on Man

in-the-Moon Marigolds, TheITU150 EverymanITU14 Glass Menagerie, TheITU155 Hedda GabblerITU21 Importance of Being Earnest, TheITU22 Inherit the WindITU141 Man For All Seasons, AITU64 MedeaITU30 Miracle Worker, TheITU62 Misanthrope, TheITU144 Night Thoreau Spent in Jail, TheITU32 Oedipus the KingITU36 Our TownITU63 PygmalionITU39 Raisin in the Sun, AITU44 Rosencrantz and

Guildenstern are DeadITU46 School for Scandal, TheITU48 She Stoops to ConquerITU50 Streetcar Named Desire, AITU55 Twelve Angry MenITU56 Waiting for Godot

Prose and PoetryITU68 1984ITU69 Across Five AprilsITU20 Adventures of Huckleberry

Finn, TheITU98 Adventures of Tom Sawyer, TheITU143 Alice in WonderlandITU82 All Quiet on the Western FrontITU166 And Then There Were NoneITU2 Animal FarmITU73 AnthemITU158 Autobiography of

Jane Pittman, The ITU118 Awakening, The ITU145 Bean Trees, TheITU74 BeowulfITU125 Billy Budd ITU185 Black BoyITU146 Bless Me UltimaITU164 Bluest Eye, TheITU76 Brave New WorldITU81 Bridge to TerabithiaITU4 Call of the Wild, TheITU57 CandideITU58 Canterbury Tales, The (sel.)ITU5 Catcher in the Rye, TheITU188 Cay, TheITU83 Cheaper by the DozenITU133 Chocolate War, TheITU130 Chosen, TheITU75 Christmas Carol, AITU184 Cold Sassy TreeITU173 Contender, TheITU190 Connecticut Yankee in King

Arthur’s Court, AITU192 Crime and PunishmentITU102 Cry, The Beloved CountryITU7 Daisy MillerITU8 Day No Pigs Would Die, AITU170 DemianITU177 Diary of A Young Girl:

Anne Frank

1-800-932-4593 • FAX 1-888-718-9333 • www.prestwickhouse.com

Individual Learning Packets/Teaching Units$29.50 each • Satisfaction Guaranteed

EACH UNIT identifies scholarly objectives and poses questions designed to devel-op mastery of those objectives. Our multiple choice/essay tests are also con-

structed to test for those objectives. Because our mission is to write materials thatwill enable the student who uses the unit to go on and read more literature withmore understanding, we include no puzzles, no word-find games, no extensivebiographies, and only as much background as is necessary.

PRESTWICK HOUSEI N C O R P O R A T E D

S T E P H E N C R A N E

The Red Badge of Courage

INDIVIDUAL LEARNING PACKET/TEACHING UNIT

ITU112 Pride and PrejudiceITU127 Prince, TheITU40 Red Badge of Courage, TheITU41 Red Pony, TheITU72 Rime of the Ancient Mariner, TheITU42 Roll of Thunder, Hear My CryITU45 Scarlet Letter, TheITU134 Sense and SensibilityITU47 Separate Peace, AITU107 Siddhartha ITU95 Sign of the Beaver, TheITU70 Silas MarnerITU49 Slaughterhouse FiveITU19 Snows of Kil. & Other

Stories by HemingwayITU96 SounderITU119 Spoon River AnthologyITU153 Stranger, TheITU97 Summer of My German

Soldier, TheITU121 Sun Also Rises, TheITU111 Tale of Two Cities, AITU151 TexITU51 That Was Then,This Is NowITU109 Their Eyes Were Watching GodITU110 Things Fall Apart ITU52 Time Machine, TheITU53 To Kill A MockingbirdITU123 Treasure Island ITU54 Turn of the Screw, TheITU124 Uncle Tom’s Cabin ITU192 WaldenITU122 War of the Worlds, The ITU100 Watsons Go To

Birmingham-1963, TheITU167 When I Was Puerto RicanITU178 When The Legends DieITU80 Where the Red Fern GrowsITU157 White FangITU71 Wrinkle in Time, A ITU99 Wuthering Heights

Save Time and Money withDownloadable Teaching Units!

IF YOU DON’T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate thecost of shipping, we now have the solution to your problems. The same Teaching Units,

Response Journals, Mastery of Writing and, Mastery of Grammar programs that you havetrusted for years to prepare your students are now available for immediate download! EachUnit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. TheUnit or Journal is downloadable directly from our site, saving you shipping charges. Visithttp://www.prestwickhouse.com for more details.

