BOOK MUNCHING (A first term novel response) 200_ Year 9 English

Points to remember:
• You should aim to read for at least half an hour every day.
• A minimum of two novels per term should be read and recorded in your reading diary.
• Select one of those novels and attempt each of the following activities.

Part A: Record the title of the novel; its author; publisher; date of publication and the number of
pages.

Part B: Prereading:

1. Look at the front cover of the novel and its title page only. What are your expectations
and impressions about the novel?
In other words, what might it suggest about what it’s going to be like?
2. What do you think the mood of the story might be? ~

Part C: Reading Chapters 1 & 2:

3. Who do you think is telling this story?

4. What does the narrator know at this point?
5. Who is the narrator speaking to?
6. How can you tell?
7. How do you think the writer wants the reader to react or respond at this stage?
8. Why is the main character (s) introduced at this point?

Part D: Close Focus:

• Focus on only one chapter that appeals to you or which you consider to be particularly
important.
9. What was going on in your mind while you were reading this?
10. What puzzled / surprised I worried you in this chapter?
11. What could you relate to?
12. What main ideas should the reader be taking with them after reading this chapter?
13. Construct a graphic I picture which best captures this section of the story?

Part E: Post reading:

14. Does it make any difference that the main character is male I female? Why ? Why not?
15. How might the reader feel about the message contained in the story?
16. What similarities are there between this story and what you know; experienced; seen or
heard :
 -in your own life
 -events in other times and places.
 -in films?(list about five) DUE DATE:
Year 9 English:

When you have completed the pre-reading, reading and post-reading activities for your novel,
you will need to select two of the tasks below;

Extension Topics:

1. Interview one or more of the characters from your novel. It could be an interview of one
character involving his/her impressions of another character. Ask well-considered
specific questions and don’t forget the answers !

2. Present the plot in the form of a flow chart / diagram which clearly shows the story’s
progress, action, conflicts, problems encountered, climax.

3. Imagine that you are the author. As the author, present your statement about what you
were trying to achieve and how you went about it in your novel. Think carefully about
main ideas / themes.
4. Using magazines, Clip Art or any other source, construct a poster which best captures the
novel’s setting. Include captions which outline the details of the setting; it importance;
what the setting tells us about the characters and events; whether or not the setting
changes.

5. Sell the book in the form of an advertisement suitable as a web page, for a magazine or
as a poster for the library.
 ORAL BOOK REPORT- SMALL GROUPS
YEAR 9 ENGLISH

In this task you will be presenting your book report to a small group of students (approx. 3) and
you will each be responsible for peer assessment of one other student.

The book presentation task will include:

1. An outline of the title and at least 5 author details (you will need to research this using
the internet).
2. A poster to show the characters involved in the story and an outline of the plot; for
example pictures, description and a timeline of the plot.
3. An explanation of who your favourite character is and why
4. A short reading of a passage (no longer than one page) from the book, explaining what
the passage shows and why you chose it.
5. A recommendation for the book. What would you rate it? Would you recommend it to
other year 9’s and why or why not?

The Peer Assessment.

You need to honestly evaluate your class member’s presentation by ticking the relevant columns
and writing helpful comments. While I’ll be circulating around to listen to the presentations, I
will also be using your assessments to help me assess the book reports. Students will be assessed
by the third student on their left.

Student giving the talk……………………………………………..

Student assessing the presentation………………………………..

CRITERIA EXCELLENT WELL COULD BE

DONE IMPROVED
Speaks clearly and
expressively
Uses eye contact and
effective visual aids
Describes the characters,
plot and their opinions
clearly
Selects an interesting
passage and explains it well

Comments- make at least 2 observations on things done well and areas to develop
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………
Year 9 English:: The Full-Brained Book Project (Term 2)

1. This project is to be based on a work of fiction which you are

reading and recording in your reading diary for this term.
2. You must complete at least one activity from each section.
Sections are: Remembering and Understanding-10 points,
Applying and Analysing- 20 points, Evaluating and Creating-
30points
3. Your aim is to get at least 60 points. You can choose other cells
from each section to gain extra points (up to 100 points)

Choose at least one from each section.

Sections A B C
Remembering and Draw a story Using a Venn Rewrite the
Understanding board of events diagram, show words to a
in the book the differences famous song so
10 points and similarities that they tell the
between 2 story of the
characters in the book.
book
Applying and The book is to How did your Research and
Analysing made into a feelings change write about the
movie. Make a as you read the setting,
20 points poster to book? Write explaining also
advertise it. about them and how the setting
the events that influenced the
triggered such story.
feelings. OR (if suitable for
Choose a strong your book)
emotion felt by a
character. Write
about a time you
also felt like
this.
Evaluating and Write a letter to Decide on a new Invent a
Creating the author ending for the different setting
explaining what you story and write for the story.
did and didn’t like
30 points it. Rewrite a section
about the book,
of it based on
giving reasons for
this new setting.
your views
Adapted from original uploaded to school intranet by one of my colleagues
Year 9 English: WIDE READING

Part A: Reading Diary & Book Review:

1. For each term you’ll be required to select and read a minimum of 2 works
of fiction (novels); 2 non-fiction books and 2 magazines.
2. Your reading is to be recorded in your reading diary which is simply a chart
like the one below. Be sure that you accurately complete the details
indicated.

