Year 7/8 English Assignment
Term -, 20-Student name:
So you want to create a picture book?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
1
Assignment Symbols
The Big Question
Introduction and Road Map
Learning Goals
Resources
Activities and Learning Tasks
Feedback
Self-reflection
Evaluation
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
2
What makes
a GREAT
picture book?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
3
Table of Contents
Page
1
2
3
4
5-6
7
8-9
10
11-12
13
14
15-16
17-18
19
20
21
22
23
24
25
26
27-28
29-30
31
32
33
34
35-36
37
38
39
40
41
42-43
44
Activity
Cover Page
Assignment Symbols
The BIG Question
Table of Contents
Assignment outline and checklist
Assignment Overview
Yr 7 & 8 Australian Curriculum Achievement Standards
Australian Curriculum General Capabilities
Becoming a Self-Directed Learner
Week 1 - Features of a picture book
Week 1 - What is your favourite picture book?
Week 1 - Picture book survey
Week 2 - Literacy devices
Narrative Structure
Narrative Structure
Week 2 - Narrative structure plot
Resource - Creating your own original picture book
Week 3 - Characterisation through action
Week 3 - Creating a character
Resource - Point of View
Week 4 - Point of view
Week 4 - Alternative point of view
Week 5 - Creating setting
Resource - Colour symbolism
Organisation Chart week 6-8
Week 6 - Storyboard
Week 6 - additional planning
Week 7 - Illustration types
Week 7 - Facial expressions
Week 8 - Oral presentation skills
Resources
Picture book criteria sheet
Glossary
Student Evaluation and Reflection
Staff Evaluation Sheet
Student
Completed
Teacher
Check
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
4
Assignment Outline and Checklist – Year 7/8 English
So you want to create a picture book?
Week(s) Topic / skills
1
2 -3
4
1. Reading and
analysis of
features of
picture books.
2. Conducting a
survey.
1. Identifying the
language
features of
picture books.
2. Identifying the
narrative
structure of
stories.
3. Identifying the
Point of View
from which a
story is written.
1. Analysing how
characters are
presented –
showing not
telling.
2. Practise writing
extended
character
descriptions.
Tasks
Check Resources
1. Identify the main features of
the picture books you have
looked at.
2. Select your favourite picture
book and answer the
questions about it.
3. Survey several primary aged
students about their picture
book preferences.
4. Analyse the results of your
survey.
1. Complete the chart of
examples of literary devices.
2. Plot the narrative structure
of a book you have read.
3. Read the Humpty Dumpty
examples and write your own
examples of First and Third
person point of view.
4. Read the version of ‘The
Three Little Pigs’ provided in
your assignment.
5. Discuss how a story can
change depending on whose
point of view is presented.

1. Read the section
‘Characterisation through
action’ and complete the
writing (and optional
drawing) tasks.








A selection of
children’s picture
books.
Question sheet
about picture
books.
Survey questions.
Survey grid.
Literary Devices
chart.
Narrative structure
outlines.
Point of View –
Humpty Dumpty.
Narrative – ‘The
Three Little Pigs’.
Characterisation
through actionnotes and
examples.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
5
Week(s) Topic / skills
5
6-8
Tasks
Check Resources
1. Settings of
stories.
2. Identifying the
importance of
colour in
creating an
atmosphere.
3. Identifying
different
illustration
types.
4. Facial
expressions.
1. Read the information about
colour and the symbolism
associated with different
colours.
2. Complete the castle
colouring task.
3. Create two illustration types
of your own.
4. Complete the worksheet on
Facial expressions.

1. Planning an
original picture
book.
2. Drafting an
original picture
book.
3. Creating an
original picture
book
4. Orally presenting
the completed
picture book
1. Plan the narrative structure
of your story.
2. Create your main
character(s) using the guiding
questions provided.
3. Create the setting(s) of your
story.
4. Transfer these ideas to a
story-board template.
5. Now, complete your
masterpiece!
6. Present your picture book to
a selected audience.









