Teaching and Learning Unit
incorporating Cross Curriculum use of
Children’s Literature
 Introduction
I have developed a teaching unit comprising of 5 lessons to be taught across different curriculum
areas. The focus of the unit is to introduce children to visual literacy and to reinforce the joy and
structure of picture books. The unit plans to show children the learning merit of these books as well
as to get them to focus on their storytelling skills, both on paper and reading aloud. I have chosen 2
works of the author David Wiesner to use over the 5 lesson unit. Both of the books chosen, Flotsam
and Sector 7, are wordless picture books, and are very complex. I am intrigued to see how children
will see the learning value of these books without any text. Both books have extraordinary
happenings in normal situations which I think will be engaging. Both books also have very factual and
scientific issues in them (e.g. microscopes, photography, cloud formation) which should interest
those children that prefer to read non-fiction. Williams (2007) states that “using visual literacy in the
content area is not purely limited to the creation of stories but is an opportunity for students to
expand their knowledge of the world around them” (p.641).
In each of the lessons I have shown a learning focus in the curriculum area chosen, and have also
included a visual literacy learning focus. It is intended that by the end of the unit children will be able
identify detail and meaning from imagery and construct storylines from imagery. Children will also
have practice writing stories, studying different elements of the books (end papers, covers, and
publishing pages) and reading aloud during the lessons alongside the learning focus in the
curriculum area of each lesson. It is intended that children learn to read without words, and may
reintroduce picture books to their reading repertoire. Stafford (2011) states “as educators our task
is to prepare children for adult life and citizenship and if we are, therefore, to enable children to
function effectively in our society it is no longer sufficient to teach them to read only the written
word”(p.2).
As longs as Lesson 1 is taught first, and then with a subsequent lesson introducing Sector 7 in the
same way, Lessons 2-5 can be taught at any time and in any sequence.
The unit overview and each lesson detail has been written in line with state curriculum guidelines the Victorian Essential Learning Standards [VELS] level 3 (grade 3&4). I have stated which strands,
domains and standards are being taught to in each lesson. At the end of each lesson, in the learning
outcomes, I have taken information directly from VELS learning outcomes at level 3 and tailored
them to fit each lesson.
OVERVIEW OF LESSONS 1-5 VISUAL LITERACY (VELS Level 3)
Sector 7 & Flotsam by David Wiesner
Resources:
English/
Literacy
Lesson 1:
Re-write Flotsam
as class. Write
description of a
page in groups
Lesson 2:
Science
Cloud
formations.
Children will
construct and
label a cloud
chart.
Lesson 3:
Art
Line drawing
monoprints.
Children create
detailed monoprint
Flotsam book
IWB, colour
photocopies of
pages,
whiteboard,
netbooks/pcs
Assessment:
contribution to
class discussion,
output of story
appropriate to
image supplied
Lesson
Outcomes:
reading, writing,
speaking and
listening,
working in
teams, ICT for
creating
Resources:
Sector 7,
teachertube clip,
IWB, cotton
wool, glue, blue
A4 paper, green
paper strips,
cloud chart,
spoons
Resources:
Sector 7, Black
paint, thick paint
brushes, rollers, A4
flexible PVC sheets,
A4 paper (white)
A3 paper (black)
Assessment:
completion of
cloud chart,
contribution to
class discussion
Assessment:
production of
several detailed
monoprints. Self
evaluation
Lesson
Outcomes:
science
knowledge and
understanding,
science at work,
reading
Lesson Outcomes:
creating and
making, exploring
and responding,
reading
Lesson Outcomes:
Lesson 4:
Science
Floating and sinking.
Children experiment
and document objects
that float and sink and
create hypotheses
Resources:
Sector 7, 4 clear
plastic tubs,
notebooks
Resources:
Drama
Lesson 5:
Radio play
5 copies Sector 7,
microphone,
notebooks, pencils,
microphone
Assessment:
appropriate
hypothesis regarding
floating and sinking.
Teamwork.
Assessment:
reading aloud,
group work,
appropriate
interpretation of
images
Science, knowledge
and understanding,
thinking processes,
measurement,
chance, data, thinking
processes,working in
teams
Lesson Outcomes:
creating &making,
reading, writing,
speaking, listening,
thinking processes,
building social
relationships,
working in teams
Lesson 1
ENGLISH/LITERACY
VELS Level 3
VELS Strand:
 Discipline Based
Learning
VELS Domain:
 English
