Year 9 Early New Zealand Personal Reading Unit
READ AWAY
Strand: Written Language: Reading
Level 5
Duration – 1 term
Due date:
This year
you are expected to read a variety of texts for enjoyment and also to improve your vocabulary, writing skills and understanding
of the current topic. By reading a variety of texts we are able to see how to express ideas in different ways which can help
us to improve our writing.
This term you will keep a log of the texts (novels, short stories, poems, magazine articles)
you have read to do with Early Settlement of New Zealand, Whaling and Maori Culture. You are expected to read at least SEVEN
texts and keep a record of them on refill paper and keep them in your clearfile.
Learning Outcomes:
w To read and enjoy a range of contemporary and historical New Zealand
texts.
w To increase your knowledge of different genre and discuss meanings, language and ideas in your chosen text.
w To write explanations and personal points of view about your chosen text.
w To explore non-fiction text around a given topic.
w To explore a range of New Zealand picture books and how visual and verbal features
are used to communicate ideas.
Short
Stories by: Witi Ihimaera, Patricia Grace, Keri Hulme, Janet Frame,
Katherine
Mansfield
Poems
by: Sam Hunt, Hone Tuwhare,
Ruth Dallas, Lauris Edmond
Picture
books by Gavin Bishop ( look for some on Maori myths)
Beale,
F A New Song in the Land
Amelia
Batistich A Better Life: My Story series
Ken
Catran Seal Boy
Lin and the Red Stranger
Joanna
Orwin Owl, and Out of Tune
Locke,
E Runaway Settlers
A Canoe in the Mist
L.A
Meyer Bloody
Jack
Johnston,
P Then There Were Nine
Black Boots and Button Hooks
No One Went to Town
Witi
Ihimaera Whale Rider
Hall,
M Swag and Tucker
Pulford,
E Call
of the Cruins
Andresen,
O Johanna’s
World
Patrick, J Denniston
Rose
Heart of Coal
|
Recommended Reading:
ACTIVITIES
Complete the following
activities. You will be marked on the quality and quantity of your thoughts and ideas in your writing. Take time to consider
the reason why the author wrote the text and how it relates to the current topic studied. Whaling, Early Settlement of New Zealand or Maori Culture?
Activity One: Extended Text (Novel)
Write a review for a teenage magazine of one of the novels
you have read. It should include a brief outline of the story, character descriptions
and your personal comments about the story.
Activity Two: A Short Story Written in the early
twentieth century (Mansfield)
Write a diary entry from the perspective of one of the main characters. Choose an important event in the story and describe your feelings about what has happened.
Activity Three: A Contemporary Novel
Write a letter to a friend describing the novel you have read recently (not the extended
text you are reading in class). Include details about the characters, the setting
and type of language. Tell them what impact the book has had on you.
Activity Four: A Short Story by a newly published
writer
Design a story board of seven to ten frames for a movie for this novel.
Activity Five: Non-Fiction Text
Select two non-fiction texts with a New Zealand
theme or context – one historical, one contemporary. Design a process by which younger children can easily gather information from non-fiction texts. Consider the necessary skills they may need. You may be able
to submit your information gathering process to the library committee.
Activity Six: Sophisticated Picture Books.
Select and record the names of three picture books
Choose one of the books and analyse the cover as
a static image. Decide how the layout, document image, use of symbols, use of
colour, font and background help convey the main message or idea of the cover.
Activity Seven: ‘Your hot poems’
Write a list of recommended ‘hot poems’ for young New Zealanders of your age which encourages them to extend their range of poetry reading. The list should include
at least 5 poems and a very brief sentence as to why it is a ‘must read’! Include a copy of your two favourite
poems and the reasons why they are your favourites.
Year 9 Read
Away ( A personal reading unit) Marking Schedule
Not Achieved |
Achieved |
Merit |
Excellence |
Less
than five responses |
6-7 seven
tasks completed and presented to a high standard.
Responses
show understanding |
All seven
tasks completed and presented to a high standard.
Responses
show depth of
understanding |
All seven
tasks completed and presented to a high standard.
Responses
show perception and insight |