Swansea High School
English Stage 4
Close study of a picture book unit: Fox
Rationale:
Students learn about:
 the characteristics of picture books
 definitions and examples of allegory
 the idea of the moral and the message of a text,
and
 the elements of visual design.
Students learn how to:
 write reflectively
 write descriptively
write dialogue with emphasis on structure and
conventions.
Outcomes
1 A student responds to and composes texts for understanding, interpretation, critical
analysis and pleasure.
2 A student uses a range of processes for responding to and composing texts.
4 A student uses and describes language forms and features, and structures of texts
appropriate to different purposes, audiences and contexts.
5 A student makes informed language choices to shape meaning with accuracy,
clarity and coherence
6 A student draws on experience, information and ideas to imaginatively and
interpretively respond to and compose texts.
11 A student uses, reflects on and assesses individual and collaborative skills for
learning.
Syllabus Content
Integrated learning experiences,
instruction and assessment.
Students learn to:
Introduction to unit and assessment
11.1 understand demands of a task and the outline
outcomes and criteria for assessment being
Teacher provides students with an outline of
addressed
the unit, introduces the assessment
Students learn about:
requirements and explains to students that
11.12 outcomes-based learning
they will be keeping a learning journal
11.13 their own learning strengths and
learning needs
throughout the unit.
Students learn to:
1.5 compose imaginative, factual and
critical texts for different purposes,
audiences and contexts
NSW Department of Education and Training
Curriculum K-12 Directorate
Feedback
Resource 1 Assessment task
Resource 2 - Sample
learning journal responses
Characteristics of picture books
Introduction
Resource 3 - Spelling list
Discussion of
November 2004
Resources
English Elements 1 by
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Syllabus Content
1.9 demonstrate understanding of the
complexity of meaning in texts
4.1 identify and describe the purpose,
audience and context of texts
6.3 explore real and imagined (including
virtual) worlds through close and wide
engagement with texts
6.5 identify the ways characters,
situations and concerns in texts connect
to students’ own experiences, thoughts
and feelings
Students learn about:
1.13 the ways their own background and
experience affect their responses to texts
4.8 the ways in which specific language
forms and features and structures of text
are used to shape meaning including:

in written texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary
and spelling, the use of formal or
colloquial language and figurative
language

in spoken texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary,
cues, nonverbal language, tone,
pitch, intonation and volume

in visual texts: medium, organisation,
colour, layout, perspective, focus,
camera angles and editing
6.8 the ways ‘the real world’ is
represented in the imaginary worlds of
texts including literature, film, media and
multimedia texts
Students learn to:
4.1 identify and describe the purpose,
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
Whole class brainstorm and discussion
activity. Students make notes as required for
their own learning. Some discussion starters
could include:
Feedback
Resources
favourite books.
Teacher brings
in and shows
own favourite
picture book.
Guest, Eshuys, Crawley and
Lewer,
Jacaranda Press ISBN 07016-3317-4 p.213 -216
What is a picture book?
What topics do picture books explore?
 brainstorm examples of titles
 show examples of picture texts from
library including Aboriginal texts (box of
varied kinds.)
BOS support document
Fiction, Film and other Texts
pp18, 58
Who reads picture books? Why?
Favourite picture books? Why are they
favourites?
Students explore the book and create their
own list of features of a picture book.
November 2004
Teacher
observes
Resource 4 - Text features
- suggested activities
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Syllabus Content
audience and context of texts
6.5 identify the ways characters,
situations and concerns in texts connect
to students’ own experiences, thoughts
and feelings
Students learn about:
1.12 links between the ideas, information,
perspectives and points of view
presented in texts and their own
background and experience
4.8 the ways in which specific language
forms and features and structures of text
are used to shape meaning including:

in written texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary
and spelling, the use of formal or
colloquial language and figurative
language

in spoken texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary,
cues, nonverbal language, tone,
pitch, intonation and volume

in visual texts: medium, organisation,
colour, layout, perspective, focus,
camera angles and editing
6.10 the structures and features of
imaginative texts including
characterisation, setting, tension and
climax, chronology and time, narrative
voice, effective beginnings and endings
6.11 verbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
choice of vocabulary, rhythm, sound
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
Feedback
students’ notes.
For some students a version of the integrated
literacy approach to introducing the cover can
be very effective to give student access to
meaning and representation thus setting them
up for success.
Read picture book to class (stopping along
the way to comment and ask questions.)
 predicting along the way
 predicting from inside opening and
cover
 predicting from written text and from
dog/bird image in opening two
 comments on ending.
Discuss the differences between the inside
front cover and the inside back cover:
What does each suggest?
What are the differences?
Why are there differences?
Resources