VELS Strand :
 Physical, Personal and
Social Learning
VELS Domain :
 Interpersonal
Development
VELS Strand:
 Interdisciplinary
Learning
VELS Domain :
 ICT
Re-write Flotsam
VELS Standard:
 reading
 writing
 listening and speaking
VELS Standard:
 Working in teams
VELS Standard:
 ICT for creating
TIME ALLOWED: whole literacy block- 2 hours
RESOURCES:
 ‘Flotsam’ by David Wiesner (2006) New York,USA: Houghton Mifflin
 4 colour photocopies each of Octopus House page, Puffer Fish Balloon page, Turtle city page,
Seahorses and aliens page, Starfish island page
 IWB and link to
http://www.houghtonmifflinbooks.com/authors/wiesner/books/books_flotsam.shtml#
 Use of computers/net books 1 per group/pair (approx 10)
 White board and markers
LESSON FOCUS: Visual Literacy. To accurately interpret the story of Flotsam from the images. To
reconstruct the story as a class and to use descriptive writing to write about a page from the book in
small groups.
LESSON OUTLINE:
 Introduce book. Show cover of book. Ask what do you think this book will be about? What
does Flotsam mean?
 Watch short video (see link above) of trailer of Flotsam. Discuss again what you think the
book is about. Brainstorm some words that might appear in the book. Write on whiteboard.
 Explain to children that this story has no words, and we are going to write the words to go
with the pictures.
Lesson 1 continued: English – Re-write Flotsam
 WHOLE GROUP ACTIVITY: Read through the book asking children to tell the story of each
page (emphasise not to just describe it, but to make it into a story). Discuss sequencing and
using connectives. Make notes in whiteboard of each page to make a class story. (NOTE: On
Octopus’s House page, Puffer Fish Balloon page, Turtle city page, Seahorses and aliens page,
and Starfish island page just annotate briefly eg“the first photo showed an octopus family
sitting on furniture at the bottom of the ocean” as children will rewrite those pages later).
 Re-read the story as a class applying the words to the appropriate pictures. Does it make
sense? Is there anything we need to change?
 ACTIVITY – Divide class into pairs or small groups each with a copy of one of the five pages
chosen from the book (see resources). Each group needs to discuss their picture and then
write an explanation as to what is happening in their photo. E.g. – How did the octopus
come to have furniture? Where are the fish in the Puffer fish balloon going? Why? Who lives
on the turtle’s back? Children can write up drafts and final copies on netbooks and PCs
 Finishing off, children read aloud their pages to the class. Class members can critically
evaluate each other’s work.
ASSESSMENT: Children will contribute to class discussion. Children will produce suitably sequenced,
descriptive and detailed stories fitting to their picture with appropriate grammar, punctuation and
vocabulary. Children will engage in group work and will read aloud their work. Children will use ICT
effectively to document and print their work.
LEARNING OUTCOMES:
In line with VELS Level 3 –
 Reading - students read an increasing range of texts extending beyond student’s immediate
experience
 Writing - students develop confidence in writing a range of imaginative texts, including
simple narratives and descriptions. Students draw on their knowledge of texts and language
and learn to use a variety of sentences in appropriate grammatical order, using suitable
vocabulary for the subject matter including nouns, verbs, adjectives and adverbs, and
punctuating appropriately to support meaning including exclamation marks and quotation
marks. Students develop strategies for writing to assist in planning and organising ideas prior
to writing, and adapt their writing to suit their audience and purpose. They learn to use a
range of resources, including information and communications technology, to revise written
work and check spelling.
 Speaking and Listening - Students recognise that speaking and listening provide
opportunities to exchange information, to share and explore ideas, and to express opinions
and listen to the opinions of others. They participate in discussions, conversations and
presentations in small and large groups, learning to vary their speaking and listening to suit
the context, purpose and audience. In situations they learn how to project their voice
adequately for an audience and to use appropriate spoken language features such as
sequence when recounting an event. Students develop skills in listening attentively during
class and group discussions, and to invited presentations. They practise retelling information
accurately, asking clarifying questions, volunteering information and justifying opinions.



