The Giver - Lois Lowry (Lgr22)

The Giver by Lois Lowry offers an appropriate entry point to English language dystopian literature for students in grades 7-9. The Giver addresses a series of concepts which are common to the dystopian literature genre, but at a level of complexity which is accessible. Lowry's novel follows the protagonist, Jonas, as he begins to realize the true nature of the society in which he lives when he begins to train for his future position in that society as Receiver of Memory.

Content

This literature module is composed of a series of activities that will provide you the opportunity to improve your performance in the major language skill areas in English.

In addition to reading the novel The Giver, by Lois Lowry, you will:

1. Keep a reading/writing journal in which you reflect over the various elements of the novel, including but not limited to plot, characterization, structure, theme(s), symbolism, and style. To assist you in this task you will be provided study questions that will help you to reflect over the content of the novel as well as to prepare you for group discussions. 

2. Engage in group discussions for each unit of the literature module. These group discussions are to be recorded and provided for assessment. The group discussions have as their starting point the study and discussion questions provided to you. However, you are encouraged to take the discussion where it leads as long as it remains relevant to the content of the novel. For example, linking events or situations in the novel to current events or issues of importance in contemporary society is encouraged. 

3. Provide written responses to a select number of the study and discussion questions after you have had a chance to engage in group discussions. Further, you will be required to perform citation analysis in written form for select citations from the novel. 

4. Work to master a series of vocabulary lists provided to you via the website www.vocabulary.com. Links and instructions are provided to you in the instruction page for each set of vocabulary assignments in this module. 

5. Complete the "Receiver of Memory" project, which will require you to perform interviews as well as develop a digital presentation that will accompany an oral presentation to the class.

Goals

This literature module provides you the opportunity to practice and then demonstrate proficiency via individual and group assignments, as well as a final exam and major presentation project, in all of the relevant skill areas in the study and use of the English language. At this completion of this literature module you should have improved your language skills in the following major areas:

1. Reading

2. Writing

3. Listening Comprehension

4. Speaking

...as well as have increased your cultural knowledge of the English-speaking world. 

Materials

1. The novel, The Giver, by Lois Lowry.

2. A study guide from LitCharts provided in both digital and analog form.

3. Vocabulary lists to master for each unit

4. Study and discussion questions for each unit.

5. Research and interview material for an interview performed outside of class.

6. Powerpoint/Prezi digital and oral presentation at the end of the module.

7. Research material related to human emotions.

All relevant information for this literature module is located in your OneNote Class Notebook. Schedules, including dates for assignment submissions and group discussions as well as your "Receiver of Memory" project, will be available in Unikum. Should you have any questions about the content, methods or schedule employed in this literature module then be sure to address these issues as they arise.

Success Strategies

To perform well in this module you should consider the following:

1. Read attentively and repetitively to get a sense of the text(s) so that you develop a full understanding of it.

2. Listen carefully to lectures and class discussions, and most importantly, to yourself. Use the study guide you have been provided!

3. Involve yourself in the assigned group discussions with your peers to sharpen your understanding and open yourself to alternative interpretations and ideas as well as improve your speaking and discussion skills. The group discussions are designed to help you formulate the ideas that you will present as part of your writing assignments.

4. Plan your writing assignments so that you incorporate what you have learned in the group discussions. Make sure you have time to complete them properly and review the feedback you receive.

5. Do the relevant research for the final project in a timely manner.

6. Perform your interview with a relative in a timely manner so that your material is ready when it is time to complete your presentation.

7. Work diligently and pace yourself so that you don't become overwhelmed at any point in the module.

 

Assessment

 

You will be assessed on the following assignments:

1. Mastery of vocabulary lists provided at vocabulary.com

2. Group discussions for each unit of the novel

3. Study question writing assignments for each unit of the novel

4. The Receiver of Memory Final Project - formal digital presentation performed orally for the class

Läroplanskopplingar

Syfte

• förståelse av engelska i tal och skrift,
• förmåga att formulera sig och kommunicera på engelska i tal och skrift,
• förmåga att anpassa språket efter olika syften, mottagare och sammanhang, och
• förståelse av kulturella och sociala förhållanden i olika sammanhang och områden där engelska används.