Creating the
Setting – notes.
Colour symbolism
chart.
Castle sketches.
Examples of
illustration types.
Outlines of faces.
Organisation chart.
Notes on creating
an original picture
book.
Creating a
character –
checklist
questions.
Story-board
template.
Dos and don’ts for
an oral
presentation.
Video examples of
effective oral
presentations.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
6
Assignment Overview
Key Inquiry questions:
 What is a picture book, and what purposes do they serve (fiction and non-fiction)?
 What picture books (story types, features etc.) appeal to my intended audience?
 What are the structural features of picture books (fiction and non-fiction)?
 What language features do writers use to convey meaning, incorporate a variety of issues /
themes and position readers in various ways? (whole text, sentence, group/word)
 What visual strategies do illustrators use to convey messages / meaning?
 How do I analyse picture books to make meaning of cultural values, perspectives and
experiences?
 How do I create a picture book for my intended audience?
The unit “So you want to create a picture book?” will introduce you to:
 A range of picture book themes
 A range of picture book structures and conventions
 A range of picture book language features
 A range of ethical/moral/cultural issues and perspectives
 Language interpretation skills
 A range of illustration methods and how visual elements (colour, modality, layout, vectors, scale,
angle etc.) work together to create meaning
 Illustration analysis skills
By engaging in this unit you will;
 Develop an understanding of picture book themes, language, structure and conventions
 Investigate and interpret picture books from a range of cultures (including Aboriginal and Torres
Strait Islander and Asian) that reflect cultural values, perspectives and experiences
 Respond to the various perspectives, experiences and cultural contexts of a variety of groups
 Experiment with various types of illustration methods
 Understand how each part of a picture book contributes towards the whole text and the function
it serves (orientation, complication and resolution and the phases within)
 Understand how the language of the text engages and positions the reader in various ways
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
7
Year 7 & 8 Australian Curriculum Achievement Standards
Year 7 Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and
are dependent on audience, purpose and context. They demonstrate understanding of how the choice of
language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied
meaning. They select specific details from texts to develop their own response, recognising that texts
reflect different viewpoints. They listen for and explain different perspectives in texts.
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They
understand how to draw on personal knowledge, textual analysis and other sources to express or
challenge a point of view. They create texts showing how language features and images from other texts
can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using language features to engage
the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety
of more specialised vocabulary, accurate spelling and punctuation.
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level7
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
8
Year 8 Achievement
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the
selection of language mode and how this varies for different purposes and audiences. Students explain
how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select
evidence from the text to show how events, situations and people can be represented from different
viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate
upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and
effects. They explain the effectiveness of language choices they use to influence the audience. Through
combining ideas, images and language features from other texts, students show how ideas can be
expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They
make presentations and contribute actively to class and group discussions, using language patterns for
effect. When creating and editing texts to create specific effects, they take into account intended purposes
and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary
for effect and use accurate spelling and punctuation.
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level8
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA)
9
General Capabilities
Literacy
 Students develop skills in listening, reading and viewing, speaking and creating print and visual digital
materials accurately and purposefully.
ICT competence
 range of software used in the creation of picture book (text and illustrations)

Critical and creative thinking
Students develop critical and creative thinking skills as they analyse and interpret picture books to
evaluate themes, cultural values, perspectives and experiences. Students use information and
imagination to direct their thinking for different purposes.
Students develop an aesthetic understanding or picture books. Through their reading, analysis and
discussions students are encouraged to see existing situations in new ways, identify common themes
and make connections between groups around the world.
Apply imaginative ideas to develop their understanding of and use language to creating an engaging
picture book
Apply imaginative ideas to develop a series of illustrations for their picture book




Ethical behaviour
Show respect for peers ideas and thoughts when participating in analysis discussions
reviewing the presentation of other students, providing feedback and editing the work of others
Show respect for the cultural values, perspectives and experiences of other cultures/communities
Showing respect for the creative property of authors and illustrators



