Subject: English

Level(s): Junior (Year 7-10)

Title: Any novel differentiated unit
Author: Anne Shave

All Curriculum Support Days resources reflect the work of subject

specialists during a two-day forum. You should view them as work-inprogress, not as finished units to download and use. They
demonstrate a range of ways of thinking about how you might build the
front end of the NZ Curriculum (the Vision, Principles, Values, Key
Competencies, Effective Pedagogies and Learning Area Statements)
into your existing units of work, by re-focusing how you teach rather
than changing what you teach. The questions and comments recorded
in the body of each resource are at least as important as the unit itself.
If for some reason your software does not display such questions and
comments, it is likely that you need to make some technical adjustment
to how you are viewing the resource.

1. Thinking about this unit

This unit offers a catalyst for discussion and development of further units
which will meet the needs of learners in a range of contexts.
As will be evident, the focus of the unit is on helping individual students take
responsibility for their own learning, rather on subject content. Each student
should be able to answer:

What am I learning?
Why am I learning that?
How will I learn that?
How will I know I have learned it?

In implementing the new curriculum, the change is as much about reviewing

how we teach as what we teach (Rosemary Hipkins). While this unit is very
much a work in progress, having been prepared with the needs and interests
of a particular class in mind and trialled towards the end of a school year, it

endeavours to incorporate principles of effective pedagogy (NZC Pages 3436).

2. Reflecting on the unit-planning process

1. It has been interesting to reflect on the connections between all parts
of the curriculum document, including values, competencies, effective
pedagogy, the subject essence statement, and the achievement
objectives.
2. We realise that traditional approaches to the curriculum tend to
emphasise the what of learning, rather than the why and the how.
The NZ Curriculum shifts our focus.

3. The revised unit

UNIT TITLE: Any Novel Unit - Differentiated Unit Year 9)
YEAR: 9

CURRICULUM LEVEL/S: 3-5

DURATION: 5-6 WEEKS

Introduction

This unit is included because it is somewhat experimental. It focuses on learning processes,

many of which could be adapted and incorporated in other units of work.
Students read and respond to a novel of their own choice.
Some common learning activities, including character analysis, a collage poem, a mini-research
assignment, and a letter, are completed by every student.
The main purpose of the unit, however, is that individual students learn to set their own learning
goals and evaluate their success in accomplishing them.

Values highlighted in this unit

Excellence aiming high, persevering

How students will be encouraged to

develop the selected value or values
during the unit

Diversity culture, language, heritage

Respect for themselves and others
Equity fairness and social justice
Innovation, enquiry and curiosity

Community and participation for the common good

Care for the environment

Integrity accountability, honesty, acting ethically

Key competencies highlighted

in this unit

The main purposes of this unit are:

1. To cater for the needs of all students by
encouraging them to choose to read books
that may be outside their comfort zones.
2. To develop independent work habits,
including the ability to set and evaluate
goals.
3. To provide a wide range of activities and
choice so that students may pursue areas
of interest and expertise and also discover
and develop new ones.
4. To promote and foster life-long enjoyment of
reading.

How students will be encouraged to

develop the selected competency or

competencies during the unit

Managing self self-motivation, personal goals,
appropriate behaviour, resourcefulness, sense of

self and importance of heritage

Relating to others listen actively, recognise

different points of view, negotiate, share ideas.

Participating and contributing balancing rights,
roles and responsibilities, and responding

appropriately as a group member.

Thinking using creative, critical, meta-cognitive
and reflective processes, drawing on personal

knowledge and intuitions.

Using language, symbols, and texts interpreting
language and symbols, using ICT, recognising how
choices of language and symbol affect peoples
understanding.

The ability to manage self will be essential in this

unit as students will all have different goals and will
be working at different speeds, on different tasks. At
the outset, they will be required to set learning
goals, and they will evaluate their success in
achieving those goals at the end of the unit.
One core element of the novel study will be a
research component. Students will be taught the
steps of the research process and will also use a
range of thinking tools as part of the overall novel
study.
Students will reflect on their learning by completing
a survey - evaluation of my learning at the end
of the unit.

ACHIEVEMENT OBJECTIVES
Making meaning
Creating meaning
Listening Reading Viewing
Speaking Writing Presenting
Processes and strategies

Processes and strategies

Integrate sources of
information, processes, and strategies confidently to
identify, form, and express ideas.
Creates a range of texts by integrating oral, written, and visual
sources of information confidently.
Is reflective about the production of their own texts: monitors
and self-evaluates progress, articulating what they are learning.

