WIDE READING UNIT

1B Assessment 2 – Individual work cards

18208782 - KATHERINE GRANT

18208782 – Katherine Grant

Contents
Rationale...............................................................................................................................................0
References.............................................................................................................................................0
Cloudwish..............................................................................................................................................1
Summary...........................................................................................................................................1
Activities............................................................................................................................................1
Simon vs. the Homo Sapiens Agenda....................................................................................................2
Summary...........................................................................................................................................2
Activities............................................................................................................................................2
Paper Towns..........................................................................................................................................3
Summary...........................................................................................................................................3
Activities............................................................................................................................................3
Little Women.........................................................................................................................................4
Summary...........................................................................................................................................4
Activities............................................................................................................................................4
Six Impossible Things.............................................................................................................................5
Summary...........................................................................................................................................5
Activities............................................................................................................................................5

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Rationale
These worksheets are aimed at a mid-level year 10 class. This wide reading unit explores the
intricacy of growing up; all the texts chosen could be considered coming-of-age texts. Students will
be able to relate to these stories because they have gone similar experiences and emotions
themselves. I chose a wide variety of texts to cater for most reading levels and student interests. A
lot of the activities require a personal device. If you are using this unit in a low SES school ensure you
book the faculty laptops ahead of time.

References
Albertalli, B. (2018). Simon vs. the Homo Sapiens agenda. Melbourne, Vic.: Penguin Books.

Alcott, L. M. (2010). Little women. Penguin Group USA.

Green, J. (2018). Paper towns. NY, NY: Dutton Books.

Wood, F. (2016). Cloudwish. New York: Little, Brown and Company.

Wood, F. A. (2016). Six impossible things: a novel. New York: Poppy.

18208782 – Katherine Grant

Cloudwish
By Fiona Wood

Summary
This Australian novel is set in Melbourne at a prestigious private school. Our main character Van Uoc
is an Australian-Vietnamese girl who comes from a poor immigrant family. She is studying at the
private school on a scholarship and daydreams about popular Billy Gardiner finally noticing and
falling madly in love with her. Van no longer believes in magic, however, when her wish for Billy to
notice her comes true, she has to decided whether this is real magic, the magic of first-love, or all a
cruel trick. This novel also explores social issues such as the wealth divide, immigration, and racism.
If you love the romance genre this is the novel for you!

This novel explores: immigration, coming-of-age, romance and social issues.

Activities
1. Predictions: In small groups (2-3 people) students will discuss what they think the book will
be about based on the title, cover page and blurb. In these groups students will decide on at
least 3 events they think will happen in the book, and provide evidence to support their
predictions. Any predictions made must be able to be supported by the title, cover page art
and the blurb.
2. Cast characters: Imagine that you have been tasked with casting the movie adaptation of
‘Cloudwish’. Individually students will create their dream cast and display their choices in a
digital presentation format. Students must support their decisions based on descriptions
from the novel and provide quotes to back up their decisions e.g. physical appearance,
hobbies and personality traits, these justifications must be on the presentation slides. To
portray hobbies/personality traits include images that visually describe these characteristics.
3. Elevator pitch: This activity requires you to write a one page “pitch” explaining to a movie
producer why this story should, or should not, be made into a movie. Your persuasive
elevator pitch will be presented to the class. Your job is to make the majority of the class
agree with your pitch, this will be done using voting cards.
4. Social issues: Choose one social issue from the text – check with your teacher whether your
choice is acceptable, or if you need help choosing a social issue ask your teacher. You will
write a 400-500 words written response that identifies the social issue and examine how it
has impacted 3 characters from the text. Think about how the character reacts or deals with
this social issue, and find evidence (quotes) from the text that support your findings: each
character must have THREE quotes minimum.
5. Book review: Individually students will write a book review. This book review will provide a
summary of the text, what you liked and disliked about the text, and identify how the text
explored real world issues. Your book review must be supported with direct quotes from the
text to support your answers and be 1 page in length. Hand in your book review to your
teacher to be given feedback.

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18208782 – Katherine Grant

Simon vs. the Homo Sapiens Agenda

By Becky Albertalli

Summary
Straight people should have to come out too. The more awkward it is, the better.

Simon Spier is your average sixteen-year-old trying to navigate high school, with a huge secret
weighing him down. When an email falls into the wrong hands his secret is in danger of being
exposed. Simon is forced to choose between lying to his friends or protecting the identity of his
email love interest ‘Blue’, all without compromising himself. This text is great for readers who love
romance and drama!