Personal and social competence
 provide constructive feedback to peers
 reflecting on own and others’ work to refine and improve the final product
 make responsible decisions when working in pairs, small groups or individually and contribute
positively to the wider class and school environment
Intercultural understanding
 Students develop intercultural understanding as they learn about and reflect upon reflect cultural
values, perspectives and experiences (emotional, experiences, connection to nature etc.) from
around the world
 Students engage in a range of picture books from cultures form around the world
Cross Curriculum Priorities
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 10
Becoming a Self-Directed Learner
Learning
Stage
At this
stage in my
learning…
1
2
3
4
…the teacher
tells me what I
need to know
and do
…the teacher helps
me to work out
what I need to
know and do
…I work out what
I need to know
and do and the
teacher provides
advice
…I work out
what I need to
know and do
by myself
The
teacher’s
job is…
…to tell me my
next learning
steps and check
that I have
achieved them
…help me work out
my next learning
steps and how I
will know and
check that I have
achieved them
…to observe me
as I work out my
next learning
steps and check
myself if I have
achieved them
My job is …
…to listen,
watch and do
the work that is
set out for me.
…to learn from my
teacher how to set
out my learning
steps, how to
achieve them and
how to check on
my own learning
…try to work out
my next leaning
steps and how to
check if I
achieved them.
My teacher will
be there if I need
support.
…be available
to provide
feedback if
needed, as I
work out my
next learning
steps
independently
and check
myself if I
have achieved
them
…take
responsibility
for working
out my next
learning steps
independently
and check
myself that I
have achieved
them. I am
able to explain
my learning to
my teacher.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 11
Becoming a Self-Directed Learner
Week
Student evaluation
Student comment
Teacher Comment
1
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
5
6
7
8
9
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 12
Features of picture books
Step 1 - Think – Use the space below to answer the following question:
What are the features of a picture book (inside and outside, written and
visual)?
Step 2 – Pair – Share your answers with a partner (discuss)
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 13
Answer the following questions about YOUR FAVOURITE picture book.
What is your favourite picture book?
Who is the author and illustrator?
What theme/s are demonstrated in the book?
Where is the book set?
In what time period is your book set? How do you know?
Briefly describe the main character…
What other characters are in the book?
What type of illustrations are in the book? (drawing, painting, collage etc)
Give a brief outline of the plot…
What techniques has the author used to engage the readers?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 14
Writing for your audience - Picture book survey
Part of the assessment task is to read your picture book aloud to the primary
students in your school. To help you create a book that targets your
audience’s interests, ask primary aged children the questions in the survey
table on the following table.
After you have completed the survey table compile the answers
to your survey table using the following questions as a guide…
Do the children surveyed have a preference for picture book settings?
Do the children surveyed prefer a ‘type’ of main character?
Do the children surveyed prefer a ‘type’ of plot?
Do the children surveyed like similar themes?
Is there anything else you notice about the responses?
How does this help you with understanding your audience?
Have your answers ready for next week
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 15
Survey Table
What is your
favourite picture
book?
Where is it set?
Briefly describe
the main
character in the
book
Briefly describe
the book’s plot
What did you
learn from
reading this book
(theme)?
What is it about
the book that
makes it your
favourite?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 16
Literacy Devices
Using a picture book from the class library or one you have sourced yourself,
complete the following activity.
Device
Definition
Your own
example
Example from text
Simile
Metaphor
Personification
Onomatopoeia
Rhyme
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 17
Device
Definition
Your own
example
Example from text
Alliteration
Rhythm
Gobbledy-gook
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 18
NARRATIVE STRUCTURE
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 19
NARRATIVE STRUCTURE
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 20
Using the above visual representation of a narrative as a guide, plot a narrative
you have read in class.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 21
Resource - Creating your own original picture book. Read the
following information.
 Spend some time creating your main character. You will obviously be able to show what they
look like with your illustrations, but you must have a much more detailed knowledge of them.
Use the Creating a Character list (next page) to ‘design’ your protagonist. Note: you will not
necessarily use all of this information in your narrative, but you must be able to explain how
your character would feel, act or react in particular circumstances.
Create images of your character with various expressions and poses.
 Brainstorm your ideas for your plot, using a Storyboard template or a series of (rough)
sketches and arrows. Use the model of ‘The Three Little Pigs’ to help you plan your own
narrative.
 What is the narrative scaffold of your story? – identify the Orientation, the Rising
Action, the Conflict, the Climax and the Resolution ie. the beginning, middle and end.
 Is there a moral to your story? How have you demonstrated it?
 Think about which parts of your story you will tell through narrative and which parts will be
told through illustrations.
 Check that you are not duplicating ideas unnecessarily.
 Where will you use direct speech?
 Create a word bank of adjectives and verbs which you may use – build up a list of
synonyms so you don’t become boring – a thesaurus is an excellent friend!
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 22
Characterisation through action
Good writing doesn’t tell us what to think, rather it SHOWS us what
characters are like.
A list of sentences about characters follows, each one described by a single
adjective. Choose TWO different characters from the list below and write a
paragraph (for each character) that shows the characteristic described.
Additional task – draw the character you described
E.g - Tom is a brave boy
Tom heaved the bulging backpack onto his back.
“I’m going to find her. I will not give up”, said Tom loudly. Simon stood up to stop him, but Tom
was already trudging up the steep, slippery mountain. Tom looked up the dark shadowy
mountain, the light was fading and there was a thunderstorm looming, he narrowed his eyes and
didn’t hesitate to go on.
Maria is a feisty
girl.
Tom is a brave
boy.
Mrs Khan is a sad
woman.
Mr Skinner is a
lonely man.
Jackson is a happy
baby.
The Professor is a
very intelligent
person.
My mum is a
capable woman.
My dad is a
practical man.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 23
Creating a character, complete the following questions about your
picture book character.