ITU193 Dr. FaustusITU84 Dr. Jekyll & Mr. HydeITU175 DraculaITU171 DublinersITU126 Edith Hamilton’s MythologyITU168 Education of Little Tree, TheITU11 Ethan FromeITU12 Fahrenheit 451ITU120 Farewell to Arms, AITU116 Farewell to ManzanarITU85 Flowers for AlgernonITU13 FrankensteinITU117 Giver, TheITU77 Good Earth, TheITU15 Grapes of Wrath, TheITU115 Great ExpectationsITU16 Great Gatsby, TheITU152 GrendelITU59 Gulliver’s TravelsITU182 Hard TimesITU79 HatchetITU18 Heart of DarknessITU86 Hiding Place, TheITU191 HiroshimaITU136 Hobbit, TheITU181 HolesITU87 HomecomingITU67 Hound of the Baskervilles, TheITU113 House on Mango Street, TheITU165 How the Garcia Girls

Lost Their AccentsITU159 Hunchback of Notre Dame, TheITU187 Iliad, TheITU104 I Am The CheeseITU88 I Know What You Did

Last SummerITU89 I Know Why the Caged

Bird SingsITU183 Inferno, TheITU114 Invisible Man - Ellison ITU156 Invisible Man, The - Wells

ITU174 Island of the Blue DolphinsITU139 Island of Dr. Moreau, TheITU105 Jacob Have I Loved ITU90 Jane EyreITU91 Johnny TremaineITU142 Joy Luck Club, TheITU92 Julie of the WolvesITU180 Jungle, TheITU93 Killing Mr. GriffinITU140 Learning Tree, TheITU160 Lesson Before Dying, AITU25 Lord of the FliesITU194 Lord of the Rings (Fellowship of

the Rings)ITU26 Lost HorizonITU60 Metamorphosis, TheITU169 Moby DickITU65 My Antonia ITU186 My Brother Sam is DeadITU103 Narrative of the Life of

Frederick Douglass ITU163 Narrative of Sojourner Truth ITU128 Native Son ITU94 NightITU176 Number the StarsITU106 O Pioneers! ITU101 Odyssey, TheITU33 Of Mice and MenITU34 Old Man and the Sea, TheITU154 Once and Future King, TheITU78 One Day in the Life of

Ivan DenisovichITU137 One Flew Over the Cuckoo’s NestITU37 Outsiders, TheITU38 Pearl, TheITU135 Picture of Dorian Gray, TheITU61 Pigman, TheITU148 Pigman’s Legacy, TheITU129 Portrait of the Artist

as a Young Man, AITU172 Prayer for Owen Meany, A

1 - 8 0 0 - 9 3 2 - 4 5 9 3 • FA X 1 - 8 8 8 - 7 1 8 - 9 3 3 3 • w w w. p r e s t w i c k h o u s e . c o m

BY REFLECTING ON what they have read, students develop new ideas and link theseideas to their lives. To facilitate this process, in the tradition and spirit of theresponse-centered teaching movement, we offer reproducible response journals. For

an objective evaluation, a reproducible test for the novel is also included. The journals arepriced at only $19.95. Response Journals are also available with a set of 30 books for mostof the titles above. To receive a free sampler of our Response Journals call 1.800.932.4593.

Response Journals for young adult and selected adult novels

Relating Literature To Their Lives

IRJ63 Lesson Before Dying, AIRJ75 Lion, The Witch, and

The Wardrobe, TheIRJ22 Lord of the FliesIRJ68 LyddieIRJ65 MacbethIRJ77 Miracle Worker, TheIRJ50 My AntoniaIRJ06 My Darling, My HamburgerIRJ13 Nothing but the TruthIRJ60 Number the StarsIRJ27 Of Mice and MenIRJ28 Old Man and the Sea, TheIRJ54 O Pioneers!IRJ03 Outsiders, TheIRJ71 Parrot in the OvenIRJ30 Pearl, TheIRJ01 Pigman, TheIRJ08 Pistachio Prescription, TheIRJ82 Prayer for Owen Meany, AIRJ33 Raisin in the Sun, AIRJ38 Red Badge of Courage, TheIRJ81 RebeccaIRJ42 Roll of Thunder, Hear My CryIRJ61 Romeo and JulietIRJ80 Rumble FishIRJ21 Separate Peace, AIRJ74 ShaneIRJ14 Sign of the Beaver, The IRJ48 Silas MarnerIRJ69 Slam!IRJ25 Time Machine, TheIRJ52 Treasure IslandIRJ17 To Kill A MockingbirdIRJ72 Tuck EverlastingIRJ83 Uncle Tom’s CabinIRJ53 War of the Worlds, TheIRJ36 Watsons Go To Birmingham–1963, TheIRJ02 Where the Red Fern Grows

