The Giver Day 11

 

The Giver, Day 11: Euphemisms through Song
Rationale: Euphemisms are a large part of everyday talk. We say we are taking our pets to be “put to sleep,” when in reality, the animal is being killed. We say people “pass away”, but they have died. It is socially acceptable to do this, and it softens the blow of hearing the actual words. In some situations, it is appropriate, but in others, it can be downright maddening. Today, students will learn about euphemisms by examining their text, music, and engaging in classroom discussion.

Context: This lesson comes at a time when students have learned what Release really means in Jonas’s community. Students often need help processing the emotion they feel when they read this chapter, as well as understanding why the community releases its old and young.  By discussing how they felt, students come to a better understanding of the concept and the chapters.

Objectives: During and after this lesson, students will:
1. Learn the definition and common examples of euphemisms,
2. Discuss a few examples of these with classmates, telling their thoughts and relating it to The Giver, and
3. Examine some examples by listening to music and analyzing the songs, forming reasons about why the artist or songwriter chose to use that expression.

NYS Learning Standards Addressed:
Reading
2. Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
4.  Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
11.   Interpret, analyze, and evaluate narratives, poetry, and
drama, artistically and ethically by making connections to:
other texts, ideas, cultural perspectives, eras, personal
events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the
pieces.
Writing
1.  Write arguments to support claims with clear reasons and
relevant evidence.
a.  Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b.  Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c.  Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d.  Establish and maintain a formal style.
e.  Provide a concluding statement or section that follows
from and supports the argument presented.
6.  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Speaking and Listening
1.  Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a.  Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b.  Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c.  Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d.  Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
e.  Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals
from varied backgrounds.
2.  Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
a. Use their experience and their knowledge of language and
logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively.
4.  Present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language
3.  Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a.  Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
4.  Determine or clarify the meaning of unknown and multipl
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies.
a.  Use context (e.g., the overall meaning of a sentence o
paragraph; a word’s position or function in a sentence
as a clue to the meaning of a word or phrase.
b.  Use common, grade-appropriate Greek or Latin affix
and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c.  Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both prin
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
d.  Verify the preliminary determination of the meaning
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5.  Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a.  Interpret figures of speech (e.g. verbal irony, puns) in
context.
b.  Use the relationship between particular words to
better understand each of the words.
c.  Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
6.  Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Materials/Preparation:
The Giver copies for all students
Pens/Pencils/Paper
Teacher should have USB drive with songs ready for students to listen to, as well as lyric printouts for students to follow along with.
Activities/Instruction:
1. Allow students time to come in and get settled. Take attendance, do housekeeping. (5 min)
2. Present to students the following response question for the day, based on chapters 19 and 20.
What did Jonas’s father do to the baby? How did this differ from your original opinion of Release?
Allow students five minutes to answer this question. Collect responses when they are all finished.  (5 min)
3. Once students have handed in their responses, ask them to take out a sheet of paper.

