Novel Study: Bridge to Terabithia
Unit Outline / Unit durationStudents will complete a range of creative and literacy-based activities by undertaking a close study of a novel (appropriate for Stage 4) as selected by the classroom teacher. Students will develop a greater appreciation for reading throughout this unit of work by completing activities in a range of different text types, and incorporating ICT throughout the unit. / Approximately 10 Weeks (30 lessons)
Big ideas/key concepts / Target outcomes
The key concepts I want students to learn are:
· Plot and setting
· Theme/s
· Characterisation
· Narrative structure
· Language forms and features
· Text types / Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Outcome 2: A student uses a range of processes for responding to and composing texts.
Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
Resources used throughout unit:
· Class set of novels appropriate for the ability of the class - short stories may be used instead of a whole novel
· Dictionaries
· Text types resources (for recount and book review assessments)
What do you want the students to learn? / Why does this learning matter?
· How to respond to imaginative texts, and compose a range of texts of their own
· How narrative, characters, themes and plots are used in texts
· How to use a range of different text types / · Close study of a novel will give students the opportunity to improve their literacy skills whilst using a range of activities and text types to communicate meaning and understanding.
· Students are able to use example of rich descriptive text (from the novel) as a basis for their own creative writing.
What are you going to get the students to do or produce? / How well do you expect them to do it?
· Reading logs
· Creative narrative and descriptive writing
· Book review
· 2 other activities of their own choice (one written, one artistic) / · Correct use of language (eg grammar, spelling, punctuation, text types)
· Effective time management in relation to the completion of class activities and assessment tasks
· Lessons and activities that are ESSENTIAL content are shaded and labelled.
· If there is time once the essential content has been completed, teachers may use their discretion as to which lessons that are titled NON-ESSENTIAL content are to be used. (It is not necessary to complete all 30 lessons in the program in order to meet the required outcomes.)
· NON-ESSENTIAL content lessons may also be used as extension work or homework.
Students learn about: / Students learn to: / Learning Experiences / Evidence of Learning / Resources / Quality Teaching / Reg/Date
2.1 use a range of listening, reading and viewing strategies, including, predicting and speculating.
2.6 respond to other’s compositions by considering ideas, images and information, linguistic and visual forms, features, tone, style, and type and structure of text, with reference to their appropriateness for the text’s purpose, audience and context. / 1.17 features of texts that can be represented in graphical form to enable deeper understanding of meaning.
2.15 processes of representation including the use of symbols, images, icons, inference and particular visual techniques.
6.11 visual techniques used to create imaginative texts, such as imagery, colour and design. / Lesson 1: (essential content)
Brainstorm: What is a novel? What are the features of a novel (non-fiction, fiction, narrative structure, examples)?
Briefly introduce the novel to the class.
· Bridge to Terabithia by Katherine Paterson
Predictions: Using the cover of the novel, have students make a prediction about what the novel is about and justify their opinion giving examples of visual features from the front cover.
Cover analysis: Get students to analyse the cover of the novel (individual task) paying attention to the following features:
- Colour
- Font/text
- Symbols
- Graphics/illustrations
- Tone (eg happy, sad, angry, etc)
Reading: Start reading chapter 1 – teacher to read chapter 1 aloud, to model appropriate reading techniques for students (pace, expression, reading the punctuation etc.)
Discussion: Review first chapter (what have we learnt about Jess and his family so far?)
Homework: Title page / Analysis of covers
Participation in discussion
Title page / Novels / Intellectual Quality.
IQ1 Deep Knowledge
IQ2 Deep understanding
IQ3 Problematic knowledge
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication
Quality Learning Environment
QLE1 Explicit quality criteria
QLE2 Engagement
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
QLE6 Student direction
Significance
S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration
S4 Inclusivity
S5 Connectedness
S6 Narrative / 7/2/08
Students learn about: / Students learn to: / Learning Experiences / Evidence of Learning / Resources / Quality Teaching / Reg/
Date
1.1 respond to imaginative texts through wide and close reading.
2.3 compose single texts in limited time.
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts. / 1.11 the ideas, information, perspectives and points of view presented in imaginative texts.
2.14 the importance of originality and inventiveness.
4.7 the effectiveness of specific language forms and features and structures of texts for different purpose, audiences and contexts for specific modes and mediums.
4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures. / Lesson 2: (essential content)
Writing Log: Students are to independently write a story in their writing logs. They may choose one of the following topics, or one of their own choosing:
Ø Three strikes, you’re out
Ø The trouble with brothers/ sisters
Ø My weekend
Board notes: Literary devices
Simile
Metaphor
Personification
Alliteration
Repetition
Onomatopoeia
Discussion: As a class, discuss the definitions of the terms, teacher to give a few more examples, students to come up with some examples of each technique.
Literary techniques: Sheet. Students are to read through the phrases/ sentences from chapter 1 and highlight the examples of different literary techniques used by Paterson.
· Silent reading – chapter 2 / Creative writing
Discussion
Analysis of language from chapter 1 / Writing Logs
Novels / Intellectual Quality.
IQ1 Deep Knowledge
IQ2 Deep understanding
IQ3 Problematic knowledge
IQ4 Higher-order thinking
IQ5 Metalanguage
IQ6 Substantive communication
Quality Learning Environment
QLE1 Explicit quality criteria
QLE2 Engagement
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
QLE6 Student direction
Significance
S1 Background knowledge
S2 Cultural knowledge
S3 Knowledge integration
S4 Inclusivity
S5 Connectedness
S6 Narrative / 12/2/08
Students learn about: / Students learn to: / Learning Experiences / Evidence of Learning / Resources / Quality Teaching / Reg/
Date
1.1 respond to imaginative texts through wide and close reading.
