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Northlakes High School

Northlakes High School

Opportunities for Future Success

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Emailnorthlake-h.school@det.nsw.edu.au

Year 8

Term 1 - There's No Such Thing by Paul Jennings

This program is designed to cater for the literacy needs of students at the levels they are operating. 

Students learn all about the wonderful world of mythical creatures and fantasy through this novel study.

The program sequence moves from reading to writing with a systematic scaffold. Within this unit, students also examine a multimedia work.

Low Order Book Orientation

The teacher provides an overall focus, concentrating on text and content. This session ends with the teacher reading the text to students.

Scaffolded Conversation

Students practice reading text fluently. Students engage in the repeated reading strategy to improve fluency. Results are recorded on a fluency chart.

Transformations

Transformations provide more scaffolding for reading and lead into spelling and writing.  This technique allows language choices to become concrete.

Scaffolded Spelling

Grapho-phonic( symbol sound) and orthographic (spelling conventions) focus.

Scaffolded Writing

 Reconstructed writing, where students practice using some of the author's language choices.

Patterned writing, where students use some of the author's language choices in a different context. Before writing, a writing plan is made.

Independent Reading and Writing

Students work independently to demonstrate levels of competence. This provides an evaluation tool for the teacher.

Structured Topic Overview (pub 81 KB)

Personal Letter Task 1 (docx 45 KB)

Comprehension Task 2 (docx 147 KB)

Critical Reading Task 3 (docx 157 KB)

Kick Start Questions (docx 28 KB)

Term 2 – My Girragundji by Monty Pryor

My Girragundji is a retelling of the childhood memories of one of the authors. It is about how, as a young boy, he manages to overcome his fears of the Hairyman and of the bullies at school. The narrator does this with the help of girragundji, the little green tree frog. Students define a sense of self and examine how this varies from person to person. They explore the influences on their sense of self and the interdependence of these influences. Students discuss how their sense of self can vary in different contexts. Using the text My Girragundji as a stimulus, students explore the concept of sense of self for the main characters through a variety of activities.

 Low Order Book Orientation

The teacher provides an "overall meaning" focus, concentrating on context and content. This session ends with the teacher reading the text to students.

Scaffolded Conversation

In many conversations, the teacher models how to talk about text. Over time, these conversations provide common knowledge between the teacher and students regarding meaning and language of text.

High Order Book Orientation

The teacher focuses on the function of the text's language and the language choices made by the author.

Fluent Scoffolded Reading

Students practise reading the text fluently. Students engage in the "Repeated Reading' strategy to improve reading fluency. Results are recorded on a fluency chart.

Transformations

Transformations provide more scaffolding for reading and lead into spelling and writing. This technique allows language choices to become concrete.

Scaffolded Spelling

Grapho-phonic (sound/symbol) and orthographic (spelling conventions) focus.

Scaffolded Writing

Reconstructed writing, where students practise using the language choices of the author.

Patterned writing, where students use some of the author's language choices in a different context.  Before writing a writing plan is made.

Independent Reading and Writing

Students work independently to demonstrate levels of competence. This provides an evaluation tool for the teacher.

Structured Topic Overview (docx 19 KB)

Visual Rep. Task 4(a) (docx 144 KB)

Analysis Task 4(b) (docx 140 KB)

Critical Reading Task 5 (docx 157 KB)

My Girragundji KS Questions (docx 341 KB)

 

Term 3 - Earth & The Environment (Non-Fiction Texts)

Extended Response Task 6 (docx 45 KB)

Extended Response Task 7 (docx 45 KB)

Term 4 - Hating Alison Ashley by Robin Klein

This program is designed to cater for the literacy needs of students operating below Stage Level. Many Students place in Stage 3 for reading and comprehension on the literacy continuum. Hence the teaching and learning program in differentiated to meet the learning needs of the students in this class.

The program sequence moves from reading to writing with a systematic scaffold. Within this unit, students also study the film "Hating Alison Ashley".

In this unit students study the script and film "Hating Alison Ashley" by Robin Klein. This is a story about an adolescent girl named Erica Yurken who fantasizes about a better life and stardom and school rival Alison Ashley, a girl with beauty and brains. Erica is not popular and she is desperate to be Alison's friend. Eventually the characters come to realize that sometimes people do not lead the perfect life they think they do. Students explore literary study such as dramatic techniques used within the story. They discuss a number of issues surrounding relationships / friendships, identifying self, adolescent problems and insecurities. Students need to demonstrate an understanding of speech and film techniques, whilst focusing on writing techniques to drama and tension.

 Low Order Book Orientation

The teacher provides an overall focus, concentrating on text and content. This session ends with the teacher reading the text to students.

Scaffolded Conversation

Students practise reading text fluently. Students engage in the repeated reading strategy to improve fluency. Results are recorded on a fluency chart.

Transformations

Transformations provide more scaffolding for reading and lead into spelling and writing.  This technique allows language choices to become concrete.

Scaffolded Spelling

Grapho-phonic( symbol sound) and orthographic (spelling conventions) focus.

Scaffolded Writing

 Reconstructed writing, where students practice using some of the author's language choices.

Patterned writing, where students use some of the author's language choices in a different context. Before writing, a writing plan is made.

Independent Reading and Writing

Students work independently to demonstrate levels of competence. This provides an evaluation tool for the teacher.

Structured Topic Overview (pub 105 KB)

Term 3 Study Guide (pdf 1496 KB)

The Characters (pdf 198 KB)

Kick Start Questions (docx 17 KB)

Viewing & Rep. Task 8 (docx 158 KB)

Persuasive Writing Task 9 (docx 148 KB)

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