te panui mo te ngahau
The greatest glory in living lies not in never falling, but in rising every time we fall.
– Nelson Mandela
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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choosing reading material for independent consumption and enjoyment. |
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the ability to read and write. |
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something that is invented, or untrue. |
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something that is based on fact or evidence. |
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a spoken or written account of events; a story. |
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a fictitious prose narrative of book length, typically representing character and action with some degree of realism. |
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a piece of writing in which the expression of feelings and ideas is given intensity by particular attention to diction (sometimes involving rhyme), rhythm, and imagery. |
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providing useful or interesting information. |
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a style or category of art, music, or literature. |
Learning Objectives
- Identify your own reading preferences
- Articulate your own reading ability
- Introduce the styles of reading:
- for Pleasure
- for Meaning
- for Study
- Recognise different strategies for approaching texts – particularly Reading for Pleasure.
- Discuss reading skills with the teacher and/or a partner.
- Explain the purpose of the blurb as the introduction to summary writing and persuasive writing.
Exercises
Spelling
| ingredient | ancient | compensation | resign | circuit | mixture |
| via | provision | concrete | advertise | declaration | rarely |
| capable | communicate | rail | observe | gear | amateur |
| inspect | alert | parliamentary | fade | invest | minimum |
| employment | zone | elsewhere | temporary | context | presumably |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- Grumpy wizards make a toxic brew for the jovial queen.
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
“Time to see Auntie Jane and Uncle Reggie again,” said Mollie’s mother. “It’s been so long since we have gone to Scotland. You’ve grown so much that they will not recognise you.”
At first, Mollie was stunned by her mother’s announcement. The news was completely unexpected. Just the week before, her mother was helping her pick out a summer camp. Now she wouldn’t be going to camp; she was going to be traveling to Scotland. She tried to picture her relatives in her mind. The memories of her aunts and uncles were foggy and indistinct. It had been almost eight years since the last trip. She could barely remember the visit to Scotland the family had taken earlier in her childhood. At the time, she had been just six years old.
Mollie remembered the countryside and the buildings better than the people. As a six-year-old, Scotland had seemed like a fairyland.
Mansions sat atop rolling green hills. These were extremely big houses; they looked almost like castles. In fact, some of them were castles, inhabited long ago by princes and kings.
Sitting on the couch, she let her mind wander back in time. Now she remembered a picnic on a cliff overlooking the water. The images in her mind grew clearer. She could see waves gently breaking, leaving traces of foam on the rocks below. Now she remembered the food, so different from what she was used to eating. Instead of sandwiches there had been pastries filled with meat, and so absolutely delicious that she had asked for seconds. For dessert there was a type of fruitcake, filled with tiny bits of nuts and lemon peel. Afterwards, playing with her cousins, Mollie had fallen and torn her shirtsleeve.
“Don’t worry,” said Uncle Reggie. “As soon as we get back to the house we’ll have that mended.”
Questions
- What is the phrase that explains why Mollie is stunned. What might leave someone stunned?
- Name the two relatives of Mollie in the story. Then, explain what relatives are.
- What is the likely reason that Mollie’s memories are so foggy? Define memories.
- Write down the words that name an age that is part of childhood from the story. When do you think childhood ends?
- Give the meaning of the word mansions as it is written in the story.
- Show that words that tell what leaves traces of foam. Name somewhere else foam might be found.
- Write a sentence describing what Mollie thought was delicious. What does delicious mean?
- Write a sentence explaining what Mollie needs to have mended and why.
Reading for Pleasure
te panui mo te ngahau
Reading for pleasure means to have the sufficient ability to read independently and make reading choices based upon level, interest and capabilities.
Why read for pleasure?
The best way to improve your reading is by reading. Reading, like sports, music, or maths, requires lots of practice. The best readers are people who love to read and who read a lot.
The easiest way to learn to love to read, if you don’t already, is by reading for pleasure. Reading for pleasure is different from the way you do for study. When you read for pleasure, you choose the book that you read. You can read mysteries, romance, science fiction, biographies, or whatever you want. It is not about what you read, but your enjoyment that matters.
