Connections That Matter

English – Year 10

Curriculum Level: Level 5 of the New Zealand Curriculum – English
Focus Strands:

• Listening, Reading and Viewing
• Speaking, Writing and Presenting
• Thinking (Key Competency)

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WALT

We Are Learning To:

• Make clear connections between character development and theme in a selected novel
• Use specific examples from the text to support our thinking
• Collaborate effectively to discuss ideas using appropriate language

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Success Criteria

By the end of the lesson, students will be able to:
✅ Identify one important theme in their novel
✅ Describe how a character's development supports that theme
✅ Use evidence (quotes/events) from the novel to justify their ideas
✅ Share ideas clearly and respectfully in a small group

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Text Options

Students should have already selected one of the following texts:

• Holes by Louis Sachar
• Tomorrow When the War Began by John Marsden

Note: Dyslexia-friendly versions (e.g. audiobooks, enlarged font paperbacks, tinted sheet overlays) should be available for students who need them.

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Lesson Duration: 60 minutes

Class Context: 25 students, mixed ability, low motivation to read
Resources Needed:

• Novel (physical or digital copy)
• Printed character-theme graphic organisers
• Chromebooks/laptops (if available)
• Whiteboard and markers
• Quote bank handouts (optional, pre-prepared for students who need extra support)

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Lesson Breakdown

0:00–0:10 – Silent Sustained Reading (SSR)

🔹 Purpose: Settle into the lesson, build reading stamina
🔹 Instructions:

• Students sit quietly and read their selected novel.
• Teacher models reading alongside them (important for low-motivation learners).

💡 Differentiation:

• Audiobook versions played with headphones for dyslexic students or those who benefit from audio
• Large print / coloured overlays as needed

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0:10–0:15 – Quick-Write: “What Stuck?”

Prompt: “What moment or quote stood out to you today, and why?”

• Students write 3–4 sentences in their books or Google Docs
• This builds the habit of reflective reading and personal connection

💡 Scaffolding For Struggling Writers:

• Sentence starters on the board, e.g., “Today I read that...”, “This reminded me of...”

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0:15–0:30 – Character-Theme Connection Task

Mini-Lesson (5 mins)
Teacher models an example on the board using a shared text or a well-known character from the novel.

Example if using Holes:
Character: Stanley Yelnats
Theme: Justice / Fate
Connection: "Stanley’s transformation from unlucky to empowered reflects the theme that people create their own destiny."

Use the following sentence structure:
“________ shows the theme of _________ because _________.”

Group Task (10 mins)
In groups of 4–5, students fill out a graphic organiser:

Character Trait/Event	What It Shows About the Character	What Theme It Links To	Quote or Evidence

• Teacher circulates, prompts deep thinking and questioning
• Students encouraged to refer back to their novels

💡 Support for Diverse Learners:

• Provide scaffolded graphic organiser with some sections pre-filled
• Offer a bank of themes and character traits for reference

💡 Extension Task:

• Students write a thematic statement and explain its relevance to today’s world:
  “What would your character teach a Year 10 student today?”

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0:30–0:45 – Discussion Carousel (Speaking and Listening)

How it Works:

1. Each table joins with another group to form a carousel pair
2. A spokesperson from each group shares their character-theme connection for 1 minute
3. Swap roles
4. Students ask 1 question or add 1 connection or challenge
5. Rotate every 5 minutes to a new pairing (2 rounds total)

🌱 Purpose:

• Build oral literacy
• Reinforce comprehension through peer articulation

💡 Support Strategies:

• Provide discussion prompt cards
• Teacher facilitates by jumping into tables that need support
• Include ELL prompts for vocabulary building (e.g., define "theme", "develop", "transformation")

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0:45–0:55 – Personal Connection Write

Prompt: “How does your chosen theme connect to you, Aotearoa, or the world today?”

• Students write a short paragraph individually
• Emphasise personal voice and authentic reflection

💡 Alternative Modes:

• Students may record an audio reflection (via Chromebook or phone)
• Drawing/sketchnote version for visual learners

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0:55–1:00 – Wrap-Up and Exit Ticket 📬

Exit Question (write on a sticky note or board):
“What have you learned today about how characters and themes are connected?”

• Students post their responses on the “Connections Wall” near the class bookshelf
• Teacher reads a few aloud to close the session

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Differentiation Summary

Need	Strategy
Low motivation	Make connections to personal experience, social justice, identity
Dyslexia	Use audiobooks, overlays, enlarged texts
ELLs	Provide word banks, visuals, sentence stems
Advanced learners	Thematic essay prompts, comparison tasks between texts
Kinaesthetic learners	Carousel discussions, text-based role play in future lessons

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Teacher Follow-Up (Optional for Next Lesson):

• Begin thematic essay writing OR
• Create a collaborative mural linking characters, key scenes, and themes

This lesson brings together analysis, self-reflection, and personal voice—aligning powerfully with New Zealand's English curriculum at Level 5, especially regarding critical thinking and text connection. Using engaging texts, authentic discussion strategies, and clear typing scaffolds, every learner has a way in.

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Let the connections live beyond the page.