Figurative Language In Gathering Blue

ABOUT THIS BOOK

A grouping petitions Hamlet to close its borders to outsiders and the once-open up order, guided past Leader, who has the Ability to See Beyond, is threatened by the evils of exclusion. When Matty, a boy with Healing Ability, is sent to post signs at the borders, he faces the evil forces of the Woods, and must decide whether it is now time to use his power to rescue his community.

ABOUT THIS AUTHOR

Lois Lowry has written over xx novels spanning several genres. Her Anastasia Krupnik serial, set in contemporary Boston, follow with poignant humor the exploits of Anastasia (a precocious adolescent), her younger brother Sam, and their artistic parents. Books similar Rabble Starkey and A Summertime to Dice focus on families and crunch, and examine the strength and dearest that bind them together. Number the Stars, Lowry'southward kickoff piece of work of historical fiction and a Newbery Medal winner, is gear up during the Holocaust. The Giver, Lowry'southward first work of fantasy, is at present joined by its companion novels, Gathering Blue and The Messenger.

q & a with the author

Q. The do of Trading in the book has an ominous, shadowy feeling. Is the dark side of Trading a comment on today's commercial society?
A. Of grade it is. All of us, even the best of us, brand terrible choices because of our yearning for things. Non too long ago I bought a second home. Does anyone actually need more than 1 home? Of class not. What could I have done with that (rather big) amount of money? Enough of good things for deserving, fifty-fifty for suffering, people. But instead I bought a second domicile. And all of us do that to some degree or another.

Q. Does Messenger close the sequence of companion books beginning with The Giver and followed by Gathering Blueish? What do you promise these books, taken as a collection, communicate?
A. I intended Messenger to be the concluding book in the trilogy, connecting the people, ending things for them, with Matty's death and an implied futurity joining Jonas/Leader and Kira. Merely already I am getting lots of messages asking me to follow Gabriel next. He'southward only eight in Messenger and appears only on one folio. I suppose I could take up with him, eventually, only at the moment I am working on other projects.

TEACHING IDEAS

classroom connections
questions for group word

Customs–How does the authorities of Village promote a sense of community? Diversity is very of import to the inhabitants of Village. Discuss with students how a diverse community creates a better understanding of mankind. What is Matty's role in the customs? Debate the strengths and weaknesses of the community. Which graphic symbol is the greatest threat to the customs spirit of Village?

SECRETS–Many of the people from Hamlet came from communities that were congenital around secrets. Why does Leader believe that secrets cause sadness? How does he promote an open gild? Discuss the relationship between secrets and ignorance. How is Matty bothered by the fact that he has a hugger-mugger? Why is it of import that he keep his secret?

Ability–Have students discuss the meaning of power. What is the power in Matty'south gift? How is Matty troubled by his power? Why does Leader warn Matty to be careful how he uses his gift? Describe the Blind Man'southward power. How does his power and wisdom guide Matty? What does Seer mean when he says, "Our gifts are our weaponry?" (p. 155)

Fearfulness–Discuss with students the significance of the Forest that surrounds the community. Why does Woods evoke fearfulness in the people? Argue whether the Blind Man is referring to fright or Wood when he tells Matty, "Information technology'southward all an illusion." (p. five) How did fright drive the people of Village away from their original homes? Discuss how Seer and Leader depend upon 1 another to deal with their fears.

connecting to the curriculum

LANGUAGE ARTS–Lowry uses figurative language to create specific images. For example, "In the place called Beyond, Leader's consciousness met Kira's, and they curled around each other like wisps of fume, in greeting." (p. 163) Locate other similes in the novel.

The people who weren't born in Hamlet had their own story of coming there. Select a character from the novel and write a short story about that character's journey to Village.

SOCIAL STUDIES–Hash out the concept of a town coming together. Take students reenact the Hamlet meeting where a minor grouping, led by Mentor, is trying to close the border of the customs. Ask for volunteers to be speakers at the meeting. Make sure that both sides of the outcome are represented. Matty isn't allowed to speak because he hasn't acquired his existent proper name. Suppose there is an exception to the rule, and Matty is immune to speak. Inquire someone in the class to speak equally Matty.

PERFORMING ARTS–Anthems are written to express the patriotic feelings for a nation, and sometimes for a customs. Await at several anthems, and study the thoughts and feelings that shape the lyrics. Write the lyrics for an anthem for Village, and set it to the tune of an appropriate piece of music.