Centralt innehåll

• Aktuella och för eleven bekanta ämnesområden.
• Vardagliga situationer, intressen, aktiviteter och händelseförlopp.
• Åsikter, känslor, erfarenheter och framtidsplaner samt relationer och etiska frågor.
• Levnadsvillkor, traditioner, sociala relationer och kulturella företeelser i olika sammanhang och områden där engelska används, även i jämförelse med egna erfarenheter och kunskaper.
• Talad engelska, även med inslag av regional och sociolektal variation, och texter, från olika medier.
• Talad engelska och texter som är instruerande, informerande, beskrivande, berättande, diskuterande, argumenterande och kontaktskapande – varje slag för sig eller i olika kombinationer – till exempel samtal, intervjuer, nyheter, reportage och tidningsartiklar.
• Skönlitteratur och annan fiktion, även i talad och filmatiserad form.
• Sökning och värdering av innehåll i muntliga och skriftliga källor av olika slag, utifrån olika syften.
• Hur sammanbindande ord och andra uttryck används för att skapa struktur och språkligt sammanhängande helheter.
• Samtal, diskussion och skrivande där eleverna berättar, beskriver, instruerar och motiverar sina åsikter.
• Strategier för att bidra till och underlätta samtal och skriftlig interaktion, även digital, till exempel genom att ge bekräftelse, ställa följdfrågor, lyssna aktivt, formulera om, förklara, bidra med nya infallsvinklar och avsluta på ett artigt sätt.
• Språkliga företeelser, däribland uttal, ord och fasta språkliga uttryck, grammatiska strukturer och satsbyggnad samt stavning i elevernas egen produktion och interaktion.
• Bearbetning av egna muntliga och skriftliga framställningar för att förtydliga, variera, precisera och anpassa kommunikationen efter syfte, mottagare och sammanhang.

Uppgifter

The Giver - Group Discussion - Unit 5

You will record your group discussion in TEAMS (add me as a member of the group meeting).

The Giver - Study and Discussion Questions - Unit 1

You are required to answer three (3) of the study questions for this unit chosen by me and completed during a single lesson. Your answers will be provided via Digiexam. The questions will be selected among those that follow and that you have had a chance to discuss.

You should keep the following in mind when you provide your written answers to these questions:

a. Your answers should deal with specific content from the novel that addresses the questions in a meaningful way and that is connected to the novel's plot, characters, theme, structure, symbolism, etc.

b. Your answers should provide an interpretation of the content in question via well-reasoned analysis.

c. Your answers should provide contextualization of your interpretation(s) (among other possible interpretations) or, alternatively, link the content in question or the interpretation(s) you have provided to personal experience or a socio-political/cultural environment with which you have some experience or understanding of. Please refer to the appropriate tab/page in the OneNote Class Notebook to access the study questions for this unit. They are also reproduced here for your convenience.

(1) In chapter 1 of the text the idea of "release" is introduced. What do you think is meant by "released"? What sorts of people are "released" and for what reasons? Why do you think this term is used? Can you think of anything that happens in your life or your society which has a euphemism that slightly alters how it is perceived? Explain.

(2) How would you describe Jonas? What sort of boy is he, based on your reading thus far? Does he seem different from the other characters? If so, how is he different? Might this have any significance to the story? Explain.

(3) What do you think about the terms that are used to describe people in Jonas' community? Write a few of the terms and explain how they are used and why you think these terms are used?

(4) What do you think about the way the Jonas' family interacts with each other? Does this seem normal to you? Do you sit around the dinner table and "discuss" with your family your feelings every night? Why do you think they do this?