Purposes and audiences

Ideas
Show understandings of ideas within,
across, and beyond texts.

Makes meaning of increasingly varied and complex ideas.

Makes connections by thinking about underlying ideas in and
between texts
Makes and supports inferences from texts with increasing
independence

Language features
Structure

Purposes and audiences

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.

HOW STUDENTS WILL LEARN

For example, through the use of effective
literacy strategies, thinking tools, co-operative
activities
Visit by an inspirational presenter (librarian
from outside the school) to encourage
reading and to recommend suitable books
for Year 9 students

Class discuss and share ideas about good

books they have enjoyed in the past - work
with partners

Establish own learning goals and link them

to activities which will help them achieve
those goals.

Librarian and teacher to work closely

together to ensure students can find books
they will enjoy and which will cater for range
of abilities, including displays of some
appropriate books in classroom and in
library. (Librarian needs copy of students
assignment).

Students taught about Blooms Taxonomy

and levels of thinking, and encouraged to
choose a range of activities in this unit that
will ensure they are using higher level
thinking

Goal-setting modelled, so that students can

set learning goals for this unit. Teacher
spends time with every individual in the
class to discuss goals.

Revision of thinking tools that may be used,

including Venn diagrams, compare/contrast
matrixes, Six Thinking Hats

Research process taught. The research

activity will be based on a theme or issue
raised in the novel studied, and may be
completed co-operatively, if another student
has read about similar issues.

Evaluation of research and of the learning

that has occurred in the whole unit will
conclude the unit.

Understand Levels of Thinking (Blooms

Taxonomy) and apply their knowledge to
their own learning.
Write in a range of styles, in response
to their chosen text. These will
include at least one short description
of a character, a letter, and a poem.
Manage self and time to complete a range
of self-selected activities and meet
deadlines.
Use a number of thinking tools
appropriately and explain why they are
using them.
Use the research process to explore a
theme related to the novel they have read.
This will include being able to access a
range of visual, oral and written sources;
selecting relevant information; evaluating
the success of the research process.
Evaluate own learning.

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

What do they know?

What can they do?

Individual and group

feedback & feedforward What are they learning?
What do they need to
learn?

What have they learned?

Can the students explain how they
learned it? (Opportunities for
metacognition and student evaluation
of activities.)

PAT data
STAR data
MIDYs data
Qualitative data: students
responses to reading a novel
in class in term 3, and to
opportunities to borrow

Teacher monitoring and

encouragement of students
own goals = important in this
unit, and to be done
continuously, as this unit is
entirely personalised.

Self-evaluation: When setting goals the

students need to consider how they will
know they have succeeded.
Whole unit includes student evaluation of
their own learning.
Teacher to assess written components of

books of own choice in the

past

the unit, providing constructive feedback

and feedforward, but not grades/marks.

Extension/enrichment activities provided

for the following students:
Student L - PAT 9, STAR 8
Students M and N - PAT 9, STAR 9
Student O - PAT 8, STAR 9

Student P - PAT 8, STAR 7

Student Q, R and S - STAR 8
Student T and U

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.

Further support provided for the

following students:

Support provided:

Student V - PAT 3, STAR 4

Student V would generally prefer to read non-fiction,

but may be encouraged to read a novel which
incorporates a subject of great interest to this
student (aeroplanes).

Student W and X - both PAT 3, STAR 4

Students W and X have set similar goals, are sitting

together, and (although reading different books) are
actively assisting each other as they work through
the assignment.

Students Y and Z PAT 3 and STAR 4

There are some significant social issues outside
school for these students. They are keen readers in
class but have little control over what can be done at
home. Absences can also be a factor.

Constant encouragement. Core aim is that these

two students achieve reading goals even if some
other elements of the written assignment are not
achieved.

Teacher reflection and evaluation:

What impact did my teaching have on student learning? What evidence
do I have?

Students showed a great deal of enthusiasm for reading all of them

really enjoyed the books they had chosen (even though some had to
choose two or three books before they hit on one that really appealed)
and read at home as well as during class time. For some students in
this group, the most significant success of the assignment was the
sense of accomplishment experienced in completing reading a big
book independently. Several students read more than one book,
going to the library in their own time to borrow books by the same
author, or books with related subjects.

Students understood the value of setting learning goals, and really

appreciated the individual attention and time spent with the teacher
discussing their learning. Several other teachers of the class (as well
as the GATE co-ordinator) were drawn into discussions about what
was going on in English, and were helpful in supporting students think
about their thinking. Self-evaluations completed by students showed
that, even though some students did not complete every element of
the assignment, all could identify learning that had occurred.