What do they look like?

What is their personality like?
 How old?
 Where do they live? What is their house /town / environment like?
 Family?
 Likes? Favourite things?
 Dislikes?
 Favourite words / sayings?
 Abilities? What are they best at?
 Ambitions / hopes / plans for the future?
 ‘Back story’ – what has happened in their life up until now?
 What else do you know about them?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 24
Point of View (POV)
Every piece of writing has a point of view, this is the perspective taken up by
the narrator – the person telling the story. To determine the point of view,
simply ask the question: “Who is telling the story?”
There are three main types of point of view: First, Second and Third person.
First person – the character speaks directly to the reader. Helps author to reveal thoughts and
feelings in an intimate way. Disadvantage - reader only knows about the events of the story from
one point of view.
E.g. Humpty Dumpty: I am sitting on top of the cold sandstone wall, gazing at the horizon. I am
worried I might fall off and hurt myself.
Second person - not used often for narrative writing but is widely used by non-fiction writers.
Written in an easy style as if talking directly to the reader.
E.g. Humpty Dumpty: You should see him sitting there on that wall. You wonder what he’s
thinking about. You imagine that he may fall.
Third person - The writer knows everything there is to know about the characters. The writer can
see inside their minds. The writer knows what they are thinking and feeling.
E.g. Humpty Dumpty: Humpty Dumpty is sitting calmly on top of the sandstone wall, gazing at
the horizon. He wonders whether he might fall off and hurt himself.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 25
Write your own examples of FIRST, SECOND and THIRD person point of view.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 26
Read the following version of The Three Little Pigs and complete the
following activities.
After reading - brainstorm with a partner or a small group what more you
would like to know about A. Wolf. What questions would you like to ask him
about what happened to the pigs?
-What other fairy tales are you familiar with and how would they change if
they were told from another point of view? How would Cinderella's
stepsisters tell her famous story? How would Snow White's stepmother
explain what happened to her? Have children write their own versions of
famous fairy tales with a twist.
-What point of view do your feel is correct - the pigs or the wolf's point of
view?
-Compare the two stories: brainstorm some things that happened in the
Three Little Pigs story that did not happen in the True Story.
Point of View
"Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you
in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the
story. I'm Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing
got started, but it's all wrong. Maybe it's because of our diet. Hey, it's not my fault wolves eat
cute little animals like bunnies and sheep and pigs. That's just the way we are. If cheeseburgers
were cute, folks would probably think you were Big and Bad too. But like I was saying, the whole
big bad wolf thing is all wrong. The real story is about a sneeze and a cup of sugar.
THIS IS THE REAL STORY…..
Way back in Once Upon a Time, I was making a birthday cake for my dear old granny. I had a
terrible sneezing cold. I ran out of sugar. So I walked down the street to ask my neighbour for a
cup of sugar. Now this neighbour was a pig. And he wasn't too bright either. He had built his
whole house out of straw. Can you believe it? I mean who in his right mind would build a house of
straw? So of course the minute I knocked on the door, it fell right in. I didn't want to just walk into
someone else's house. So I called, "Little Pig, Little Pig, are you in?" No answer. I was just about to
go home without the cup of sugar for my dear old granny's birthday cake.
That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I
sneezed a great sneeze.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 27
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 28
And you know what? The whole darn straw house fell down. And right in the middle of the pile of
straw was the First Little Pig - dead as a doornail. He had been home the whole time. It seemed
like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of
it as a cheeseburger just lying there. I was feeling a little better. But I still didn't have my cup of
sugar. So I went to the next neighbour's house. This neighbour was the First Little Pig's brother.
He was a little smarter, but not much. He had built his house of sticks. I rang the bell on the stick
house. Nobody answered. I called, "Mr. Pig, Mr. Pig, are you in?" He yelled back."Go away wolf.
You can't come in. I'm shaving the hairs on my chinny chin chin."
I had just grabbed the doorknob when I felt another sneeze coming on. I huffed. And I snuffed.
And I tried to cover my mouth, but I sneezed a great sneeze.
And you are not going to believe this, but the guy's house fell down just like his brother's. When
the dust cleared, there was the Second Little Pig - dead as a doornail. Wolf's honour. Now you
know food will spoil if you just leave it out in the open. So I did the only thing there was to do. I
had dinner again. Think of it as a second helping. I was getting awfully full. But my cold was
feeling a little better. And I still didn't have that cup of sugar for my dear old granny's birthday
cake. So I went to the next house. This guy was the First and Second Little Pig's brother. He must
have been the brains of the family. He had built his house of bricks. I knocked on the brick house.
No answer. I called, "Mr Pig, Mr. Pig, are you in?" And do you know what that rude little porker
answered? "Get out of here, Wolf. Don't bother me again."
