ISIKKENT HIGH SCHOOL 2024-2025 ACADEMIC YEAR
PREP ENGLISH LITERATURE
THE GIVER
Name-Surname:
________________________________________________________________
Project Title: COMPARISON OF TWO COMMUNITIES: THE GIVER vs. IZMIR
Date Set: Due Date: 23/04/2025
Global Context Fairness & Development
Key Concept Creativity
Related Concept Purpose & Self Expression
People with a strong sense of purpose and creativity, can change and develop
Statement of Inquiry their settings in order to establish a just, advanced and refined community.
Creative Thinking Skills
- Use brainstorming and visual diagrams to generate new idea and
Approaches inquiries
to - Apply existing knowledge to generate new ideas, products or processes
Learning (ATL) - Make unexpected or unusual connections between objects and/or ideas
Thinking Skills
- Gather and organize relevant information to formulate an argument
- Draw reasonable conclusions and generalizations
- Interpret data
- Consider ideas from multiple perspectives
- Develop contrary or opposing arguments
TASK
Dear Students,
During our lessons as we have read, listened to and watched the Giver; we have talked about how dystopian novels and
movies are created to point out flaws in our real lives. Although fictional texts use extreme examples (like Birthmothers,
Asher’s “chastisement” in order to cure his “sickness”, the Chief Elder, etc.) These concepts make us question our
modern-day society even more.
Therefore, as part of the MYP criterion-based tasks, we would like you to first complete a Venn Diagram then write a
compare and contrast essay showing the similarities and differences between a certain aspect of the community in the
Giver and the community we have in Izmir.
Follow the steps outlined below and submit your assignment by Wednesday, April 23rd.
You will be assigned one of the following topics. Then you must compare and contrast how each aspect is
managed in The Community in the Giver and in our community in Izmir.
1. Careers
2. Spouse selection
3. Having children
4. Law and Order
5. The environment
6. Health and medicine
7. Friendship
8. Education
9. Government
10. Freedom
11. Weather and topography
12. Treatment of the elderly
13. Rituals and community gatherings
14. Childhood
15. Recreation
16. Transportation
17. Daily routine
Compare and Contrast Jonas’s Community and the Community in Turkey
Part A: Complete the Venn diagram and write specific information about the community in the Giver and the community we have in Izmir.
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PART B: Review your notes from the Venn diagram and prepare an outline.
Title:_______________________________________________________________________________________
Introduction (Paragraph 1)
A. Hook
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B. Connecting information
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C. Thesis statement
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Body (Paragraphs 2,3,4)
A. Topic sentence (First point of comparison)
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1. _____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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2. ____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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B. Topic sentence (second point of comparison)
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1. _____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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2. ____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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C. Topic sentence (third point of comparison)
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1. ____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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2. _____________________________________________________________________________________
Support
a. ______________________________________________________________________________
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b. ______________________________________________________________________________
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Conclusion (Paragraph 5)
A. Restated thesis
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B. Summary of the essay
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Your Venn diagram and outline will be graded according to the rubric below.
CRITERION B: READING
Maximum: 8
At the end of the capable level, students should be exposed to a wide variety of simple and some complex
authentic written multimodal texts and be able to:
i. Identify explicit and implicit information (facts, opinions, messages and supporting details)
ii. Analyze conventions
iii. Analyze connections
Achievement Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i.identifies minimal stated information (facts, opinions, messages) in simple and some complex
authentic texts
ii.identifies basic conventions in simple and some complex authentic texts
iii.identifies basic connections in simple and some complex authentic texts.
3–4 The student:
i.identifies some stated information (facts, opinions, messages) in simple and some complex
authentic texts
ii.identifies basic conventions in simple and some complex authentic texts
iii.identifies basic connections in simple and some complex authentic texts.
5–6 The student:
i.identifies most stated information (facts, opinions, messages and supporting details) in
simple and some complex authentic texts
ii.interprets conventions in simple and some complex authentic texts
iii.interprets connections in simple and some complex authentic texts.
7–8 The student:
i.identifies explicit and implicit information (facts, opinions, messages, and supporting details)
in simple and some complex authentic texts
ii. analyses conventions in simple and some complex authentic texts
iii. analyses connections in simple and some complex authentic texts.
PART C: Write an essay comparing and contrasting the communities in the Giver and Turkey using the information
from your diagram and outline.
REQUIREMENTS:
1. Your essay MUST include a thesis statement, three body paragraphs and a conclusion.
2. Organize your ideas into paragraphs: mention one topic/aspect in a single paragraph.
3. Write your essay using Times New Roman, 12 punto, double space.
(If you do not know how to make “double space” please watch this video:
https://www.youtube.com/watch?v=zbv_c1IdYXw)
4. If you plagiarize, you will not be graded.
REFLECTION
As you can see on the first page, in this project we have aimed to improve your “Creative Thinking” and
“Thinking” skill from ATL (Approaches to Learning) Which ATL skills do you think you have improved while
doing this project?
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Global Context Fairness & Development
Key Concept Creativity
Related Concept Purpose & Self Expression
People with a strong sense of purpose and creativity, can change and develop their settings
Statement of Inquiry in order to establish a just, advanced and refined community.
If you wanted to make a change in our society, which Global Sustainability Goal(s) you would focus on? Which
creative solution(s) do you think will be appropriate in order to make that change?
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Your ESSAY will be graded according to the rubric below.
Criterion D: Writing
Maximum: 8
At the end of the capable level, students should be able to:
i. Use a wide range of vocabulary
ii. Use a wide range of grammatical structures generally accurately
iii.Organize information effectively and coherently in an appropriate format using a wide range of simple and complex
cohesive devices
iv.Communicate all the required information with a clear sense of audience and purpose to suit the context
Achievement Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i.uses a limited range of vocabulary
ii. uses a limited range of grammatical structures with many errors which often hinder
communication
iii. organizes some information in a recognizable format using some basic cohesive
devices
iv. communicates limited relevant information with some sense of audience and purpose to
suit the context.
3–4 The student:
i.uses a basic range of vocabulary
ii. uses a basic range of grammatical structures with some errors which sometimes hinder
communication
iii. organizes information in a recognizable format using a range of basic cohesive devices
iv. communicates some relevant information with some sense of audience and purpose to suit
the context.
5–6 The student:
i.uses a range of vocabulary
ii. uses a range of grammatical structures with a few errors which do not hinder
communication
iii.organizes information in an appropriate format using simple and some complex
cohesive devices
iv. communicates most relevant information with a sense of audience and purpose to suit
the context.
7–8 The student:
i.uses a wide range of vocabulary
ii.uses a wide range of grammatical structures generally accurately
iii. organizes information effectively and coherently in an appropriate format using a
wide range of simple and complex cohesive devices
iv. communicates almost all the required information with a clear sense of audience and
purpose to suit the context.
