Hungry for it!
Helen Almey
Luke McFarlane
A handbook of ideas that are used to engage
students at Tauranga Boys’ College in English.
With thanks to:
TBC English department
Ian McGaskill John McGlashan's College
(who posted on English Online a top ten tactics after we had
decided on our conference topic – honest)
Texts for Boys.
These are what have worked at Tauranga Boys’ College. There are contentious issues with whether it should be at this
level or that, but this is what worked for us. Thankfully there is the directive that a Level 7 text is one with a protagonist
of 16-17, so that helps.
Junior
Written
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Slide the Corner Fleur Beale
Willie Aplata Biography ( abridged ) Out of print!
Paul Jennings books
Holes. Louis Sacher
Graphic novels – Zeus King of the Gods. George O’Connor
Visual
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Wall-E director Andrew Stanton
Spider-Man director Sam Raimi
I-Robot director Alex Proyas
Bear Grylls series on survival
March of the Penguins & Happy Feet as part of Survival unit
Level 1
Written
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Of Mice and Men. John Steinbeck
Further Back Than Zero. Fleur Beale (Out of print)
The Old Man and The Sea. Ernest Hemingway
Tomorrow When the War Began. John Marsden
The Thin Line. V R Joseph
Visual
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Forrest Gump director Robert Zemeckis. I am always amazed how well this engages the boys.
Gladiator Ridley Scott A perfect lower ability Level1 text. Each lesson it has a slow bit, an action bit and a
gruesome bits
Saving Private Ryan. Steven Speilberg
Cast Away. Robert Zemeckis
Band of Brothers – awesome at L1, 2 &3.
Level 2
Written
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The Hunger Games Suzanne Collins (avoid getting them to watch the film version as it confuses them1) For
poorly motivated Level 2 boys this has been AWESOME. It has got them reading, engaging and thinking.

The Hunger Games by Suzanne Collins- why?
With level two targeted towards analysis I have been trying to get the boys to understand and use
SOLO Taxonomy.
Getting the boys to think about ‘The Hunger Games’ from a Level 1 perspective is easy, they can
describe the conflict, they can describe relationships and ideas, and this all links back to the
Multistructural level of SOLO.
However, ‘The Hunger Games’ also provides enough depth for the boys in regards to producing
Level 2 analysis targeted answers. When discussing purpose for relationships the boys can make
qualitative judgments based on their own experiences. What did the relationships provide the
story? How/why did I find them interesting? These sorts of questions help them develop the
relational level of SOLO. ‘The Hunger Games’ obvious parallels with gladiatorial Rome aid the boys
in their step up to Extended Abstract, which allows them to theorize. If we have allowed this
hand-to-hand fight for survival in the past will we allow it again? What makes us different from
the people of the Capitol? Does this exist in our society to some level? What do we do about it?
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It is this level of thinking that helps our boys reach for a higher standard of achievement. If
scaffolded successfully they can clearly identify where they are, and where they could be. This
ultimately helps them find a way to improve.
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Lord of the Flies. William Golding.
Visual
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Shawshank Redemption
Saving Private Ryan
V for Vendetta
Blood Diamond
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Short texts: The Lottery- Shirley Jackson
WWI poetry and sancillary texts
Simon Armitage
Glenn Colquhoun
Level 3
Written
The Book Thief. Markus Zusak
Visual
Children of Men
Out of the Blue
Short Texts 1-3
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Ace of Diamonds Gang – Owen Marshall
Lamb to the Slaughter – Roald Dahl
The Interlopers – Saki (H.H.Monroe)
The Most Dangerous Game - Richard Connell
The Drummer Boy of Shiloh – Ray Bradbury
The Sniper – Liam O’Flaherty
The Last Spin & On The Sidewalk Bleeding – Evan Hunter
The Lottery – Shirley Jackson
The Seahorse and the Reef & Dustbins & Ka Kite Bro – Witi Ihimaera
Old Man at the Bridge – Ernest Hemmingway
The King of Mazy May – Jack London
The Quarry – Alan Paton
Keep it Competitive
From experience we have found that boys for the greater part, enjoy competition. As long as the competition is positive
and remains a safe experience, the boys thoroughly enjoy the chance to get one up on their classmates.