When you read for pleasure, you will not be tested about what you have read. You may talk about it, and discuss some of the ideas, but you won’t be assessed on these. You do not have to remember every details. All you need to do it enjoy the process!
You should set up a record of reading at the back of your book, or on a device using the following framework
Title: ……………………………………………………………………………………………………………………
Author: ………………………………………………………………………………………………………………..
Date began: …………………………………. Date finished: …………………………………………….
Guidelines to choosing a pleasure reading book
- Choose a book which interests you. Ask your teacher, your friends, your family, and your classmates for suggestions.
- Preview a book to help you decide if you want to read it. Paperback book covers provide plenty of information for that. Pictures often give some idea what the idea is about. On the back cover there is usually some information about the book’s contents. This is called the blurb. By reading the first few pages, you can also tell if the book is easy or difficult for you.
- Try to find a book that right for your level. Too hard and you may become discouraged. Too easy and you may become bored. A book is too difficult if there are more than five unknown key words on a single page. (A key word is a word you must know in which to follow the general meaning).
- Choose a book that is printed clearly. Make sure the print is not too small. The size and clarity of the print will make a difference. You can read longer if the print does not make your eyes tired. Avoid reading from screens. There is also some research that suggests that the font of the text may help some people read easier – particularly if you struggle with dyslexia.
- Remember, you are reading for pleasure. You do not need to memorise what you read for pleasure. The important thing is to follow the story or the ideas.
- Some popular books have been made into films. Avoid reading a book if you have already seen the film. You may get bored if you already know what happens. However, do see the film of the novel after you have read it. It is often interesting to see how the story is interpreted by the director.
- Do not choose a book you have already read in a different language. Like the above idea, if you already know the story you may find it boring. Be cautious reading a translation from another language, it can be hard to read as the ideas are not natural English.
Speed Reading
If there is one tip that any English teacher can give you, it is that you need to read. Read often. Read widely. Read for enjoyment. Read for study. Read for learning. Basically, just read.
Now you are in high school, it is important to learn about how you read.
Strategy One: Think About Your Reading Habits.
Certain habits can slow you down. Think about your own reading habits.
- Do you try to pronounce every word as you read? Pronunciation is not necessary for comprehension. In fact, if you try to say the words, even silently, you will probably understand less. The effort of trying to pronounce the words will interfere with your ability to comprehend.
- Do you usually move your lips while you read silently? Saying the words will prevent you from ever reading faster than about 200 WPM, the fastest speed at which English can be spoken.
- Do you follow the words you read with your finger or a pencil? Following the words with your finger will also slow you down. The eyes of a good reader do not move line by line through a text. Instead they tend to jump ahead for new information, or hack for confirmation of what was read. Your eyes should be free to follow your thoughts, not your finger!
- Do you translate into your native language as you read in English? Or do you often write translations of words in the English text? Translating into your native language takes time and prevents you from concentrating on the ideas. Furthermore, it interferes with your ability to think in English as you read.
- Note: If you answered yes to any of the questions, try to change the habits that are slowing you down.
Strategy Two: Read Meaningful Phrases or “Chunks”.
Good readers in English “chunk” as they read. That is, they read meaningful groups of words, which are much easier to remember than a lot of separate words. Furthermore, when reading in chunks, they can form connections among the ideas in the text and with information or ideas they know.
What is a meaningful phrase, or chunk?
Good readers in English is a meaningful phrase because it makes sense alone.
English chunk as is not a meaningful phrase because it does not make sense alone.
Readers generally divide up sentences in similar ways, though there may be some differences. Faster readers tend to make longer phrases so they can take in more text at a time. For example:
- Each chunk / should be a phrase / that makes sense / by itself. (slower readers)
- Each chunk should be a phrase / that makes sense by itself. (faster readers)
Exercise 1
Read the following paragraph
Now read the paragraph aloud to the person next to you. Then listen while they read it to you.
Now read the same paragraph (to yourself) divided into meaningful phrases – as below.
Apparently, . . . . . . . . . pigeons also find. . . . . . . . . the salty, fatty meals. . . . . . . . . very attractive.
