Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
1
Exploring Visual Literacy
through culture
Term 3 Week 7-10
Focus
Rationale
This unit was written to interrelate with an integrated unit written about cultures and their beliefs. This unit will look at different
cultures and experiences however the primary focus will be the literacy, particularly visual literacy, comprehension and writing.
The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather
than, words. Visually literate people can read the intended meaning in a visual text such as an advertisement or a film shot, interpret the
purpose and intended meaning, and evaluate the form, structure and features of the text. They can also use images in a creative and
appropriate way to express meaning. (English K-10 Syllabus, 2012)
New technologies are largely accountable for the fact that young children are increasingly encountering multimodal forms of texts, or
texts that are made up of more than one symbol and sign system. (Kress, 2003)
In today’s world, children need to learn how to critically make sense of visual texts that surround them, some of which are immensely
sophisticated. There are visual texts for a range of purposes, such as to entertain, to persuade and to describe; children need to learn
what visual texts are for. Furthermore, they need to learn how to construct and create visual texts themselves, for a range of
purposes and audiences.
As teachers it is crucial that students are given opportunities to experience visual texts and use skills to explore and critically think
about them.
Reading & Viewing
Respond to, read and view texts
Uses an increasing range of skills,
o Use strategies to confirm predictions about author intent in imaginative, informative and
strategies and knowledge to
persuasive texts
fluently read, view and comprehend
o Recognise how aspects of personal perspective influence responses to texts
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
2
a range of texts on increasingly
challenging topics in different
media and technologies EN2-4A
Outcomes &
Content
Identifies and compares different
kinds of texts when reading and
viewing and shows an
understanding of purpose, audience
and subject matter EN2-8B
Writing & Representing
Plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language EN2-2A
Identifies and uses language forms
and features in their own writing
appropriate to a range of purposes,
audiences and contexts EN2-7B
Grammar, Punctuation &
Vocabulary
o
o
o
o
Recognise cohesive links in texts, eg pronouns that refer back to particular people or
things, and understand how they contribute to meaning
Connect information by observing text connectives
Interpret text by discussing the differences between literal and inferred meanings
Justify interpretations of a text, including responses to characters, information and ideas
Understand and apply knowledge of language forms and features
o identify characteristic features used in imaginative, informative and persuasive texts to
meet the purpose of the text (ACELY1690)
o understand how different types of texts vary in use of language choices, depending on
their purpose and context (for example, tense and types of sentences) (ACELA1478)
o explore the effect of choices when framing an image, placement of elements in the image,
and salience on composition of still and moving images in a range of types of texts
(ACELA1483, ACELA1496)
Respond to and compose texts:
o Plan, compose and review imaginative and persuasive texts
o Discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and
language features
o Plan and organise ideas using headings, graphic organisers, questions and mind maps
o Create imaginative texts based on characters, settings and events from students' own and
other cultures using visual features, for example perspective, distance and angle.
o Reread and edit texts for meaning, appropriate structure, grammatical choices and
punctuation
Develop and apply contextual knowledge
o identify and analyse the purpose and audience of imaginative, informative and persuasive
texts
o understand how characters, actions and events in imaginative texts can engage the reader
or viewer Understand and apply knowledge of language forms and features
o understand how a range of language features can shape readers' and viewers'
understanding of subject matter
Develop and apply contextual knowledge
o understand that effective organisation of ideas in imaginative, informative and persuasive
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
3
Uses effective and accurate
sentence structure, grammatical
