Assignment 2 – wide reading unit 18216295 – Ashlea Dale

Wide reading concept - Mortality

Looking for Alaska Before I Fall The Hunger Games

by John Green by Lauren Oliver by Suzanne Collins

The Lovely Bones Extremely Loud & Incredibly Close

by Alice Sebold by Jonathon Safran Foer
by Alice Sebold

Dear year ten,

I hope that you are as excited as I am for our wide reading unit! I have carefully selected five
texts for you to choose from, some of which are more difficult than others, but all of which
are well-written and fascinating novels that explore the concept of mortality. You are to
choose one text from the anthology, then work to complete the five activities on the text card
for your chosen novel. Each novel has one small group activity and four individual activities,
each of which are specific to your novel of choice. I am looking forward to seeing what you
all come up with.
Choose wisely, get creative, and have fun!
Ms Dale

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

Looking For Alaska – John Green (2005)

After fifteen years of mediocrity, Miles Halter’s life utterly changes when he transfers
to Culver Creek boarding school and meets human ‘hurricane,’ Alaska Young. Stacked
with intertextuality, this book addresses the themes of friendship, love, grief, and the
great inevitability of life’s many mysteries. You will enjoy this book if you have ever
dreamed of running amok at a boarding school, if you love beautiful metaphors, or if
you’ve ever wondered about your own ‘Great Perhaps.’
1. Casting the characters
You are taking on the role of casting director for a film adaption of the novel. You will need to
cast the roles of Miles (aka Pudge), Alaska, and one other character of your choice (such as The
Colonel, Takumi, or Lara). You can cast these roles with professional actors, or you can just use
people you find online. Provide an image of each cast member, and write a 1-2 paragraph
justification for your choice. Your justification must use textual evidence about the character’s
appearance AND personality, which is linked to why the chosen cast member is a good fit for that
particular character.

2. Group plot mapping

Work in small groups of 2-3 students to create a plot diagram of the novel. The plot diagram will
be a line, with peaks and troughs that align with the events of the novel - almost like a profile
view of a mountain. Work collaboratively to construct the diagram and label the elements of the
plot and specific events in the story. The parts of the plot (exposition, rising action, climax, falling
action, resolution) should be written below the line at relevant points, and the specific events that
occur in each of these sections should be written above the line. You do not need to include every
event in the novel – just choose the key moments. Display the final plot diagram on an A3-sized
poster, ensuring that the design is of a publishable standard.

3. Dear Alaska
Write a one-page letter to Alaska from the perspective of Miles or the Colonel. The letter is to be
written to Alaska after the events of the novel, and your chosen character’s beliefs, knowledge,
and feelings must guide the composition of the letter. You should be writing in first person; be
sure to capture the essence of your chosen character’s personality and their feelings towards
Alaska.

4. Drizzle and hurricane

The most famous quote from Looking for Alaska occurs on page 109, when Pudge is lamenting
about the differences between him and Alaska. The chapter closes with: “So I walked back to my
room and collapsed on the bottom bunk, thinking that if people were rain, I was drizzle and she
was a hurricane.” Creatively display this quote on an A4 sized poster. Beneath the quote, you
must also write two paragraphs – one explaining why Miles sees himself as ‘drizzle,’ and one
explaining why Miles sees Alaska as a ‘hurricane’.

5. Persuasive personal response

The book climaxes with death of a key character, which divides the book into two sections:
‘Before’ and ‘After’. Write a piece of persuasive writing (¾-1 page) in response to the following
question: was the death revealed in the chapter ‘The Day After’ an accident, or a suicide? Use
textual evidence and your own judgement (including what you know about the character and the
events surrounding the death) to justify your response.

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

The Lovely Bones – Alice Sebold (2002)

Fourteen year old Susie Salmon, stuck in the ‘in-between’ after her brutal rape and
murder, struggles to finally let go of her hold on Earth as she watches her loved ones
attempt to cope with their loss. Sebold’s raw and lyrical story is not for the faint of
heart; it paints a haunting picture of the destructive force of grief. Despite this, The
Lovely Bones somehow manages to remain uplifting. If you want to read about the
transcendent power of love, family, and letting go, or if you have a fascination with
the afterlife, this is the book you should choose.
1. Point of view descriptions
Compose two 1-2 paragraph descriptions of Jack Salmon (Susie’s Dad) – one from the
perspective of Lindsay Salmon, and one from the perspective of Clarissa. The profiles must be
composed after the events of chapter 11, and should therefore reflect the content of the novel up
to this point. Consider how the differing perspectives and relationships of each point of view
character inform their perceptions of Jack.

2. Newspaper article
The events surrounding Susie’s disappearance naturally attracted media attention in the novel. In
groups of 2-3, you will compose a two-page newspaper article about Susie’s disappearance,
written after the events of chapter two. The article should include statements from the police, a
member of the Salmon family, and a peer or staff member from Susie’s school, and should also
incorporate at least one image. You will need to work collaboratively to plan, write, edit, and
publish the article to professional standards, so ensure that you use the strengths of each group
member wisely.