Other than kinetic activities that involve competition, there are many other ways you can encourage the boys.
Achievement wall charts
These are by no means a new idea, but why reinvent the wheel? These work as a visual incentive as the boys
can track theirs and their mates progress. Along the margin are the boys names, and along the top are their
assessment tasks. As the boys achieve each standard or assessment they get to choose either a stamp or a
sticker. You wouldn’t believe how pumped a Yr12/13 student gets when their total surpasses their friends. You
can also colour code a certain area of the chart to show whether they have achieved Level1/2 or University
Entrance.
Simple stamp
I bought a basic stamp from a shop that says awesome. I’ll use this with any year group as a visual reward for
good work. If the class have been doing a writing task I’ll walk around and read a couple to myself. If it is well
written I’ll make a deal about how ‘awesome’ it is and give them a stamp. Once the boys see I’ve got the stamp
out they all want me to read their work. I also told them that the person with the greatest number of stamps at
the end of the year will win a prize.
Helpful Websites
Crossword forge
Can be used as revision, vocabulary builder, and a starter
http://www.solrobots.com/main/download.html
Powerpoint resources.
Looking for something visual to run for the boys?
Great for introductions to topics.
www.slideshare.net
9 letter word square
Rules can be 3 letter words, have to use letter in middle, any word shouted out is dismissed, prizes for finding 20 etc.
http://nineletterword.tompaton.com/lbefulysl/
You Tube Clips –
Handy if you can download them beforehand if you have not got reliable Internet availability, and you can use them
again. Mactubes or ishowu, Snaps pro.
There may be an issue with copyright.
Examples to start you off:
NFL try-outs
http://www.youtube.com/watch?v=OpkJ_tD1XdA
Sporty stuff
Search: People are awesome
http://www.youtube.com/results?search_query=people+are+awesome+2012&oq=people+&aq=1&aqi=g10&aql=&gs_l
=youtube.1.1.0l10.15281.16448.0.17743.7.4.0.3.3.0.266.266.2-1.1.0...0.0.Tx_61-0Mmyw
Music /Lyric videos
Any. Try to link in with your text study either to augment it – give it context as some videos are great for doing that, or
link to your Connections standard. They bring lyrics to ‘life’. They also offer the opportunity to discuss the visual verbal
links. Having looked at the lyrics, why the visual have been chosen, or how they have ben interpreted.
‘Favourite’ ones have been:
 Rebecca Black. Friday. A You Tube star. They love to hate her, but ‘they’ created’ her.
 Bruno Mars. The Lazy Song. Done in one take, how true it is, how he is taking the ‘mickey’ out of his looks and
how empowering that is.
 Ed Sheran. Lego House Song. Just great lyrics. And an amusing video about fan.
 Foo Fighters. Walk. Road rage.
 Goodbye Saigon Billy Joel. Used alongside Forrest Gump
Poetry
If it is on the UK curriculum, chances are there is a You Tube video looking at or interpreting the text If you teach Simon
Armitage and Hamlet and there are some great pupil made videos.
Silly stuff
Good for that last 5 minutes at the end of a day or as a comic relief in a lesson
The Big Bang Theory. There is probably a Sheldon, or in your class.
Some great clips form this show
Funny Talking Animals. A Comic Relief feature. So funny. Just check if you have an Alan in the class
http://www.youtube.com/watch?v=xaPepCVepCg
Lego features are good for a laugh plus open up conversations on interpretation and what they have ‘seen’ in a text that
they haven’t. Chances are someone has made a Lego version of a text you have taught. Just watch for ‘language’.