the cover
publisher
barcode
sticker
the illustration of the Fox
the blurb
the cameo
the cover in its entirety
Student may
suggest
different ideas
and they should
feel comfortable
about exploring
these
differences in
interpretation
and the possible
reasons for
them.
Discuss the messages of the text.
November 2004
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Syllabus Content
Integrated learning experiences,
instruction and assessment.
Feedback
Resources
effects, colour and design
Students learn to:
2.1 use a range of listening, reading and
viewing strategies, including skimming,
scanning, predicting and speculating,
reading and viewing in depth and rereading and re-viewing, according to the
purpose and complexity of the texts
4.1 identify and describe the purpose,
audience and context of texts
4.2 create and ensure coherence of
medium, form and content through specific
language conventions and vocabulary
appropriate to particular subject matter or
contexts
4.8 the ways in which specific language
forms and features and structures of
text are used to shape meaning
including:

in written texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary
and spelling, the use of formal or
colloquial language and figurative
language

in spoken texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary,
cues, nonverbal language, tone,
pitch, intonation and volume

in visual texts: medium,
organisation, colour, layout,
perspective, focus, camera angles
and editing
NSW Department of Education and Training
Curriculum K-12 Directorate
Reflective writing
The purpose of the learning journal is to
encourage reflection on what the student has
learnt and to heighten the student’s
understanding of the way they learn.
Reflection
1. What is reflection?
2. What forms can it take? (diaries, letters)
Show student model of reflective writing from
BOS programming booklet.
Discussion to prepare for reflective writing
1. What did you think about the story? (the
text – its narrative and visual appearance)
and why?
2. What did you think of the ending of the
story and why?
3. What did you think about the illustrations
and why?
4. What caught your attention first about this
book? (colour, illustrations, written text,
other)
5. What did you like or dislike about this
book and why?
6. What did you notice about the composer’s
way of writing and illustrating?
November 2004
Teacher guides
discussion and
provides model
of reflection
orally/written.
Resource 5 – Definition of
reflection
Board of Studies support
document Advice on
Programming and
Assessment, p32
Learning
journal entry
Teacher guides
class discussion
and writes
relevant points
on board to
guide students
in note-making.
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Syllabus Content
6.1 compose coherent, imaginative texts
that use and explore students’ own
experiences, thoughts and feelings and
their imaginings
6.3 explore real and imagined (including
virtual) worlds through close and wide
engagement with texts
11.4 use the language of the subject
when engaging in learning
11.8 generate, document, clarify,
organise and present ideas and
information
11.10 reflect on and assess their own and
others’ learning against specific criteria
11.11 articulate and discuss the pleasure
and difficulties, successes and challenges
experienced in their writing
Students learn about::
6.8 the ways ‘the real world’ is
represented in the imaginary worlds of
texts including literature, film, media and
multimedia text
6.11 verbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
choice of vocabulary, rhythm, sound
effects, colour and design
11.13 their own learning strengths and
learning needs
11.20 reflection strategies such as
learning logs, journals, letters to teachers
and peers, guided discussion
Students learn to:
1.1 respond to imaginative, factual and
critical texts, including the required range
of texts, through wide and close listening,
reading and viewing
1.2 respond to and compose texts
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
Elements of design
Teacher models an explanation of how each
of the following techniques is used in Fox
 colour associations
 left right side of Fox (opening 8)
November 2004
Feedback
Resources
‘An introduction to the
Grammar of Visual Design’
(Enhancing Literacy in
Secondary English CDROM), also available at:
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Syllabus Content
intended to inform, persuade and
entertain, including humorous texts
2.1 use a range of listening, reading and
viewing strategies, including skimming,
scanning, predicting and speculating,
reading and viewing in depth and rereading and re-viewing, according to the
purpose and complexity of the texts
4.1 identify and describe the purpose,
audience and context of texts
6.1 compose coherent, imaginative texts
that use and explore students’ own
experiences, thoughts and feelings and
their imaginings
6.3 explore real and imagined (including
virtual) worlds through close and wide
engagement with texts
Students learn about:
6.11 verbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
choice of vocabulary, rhythm, sound
effects, colour and design
Students learn about::
2.15 processes of representation
including the use of symbols, images,
icons, clichés, stereotypes, connotations,
inference and particular visual and aural
techniques including those of camera,
design and sound
4.8 the ways in which specific language
forms and features and structures of text
are used to shape meaning including:

in written texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary
NSW Department of Education and Training
Curriculum K-12 Directorate



