alternate ending to the giver assignment

The Giver Lesson Plans

Lesson Plans and Ideas for Teaching The Giver

10 Lesson Plan Ideas for The Giver

Below are 10 quick lesson plan ideas for teaching The Giver by Lois Lowry. If you want detailed daily lesson plans and everything else you need to teach The Giver in one easy download, check out this amazing full unit plan. Lesson Ideas 1. Introduction to the novel: Before diving into the book, introduce students to the basic plot and themes of The Giver. This can include a brief summary of the story, discussion of the setting and characters, and identification of key themes such as individuality, conformity, and the value of memories. 2. Character analysis: Have students choose a character from The Giver to analyze in depth. This could include creating a character map, writing a character sketch, or Read More …

The Giver Questions – Chapters 9 to 12

For the full list of questions, please see my Ultimate Unit Plan for The Giver. Instructions These questions are intended to compel students to engage with The Giver in a meaningful way. They can be used in many ways, but may be most effective when first done in writing and then discussed as a class. Chapter 9 1. (a) How do Jonas’ instructions contradict the community rules? (b) What challenges do you foresee? (c) How will his life change? 2. If you were Jonas, how would you react to these instructions? Chapter 10 1. How does the Giver treat Jonas? Give specific examples from the story. 2. This is the first time that Jonas can ask any questions he wants. Read More …

The Giver Questions – Chapter 5 to 8

For the full list of questions, please see my Ultimate Unit Plan for The Giver. Instructions These questions are intended to compel students to engage with The Giver in a meaningful way. They can be used in many ways, but may be most effective when first done in writing and then discussed as a class. Chapter 5 1. Why does Jonas force himself to describe his whole dream despite his reluctance and embarrassment? 2. What is the communities attitude towards and treatment for “stirrings”? What does this say about the community? Chapter 6 1. What type of person might not “fit in” to a carefully planned and organized community like the one in The Giver? Chapter 7 1. Why do Read More …

11 Activities for The Giver

Whether you substitute teach or have your own classes, you can never have too many quick activities and assignments on hand to fill the gaps that sometimes arise. Here are 11 good ones that will fit well with The Giver, but can also be used with any novel, play, or short story. And if you really want to save time and reduce your workload, download this full unit plan for The Giver and enjoy stress-free teaching for weeks. 1. Create a Quiz Students create a quiz for the novel, short story, or play being studied. They can use an online quiz-making site like quizyourfriends.com, or do it the old-fashioned way with pen and paper. 2. Character Horoscope Students write a Read More …

New Ending Activity for The Giver

This lesson plan comes from my Ultimate Unit Plan for The Giver.  It includes everything you need to teach the entire novel, so you can take a break from prep work.  Click here to learn more. Instructions Start by discussing the ending of The Giver. Did you like the unresolved ending? Why do you think Lois Lowry chose to end The Giver this way? What do you think happened next? Students can then start on the assignment: writing an alternative ending for The Giver. Before students begin writing, they should consider the following: 1) Jonas and Gabriel are cold, tired and getting weaker. How does Jonas find the strength to go on? 2) What effect does the sunshine have on Read More …

Four Attributes Lesson Plan for The Giver

This lesson plan for The Giver asks students to consider the challenges of being the Receiver, and why Jonas was chosen for this role.. In The Giver, the Chief Elder explains that to have any chance of success, the Receiver must possess four essential attributes: intelligence, integrity, courage, wisdom. For each of these four attributes, students are to explain what it is, and why it is important for the Receiver.  They must also provide specific examples that show each of the attributes in Jonas.  Finally, they should create a symbol to represent each attribute. I like to have my students create a four quadrant chart for each attribute, with each quadrant providing answers to the questions above. My complete unit Read More …

The Giver Vocabulary Crossword

The crossword puzzle below uses vocabulary from Pages 1‐40 of The Giver. For the full vocabulary list and answer key, plus many other resources, please see my full unit plan for The Giver. Across 3. to punish or criticize severely 6. unaffected by disturbance 7. to signal or summon 9. harsh or grating voice 10. irritable Down 1. unshakable belief 2. violation of law, command, or duty 4. deeply serious or gloomy 5. deep and painful regret 8. distracted and deeply agitated

