UNIT 7

WEEK 25 - INDIVIDUAL ORAL ASSESSMENT “THE GIVER”

Class: 4th A – B – C - D Time: a week Date: September October 17TH – 22nd

Purpose: To reflect on the presentation part of their Individual Oral Assessment (IOA).
Learning evidence: An opinion paragraph with the main ideas and secondary details from the
extracts.

EYES ON ME
Activity 1: Read and reflect on this quote, then comment your ideas

“The worst part of holding the

memories is not the pain. It's
the loneliness of it. Memories
need to be shared.”
― Lois Lowry, The Giver

a. Do you agree with the text?

b. Is it possible to live without memories?

LET´S OBSERVE AND READ

EXTRACT A: CHAPTER 6
THE GIVER By Lois Lowry

Today, at least, we want them to be neatly tied and to stay neatly tied." "I don't like hair ribbons.
I'm glad I only have to wear them one more year," Lily said irritably. "Next year I get my bicycle,
too," she added more cheerfully. "There are good things each year," Jonas reminded her. "This year
you get to start your volunteer hours. And remember last year, when you became a Seven, you
were so happy to get your front buttoned jacket?" The little girl nodded and looked down at herself,
at the jacket with its row of large buttons that designated her as a Seven. Fours, Fives, and Sixes all
wore jackets that fastened down the back so that they would have to help each other dress and
would learn interdependence. The front-buttoned jacket was the first sign of independence, the
first very visible symbol of growing up. The bicycle, at Nine, would be the powerful emblem of
moving gradually out into the community, away from the protective family unit. Lily grinned and
wriggled away from her mother. "And this year you get your Assignment," she said to Jonas in an
excited voice. "I hope you get Pilot. And that you take me flying!" "Sure I will," said Jonas. "And I'll
get a special little parachute that 2 just fits you, and I'll take you up to, oh, maybe twenty thousand
feet, and open the door, and--" "Jonas," Mother warned. "I was only joking," Jonas groaned. "I don't
want Pilot, anyway. If I get Pilot I'll put in an appeal." "Come on," Mother said. She gave Lily's
ribbons a final tug. "Jonas? Are you ready? Did you take your pill? I want to get a good seat in the
Auditorium." She prodded Lily to the front door and Jonas followed.

Lowry, L. (1993). The Giver

EXTRACT B: CHAPTER 7

THE GIVER By Lois Lowry

The numbers were rarely used after the Naming. But each child knew his number, of course.
Sometimes parents used them in irritation at a child's misbehavior, indicating that mischief made
one unworthy of a name. Jonas always chuckled when he heard a parent, exasperated, call sharply
to a whining toddler, "That's enough, Twenty-three!" Jonas was Nineteen. He had been the
nineteenth new child born his year. It had meant that at his Naming, he had been already standing
and bright-eyed, soon to walk and talk. It had given him a slight advantage the first year or two, a
little more maturity than many of his groupmates who had been born in the later months of that
year. But it evened out, as it always did, by Three. After Three, the children progressed at much the
same level, though by their first number one could always tell who was a few months older than
others in his group. Technically, Jonas's full number was Eleven-nineteen, since there were other
Nineteens, of course, in each age group. And today, now that the new Elevens had been advanced
this morning, there were two Eleven-nineteens. At the midday break he had exchanged smiles with
the new one, a shy female named Harriet. But the duplication was only for these few hours. Very
soon he would not be an Eleven but a Twelve, and age would no longer matter. He would be an
adult, like his parents, though a new one and untrained still. Asher was Four, and sat now in the row
ahead of Jonas. He would receive his Assignment fourth. 2 Fiona, Eighteen, was on his left; on his
other side sat Twenty, a male named Pierre whom Jonas didn't like much. Pierre was very serious,
not much fun, and a worrier and tattletale, too.

Lowry, L. (1993). The Giver

LET'S UNDERSTAND

INDIVIDUAL ORAL
ASSESSMET
Let’s remember

Individual Oral Tips

In your internal assessment at high level you will be given a choice of two
extracts choosing by your teacher, one from each of your literary works Note
(Books) you have studied in class. In your presentations,
Part 0: Preparation 20 min you are expected to:
 Summarise the
You will have 20 minutes to prepare your thoughts on the extract. extract
 Briefly relate the
The internal assessment will consist of three parts:
extract to the
Part 1: Presentation 3 - 4 min literary work as a
whole
You will begin by making a presentation for up to four minutes about what  Express your
you understand from the extract, discussing the events, ideas and messages opinions on the
in the extract itself. characters, events,
4 - 5 min
ideas and themes
Part 2: Follow up questions presented in the
A discussion of the literary extract follows in which your teacher will ask you extract.
to expand on your observations of the extract.

