Swansea High School
English Stage 4
Close study of a picture book unit: Fox
Resource 1
Assessment task
Part A
Review of a picture book
Choose a picture book.
Write a review of the picture book for an educational supplement in The Sydney
Morning Herald.
Your audience is English teachers who might be looking for picture books that
students would enjoy.
In your review include the following:
 plot outline (but do not tell the whole story)
 the main message(s) in the book
 a close analysis of one opening – include discussion of the composers’ use of:
o colour
o modality
o layout
o reading path
o vectors
o drawing style
o written text
and how these elements work together to create meaning
 your own evaluation of the book – did you enjoy it? why / why not? would other
students enjoy it?
 a recommendation that will influence teachers to buy the book.
Your teacher will revise the language and structure and of a book review.
Your review will be assessed on how well you:
 use the language of English and of visual design to analyse the picture book
 use language to express your personal response to the picture book
 use the drafting and revising process to ensure your review is expressed using
appropriate sentence structure and accurate grammar, punctuation and spelling.
Part B
Submit your learning journal containing all the entires you have written throughout
the unit.
Your learning journal will be assessed on how well you:
 identify and give examples of features, using metalanguage
 link pictures and language features to purpose, audience, form
 recognize a wide variety of key learning techniques /activities
 recognize stages in learning process
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 1 of 14
http://www.curriculumsupport.education.nsw.gov.au
Assessment task marking criteria
Picture books assessment
A
B
C
D





identifies and gives examples of features, using metalanguage
links pictures and language features to purpose, audience, form
writes a clearly expressed and appropriately structured review
recognizes a wide variety of key learning techniques/activities
able to recognize stages in learning process









identifies features using general examples and metalanguage
links pictures to purpose, audience, form
writes a well expressed and appropriately structured review
recognizes key learning techniques/activities


identifies some features
writes a superficial review which demonstrates limited control of
language
recognizes own learning preferences
may repeat answers, or not give reason for choices (brief)