In Class Essay for The Giver

To save hours of prep time and make teaching The Giver easy, fun, and stress-free, consider downloading the full unit plan. Click here to learn more. Directions You are to write an essay about The Giver. You may choose any ONE of the four topics listed below. You are expected to write clearly, include a thesis, use examples or details from the book as appropriate, and explain your ideas fully. Your essay is due at the end of the period. You may use the following to help you write your essay: Your copy of The Giver Your notes on The Giver Questions Remember, choose ONE of the following: 1. What does The Giver reveal about how much the government should Read More …

The Giver Memory Book

This lesson plan is a great way to really draw students into The Giver as they think about the importance of their own experiences and memories. Start by making a list of emotions – love, fear, anxiety, joy, jealousy, gratitude, etc.  Get students to call them out, and make a master list on the board for them to copy into their notes. Ask your students to then create a Memory Book describing their own memories associated with each emotion.  They can include written descriptions, photos, and drawings.  Students can begin in class by listing the memories they want to include.  They can then start writing their descriptions and collecting their photos and other elements at home. When the books are Read More …

The Giver Lesson Plan Ideas

I want to share a few of lesson plan ideas with you here to help you get started teaching The Giver. If you have any good lesson plans for The Giver, please feel free to share them in the comment section. And if you want to have your entire unit for The Giver planned and ready to teach, click here to try my full unit plan. Character Diary Entry – Students write a diary entry from the perspective of a character in The Giver.  They should make the voice authentic and the topics relevant to the character’s role in The Giver.  Start the lesson by discussing what characterization is and how it is achieved. Letter – Students write a letter Read More …

Dystopian Literature Project

When I am teaching The Giver, I usually have my kids read and report on other examples of dystopian literature. There are so many fun books for them to choose from, many of them written in the last five years specifically for young adult readers. I have the notes and instructions all in a nice printable in my unit plan for The Giver, but you can copy and paste them from below to share with your class. Definitions Utopia = a community or society that is perfect, or nearly perfect Dystopia = a society that is undesirable or frightening Intro Dystopian literature often explores the dangers of trying to serve the greater good by repressing the needs of the individual. Read More …

The Giver Questions

For the full list of questions, please see my Ultimate Unit Plan for The Giver. Instructions These questions are intended to compel students to engage with The Giver in a meaningful way. They can be used in many ways, but may be most effective when first done in writing and then discussed as a class. Chapter 1 1. What do the following details from chapter one tell you about the community Jonas lives in? Jonas was frightened when he saw a jet fly overhead. Jonas and his sister don’t know what animals are. Boys and girls are referred to as “male” and “female.” New children don’t spend their first year with their families. It is rare to have visits from Read More …

Peace vs Freedom in The Giver

This is a great lesson plan for The Giver.  It gets students to consider the what the objectives and consequences of rules are. You can then get your students to consider the rules of our own society from the perspectives of law makers and citizens. There are lots more lessons like this in my Ultimate Unit Plan for The Giver. You can download the full unit at http://englishunitplans.com/thegiver/ Instructions Context In all societies, people must determine what balance to have between rules and freedoms. In The Giver, Jonas’ society values stability, peace, and order over freedom and individuality. Strict rules govern all aspects of human behavior, all in an attempt to minimize the possibility of conflict. They have peace and Read More …

Theme Lesson Plan

Theme can be a challenging concept for students.  They often confuse it with topics or morals. I find that every year, no matter which grade level I am teaching, I have to go over theme several times to make it stick. For The Giver, I use a three-part lesson plan to teach theme: notes, statements, paragraphs. Notes I start by asking student to make a list of topics from The Giver. After a few minutes, I get them to share their lists, and I write several topics on the board (freedom, individuality, memory, repression, etc.) Once we have a good list to work with, we go through each topic and discuss what the novel says about it. What does The Read More …

Introducing The Giver

Teaching The Giver can be a lot of fun, but it is essential to get your students hooked on the novel within the first class or two.  Do that, and you can focus on guiding them towards the outcomes you want them to reach.  Fail to get them engaged from the start and you will be battling their boredom for the entire unit. When I teach The Giver, I like to start with an Anticipation Guide, which usually leads to some vigorous discussions.  If you can get your kids to argue with each other about the fundamental issues in the novel, you’ve got them. I give my students a handout with several strong statements related to themes in The Giver.  Read More …

DiPasqua Education

• Language Arts
• Social Studies
• Upper Elementary
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Wednesday, November 12, 2014

Lesson plan: the giver alternative ending with technology.