features, punctuation conventions
and vocabulary relevant to the
type of text when responding to
and composing texts EN2-9B
Thinking Imaginatively,
Creatively &
Interpretively
Thinks imaginatively, creatively
and interpretively about
information, ideas and texts when
responding to and composing texts
EN2-10C
Speaking & Listening
Communicates in a range of
informal and formal contexts by
adopting a range of roles in group,
classroom, school and community
o
texts enhances meaning
understand that choice of vocabulary impacts on the effectiveness of texts
Understand and apply knowledge of language forms and features
o understand that the meaning of sentences can be enriched through the use of noun
groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
o identify and use grammatical features, eg pronouns, conjunctions and connectives, to
accurately link ideas and information
o understand that verbs represent different processes (doing, thinking, saying, and relating)
and that these processes are anchored in time through tense (ACELA1482)
o experiment with punctuation to engage the reader and achieve purpose
o investigate how quoted (direct) and reported (indirect) speech work in different types of
text (ACELA1494)
Respond to and compose texts
o compose a range of effective imaginative, informative and persuasive texts using language
appropriate to purpose and audience
o use grammatical features to create complex sentences when composing texts
Understand and apply knowledge of language forms and features
o make connections between students' own experiences and those of characters and events
represented in texts
Understand and apply knowledge of language forms and features
o
Understand that successful cooperation with others depends on shared use of social
conventions, including turn-taking patterns, and forms of address that vary according to the
degree of formality in social situations
Respond to and compose texts
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
4
contexts EN2-1A
Expressing Themselves
Responds to and composes a range
of texts that express viewpoints
of the world similar to and
different from their own EN2-11D
Reflecting on Learning
Recognises and uses an increasing
range of strategies to reflect on
their own and others’ learning
EN2-12E
Creative Arts:
Outcomes
Making
VAS2.1 Represents the qualities of
experiences and things that are
interesting or beautiful by
choosing among aspects of subject
matter.
VAS2.2 Uses the forms to suggest
the qualities of subject matter.
o Use interaction skills, including active listening behaviours and communicate in a clear, coherent
manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch
and volume
o Use information to support and elaborate on a point of view
Develop and apply contextual knowledge
o draw connections between personal experiences and the worlds of texts, and share
responses with others (ACELT1596)
Respond to and compose texts
o consider and discuss ideas drawn from their world and the worlds of their texts
o compose a variety of texts, eg simple poetry, that include aspects of home and local
community life
Develop and apply contextual knowledge
o recognise how own texts can be influenced by a rich text environment
o identify different ways of learning in English and consider own preferences
• Talks about and thinks about their intentions for artmaking and recognises how these affect
their selection of ideas, materials, tools and techniques and methods of working
• Focuses on details of subject matter and areas of beauty, interest, awe, wonder and delight, eg
o Activities people are involved in
o The grace and speed of moving animals, birds, reptiles and fish
o Contrasts in a streetscape and/or natural environments
• Seeks to investigate traditions in art suited to different subject matter (eg the landscape, the
figure, the narrative, formal and abstract properties, the use of symbols) and uses these
in their artmaking.
• emphasises or exaggerates certain qualities of selected subject matter by focusing on details,
using distortion and elongation, changing viewpoint or enlarging or reducing the scale (eg
in drawing, painting, digital works, video, sculpture)
• Investigates various construction techniques and spatial arrangements suited to the
interpretation of selected subject matter in sculpture and in other three-dimensional
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
5
work including installations and ceramics. Appreciating
VAS2.3 Acknowledges that artists
make artworks for different
reasons and that various
interpretations are possible.
Written