Reports suggest. . . . . . . . . that city pigeons. . . . . . . . . are eating leftovers. . . . . . . . . found in trash cans or outside fast-food restaurants,. . . . . . . . . and as a result. . . . . . . . . they are becoming overweight.
Soon they will not be able. . . . . . . . . to sit on power lines. . . . . . . . . without the risk. . . . . . . . . of breaking the lines. . . . . . . . . and causing shortages.
Now read the paragraph aloud to another student, pausing very briefly after each phrase. Was it easier to understand the paragraph with or without the division into phrases?
You may have found that you understand the sentence better when your partner reads the paragraph divided into phrases. In listening, as in reading, it is easier for your brain to take in and process information if it is divided into meaningful phrases.
Exercise 2
Working with another student, copy the passage into your English book and then divide the sentences into meaningful phrases. The first sentence has been done for you. Note that some phrases may be on two lines of text.
Cat Graves on Cyprus
Archaeologists have found /the earliest known evidence /of a special connection / between humans and cats. Last month in Cyprus they discovered the grave of a 30-year-old villager who died 9,500 years ago. With the body, they found jewelry, sea-shells, and other items. Less than a meter (3 feet) away, in another grave almost certainly made at the same time, lay the bones of a young cat. Cat bones have been found before near early human settlements, but scientists believe they belonged to wild cats. These cats probably stayed around human villages to catch the mice and rats attracted by the supplies of food. The new find on Cyprus, however, seems to indicate that the cats in this village were tamed and had some special role to play in human activities or a special relationship with certain individuals. These bones showed no signs of having been butchered for eating. And since they were in the right places in the skeleton, the animal must have been buried soon after death; otherwise, the bones would have been taken by other animals.
Other animals were tamed before cats. The first dogs (actually a type of wolf) are known to have lived with humans as early as 15,000 years ago. Their importance in early human settlements is shown by the evidence of dog graves from 12,500 years ago in Israel. The goat was probably the first animal to produce milk for humans, around 10,000 years ago. But until now, the first evidence of household cats came from Egypt only 4,000 years ago. The discovery of the skeleton of this cat, which had clearly been handled with care, is very exciting for archaeologists.
Try comparing your work with another pair of students. If you disagree, check with your teacher and correct your phrases. Then read the passage aloud to each other, pausing briefly after each phrase.
For further practice, try using your current reading book and establish where you would put the breaks in each paragraph.
Strategy Three: Skip Over Unknown Words.
Do not stop when you come to an unknown word. Skip over the word and continue reading. In some cases, knowing the meaning of the word will not be necessary for understanding the important ideas in the passage. In other cases, you may be able to get a general sense of the word from the context.
Exercise 3
In this paragraph, every fifth word is missing. Read the paragraph and answer the questions. Do NOT try to guess the missing words.
Anna Polanski, the famous . . . . . . . . . . . pianist, moved to the . . . . . . . . . . . States five years ago. . . . . . . . . . . . year, she plays a free . . . . . . . . . . . and she invites her . . . . . . . . . . . , friends, fans, and the . . . . . . . . . . . from a local school. . . . . . . . . . . . week, her annual concert . . . . . . . . . . . held at the University . . . . . . . . . . . Center, and her invited . . . . . . . . . . . included the children from . . . . . . . . . . . Park School in Roxbury. . . . . . . . . . . . this event, Ms. Polanski . . . . . . . . . . . to play the music . . . . . . . . . . . Chopin, including his most . . . . . . . . . . . composition, the Polonaise. . . . . . . . . . . . her audience enjoyed all . . . . . . . . . . . the pieces she played, . . . . . . . . . . . responded most to a . . . . . . . . . . . of lively marches and . . . . . . . . . . . that she played at . . . . . . . . . . . end of the concert. . . . . . . . . . . . the concert, several children . . . . . . . . . . . to the stage and . . . . . . . . . . . Ms. Polanski with bouquets of . . . . . . . . . . . .
- Was Anna Polanski born in the United States?
- How often does she give free concerts?
- Whom does she invite to concerts?
- What did the audience enjoy most?
- What did the children give Ms Polanski?
You will find that you can read and understand a lot even when many words are missing or, indeed, unknown.
