: Choosing a Book |
Approach: Team | ||||
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Questions / instructions: Imagine your team has been given a special job to do. Your class has asked you to be the book committee, and you have the special job of choosing one new book for the form 2 class library. You are to make your choice from 6 books which have been written by New Zealand authors. It is specially important that everyone on your committee has a say, and that your whole committee agrees on the book you will buy. You will need to have good reasons for choosing the book, so that you can explain your choice to the rest of the class. First I want each of you to look at each of the books on your own, and to think about which book you would choose. I also want you to think of the reasons why you would choose that book. You can have about 5 minutes to have a good look at the books, starting now. Set out the 6 books. It is important that each student work on their own and look at each of the books.
Each student tells and justifies their choice. Now I would like your group to work together to agree on one book you would choose for your class library. You need to think of the reasons for choosing that particular book. Do that now. After no more than 5 minutes: You've chosen a book for the form 2 class library. Now I want your committee to tell me what you would tell the class. Explain why you have chosen this particular book. |
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INDIVIDUAL CHOICES Year 4 - book chosen The Fleas |
% responses | |||
y4 27 |
y8 (11) |
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Year 8 - Book chosen The Tricksters |
(6) | 27
17 16 16 13 11 |
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Justification of choice strong |
2 34 64 |
8
47 45 |
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Strongest reason for choice author
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2 30 40 28 |
5 36 31 28 |
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GROUP CHOICES Book chosen - year 4 Princess Jacinda |
y4
34
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y8
(9) |
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Book chosen - year 8 The Tricksters
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(3) 7 |
30 17 16 13 12 9 3 |
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Quality of argument in support of the book chosen very high |
4 21 45 30 |
14
36 36 14 |
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Commentary: The same procedures and instructions were given for the year 4 and year 8 versions of these matching tasks, but the selection of books differed. These tasks were primarily focused on how students select reading material and the arguments they use to support their decisions. |