General
capabilities and
cross-curriculum
priorities
• Discusses reasons why artists make artworks focusing on who, where, when, why and how
recognises that people have different views about artworks and their meanings that are informed
by their understanding of such things as the circumstances of the work, the artist’s intentions and
skill, and what the work is about.
Visual
Whoever you are by Mem Fox
Ziba Came on a Boat by Liz Lofthouse
Mirror by Jeannie Baker
The Little Refugee by Anh Do and Suzanne Do
Literacy
Numeracy
social capability
ICT capability

Spoken
Images taken from
http://www.globalwo
rds.edu.au/units/ref
ugees_jpy3_html/po
p01.html
Noun game:
http://www.harcourtschool.com/act
ivity/basketball/index_pre.html
NA
Critical and creative thinking
Multimodal
Ethical behaviour
Personal and
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Best Start Clusters
Reading Text
7th cluster
• Understands how to 'read' text
features such as illustrations, diagrams,
tables, maps and graphs to enhance
meaning.
• Automatically integrates a range of
information e.g. meaning, grammar and
letter/sound relationships to read in a
phrased and fluent way.
• Knows that literary, factual and
screen texts need to be 'read' in
differing ways.
• Responds to punctuation and adjusts
expression to enhance meaning when
8th cluster
Reads increasingly complex texts with
less familiar content and vocabulary and
more extended descriptions.
• Engages with both literary and factual
texts of increasing length and difficulty
for longer periods of time (at least 10
minutes).
•'Reads' texts in different ways to
meet a range of reading purposes.
•Independently monitors reading by
using a variety of self-correction
strategies to maintain meaning.
9th cluster
10th cluster
• Reads for sustained periods (15–20
minutes) and sustains understanding in
longer texts over time, e.g. reading
short novels over several days.
• Reads short novels with minimal
illustration, unfamiliar content, settings
and characters and challenging and
unusual vocabulary.
• Makes use of visual representations,
e.g. photographs, tables, charts to
enhance meaning when reading factual
texts.
• Adjusts rate of reading to suit text
complexity and reading purpose.
• Selects and uses the most effective
word identification strategy to maintain
fluency and meaning.
• Uses more sophisticated word
identification strategies to maintain
word and sentence level fluency and
create meaning. e.g. use of homonym,
syllabification, analogy.
• Demonstrates an awareness of how to
use skimming/scanning and text
• Uses topic knowledge, vocabulary
knowledge and context to read unknown
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
6
reading aloud.
Best Start Clusters
Comprehension
features such as subheadings to locate
specific information.
words when engaging with subject
texts.
• Uses screen features (navigation bar,
hyperlinks, etc.) when reading and
viewing Internet texts.
• Chooses a reading path appropriate to
the text (literary, factual, electronic)
and navigates multimodal texts
appropriate to the purpose.
7th cluster
8th cluster
9th cluster
10th cluster
• Responds to texts by referring to
prior experiences.
• Responds to and analyses a text by
discussing a point of view presented in
the text.
• Analyses and evaluates how visual
images support print to create meaning
in texts.
• Interprets and responds to texts by
skimming and scanning to confirm
predictions and answer questions posed
by self and others while reading
Refers to prior knowledge and
experiences to build understanding of a
text.
• Justifies predictions about sections of
a text.
• Builds understanding of a text by using
knowledge of text organisation and
features, e.g. referring to headings to
locate information.
• Draws conclusions by using clues in a
text.
• Identifies more than one perspective
or point of view when responding to
questions about texts.
• Articulates the main idea and provides
a synthesised retell that captures key
events in texts.
• Exemplifies descriptive words or
sequences of information and ideas in
texts by creating mental images.
• Builds understanding during reading by
discussing possible consequences of
actions and events.
• Interprets text by inferring
connections, causes and consequences
during reading.
• Responds to and interprets texts by
discussing the differences between
literal and inferred meanings.
• Interprets the meaning of a text by
seeking further information in other
sections of a text or in different texts.
• Identifies ways texts present
different perspectives.
• Evaluates text accuracy and
credibility by comparing texts on a
similar topic.
• Analyses and evaluates the relative
importance of key ideas and information
in a text to construct an overview.
• Responds to and analyses texts by
discussing the ways language structures
and features shape meaning.
• Responds to and interprets texts by
integrating sources of information in
texts.
• Interprets texts by recognising and
discussing the difference between
literal and inferred meaning in relation
to facts, qualities, characteristics,
events.
• Builds understanding about the
meaning of a text by actively seeking
information from different parts of a
text.
• Shows awareness through discussion
that texts can present different
perspectives.
• Analyses the ways ideas and
information are presented by making