Kinetic Activities
Pain or Pleasure
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Push ups for the losers and laughter for the winners. Split the class into two teams. Each team needs a name.
Students have to answer questions based on a text or terms they have studied etc. If the team gets the question
right they get a point, if the they don’t get it right, the whole team does ten push ups. No one student can
answer more than one question, and they can’t help each other.
Either the teacher can have a list of questions or each student can write their own.
Irish Debates
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Great activity for persuasive writing. Begin by discussing something that is in the news, an issue that provides
two clear sides. Each boy raises their hand indicating what side of the argument they support. You then swap
them so that if a student was supporting the issue, he is now against it. This forces the lads to think about the
position of the opposition. It allows them to more effectively plan their argument as they have considered the
alternatives. Once they are divided into their opposite beliefs the class then conducts a debate. Each student
must provide something that supports their team, each successful well considered statement earns the group a
point. Each that is poorly considered, loses their team a point.
This can be adapted to the pain or pleasure format where poor answers could be push-ups.
Others
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Depends on class but cut, stick, glue or draw is engaging.
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Mix and match language features.
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Stand them on the desk to:
Recite a poem (war poems are good for this.
Pledge to be rebels, survivor etc.
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Give them instruments to beat out rhythm of a poem/song
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Act it out e.g. ‘Unseam him from the nave to the chaps – Macbeth scene is always popular if you draw attention
to the length of a broad sword, the physical proximity and strength involved. Can also introduce the word
‘eviscerate’!
Hamlet the fight scene or Tom Stoppard’s’ 15min Hamlet, but any scene in any text. There will be someone who
is prepared to act it out while you talk it through. Brings it to life. Can also them be set up as an oral
presentation for both Level 1 and 2 and until 2013, Level 3.
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Speech games – ‘UM’ game, Just a minute (see Steve Langley’s ideas on page 45 English in Aoteorea Spoken
English April 2012.
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A variation of Whose Line is it Anyway? – using props.
Draw a poem
Nana Glenn Colquhoun
She is a big slow bus
on a narrow road.
There is no room to pass on the right.
There is no room to pass on the left.
Children stare from a back window
like chickens under a hen’s wing.
Their noses press against the glass.
A bumper collects dents.
Wrinkles initial the dust.
Her gears cough.
She is always smoking.
It does not matter what hurry you are in.
You will always have to slow down.
I-Pod lesson Language features
After giving/showing them definitions of language features, give them this list and bring in their ipods (etc.) and get
them to listen to songs. As they listen, they are to note down any features that they hear.
There are examples of this on You Tube so they get the idea. Language features in music will get you a few.
Poetic feature
Example
Artist
We’re in an awful mess
Madonna
Ebony and Ivory
McCartney & Jackson
Alliteration
Onomatopoeia
Simile
Metaphor
Personification
Noun
Verb
Adjective
Adverb
Euphemism
Rhyme
Antonym
Pun
Assonance
Phrase
Clause
Sentence
Cliché
Idiom
Introduction to Unfamiliar. Using Lyrics.
This one is packed with similes, metaphors, images. Identify and unpack.
Firework
Do you ever feel like a plastic bag,
Drifting through the wind, wanting to start again?
Do you ever feel, feel so paper-thin
Like a house of cards, one blow from caving in?
Do you ever feel already buried deep?
Six feet under screams, but no one seems to hear a thing
Do you know that there's still a chance for you?
'Cause there's a spark in you
5
You just gotta ignite the light, and let it shine
Just own the night like the Fourth of July
10
'Cause you're a firework
Come on, show 'em what you're worth
Make 'em go "oh, oh, oh!"
As you shoot across the sky.
You're a firework
Come on, let your colours burst
Make 'em go "oh, oh, oh!",
You're gonna leave 'em all in oh oh oh
You don't have to feel like a waste of space
You're original, cannot be replaced
If you only knew what the future holds
After a hurricane, comes a rainbow
15
20
Maybe the reason why all the doors are closed
So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time you know
Boom, boom, boom
Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time you let it through.