Lesson 1 continued English : Re Write Flotsam

Working in Teams - students cooperate with others in teams for agreed purposes, taking
roles and following guidelines established within the task. They describe and evaluate their
own contribution and the team’s progress towards the achievement of agreed goals.
ICT for creating - They make ongoing modifications to their work to correct the spelling of
frequently used words and to rectify simple formatting errors. They evaluate the final
information product and describe how well it meets its purpose.
NOTE – I would perform the first part of this lesson again getting the children to write the text for
Sector 7 before introducing the book in other curriculum areas. The children would then be familiar
with the storyline of Sector 7 before introducing it across another curriculum area, and it would also
reinforce story writing techniques and standards from Lesson 1 with Flotsam. It would also save
time when using it in other curriculum areas as it is a complex book and there is a lot to discuss,
especially on first viewing.
Lesson 2
SCIENCE
VELS Level 3
CLOUD FORMATIONS
Sector 7
VELS Strand:
 Discipline Based
Learning

VELS Domain:
 Science
VELS Standard:
 Science Knowledge and
Understanding
 Science at work

VELS Strand:
 Discipline Based
Learning
VELS Domain:
 English
VELS Standard:
 Reading
VELS Strand:
 Interdisciplinary
learning
VELS Domain:
 Thinking Processes
VELS Standard:
 Reasoning, processing
and inquiry
TIME ALLOWED: One hour
RESOURCES:
 ‘Sector 7’ by David Wiesner (1999) New York, USA: Houghton Mifflin
 Teachertube video
http://www.teachertube.com/viewVideo.php?video_id=49163&title=Clouds
 IWB
 Cloudy weather
 Spoons (1 per child)
 Teaching chart clouds (see appendix b)
 Cotton Wool
 Glue sticks
 Blue paper (A4)
 A4 Green paper cut lengthways into strips
LESSON FOCUS: CLOUDS – to understand what clouds are made of and to identify different types of
clouds. Visual Literacy focus - To identify detail in the imagery of Sector 7
Lesson 2 continued: Science – Cloud formation
LESSON OUTLINE:
 Reintroduce Sector 7 with class (children are already familiar with the story, see note at end
of lesson 1).
 Introduce topic of clouds. Ask if anyone knows what clouds are made of. Introduce concept
of water vapour. Give each child a spoon and get them to breathe lightly on the back of it to
show traces of water vapour. Discuss water vapour is in the air around us everywhere.
 Show Teachertube video as above (brief description of how clouds are made). Answer any
questions culminating from viewing
 Show teaching chart of clouds. Discuss troposphere (area underneath stratosphere where
our weather is made). Discuss different clouds forming at different levels in the
troposphere.
 ACTIVITY – Give each child a sheet of blue paper and a strip of green paper. Have them glue
the green paper across the bottom of the blue sheet to appear to be the ground. Take paper
and glue sticks and cotton balls outside. Have children observe clouds and think about their
shapes and try to make the different shaped clouds in the parts of the sky where they
appear. Glue cotton wool to blue part of paper to look like the different cloud forms you can
see in the sky. When finished, moved back into the room and children refer to cloud chart
(see resources, appendix B) and appropriately identify and label their clouds.
 Upon completion of activity as a class re-read Sector 7 looking at the different types of
clouds in the illustrations. Try to identify cloud types according to their shape and height in
the sky. Discuss particularly page where the boy arrives at the arrivals and departures hall of
Sector 7 in regard to cloud types listed. Did we see any of those types of clouds today when
we were making our cloud charts?
ASSESSMENT: Children will appropriately construct a cloud chart and identify and label cloud types.
Children will identify and acknowledge the detail in the book Sector 7 with regard to Visual Literacy
(assessed from participation in class discussion).
LESSON OUTCOMES:
Science Knowledge and Understanding - Student use appropriate scientific vocabulary to describe
and explain their observations. Students explain processes of weathering. They describe natural