comparisons between texts.
• Identifies and interprets main ideas
and important information in a text to
provide an accurate retell of a text.
• Analyses a text by discussing visual,
aural and written techniques used in the
text.
• Builds understanding about the
meaning of a text by identifying and
discussing text organisation and
features, including cohesive links.
Best Start Clusters
6th cluster
7th cluster
8th cluster
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
9th cluster
7
Writing
Best Start Clusters
Speaking
• Creates longer texts supported by
visual information, e.g. diagrams, maps,
graphs on familiar topics for known
audiences.
• Begins to use text features such as
headings and paragraphs to organise
information.
• Demonstrates elementary proofreading and editing, e.g. circles a word
that does not look right.
• Accurately spells an increasing number
of high frequency and topic words.
• Uses simple punctuation, e.g. full
stops, exclamation marks and question
marks.
• Writes a sequence of thoughts and
ideas.
• Experiments with using some complex
sentences to enhance writing.
• Uses a refined pencil grip, correct
posture and paper placement to write
more fluently and legibly.
• Uses computer functions to edit texts.
• Plans texts by making notes, drawing
diagrams, planning sequence of events
or information, etc.
• States purpose and intended audience
before creating texts.
• Spells words with regular spelling
patterns correctly and makes plausible
attempts at words with irregular
spelling patterns.
• Applies spelling generalisations when
writing.
• Uses contraction apostrophes and
capitals for proper nouns as well as
other simple punctuation.
• Writes short, connected and
sequenced texts to narrate events or
convey information.
• Includes different types of verbs
using appropriate tense and
demonstrates subject-verb agreement.
• Uses a computer to produce texts with
graphics.
• Creates longer texts (at least one
page) that achieve the intended purpose
and are appropriate for less familiar
audiences.
• Experiments with producing/publishing
texts using an increasing range of
mediums and modes.
• Writing shows evidence of revision,
editing and proof-reading.
• Writes for a wider range of purposes,
including to explain and to express an
opinion.
• Demonstrates a range of spelling
strategies to spell unfamiliar words.
• Uses quotation marks for direct
speech and commas in lists.
• Produces a range of grammatically
accurate sentences.
• Fluently writes letters of consistent
size and formation in NSW Foundation
Style.
6th cluster
7th cluster
8th cluster
• Constructs well-sequenced imaginative,
informative and persuasive texts using
language appropriate to purpose and
audience.
• Plans and organises ideas using
headings, graphic organisers, questions
and mind maps.
• Rereads texts during and after writing
to check accuracy, consistency of
meaning and fitness for purpose.
• Structures texts using paragraphs
composed of logically grouped sentences
that deal with a particular aspect of a
topic.
• Uses a variety of spelling strategies to
spell high frequency words correctly.
• Uses simple word processing functions
such as spell check, grammar check.
• Chooses verbs, adverbials, nouns and
adjectives to express specific ideas and
details.
• Uses joined letters of consistent size.
• Experiments with creating simple
multimodal texts using digital text
creation programs.
9th cluster
• Expresses more detailed ideas and
justifies a point of view about familiar
texts/topics.
• Automatically adjusts speech to suit
familiar audiences, purposes and
situations.
• Communicates confidently with a range
of less familiar audiences for a wider
variety of purposes.
• Contributes to collaborative group
problem solving to complete a task by
questioning, listening and responding to
the ideas of others and making
suggestions.
• Plans and delivers oral presentations
on an extended range of topics for
audiences beyond the immediate
classroom, e.g. assembly presentations.
• Enhances presentations by using some
basic oral presentation strategies such
as using notes as prompts, volume and
change in emphasis.
• Discusses the features of different
spoken texts, e.g. formal versus
informal interactions; persuasive versus
informative.
• Contributes relevant ideas to
discussions, asks questions and re-
• Expresses a point of view with
supporting information about an
expanding range of texts/topics.
• Speaks clearly and confidently in a
variety of informal situations to a
known/familiar audience.
• Plans and presents a brief oral
presentation about a topic to a familiar
audience.
• Adjusts register, tone and volume
appropriate to situation.
• Demonstrates attentive listening
across a range of school contexts, e.g.
assemblies, performances.
• Expresses a point of view about a
text/topic and listens to and
accommodates the viewpoint of others.
• Plans and delivers short oral
presentations on familiar topics for
audiences beyond the immediate
classroom, e.g. report or message.
• Automatically adjusts speech to suit
different audiences, purposes and
situations.
• Demonstrates attentive listening and
viewing for extended periods of time.
• Stays on task and participates
effectively in longer class and group
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
8
discussions.
6th Cluster
Best Start Clusters