'Cause you're a firework
Come on, show 'em what you're worth
Make 'em go "oh, oh, oh!"
As you shoot across the sky
Katy Perry, Mikkel S. Eriksen, Tor Erik Hermansen, Sandy Wilhelm, Ester Dean
25
30
Reading Strategies
Library lessons
Take your class to the library. On doing this with my mid to low ability year 11, they were not that engaged, but all got a
book. On returning to class, they read… silently…. All of them. It was astonishing but they had been given an
opportunity that perhaps they do not always get. On being asked why they were doing it, whether they had to write
something, they were so relieved to be told it was ‘just because’ Perhaps sometimes we need to do this.
10 minutes at the start of each lesson
Linked to rewarding reading – see below.
Rewarding Reading
Rationale
Schools are very aware that literacy standards need to be raised. Pupils need to be given the tools to succeed in all areas
of the curriculum. In order for pupils to access all areas of the curriculum, they need to be able to read and write. Also,
as a department, we want to move pupils towards gaining Scholarship, and reading widely would be an important
stepping stone.
To promote reading as a positive pastime, this proposal is designed to reward reading. The award is designed to be
accessible for all pupils. They will be encouraged to read often and challenged to read a range of texts, not just their
preferred reading.
In this way we hope that reading will be highlighted in the school alongside other activities, such as debating, and that
with more pupils reading, literacy levels will improve.
Format of Awards
A Reading Record on A3 card will be designed. On the front, there will be the title, pupil’s name and ‘rules’ relating to
how they earn Reading Awards. Inside, will be 130 blank squares with ‘special’ squares at 109 to 130 to record the
titles of texts that extend the students’ reading. These squares can be filled in at any time.
Award cards will be kept in the teacher’s classroom, in a box file.
Pupils will be allowed to record books from home and the library, as long as the teacher is aware of their being read.
Pupils need to read at their curriculum level, as ascertained at the start of the year, or beyond. The teacher is to
encourage and monitor this.
The grade each pupil is given at the end of each term is in the assessment criteria. Full explanation of the assessment
criteria is in the Department Scheme.
Rewards
Every week, the teacher must record who has brought a bookor elects one independently and sustains their reading. Y
or N
A. Twice a term a reward based on teacher discretion will be given out to two pupils in each class who have:
1. Managed self – brought a book to class or selected a book independently. Y or N
2. Has committed self to sustained silent reading. Y or N
Rewards will be a chocolate bar and bookmark.
B. At the end of every term each class will have two nominated Readers of the Term based on the amount of ‘Y’s
they have gained in the above. Plus, they will need to have extended themselves in their reading. The teacher will have
to check their Reading Records and assessment criteria.
Each will be presented with a certificate and go into a draw for a cinema ticket & chocolate.
Proposal is that Principal will do the presenting of Certificates and draw them in a junior assembly
REWARDING
READING
RECORD
Name
English teacher
Being a confident reader means you can access ANY written text.
At Tauranga Boys’ College, you will be challenged to read widely and often.
Your class teacher will keep this record. You need to record every book you read
throughout Year 9.
You are expected to read books appropriate to your ability. Challenging yourself to read
widely will mean you will improve your vocabulary. By reading you can also gain awards.
Books read in class and from home/local library can be included, but you have to bring the
book in and get it checked off by your teacher. You must be prepared to answer
questions about a text – if you can’t, you will not be able to include it.
As you finish a book, record its Title, Author and Genre in a box and get it signed off by
your teacher. GET READING!
Level 2 Basic
B
P
A
L3 Achieved
B
P
A
Level 4 Merit
B
P
A
Level 5  Excellence
B
P
A
Selects texts with direction
Can read silently for a ten
minute session
Does not read regularly
Predominantly reads short
texts
Selects texts independently,
although sometimes needs
assistance
Can read silently for at least
twenty minutes a session.