(5) At dinner Jonas says that he feels "sorry for anyone who is in a place where he feels strange and stupid"? What do you think about this? Have you ever been in a place or situation in which you felt strange or stupid? If so, explain what sort of situation it was and why you felt this way. Further, have you ever witnessed a situation in which someone else clearly felt strange or stupid? How did it make you feel? Explain.

(6) There is quite a bit of talk about "rules", and the following or breaking of them, in the first few chapters. What sort of society do you think Jonas and his family live in? How important do you think rules are? Do you think that there are too many rules in your life? What sort of rules do you think are important and what sort of rules do you think are less important? How do you feel about breaking rules that don't seem important? Explain.

(7) What do you think about the idea of being "assigned" a profession rather than choosing one for yourself? Do you think other, older and more experienced, people might know what is best for you and your life? Why do you think that the people in this society allow others to choose for them?

(8) Jonas' father is a "Nurturer" and his mother is a "Jurist" at the Department of Justice. What do you think about the roles that each of them has? What sort of character traits do you think that an individual has to have to be a caregiver to young children? Likewise, what sort of character traits do you think and individual needs to have to be a jurist? Explain.

(9) Why do you think that Jonas and the other characters only have vague ideas of what animals are? Why do you think that they call "teddy bears" and other children's dolls and such "comfort objects"?

(10) Why do you think that Jonas and Lily's mother finds the idea of her becoming a "Birthmother" so strange and unacceptable? What do you think has happened in this society for motherhood to become something to avoid? What do you think about such an idea? Is motherhood or fatherhood important to you? Do you think that you will be a mother or a father someday? Why or why not?

(11) At the end of Chapter 3 Jonas notices something strange about an apple. Write a short continuation of the story in which you reveal what it is about the apple that catches Jonas' eye. Treat this as a short creative writing assignment in which you continue the story.

(12) At the beginning of Chapter 4 it is written that Jonas does not do his volunteer work with Asher because he, Asher, frequently fools around. Do you find it difficult to do what you need to do at school or elsewhere if you have friends who make it difficult? What do you do when you need to get something done but are easily distracted by others?

(13) What do you think about the comment on page 34: "There was never any comfortable way to mention or discuss one's successes without breaking the rule against bragging, even if one didn't mean to." What do you think about this rule? Does a similar "rule" exist in your society? What do you think about speaking well of your own achievements? Do you think it is "bragging"? Have you heard of something called "jäntelagen"? Explain what this is.

(14) What do you think about the idea of being apprenticed at a young age? Do you think that in some cases it would be better to go directly to a specific type of job when you are young? Do you think that everyone should go to gymnasium or to university? Explain.

(15) What do you think about the rule (see page 39) against looking at someone else naked? Do you think that the rule is strange? Why do you think that such a rule exists? What purpose does it serve? Do you feel uncomfortable around other people when you are naked? If so, why do you think people might feel this way?

The Giver - Vocabulary - Unit 1

You are to master the following list in Vocabulary.com:

https://www.vocabulary.com/lists/312996

The Giver - Group Discussion - Unit 1

You will engage in a group discussion in your assigned discussion groups. You are to use the study and discussion questions provided to you for each unit as the starting point for your discussion. However, you are encouraged to develop your discussions to take account of issues or ideas that are relevant to the novel. You are to record your group discussion and then upload the file to the appropriate discussion page in the literature module in the OneNote Class Notebook.

(1) On page 3 of the text the idea of "release" is introduced. What do you think is meant by "released"? What sorts of people are "released" and for what reasons? Why do you think this term is used? Can you think of anything that happens in your life or your society which has a euphemism that slightly alters how it is perceived? Explain.

(2) How would you describe Jonas? What sort of boy is he, based on your reading thus far? Does he seem different from the other characters? If so, how is he different? Might this have any significance to the story? Explain.