6.5 identify the ways characters, situations and concerns in texts connect to students’ own experiences, thoughts and feelings. / 1.11 the ideas, information, perspectives and points of view presented in imaginative texts.
6.8 the ways ‘the real world’ is represented in the imaginary worlds of texts. / Lesson 3: (essential content)
Read chapter 3 as a class (teacher and/ or students read).
Character hot seat: Two students volunteer to ‘become’ Jess and Leslie. Everyone in the class writes one question for each character. Students take turn answering the questions from the character’s perspectives.
Homework: Students to commence keeping a reading log. The reading log should contain a brief description of what’s happened so far, any new characters that have been introduced, and an evaluative statement about what they have read that day. / Participation in the hot seat (questions and answers)
Reading Log / Novels / Intellectual Quality.
IQ4 Higher order thinking
Quality Learning Environment
QLE2 Engagement
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
Significance
S4 Inclusivity / 14/2/08
1.1 respond to imaginative texts through wide and close reading. / 4.7 the effectiveness of specific language forms and features and structures of texts for different purpose, audiences and contexts for specific modes and mediums.
4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures. / Lesson 4: (essential content)
Read chapter 4 as a class (teacher and/ or students read).
Preparing for reading: teacher to explain the context and structure of a passage chosen from chapter 4.
Detailed reading: Using Reading to Learn, Learning to Read strategies, students are to complete a detailed reading of the passage, highlighting key words. Teacher is to elaborate on different literary techniques, and definitions of problematic language, connecting it to student’s lives and background knowledge. / Participation in detailed reading / Intellectual Quality.
IQ2 Deep understanding
IQ5 Metalanguage
Quality Learning Environment
QLE2 Engagement
QLE4 Social support
Significance
S1 Background knowledge
S3 Knowledge integration
S4 Inclusivity
S5 Connectedness
S6 Narrative / 18/2/08
Students learn about: / Students learn to: / Learning Experiences / Evidence of Learning / Resources / Quality Teaching / Reg/
Date
1.4 manipulate, combine and challenge different text types in order to compose new texts that address specific purposes, audiences, and contexts. / 4.7 the effectiveness of specific language forms and features and structures of texts for different purpose, audiences and contexts for specific modes and mediums. / Lesson 5:
Joint Rewrite: Class to read through passage from chapter 4 together as a class. Teacher to guide the class in rewriting the first paragraph of the passage using the original text patterns as a model for the student’s writing. / Participation in joint rewrite / Butcher’s paper with the passage written onto it / Intellectual Quality.
IQ1 Deep Knowledge
IQ2 Deep understanding
IQ5 Metalanguage
Quality Learning Environment
QLE1 Explicit quality criteria
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
QLE6 Student direction
Significance
S1 Background knowledge
S4 Inclusivity
S5 Connectedness
S6 Narrative / 19/2/08
Reading: As a class, read through chapter 5: The Giant Killers (students/ teacher takes turns reading.
Reading Log: Students are to spend 10-15 minutes writing in their reading log, explaining what they have learned about the characters in the novel so far, and how the story is developing.
Homework: Design an alternate cover for the novel (including author name and novel title and a blurb).
2.3 compose single texts in limited time.
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts. / 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning including: written texts – medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language. / Lesson 6:
Joint Rewrite: Class to read through passage from chapter 4 together as a class. Teacher to guide the class in rewriting the second paragraph of the passage using the original text patterns as a model for the student’s writing. / Participation in joint rewrite / Butcher’s paper with the passage written onto it / Intellectual Quality.
IQ1 Deep Knowledge
IQ2 Deep understanding
IQ5 Metalanguage
Quality Learning Environment
QLE1 Explicit quality criteria
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
QLE6 Student direction
Significance
S1 Background knowledge
S4 Inclusivity
S5 Connectedness
S6 Narrative / 21/2/08
Reading: As a class, read through chapter 6 (students/ teacher takes turns reading).
Students learn about: / Students learn to: / Learning Experiences / Evidence of Learning / Resources / Quality Teaching / Reg/
Date
2.3 compose single texts in limited time.
4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts.
6.5 identify the ways characters, situations and concerns in texts connect to students’ own experiences thoughts and feelings. / 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning including: written texts – medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language. / Lesson 7:
Joint Rewrite: Class to read through passage from chapter 4 together as a class. Teacher to guide the class in rewriting the last paragraph of the passage using the original text patterns as a model for the student’s writing. / Participation in joint rewrite
Individual rewrite
X-charts
X-charts/ picture / Butcher’s paper with the passage written onto it / Intellectual Quality.
IQ1 Deep Knowledge
IQ2 Deep understanding
IQ3 Problematic knowledge
IQ4 Higher-order thinking
IQ5 Metalanguage
Quality Learning Environment
QLE3 High expectations
QLE4 Social support
QLE5 Students’ self-regulation
QLE6 Student direction
Significance
S3 Knowledge integration / 26/2/08
Individual Rewrite: Students are to use the three paragraphs from the original texts as a model text pattern for an original story of their own construction.
Character chart for one of the characters in the novel using an X-chart (looks like, sounds like, feels like, thinks like) – model an example of this on the board (individual task)
Homework: Students are to complete an X-chart for a second character in the novel, or draw a picture of a character in the novel.
2.3 compose single texts in limited time.
6.6 use imaginative texts as models to replicate or subvert into new texts. / 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning including: written texts – medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language. / Lesson 8: (essential content)
Mini task - Students are to complete their mini-task assessment.
Independent Rewrite: Students are to write their own short stories (on any topic, although they may also choose to write on one of the following subjects):
Ø The haunted house
Ø My weekend
Ø My secret world