NOVEL CONNECTIONS
using the companion novels together

The Giver, Gathering Bluish, and Messenger are companion novels. Discuss the difference between a companion novel and a sequel. Talk well-nigh the similarities and differences in the three novels. Debate whether The Giver and Gathering Blue are companion novels, and Messenger a sequel to the other two books. Inquire students to write a letter of the alphabet that Kira, the main character in Gathering Blue, might write to Jonas, the primary grapheme in The Giver, where she tells him the frightening truths that she discovers about her community. Too, write a letter that Leader in Messenger might write to Kira explaining why she needs to return to Village with Matty. Share the letters in class.

pre-reading activityDefine utopia and dystopia. Ask the class to brainstorm the virtues of each type of society. Then, instruct students to write a brusque story gear up either in a utopian or a dystopian society. Encourage them to share their stories in class. Gathering Blueish is set in a diverse society where citizens are allowed thoughts, feelings, and to alive freely (if often chaotically), whereas The Giver is fix in a society that regulates everything from emotions to procreation. The society in Messenger is founded on the premise that whatever persons seeking refuge should be accustomed into their community, no matter their shortcomings, just this open up-minded mental attitude is threatened when some citizens decide they would be better off closing their borders. Ask students to utilize books in the library or sites on the Internet to research the basic tenets of a democracy. Ask for volunteers to debate the post-obit topic: "Democracy: A Utopia or a Dystopia."

classroom connections
questions for grouping give-and-take

Community–Have students draw how the communities in The Giver and Gathering Blue are similar. What are their master differences? Discuss why Jonas, the Bullheaded Man, and Matty feel forced to leave their communities. Village in Messenger was created out of selflessness. Contrast selflessness and selfishness. How are the efforts to shut the border a selfish act? Discuss the potential dangers to the customs.

Fright–Jonas understands fear in The Giver and, in Messenger, establishes Village as a place where others can come up to escape their fears. Explain the fear that Leader is feeling when the citizens of Village vote to close the borders. In Messenger, Matty learns that Forest is a "tangled knot of fears and deceits and night struggles of power." (p. 168) Ask student how might Wood be symbolic of the communities in The Giver and Gathering Blue?

HOPE–Debate whether the people in The Giver and Gathering Blue understand the meaning of hope. How do Jonas, Matty, and the Blind Homo represent hope in Messenger? At what point are these three characters almost stripped of hope?

Courage–Jonas in The Giver and Matty in Gathering Blue alive in communities that thrive on control, and "sameness." What gives Jonas and Matty the courage to get out their communities? Argue with students whether the backbone of the "new people" in Messenger is driven by hope or fright.

FEELINGS–Jonas wasn't allowed feelings in The Giver. At present every bit Leader of Hamlet, he encourages people to express their feelings. Describe his feelings for Matty. How does Seer get inside the feelings of Leader? Take students compare Matty'due south feelings for Jean in Messenger to his feelings for Kira in Gathering Bluish. Contrast Leader'due south feelings as he looks over Hamlet in Messenger to his feelings when he left his community in The Giver.

FAMILY–Ask students to define family from the bespeak of view of the following characters: Jonas in The Giver, Kira, Matt, and Thomas in Gathering Blue, Matty, Jean, and Seer in Messenger. How might Matty describe his newly acquired family in Messenger to Kira?

REVIEWS

"Lowry [writes] with a cute simplicity rooted in political legend, in warm domestic detail, and in a wild natural world, just on the edge of realism."
–Starred, Booklist

OTHER TITLES OF INTEREST

The Giver
Lois Lowry
Fright • Backbone • Friendship
Truth • Freedom
Grades 7 upward / 0-385-73255-four
Delacorte Books for Young Readers

Gathering Blue
Lois Lowry
Fear • Courage • Friendship
Truth • Freedom
Grades 7 up / 0-385-73256-2
Delacorte Books for Immature Readers

ABOUT THIS GUIDE

about the novels
of Lois Lowry

The protagonists in these companion novels deal with fear, ability, and secrets, but somehow they gain the courage to defy the evils of their controlling world. Lowry makes a provocative statement about community and freedom.

COPYRIGHT

Prepared by Pat Scales, Director of Library Services, Southward Carolina Governor's School for the Arts and Humanities, Greenville, South Carolina, and Gary D. Schmidt, Manager of English language, Calvin College, Grand Rapids, Michigan.

Figurative Language In Gathering Blue,

Source: http://www.booksontape.com/teachers-guide/104084/messenger/

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