(3) What do you think about the terms that are used to describe people in Jonas' community? Write a few of the terms and explain how they are used and why you think these terms are used?

(4) What do you think about the way the Jonas' family interacts with each other? Does this seem normal to you? Do you sit around the dinner table and "discuss" with your family your feelings every night? Why do you think they do this?

(5) At dinner Jonas says that he feels "sorry for anyone who is in a place where he feels strange and stupid"? What do you think about this? Have you ever been in a place or situation in which you felt strange or stupid? If so, explain what sort of situation it was and why you felt this way. Further, have you ever witnessed a situation in which someone else clearly felt strange or stupid? How did it make you feel? Explain.

(6) There is quite a bit of talk about "rules", and the following or breaking of them, in the first few chapters. What sort of society do you think Jonas and his family live in? How important do you think rules are? Do you think that there are too many rules in your life? What sort of rules do you think are important and what sort of rules do you think are less important? How do you feel about breaking rules that don't seem important? Explain.

(7) What do you think about the idea of being "assigned" a profession rather than choosing one for yourself? Do you think other, older and more experienced, people might know what is best for you and your life? Why do you think that the people in this society allow others to choose for them?

(8) Jonas' father is a "Nurturer" and his mother is a "Jurist" at the Department of Justice. What do you think about the roles that each of them has? What sort of character traits do you think that an individual has to have to be a caregiver to young children? Likewise, what sort of character traits do you think and individual needs to have to be a jurist? Explain.

(9) Why do you think that Jonas and the other characters only have vague ideas of what animals are? Why do you think that they call "teddy bears" and other children's dolls and such "comfort objects"?

(10) Why do you think that Jonas and Lily's mother finds the idea of her becoming a "Birthmother" so strange and unacceptable? What do you think has happened in this society for motherhood to become something to avoid? What do you think about such an idea? Is motherhood or fatherhood important to you? Do you think that you will be a mother or a father someday? Why or why not?

(11) At the end of Chapter 3 Jonas notices something strange about an apple. Write a short continuation of the story in which you reveal what it is about the apple that catches Jonas' eye. Treat this as a short creative writing assignment in which you continue the story.

(12) At the beginning of Chapter 4 it is written that Jonas does not do his volunteer work with Asher because he, Asher, frequently fools around. Do you find it difficult to do what you need to do at school or elsewhere if you have friends who make it difficult? What do you do when you need to get something done but are easily distracted by others?

(13) What do you think about the comment on page 34: "There was never any comfortable way to mention or discuss one's successes without breaking the rule against bragging, even if one didn't mean to." What do you think about this rule? Does a similar "rule" exist in your society? What do you think about speaking well of your own achievements? Do you think it is "bragging"? Have you heard of something called "jäntelagen"? Explain what this is.

(14) What do you think about the idea of being apprenticed at a young age? Do you think that in some cases it would be better to go directly to a specific type of job when you are young? Do you think that everyone should go to gymnasium or to university? Explain.

(15) What do you think about the rule (see page 39) against looking at someone else naked? Do you think that the rule is strange? Why do you think that such a rule exists? What purpose does it serve? Do you feel uncomfortable around other people when you are naked? If so, why do you think people might feel this way?

EN - The Giver - Group Discussion - Unit 2 - Chapters 5-8

The following discussion questions form the basis for Group Discussion #2 - Chapters 5-8.

Make sure you record your discussion in your assigned groups and deliver it to me for assessment.

(1) Do you dream very often? If so, what types of dreams do you have? Would you feel comfortable talking about your dreams with other people? Do you think that dreams mean anything? That is, do your dreams reflect something about your life?

(2) Research Sigmund Freud on the internet and explain who he was and what he did. Be sure to include his ideas regarding dreams.

(3) Recount a dream you have had in the form of a short story. The short story should be at least 500 words.