identifies features using metalanguage, without examples from text
recognizes some learning techniques/activities
writes a generally well expressed review
attempts objective assessment of learning styles
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 2 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 2
Sample learning journal responses
Write a paragraph in which you outline what you have learnt about picture
books from your study of Fox
I have learnt a lot of things from my study of Fox. I have learnt about modality,
salience, the reading path, offers and demands, features of dialogue, film techniques
and different colours and the feeling that they give out and what they symbolize. Fox
isn’t just all colours mixed in. For example, in opening 10, there is a picture of Fox’s
eyes and in opening 11 there is a picture of a cave. It is just black with a single red
tree. I think this symbolizes that evil is coming. Also, the writer has put a lot of
descriptive writing in, including similes. An example from the text is “fox flickers
through the trees like a tongue of fire”. He also uses metaphors – “the air is creamy
with blossoms” and repetition, “I am his missing eye and he is my wings”. I have now
realized that picture books are not just for children, they contain certain words/actions
that I had never thought about until I studied this picture book.
Give an account of an activity that you found most helpful in gaining an
understanding of the features of picture books. Explain why this activity helped
your learning.
The activity that I found most helpful was doing the reflections. The reflections helped
me learn the features of picture books by making me write down the things I’d learnt
about picture books without copying the information out of a textbook, my work book
or the board. They also let me put the information that I’d learnt into my own words
so that I could understand it more easily. Since the information was in my own words,
and not the teacher’s, it was more ‘enjoyable’ to try to understand.
From your observations of other students in the class during this unit of work,
what other activities do you think were most effective for their learning? Give
reasons for your answer.
The most effective activity for the boys’ learning was the drama. We were taken
outside and given an extra scene out of the book to act out. The boys were really
interested and got a lot of enjoyment out of doing physical work rather than copying
work from the board, as they were easily bored. For the girls, I think that we liked
generating ideas and putting them into a mind-map on the board. Doing this we all
got to work together, but didn’t have to be embarrassed by acting. We also didn’t
have to write much in our books. From my observations, I think that we would all
much rather do hands-on activities rather than writing in our books.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 3 of 14
http://www.curriculumsupport.education.nsw.gov.au
Spelling list
Stage 4
Picture books unit
salience
modality
offer
demand
vectors
associations
layout
illustration
dialogue
allegory
descriptive
reflection
simile
metaphor
repetition
connotation
denotation
emotive
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 4 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 4
Text features – suggested activities
1. The cover
What information does the cover of a book give us?
Look at the cover of Fox.
The first thing to look at is the name of the book, the author and the illustrator.
What do you notice about the title?
e.g. the word ‘Fox’ is the same bright orange colour as the illustration of the fox
below the name.
Colour is associated with many different feelings and symbols.
Discuss with your learning partner what the bright orange colour makes you think of.
Write down your ideas in your Fox note book.
Now look at the way the writing or font is used for the title. Does the way it is written
give you any indication of what the book may be like?
Remember this is a picture book, does the writing look as if it may have been written
by a young person? Why is the writing like this?
Note the location of the name of the book – do you think this is relevant?
Remember that the location/layout can give an object on a page importance or
power. We call this salience.
2. The publisher
Allen & Unwin - is the name of the publishing house that has published this book.
Publishing houses are very important.
Research some of the big publishing houses here in Australia.
 What are their names?
 What sorts of books do they publish?
 Do you recognise any of their authors?
 Who are some of their most famous clients?
3. Barcode and sticker
There are barcodes printed on all books published today.
What are they for?
There is a sticker saying that this particular book has won an important award.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 5 of 14
http://www.curriculumsupport.education.nsw.gov.au
What is the name of the award?
Who was the presenter?
Why do you think an award like this is important?
Why do you think this book won this award?
4. The illustration of the fox on the front cover
What is the first thing you notice about the fox?
Discuss with your learning partner the two things which are the most apparent to the
responders - the bright orange colour and the Fox’s huge eyes.
Look at the fox’s eyes first:
 Fox’s eyes seem to be looking straight at us from the cover of the book, this is
a concept called offer and demand.