Integrated learning experiences,
instruction and assessment.
reading paths (opening 12)
offers and demands (Fox’s eyes on
opening 9)
salience (opening 13)
Students work in pairs to find other examples
of these techniques in Fox.
Students swap their examples with other
pairs until they have a complete list.
Teacher-led discussion of colour and
symbolism – students identify how this works
in Fox (work in pairs or groups, with each
group working on a different opening)
Using their knowledge and understanding
about colour and its various functions in
visual texts, students colour the line picture of
a landscape - half in summer colours and
half in winter colours to show the contrasts in
colours and feelings (i.e. warm versus cool).
Students colour a picture to show a range of
moods, such as, fear, hate, love, peace,
happiness. Students briefly explain their
choice of colours. Teacher and students view
illustrations of the Fox character and
comment (verbally or in writing) on the use of
colour and the colour associations.
eg. Fox is red = evil, hot
Greens = lush, new
Reds = hot, summer, Australian outback.
November 2004
Feedback
Resources
<http://www.qtp.nsw.edu.au/
qtp/files/elise/project3/conte
xt.html>
Teachers and
students
discuss the
examples
analysed in the
pair groups and
comment
on/questions
student
examples.
Display work
and students
respond to use
of colours.
Display student
work. Teacher
comment
verbally.
Additional material on visual
grammar in Restlin’ with
Representation, a paper
presented by Mark Howie
and Prue Greene at the
2001 ETA Annual State
Conference.
Resource 6 - Landscape
Children’s colouring in
books are a great source of
pictures for the colouring
activity.
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Syllabus Content
and spelling, the use of formal or
colloquial language and figurative
language

in spoken texts: medium,
organisation, sentence structures,
grammar, punctuation, vocabulary,
cues, nonverbal language, tone,
pitch, intonation and volume

