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.