Title & Publisher & No. of Pages Genre Personal

Author Date Comments

3. For one work of fiction you’ll be required to complete a different reading

assignment each term. The first term reading assignment in on the back of
this handout.
4. Both the reading diary and the book review will be due by the last day of
term which is :__________________________________

Part B: Reading Partner:

Your first choice for this wide reading session will have to be a novel. Having
selected your novel and having begun reading it, you will have to write a brief
letter to your reading partner about that novel based on the following guideline
questions;

 What drew your attention to the book and resulted in you starting to read it ?
 What kinds of ideas and feelings did the title give you ?
 Based on the cover and / or illustrations, what did you think the book will be
about ?
 While reading the first chapter, what kinds of questions have come to your
mind ? What do you think will happen in the rest of the book ?

NB: Your reading partner is to keep your letter in the text response section of their
workbook. The letter will be added to from time-to-time and then handed up for
assessment.
Year 9 English

 Once every couple of weeks we’ll be booked into the library for a wide-reading session.
There will also be time to read at the start of each English lesson as well as the time you
should spend each day reading in your own time.
 You already have the guide-lines for selecting what and how much to read, as well as
how to record it. (for each term)
 Your first choice of book to read must be a work of fiction which the reading task below
requires you to read.
 What you decide to read is up to you but if you’re stuck for ideas then feel free to select
from the list below.
 You will be required to keep a written journal reflecting on what you have been reading.
 You’ll need to decide on three other people in your class who you will be forming a
discussion group with.

Stage One: SELECTION & PRE-READING

When you have selected your book to read, record (after the names of the members in your
group) the following in your reading journal;
1) Title & Author
2) What drew your attention to the book
3) What you think the book will be about & what clues gave you this idea
4) Whether or not you feel you will like the story & why. (Your expectations)

Stage Two: BRIEF CHAT

After completing your journal entry, get together with the other members of your group and
introduce your books by talking about your responses to the questions from Stage One.

Stage Three: READING & GOAL –SETTING

Start reading your novel and place a post-it note about one third of the way into the book. This
will be your promise to yourself and your group members that you will have read the book up to
that point by the next wide-reading session in the library.

Stage Four: READING: EARLY IMPRESSIONS

Start this session off by recording in your journal your reflections & responses to the following
about what you have read so far;
A brief run down of the early part of the story.

An early point of significance to the story and why ?

 What predictions you would make about the story
What might be confusing or needs more clarification.
What you like or don’t like so far & why.
Whether or not your initial expectations are being met & why/why not.

Stage Five: ANOTHER CHAT

Get together with the other members of your group and take it in turn to talk about your early
reading impressions based on your responses in your journal from Stage Four.

Stage Six: ANOTHER COMMITMENT

Continue reading your novel and this time place a post-it note about 2/3 to 3/4 of the way into
the book. This will be your commitment to have at least that much read by the next session.

Stage Seven: DEAR JOURNAL

Continue your reading journal by responding to the following based on your reading most of the
story;
Other points of significance to the story & why
Other predications you are prepared to make
When you are impatient to find out what happens next.
Things that aren’t making sense or words that you don’t understand.
Questions that have been popping into your head

Stage Eight: LOTS MORE TO TALK ABOUT

Tell the other members in your group your reflections on the story so far based on you journal
entries in Stage Seven. By this stage though you must be prepared to ask each other questions
about what you have each been reading. So, be prepared to answer some interesting questions.

Stage Nine: HOME STRETCH:

Continue reading your story and have it read by the next (last session)

Stage Ten: FINAL REFLECTIONS & LAST WORDS ON THE MATTER

For this final session you will need to respond to the following & use your responses as the basis
for a final discussion with you group members.
The part you liked best and why.
Overall, what you felt was funny, sad, worrying, irritating, boring, inspiring.
What you thought was interesting and/or worked well.
Particular words and images that stuck in your head or which were effective.
At what stage you thought it was pretty obvious what was going to happen
When you would have done or said the same thing (or something different) as the
characters involved if you had been there.
When you learnt something new or interesting.

NB: At the end of this session please hand your reading journal up to your teacher
This activity gives you the chance to learn to write about a topic of your choice using a new
form and style. You can also gain a sound practical understanding of how to use published
dictionaries.

Instructions

 Your goal is to create a dictionary on a subject, topic or main idea to do wth the
novel “Deadly Unna”.
 Examples of topics could include:

1. Sport: Australian rules football

2. Hobbies / recreation: fishing
3. Theme: racism; friendship; families; courage; relationships
4. Australia; Aborigines

What to do:

1. Choose your topic or subject.

2. Compile a list of at least 25 words (40 words if you are working with a partner).
3. Put the words in alphabetical order.
4. Write a brief definition of the word’s meaning in the context of your topic. Think
about the specific meaning the word has in this context.
5. Identify the part of speech to which the word belongs (noun, adjective, verb,
adverb.)
6. Write a pronunciation guide for each word. (We will work on this in class and a
dictionary will help you.)
7. Publish your dictionary using standard dictionary format. Include a cover page
and a title page that includes publication details.