3. Object symbolism
There are a number of object-based motifs that appear throughout The Lovely Bones, including
the candle, the snow globe, the charm bracelet, the ships in the bottles, and the icicle. Choose one
motif from the list and create a motif fact card about it. The card must feature an image of the
object, and should contextualise when and where the motif appears in the story in dot points. The
card must also feature a one paragraph explanation of what you believe the motif symbolises in
the story.

4. The lovely bones

"These were the lovely bones that had grown around my absence: the connections – sometimes
tenuous, sometimes made at a great cost, but often magnificent – that happened after I was gone"
(p. 320). Consider what we know about Susie’s family and friends at the end of the novel. How
did Susie’s death change the lives of her loved ones? Write a ¾-1 page response to the question,
which explains how Susie’s death changed the lives of two of her loved ones.

5. My Heaven
An interesting detail in the representation of the afterlife in the novel is that Heaven is not a ‘one
size fits all’ concept, but rather, it is personalised for each individual. Write a ¾ - 1 page personal
response to the following question: What would my Heaven be like? Your response should make
use of at least one image to enhance the description of your heaven.

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

Before I Fall – Lauren Oliver (2010)

What would you do if you knew you were about to die? After 18 year old Sam is killed
in a horrific car crash, she lives the day of her death seven times over, hoping to save
herself (and others) from her fate. Before I Fall has a fascinating and well-executed
premise, which is strengthened by the realistic characterisation of the (very) flawed
characters. If you are interested in an exploration of death, fate, and the complexity
of human relationships, this is the book for you.
1. Facebook profile
The strong characterisation of Sam and her friends is a key feature of the novel. Create a
Facebook profile for either Sam or Lindsay to demonstrate your understanding of the character.
You will need to choose a profile picture, write a realistic ‘about me’, and make at least 10 posts
on the account. You must make use of at least five types of posts (such as short updates, long
rants, photos, songs, videos, and articles) that reflect the identity of your chosen character. You
can also make additional profiles to interact with your main character profile if you wish. Try to
make the Facebook profile as convincing as possible.

2. Parallel timelines
One of the most interesting aspects of Oliver’s novel is the fact that Sam lives February 12 not
once, but seven times over, as she experiences and attempts to prevent her own death. In groups
of 3-4, you will examine the events of each chapter, and create a timeline showing the significant
events of each day. You will then create an A3-sized poster which displays the parallel timelines.
Ensure that the timelines are clear, correct, and concise, and that the poster design is engaging and
relevant to the subject matter.

3. Point of view descriptions

Compose two 1-2 paragraph descriptions of Lindsay – one from the perspective Sam Kingston,
and one from the perspective of Sarah Grundel. The profiles should be composed at the opening
of the novel, and should therefore reflect what each character knows about Lindsay at this point.
The descriptions should be written in first person, and must reflect each point of view character’s
experiences with Lindsay. You must reference a specific event from the novel which occurs on
Day One, but you can creatively elaborate to add depth to the profile.

4. Mortality and change

Compose a table that compares Sam’s behaviour on the Day One with her behaviour on Day
Seven. Once you have completed the table, write a short response to the following question: How
has the knowledge of her own mortality allowed Sam to develop and change as a character? Your
response should compare and contrast her behaviours on Day One and Day Seven to demonstrate
her growth as a character, using specific examples to support your response.

5. Greatest hits
At the end of the novel, Sam reveals that her ‘greatest hits’ flash before her eyes right before she
dies. What would your greatest hits be? Write a ¾-1 page reflection on what your own ‘greatest
hits’ would be, ensuring you make use of descriptive language to enhance the depiction of your
Heaven.

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

The Hunger Games – Suzanne Collins (2008)

Sixteen year old Katniss Everdeen volunteers to take part in the Hunger Games,
a brutal fight to the death sanctioned by the totalitarian regime to keep the
marginalised Districts under the Capitol’s boot. This action-packed novel is fantastically
adventurous, and the contrast between the poverty of the Districts and the wealth and
technological progress of the capital is fascinating. If you love powerful female
protagonists and dystopian young adult fiction, this book is a great choice for you.
1. Dear Prim
Write a ¾ - 1 page letter to Prim from the perspective of Katniss when she is in the capital
awaiting the games. The letter must be written in first person, and should reflect what you know
about Katniss from the novel at this point. You should consider the intention(s) of the letter in
your composition – whether she is writing to comfort, instruct, seek support, to externalise her
feelings, or for a combination of these purposes.

2. Panem’s propaganda
One fascinating aspect of the novel is the way that the Capitol uses propaganda to represent the
Hunger Games. In the propaganda, the Games are not shown as a violent facet of the totalitarian
regime used to keep the districts oppressed, but rather, as a glamorous form of entertainment
through which tributes can bring glory to their districts. Work in groups of 3-5 to produce your
own 30 second propaganda video, encouraging the people of the districts to watch The Games.
The propaganda video must reflect the attitudes of the Capitol and the way that the tributes lives
are expendable for entertainment.