physical and biological conditions.
Science at work – Students describe aspects of the work of scientists and how this has contributed
to science knowledge (meteorology/weather prediction)
Thinking Processes - students explore aspects of their natural world, wondering and developing
questions about it
Reading - Students respond to an increasing range of imaginative and informative texts with some
unfamiliar ideas (wordless books) and information (gleaned from detail of illustrations).
Lesson 3
ART
VELS Level 3
VELS Strand:
 Discipline Based
Learning
VELS Domain:
 The Arts
VELS Strand:
 Discipline Based
Learning
VELS Domain:
 English
Line Drawing Monoprints
Sector 7
VELS Standard:
 Creating and making
 Exploring and
responding
VELS Standard:
 Reading
TIME ALLOWED: one hour
RESOURCES:
 ‘Sector 7’ by David Wiesner (1999) New York,USA: Houghton Mifflin
 Black paint
 Thick paint brushes
 Rollers
 A4 flexible PVC sheets
 A4 paper (white)
 A3 paper (black)
LESSON FOCUS: Art – children produce monoprints using line drawing techniques. Visual literacy –
children discuss and describe what the illustrator is portraying from an illustration according to the
storyline.
LESSON OUTLINE:
 Reintroduce Sector 7 with the class (note: children are already familiar with the book.) Ask
one child to review the storyline of the book. Look at image inside the front cover (boy on
bus drawing sea creatures in condensation on window). Discuss what we can glean from that
image (it is cold, several children are on a bus, it’s a school bus (partial writing), it’s crowded
(condensation dripping down windows). Talk about what the child is doing. What is he
thinking about? Discuss how the child had shown detail by leaving some of the condensation
on the window rather than rubbing it all out (spots on fish, stripes, eyes).
 Model line drawing monoprint to class. Emphasise trying to show detail through simple
lines. Place PVC sheet on table. Cover PVC with black paint. Use the other end of paint brush
Lesson 3 continued: Art - Line drawing monoprints
to draw your line picture. Think of detail (buttons on dresses, faces on people etc). Carefully
place A4 paper on drawing, use roller to press down. Carefully peel back and remove paper.
Lie flat to dry. Children can make several line pictures each. Pictures can be mounted on black A3
paper when dry.
 Children can choose their favourite piece to show to class and discuss/reflect on why it is
their best piece. Give other children a chance to comment and critically evaluate.
ASSESSMENT: Participation in class discussion regarding book. Completion of monoprint using detail
to produce a several prints. Children able to self reflect and critically evaluate (both others and
themselves).
LESSON OUTCOMES:
Creating and making: Students create and present works in a range of arts forms that communicate
experiences, ideas, concepts, observations and feelings. They select and combine a range of arts
elements, principles and/or conventions, and use a range of skills, techniques and processes, media,
materials, equipment and technologies. They show evidence of arts knowledge when planning arts
works for different purposes and audiences and identify techniques and features of other people’s
works that inform their own arts making. They refine their work in response to feedback and selfevaluation.
Exploring and responding: Students comment on the exploration, development and presentation of
their arts works, including the use of specific arts elements, principles and/or conventions, skills,
techniques and processes. They identify and describe key features of arts works and use arts
language to describe and discuss the communication of ideas, feelings and purpose in their own and
other people’s arts works
Reading - Students respond to an increasing range of imaginative and informative texts with some
unfamiliar ideas (wordless books) and information (gleaned from detail of illustrations).
Lesson 4
SCIENCE
VELS Level 3
Floating/Sinking
Flotsam
VELS Strand:
 Discipline Based
Learning

VELS Domain:
 Science
VELS Standard:
 Science Knowledge and
Understanding
VELS Strand:
 Discipline Based
Learning

VELS Domain:
 English
VELS Standard:
 Reading
VELS Strand:
 Interdisciplinary
learning

