Evidence: Never Let Me Go

Never Let Me Go

Term 3 – 4AIB – 2023/2024

Never Let Me Go

‘Never Let Me Go’ is a dystopian novel written by Kazuo Ishiguro. ‘Never

Let Me Go’ is set is England and is set between 1990 and the early
2000s. You will not be getting a lot of information prior to reading this
novel as that would spoil the plot.

A dystopian novel imagines a frightening vision of the future. It usually

presents an end-of-the world, gloom-and-doom scenario.

This term we will be analyzing this novel and we will be comparing this
novel to global issues and non-literary texts. During your test week you
will give a presentation in which you show these things.

What to bring to class?

- Notebook
- Pen
- Class materials (All hand-outs must be kept and brought to class
every single lesson)

Term Objectives:

At the end of the term:

- You are able to understand and analyze the themes, symbols and
plot of Never Let Me Go.
- You are able to understand, interpret and analyze non-literary texts
connected to Never Let Me Go.
- You are able to mention, understand and link global issues to a
non-literary text and Never Let Me Go.
- You are ablet to write a rationale in which you account for your
choices you made during your presentation.
How to approach this term?
By following the planner, you will stay on track of your work and you will
be well prepared for the presentation that we will have this term. There
will be moments when you can receive feedback on your work, make
good use of these opportunities. Some assignments will be obligatory to
do (see planner). If you do not hand in these assignments or present the
work to the class, you will not receive your marks at the end of the term.

IB Learning Goals
Know, understand and interpret:
• a range of texts, works and/or performances, and their meanings and
implications
• contexts in which texts are written and/or received
• elements of literary, stylistic, rhetorical, visual and/or performance craft
• features of particular text types and literary forms.

Analyze and evaluate:

• ways in which the use of language creates meaning
• uses and effects of literary, stylistic, rhetorical, visual or theatrical
techniques
• relationships among different texts
• ways in which texts may offer perspectives on human concerns.
Communicate
• ideas in clear, logical and persuasive ways
• in a range of styles, registers and for a variety of purposes and
situations
• (for literature and performance only) ideas, emotion, character and
atmosphere through performance
Planner Term 3: 4AIB

Klas: 4A 4AIB

Week: Teaching materials What to have finished

at the end of the
week:
1 Lesson 1: Introduction to ‘Never Let Me Go’, a Finish reading NLMG
22/01 – dystopian novel + term, discuss the test. until chapter 5
26/01

2 Lesson 1: Exploring Themes Finish reading NLMG

29/01 – until chapter 9
02/02 Lesson 2: Creative Task (obligatory)

No class until the 25th of February because of Finish reading NLMG

moving to the new school building
3 Lesson 1: Exploring Themes Prepare your
26/02 – presentation
01/03 Lesson 2: Presentation Explanation + work on
presentations
4 Lesson 1: Exploring Themes Finish the presentation
04/03 – proposal (obligatory)
08/03 Lesson 2: Work on presentations

5 Lesson 1: Hand in set-up presentation. Finish writing your

11/03 – rationale before the test
15/03 Lesson 2: Prepare presentation (obligatory)

6 Test week:
18/03 – Presentations in groups of 2
22/03 All students must be present during all the
presentations (obligatory).
Presentations (oral test) ‘Never Let Me Go’

Assignment:
In groups of 2, give a 10-minute presentation on how the global issues of your choice
is presented through the content and form of ‘Never Let Me Go’ and a non-literary
text that you have studied.

Requirements:
- 2 students in a groups
- 10 minutes
- Decide on a global issue
- Select a 40-line passage from ‘Never Let Me Go’ in which this global issue is
dealt with
- Choose a non-literary text that deals with the same global issue
- Compare and contrast the ways in which the two texts deal with the
global issue.
- Use textual references (quotes, examples) to back up your findings.
- Analyse content, form and use of language/ visuals

Definition of a non-literary text:

Anything that conveys meaning (series of photographs by the same photographer,
political cartoons, advertisements, speeches, blogs, articles, documentary, etc.)

A Global issue incorporates the following three properties:

1. It has significance on a wide/large scale
2. it is transnational
3. its impact is felt in everyday local contexts.

Possible global issues in ‘Never Let me Go’:

- Ethics of scientific development in cloning
- What makes us human?
- How do different societies/ religions regard organ donations?
Fields of Inquiry:
You may look to one or more of the following fields of inquiry for guidance on how to
decide on a global issue to focus your oral on. These topics are not exhaustive and
are intended as helpful starting points for students to generate ideas and derive a
more specific global issue on which to base your oral. It should be notes that there is
the potential overlap between the areas.

Culture, identity and community Students might focus on the way in which texts
explore aspects of family, class, race, ethnicity, nationality, religion, gender and
sexuality, and the way these impact on individuals and societies. They might also
focus on issues concerning migration, colonialism and nationalism.

Beliefs, values and education Students might focus on the way in which texts
explore the beliefs and values nurtured in particular societies and the ways they
shape individuals, communities and educational systems. They might also explore
the tensions that arise when there are conflicts of beliefs and values, and ethics.

Politics, power and justice Students might focus on the ways in which texts explore
aspects of rights and responsibilities, the workings and structures of governments
and institutions. They might also investigate hierarchies of power, the distribution of
wealth and resources, the limits of justice and the law, equality and inequality, human
rights and peace and conflict.

Art, creativity and the imagination Students might focus on the ways in which texts
explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also
focus on the shaping and challenging of perceptions through art, and the function,
value and effects of art in society.

Science, technology and the environment Students might focus on the ways in
which texts explore the relationship between humans and the environment and the
implications of technology and media for society. They might also consider the idea of
scientific development and progress.
Week 4: Preparation Proposal (hand in during the
first lesson of week 5)
*digital copy can be found on Somtoday
Which global issue have you chosen? Explain how it meets the 3 criteria.
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Which non-literary text have you chosen?

Why can it be linked to the novel + global issue?

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The 40-line passage (either take a screenshot or picture of the passage)

Ideas for the analysis on form, content, use of language/ visuals from both the novel
+ non-literary text. Make sure that you can link the non-literary text and the passage
to the global issue.

…………………………………………………………………………………………………
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Week 5: Rationale (hand in before your presentation)

You must write a rationale in which you justify the choices you made
during the oral presentation. Explain how this oral shows your knowledge
of the novel, the chosen non-literary text and the global issue. You must
use between 200 and 300 words. The rationale must be handed in
before the presentation.

Week 6: Simulise

After your presentation, you will upload the work for this term and
reflection on the term on Simulise. The exact assignment can be found
on Simulise.
Tip: Keep all of your notes and papers from this term until you finish the
assignment on Simulise! No assignment in Simulise = no mark!