Teacher (s)
Unit title
Dimitri Kompogiannis
Subject group and language
The Giver
MYP year/phase
Language acquisition - English
Phase 4
Year 4
Unit duration (hours)
10-11
hours
INQUIRY : establishing the purpose of the inquiry
Key concept
Relationships
Related concepts
Theme, Point of view
Global context
Identities and relationships
Statement of inquiry
The novel's many themes are a starting point for discovering the author's point of view on social issues as well as for reflecting on our own
socio-cultural identities and relationships.
Inquiry questions
Factual :
1) What are the characteristics of a utopia? Of a dystopia?
2) What is free will ? What is determinism?
3) What are careers/societal roles?
4) What does it mean to be different ? What does it mean to be human?
5) What are memories ? What is history ? How are they related?
6) What is precision of language?
7) What is euthanasia?
8) What is an outsider?
Conceptual : How do the novel’s main themes (utopia & dystopia, genetic engineering, free will & determinism, sameness & diversity, memory & history,
precision of language, love, and euthanasia) reflect the different points of view of our own socio-cultural identities and relationships?
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1
Debatable :
1) What are the pros and cons of eugenics? (Genetically engineering births and family units)
2) Should we choose our own spouse or have a committee choose one for us based on careful research and analysis?
3) Should we choose our own careers or have a committee choose one for us based on careful research and analysis?
4) What are the pros and cons of living in a society of Sameness? (Climate, clothes, attitudes)
5) What are the pros and cons of having no individual/collective memory? (Imagine all of human history being erased and leaving no trace)
6) What are the pros and cons of censoring/controlling language? (Release, feelings, Nurturer, Stirrings, replacement child, Elsewhere)
7) Should everyone wear a lie detector at all times? Why or why not?
8)
What are the pros and cons of euthanasia?
Objectives
Summative assessment
Criterion B : Comprehending written and
visual text
Summary of summative assessment tasks and
assessment criteria :
Relationship between summative evaluation and
the statement of inquiry :
i. identify basic facts, messages, main ideas and
supporting details
End-of-unit exam (C2) on the novel that contains
multiple choice, matching, short answer questions
and long answer questions.
Students explore Jonas’ society in the novel. By
understanding its system of rules, the thoughts and
actions of the main characters, students will be able
to better understand the relationship between the
themes and events of the story as well as their own
socio-cultural identity.
iii. engage with the written and visual text by
identifying ideas, opinions and attitudes and by
making a personal response to the text
Criterion C: Communicating in response to
spoken, written and visual text.
ii. interact in simple and rehearsed exchanges,
using verbal and non-verbal language
iii. use basic phrases to communicate ideas,
feelings, and information on a variety of aspects
of everyday topics
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A series of debates (C1) on all of the novel's main
themes. One team of 4 students presents every
class. 2 students argue FOR and 2 argue
AGAINST. 2 more students are randomly selected
to declare the winner and synthesize both sides.
Students debate the major themes of the novel in
order to better understand the different points of
view that each one brings as well as the story and
message of the novel itself.
2
Learning Approaches
Category
Group
Communication
I. Communication skills
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Expectation
Activity
o
Write and for different
purposes
o
(Journal writing) Create your
own utopian society.
o
Negotiate ideas and
knowledge with peers and
teachers
o
(Journal writing) What parts of
your life would you like to
decide for yourself and which
parts would you like to have
decided by others?
o
(Journal writing) What are
your best skills and qualities?
What are your favorite
interests? If a committee
decided your career path,
what do you think they would
pick?
o
(Journal writing) If there's one
memory that you'd share with
the world, what would it be
and why?
o
(Journal writing) Write a
continuation of the story.
What happens in Chapter 24?
o
(Activating prior knowledge
of functional language)
Teacher reminds students of
persuasive essay and slam
poetry competition. The
former taught them how to
create and structure 3
3
arguments to support a
position while the latter
taught them to be respectful,
clear and confident during
verbal communication.
Students review and use a
list of functional language
phrases to use during
debates and discussions.