Although the students self-evaluations demonstrated excellent

understanding of their own learning goals and outcomes, they were
rather bewildered about the research process (see below).

What do the students still need to learn/do/practise/understand?

Students did not fully understand the research process. My teaching

of it was clearly inadequate. This was possibly due to the fact that
some students were ready to move on to research before others, and I
was therefore forced to teach the process before some students were
fully engaged. I was also rushing because we were completing the
assignment towards the end of the fourth term. In retrospect, I am not
sure that the research process needs to be part of this particular unit.
I think it may have been better placed elsewhere in the years
programme.

More explicit assessment criteria for the compulsory activities (such

as the letter) might have enabled students to have more clarity about
what they were learning in these parts of the assignment. This was a
weakness I would address if I were to use these activities again.
Most would have difficulty transferring their understanding of analysis
of a character in this assignment to a discussion of a character in
another novel, for example.

This unit did not really lend itself to co-operative learning.

Nevertheless, students were very aware of what others were doing
around them, and often offered suggestions to them.

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.

A book by a famous New Zealand author. Look on the spines of the

books in our library for NZ logos.

A classic novel which is written in an old-fashioned style like Jane

Eyre, Oliver Twist, Treasure Island, Little Women, The Coral Island

Why not read a book about another culture?

A longer novel like The Hobbit or The Power of One

Aim to read a whole series - you dont have to finish the series during our
novel study!

Any book by an author who has been recommended by our librarian,

another adult, or by a friend.
If you are a reasonably confident reader but you find it more difficult to sit still to
read a book, why not try a book that has a really good story and will quickly engage
your attention? (Some of these are books that have films associated with them. We
have multiple copies of some of them in the English office.)

Action or Survival stories Hatchet (series), Stormbreaker (series)

Stories about teenagers Holes, Letters from the Inside

War stories Goodnight Mr Tom, I Am David, The Boy in the Striped

Pyjamas, Tomorrow When the War Began, The Silver Sword
If you do not enjoy reading there are a number of good writers for teenagers who
write stories which are quite short and fast-moving.

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 _______________________________________.

I have chosen this book because __________________________________

_____________________________________________________________
One skill I hope to develop OR something I would like to learn during this unit is
_____________________________________________________________
_____________________________________________________________
I want to develop this by
_____________________________________________________________
_____________________________________________________________
At the end of this assignment I will know I will have succeeded when
_____________________________________________________________
_____________________________________________________________

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.

Character activities, based on the character sheet in this booklet.

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.

A LETTER BASED ON YOUR NOVEL

For this task you must choose ONE of the following options:
1.

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!

PLANNING THE LETTER

Brainstorm all your ideas first.
Then plan your letter so that you have at least three main points (three main
paragraphs).
Then write your introduction. Make sure you write in an appropriate style a style
that would suit the person you are writing to.

GUIDELINES FOR SETTING OUT A FORMAL LETTER

Your address
(skip a line)
Todays date
(skip two lines)
Dear .
(skip one line)
First paragraph
(skip a line between each paragraph keep doing this until the final paragraph)
(skip a line)
Yours faithfully
(skip about 4 lines to leave room for your signature)
Neatly print your name underneath your signature

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.

Draw a comic strip of the main events in your book.

2.

Make a time-line of the main events in the book.

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.

Draw the setting of your book and explain it.

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.

Pretend you are a psychiatrist. Write a psychiatric report analysing the

conflicts and problems of a character.

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.

Explain why your book should be included in a capsule to be dug up in

one hundred years.

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.

Write a different ending for your book.

17.

Make any kind of illustration for your book (book cover, drawing, chart, graph,
powerpoint presentation) and explain it.

18.

Write a diary entry for your favourite character.

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:

Selected a novel to read

Finished reading the novel (or possibly more than one novel)
Completed compulsory tasks on the novel
(The work on characters, a collage poem, a formal letter)
Set my own learning goal (or goals)
Completed activities of my own choice on the novel
Researched a theme from the novel, following the research process
(Deciding, Finding, Using, Presenting, Evaluating)
Presented my research findings to the class using oral and visual language
techniques

Thinking about my learning:

1. My opinion of the book I chose to read Statement:
_____________________________________________________________
Explanation:
_____________________________________________________________
_____________________________________________________________
Examples from the book:
_____________________________________________________________
_____________________________________________________________
2. What activities in the novel assignment I enjoyed most, and why:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. My learning goal was:

_____________________________________________________________
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 ___________________

_____________________________________________________________