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What am I learning?
Why am I learning that?
How will I learn that?
How will I know I have learned it?
Introduction
ACHIEVEMENT OBJECTIVES
Making meaning
Creating meaning
Listening Reading Viewing
Speaking Writing Presenting
Processes and strategies
Ideas
Show understandings of ideas within,
across, and beyond texts.
Language features
Structure
Ideas
Form and communicate selected ideas on
a range of topics.
Forms and communicates ideas and information clearly and
precisely, drawing on a range of sources.
Is able to add or change details and comments showing
thoughtful selection in the process.
Uses supporting details.
Language features
Structure
Organise texts for particular
purpose or effect, using a range of
appropriate structures.
Organises and sequences ideas and information for a particular
purpose or effect.
LEARNING OUTCOMES
Students will
Select reading which is appropriate to
ability and interests, with teacher and
librarian assistance. Students will
engage with text and be encouraged
to read for pleasure, both now and in
the future.
KEY VOCABULAR Y
Novel - fiction vs non-fiction
Blooms Taxonomy - Remember, Understand, Apply, Analyse, Evaluate, Design
Research Process - Deciding, Finding, Using, Recording/Presenting, Evaluating
Students will also select and clarify key vocabulary from the novels they have chosen, as
required by the Choices activities in the booklets they have been provided with.
ASSESSMENT
Note: Assessment is not synonymous with formal testing
Diagnostic
Formative
Summative
PAT data
STAR data
MIDYs data
Qualitative data: students
responses to reading a novel
in class in term 3, and to
opportunities to borrow
Activities provided:
The more capable readers in the class will be
actively encouraged to read more challenging texts and in some cases, multiple texts. Their personal
goals in this assignment are more likely to involve
higher level thinking tasks. Several are likely to
choose option 19 in assignment, which is to do
anything they like (with teachers approval). These
students are also in communication with the GATE
facilitator, who is encouraging them to think about
their thinking and their choices in English.
This group of students will probably also respond
positively to the degree of choice in the assignment
and opportunity to read for pleasure.
Students R, T and U are self-reflective, quiet
students and need to be encouraged to use time at
home to process what they are learning.
Support provided:
NOVEL ASSIGNMEN
Students name:
____________________
Name of novel:
_____________________
NOVEL ASSIGNMENT
This assignment is based on a novel (fiction book) of your own choice.
However, you need to note that one aim of the assignment is that you extend
yourself by reading a book that you might possibly not normally choose to read, and
you will need to check that your teacher thinks the book is a suitable choice before
starting to read it.
Write here the name of a book you have enjoyed reading (or having read to you) in
the past:
_____________________________________________________________
What did you enjoy about that book?
_____________________________________________________________
Have a look at the following suggestions.
If you are a confident reader and you read regularly for pleasure: Why not try
reading something that may stretch you? Ask the librarian to help you.
Aim to read a whole series - you dont have to finish the series during our
novel study!
Try one of these authors David Hill, Fleur Beale, Morris Gleitzman,
Try one of these titles Further Back Than Zero, Slide the Corner,
Hatchet, See Ya Simon, 2Much4U
Ask your teacher to help you find a book to suit your interests.
GOAL SETTING
Before you begin the assignment, read through this booklet. Think about
what YOU want to achieve and what you want to learn. Fill in the following
gaps:
The book I have chosen is _______________________________________.
COMPULSORY ACTIVITIES
You must complete the following tasks, and hand them in, before you are allowed to
start the choices that follow in this assignment.
1.
2.
A letter based on the novel. Instructions are on the page after the character
activities.
3.
A collage poem about a character in the book. See the examples in the
booklet.
RESEARCH ASSIGNMENT
A research assignment is also a compulsory part of this unit of work. We will work
on this after the choices tasks that are included in this booklet.
You are a character in the novel you have read. As that character, write a
letter to someone else in the novel, discussing some of the feelings or
thoughts you had during the story. Stay in character! Try to write like the
character would write.
OR
2.
You are a reader of the novel who wants to write to one of the characters in
the book. Write and ask the character questions you want to know answers
to; express how you feel about what he or she went through; tell the
character if you think he or she was right in the decisions he or she made
etc. (You dont have to do all these things, but these ideas might help you to
get started.)
OR
3.
You are a reader of the novel who wants to write to the author of the book.
What would you want to ask the author if you could ask him or her anything
at all about the events, themes, characters etc? Remember to write in a
very polite style and say some positive things about the book. Show that you
know the book the author wouldnt appreciate a fan letter from someone
who got the names of the characters muddled up, for example!
CHOICES
Time for you to work towards your own learning goals!
You must complete a minimum of FOUR activities from this section of the
assignment.
The following activities are based on different levels of thinking, ranging from
Remembering to Designing. You must include at least one Evaluate and
one Design activity. The other two activities you choose can come from any
category. Remember to link at least some of your choices to your individual
goal or goals.
REMEMBER
1.
2.
UNDERSTAND
3.
List ten interesting words from your book. Explain the meaning of each
word, and say why you find each one interesting.
4.
Describe what you think might have happened to the main character after the
book ended. Explain why you think this might have happened.
APPLY
5.
Make a map of the setting of your book, labelling the most significant
places in the book.
6.
8.
Write a five-line "easy" poem about your book: a noun, then two adjectives,
then three verbs, then a thought about the noun, and finally a synonym for
the noun.
ANALYSE
9.
10.
Keep a journal as you read your book: your reactions, thoughts, feelings.
How did the book change your way of thinking (if at all)?
11.
Write a paragraph explaining what you think the writers main message (or
theme) was. Give examples to prove that what you say is correct.
EVALUATE
12.
Compare your book with another book you've read. You could use a
Venn diagram, or a compare/contrast matrix as part of your answer.
13.
14.
Write a short review of the book. Use a PMI chart to plan what you will
write.
15.
Evaluate the book using the Six Thinking Hats there is a template
included in this booklet that you can write on.
DESIGN
16.
17.
Make any kind of illustration for your book (book cover, drawing, chart, graph,
powerpoint presentation) and explain it.
18.
19.
Choose your own activity based on the book. Check with your teacher that it
would be suitable, before you start it!
EVALUATION OF MY LEARNING
Name:
What I have done in English during this unit - tick the ones you COMPLETED:
_____________________________________________________________
4. How successful was I in achieving this goal? [Rank from 1 - 5, with 5
being extremely successful, and 1 being completely unsuccessful.]
Number:
Explanation:
_____________________________________________________________
5. What would I do differently next time? Why?
_____________________________________________________________
_____________________________________________________________
6. What did I learn about research from the completing the mini-research
activity, and presenting my results to the class?
_____________________________________________________________
_____________________________________________________________
7. How successful am I as a researcher? [Rank from 1 - 5, with 5
being extremely successful, and 1 being completely unsuccessful.]
Number:
Explanation:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
8. Throughout this term, what could the teacher have done to help
me more?
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
9. What else would I like the teacher to know?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
10. Give yourself a grade for this term's work (Achieved, Merit or
Excellence) and explain it:
I think I deserve ________________
because ___________________
_____________________________________________________________