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o
(Class discussion) Is the
society described in the book
utopian or dystopian?
o
(Class discussion) What rules
and punishments, if any, are
necessary to maintain a
society? A utopian society? A
dystopian society?
o
(Class discussion) Should
volunteer work be
mandatory? For how many
hours?
o
(Class discussion) Should
people take drugs to control
their emotions?
o
(Class discussion) Why do
you think Jonas was skipped
during the Ceremony of
Twelve?
o
(Class discussion) Why do
you think the previous
Receiver of Memory failed?
o
(Class discussion) Is love
4
dangerous or comforting?
Social
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II. Collaboration skills
o
Help others succeed
o
Manage and resolve conflict
and work collaboratively in
teams
o
Build consensus
o
Listen actively to other
perspectives and ideas
o
Negotiate effectively
o
(Class discussion) Should
children play war games?
Does it lead to more
violence? How is this moment
a turning point for Jonas?
o
(Class discussion) What
makes people outsiders?
Why?
o
(Class discussion) Is it ever
okay to lie? When and why?
o
(Class discussion) If you were
Jonas, would you leave the
community or stay? Why?
o
(Class discussion) Do you
think Jonas should've stayed
home? Pros and cons of
staying? Pros and cons of
leaving?
o
(Class discussion) What does
the ending mean? Is it a
memory or reality?
o
(Activating prior knowledge
of functional language)
Teacher reminds students of
persuasive essay and slam
poetry competition. The
former taught them how to
create and structure 3
arguments to support a
position while the latter
taught them to be respectful,
5
Self management
Thinking
III. Organization skills
VII. Critical thinking
IX. Creativity and Innovation
X. Transfer
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o
Encourage others to
contribute
o
Give and receive meaningful
feedback
o
Advocate for your own rights
and needs
o
Plan short and long term
assignments; meet deadlines.
o
Using appropriate strategies
for organizing complex
information
o
Develop contrary or opposing
arguments
o
Practice flexible thinking –
arguing both sides of an
argument.
o
Inquire in different contexts to
gain a different perspective
clear and confident during
verbal communication.
Students review and use a
list of functional language
phrases to use during
debates and discussions.
o
(Team debate) What are the
pros and cons of eugenics?
(Genetically engineering
births and family units)
o
(Team debate) Should we
choose our own spouse or
have a committee choose one
for us based on careful
research and analysis?
o
(Team debate) Should we
choose our own careers or
have a committee choose one
for us based on careful
research and analysis?
o
(Team debate) What are the
pros and cons of living in a
society of Sameness?
[Climate, clothes, attitudes]
o
(Team debate) What are the
pros and cons of having no
individual/collective memory?
[Imagine all of human history
being erased and leaving no
trace]
o
(Team debate) What are the
pros and cons of
censoring/controlling
language? [Release, feelings,
6
Nurturer, Stirrings,
replacement child, Elsewhere]
o
(Team debate) Should
everyone wear a lie detector
at all times? Why or why
not?
o
(Team debate) What are the
pros and cons of euthanasia?
Action : teaching and learning through inquiry
Content
o
Themes
o
Point of view
o
Functional language for discussions and
debates
Learning process
Learning activities and teaching strategies
o
Interactive teaching: group discussion (C1)
-
o
Magistral teaching: oral exposition (C2)
-
o
Class discussions and debates
Students read and listen to the novel
Individual teaching: individual work (C3)
-
Journal writing
Formative assessment
o
Journal entries
-
o
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Communication skills
Class discussions
-
Communication skills
-
Collaboration skills
-
Organization skills
7
-
Critical thinking / creativity and innovation / transfer
Differentiation
o
Instead of discussions, teacher can ask comprehension questions.
Resources
o
Copies of Lois Lowry's "The Giver" for every student
o
Board and chalk
o
Laptop and projector for audiobook
o
Internet (youtube) for audiobook
Reflection : an examination of the planification, the process and the impact of the unit.
Before teaching the unit
While teaching the unit
After teaching the unit
Lois Lowry's novel, "The Giver", was chosen because
it contains many themes related to personal and
socio-cultural identities and relationships. By
covering topics like euthanasia, utopia, and eugenics,
students will be able to not only understand the novel
better, but their own society as well. Awareness of
social issues is particularly important for international
students because one of the goals of the IB program
is to promote intercultural understanding and respect.
This would not be possible without exploring the
different points of view that the novel and life have to
offer.
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Final Exam Rubric
CRITERION B (C2)
i.