in visual texts: medium, organisation,
colour, layout, perspective, focus,
camera angles and editing
4.13 the metalanguage of subject English
used to describe, discuss and
differentiate texts and their language
forms, features and structures
6.8 the ways ‘the real world’ is
represented in the imaginary worlds of
texts including literature, film, media and
multimedia texts
6.11 verbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
choice of vocabulary, rhythm, sound
effects, colour and design
Students learn to:
1.5 interpret, question and challenge
information and ideas in texts through
close study
Students learn about:
6.8 the ways ‘the real world’ is
represented in the imaginary worlds of
texts including literature, film, media and
multimedia texts
6.9 the variety of genres available to
composers of imaginary texts
6.11 erbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
Teacher-led discussion of design elements of
the illustrations in Fox (teacher and students
to refer to Resource 5 and find examples from
the text to demonstrate understanding).
Feedback
Resources
Resource 7 - Aspects of
illustrations of design in
picture books
It would be useful to find examples of the
above in other picture books to reinforce
concepts.
Teacher shows a very realistic image from a
magazine and a page from Fox to model the
difference between high and low modality.
Consolidating learning
Students to collect an example of each of the
following from magazines or other visual
texts, annotate and construct into a poster.
 low modality
 high modality
 high salience
 low salience
 vectors (label with arrows on image.)
 offer
 demand
November 2004
Teacher and
students view
the completed
posters and
listen to the
explanations.
There is
discussion,
comment and
praise of each
others efforts.
Old magazines and
newspapers.
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Syllabus Content
choice of vocabulary, rhythm, sound
effects, colour and design
Students learn to:
1.1 respond to imaginative, factual and
critical texts, including the required range
of texts, through wide and close listening,
reading and viewing
1.2 respond to and compose texts
intended to inform, persuade and
entertain, including humorous texts
1.5 interpret, question and challenge
information and ideas in texts through
close study
Students learn about:
4.13 the metalanguage of subject English
used to describe, discuss and
differentiate texts and their language
forms, features and structures
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
 reading paths (label with #)
 contrast (in size)
 contrast (in colours)
 a cool image (colour associations)
 a warm image (colour associations)
 eye level shot
 high level shot
 low level shot
Students are to choose one of the examples
and explain to the class why the particular
technique has been used.
Learning journal entry:
Students write (half a page): What have you
learnt about the use of colour, reading paths,
size, modality and contrast in picture books?
Descriptive writing
Teacher emphasises that images are only
one part of the text. How the composer uses
written language techniques to create
meaning is another important part of picture
books.
Revise
 simile
 metaphor
 emotive words (connotations and
denotations)
 repetition
Notes on each of the above in a grid to
reinforce the learnt work from early Stage 4.
(See resource section).
November 2004
Feedback
Learning journal
entry – part of
ongoing
assessment
Resources
Resource 2 - Sample
learning journal responses
Resource 8 - Revision of
poetic devices
Teacher guides
revision and
observes
students’ notes
in their
workbooks.
Page 8 of 13
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Syllabus Content
Students learn to:
5.3 experiment with forms, features and
structures, modes and media in deciding
on the best ways to shape meaning with
accuracy, clarity and coherence
6.1 compose coherent, imaginative texts
that use and explore students’ own
experiences, thoughts and feelings and
their imaginings
6.3 explore real and imagined (including
virtual) worlds through close and wide
engagement with texts
Students learn about:
5.11 the effects of emotive and persuasive
language
6.11 verbal, aural and visual techniques
used to create imaginative texts, such as
imagery, figures of speech, selective
choice of vocabulary, rhythm, sound
effects, colour and design
Students learn to:
1.1 respond to imaginative, factual and
critical texts, including the required range
of texts, through wide and close listening,
reading and viewing
NSW Department of Education and Training
Curriculum K-12 Directorate
Integrated learning experiences,
instruction and assessment.
Feedback
Teacher models improving a simple sentence
by using techniques such as imagery and
adjectives and adverbs.
Students improve a simple sentence by
adding adjective and other devices.
Teacher checks
students’
sentences and
provides advice
where
appropriate.
Teacher gives
specific
feedback about
the effective use
of adjectives,
adverbs and/of
other
techniques.
Students swap their sentences with others.
Teacher guides students to find examples
from Fox of
 descriptive writing
 emotive language
 repetition.
Resources
Class discussion of why these devices are
used. Students change some of the emotive
words and take out the repetition to help
understand the effect of emotive language
and repetition in descriptive writing.
Learning journal entry
Why do writers use descriptive writing,
emotive language and repetition? Provide an
example of each from Fox and explain their
effect.
Writing dialogue
Teacher revises:
 conventions of writing dialogue
 words to use instead of ‘said’
November 2004
Learning journal
entry – part of
ongoing
assessment
Teacher guides
discussion and
writes notes on
blackboard.
Page 9 of 13
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Syllabus Content
Integrated learning experiences,
instruction and assessment.
purpose of dialogue in a story.
1.9 demonstrate understanding of the
complexity of meaning in texts
4.2 create and ensure coherence of
medium, form and content through specific
language conventions and vocabulary
appropriate to particular subject matter or
contexts
6.1 compose coherent, imaginative texts
that use and explore students’ own
experiences, thoughts and feelings and
their imaginings