Strategy Four: Use Your Extensive Reading Book.
Here are two ways to use your extensive reading book to improve your reading rate.
Reading sprints
Slow reading is often a matter of habit. You read at a certain speed because your eyes are used to moving across the page at that speed. Reading sprints are an effective way to break that habit and force your eyes to move more quickly. Sprints will help you in the same way that running sprints help runners who want to increase their speed. They may seem difficult and tiring at first, and you will probably feel that you are comprehending little of the text. But with practice, they will get easier and your comprehension will improve.
Read the instructions below all the way through before you start so you will be able to concentrate on your reading during the sprint. You will need a reliable clock or watch and your extensive reading book.
Instructions for reading sprints
1. Mark with a pencil where you are now in your book. Make a note of your starting time in the margin and read for five minutes.
2. Write in the margin of your book the number of pages you have read.
3. Count ahead about the same number of pages as those you have just read, and mark the place. (For example, if you read two and a half pages, count ahead two and a half pages.)
4. Try to read those pages in only four minutes. If you do not succeed the first time, keep trying until you do, using new pages each time. You will need to force your eyes to move faster along the page, skipping over words or even whole lines of text. Do not worry about your comprehension at this point.
5. Count ahead the same number of pages again, and mark the place as you did before. Try to read that same number of pages in three minutes. If you do not succeed, try again with new pages.
6. Now, try to read the same number of pages in two minutes. Keep trying until you succeed. You may be able to grab just a few words from the text. This does not matter. The important thing is to make your eyes move quickly and understand something.
7. Mark your place in the book again. Make a note of the starting time and read for five minutes without forcing yourself to read fast.
8. Count the number of pages you read this time. Compare this with the number of pages you read the first time.
NB: You may find that your unforced ‘normal’ speed is faster after the sprints. Regular practice with reading sprints will help you increase your reading rate and in time you will become comfortable reading at faster speeds. If you feel as if you did not fully understand what you read during the sprint, don’t worry, you can read those pages again at a later stage if you need to.
Rate Practice
Follow the instructions below to calculate your reading rate in your extensive reading book. Check your rate regularly (about once a week) and keep track of your progress.
Calculating extensive reading rate
1. In your extensive reading book, calculate the average number of words per page.
a. Turn to a full page in your book (preferably without a lot of dialogue unless that is typical of your book).
b. Count the number of words in three lines and divide by 3 to get the average number of words per line.
c. Count the number of lines on that page and multiply it by the number of words per line to get the average number of words per page. In maths it would be
[number of lines] x [number of words] = [words per page]
2. Time your reading.
a. Open your book and mark your place on the page you are now reading. Before you begin to read, write in the margin the exact time you start reading. Read comfortably for about ten or fifteen minutes. Write the exact time you finished.
b. Calculate the number of minutes you read:
[finishing time] – [starting time] = [reading time]
3. Calculate your reading rate.
a. Count the number of pages you read, including parts of pages.
b. Find the total number of words you read by multiplying the number of pages by the number of words per page.
[pages read] x [words per page] = [words you read]
c. Calculate your reading rate (words per minute) by dividing the total number of words you read by the number of minutes.
[words read] / [minutes] = [reading rate or “words per minute”]
4. In your English book (perhaps at the back) write the date and your reading rate.
Strategy Five: Practice With Timed Reading.
Regular practice in reading against the clock is the best way to increase your reading rate.
Instructions: Using a timing device, like a stopwatch, a device, a phone or whatever you can time something on, read the following piece of writing. It’s about 400 words so it’s not too difficult. Begin timing as you begin reading, and stop timing when you stop reading.
The Very Best of All Time
I had the privilege of watching the most dominant team in recent sports memory- possibly the most dominant team ever—play for the national championship. Women’s basketball may not be the gigantic draw that the men’s tournament is, but it’s the arena of the University of Connecticut women’s basketball team. From 2008 to 2010, they were 78–0. That’s right, 78 games in a row, including two national championships. Their smallest margin of victory over that stretch was 12 points. It’s the second-longest winning streak ever in college basketball, outdone only by John Wooden’s UCLA team, which won 88 games in a row. UConn only trailed at all in one game—they’re totally dominant. When I have the chance to see that powerful a team in a championship scenario it’s worth staying up. It was not disappointing.