(4) After Jonas reveals his dream about Fiona to his parents he is required to begin taking a pill that all adults take. What do you think this pill is for? Why do you think that all adults have to take it? How might having to take this pill relate to Jonas' dream? Based on your answers to the first couple of questions, do you think that it is "right" that people take these pills? Explain.

(5) What do you think about the idea of using clothing to help control how people interact with each other (see page 52)? How would you describe how our society views the clothing that people wear? What do you think about fashion? Do you dress according to what you like or what you think is approved of by others, i.e. what is "fashionable"? Do you think that clothing should be merely functional? Explain.

(6) Read the following passage from page 61: "How could someone not fit it? The community was so meticulously ordered, the choices so carefully made." What do you think about this comment? Do you think it is possible in any society for everyone to fit in? Do you think that you "fit in" in your society, in your school, in your peer group? What do you think about a society in which everyone should be made to fit in? What do you think about conformity and nonconformity? Explain.

(7) In Chapter 7 the "Twelves" receive their "assignments". Twelve seems to be a special age in many cultures, as many children are on the verge of puberty and thus become young adults. Look up the term "initiation" or the concept "rite of passage" on the internet and describe how the ceremony that Jonas is involved in relates to this term/concept. What sorts of initiation ceremonies exist in your culture? Describe them. At what ages do individuals go through these ceremonies? Explain.

(8) Research initiation ceremonies from other cultures on the internet? Describe at least two. What do these ceremonies have in common? How are they different? Compare them to the ceremonies that you have described in question 7 above.

(9) What do you think about the comment that the Chief Elder makes during the ceremony: "You Elevens have spent all your years till now learning to fit in, to standardize your behavior, to curb any impulse that might set you apart from the group." What do you think about this comment? Do you think that this should be the case? Why do you think Jonas' society might wish for this to be the case? What kind of society requires this? Would you want to live in a society like this? Explain.

(10) See the quote in question 9 above. What do you think the role of schooling is in your society? Do you think that schooling fills the function of "standardizing" your behavior and your classmates' behavior? Do you think that you are provided the space to become an individual or do you think that you are forced into a particular way of being, of existence, as a result of the way you are schooled? Explain.

(11 What do you think about the method for punishment for speech errors as mentioned on page 69 in reference to Asher's behavior as a young boy? Do you think that corporal punishment is effective? Why or why not? Why do you think that it is outlawed in Sweden? Explain.

(12) Do you think precision in language is essential for a well-run society? How important is it to you to speak and write properly? Do you think that the ability to speak and write properly reflects an ability to think properly? Why do you think we study grammar when we study languages? Are there ways to think that do not involve language? Explain.

(13) What do you think about the way the Chief Elder discusses Asher's childhood in front of the assembled community? How do you think you would feel if you had been Asher in this situation? How would you describe the reaction of the audience? Do you think this is odd or strange? Would you want someone telling stories like this about you at your graduation from Rödabergsskolan? Explain.

(14) Why do you think that Jonas reacts in the way that he does when the Chief Elder skips over him? Do you think his reaction might have something to do with how he understands his own society to be? The crowd also seems to react in a very uncomfortable way to Jonas being skipped over? What does this say about the type of people that exist in this society? Do you think that society has a significant influence over how people are? Explain.

The Giver - Group Discussion - Unit 3

Following are the questions you are to discuss in this group discussion.

You are required to answer five (5) of the study questions below as part of the final written assignment for this unit. Your answers should be complete, well-developed, and demonstrate understanding of the novel and related themes. You should write basic, short anwers for the all of the questions to prepare for your group discussion. Following the group discussion you will then revise and complete the writing assignment.

  

a. Your answers should deal with specific content from the novel that addresses the questions in a meaningful way and that is connected to the novel's plot, characters, theme, structure, symbolism, etc. 

  

b. Your answers should provide an interpretation of the content in question via well-reasoned analysis. 