Reads regularly
Can read novel length texts
Can select texts
independently
Reads independently
Reads regularly for
enjoyment
Predominantly reads novel
length text
Reads a range of texts
Can select texts
independently
Reads independently
Reads regularly for
enjoyment
Predominantly reads novel
length text
Reads widely, including
contemporary and historical
texts.
.
Writing ideas
Sometimes it’s easier getting blood from a stone, but there is an in to every boy’s writing ability. We just have to find it
and be the motivation. Finding what interests them is essential. These interests vary drastically and so we must be
flexible in our approach. Just providing a topic on the board may suit some of your students, but for others a more
scaffolded approach may be necessary.
Here are some methods that may help the boys in your class.
Do Nows
These are quick 5-10min writing activities designed to wake the boys up and get their
creativity flowing. It is also a low risk activity that steers away from the individual fear
of failure. Try to utilise their interests or humour to get them going. Sometimes, the
weirder the topic the greater the results.
Give them topics like:
 How would you get rid of Mr McFarlane so that no one would ever find
him?
 You just won a million dollars. Describe your first day of being a
millionaire.
When giving out these topics, feel free to tighten the criteria. If you are focusing on language features, tell them they
have to include examples of what they have just learnt.
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Write a ten line poem about all the places you would rather be then in this class.
o Every second line must rhyme and within the poem you must include a simile, a metaphor,
onomatopoeia and alliteration.
Your story, our stories
This activity can be used as an introduction to either creative or formal writing. You can either do this as a whole class or
in smaller groups. Each student either writes their own beginning sentence, or uses one you have given them. They then
have two minutes to continue the piece. Once that time is up they swap books with someone around them and then the
process continues, but this time they only have one minute. You can go for as long or as short as you want. At the end,
each student has helped create multiple stories by providing some of the narrative.
Creative whole class: With the whole class scenario you can let them go for it themselves or provide an opening
sentence.
Creative group: Groups of four, provide them with four different opening sentences. Multiple outcomes.
Formal: You can give them examination questions or persuasive topics and each student has to provide some of the
argument. At the end you can read them as a class and discuss.
Walk in their shoes
Using a character that your students have read about or watched as an in road to descriptive writing or analysis.
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Use the opening of a movie as a springboard – Saving Private Ryan Great for description pieces involving all the
senses. What is happening around them?
Or link to text What would you do if..
Would you kill a friend? ( link to Of Mice and Men )
Make it Real
Too many times the same old argument arises, “why are we doing this sir?” or, “when will we use this in the real world?”
Well sometimes we have to make it real for the boys. One creative writing unit used at our school is based around the
development of children’s fables with the end goal being that the students create a book of their stories. They then
present them to either their own siblings, or the class takes a trip to a local primary school or early childhood centre,
and read them the fables that they have created. This places an emphasis on producing a high standard of work as their
success will be measured by others, and it also makes it very real for them.
If nothing else works
I find that if my students are really struggling to settle there is one last thing that has been successful. As my seniors
struggle with motivation, I’ll simply walk around with a marker and draw a line on the page where I expect them to be
by the end of the period. Now this seems counter productive when we’re trying to promote quality rather than quantity,
but sometimes, you just need them to write. The boys view this a challenge, they compete with each other about how
many lines they have completed and believe it or not, it actually works. Even if it doesn’t, its amusing to see them try to
bargain with you over 3 or four lines as if it is life or death.
Title
Short story based on structure of book you have read. E.g Treasure Island. They have a Frame to follow
Writing frames
Treasure Island II Creative Writing assessment
You will write a short story inspired by Treasure Island, the characters, the story and the time.
You will feature in the story as the ‘ Jim’ character against your dastardly pirate.
You have already written two sections, the pirate and the setting, you now need to plan the rest of your story.
You are allowed to fast-forward in time e.g. a few hours/days later’ to help overcome any travelling issues.
Level 3 Achieved
Level 4 Merit
Level 5  Excellence
Content shows awareness of audience and
purpose.