• Students will be able to write an alternative ending to The Giver using technology.  
• Students will be able to share and comment on a partner’s writing, using technology.
• Surface tablets/laptops
• Today’s Meet Link: https://todaysmeet.com
• Google Docs

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Fanfiction in the Classroom

• Feb 26, 2023

Fanfiction Lesson: Writing An Alternate Ending to The Giver

By Rebecca Mallett

This lesson occurs once the class has finished reading The Giver by Lois Lowry

60 minute class

ELA Grades 6-8

Hook activity - 20 minutes

Instructions to the class:

Think of a book/movie/story of any kind you LOVE (anything narrative based, a podcast, youtube video or channel)

Brainstorm for 10 minutes what you might change to make the story even better or more relatable; is it a character, a whole new plot wing, a different ending?

Share in a small group (3 students) what you came up with for 7 minutes; offer your thoughts on your groupmates ideas

Discussion - 25 minutes

Meet in groups to answer the following questions for 10 minutes

What are your initial reactions to the ending of The Giver ?

How do you imagine you would have felt, in Jonas’ place, sledding down the hill for the first time?

Thinking about Jonas’ decisions towards the latter half of the book, are there any things you would have done differently than him?

Are there any things you would have differently as the Giver?

What is intriguing to you about Rosemary’s story? How do you think the story could have gone if she did not ask to be released?

What might have happened if it was not for Jonas leaving early to rescue Gabe?

Large group discussion: Each group shares one of their answers with the class ~15 minutes

Explanation of the Assignment - 15 minutes

Students’ task is to:

Write an alternate ending with the following options

Jonas left but did not bring Gabe, instead following the original escape plan

How does the story end with Rosemary not ever applying for release?

What happens if the Giver leaves the community with Jonas as Jonas wanted?

Is there a way that Jonas tries to change the community without leaving?

Maybe Jonas decides to turn back after leaving, and reenter the community–how does that turn out?

Choose your own alternate ending prompt–clear your idea with your teacher

It needs to be based in what we know about the text, the world/community, and the characters

Along with your fanfiction piece, include a short paragraph (50-100 words) with your thought process, explaining the rationale behind the plot choices you made, making the link between what you see in the original The Giver with your own piece, showing how your choices are rooted in the text

To mimic the centrality of feedback and reviews from a multiplicity of readers on online fanfiction platforms, allow students to read each other’s work once they are handed in. As they read, have them give a few comments on their peers’ work.

Marking Scheme

Educators who implement this lesson have the opportunity to challenge and reframe traditional ELA teaching by empowering students to add their own perspectives and visions into existing texts. This activity is also a reframing of the typical approach to ELA learning and learning at school in general where there is no sense of purpose or clear end to the information that is being given to them; synthesizing their inferences and observations of The Giver into a piece of fanfiction gives the students a sense of meaning and purpose in what they have contemplated and discussed related to the novel, as it leads to a work of their own creation.

This fanfiction activity encourages, in a seamless and natural way, students to think about a text critically, giving students the space and agency to challenge what is in the story, and to challenge assumptions about the direction the text could or should take. This approach to texts fosters a critical mode of engagement with culture and society at large; it helps students position themselves as agents who have the capacity to perform the following elements of critical participation in society, as Vasquez, Janks, & Comber understand it : “looking at an issue or topic in different ways, analyzing it, and suggesting possibilities for change and improvement” (2019).

Writing fanfiction incorporates critical literacy learning, through elevating the students’ voices and exposing them to the work of various people from diverse backgrounds, as they read their peers’ alternate endings. Giving a voice to people of diverse backgrounds is central to critical literacy learning, according to Cope and Kalantzis (2020).

In International Literacy Association’s Webinar on using Dungeons and Dragons to improve student’s literacy, three educators discuss the way kids are naturally curious and inquisitive, and how these qualities are often squished out in school. They describe D&D as “an interactive narrative that’s told in collaboration between multiple people,” (International Literacy Association 2022) among other descriptors. Even though there are many differences between this tabletop game and writing fanfiction, this description can also be said of writing alternate endings as fanfiction. Some of the significant literacy benefits that come with the freedom to dream, explore, and express themselves in D&D–all things that kids naturally want to do, as Corbitt discusses in the webinar, are similarly achieved through interacting creatively with an author and writing their own ideas into the text.