Identifying information
and main ideas.
Drawing conclusions
iii.
Reponding to text's
ideas, opinions and
attitudes
LEVEL 7-8
LEVEL 5-6
LEVEL 3-4
LEVEL 1-2
LEVEL 0
Constructs
extensive
meaning by
identifying stated
and implied
information. Main
ideas and
supporting
details, and
draws
conclusion.
Engages
thoroughly with
the written and
visual text by
identifying ideas,
opinions and
attitudes and by
making a
response to the
text based on
personal
experiences and
opinions
Constructs
considerable
meaning by
identifying stated
and implied
information, main
ideas and
supporting details,
and draws
conclusions.
Constructs some
meaning from
stated and some
implied
information, main
ideas and
supporting
details; draws
some
conclusions.
Has difficulty
constructing
meaning by
identifying stated
information or
main ideas and
supporting
details; is not
able to draw
conclusions.
The student
does not reach a
standard
described by any
of the descriptors
below.
Engages
considerably with
the written and
visual text by
identifying most
ideas, opinions and
attitudes and by
making a response
to the text based on
personal
experiences and
opinions.
Engages
adequately with
the written and
visual text by
identifying some
ideas, opinions
and attitudes and
by making some
response to the
text based on
personal
experiences and
opinions.
Engages
minimally with
the written and
visual text by
identifying few
ideas, opinions
and attitudes;
has difficulty
making a
response to the
text based on
personal
experiences and
opinions.
The student
does not reach a
standard
described by any
of the descriptors
below.
TOTAL SCORE
/16
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Debate Rubric
CRITERION C (C1)
ii.
Participation
Organization
iii.
Ideas
Feelings
Opinions
Relevance
LEVEL 7-8
LEVEL 5-6
LEVEL 3-4
LEVEL 1-2
LEVEL 0
Engages
confidently in
rehearsed and
unrehearsed
exchanges to share
a variety of
informative and
organized ideas on
topics of personal
and global
significance
Engages
considerably in
rehearsed and
unrehearsed
exchanges to share
ideas on topics of
personal and global
significance
Engages to
some degree in
rehearsed and
unrehearsed
exchanges to
share some
ideas on topics of
personal and
global
significance
.
Engages
minimally in
rehearsed and
unrehearsed
exchanges; ideas
are not always
related to topics
of personal and
global
significance
The student
does not reach a
standard
described by any
of the descriptors
below.
Effectively
expresses a wide
range of ideas and
feelings, and
communicates
information in
simple and complex
texts; ideas are
relevant and
developed, and
opinions are
supported by
examples and
illustrations
Expresses ideas
and feelings, and
communicates
information in
simple and complex
texts; ideas are
relevant and
detailed
Expresses some
ideas and
feelings, and
communicates
some
information in
simple and
complex texts;
ideas are not
always relevant
or detailed
Expresses few
ideas and
feelings, and
communicates
minimal
information in
simple and
complex texts
The student
does not reach a
standard
described by any
of the descriptors
below.
TOTAL SCORE
/16
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Functional language
Expressing one's opinion
o
o
o
o
o
As far as I am concerned…
I am of the opinion that…
After giving this matter some serious thought, I think that…
To my mind / to my way of thinking…
I could be wrong, but I believe that…
Asking for one's opinion
o
o
o
o
What do you reckon?
What's your point of view/position on… ?
Are you of the opinion that…?
Do you have any objections to the statement…?
Agreeing
o
o
o
o
o
I second that argument.
I couldn't have said it better myself.
Now that I see it from your point of view…
I can't find any holes in your argument.
Come to think of it…
Disagreeing
o
o
o
o
o
o
I hold the opposing view that…
There is a nugget of truth in that, but…
I dont think you've taken ... into consideration.
Aren't you forgetting/assuming that… ?
I'm not following your logic there.
The contradiction in that argument is…
Offering
o
o
o
o
Can I assist you with…?
May I offer my humble services with…?
You look like you could use some help with…
I can't recommend … strongly enough.
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List of Questions
Factual
o
o
o
o
o
o
o
o
What are the characteristics of a utopia? Of a dystopia?
What is free will ? What is determinism?
What are careers/societal roles?
What does it mean to be different ? What does it mean to be human?