Vocabulary Knowledge



Students will:
Organisation
Demonstrates the use of more
precise vocabulary to describe
feelings • and experiences when
speaking and writing.
Shows beginning understanding of
the effects of different
words
and phrases, e.g. to create
humour, to persuade, to inform. •
Applies knowledge of base words to
build word families, e.g. move,
moving, remove. •
Independently uses a range of
classroom print resources to
enhance vocabulary, e.g. topic word
lists, labels, etc.
• Listens and understands a series of
instructions related to a task and
successfully completes the task.
7th cluster




Knows the meaning of commonly
used words in increasingly
challenging texts and can
demonstrate this knowledge when
reading, writing and speaking.
Shows beginning understanding of
the effective use of ‘word play’ to
enhance and enrich meaning, e.g.
alliteration, onomatopoeia.
Uses knowledge developed about
word families and word origins to
understand the meaning of
unfamiliar words, e.g. rhyming
words, synonyms, base words.
Uses a simple dictionary to check
word meanings.
8th cluster





Uses words and phrases for effect,
e.g. to create images, to add
emphasis, to create atmosphere.
Draws on topic/content knowledge
to assist in working out the
meaning of unknown words.
Understands relevant vocabulary
associated with electronic texts.
Recognises that different words
can be used to describe similar
concepts, e.g. everyday or technical
language, synonyms.
Shows evidence of capacity to
improve vocabulary choices in
response to purpose and audience
when reviewing and editing writing.
phrases to clarify meaning.
• Listens attentively, makes appropriate
responses to what others say and
constructively builds on the ideas of
others.
• Uses group discussion protocols, e.g.
turn taking
9th Cluster
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

Uses synonyms for a range of
common words.
Uses simple content specific
vocabulary in appropriate ways
when creating texts.
Uses relevant vocabulary
associated with digital technology
and electronic texts.
Understands how prefixes and
suffixes change word meanings.
o locate and recall information
o draw on the knowledge of text structures and text organizers
o complete comprehension questions
o think deeply and express verbally
o make logical connections
o interpret graphics and images
Teacher Modelling: Students will be explicitly shown how to locate specific information in extracts of a text and how to use this
information to answer comprehension questions. Think aloud strategies will be used to effectively model how to use the vocabulary in
text to develop students’ comprehension and improve their responses both orally and written.
Guided Tasks: Students will participate in whole class tasks where guided support is provided and they have the opportunity to practice
learned strategies. Differentiating questions and tasks can occur in small groups.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
9
Independent Tasks: Students will be reminded of the strategies that have been explicitly taught and students who are capable will
complete activities using their learnt skills.
Assessment
Work samples overtime, anecdotal records, achievement against Best Start Clusters
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
10
Date/ Time
Learning Experiences
Resources
Whoever You Are is a book about how people may look different on the outside and live different lives, but are very
similar on the inside. The author, Mem Fox, addresses that people may look different, attend different school, live in
different houses, and speak different languages, but they all have similar hearts. We all laugh, love, hurt, smile, and cry.
Lesson focus: What is visual literacy and symbols
Text: Whoever You Are? By Mem Fox
Date:
•
•
•





Introduce the term visual literacy. Ask students what they think the term means? Do they have
any prior knowledge or ideas?
Define the term visual literacy. Visual Literacy is the ability to interpret and make meaning from
information presented in the form of an image.
Book: Whoever you are
by Mem Fox
Cultures and their
Beliefs Notebook
As a class, look at the cover, title and dedication of Whoever You Are. Ask students to suggest
what clues about the story the cover gives the reader.
As a class read the book Whoever you are? By Mem Fox.
Discuss what happened in the book.
o Did they see any similarities?
o Any differences?
Introduce the term symbol.
Explain it as a visual sign or shape and ask the students to find the symbols in the book.
Illustrators create symbols and images with meanings. This means that they draw or create
pictures that have intended ideas or messages for the reader. However the viewer or reader
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
11


may interpret these images differently to what the illustrator intended. .
o For example: heart, globe and arc.
o Identify that a circle is an ancient symbol of unity and wholeness, ask students why they
think that this is.
Pair and share: allow students to come up with a range of symbols that
are associated with other meanings and qualities.
Discuss this as a class group. List the student’s answers on the board
in the first column (green) of the table.
o In the second column (purple) ask them what they think when
they see the symbol
o In the third column (yellow) ask then what they start to
wonder in relation to the symbol.
Students then need to think of their own symbols for words.
*This could be used to retell the book*
 Students can use these symbols to write a sentence or two.
Lesson focus: Retelling and Visual representation