Bibliography

International Literacy Association (2022). Leveling Up Reluctant Readers With Dungeons & Dragons.

Kalantzis, M. & Cope, B. (2020). Chapter 7: Critical Literacy Pedagogy. Retrieved from https://newlearningonline.com/literacies/chapter-7

Vasquez, V. M., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96 (5), 300-311

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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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6 Suggested Activities with “The Giver”: Jobs, Colors, Equality, Emotion, Euthanasia Debate and an Alternative Ending

• Keren Perles
• Categories : English lesson plans for middle school
• Tags : Teaching middle school grades 6 8

What’s Your Job?

The best lesson plans are those that require students to connect what they’ve read to their own lives. Have each student write at least five phrases that describe their strengths and weaknesses, and collect them on your desk. Read each paper aloud (without mentioning the student’s name), and ask the class to decide which job that person would do best. Then have each student write a response about how they would feel if that job were chosen for them, as well as whether they would see themselves choosing that job on their own.

Colors and Emotion

Begin class by telling students to make a list of the colors of the rainbow and encourage them to brainstorm an emotion that best matches each color. Have students share their ideas with the class. Then discuss how this exercise can help them understand why Jonas’s world contains no color, as well as why the visions from the Giver do contain color. (This character analysis may be helpful for students to reference.)

Alternatively, photocopy several pictures from a history or science textbook (or another source) so that they are in black and white. Choose pictures with a lot of action or emotion in them. Then have students compare the black and white versions of the pictures with the color versions of the pictures. This can help students understand how color can help to show emotion as well.

Write the question “Is equality important?” on the board. Although some students will understand what you are referring to, others may volunteer that equality is very important, and will give their reasons for why this is so. Have students break into groups and discuss the ideal type of equality, contrasted with the equality shown in “The Giver.” Have one student in each group take notes, and let everyone in the group use those notes to write a short summary of the discussion. Then call on one student from each group to share their ideas with the class.

Euthanasia Debate

Mention to students that euthanasia, or mercy killing, is one of the main topics discussed in the book. Encourage the students to debate whether euthanasia is ethical or not. Have them use examples from the book in their arguments. (The anti-euthanasia side will find support from the book, and the pro-euthanasia side will have to counter that support by explaining why euthanasia in Jonas’s world is different from euthanasia in our world today.)

Alternative Ending

Many students are discontent with the ending of “The Giver.” If this is the case in your class, a good last activity before putting aside the novel is having them write an alternative ending that they think would be more satisfactory. (You should first make sure that they understand the general sequence of events in the novel by reading this novel summary .) This can be given as homework or as an extra credit assignment, depending on time constraints and student interest.

A collection from fifth grade to present.

Thursday, October 1, 2009

• The Giver Alternate Ending

(Alternate ending)

Jonas collapsed. It was too much. He could go no farther. He cradled Gabe’s soft, warm little body against his own. If there was one thing he regretted, it was that Gabe would never see color, would never hear music, would never feel love.

No, Jonas corrected himself. He’ll feel my love.

That’s when he heard it. A wondrous sound, unlike he had ever heard. Music.

Gabe heard it too. He smiled up at Jonas. Jonas smiled back. He had been wrong twice. Gabe had felt love and heard music. Maybe Gabe would also get to see color.

Not if I stay here he won’t. I’ve got to make it, for Gabe.

With renewed energy, Jonas got up, and started to walk. Each step was painful, but Jonas refused to give up. Gabe had too see color. Jonas wasn’t stopping till he did.

Jonas knew that he himself would probably never see color again. When he had lost the memories, he had also lost the beautiful hues of purple, green, blue, yellow, orange, pink, and his favorite, red.

That’s why, when he had reached the top of the hill, he let out a gasp of pure delight.

He was looking down on a valley, full of color, and life. There were a thousand different flowers. Among them, rabbits and squirrels played, running around a beautiful girl, older than Jonas, whose face was bright with joy. Next to her was an old man, playing a wooden flute. Playing music.

The old man looked up at Jonas, and smiled.

It looked like the Giver had finally found his daughter, and Jonas and Gabe had finally found peace, among the flowers and the frolicking animals. They had finally found love and happiness with the Giver and his long lost daughter, Rosemary.