  

c. Your answers should provide contextualization of your interpretation(s) (among other possible interpretations) or, alternatively, link the content in question or the interpretation(s) you have provided to personal experience or a socio-political/cultural environment with which you have some experience or understanding of. 

(1) Describe how Jonas feels after the end of the Ceremony of Twelves. How is he treated by other people as a result of his assignment to the position of Receiver of Memory? Consider the concept of Sameness as it is used in the novel. How does Jonas' new position cause him to be different from the others in his community? How would you feel if you were in Jonas' position? Explain. 

  

(2) What privileges does Jonas have in his new position as Receiver of Memory? What is he allowed to do and what is he not allowed to do? Make a list and discuss why you think each is important to Jonas’ new position. Why do you think that Jonas has been given permission to lie? How might that help him in his position as Receiver of Memory?  

  

(3) When Jonas first meets the current Receiver he is told that the community is based not just on the idea of Sameness, but on the total elimination of individuality. What do you think about the idea of eliminating individuality? How might Sameness/lack of individuality help maintain order and stability in society? Do you think that individuality causes disorder? Think about your own society. How much is individuality encouraged and/or perhaps discouraged? What are the advantages and disadvantages of individuality. Make a list of a few advantages and a few disadvantages and explain why you see each as an advantage and/or a disadvantage. 

  

(4) Jonas is surprised when he enters the Receiver's home by the number of books that are there. Why do you think that Jonas' society does not allow books to be possessed by the people? What dangers or problems might books cause for a society like Jonas'. Research book censorship on the web and describe at least one case in which a society and/or community has allowed or encouraged censorship and explain the justification(s) offered to support this instance of censorship. Explain also whether or not you agree with this instance of censorship and why. 

  

(5) Describe one of the most vivid memories you have from your life so far. It could be a memory of pain, pleasure, fear, joy, or anything else. Why do you think that you recall this memory with such vividness? What about this particular memory seems so important that you would be able to remember it so well? What role does memory play in your life? Do you have many memories? If so, what types of memories do you tend to recall most often? Why do you think this might be?  

  

(6) Jonas realizes in Chapter 12 that he can see colors that no one else can see. What does Jonas think about this? How might the lack of color vision be a metaphor for the idea of Sameness, which is the fundamental notion that underlies Jonas' society? How does Jonas' growing awareness of the costs of Sameness affect his view of the society in which he lives? Do you think that people in your own society have a tendency to see certain things in limited ways, as if they were seeing them in black and white only? If so, what might these things be and why do you think this might be the case? 

  

(7) At the end of Chapter 12 Jonas comes to the realization that, as the Receiver of Memory, he will live his life in isolation and loneliness. Now that you understand Jonas' society and his role as Receiver of Memory, would choose to live Jonas' life as Receiver of Memory under the conditions that Jonas will have to? Why or why not? Make a list of five advantages and five disadvantages that such a life would present for you and explain why you see each of them as an advantage and/or a disadvantage. 

The Receiver of Memory Project

PROJECT: 

RECEIVER OF MEMORY 

  

Context: 

  

In the novel The Giver, Jonas is selected as Receiver of Memory by his community at the Ceremony of Twelves. After having read the novel, you will recognize the importance of the role that Jonas is selected to serve. As Receiver of Memory, Jonas will have transmitted to him from the current Receiver (known as the Giver) all those memories which, while important to maintaining order and security in society, are too traumatic (positively or negatively) for anyone but the Receiver. It is the Receiver's role to guide the Elders, who themselves have none of these memories, so that they can make wise decisions on behalf of the community. Memories of such emotions/feelings as pain, joy, fear, exhilaration, hope, envy, etc., are passed on from the Giver to Jonas during his training. It is this set of memories which allows Jonas to better understand himself as a person and humanity as a whole. That is, the memories he is provided by the Giver allow him to become wise. 