Themes: LGBTQI+, romance and coming-of-age

Activities
1. Character profiles: Using evidence from the text students are to create a Facebook profile
for Simon, Leah, Abby, Nick, Garrett and Bram using the template provided. It is expected
that students include the character’s name and age, as well as provide a Facebook status
update that clearly reflects the characters personality and hobbies. These profiles must be
supported by the text, i.e. if you state that a character loves soccer you need to be able to
justify this using information obtained from the book.
2. Missing scene: Students are to write a missing scene from the text. You can choose to write
this from Simon’s perspective, from another character’s perspective or third person
narrative. This can either be a completely original idea or an event that is referred to in the
text but not explicitly shown. This scene must be 350-500 words. Remember that this scene
must fit in with the character, plot and setting (i.e. no alien invasion etc.).
3. Email: Simon feels weighted down by his secret, and often feel alone, like he has no one he
can talk to. This is a universal issues and most people have felt this way at one stage in their
lives. Students are to write an email to an anonymous recipient describing an experience
similar to what Simon is going through, this can either be a person experience or a fictitious
one. This email must be 200-300 words.
4. Newspaper article: Students are to choose an event from the text and write a newspaper
article that sensationalises the issue or event. They are to overdramatise the issue and write
an article that uses hyperbole and exaggerates the issue to get the point across. This is to
demonstrate the power of gossip. This must be 300-400 words.
5. Write an epilogue: In small groups (3-4 people) students will brainstorm ideas for an
epilogue that takes place 1 year after the ending of the novel. Students will then individually
write their own epilogue, that includes an update or a ‘where are they now’ section for each
main character (Simon, Bram, Leah, Abby, Nick and Martin). This epilogue must be a
minimum of 1 page and submitted to the classroom teacher for feedback.

6.

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18208782 – Katherine Grant

Paper Towns
By John Green

Summary
Quentin Jacobsen (‘Q’) had been infatuated with Margo Ruth Spiegelman since he was nine-years-
old. With high school graduation around the corner Q is running out of time to get Margo to notice
he exists. One night Margo jumps through his window and convinces Q to go on an all-night quest
for revenge against her ex-boyfriend. The next day at school Q finds out Margo has disappeared over
night. Q finds clues that Margo has left for him that inspire him to go searching for her... the further
he travels the more he doubts whether he knows Margo at all. If you enjoy a good mystery this book
is for you!

Themes: mystery, friendship, romance and coming-of-age.

Activities
1. Prologue: Students will read the prologue and compare the character traits of Q and Margo,
this will be completed in a table in their workbooks. Afterwards students will evaluate the
different way each character reacts to finding the dead body in the park, and what this tells
us about the characters. They must write a PEEL paragraph using quotes from the prologue
to support their answers.
2. Predictions: Using what they have learnt about two of the main characters, students will
form small groups (3-4 people) and predict what they think will happen later in the text. Will
the high school versions of Q and Margo be similar in temperament? These predictions will
be recorded on a shared document and submitted to the teacher.
3. Recreate a scene: In groups of 4 students will select an important scene from the text and
perform it for the class. Student will have to work collaboratively to create a scene script
that includes setting, stage directions and dialogue. The ‘skit’ or performance must be
performed for the class and the scene scripts must be submitted to the teacher prior to the
performance.
a. NOTE: This is a creative task, meaning students are able to create new and exciting
dialogue and stage directions. However, make sure the key events and important
elements of the scene are being portrayed.
4. Writing exercise: Students will focus on the final chapter of the novel (279-305) and will
write a 300-400 word response that answers the questions below. The response must
include quotes to support their answers.
a. What did you think of the ending?
b. Were you satisfied with the conclusion of the novel?
c. If you could change the ending how would you change it? And why?
5. Write an epilogue: In small groups (3-4 people) students will brainstorm ideas for an
epilogue that takes place 1 year after the ending of the novel. Students will then individually
write their own epilogue, that includes an update or a ‘where are they now’ section for each
main character (Q, Margo, Ben, Radar and Lacey). The response MUST match the tone and
voice of John Green’s narrator, Q. This epilogue must be a minimum of 1 page and submitted
to the classroom teacher for feedback.