VERY GOOD! :)

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The Giver Alternate Ending

The unruly, snow-covered path in front of them was winding with a thousand hills, one after another. Each one had a tipping point, a second when you stood tallest before you're next step brought you a view of what lays ahead. It was at those points that Jonas truly discovered what hope was. Each time he would stop, and feel, with every part of himself, that he would look down and see elsewhere. It was such a solid feeling, even though it was not arrived at by logic it was infinitely more truthful. For that second he would expect elsewhere and every step forward would show him only snow and hills. He soon discovered that disappointment stung in ways that only the return of hope could repair. Jonas had lost track of how long they had been traveling. The days ran together in an expanse of hunger and cold. The thin tunic did little to stop the icy burn from digging into Jonas’s skin. He pulled it tighter around himself. His chapped lips bled from the cold and his body ached for food, but the deepest pain was felt when he looked at Gabriel's frail body. It shook with violent shivers and his glossy eyes were clenched tight against the cold. He was such a small thing. Jonas remembered Gabriel's tiny fist squeezing his hands earlier in their journey but now they rested limp, dangling from his wrists. His face had first been red against the frosty air but it was now a dull grey, dark against the snowflakes on his cheeks. Jonas briefly wondered how he had gotten here and was stricken with a feeling of being completely, and utterly alone. Loneliness, that's what it's called, he thought. He could feel his memories fading. His mind blanked on words he knew like they had been pulled from his brain leaving holes in their wake. It felt like an itch he just couldn't scratch. It made him feel the pain of anger. No that wasn't the right word… Frustration! That's it, he thought. He remembered less and less as the days went on. At the tipping point of each hill, he would feel less hopeful, and less hopeful, until there was no hope left at all. The cold white powder around him was nameless no matter how far into his head he dug. The world had slowly been dimming, the powder was grey now like Gabriel's skin and it ran together with the sky and the trees. Jonas pulled the last piece of food out of his bag, a small apple. He noticed it was the same shade of grey as his hands. He brought it to his lips and took a bite of the flavorless, tasteless, blob. Jonas stopped. He knew he was losing his memories and if he took one more step forward all of his humanity would be lost. He would never feel loved, or go sledding, or see a Christmas tree but the community could do it all. They would be full people, really and truly living. With the last of his strength, he pushed himself forward, sprawling out on the powder covered ground. He tried to remember Christmas and love but they were just empty shells, he had a vague trace of them in his mind but what they meant, what they really were, no longer remained. they continued to fade until even the casings were gone and only blankness was left. Jonas looked down into his arms at the small child he held and tried to remember its name but it was too far gone. The child's lungs heaved slowly, more time spanning between breaths until his chest stilled. His mouth hung open, the last of his air leaving him, and Jonas felt nothing. Jonas could feel the cold enveloping him, burrowing through his skin and into every cell like a wildfire of ice. The hunger dulled as if his body knew that it was the end, he looked into the child's dead eyes and saw himself in them. he took his last breath; a desperate inhale followed by his lungs deflating, it fogged up the air. Jonas’s eyes slowly closed and the world faded into darkness and silence. He woke with a start. Confusion muddled his brain as his eyes adjusted to the light. It was warm. He was sitting on a grassy hill with the sun heating his back. A pleasant wind brushed through stirring the leaves and he could feel blades of grass itching his legs. The sky was blue, bright blue. The clouds were white against it, and the sun was yellow! The apple tree in front of him was brown and the branches carried juicy red apples. He felt a weight in his lap and looked down to see a chubby Gabriel sitting on his legs, a grin spreading his rosy cheeks. Jonas reached out a hand to touch him and felt his warm skin. He could see Gabriel's chest breathing naturally, not a trace of pain anywhere on him. He was overcome with a happiness more intense than he had ever felt before. He swooped Gabe up into his arms and in one swift motion pressed him against his chest in a heartfelt embrace. Jonas could feel himself breathing in the air, it was not heavy or cold, now it was light, and warm, and fresh. Jonas turned his head to the side and say a figure to his left, he pulled his eyes upward and to his surprise saw Rosemary. She looked so different from the video, she was so much older now. her skin was no longer pale, and her hair was full and thick. “Am I dead?” Jonas asked, he had died in the snow, hadn't he? “No” Rosemary replied. Her mouth twitched in a slight smile and her eyes wrinkled ever so slightly with the motion. “Come with me,” she said after a pause. She extended a hand to him to help him up. Jonas eyed it wearily but did not reach out to grab it. “Where are we going,” he asked. “Elsewhere” Rosemary replied, her lips spreading into a full grin. The twinkle in her eye promised adventure. Jonas paused and bit his lip. He took a deep breath and grabbed Rosemary's hand.

