Teacher(s) RR Subject group and Language and Literature

discipline
Unit title The Giver and a Dystopian Society MYP year 3 Unit duration 24 hours
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Perspective Themes Identities and
Relationships

Statement of inquiry

Through the novel's many themes the author's perspective on complex social issues are identified and analysed by reflecting on our own
socio-cultural identities and relationships.

Inquiry questions
Factual: What are the characteristics of a utopia? Of a dystopia?
Conceptual: How do rules and laws in a society impact the development of a character's identity? What aspects of utopias and dystopias do
we have in our societies today? How can a society balance individualism with responsibility to community?
Debatable: Are utopian communities possible? When should one conform to the wishes or rules of others? Do personal choices impact a
society?

Objectives Summative assessment

Middle Years Programme Unit planner 1

Criterion C: Producing Outline of summative assessment task(s) including assessment criteria: Relationship between
Text summative assessment
Students will participate in an Online Discussion regarding ideas from the novel, “The
i.) produce texts that task(s) and statement
Giver”.
demonstrate insight, of inquiry:
Students will be provided with 4 discussion question options. They need to provide one
imagination and
entry responding to the prompt and 3 entries in response to another student.
sensitivity while
exploring and reflecting The Online Discussion
critically on new Your Your goal is to plan the latest movie adaption of The Giver will focus on students
perspectives and ideas GRASP: demonstrating an
arising from personal understanding of the
engagement with the Goal: novel's themes.
creative process Role: You are a movie executive. Your team is working on a new movie
adaption of the book The Giver.
ii.) make stylistic Audience: The audience will be the scriptwriters (your peers) and movie
choices in terms of financers (your teachers)
linguistic, literary and Situation: You have been invited to participate in an online discussion with
visual devices, the scriptwriters to discuss the ‘big ideas’ (themes) of The Giver
demonstrating awareness that must be maintained in the movie.
of impact on an audience
To help finance the movie, you and the other movie executives
iii.) select relevant have been invited to discuss the relevance of The Giver to
details and examples to teenagers today.
develop ideas. Product, Online Discussion: Students will be provided with a discussion
Performance, question. They need to provide one entry responding to the prompt
Criterion D: Using & Purpose and 2 entries in response to other students.
Language
i.) use appropriate and Question: Which themes (utopia & dystopia, free will vs
varied vocabulary,
determinism, sameness & diversity, memory & history) are the
sentence structures and
forms of expression most important to maintain in a movie adaption of The Giver?

Middle Years Programme Unit planner 2

 Justify with examples from the text and support this with text-to-
iii.) write and speak in a world connections.
register and style that
serve the context and
Due Date: Week 6, Wednesday 30th October 2019
intention
Criterion C & D
Submission: English Google Classroom
iv.) use correct grammar,
Presentation:
syntax and punctuation
- Word count: Original entry 300 maximum and 100-200
words for each response entry
- Harvard style referencing

Standards for Your work will be assessed according to the attached rubric. Commented [RR1]:
Success Commented [RR2R1]:
Approaches to learning (ATL)

ATL Identification Skill Category Skill Cluster Skill Indicator Learning Experience
In order for students to Communication Communication Gather and Students will contribute to and participate in an
understand the themes of Skills Skills organize relevant online discussion regarding the novel’s themes.
the novel and how they information to
relate to the real world, formulate an
they will participate in argument
meaningful discussion
about the themes of a
novel, via a blogging
platform.

Middle Years Programme Unit planner 3

 Action: Teaching and learning through inquiry
Content
In this novel, students will read “The
Giver” and engage in discussion and
activities revolving around themes
regarding the novel.
Middle Years Programme Unit planner
Learning process
Pre-reading discussion and anticipation guide
Students will read about and take notes on a utopian and dystopian societies
Students will engage in discussions about the novel regarding topics of society, freedom of the
individual, societal control.
Article reading and note taking.
Completion of summative task.
Formative assessment
In class discussions
Writing activities
Quotation Integration activity
Differentiation
Students will get extended time when needed.
Students will get varied levels of graphic organizers to help students organize their ideas.
Students will get heavy scaffolding on writing activities.
There will be many opportunities for students to work one on one with me and support staff in the
class room
Word count will be accommodated for students who are struggling with the English language if
necessary.
Students will get to include the question they post and respond to in the online discussion.
4
Resources
“The Giver” Novel and film
Utopia vs. Dystopia article
Big Ideas Gallery Walk
Article #1 Denmark and Picked Baby Names
Article # 2 Let Teenagers Try Adulthood

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
I think students in year 8 will enjoy this unit,
as it is creative and will allow them to explore
important and relevant themes in our world
today.
It might be a challenge to read for some of our
ELLs and LS students.

Middle Years Programme Unit planner 5