Students learn to:
6.1 compose coherent, imaginative texts
that use and explore students’ own
experiences, thoughts and feelings and
their imaginings
5.3 experiment with forms, features and
structures, modes and media in
deciding on the best ways to shape
meaning with accuracy, clarity and
coherence
5.4 compose personal texts in literary
forms such as narrative, poetry, speeches
and scripts
Students working in pairs, write a dialogue
between magpie and dog. Students make a
new ending where magpie returns to dog and
explains why he left dog, and dog’s
responses to the explanation.
Students write notes on the conventions of
dialogue writing.
Exercises
In pairs students:
 make a list of as many words to use
instead of ‘said’ as they can in three
minutes
 experiment with different punctuation
techniques to write dialogue (such as
dash to indicate a new speaker, ways of
signposting speech and new speakers
without using inverted commas)
 experiment with writing dialogue without
using ‘said’ or ‘said’ similes.
Write the dialogue with correct punctuation
onto an overhead. Pairs present their
dialogue to the class.
Learning journal entry:
What have you learnt about why writers
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Feedback
Resources
Wordbank
poster is
created and
displayed in
classroom.
‘said’ wordbank
answered mumbled
questioned blurted out
murmured rumbled
whispered roared
shout
laughed
muttered …
Assessment
feedback for
students.
Overhead sheets
Overhead pens
Overhead projector
Teacher and
students check
dialogue for
correct
punctuation and
characterisation
relevance to
storyline of Fox.
Learning journal
entry – ongoing
Page 10 of 13
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Syllabus Content
Integrated learning experiences,
instruction and assessment.
include dialogue in their stories?
Students learn to:
11.11 articulate and discuss the pleasure
and difficulties, successes and challenges
experienced in their writing
After reading the book compare the inside
front and back covers. What do you think the
change in colour symbolises?
Compare the text on the bottom of opening 1
with the text on Opening 12. How are they
similar and different? Why does the writer do
this?
What do you think is the message for us?
Explain what the writer and illustrator have
done to create this message.
Students learn to:
1.1 respond to imaginative,
factual and critical texts, including the
required range of texts, through wide and
close listening, reading and viewing
1.2 respond to and compose texts
intended to inform, persuade and
entertain, including humorous texts
1.4 manipulate, combine and challenge
different text types in order to compose
new texts that address specific purposes,
audiences and contexts
5.1 express considered points of view in
speech or writing, accurately and
coherently and with confidence and
fluency in rehearsed, unrehearsed and
impromptu situations
5.6 identify and demonstrate cohesion of
syntax and content in their own texts
11.6 find, select and evaluate information
from a range of sources
Revise reflection and reflective writing.
NSW Department of Education and Training
Curriculum K-12 Directorate
Feedback
assessment
Teacher guides
discussion and
observes
students’ notes
in their
workbooks.
Use discussion comments to write an
extended response as a piece of reflective
writing in your learning journal.
(This is assessment for learning.)
November 2004
There is a useful
explanation of allegory in
Helen Sykes (ed.), (2003)
The Text Book 1.Cambridge
University Press, p 170.
A good website for
strategies on reflection is
<www.resourcebank.curricul
um.edu.au> (it costs money
to subscribe but is well
worth it).
Look at writing an extended response (i.e.
journal) on the text studied (Fox).
Learning journal entry
Discuss the questions (see Resource 7) in
small groups and have each group share one
response with the class.
Resources
Teacher and
Resource 9 - Questions to
students
encourage reflection
discuss
questions and
possible ways of
approaching the
questions.
Learning journal
– part of
Page 11 of 13
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Syllabus Content
11.7 identify, plan and prioritise stages of
tasks with clear teacher directions
11.10 reflect on and assess their
own and others’ learning against specific
criteria
11.11 articulate and discuss the pleasure
and difficulties, successes and challenges
experienced in their writing
Students learn about:
11.20 reflection strategies such as
learning logs, journals, letters to teachers
and peers, guided discussion
Outcomes
1 A student responds to and
composes texts for understanding,
interpretation, critical analysis and
pleasure.
2 A student uses a range of processes
for responding to and composing
texts.
4 A student uses and describes
language forms and features, and
structures of texts appropriate to
different purposes, audiences and
contexts.
5 A student makes informed language
choices to shape meaning with
accuracy, clarity and coherence
6 A student draws on experience,
information and ideas to imaginatively
and interpretively respond to and
compose texts.
Integrated learning experiences,
instruction and assessment.
Feedback
Resources
assessment
Assessment task
Students choose their own picture book to
review for an education supplement in The
Sydney Morning Herald.
Students submit their learning journals for
assessment.
Teacher
provides written
and verbal
feedback to
students based
on the
assessment
criteria for the
task.
Resource 1 - Assessment
task including marking
criteria
Model answers
are read and
discussed.
11 A student uses, reflects on and
assesses individual and collaborative
skills for learning.
Students learn to:
1.3 compose imaginative, factual and
critical texts for different purposes,
NSW Department of Education and Training
Curriculum K-12 Directorate
Additional content
Teacher guided revision of report style
November 2004
Peer
assessment of
Page 12 of 13
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Syllabus Content
audiences and contexts
11.4 use the language of the subject
when engaging in learning
11.11 articulate and discuss the pleasure
and difficulties, successes and challenges
experienced in their writing
1.2 respond to and compose texts
intended to inform, persuade and
entertain, including humorous texts
1.3 compose imaginative, factual and
critical texts for different purposes,
audiences and contexts
1.3
Integrated learning experiences,
instruction and assessment.
writing.
Feedback
Resources
the best report
which is then
1. Students write a report for the school
published in the
newsletter where they reflect on their work on School
Fox.
newsletter. (This
is a newsletter
designed to
inform parents
2. Work with a partner from class (or alone) or of class and
partner with a Primary (Kinder) student if the
extra-curricula
proximity of schools allows this.
activities at the
school.)
Draft ideas for a picture book for students in
Stage 3. Compose text and illustrations and
then read text aloud to class or neighbouring
juniors school/pre-school group.
Suggestion
Take class to computer room and experiment
with fonts, clip art and layout of picture books.
Author and/or illustration study – other texts
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
<www.allen-unwin.com.au>
Page 13 of 13
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