VELS Domain:
 Thinking Processes
VELS Standard:
 Reasoning, processing
and inquiry
VELS Strand:
 Discipline Based
Learning
VELS Domain:
 Mathematics
VELS Standard:
 Measurement, chance
and data
LESSON FOCUS: Floating and sinking – to understand the definition of flotsam and to experiment
with floating and sinking objects. Classifying objects. Visual literacy - Discussion of the power of the
one word in the book
TIME ALLOWED: one hour
RESOURCES:




‘Flotsam’ by David Wiesner (2006) New York,USA: Houghton Mifflin
4 clear plastic tubs of water
Notebooks/pencils
Whiteboard
Lesson 4 continued : Science – Floating and Sinking
LESSON OUTLINE:
 Reintroduce Flotsam with class (children are already familiar with the story).
 Discuss the definition of Flotsam. Brainstorm other titles for the book. Look inside front
cover to definition of Flotsam. Discuss how do we know if something will float or sink? Why
do people float?
 ACTIVITY - Give children 10 minutes to find 4 objects each in or around the classroom that
can be tested in water. Break class into 4 groups. Each person in group should make a table
in their notebooks with headings of SINK and FLOAT (model on Whiteboard). One person at
a time describes or names their object and then tests whether it sinks or floats in the tank.
Each child in the group draws the object and titles it and classifies it into the appropriate
column in their notebook. When all objects from the group have been tested, children
should hypothesise why certain objects have floated whereas others haven’t.
 Nominate a spokesperson from each group to talk about their experiment and to share their
hypothesis with the class
 As a class write a definition as to why something floats or sinks
 Refer back to the book of Flotsam. Turn to the page where the publisher’s details are. Have
class discussion regarding items pictured on the page and discuss whether they would float
or sink
ASSESSMENT: Appropriate table in notebook showing whether items sink or swim. Hypothesis of
floating and sinking and understanding of concept shown in notebook, group participation and
contribution to class discussion.
LESSON OUTCOMES:
Science Knowledge and Understanding - students conduct experiments to explore contexts from
traditional sciences. Students investigate questions and ideas about the natural world and use
scientific vocabulary to describe and explain their observations. Students begin to understand that
the design of experiments is directly related to their questions about things and events. Students
learn to describe evidence in support of simple scientific ideas.
Thinking Processes - students explore aspects of their natural world, wondering and developing
questions about it
Maths – measurement, chance and data – Students estimate and compare the likelihood of
everyday events. They conduct chance experiments and display the results. They use a column graph
to display the results of an experiment.
Reading - Students respond to an increasing range of imaginative and informative texts with some
unfamiliar ideas (wordless books) and information (gleaned from detail of illustrations).
Lesson 5
Drama
VELS Level 3
Radio Play
Sector 7
VELS Strand:
 Discipline Based
Learning
VELS Domain:
 The Arts
VELS Standard:
 Creating and making
 Exploring and
responding

VELS Strand:
 Discipline Based
Learning
VELS Domain:
 English
VELS Standard:
 Reading
 Writing
 Speaking and Listening
VELS Strand:
 Interdisciplinary
learning

VELS Domain:
 Thinking Processes
VELS Standard:
 Reasoning, processing
and inquiry
VELS Strand:
 Physical, Personal and
Social Learning
VELS Domain:
 Interpersonal
Development
VELS Standard:
 Building social
relationships
 Working in teams
LESSON FOCUS: Dramatise Sector 7 – to be able to read into what the author is portraying through
illustrations. To perform a short radio play with appropriate speech and thoughts for the characters
in the book. Visual literacy focus- for children to glean the thoughts and words of the story from the
imagery, and then to convey the thoughts and words using no imagery.
TIME ALLOWED: 1 1/2hours
Lesson 5 continued: Drama – Radio Play
RESOURCES:





5 copies of ‘Sector 7’ by David Wiesner (1999) New York,USA: Houghton Mifflin
Notebooks
Pencils
Microphone
LESSON OUTLINE:
 Reintroduce Sector 7 to class (children are already familiar with the story (see notes at end
of lesson one). Discuss story or re-read the story scripted from previous lesson
 ACTIVITY Put children into groups of 4 with a copy each of Sector 7. Allocate each child a
part (boy, teacher, cloud or Sector 7 worker). Have each group work through the book
writing down the thoughts or words of the characters to complete the story to be performed
to the class as a short radio play.
 Each group performs their play taking turns to use the microphone where appropriate.
(Performances can be recorded if you wish)
 At the end of each performance invite feedback from class members regarding
appropriateness, use of voice, expression etc to convey the story.
ASSESSMENT: Children to convey the story through word. Reading aloud using expression and tone
to convey they story. Appropriate participation in group work. Reflection and critical evaluation or
their own and other’s work.
LESSON OUTCOMES:
Creating and making – students create and present works that communicate ideas and
observations. They refine their work in response to feedback and self evaluation
Exploring and responding – students comment on the exploration, development and presentation
of their work, techniques and processes. They identify key features and purpose in their own and
other people’s arts works.
Reading - Students respond to an increasing range of imaginative and informative texts with some
unfamiliar ideas (wordless books) and information (gleaned from detail of illustrations). Students
interpret the main ideas and purpose of texts. They make inferences from imaginative text about
plot, setting and about characters’ qualities, motives and actions. They infer meaning and use
strategies to locate, select and record key information from texts.
Writing – Texts contain logically ordered paragraphs that express opinions. They write narratives
which include characters, setting and plot. They order information and sequence events using
illustrative evidence. They meet the needs of audiences by including appropriate background
information. Correct use of punctuation and grammar.
Lesson 5 continued: Drama – Radio Play
Listening and Speaking – Students vary their speaking and listening for a range of purposes and
audiences. They project their voice adequately for an audience, use appropriate spoken language
features. Students listen attentively to spoken texts, and justify opinions.
Thinking processes – collect information to answer their own questions. Apply thinking strategies to
organise information. Provide reason for their conclusions. Apply creative ideas and identify
strategies to organise ideas.
Building social relationships- Students demonstrate respect for others and exhibit appropriate
behaviour for maintaining friendships. Students support each other sharing ideas and giving
feedback.
Working in teams- Students cooperate with others in teams for agreed purposes, taking roles and
following guidelines established within the task. They describe and evaluate their own contribution
and the team’s progress towards the achievement of agreed goals.
Other lesson ideas using Flotsam and Sector 7
Flotsam –
 Science - microscopes, magnifying glasses, photography, waves, tides, gears
 Maths – graph tide tables for a week/month, scale or ratios (seahorse: aliens, squid:
mermaid, starfish: whales etc)
 Art – sequencing of imagery (create a comic strip that tells a story)
 Art - Creation of an image using found objects
 Drama – act out class version of the story of Flotsam. Construct dialogue where appropriate
and the boy’s thoughts to be able to perform the story.
 Environment – water pollution, animal habitats
 Music – whalesong
Sector 7 –




Maths – scale/ratio graphing size of buildings in NYC, time, maps
Art – comic strip showing storytelling through sequencing
Environment – weather, seasons,
Geography – mapping
References
Downes, C. (2009, January 10). How do I teach....Cloud Chart [Blog post]. Retrieved from
http://howdoiteach.blogspot.com.au/2009/01/cloud-chart.html
Stafford, T. (2011). Visual literacy in the primary classroom. Abingdon, UK: Routledge
Victorian Curriculum and Assessment Authority. (2009). Victorian Essential Learning Standards
Level 3 retrieved from http://vels.vcaa.vic.edu.au/vels/level3.html
Wiesner, D. (1999). Sector 7. New York, USA: Houghton Mifflin
Wiesner, D. (2006). Flotsam. New York, USA: Houghton Mifflin
Williams, T. (2007). “Reading” the painting: exploring visual literacy in the primary grades. Reading
Teacher. 60(7) 636-642.
Teachertube video retrieved from
http://www.teachertube.com/viewVideo.php?video_id=49163&title=
Appendix A –
Teaching chart for Lesson 2 : Science Cloud Formations
Downes, C. (2009, January 10). How do I teach....Cloud Chart [Blog post]. Retrieved from
http://howdoiteach.blogspot.com.au/2009/01/cloud-chart.html