Journey Begins

Overview

Students are introduced to the novel and key characters through shared reading and discussion. They begin a reading journal that helps them track themes of mythical worlds and connection across the unit.

Learning intentions

• WALT use retrieval practice to recall key ideas about narrative and theme.
• WALT follow a shared reading to identify details about setting, characters, and hints of a mythical world.
• WALT make connections between the text and the unit themes by writing in a reading journal.
• WALT practise presenting ideas using evidence from the text.

Success criteria

• I can explain how the setting and character details suggest a mythical or otherworldly world.
• I can record a journal entry that includes a theme statement plus supporting evidence (a quote or precise reference).
• I can make a clear connection (to another text, my experience, or a broader idea) and explain it.
• I can participate respectfully in a shared reading and discussion, building on others’ ideas.

Curriculum links

• NCEA English: reading and responding to texts by explaining meaning using evidence
• NCEA English: using language features to shape and clarify responses
• NCEA English: developing and maintaining a written response that shows understanding of ideas and themes
• Literacy expectations: using quotations/precise references and organising ideas logically

Lesson structure (60 minutes)

1. 0–8 min Do now (Retrieval practice)

• Students complete a quick recall task: on their journal page, they answer 3 prompts from last learning about narrative/reading journals (e.g., “What is theme?” “What is evidence?” “How do connections help deepen meaning?”).
• Teacher circulates, then briefly checks by asking 2–3 students to share.

2. 8–15 min Launch the unit & set purposes

• Teacher explains today’s goal: we’re starting “Exploring Rarohenga’s Depths” by noticing mythical worlds and connection.
• Introduce the reading journal format (Theme → Evidence → Connection → Question).

3. 15–28 min I do: Shared reading (Model thinking aloud)

• Teacher reads aloud a short opening section (chosen for character/setting clarity).
• While reading, teacher models “notice and wonder” by underlining text features (names, places, objects, descriptions) and verbalising what they might suggest about a mythical world.

4. 28–38 min We do: Collaborative meaning-making

• In pairs, students complete a journal “Theme starter” for one small chunk (2–3 sentences).
• Teacher prompts whole-class: “What detail stands out?” “What does it suggest?” “What connection could it have?”
• Teacher uses student answers to create a class example entry.

5. 38–50 min You do: Independent journal entry

• Students write one full reading journal entry using the scaffold:
• Theme statement (one line)
• Evidence (quote or precise reference)
• Connection (text-to-self, text-to-text, or text-to-world)
• Question (what they want to investigate next)
• Teacher reminds: be specific—no vague summaries.

6. 50–56 min Quick share & feedback

• Students rotate to one other pair and read their partner’s entry.
• Partner gives one “Glow” (what’s clear) and one “Grow” (one improvement: more precise evidence, stronger connection, or clearer theme wording).

7. 56–60 min Exit ticket

• Students answer: “In one sentence, what mythical-world detail did you notice today, and how does it link to connection?”
• Collect for teacher review and next-lesson planning.

Resources

• Printed or projected opening pages for shared reading (short, accessible chunk)
• Student reading journal template (Theme → Evidence → Connection → Question)
• Highlighters/pens for noticing key details
• Class chart of “What counts as evidence?” (quote, exact phrase, precise reference)
• Teacher example journal entry (pre-written on board or slide)
• Pair discussion sentence starters (e.g., “This suggests… because…”, “A connection I notice is…”)
• Timer (to keep steps on track)

Assessment

• Formative: teacher checks Do now responses for baseline understanding of theme and evidence.
• Formative: collect the independent reading journal entry for evidence of theme + evidence + connection.
• Formative: exit ticket shows whether students can link a text detail to the unit themes.

Differentiation

• Support:
• Provide sentence starters and an evidence bank (e.g., “The description of ___ suggests ___.”).
• Offer a modified journal template with prompts and word banks for themes (journey, belonging, curiosity, identity, hidden worlds, responsibility).
• Extension:
• Students add a second evidence point or write a deeper connection explaining why the idea matters (not just what they relate to).
• Encourage use of more precise language (e.g., “the author creates” vs “it shows”).
• EAL:
• Pre-teach 5–7 essential words from the shared chunk using student-friendly explanations and examples.
• Allow EAL students to highlight evidence first, then write using frames.
• SEN:
• Offer a reduced reading chunk or audio support while maintaining the same journal task.
• Provide teacher conferencing during “You do” for structure and clarification.

Extension (optional)

None