UConn was playing Stanford. Stanford was the lone team in the past two years to even hold a lead over the Huskies. The Huskies were heavily favored to win their second consecutive national championship. Lots of hype—history in the making, and so on. So in the first half, UConn lays an egg. They score 12 points, tying their school record for lowest point production in 130 years. They play terribly, miss nearly every shot; they stink. At halftime they trail by 15 and everyone is stunned. The first five minutes of the second half are more of the same—ugly to watch, embarrassing for UConn. But somewhere in there, they turn it around, outscore Stanford 41 to 20 in the second half, and go on to win the championship 53–47. Amazing game.
Here are some lessons that I found helpful.
#1. Even the Very Best of All Time Have Their Off Times
UConn was definitively the best women’s basketball team ever; it couldn’t have been clearer. But the scoreboard doesn’t lie. So how could the best team ever be so pathetic in their biggest game ever? Answer: It just happens sometimes. It just goes to show that even that level of excellence has to deal with adversity. I believe that you are among the best of all time. You wouldn’t be reading this if you weren’t. If you’re having an off week, day, quarter, whatever—don’t spazz, it happens occasionally. Do what you can to:
#2. Remember Who You Are
UConn clearly had forgotten who they were in the first half. They played like the least skilled, least confident, least motivated team in the country, which was clearly not who they were. I don’t know what happened in the huddle (how cool would it be to hear that?), but something caused that group of women to remember that they were the very best. You do the same: Remember how fantastic you are. Replay your successes in your mind, even little ones. Look back on what you’ve done, victories you’ve achieved.
Sometimes it’s easy to forget the greatness that we each possess, and when we re-remember it, POW! You begin your comeback.
In your English book, write down your exact time ………… mins …………… seconds.
Find your time (rounded to the nearest 10 seconds) in one of the left hand columns and the corresponding speed (Words Per Minute – WPM) in the right hand column
| Time | WPM | Time | WPM | Time | WPM | Time | WPM | Time | WPM | ||||
| 0:10 | 3,125 | 1:10 | 470 | 2:10 | 230 | 3:10 | 158 | 4:10 | 120 | ||||
| 0:20 | 1,515 | 1:20 | 375 | 2:20 | 215 | 3:20 | 150 | 4:20 | 115 | ||||
| 0:30 | 1,000 | 1:30 | 333 | 2:30 | 200 | 3:30 | 143 | 4:30 | 111 | ||||
| 0:40 | 750 | 1:40 | 300 | 2:40 | 187 | 3:40 | 136 | 4:40 | 107 | ||||
| 0:50 | 600 | 1:50 | 272 | 2:50 | 177 | 3:50 | 130 | 4:50 | 103 | ||||
| 1:00 | 500 | 2:00 | 250 | 3:00 | 167 | 4:00 | 125 | 5:00 | 100 |
There is another wonderful resource at www.readingsoft.com which allows you to test your speed and comprehension. It is a promotional piece of writing though so the language has some limitations – please do not sign up for the product.
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
After reading the first chapter
- From whose perspective is the story told?
- Who do you think is the main character?
- What do you learn in the first chapter?
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from The Thief Lord by Cornelia Funke
“Where are the confessionals?” Mosca whispered, looking uneasily around him. “I haven’t been in here very often. I don’t like churches. They’re creepy.”
“I know they are,” Scipio replied. He pushed the mask back onto his face and led the way as purposefully as one of the Basilica’s tourist guides. The confessionals were tucked away in one of the side aisles. The first one on the left looked no different from the others. It was a tall box made from black wood, draped with dark red curtains and with a door in the middle, which the priest used for slipping into the tiny space behind. Inside, he would sit down on a narrow bench, put his ear to a small window, and listen to all who wanted to tell him their sins and clear their conscience.
Of course there was also a curtain on the side of the confessional to protect the sinners from curious eyes. Scipio now pushed this curtain aside, adjusting his mask one last time and clearing his throat nervously. The Thief Lord tried very hard to pretend that he was coolness itself, but Prosper and Mosca, as they followed him behind the curtain, sensed that his heart was beating just as fast as theirs.