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18208782 – Katherine Grant

Little Women
By Louisa May Alcott

Summary
This novel is the story of Jo, Meg, Beth, and Amy March, four sisters living in New England with their
mother in the 1860s. Their father is away fighting in the civil war and this story explores their
struggles to support themselves and maintain the household after their recent loss of fortune. The
novel shows you how they transition from adolescence to adulthood, and all the issues they face due
to their gender and lack of fortune. This novel explores sisterhood and the importance of strong
family bonds. If you are looking for an engaging story with a strong female lead this is the book for
you!

Activities
1. Research task: This novel was published in 1868. Understanding the context of a novel is
important when studying themes and characters. Students will undertake a research task
that examines 19th century society, in particular gender roles. You will answer the following
questions:
a. What role did females have in 19th century society?
b. What jobs were typical of a female in the 19 th century?
c. Could a women inherit property?
d. What were the social classes in the late 19 th century America?
2. Character profile: Chapter one provides clear descriptions of each March sister. Students are
to create a Facebook profile for each sister using the template provided. It is expected that
students include the characters name and age, as well as provide a Facebook status update
that clearly reflects the characters personality and hobbies.
3. Diary entry: Imagine a world where you are told you cannot have the career or job you want.
Write a diary entry 200-300 words that addresses the following question: What would you
do if you were denied the right to choose your career path based on your gender or social
standing? Try to persuade the reader to see your side of the argument. Use a lot of emotive
and persuasive language in your response.
4. Letter to Laurie: In pairs students will discuss why they think Jo turned down Laurie’s
proposal. Then individually students will write a letter from Jo to Laurie explaining why she
turned down his proposal. This letter should include quotes from the text that show Jo’s
independence and fiery personality. When writing their response students should try to stay
true to Jo’s character.
5. Modern adaptation: In small groups (3-4 people) students choose an important event from
the text and modernise the scene. Student will collaboratively write a script, including
setting, dialogue and stage directions that adapts the 19 th century scene to one that would
occur in the 21st century. This will include updating the language, setting and plot to reflect
modern issues and modern women. Students will submit their script to the teacher for
feedback and then perform their scene to the class.
7.

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18208782 – Katherine Grant

Six Impossible Things

By Fiona Wood

Summary
Fourteen-year-old Dan Cereill’s life is a mess. His family has just lost their fortune, he is faced with a
new house, new school and his parents are getting a divorce, oh and his dad just came out as gay. He
has fallen in love with the girl next door and is struggling to accept his new life away from his private
school and rich friends. His life is a mess, but for now he's narrowed it down to just six impossible
things...
This text is funny and explores change in an interesting way. If you like witty texts this is the one for
you!

Activities
1. Cast characters: Imagine that you have been tasked with casting the movie adaptation of ‘Six
Impossible Things’. Individually students will create their dream cast and display their
choices in a digital presentation format. Students must support their decisions based on
descriptions from the novel and provide quotes to back up their decisions e.g. physical
appearance, hobbies and personality traits, these justifications must be on the presentation
slides. To portray hobbies/personality traits include images that visually describe these
character traits.
2. Character profile: Students are to create a Facebook profile for Dan, a template will be
provided. It is expected that students include the character’s name and age, as well as
provide 3 Facebook status updates: one that reflects the start of the text, one from the most
climactic part of the text, and one at the end of the text. This will show the characters
emotions and thoughts throughout the text as well as how he has growth.
3. Recreate a scene: In groups of 4 students will select an important scene from the text and
perform it for the class. Student will have to work collaboratively to create a scene script
that includes setting, stage directions and dialogue. The ‘skit’ or performance must be
performed for the class and the scene scripts must be submitted to the teacher prior to the
performance.
a. NOTE: This is a creative task, meaning students are able to create new and exciting
dialogue and stage directions. However, make sure the key events and important
elements of the scene are being portrayed.
4. Newspaper article: Students are to choose an event from the text and write a newspaper
article that sensationalises the issue or event. They are to overdramatise the issue and write
an article that uses hyperbole and exaggerates the issue to get the point across. This is a fun
way to recap events from the text. This must be 300-400 words.
5. Book review: Individually students will write a book review. This book review will provide a
summary of the text, what you liked and disliked about the text, and identify how the text
explored real world issues. Your book review must be supported with direct quotes from the
text to support your answers and be 1 page in length. Hand in your book review to your
teacher to be given feedback.