Part 3: General discussion 5 - 6 min

The last section is a general conversation with your teacher using one of the
syllabus´ five general themes as a starting point.

These themes are:

 Identities
 Experiences
 Human ingenuity
 Social organization
 Sharing the planet
LET’S PRACTICE
Activity 1: Mention five characters who appear in this chapter. What are they like?
Describe them by using one adjective, as in the example:

NAME ADJECTIVE
Jonas’s mother Smart

Activity 2: These words are mentioned in this chapter. Match them with their correct
definitions.

___ 1. Interdependence A. A punishment inflicted upon someone.

___ 2. Dangling B. Hanging loosely or swinging.
___ 3. Chastisement C. A quick look.
___ 4. Transgression D. Ability to float.
___ 5. Emblem E. Permissive or tolerant.
___ 6. Glimpse F. Happiness, joy, rejoicing.
___ 7. Indulgent G. A symbol, sign, token.
___ 8. Commotion H. Relationship among others in a community.
___ 9. Merriment I. Violation of a law, command, or duty.
___ 10. Buoyancy J. A tumult, disturbance.
Activity 3: Choose the best answer for each question.
1. What was the assignment given to Jonas?
a) Nurturer.
b) None yet. He was skipped.
c) Chief elder.
d) Care taker of the old.

2. Asher always talked too fast. He once confused what words?

a) Later and ladder.
b) House and horse.
c) Kick and stick.
d) Smack and snack.

3. Why is turning 12 so important?

a) Because 12 is the lucky number of Jonas.
b) Because the children can now make their own rules in the community.
c) Because age no longer matters in the community.
d) Because they are now permitted to approach the Chief Elder of the community.

4. Why wasn't Asher considered for the assignment of Instructor of Threes?

a) Because this assignment was given to only girls.
b) Because this assignment was in charge of studying the laws.
c) Because this assignment was in charge of teaching Nines how to ride bicycles.
d) Because this assignment was in charge of correct language.

5. What punishment was given to small children?

a) They received smacks with the discipline wand.
b) They were not given food.
c) They had to sit in the corner for 6 hours.
 d) They were not permitted to sleep at night.

Activity 4: Order the events in this chapter:

____ The Chief Elder laughingly mentions language mistakes Asher used to make.
____ Fiona is assigned as a Caretaker of the Old.
____ Jonas and the other Twelves take their seats in the order of their numbers.
____ The Chief elder gives a speech to open the ceremony.
____ Asher is assigned the title of Assistant Director of Recreation.
____ Jonas was skipped by the Chief Elder.
Activity 5: Answer these questions from CHAPTERS 6 - 7
1. Lily and other Eights receive the identifying jacket that they would wear this year, and
understand the same instructions on the responsibilities of Eight. Do you think these
children develop a particular and personal individuality? Why or why not?

2. What is Jonas’ number? How are they assigned numbers?

3. Why was Jonas upset during the Ceremony of the Twelves?

4. On page 56, how do you explain the expression: “Thank you for your childhood”?

LET'S CREATE AND SHARE

Activity 6: Identify the main ideas and secondary details from the extracts and write an
opinion paragraph:
 EXTRACT A

EXTRACT B

LET´S REFLECT

Activity 7: Read the questions and reflect about your learning.

1. What part did you find easy?

2. What was the most difficult part?

Bibliography
 International Baccalaureate Organization. (2020). Language B Guide First Assessment
2020. Geneva: Author
Saa'd Aldin, K., Abu Awad, J., Tempakka, T. & Morley, K. (2014). IB Skills and Practice.
Oxford: Oxford University Press.
Saa’d AlDin, K. & Morley, K. (2018). English B Course companion, (2nd ed.). United
Kingdom: Oxford: Oxford University Press.
Morley, K., (2020). English B IB Prepared. Oxford: Oxford University Press.
Lowry, L. (1993). The Giver. New York: Houghton Mifflin Books.
Authorship
Manchego, U., (2021) COAR Teachers: Peru