What are memories ? What is history ? How are they related?
What is precision of language?
What is euthanasia?
What is an outsider?
Journal entries
o
o
o
o
o
Create your own utopian society (Government, setting, rules, citizens)
What parts of your life would you like to decide for yourself and which parts would you like to have decided by others?
What are your best skills and qualities? What are your favorite interests? If a committee decided your career path, what do you think they would pick?
If there's one memory that you'd share with the world, what would it be and why?
Write a continuation of the story. What happens in Chapter 24?
Discussion questions
o
o
o
o
o
o
o
o
o
o
o
o
o
Is the society described in the book utopian or dystopian?
What rules and punishments, if any, are necessary to maintain a society? A utopian society? A dystopian society?
Should volunteer work be mandatory? For how many hours?
Should people take drugs to control their emotions?
Why do you think Jonas was skipped during the Ceremony of Twelve?
Why do you think the previous Receiver of Memory failed?
Is love dangerous or comforting?
Should children play war games? Does it lead to more violence? How is this moment a turning point for Jonas?
What makes people outsiders? Why?
Is it ever okay to lie? When and why?
If you were Jonas, would you leave the community or stay? Why?
Do you think Jonas should've stayed home? Pros and cons of staying? Pros and cons of leaving?
What does the ending mean? Is it a memory or reality?
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Comprehension questions
(Plan B instead of discussion questions)
Chapter 1
o
o
o
o
o
o
What is Jonas feeling? Why? (Apprehensive because of the Ceremony of 12)
What does "apprehensive" mean? (Fearful that something bad will happen)
What is "release"? (Death)
Who is being released and why? (Pilot for flying over the community)
What are the rules of language? Do you think there should be such rules for language? (Must be precise or else you apologize)
What constitutes a family unit? (1 male child, 1 female child, 2 parents)
Chapter 2
o
o
o
o
o
o
o
How are children made and named? (by the Elders. Parents must apply for a child and wait for approval)
At what age can children ride bikes? (9)
At what age are comfort objects taken away? (8)
What rules are broken or bended here? (Father sees name of newborn on the list. Lily and others ride their bikes before 9 years old.
What was Jonas' reaction when he heard his Father broke a rule? (Awe)
Are rules easy or hard to change? (Very hard)
Who can change the rules of this community? (The Receiver of Memory)
Chapter 3
o
o
o
What's the connection between the baby and Jonas? (Bright eyes, most of the community has dark eyes)
Are mirrors allowed? (Yes, but they're rare to prevent narcissism)
At what age do kids start doing volunteer work? (8)
Chapter 4
o
o
What are some of the rules mentioned? (No bragging, no looking at naked bodies)
What happens during a Celebration of Release? (Talk about the person's life. Toast the person. Chant anthem. Person and audience give goodbye speeches. Walks
through special door in release room. No children allowed.)
Chapter 5
o
o
o
At what age does dream-telling begin? (3)
What did Lily dream? (Of riding her mother's bike and getting caught)
What did Jonas dream? (Dreamed of seeing Fiona get naked and go in the bathtub at the House of the Old
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Chapter 6
o
o
o
o
What's the first sign of growing up? (The front-buttoned jacket and pockets)
What's done in a Ceremony of Loss? (Say the deceased's name until it fades)
What's done in a Murmor-of-Replacement ceremony? (Repeat the name the first time since the loss, softly and slowly at first then faster and with more volume.)
How are couples matched? (Elders research for at least 3 years to strike balance.)
Chapter 7
o
o
o
o
o
o
What's Jonas' birth number? (19)
How is the discipline wand used? (Minor misbehaviour = quick smack on the hands. Second offense = 3 sharpers smacks on bare legs).