Scipio hesitated as his eye fell on the low bench half hidden in the darkness, but then he kneeled down on it. The small window was now level with his eyes and he could be seen by whoever sat on the other side. Prosper and Mosca stood behind him like bodyguards. Scipio just knelt there, waiting.
“Perhaps he’s not here yet. Should we have a look?” Mosca whispered cautiously.
But just then someone pulled back the curtain of the small window. Two eyes, round and bright, seemingly with no pupils, gleamed through the darkness of the confessional. Prosper shuddered and only after another look did he realize that they were glasses, reflecting the sparse light.
“One shouldn’t wear a mask in a church, any more than a hat.” The uneven voice sounded like a very old man.
“One also shouldn’t talk about theft in a confessional,” Scipio answered, “and that’s what we’re here for, isn’t it?”
Prosper thought he could hear a small laugh. “So you really are the Thief Lord,” the stranger said quietly. “Well, keep your mask on if you don’t want to show your face, but I can still see that you’re very young.”
Scipio knelt bolt upright. “Indeed. And you are very old, judging by your voice. Does age matter in this transaction?”
Prosper and Mosca exchanged a quick glance. Scipio might have had the body of a child, but he could express himself like an adult, with a confidence that they couldn’t help admiring.
“Not in the least,” the old man answered. “You must forgive my surprise at your age. I must admit that which Barbarossa told me about the Thief Lord I did not imagine a boy of, say, twelve or thirteen years of age. But I do agree, age is of no consequence in this case. I myself had to work like an adult from the age of eight, although I was small and weak. Nobody cared about that.”
“In my line of business a small body may be an advantage, Conte,” Scipio replied. “If that is how I should address you.”
“You may, yes.” The man in the confessional cleared his throat. “As Barbarossa has told you, I am looking for someone who can retrieve something for me, something I have been trying to find for many years, and which I have now finally discovered. Sadly, the item is at the moment in the possession of a stranger.” The old man cleared his throat again. His glasses now moved so close to the window that Prosper thought he could just about see the outline of a face. “Since you call yourself the Thief Lord I assume you have already entered some of the noble houses of this city without ever being caught. Am I right?”
“Of course.” Scipio surreptitiously rubbed his aching knees. “I have never been caught. And I have seen nearly every noble house from the inside. And without ever being invited.”
“Is that so?” Strong fingers covered with liver spots adjusted the glasses. “Sounds like we’re in business. The house you shall visit for me is on the Campo Santa Margherita-number eleven. It belongs to a Signora Ida Spavento. It is not a particularly magnificent house but it does have a small garden, which, as you well know, is a treasure itself in this city. I will leave behind in this confessional an envelope containing all the information you need to carry out this job. You will find a floor plan of the Casa Spavento, and a few notes on the item you are supposed to steal, as well as a photograph of it.”
“Very well.” Scipio nodded. “That will save my assistants and me a lot of work. But let’s talk about the payment.”
And again Prosper could hear the old man laugh. “I can see that you are a businessman. Your reward will be five million lire, payable on delivery.”
Mosca squeezed Prosper’s arm so hard that it hurt. Scipio said nothing for a while and when he spoke again his voice sounded quite shaky. “Five million,” he repeated slowly, “sounds like a fair price.”
“I couldn’t pay more even if I wanted to,” the Conte answered. “You will see that what you are supposed to steal is of value only to me, since it is made of neither gold nor silver, but of wood. So, do we have a deal?”
Scipio inhaled sharply. “Yes,” he said, “we have a deal. When should we deliver the item?”
“Oh, as quickly as your skills permit. I am an old man and I would like to achieve the goal of my lifelong quest. I have no wish left in this life, except to hold in my hands what you are to steal for me.”
Longing rang through his voice. What could “the item” be? Prosper thought. What could be so wonderful as to cause such a mad desire? It was still only an object. It wasn’t alive. What could be worth such a fortune?
Taken from “https://www.scholastic.com/teachers/articles/teaching-content/thief-lord-text-excerpt/”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.