Date:

Ask the students to retell verbally what the story is about. Prompt for details on:
o The main idea
o The characters
o The settings
o The most important events
Whoever you are By
Mem Fox
Cultures and their
beliefs notebook.
Read the factual text A day in the life of Margret in Uganda.
Ask the students to think about what the story is about and the types of activities that
Margret does in her daily life.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
12
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

Have a look through the picture book focusing on the activities that the families and children
are participating in.
Talk about the different ways that the texts are written.
As a class group use a venn diagram to demonstrate the similarities and differences between
the two texts. Focus on:
o The language used to describe in each of the texts.
 Factual: more information, facts e.g. 3kms from school or school starts at
8am, direct quotes. Etc
 Fiction: simple sentences, no facts, more pictures.
 Students can copy this into their books.
Lesson Focus: Writing and reflection
Date:

Pair and share: what is Whoever You Are by Mem Fox about?
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
13



Discuss how different everyone is and how the book describes this.
Ask the students what would happen if everyone were the same?
Writing task: Students are to write a story titled A day in a boring world. They can then write a
piece of writing where all the people are the same and they do the same thing.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
14
Two diverse cultures, countries and families are linked with warmth and charm in
this two-in-one picture book.
This innovative picture book comprises two stories designed to be read
simultaneously one from the left, the other from the right. Page by page, we
experience a day in the lives of two boys and their families. An Australian family,
whose way of life strikes a familiar chord, and a family from a far away country with
a way of life that differs more than one can imagine. As we read we discover the
simple truth that despite these differences we are all the same. We are the mirror
of each other.
Date
Lesson focus: Predicting and adjectives.
Resources:
Text: Mirror By Jeannie Baker

Mirror by Jeannie Baker
Introduce the text Mirror by Jeannie Baker
Discuss how Jeannie Baker is the illustrator of the text and that she uses words only at the start of
her book, this may be odd or strange but it allows the reader to use their imagination and to create
your own interpretation of the book. Explain that the book has two stories that are happening at the
same time.
 Show students the front cover of the book. Ask:
o
o
o
o
o

Shows
o
o
o
Cultures and their
Beliefs Notebook
What can you see?
Where does it look like it’s from?
What time of day is it?
What do you think the person is doing?
Who are they?
students the back cover of the book. Ask:
What can you see?
Where does it look like it’s from?
What time of day is it?
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
15

o What do you think the person is doing?
o Who are they?
Brainstorm the ideas on each of the covers onto the IWB, with the page divided into two different
areas.
Explain to students that they will write a description on each of the people, depicted on the cover of
the book. This can be done independently. The description can focus on:
 Who is the character?
 Where are they?
 What are they doing?
 What is their life about?
 Some students may need additional scaffolding.
Lesson focus: viewing the text and nouns.

Date:




