Add to Favorites| Content Provider | HEC-TV  2007-08 Honorable Mention | |||||||||||||||||||||
| Contact Information | Helen Headrick utilization@hectv.org 3655 Olive St St Louis, MO 63108 United States Phone: (314) 531-4455 | |||||||||||||||||||||
| Program Type | Individual Program | |||||||||||||||||||||
| Program Rating | This program has not yet been evaluated. | |||||||||||||||||||||
| Target Audience | Education: Grade(s): 6, 7, 8, 9, 10 | |||||||||||||||||||||
| Maximum Number of Participants | For optimum interactivity, we recommend no more than two classes combined. | |||||||||||||||||||||
| Minimum Number of Participants | There is no minimum number required for participation. | |||||||||||||||||||||
| Primary Disciplines | Language Arts/English | |||||||||||||||||||||
| Secondary Disciplines | Character Education, Gifted & Talented | |||||||||||||||||||||
| Program Description | Lois Lowry’s Newberry Medal winning novel “The Giver” continues to be read and loved by thousands of young people each year. In this second of a series of four HEC-TV Live! programs focusing on the novel, students will have the unique opportunity to participate in a national videoconference book club discussion of issues and themes raised in the story. The book enables the reader to explore important questions that permeate the fabric of student’s everyday lives. Questions like: What is a perfect society and what would you be willing to give up to live in one? What makes a group of people into a ‘community’ and what are the responsibilities of people within that community to each other? What are the risks and rewards of freedom? What does it mean to grow up and accept responsibility for one’s actions? What is the importance of individual and collective memory? What are the challenges of a diverse society and are those challenges worth it? Why does it mean to take a risk and why is it valuable to take one? Can experiencing pain actually be beneficial? Have your students explore these questions and additional ones of their own as they interact in a student-to-student discussion facilitated by educators who have taught the novel and the director of a new production of the play. Have your students read the book this year? Are you interested in students expressing their interpretation of the novel and how it speaks to them? If so, then we hope you can join us for this program. Cost for the program is FREE. This series of programs is being produced in conjunction with Washington University in St. Louis and Metro Theater Company of St. Louis as they prepare and present a stage adaptation of the novel to be presented at Edison Theatre on the campus of Washington University in January. Other programs in the series include: October 7—A Conversation with Lois Lowry (This program is now archived and available for on-demand viewing on our HEC-TV website at http://www.hectv.org/programs/ser/hectvlive/ and also on the Higher Education Channel HEC-TV Live! page on iTunes U.) December 9—Performing the Play: Bringing Characters to Life January 5—Producing the Play: Bringing the Story to the Stage The December and January programs will also be available for enrollment through CILC. | |||||||||||||||||||||
| Program Format | The videoconference program will consist of the following segments. 1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to the program. 2. Student-to-Student Discussion—The thematic discussion of the novel and its application to life today will be lead by a combination of students and educators. Participating schools will receive, as part of the program’s preparatory materials, the list of thematic ideas to be discussed, the order in which they will be discussed, and leading or focus questions for each of those ideas that will be used to guide the discussion. Worksheets will also be included in the preparatory materials for students to use as they prepare their ideas for the discussion. The worksheet will provide space for student notes referencing specific events, quotes, characters, etc. of the novel and space for students to express their ideas in writing so they have that with them during the discussion. Space will also be included for students to jot down additional thoughts, revisions, etc. as they participate in the discussion. 3. Action Segment—Students will share ideas on how actions they feel have been taken to address the thematic issues of the novel since its publication and actions they feel still need to be taken today. These ideas may be developed by students as they prepare for the program and also may emerge for them as the student-to-student discussion proceeds. 4. Closing Segment--Including summary of topics discussed and final questions from students. | |||||||||||||||||||||
| Objectives | 1. The participant will explore the concept of “theme” in a novel and offer their ideas on how the author’s use of different themes influences their reaction as a reader. 2. The participant will engage in a discussion about “theme” with educators, fellow students, and theatrical professionals. 3. The participant will explore how the themes of the novel resonate in their life today and develop a point of view toward how those themes might need to be addressed today. | |||||||||||||||||||||
| National Standards to which this program aligns | English/Language Arts Standards Developed by International Reading Association and National Council of Teachers of English 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, and aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics). 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). | |||||||||||||||||||||
| State/Regional Standards to which this program aligns | Featured State Standards (Missouri): Schools from across the country are invited to join in the program. Missouri state standards are provided for Missouri schools since partial funding for this program comes from various Missouri organizations. Communication Arts Grade Level Expectations 1H: Apply post-reading skills to comprehend and interpret text • question to clarify • reflect • analyze • draw conclusions • summarize • paraphrase 1I Compare, contrast, analyze and evaluate connections between • information and relationships in various fiction and non-fiction works • text ideas and own experiences • text ideas and the world by analyzing the relationship between literature and its historical period and culture 2C Use details from text to analyze character, plot, setting, point of view and development of theme | |||||||||||||||||||||
| Program Length | 60 minutes | |||||||||||||||||||||
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| Connection Type(s) Available and Program Fees | Interactive Cost: $0.00 View Only Cost: $0.00 | |||||||||||||||||||||
| Program Fee Notes | There is NO CHARGE for this program. | |||||||||||||||||||||