Expresses straightforward ideas with some
clarity.
Paragraphs are used.
Sentences vary in length and structure.
Content is appropriate for audience and purpose.
Expresses a range of developed ideas.
Content is deliberately shaped for audience
and purpose.
Expresses a range of clearly developed ideas.
Paragraphs are used confidently and with purpose.
Ideas are sequenced carefully.
Some sense of beginning/ending effectiveness.
Sentence structure varies.
Crafting
A wide range of vocabulary and figurative language
techniques are used with some accuracy showing an
understanding of their effect.
Paragraphs are used and content within is
organised.
Opening and ending are striking.
Paragraphs are linked.
Crafting
A wide range of vocabulary and figurative
language techniques are used effectively and
accurately to convey meaning.
Accuracy
Write legibly, fluently.
Most words spelt correctly.
Few intrusive grammatical errors.
Punctuation is accurate.
Accuracy
Writes legibly and at length.
Spelling conventions are followed.
Punctuation is accurate.
Grammatical conventions are followed and
controlled. Verb tense is consistent.
No intrusive errors.
Crafting
Variety of vocabulary and sentence structures
used.
Some careful choice of appropriate language
demonstrated
Some figurative language used, with increasing
effectiveness.
Accuracy
Write legibly and fluently.
Common words spelt correctly.
Grammar rules generally followed.
Punctuation is generally used correctly.
Sections
Part 1 The pirate
Part 2 The ‘Island’
Part 3The Action bit
The fight for the Treasure
Part 4 The end
Ideas - planning
Question
Describe at least ONE event at or near the beginning of the text(s) that was important.
Explain why the event helped you understand a key idea(s) in the text(s).
Underline key words in question
Note there are 2 parts. The second part will be your WHY in your SEXY paragraph.
Plan.
Choose event. The party at ____________ _______________ house.
Fill in grid
Paragraphs 1
The party shows how
alcohol affects behaviour
Paragraph 2
Party shows how drinking can lead
to you getting into dangerous
behaviour
Paragraph 3
Example
Sam was in the ‘eating
moth stage.’
Jason leaping thorough
window.
Marie
‘He’s dead, my God he’s
dead
eXplain
Not normal, drunk a beer or
so and does silly but
harmless behaviour
Why it
explains key
idea
Helped me understand that
alcohol can affect you. If
you drink a bit too much
can lead to silly behaviour
Statement
Introduction
You have to tell your reader what you have been reading and what you will be doing in the essay.
What book have you been reading?
Summarise the question in your own words; tell reader the idea you will be looking at.
Conclusion
Sum up your 3 statements in your essay plan
Put down your own opinion on the idea you have been writing about (Alcohol and its effects).
Connection #1:
________________________________________________
What is the protagonist’s name?
________________________________________________
How does he act/behave?
_______________________________________________
Name his 3 most important personality
traits: 1)______________________
2)______________________
3)______________________
Does the text make him seem alone/lonely/?
by himself? ______Is he outnumbered/fighting
against the odds? ________
How does the text make him seem alone?
How has he become separated from other
people? ______________________________________
________________________________________________
________________________________________________
________________________________________________
What motivates the main character to do
what he does? _______________________________
________________________________________________
________________________________________________
How is this character similar to others you
have read about or seen before?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Title: ___________________________________________
Type of Text: __________________________________
Connection #2
________________________________________________
Author/director/creator:___________________
What things does the protagonist do that could be
considered wrong?
In your own words, what is this text
1_________________________________________________
about?
2_________________________________________________
___________________________________________________
3_________________________________________________
___________________________________________________
4_________________________________________________
___________________________________________________
5_________________________________________________
Why, in this text, are these ‘usually bad
things’ seen as good or ‘ok’?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
How has the creator of this text made his audience like
the main character even though he does bad things?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
How are the ‘necessary evils’, in this text,
similar to others you have seen before?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________