COURSE TITLE: YEAR 7 UNIT OF STUDY TITLE: PICTURE BOOKS Picture books are the most common form of children’s literature. An exploration of picture books allows students to examine how meaning is constructed through both visual and written language. In this unit, students’ skills, knowledge and understanding will be developed through analysis of a variety of visual texts. Activities will focus upon responding to these texts and the decoding of the techniques used for visual literacy. Students should read at least two of the core texts. Students will then compose their own narrative thereby expressing themselves and their relationships with others and their world. There will be a strong focus on exploring Indigenous Culture. CORE TEXTS/RESOURCES: My Place by Nadia Wheatley and Donna Rawlins, Kane/Miller Books, 1989 The exploration of Australia’s history from pre-colonisation to the bi-centenary of Federation. This exploration is achieved by focussing on the transformation within one single space over time. DURATION OF UNIT: TERM 2 WEEKS 1-4 (4 wks.) CONTENT DESCRIPTIONS: LANGUAGE 1782 1764 LITERATURE 1619 1620 1621 (1622) 1803 1805 LITERACY 1721 1722 1723 1724 1725 1726 ASSESSMENT OF LEARNING: Narrative writing with cover for a picture book version – 20% Papunya School Book of Country and History by Papunya School The Rabbits by J. Marsden and Shaun Tan, Lothian Books, 1998 Retells the story of the British invasion of the Aboriginal people of Australia, expressed through the allegory of the rabbits invading a land inhabited by native animals. Other Dreamtime story Keynote GENERAL CAPABILITIES: (please tick) ✓ Literacy Numeracy ✓ ICT ✓Critical and creative thinking ✓Personal and social capability Ethical understanding ✓ Intercultural understanding CROSS CURRICULUM PRIORITIES (please tick) ✓Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement in Asia Sustainability OTHER FOCI ✓ Australian text/author Youth culture ✓Other times ✓Christian Gender Other places FOCUS MODES: (please tick) ✓reading listening ✓writing MODIFICATIONS OF PROGRAM: Extension opportunities with: EVALUATION OF UNIT: ✓viewing speaking ✓ (representing) Wk. 1 Content Descriptions Teaching and Learning Strategies Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT 1803) Sequence 1-– Why study Picture Books? A) Teacher lead discussion: Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Resources Discussions and observations on purpose of picture books Students define picture books and their purpose and intended audience. What are picture books? Have you read any picture books? Who reads picture books? Favourite picture books? Why do we read picture books? Etc. B) Visual Literacy PowerPoint: Students view Visual Literacy PowerPoint to become familiar with the use of these elements and principles in the artwork of a variety of illustrations - data projected for students to see in larger scale, with colour. Basic questions to identify elements and principles in the images in particular at; Dominant object Framing Reading paths Colour Angles Shot Gaze Assessment for Learning - Visual Literacy PowerPoint PowerPoint Handout Viewing & Representing in Context 1, pp. 72-82 Discussion questions handout - Task Notification C) Persuasive Writing Task: Persuasive writing in journal: letter to Indigenous Tribal Leader requesting permission to study Indigenous Culture and use their symbols. H/W D) Task distributed and explained. Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) Analyse and explain the ways text structures and language features shape meaning and vary Sequence 2 -1531– Analysis of Hard Copy Picture Books: (LIBRARY LESSON) A) Close study of My Place: 1) Prediction activity: students analyse the visual techniques of the cover – predict what this story is going to be about, the intended audience, mood and genre. 2) Close study of 1918 picture in order to build upon previous knowledge of visual language. Deconstruct this image as a whole class identifying the different visual techniques. Refer to visual literacy handout. - My Place (class set) by Nadia Wheatley and Donna Rawlins, Kane/Miller Books, 1989 or Papunya School Book of Country and History by Papunya School (class set) - My Place or other Worksheet Persuasive writing in journal letter to Indigenous Tribal Leader requesting permission to study Indigenous Culture and use their symbols. Can be set as homework according to audience and purpose(ACELY1721) (Terminology to cover in teaching: Layout, dominate image, point of view, colours, vectors, facial expressions, gaze, font, location of text) 3) Small group activity: Analysing the visual text of My Place. Students are provided with worksheets that assist them to analyse the visual text and its relationship to the written text. - Camera Shots and Angles Worksheet Quiz or other recall activity B) Camera Shots and Angles Analysis: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts(ACELT1621) Students