this is an alternate ending to the giver set while Jonas and Gabriel are nearing the end of there journey but have not found the sled or seen the lights yet. I wanted to play off of the idea of elsewhere and refresh the symbolism of the apples and color etc. I also wanted to wrap up Jonas's character arc because I thought the bravery and courage he had wasn't very well expanded upon in the book. enjoy, and please review!

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The Giver Alternate Ending

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A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.

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Chapters 1 - 3.

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1. What is the name of Jonas’s closest friend?

Answer: Asher

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2. What is Father’s occupation?

Answer: Nurturer

3. What is the name of Jonas’s sister?

Answer: Lily

4. What mode of transportation do the people in Jonas’s community use?

Answer: bicycles

5. Children in Jonas’s community are grouped by year. What year is Jonas as the novel begins?

Answer: Eleven

1. Each evening, Jonas’s family has a ritual in which they share their:

A) hopes

B) feelings

C) mistakes

D) apologies

2. What upcoming event is making Jonas feel apprehensive?

A) getting a bicycle

B) starting school

C) bringing Gabriel home

D) the Ceremony of Twelve

3. Which of the following is an occasion in which release is not a punishment?

A) release of a newchild

B) release of a Seven

C) release of the middle-aged

D) release of a Birthmother

4. What physical characteristic do Jonas and Gabriel have in common?

5. Why does Jonas take an apple home when he knows it’s against the rules?

QUIZ ANSWERS

1. B. Feelings are shared at the end of each day, and it’s against the rules to hide one’s feelings or lie about them.

2. D. At the Ceremony of Twelve, Jonas will receive his Assignment. He’s worried about what Assignment he will receive, since he doesn’t have any obvious talents or interests.

3. A. The release of the Elderly is another instance in which release is not a punishment.

4. They both have pale eyes.

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Assignments are the occupations of the inhabitants of the Community . Assignments are designated when a member of the Community goes through their respective Ceremony of Twelve .

All Assignments can be found here .

• 1.1 The Giver

History [ ]

The giver [ ].

Claire is given the Assignment of Birthmother at the Ceremony of Twelve.

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• Assignments are made by the Elders may be appealed by contacting them, who form a committee to discuss it. Committees typically take a large amount of time to decide so an appeal is considered to be impractical.

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A/N: This was an assignment I had to write and I'm going to use it, just to start the story off. So, hope you enjoy it. :) Now... read!

All the snow swirling around Jonas blurred his vision, and the strong cold wind was making it hard to breathe. Still, he had to do this for Gabe. Getting Gabe to Elsewhere safely and unharmed was all that mattered to him. With a few more staggering steps, Jonas had reached the top. His chest filled with victory and pride. He could see lights, hear music and smell a very, very faint smell of food from the distance. But his feelings of pride and victory were quickly replaced by feelings of fear and desperation. There was nothing to let him go down the hill safely. If he walked, he would slip and break a bone as the steep hillside was covered in ice and very little snow. But he would have to try, for Gabriel's sake as the infant would soon start to cry from the cold.

The first few steps down the icy hillside were not too difficult. But the walking down the rest of the hillside was easier said than done. Halfway down, after losing his footing he slipped on the ice and landed hard on the ice his skull making a barely audible cracking noise. He screamed out in pain, his blood dripping onto the white ground. To make it worse, Gabriel started to cry. Jonas tried his best to grasp onto any warm and happy memory, but the pain from his head wound stopped any happy memories from coming to his mind. He rolled onto his back, hugging Gabriel to his chest trying to get the both of them as warm as possible. The snow storm had weakened, but it was still going strong.

This is it, He thought. This is how I'm going to die. And because of me, Gabriel is going to die a worse death than the releasing. At least with the release there would have been less pain. I took him with me when I wasn't even sure I was going to make it to Elsewhere alive and I brought Gabe into this mess. Why couldn't I have left him in my house? Why coul- and before he could finish his thought, everything just went black; the only motion was Gabe's crying body squirming in Jonas' now lifeless grip.