They will be learning what a Euphemism is for today’s lesson. Begin by writing the term on the board and offering a definition for them:
The act or an example of substituting a mild, indirect, or vague term for one considered harsh, blunt, or offensive. In other words, a word we use to be polite when a word seems too harsh for everyday conversation.
Allow them time to copy the definition down, explaining what it means by offering your own example of a euphemism: Passing Away. Ask students what it means, and see if they have any other suggestions for euphemisms dealing with death, e.g. “No longer with us,”  “Sleeping with the fishes,” etc. Talk about others, too. Offer students some examples of euphemisms-make a list on the board with their meaning next to them. Then, hand out a euphemism sheet to students. Ask them to partner up and figure out what the phrases and words mean. (10 min)
4. Next, play some songs for students. Songs to be used are “Shake Your Tail Feather” from the Blues Brothers soundtrack and “Another One Bites the Dust” by Queen. Distribute lyrics to students, edited to fit the portion of the song you will be playing. Offer students a clip of the music-about one minute per song. Then, ask students to identify what euphemisms they found in their song. Why do you think the artists chose to do this instead of come right out and say “Another one died,” or “Shake your butt/Dance”? (15 min)
5.  Wrap up the lesson by relating it all back to The Giver. Why does the community want to say “Released” instead of “killed?” Do you think there could be negative repercussions if the community leaders were to say “We killed an Old person today,” or “We killed a Newchild today because he was deformed”? How do euphemisms affect you? How do they make you feel? (8 min)
6. Ask students to finish the novel for homework. This will be chapters 21 and 22. Have them hand in their Euphemism worksheets as they leave. Also direct students to the Nicenet community, in which they will asked to comment on a song and its relevance to The Giver:
Listen to “The Logical Song.” Look at the lyrics. How does this song relate to The Giver? Give one example.
Can you think of any songs that remind you of The Giver? Why? (due at the end of the week)
(2 min)
Extensions:
1. Students can be asked to bring in a song of their own with a euphemism in it. What is the euphemism, and why do you think it was used in the song? Does it add to, or take away from, the song? Bring in the lyrics, and write a paragraph answering the questions above. Students can then share with others and discuss their findings.
Plan B/Adaptions:
If the songs and the video are not working on the computer, or are unavailable for listening, simply go about the lesson as planned without the music. Have students, instead, read the lyrics and discuss what role euphemisms play in the songs. They may listen to the songs at home for their own enjoyment if they desire.
Student Assessment/Reflections:
1. Students will be assessed on their ability to work through the meanings of the euphemisms listed on their worksheet. Did they come up with a meaning for each one? Even if the meaning is not correct, students will still earn credit for writing down an appropriate answer that shows some thought was made. Students will also be assessed on their daily response question, with an appropriate answer earning five points.
2. Students will be reflecting on the use of euphemisms in their own lives as well as The Giver. How do these expressions make you feel? How do you feel about release now that you know the meaning of the term? What are some euphemisms from your own life?-These questions are the basis of reflection for the lesson today.
3. Students will be assessed on their response to the Proboards question regarding why the community doesn’t have birthday parties. Five points are awarded to students who respond with a thoughtful answer.

Euphemism Worksheet

Mrs. Tordoff/Miss Roosa
Names:_____________________________________
Euphemism Worksheet

Today, in The Giver, we have learned what release really means. Release is a euphemism for the killing of people of the community. Here are some other euphemisms we encounter in our own lives. With a partner, discuss what you think they mean and write that meaning next to the phrase. Then, write where someone might encounter this euphemism.

1.  Passed Away

Where do we find it?

2. Doing your business

Where do we find it?

3. Expecting

Where do we find it?

4. Kick the bucket

Where do we find it?

5. Lost your lunch

Where do we find it?

6. Pre-Owned/Previously Loved

Where do we find it?

7. Between Jobs

Where do we find it?

 

Lyrics Handout

Name:__________________________
Lyrics Handout
Directions: Follow along as we listen to the songs below. Circle any examples of euphemism you can find in the songs below.
Song #1: Another One Bites the Dust-Queen
Steve walks warily down the street,
with his brim pulled way down low
Ain’t no sound but the sound of his feet,
machine guns ready to go
Are you ready, Are you ready for this
Are you hanging on the edge of your seat
Out of the doorway the bullets rip
To the sound of the beat

Another one bites the dust
Another one bites the dust
And another one gone, and another one gone
Another one bites the dust
Hey, I’m gonna get you too
Another one bites the dust

How do you think I’m going to get along,
without you, when you’re gone
You took me for everything that I had,
and kicked me out on my own
Are you happy, are you satisfied
How long can you stand the heat
Out of the doorway the bullets rip
To the sound of the beat

Another one bites the dust
Another one bites the dust
And another one gone, and another one gone
Another one bites the dust
Hey, I’m gonna get you too
Another one bites the dust….

Song #2: Shake Your Tail Feather-Blues Brothers
Well I heard about the fellow you’ve been dancin’ with all over the neighborhood
So why didn’t you ask me baby, or didn’t you think I could?
Well I know that the boogaloo is outta sight but the shingaling, she is playing tonight
But if that were you and me out there baby?
I would’ve shown you how to do it right, do it right, do it right, do it right, do it right
Twist it, shake it, shake it, shake it, shake it baby
Here we go loop de loop
Shake it out baby
Here we go loop de la
Bend over, let me see you shake your tail feather
Bend over, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Twist it, shake it, shake it, shake it, shake it baby
Here we go loop de loop
Shake it out baby
Here we go loop de la
Bend over, let me see you shake your tail feather
Bend over, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, let me see you shake your tail feather
Come on, come on baby, come on, yeah come on babe….