complete a worksheet where they have to connect the correct camera shot and angle to the right terminology. (Images sourced from Mulan and picture books). C) Task Notification Explained: Students are given the task notification and explanation from the teacher. Sequence 3– Analysis of Virtual Picture Books: (LIBRARY LESSON) A) Close Study of Virtual Picture Books: Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724) Main focus on Qld Government Library Website virtual books written by Aboriginal children. Class focus on one picture book together analysing the books visual and written features. Students then have time to explore other picture books in pairs and review the effectiveness of the books. B) Small Group Activity: Students read a sample of the available picture books. Students will complete a retrieval chart whilst looking at a sample of picture books both hard copy and eversions. Class discussion of initial responses in which students compare and contrast the content and style of the picture books and their reactions to these. - Virtual Picture Books: http://www.slq.qld.gov.au/search/eres ources/ebooks/virtual-books - Computers or iPads - Selection of Picture Books (gathered by librarians, majority with Indigenous Culture or themes) - Picture Book Retrieval Chart Librarian checks retrieval charts Wk. 2 Content Descriptions Teaching and Learning Strategies Resources Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour(ACELT1805) Sequence 4 – Authors or Illustrators: A) Practice Visual Creation: Magazines, newspapers, coloured paper, coloured pencils, textas Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose(ACELY1721) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724) Students are provided with a selected phrase or paragraph from an unseen picture book and become the illustrator. Non-artistic students could use collage techniques. Students write a reflective statement explaining the visual elements of their illustrations. Students need to articulate what influenced their decisions. Students are placed in rotating groups thereby allowing them to compare and contrast their illustrations with other students. Sample written text from unseen picture books B) Practice Text Creation: Provide students with only the visual text of an unseen picture book. Students then compose the written text to support the visual images. Students write a reflective statement to accompany students’ created text. Students need to articulate what influenced their decisions. Students are placed in rotating groups thereby allowing them to compare and contrast their illustrations with other students.) Sample visual images from unseen picture books C) Analysis of Actual Text/Visuals: Students are shown the actual text and visuals from the provided texts and visuals. Class discussion on the difference in meaning and interpretation and why the author/illustrator might have made the choices they did. Sequence 5 - Aboriginal Dreamtime Legends: A) Analysis of Creation Stories: Students read Aboriginal Dreamtime creation legend and Biblical creation story. B) Class discussion on similarities and differences between beliefs and how they affect each culture. Ext: Students research other cultural creation stories. Sequence 6 – Researching their Culture: A) Students complete a Aboriginal cultural symbols and icons worksheet. B) Students complete symbols of theirs and other cultures worksheet. Symbols of Culture Worksheets Assessment for Learning Wk. 3 Content Descriptions Teaching and Learning Strategies Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Sequence 6 – Writing a narrative A) In class draft task completed in test conditions. B) One class lesson dedicated to designing covers C) Continue above sequences for remainder of week 3. Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Wk. Content Descriptions Teaching and Learning Strategies 4 (if time allo ws) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Sequence 7 – Peer Assess and Edit: A) Students Peer Assess and Edit: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Resources - Task sheet Planning sheet for cover Resources Assessment for Learning Teachers edit drafts. This becomes a diagnostic as much as a summative task. Assessment for Learning Narrative (visual and written) on themselves and their culture Students bring in their hard copy or e-version of their narrative to peer assess and edit. Students should sit with a partner and share their work looking at the visual techniques and written content. B) Edit their narrative after peer and teacher feedback Tasks due Week 5 Sequence 2 – Viewing and Evaluating their own Picture Books. A) Evaluation of Unit, Learning and Work: As a class students read the hardcopy picture book and view the e-version. B) Each student completes an evaluation of the unit, their work and the work of others. Evaluation Handout Students’ reflection after task is returned.