IRJ58 1984IRJ05 Across Five AprilsIRJ34 Adventures of Huckleberry Finn, TheIRJ40 Adventures of Tom Sawyer, TheIRJ49 Alice in WonderlandIRJ55 Animal FarmIRJ41 Bean Trees, TheIRJ39 Call of the Wild, TheIRJ31 Catcher in the Rye, TheIRJ24 Christmas Carol, AIRJ67 Crucible, TheIRJ09 Day No Pigs Would Die, AIRJ32 Death of a SalesmanIRJ85 Devil’s Arithmetic, TheIRJ51 DraculaIRJ47 Dr. Jekyll and Mr. HydeIRJ79 Durango StreetIRJ23 Anne Frank: Diary of a Young Girl, TheIRJ78 Education of Little Tree, TheIRJ46 Ethan FromeIRJ35 Fahrenheit 451IRJ59 Flowers for AlgernonIRJ43 FrankensteinIRJ37 Giver, TheIRJ64 Good Earth, TheIIRJ29 Great Gatsby, TheIRJ07 HatchetIRJ10 Hero Ain’t Nothin’ but a Sandwich, AIRJ57 Hobbit, TheIRJ66 HolesIRJ26 House on Mango Street, TheIRJ11 I Know Why the Caged Bird SingsIRJ76 Indian in the Cupboard, TheIRJ45 Invisible Man, The (Wells)IRJ84 Jane EyreIRJ73 Johnny TremainIRJ56 Joy Luck Club, TheIRJ62 Julius CaesarIRJ04 Killing Mr. Griffin

Save Time and Money withDownloadable Response Journals!

IF YOU DON’T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost of ship-ping, we now have the solution to your problems. The same Teaching Units, Response Journals,

Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare yourstudents are now available for immediate download! Each Unit contains the same high-quality resources,in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, savingyou shipping charges. Visit http://www.prestwickhouse.com for more details.


Ready-to-go Activity Packsfor popular classroom novels

Activity Packs are now available for:IPA0100 To Kill a MockingbirdIPA0102 Their Eyes Were Watching GodIPA0103 The House on Mango StreetIPA0104 Narrative of the Life of

Frederick DouglassIPA0109 Of Mice and MenIPA0116 Edith Hamilton’s MythologyIPA0110 Lord of the FliesIPA0113 The Call of the WildIPA0114 The Red Badge of CourageIPA0106 FrankensteinIPA0111 Adventures of Huckleberry FinnIPA0105 The Great GatsbyIPA0115 The Old Man and the SeaIPA0112 The Scarlet Letter IPA0107 The OutsidersIPA0108 The Catcher in the RyeIPA0118 The AwakeningIPA0122 MacbethIPA0120 HolesIPA0117 Maus I and Mau IIIPA0119 Julius CaesarIPA0124 The Indian in the CupboardIPA0125 HatchetIPA0123 Slam!

All Titles $34.95 Each

IN RESPONSE TO TEACHER REQUESTS for activities related tostate-mandated objectives and/or national guidelines, we

have created activity packs for frequently taught novels andselected works of non-fiction.

Save Time and Money withDownloadable Activity Packs!

If you don’t have time to wait for FedEx or UPS to arrive, or you want to eliminate the cost of shipping,we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery ofWriting and, Mastery of Grammar programs that you have trusted for years to prepare your students arenow available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you ship-ping charges. Visit http://www.prestwickhouse.com for more details.

Activities include groupand/or individual work

• Role playing• Creating dramatizations• Five modes of writing• Completing maps and charts• Creating collages• Drawing editorial cartoons• Staging sets and scenes• Responding to photographs and pictures• Conducting surveys• Writing screenplays• Creating scenarios, and more.


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