3. What does Katniss do to survive?

Although the Hunger Games requires Katniss to physically fight for her life, Katniss fights for her
survival in more ways than one. Create a table with four columns: physical, social, emotional,
and spiritual. In each column, list examples from the text in which Katniss uses physical, social,
emotional, or spiritual means to survive. For example, under the social column, you could
include Katniss’ alliance with Peeta, or her guidance from Haymitch.

4. Key moments soundtrack

Music is a powerful way to represent the significance of key moments in a story. You will
compose a soundtrack of songs to represent the key moments of the novel. Choose five to six key
moments in the novel, and select a song that reflects the tone and significance of each moment.
Embed the soundtrack on a website (Wix or Weebly) and write a brief paragraph on each song,
outlining the event it represents, and explaining why it is an appropriate choice. Use textual
evidence to support your claims. For example, if you argue that a key moment was sad, use a
quote from the novel that demonstrates this sadness.

5. My Hunger Games strategy

A fascinating aspect of the novel is learning about the variety of strategies used to win the games,
ranging from combat to avoidance, and from alliances to betrayal. Write a ¾ to 1 page
explanation of what your strategy would be if you were selected as tribute for the 74th Hunger
Games instead of Katniss. You should consider who you would form alliances with, which
weapons you would use, and what your strategy would be for ultimately winning the games. You
should also consider your approach to the Cornucopia at the opening of the Games, and how you
would entice sponsors to support you.

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

Extremely Loud & Incredibly Close – Jonathan Safran Foer (2005)

Nine year old Oskar Schell is a precocious and eccentric boy, whose analytical and
scientific worldview gives him a maturity beyond his years. When Oskar finds a key
belonging to his late father, who was killed in the attacks of September 11, Oskar takes off
on a wild adventure across New York City to discover what the key opens. This book
incorporates graphic elements throughout the text, including notebook pages, photographs,
and business cards, which create an immersive and unique reading experience. This text is
challenging, as it incorporates the perspectives of Oskar, his grandmother, and his
grandfather, but it is ultimately a fascinating and satisfying read about family, grief, and the
very human desire to make sense of the world.
1. Create your own business card
Oskar is an unusually precise character, who makes use of technical and scientific language to
evaluate and categorise things, including himself. This is reflected in his business card, which
features an eccentric collection of over a dozen specialisations, including ‘amateur entomologist,
Francophile, vegan,’ and ‘origamist’ Using Oskar’s card for inspiration, create your own business
card, including a diverse collection of your skills and interests. You may have to do some
research on the specific names of your skills and interests. For example, rather than ‘book lover’,
you could write ‘bibliophile’. Try to be as precise in your language as possible, and ensure that
your business card includes at least twelve elements, along with you name and contact
information.

2. Mapping the journey

Oskar’s journey across the setting of New York City is a key aspect of the story. In small groups,
create a literary map of the places Oskar visits on Google Maps. You will work collaboratively to
plot the locations Oskar visited in the text, placing markers over the specific locations on the map.
You will then add brief annotations to indicate the page on which Oskar arrived to the location,
what he was doing there, and any other key details (e.g. Empire state building – p. 245, visiting
Ruth Black, imagines plane flying into building).

3. Significance of photographs
One of the most interesting aspects of this novel is the use of graphic elements to enhance the
story. Your task is to create a word document that addresses the significance of three of the
photographic images featured in the text. You must include a copy of each image, the page
number(s) on which it is featured, and a one paragraph explanation of the significance of the
image in the text. You must include the falling man image, and another two images of your
choice. The significance of these images in the story is often left open to interpretation; don’t be
afraid to share your personal interpretation of their significance in your paragraph.

4. Creative writing from Grandpa’s notebook

Some of the pages of Grandpa’s notebook, which he uses to communicate, are embedded in the
novel. Select one of these pages, and write a brief (½ page) descriptive passage about grandpa.
The passage can be written in first or third person, and should specifically incorporate the moment
grandpa uses the page to communicate with someone. Reflect on what you know about grandpa
to inform your creative writing – for example, keep in mind that grandpa is mute.

5. What’s the key?

Oskar’s adventure across New York City is driven by his desire to find the lock that fits the key of
his late father. However, his adventure served more than just this purpose. Write a ¾ - 1 page
reflection on how Oskar’s journey allowed him to develop and come to terms with his grief. Use
textual evidence to show how Oskar has changed over the course of the novel.

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Assignment 2 – wide reading unit 18216295 – Ashlea Dale

References

Collins, S. (2008). The Hunger Games. New York, NY: Scholastic Press.

Foer, J. S. (2005). Extremely Loud & Incredibly Close. Massachusetts: Houghton Mifflin Harcourt.

Green, J. (2005). Looking for Alaska. London: Harper Collins.

Oliver, L. (2010). Before I Fall. London: Hodder & Stoughton.

Sebold, A. (2002). The Lovely Bones. London: Picador.