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Learning Outcome (WALT)

Identify how I might react


to a challenging situation

Understand that stories


follow a narrative arc
Plan and write my own
story following a narrative
arc
Use prior knowledge to
predict what might happen

Develop detailed
understanding of the text

Identify key moments in the


text
Plot narrative arc for I am
not Esther.
Develop contextual
understanding of
vocabulary used in the text

Explore key characteristics


of protagonists and
antagonists
Use adjectives to describe
a behaviour
Explain why people might
act the way they do
Think critically about our

Suggested Activities
Pre-reading:
Identity: Fitting in
Discussion questions:
Students can fill in on the sheet or complete as a bus stop exercise.
Creative writing opener
Write a story based on one of the scenarios.
Plan using the narrative arc diagram

Resources

Skills
(Practical and
thinking)

Discussion
questions

Relating to self and


others

Creative writing
opener
Plot diagram

Using language
techniques for
specific
purpose/effect

Predict
Using the title of the book and the images given, predict what the story
"I am not Esther" will be about.
Literacy strategy: KWS chart.
o What information would be interesting to discover as we read
the book?
Reading:
Close reading questions
As students read the novel, complete the close-reading questions.
Close listening
Students may also benefit from listening, or prefer to listen:
http://www.radionz.co.nz/national/programmes/thereading/20150706
Plotting the narrative
Plot the narrative of the text on the narrative arc diagram

Prediction page
KWS chart

Prediction

Close reading
questions

Reading

Plot diagram

Identification of
key moments

Crossword (after reading)


Students complete crossword to formatively assess understanding of
text
Vocabulary

Students use (potentially) new vocabulary in context to make


meaning and understanding
Character:
Chapter 1:
Initial impressions
Adjectives to describe Esther, Ellen and Uncle Caleb vocabulary
building.
Students can also provide an example to match each of those
adjectives and explain why the character acts that way.
Students can decorate the outlines to represent the character
Chapter 2:
Thinking frames: Bullying

Crossword
Vocabulary

Vocabulary
Dictionary

Chapter 1: Initial
impressions

Vocabulary
Understanding
actions of others
Explaining

Character Chapter
2: Bullies

Relating to self and


others

beliefs and how they are


developed.
Examine social justice and
how we contribute

Use evidence to explain


why a character acts in a
particular manner.
Think critically about our
beliefs
Justify and explain our
choices
Develop understanding of
character(s)
Understand relationships
between characters
Show understanding of
character(s) through visual
presentation
Work in groups to present a
cohesive performance

Explore key characteristics


of protagonists and
antagonist
Identify internal and
external conflicts

Uncle Caleb bullies Kirby into accepting their way of live by


preying on her good nature
Students find example of Uncle Caleb being a bully and complete
mind map
Relate: Class discussion looking at bullying
o What does bullying look like in our classroom / school?
o What prior experience do students have of bullying?
o What does our school do to stop bullying?
o What were some skills students used to overcome bullying?
o How effective are the things we are already doing to stop
bullying?
o What might be some of the long-term effects of bullying?
o If someone is being bullied what can they do?
o Bystander effect
Brainstorm: Kirby at the start of the text
Scaffolded activity to explain, with evidence, why a character acts
in a particular manner.
Chapter 4:
Three level guide
Students select true / false answers to questions and justify
selection with evidence from the text.

Chapter 5 6:
Drama script
Students break into groups to prepare a drama using the script
provided.
Group sizes:
1 x 6 (girls)
1 x 4 (mixed)
1 x 4 (girls)
1 x 3 (mixed)
1 x 3 (mixed)
1 x 3 (mixed)
23 in total
For a larger class, get students to devise scripts based on the
conversation between Mrs Fletcher and Kirby on pages 82-84 or
between the girls on the way home from school on pages 86- 87.
Chapter 9-10:
Venn diagram
Identify the different personalities of Kirby/Esther and where they
overlap.
Setting:

Critical thinking

Character Chapter
2: Kirby
Chapter 4: Three
level guide

Understanding
others
Explaining
Thinking
Justifying

Drama scripts A-F

Presentation skills
Understanding
others actions
Working in groups

Venn diagram

Understanding
others
Identifying

Compare and contrast


settings from a text with
known settings.

Identify literary devices


used to create personal
voice
Identify how writing style
affects character
development
Define 'interesting
moments' within a text

Identify key moments in the


text
Plot narrative arc for I am
not Esther.
Identify key themes in a
text
Develop understanding of
themes within a text

Relate themes to character


development
Understand how conflict
can strengthen character
traits and affect other
characters

Chapter 7-8:
Zaption: Gloriavale: http://zapt.io/txh62wk7
How is Gloriavale similar to the Children of the Faith?
Students complete interactive video with questions
Small group discussion
Style:
Narrrative retardation
How is the plot structured to keep us reading?
Progressive revelation of character and conflict.
Essay paragraph practice

http://zapt.io/txh62
wk7
Computer lab or
student access to
computer devices

Listening
Viewing
Compare and
contrast

How is plot
structured to keep
us reading

Identify literary
devices

Method of narration

Identify and
understand key
moments
Identification of
key moments

Method of narration
o Students identify examples of narrative viewpoint with guided
sheet. Students will have study notes to prepare for exam
Plotting the narrative
Plot the narrative of the text on the narrative arc diagram

Plot diagram

Theme:
Class brainstorm themes eg https://www.mindmup.com
If software doesn't work there is a brainstorm in the resource book to
use.
Groups choose one theme each and explore how that theme applies to
their every day life. Groups run discussion with class based on the
theme and enhance class brainstorm.

Interactive
whiteboard
https://www.mindm
up.com
Themes

Relating to others
Critical thinking

Quotes
Conflict chart

Understanding
others
Identifying conflict
Identifying
strenghts

Character map

Organising ideas

Match quote with character and theme


o Students will have resource of quotes
Conflict chart
Students explore theme in relation to conflict and character
development.
Preparing for assessment

Condense notes to study


from

Write an essay using SOLO


taxonomy.

Character map
Students use graphic organiser to record change in character
throughout text
Notes page
Students practice chunking notes to reflect key ideas
Using "SOLO" Taxonomy to write about character
Students read exemplar and attempt to write own paragraph to
describe character.
Students can co-construct in groups

Notes page

Explaining
characteristics
using SOLO

Developing
thinking and
explaining

Understand what the


question is asking
Write SEXY paragraphs

Summative assessment

Group work is put against the walls and students critique the work
Assessment: Formative
Breaking down essay questions
Students use previous exam questions to understand assessment
criteria; what the question is asking; how to answer the question
Students create an 'essay map' to assist in answering questions.
Peer review of essay map and plan
SEXY Paragraphs also on powerpoint
Write essay for homework email to teacher
Peer review of anonymous work in groups
Assessment: Summative
Part of formal school exam period

Paragraphing
powerpoint
Previous exam
questions

Summative Exam:
Response to texts

Structured essay
writing