  

Your Task: 

  

Your task in this project is to become a Receiver of Memory and then share with the class what wisdom you can from your experience of memories you receive from a Giver. You need to select a Giver from amongst your family (grandparents, aunts or uncles, or other relatives). The only requirement is that this person, the Giver to you as Receiver, must be as old or older than your parents but not either of your parents. The Giver from whom you Receive shall remain anonymous. 

  

You will interview your Giver and request memories of between five (5) and ten (10) experiences which can be categorized as representing a specific emotion or feeling, such as: love, fear, hate, joy, pleasure, peace, happiness, etc. So, your first step is to develop a list of emotions/feelings that you want to focus on during your project.  

  

After doing this you will research these emotions/feelings on the internet/web so that you understand what they entail. You will use this research at a later point in the project. Take notes on what the emotion/feeling is, when it is experienced, how, by whom, and why. 

  

Then you will proceed with your interview with your Giver. When you interview your Giver, you will do the following: 

  

• Ask the Giver to describe an experience that matches each of the emotions/feelings that you have decided to focus on. Try to get as much detail as possible from your Giver so that you can provide as accurate a description of the experience as possible. Think about how you would write a news story by asking who, what, when, where, how, and maybe even why. Have the Giver clarify how this particular experience matches the emotion/feeling that you are focused on if you are unsure. 
• Take notes or record the interview so that you have the information for the steps which follow. You will find that if you do not, your own memory will not be there when you need it. 
• Make sure that you receive a memory for each of the emotions/feelings that make up your list. 
• Make sure that you change names or other identifying information in your later description(s) so that your Giver and any others involved in the memory can remain anonymous. 

  

When you have completed your interview, you will create a presentation. Your purpose is to provide to your classmates, with the help of the presentation, a type of Virtual Interactive Memoir (VIM), one that will serve as a collection and explanation of the emotions/feelings that you have Received from your Giver. 

  

In your presentation you will: 

  

• NAME your Virtual Interactive Memoir with an appealing name. It should reflect your thoughts on the nature of human emotion/feeling. Explain fully the reasoning behind your choice. Create a symbol or icon which serves to provide a visual image of the idea behind your choice of title. 
• Create a separate sequence of pages in your VIM for each of the emotions/feelings represented by the memory you have received for each. In this sequence of slides, you will do the following: 

  

• Provide a visual image that relates an idea or ideas of the emotion/feeling. 
• Provide a description and explanation of this emotion/feeling based on the research you have performed. 
• Provide a description and explanation of the memory that you have received from your Giver. Remember to change any identifying information. The Giver and anyone involved in the memory should remain anonymous. 
• Provide a link or links to digital content related to this emotion/feeling available on social media, the web, etc. This digital content can be in the form of songs, video, texts, etc., that help to understand this emotion/feeling. 

Your self-reflection task: 

  

• You will write a self-reflection document. Reflect over the process that you went through while working on the project. Be honest! How difficult was it to develop and research a list of emotions/feelings? What was it like to perform an interview? What was it like to work with Prezi presentation software? What have you learned while working on this project? What did you do well? What could you have done better? Has this project helped you to work with the novel? Has this project helped you develop your language skills? 

  

Important considerations: 

  

• You are required to cite your sources at the end of your presentation.  
• Remember that you will be speaking to your audience. Do not read the entire presentation.  
• Your presentation should be between 10 and 15 minutes long. 
• Your individual self-reflection is due after the presentation has been given in class.  
• Your grade will include consideration of the following criteria (Please see the assessment matrix associated with this assignment): 
• VIM's name and symbol and their relevance to the the project 
• Appropriateness of the digital links and other information chosen to illustrate the emotions/feelings which are part of the project 
• Quality of the descriptions and explanations provided related to each of the memories chosen as well as their relevance to the specific emotion/feeling they are intended to represent. 
• Proper source page. 
• Evidence of preparation 
• Quality of verbal presentation 
• Quality of digital presentation 
• Timing (10-15 minutes)