Fox’s eyes demand that we look at him.
The Fox himself draws our attention. This is called a high salient – it draws our
attention by its size, focus, colour, distance and placement on the page.
Another interesting point to take notice of is how credible or realistic the illustration is.
We look at the illustration for a concept that is called modality.
 high modality is when a picture is as realistic as possible
 moderate modality shows something that is real but has been altered in some
way
 low modality makes no pretence at realism.
With your learning partner decide what modality you think the illustration of Fox is.
Explain and justify your decision.
5. The blurb
This is an important part of any book, whether it is a picture book or a novel.
First it provides us with information about the story inside.
With your learning partner check that you know the meaning of all the words.
Do you think the blurb is a fair indication of the story in the book? Explain your
answer.
You are also provided with information about the awards that the book has won and
six reviews from different people who have read the book.
Note that the writing or font style of this part of the cover is completely different. Why
do you think this is so?
\
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 6 of 14
http://www.curriculumsupport.education.nsw.gov.au
6. The cameo
This part of the cover gives us a cameo of information about the writer and the
illustrator of our book, including other works they have created. This enables the
responder, if they enjoy this book to look at other examples of their work.
7. The cover in its entirety
Study the cover of Fox.
Do you think that the cover would encourage people to read this book?
Why?
Taking into consideration all the ideas members of the class have shared, write a
paragraph saying whether you think the cover of Fox would entice people to buy the
book and read it.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 7 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 5
Definition of reflection
A reflection statement gives an opinion on a past event, action or experiences
recounting an event and the feelings and responses that went along with it.
“The thought process by which, students develop an understanding and appreciation
of their own learning. This process draws on both cognitive and affective experience.”
English Years 7-10 Syllabus p.70
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 8 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 6
Landscape
Summer
Winter
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 9 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 7
Aspects of illustrations of design in picture books
Line:
Lines may be thick or thin, whole or broken
The direction of the line can convey meaning:
 horizontal lines may express rest or peace
 vertical lines may suggest stability
 diagonal lines express action and movement.
Vector:
The angles used by the illustrator to lead the responder’s eye across and around the
images on the page to lead the eye from one image to another.
Viewing angles:
Illustrators and visual designers use angles to position the reader or to shape the
way we understand the meaning.
The reading path:
Your reading path is taken through the salient elements of the image. Your path
starts at the most salient images and then moves to other less salient images.
What is the usual reading path in a book without pictures?
Comment on the reading path in your opening, discussing how it is different from a
reading path in a written text and why.
Contrasts:
This is where pictures or pages in a picture book are strikingly different in some
visible way, due to variations between their sizes, layout, use of contrasting colours
etc.
Perspective:
Perspective is the place or angle from which the reader is viewing the picture.
Changing the perspective or focus can show action.
Texture:
The pictures may seem solid and heavy, light and weightless, or anything in
between. They may have a touchable feel.
Salience:
The visual weight or impact of a picture or part of a picture. Salience is influenced by
size, focus, colour, distance and placement.
 a high salient – draws attention.
 a low salient – you do not notice it or are not drawn to it.
Comment on the salience levels of the pictures in your opening.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 10 of 14
http://www.curriculumsupport.education.nsw.gov.au
Offers and demands:
The concept that some objects on the page demand that you look at them, whilst
others are only offered, you do not have to look at them and you often miss them.
Locate the most demanding image in your opening and then explain what you think
is/are the offer/s on your page.
At the end of the lesson each group will be asked to choose the most interesting
feature on your page and show it to the class.
Modality:
How credible (realistic) is the picture?
 high modality – as realistic as possible (33mm camera lens full sunlight)
 moderate modality – shows something that is real but has been altered in
some way
 low modality – non-realistic, no pretence to realism.
Students should discuss what modality the Fox picture book is drawn in, using
examples from the text to illustrate their understanding.
It is important to remember that each shot within a film is carefully planned and
rehearsed; each shot has a purpose.
Camera angle:
Having decided what shot size to use, the director and cinematographer must
consider where the camera will be positioned – above the subject, at eye level with
the subject. The camera angle used often tells the audience how they should feel
about the subject.
 High angle:
o The camera is positioned above the subject and looks down at it.
o The subject seems small, weak, intimidated. This angle is often used
on the victim within the narrative.
 Low angle:
o The camera is positioned below the subject and looks up at it.
o The subject seems large, evil, powerful, intimidating. This angle is often
used on the strong character: the villain in the beginning of the film, and
the hero towards the end of the film.
 Eye level:
o The camera is positioned on eye level with the subject.
o This is a common angle that shows the subject accurately. It is often
used to show honestly and good nature.
 Dutch angle:
o The camera is positioned on an oblique or crooked angle.
o The audience is encouraged to feel that something peculiar is
occurring; it can make the audience feel uncomfortable.
Exercise:
In a magazine s find examples of each of the shot sizes and angles discussed.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 11 of 14
http://www.curriculumsupport.education.nsw.gov.au
Create a poster of images .
Accompany each picture with a detailed explanation as to why the angle or shot size
is successful (or not). Be prepared to explain your decisions to the class.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 12 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 8
Revision of poetic devices
Device
Definition
Your own
example
Example from
text
simile
metaphor
personification
onomatopoeia
rhyme
rhythm
alliteration
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 13 of 14
http://www.curriculumsupport.education.nsw.gov.au
Resource 9
Questions to encourage reflection
1. What did you like/ dislike about this text? Why?
2. What surprised you or caught your attention?
3. What did you notice about the composer’s way of writing and/or illustrating?
4. What questions would you like to ask the writer and/or illustrator?
5. What is the theme/message of this text?
6. What learning activities did you like/dislike the most? Why?
7. What part did you take in your own learning?
8. Would you do anything differently next unit?
9. What new ideas and learning strategies have you learnt during this unit?
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 14 of 14
http://www.curriculumsupport.education.nsw.gov.au