The document provides a 10-week unit of work for a Stage 3 English class studying the novel "Bridge to Terabithia" by Katherine Paterson. Over the course of the unit, students will analyze characters, themes and techniques used by the author. They will complete activities such as character analysis, vocabulary work, examining settings, responding to themes and interpreting passages. The goal is for students to communicate effectively about challenging topics through close examination of the novel.

1. ST CATHERINE’S CATHOLIC COLLEGE SINGLETON
UNIT OF WORK
STAGE: 3 CLASS: S3HR TEACHER: Mrs H Rapp
TERM: TWO DURATION: 10 WEEKS YEAR: 2011
KLA: English – Novel Study Unit THEME TITLE: ‘Bridge to Terabithia by Katherine Paterson
OUTCOMES FOUNDATION STATEMENTS
TS3.1: Communicates effectively for a range of purposes and with a variety of audiences to  Communicate effectively, using considered spoken
express well developed, well organised ideas dealing with more challenging topics. language to entertain, inform and influence audiences
for an increasing range of purposes.
RS3.6: Uses a comprehensive range of skills and strategies appropriate to the type of text being  Respond to themes and issues within texts, recognise
read. point of view and justify interpretations by referring to
their own knowledge and experience.
RS3.7: Critically analyses techniques used by writers to create certain effects, to use language  Identify, critically analyse and respond to techniques
creatively, to position the reader in various ways and to construct different interpretation of
used by writers to influence readers
experience.
WS3.10: Uses knowledge of sentence structure, grammar and punctuation to edit own writing.
 Write well-structured sentences, effectively using a
variety of grammatical features.
WEEK FOCUS SEQUENCE OF LEARNING RESOURCES
Before You Read Some teachers possess special qualities that help them make an important
(Chapter 1-4) difference in the lives of students. What qualities might make a teacher
special to his or her students?
▪ Make a web listing ways in which teachers can have a powerful and
positive influence on their students.
Vocabulary Preview ▪ Compile a glossary of the words below:- (This will be built on throughout Dictionary
the novel)
Clabber, falter, grit, hypocritical, muddled, pandemonium, reassess, regally,
siege
Active Reading What kind of person is Jess Aaron?
You can learn about his personality and character from what he says, does
and thinks. You also can gain insight into his character by paying attention to
what other characters say about him.
▪ As you read, use the web diagram to list what you learn about Jess’ Web diagram

2. personality and character in this section of the novel. Appendix 1
Responding Analysing Literature Worksheet
▪ Recall and Interpret: Questions 1-3 Appendix 2
▪ Evaluate and Connect: Questions 4-5
Character Analysis How do Jess and Leslie become friends?
What interests and feelings regarding other people do they share? How are
they different?
Either:
▪ Write a paragraph or two describing these characters from different
backgrounds who become best friends.
Or:
▪ Draw a Venn diagram to record their similarities and differences.
Learning for Life Like many young people, Jess has regular household chores to do.
▪ Divide your page into two columns. In the first column, list your regular
home chores. In the second, list things you do occasionally when the need
arises.
▪ Use these two list to write a job description for your “job” at home.
Before You Read In the past, how have you dealt with classmates who bullied you or tried to
(Chapters 5-9) control other people?
Sharing Ideas:
▪ Work with a partner to make a list of suggestions for dealing with bullying
Setting a Purpose:
▪ As you read the novel, make a list of how either Jess or Leslie try to deal
with an especially difficult person in their lives.
Vocabulary Preview ▪ Extend the glossary started Dictionary
Complacent, dregs, dumbfounded, foundling, garish, parapets, prescribed,
regicide, speculation, vile
Active Reading The novel has two settings: Lark Creek, a small town in rural Virginia, and Appendix 3
Terabithia, an imaginary novel.
▪ As you read this section, the difference between the two worlds will
become clearer. Use the chart provided to write down words and phrases
that describe each world.
Responding What thoughts did you have at the end of this section, when Jess is unable
to sleep?
▪ Sketch yourself and creatively jot down your thoughts.

3. Analysing Literature Recall and Interpret
How do Jess and Leslie get even with Janice Avery? How does their solution
compare with the list you and your partner suggested?
What gifts do Jess and Leslie exchange for Christmas?
▪ Make one of these gifts and explain why you believe this gift is especially
appropriate for the receiver.
▪ How does the reactions of Jess and Leslie to the Easter church service Web diagram
expand your understanding of the character? Add this to your Web diagram.
Analysing Literature Evaluate and Connect:
At the end of chapter 7, you learn that jess sometimes feels that his life has
been as ‘delicate as a dandelion. One little puff from any direction, and it
was blown to bits.”
▪ How does this figurative language help you understand Jess’s feelings?