Discuss the descriptions of the covers that the students came up with in the previous lesson.
As a class group view the text. Talk about the pictures on each of the pages and prompt students to
see the differences and similarities.
Discuss how the text is similar or different to their descriptions.
Introduce nouns and the different types of nouns: common and proper. Explain the two types.
Resources:
http://www.harcourtscho
ol.com/activity/basketbal
l/index_pre.html
Cultures and their Beliefs
Notebook.
Mirror by Jeannie Baker
Nouns worksheet
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
16
Optional: noun game:
 Select two pages from the book to look at in great depth.
For example:
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
17
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Date:
As a class group, list the nouns in the picture, and then identify them as proper or common. This can be
done in a table as a group and then later independently.
Students can then independently add pictures to match the nouns they sorted.
Lesson focus: Viewing and making connections
Resources:
Read mirror as a class group for the second time.
Ask students to look at the different objects and features on each of the pages.
As a class group, discuss the similarities and differences between the two stories within the
text. They can be listed on the IWB.
Teachers notes:
o Main similarity: the carpet, is a theme throughout the book
o Examples of differences:
 How the families eat
 Transport
 Shopping
Mirror By Jeannie
Baker
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Cultures and their
Beliefs Notebook.
Students can write this information into their books.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
18
Lesson focus: Describing and representing
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Retell what happened in mirror and the kind of features that are seen within. Focus on:
 What is the same about the two stories?
 What is the different about the two stories?
 Who are the characters?
 What are the key images?
Resources:
Cultures and their
Beliefs notebook
My environment
worksheet
Ask students to think about their own environment, at school. Discuss key features of this
environment. This could be brainstormed on the white board.
Allow students to write a short description of this environment. Explain that the students need
to write a description that is detailed and includes adjectives.
Adjectives are describing words.
The description should include:
 what it looks like?
 What it is used for?
 Who is usually there?
They also need to draw a picture that directly relates. This is a plan for an art lesson.
*This lesson will link with an art lesson.*
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
19
Art lesson: My Environment collages
Resources:
 Cultures and their Beliefs notebook
 A3 paper
 Textile materials
 Using the illustrations from Mirror by Jeannie Baker discuss how she creates them. Use more illustrations from other picture books by the same
illustrator to explain this further.

Using the environment that they drew in the previous lesson, explain to the students that they are going to create this using the same form as the
author. Students are going to collage the planned environment, using different textile materials.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
20
Anh Do nearly didn't make it to Australia. His entire family came close to losing their lives as they escaped from war-torn
Vietnam in an overcrowded boat. It was a dangerous journey, with murderous pirates and terrifying storms, but they
managed to survive. Life in suburban Australia was also hard for a small boy with no English and funny lunches. But there was
a loving extended family, lots of friends, and always something to laugh about for Anh, his brother Khoa and their sister
Tram. And eventually for a young Anh, who tried hard to see the bright side of life no matter what the difficulty, there was
triumph
Date:
Lesson Focus: Reading and retelling
Resources:
Text: The Little Refugee
The Little Refugee by
Anh Do and Suzanne Do
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Show the students the front cover of the book; ask them to predict what they think it will be
about. Prompt questions:
o Who is the boy?
o What is the boat for?
o What is happening?
Read the story The little refugee by Anh Do and Suzanne Do
Ask students if the story told was similar or different to what they predicted to happen.
Students are then to retell the story using images; they draw three pictures to explain what
happened in the beginning, middle and end. This means students need to think of three key
ideas from within the story. For example: leaving Vietnam, travelling by boat, arriving in
Australia.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Retell worksheet
21
Date
 Students can then write a short summary of the events as an extension activity.
Lesson Focus: Characters description:
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Ask the students to explain what happened in the book; use the retell from the previous lesson.
Focus on the character Anh Do. Show the class an image of Anh Do, around the image
brainstorm the feelings and experiences that occurred throughout the story. For example he
was scared, felt left out and different.
Resources:
Cultures and their
Beliefs notebook.
Character Profile
Using these ideas students can then write a character description that includes details on:
o Who the character is?
o Who the characters family is?
o What the character experienced
o How they feel and act.
Students can use the proforma if additional scaffolding is needed.
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Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
22
Date:
Lesson Focus: Visual Literacy: Demand and offer gaze

Introduce demand and offer gaze explain the definitions. Explain the illustrator often uses
different pictures to change the way the viewer is thinking or feeling.
o Demand gaze: when the subject is looking directly at the viewer.
o Offer gaze: when the subject is looking at something else.
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Play the gaze vortex as a class group; help sort the images, depending on their gaze type.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Resources:
Cultures and their
Beliefs notebook
23
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Date:
Discuss the emotions or ideas associated with the different gazes. For example demand gaze
creates a feeling of power and control and offer image isn’t
Focus on the facial expressions of the characters. What do you notice about the characters
body language and expression? How does this show what the character is feeling or thinking?
Using the images on the IWB children can select one and write a brief description of the image,
explaining what type of gaze it is and the emotions or feelings it expresses or creates. One is
demand and one is offer gaze.
Lesson focus: Visual Literacy: Colour.
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Read The Little Refugee by Anh Do and Suzanne Do
Ask students if they noticed anything about the pictures in the book. Direct discussion to talk
about colours.
Explain that:
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Rsources:
The Little Refugee by
Anh Do and Suzanne Do
Cultures and their
24