What does Fiona become? (Caretaker of the Old)
What does Asher become? (Assistant Director of Recreation)
What words did Asher used to confuse? (Smack and snack)
What does Jonas become? (He gets skipped)
Chapter 8
o
o
o
o
o
What does Jonas become? (Receiver of Memory)
What does it involve? (Physical pain and isolation)
What are the 4 attributes required for this posiiton? (Intelligence, integrity, courage, wisdom)
Does Jonas possess all 4 attributes? (He's just missing wisdom)
What's Jonas' special capacity? (To see beyond)
Chapter 9
o
o
What are some of the new rules Jonas must follow? (Go to annex entrance after school every day; go to dwelling after training; exempted from rudeness + can ask
anyone anything; do not discuss training with others; prohibited from dream-telling; cannot apply for medication except for illness/injury unrelated to training; not
permitted to apply for release; allowed to lie)
How does Jonas feel about these new rules? (He feels particularly odd about lying. Recalls incident at 4 years old when he said "starving" instead of "hungry" and it
was considered a lie)
Chapter 10
o
o
o
Why is the Receiver of Memory's door locked unlike the rest of the community? (He needs privacy and concentration)
What does the RoM's room look like? (Luxurious, curvier furniture, loads of books)
Why does the RoM have to transfer memories to Jonas? (Memories help shape the future and bring wisdom)
Chapter 11
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o
o
o
How does Jonas feel after riding the sled in the memory? (Surprised)
Why did snow and sleds disappear? (Climate control. More practical for transportation and agriculture)
Jonas receives 2 memories related to the sun. What are they? (Sunshine and sunburn)
Chapter 12
o
o
o
What and why does Jonas see differently? (The color red. Fiona's hair. Apple.)
Why did colors disappear? (To go to Sameness)
How does Jonas react to the Giver's answer on colors? (He gets angry and says they shouldn't have gone to sameness)
Chapter 13
o
o
o
How does Jonas react to the lack of color? (It upsets him because it's unfair)
What does Jonas realize about choosing your own destiny? (People make the wrong choice)
What happened with the previous RoM trainee? (She failed and let her memories out in the open, negatively affecting citizens)
Chapter 14
o
o
o
What does the Giver show Jonas? (Jonas falls of the sled and breaks his leg bone)
What does the Giver tell Jonas when he asks why others can't have memories? (It's too painful)
What memory does Jonas give to Gabriel? (Sailboat)
Chapter 15
o
o
What was wrong with the Giver? (He was suffering from the pain of too many horrible memories)
What was the memory he was suffering from? (War)
Chapter 16
o
o
o
o
What is the Giver's favorite memory? (Christmas time, presents, family, etc.)
What feeling does his favorite memory give Jonas? (Love)
Jonas wishes he still had the feeling of love, but what does he conclude? (It's a dangerous way to live)
What's Jonas' first lie to his parents? (Understanding why "love" is an inappropriate word)
Chapter 17
o
o
o
What happened to Jonas since he stopped taking his pills (The Stirrings returned)
What happened with the war game? (Jonas was so upset that the others stopped playing and left)
What usually happens to twins in this community? (The less healthy one is sent Elsewhere)
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o
How does Jonas' father describe Release? (Cleans him up, gets him comfy, performs a small ceremony and then waves goodbye)
Chapter 18
o
o
o
What happened to the previous RoM trainee? (Rosemary saw memories of loneliness and a child taken away from its parents.)
What happened to the memories when Rosemary died? (They haunted the citizens with bad feelings)
Why did the Giver keep telling Jonas to stay away from the river? (He didn't want him to die because the memories would hurt people)
Chapter 19
o
o
What did Jonas watch? (Footage of the baby's Release)
What was the plan hatched by Jonas and the Giver? (Jonas would run away to Elsewhere in the middle of the night and the Giver would tell everyone he died in the
river)
Chapter 20
o
o
Who was Rosemary finally? Did you see that twist coming? (The Giver's daughter)
Jonas can see beyond, but what can the Giver do? (Hear beyond. Music)
Chapter 21
o
o
o
Why couldn't the search planes see Jonas and Gabriel? (They don't see color, so Jonas and Gabriel blended in with their surroundings)
Why did Jonas make himself and Gabriel cold as the search planes hunted for them? (To throw the heat detectors off)
How did Jonas know that the community was starting to give up the search? (The search planes were coming more infrequently)
Chapter 22
o
o
How did the landscape change? (Narrow, bumpy roads)
Now that the fear of searchers was gone, what did Jonas fear now? (The unknown and Gabriel starving to death)
Chapter 23
o
o
o
How did Jonas try to warm up Gabriel? (Gave him a memory of sunshine)
What did Jonas first see in Elsewhere? (Christmas lights)
What did Jonas first hear in Elsewhere? (Music)
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