o Different colours evoke different moods and feelings.
Use the Cultures and Beliefs notebook to discuss the meaning of different colours. Students
can match the colours they see to the feelings and emotions they evoke.
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Discuss what the colours in the book mean. They change from sepia to colourful.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Beliefs notebook
25
Art Lesson: Colours and Emotions
Resources:
 Coloured paint
 A3 paper
 Cultures and their Beliefs Notebook File
 Discuss the illustrations within The Little Refugee by Anh Do and Suzanne Do, focus on the colours and how they allow the viewer to experience
different emotions that the character is feeling.
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Talk about the different meanings of colour, which have been previously connected.
Students then need to pick an emotion; they decide what emotion they pick and then the colours they think is associated with that emotion.
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Students can then paint using the colours that reflect these emotions.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
26
Ziba came on a boat. A soggy old fishing boat that creaked and moaned as it rose and fell, rose and
fell, across an endless sea...
Sitting in the crowded hull, with her mother's arms around her, Ziba remembers all that she has left
behind. They hope to find peace and safety in a new land, but where will their journey end, and what
will they find when they arrive?
Based on real events, Ziba Came On a Boat is the moving story of a little girl whose family has lost
almost everything. This beautiful picture book takes us on her brave journey to make a new life, far
from home. Full of love, warm memories and hope for the future even in a time of fear, this lyrical
story is accompanied by stunning watercolor illustrations by the acclaimed Robert Ingpen
Date:
Lesson focus: Prediction
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Show the students the front cover of the book; tell them the title of the book.
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Pair and share: what do you think the book is about? Discussion can be about the character, who
is she? What is she doing? The boat, why is it there? Who is on it? The colours, what kind of
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Resources:
Ziba Came on a Boat by
Liz Lofthouse
27
feelings and emotions do they create?
Students then can write a prediction of what the story is about. They need to explain why they
think that this would happen.
Lesson Focus: Retell
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Date:
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As a class group read the story
Discuss the storyline and what happens in the beginning, middle and end.
How this story is different or similar to what the students predicted would happen?
This can be brainstormed onto the IWB.
The brainstorm can then be used by the class, students are to independently write their own
descriptions of what has happened in the story.
Lesson Focus: Colours and sequencing of the two storylines
Resources:
Cultures and their
Beliefs notebooks
Ziba Came on a Boat by
Liz Lofthouse.
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Date:
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Discuss the retells that the students wrote in the previous lesson. Explain that the book as two
separate storylines.
Ask students what they think these storylines are. Prompt students to discuss the colours of
the book.
o Dark colours used for times when Ziba is scared or worried
o Warm colours used for times when there is hope or life is improving.
Sequence these events separately as a class group.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Resources:
Cultures and their
Beliefs notebooks
Ziba Came on a Boat by
Liz Lofthouse.
28
Lesson Focus: Making connections and adjectives
Date:
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
Discuss the series of events in the book
Read some examples of some descriptive explanations, which use adjectives.
For example: “The sea roared and thrashed at the boat like an angry beast”
“she ran with her cousins down the rocky slope to collect water from the mountain stream.”
o Adjectives: describing words.
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Focus on the character of Ziba with emphasis on her feelings and emotions.
Students are then to write a Diary entry as the character of Ziba about her journey and the
feelings she experienced.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
Resources:
Cultures and their
Beliefs Notebook
29
Art: Sail Boats on water coloured backgrounds.
Resources:
 A3 art paper
 Water colours
 Pencils
 Origami instructions
 Origami paper
 Look at the illustrations by Robert Ingpen in Ziba Came on a Boat. Talk about the materials that he used to create the illustrations:
o Water colours
 Explain the art activity to the students. Show students an artwork example.
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Instruct students to draw:
o One line three quarters up the page (water line)
o A semi-circle to create a sun
Follow the origami instructions to make the boat.
Developed by Megan O'Sullivan (student teacher) in consultation with Leanne Williamson 2014
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