Talk about impolite! He probably had a whole sackful of sugar. And he wouldn't give me even one
little cup for my dear sweet old granny's birthday cake. What a pig!
I was just about to go home and maybe make a nice birthday card instead of a cake, when I felt
my cold coming on. I huffed. And I huffed. And I sneezed once again.
Then the Third Little Pig yelled, "And your old granny can sit on a pin!" Now I'm usually a pretty
calm fellow. But when somebody talks about my granny like that, I go a little crazy. When the
cops drove up, of course I was trying to break down this Pig's door. And the whole time I was
huffing and puffing and sneezing and making a real scene.
The rest as they say is history.
The news reporters found out about the two pigs I had for dinner. They figured a sick guy going to
borrow a cup of sugar didn't sound very exciting.
So they jazzed up the story with all of that "Huff and puff and blow your house down"
And they made me the Big Bad Wolf. That's it the real story. I was framed. "
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 29
Creating Setting
The setting is an extremely important piece of the narrative puzzle. It gives
the story a place and a time for the reader.
Colour can have a great effect on our reading AND understanding of a
story’s setting.
With this in mind, you are now going to colour the two identical images of a
castle. However, you have a different task for each.
For Image 1- Create a representation of a bright and fresh setting, set in the
height of spring or summer
For Image 2- Create a more gloomy, down-trodden atmosphere set in the
depths of winter
Remember- You need to select your colours carefully to capture the outlined
atmosphere of the setting
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 30
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 31
Image 1
Image 2
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 32
Colour Symbolism Chart
Red: Excitement, energy, passion, love, desire, speed, strength, power, heat, aggression, danger, fire, blood, war,
violence, all things intense and passionate.
Pink symbolizes love and romance, caring, tenderness, acceptance and calm.
Beige and ivory symbolize unification. Ivory symbolizes quiet and pleasantness. Beige symbolizes calm and
simplicity.
Yellow signifies joy, happiness, optimism, idealism, imagination, hope, sunshine, summer, gold, philosophy,
dishonesty, cowardice, jealousy, deceit, illness, hazard and friendship.
Dark Blue: Symbolizes integrity, knowledge, power, and seriousness.
Blue: Peace, tranquillity, cold, calm, stability, harmony, unity, trust, truth, confidence, conservatism, security,
cleanliness, order, loyalty, sky, water, technology and depression.
Turquoise symbolizes calm. Teal symbolizes sophistication. Aquamarine symbolizes water.
Purple: Royalty, nobility, spirituality, ceremony, mysterious, transformation, wisdom, enlightenment and honour.
Lavender symbolizes femininity, grace and elegance.
Orange: Energy, balance, enthusiasm, warmth, vibrant, expansive, flamboyant, demanding of attention.
Green: Nature, environment, healthy, good luck, renewal, youth, spring, generosity, fertility, jealousy, envy and
misfortune.
Brown: Earth, stability, hearth, home, outdoors, reliability, comfort, endurance, simplicity, and comfort.
Grey: Security, reliability, intelligence, staid, modesty, dignity, maturity, solid, conservative, practical, old age,
sadness, boring.
White: Reverence, purity, birth, simplicity, cleanliness, peace, humility, precision, innocence, youth, winter, snow,
good.
Black: Power, sophistication, formality, elegance, wealth, mystery, fear, evil, unhappiness, depth, style, sadness,
remorse, anger, anonymity, underground, good technical colour, mourning, death (Western cultures), austerity,
detachment.
View the Describing Setting PowerPoint and
complete the activities
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 33
Organisation Chart for Weeks 6-8
Creating a Picture-book
To ensure that your picture-book is completed and you
have had an opportunity to present it to an audience
within the time-frame allowed, it is most important that
you plan your time carefully.
You have a total of 15 periods allocated to this task. Use
the chart below to plan what you will complete in each
lesson (or by the following lesson). Be realistic – and make
sure you allow time for revision and editing.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Read your book to an audience.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 34
Complete the following storyboard for your picture book
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 35
Additional planning / notes space
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 36
Illustration Types
You have read a variety of picture books with different illustration types.
Art Room Lesson (if possible) – look at the following illustration types and
create two illustration types of your own.
Watercolour
Sketch (charcoal, pen or pencil)
Collage
Mixed Media
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 37
Photographs (using transferable character or setting)
Cartoon (Line)
Are there any other illustration types you have come across during your
reading?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 38
Facial Expression
Facial expressions are an indication of a person’s feelings, emotions and
attitudes.
Using the below listed emotions, select SIX and create facial expressions on
the blank faces to illutrate that particular emotion.
Once completed you will be paired with a partner and asked to identify which
face represents which emotion.
Emotions - Fear, Anger, Happiness, Sadness, Surprise, Disappointed, Pity,
Love, Hate, Eye roll, Suspicious
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 39
Oral Presentation Skills
Read the following information about oral presentation skills and practice,
practice, practice.
ORAL PRESENTATION –READING YOUR BOOK TO AN APPROPRIATE AUDIENCE
Do:

Use the planning time to prepare how you are going to present your book.
Will you need to adopt different voices for different characters? Practise your
presentation. If possible record yourself and listen to your presentation. If
you can’t record yourself, ask a friend/family member to listen to you and
give you feedback..

Think about how you will ensure that your audience can see each illustration.

Pause from time to time – as you turn the pages - and don’t speak too
quickly.

Speak clearly and at the right volume.

Make eye contact with the people who are listening to you.

Most importantly, engage your audience and have fun!
Don’t:
 Only look at your picture book during the presentation. It’s important to
make eye contact with your listeners.

Be afraid to use body language/gestures to engage your audience further.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 40
Video resources have been placed on Moodle for you to view in
terms of effective oral presentation skills. Have a look at a couple
of clips as it will really give you a true sense of how to captivate
and engage your audience.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 41
Children’s Story-book
Assessment Task Years 7&8
Term - , 20-Name:_________________________
Task: You are to write and illustrate a story-book, suitable for primary-aged children. You are to present this story orally to an audience.
Criteria for Assessment
Originality of ideas
Very high
My story's idea is highly
original. The idea is very
well developed and clearly
demonstrated throughout
the story.
High
My story's idea is original.
The idea is well developed
and clearly demonstrated
throughout the story.
Medium
My story's idea is
somewhat original. The
idea is presented with
some clarity throughout
the story.
Evidence of planning, drafting
and editing
My planning shows that I
have used examples of the
genre to give prior
thought to my writing. My
draft was completed
demonstrating evidence
of self editing to
effectively improve my
work's quality.
The language used in my
story is very specifically
and appropriately
targeted to my audience
using excellent expression
and vocabulary.
I have not made any
mistakes in my spelling or
punctuation and my
grammar is accurate.
My planning shows that I
have used examples of the
genre to guide my
thoughts prior to writing.
My draft was completed
and has evidence of some
self editing to effectively
improve my work.
My planning shows that I
have considered the
criteria of the genre to
assist me prior to writing.
My draft was completed
and has evidence of some
editing.
The language used in my
story is appropriately
targeted to my audience
using very clear
expression and
vocabulary.
Most of my writing is
structured correctly with
good grammar, spelling
and punctuation.
The written component of
my story is very well
structured demonstrating
an excellent narrative or
educational form.
Illustrations are original
and greatly complement
the text.
I spoke clearly and with a
great deal of expression.
My audience was
thoroughly engaged.
My written component is
well structured
demonstrating a very
good narrative or
educational form.
Illustrations are original
and complement the text
well.
I spoke clearly and used a
lot of expression. My
audience was engaged.
Use of appropriate language and
expression
Use of accurate spelling,
punctuation and grammar
Presentation of written and
illustrated story
Oral presentation
Low
My story's idea is not
entirely original. The idea
is poorly developed and
not very clearly
demonstrated throughout
the story.
My planning shows that I
have not given enough
thought to the genre prior
to writing. My draft was
completed and has a little
evidence of self editing as
this was mostly completed
with the teacher.
Very low
My story's idea is not
original at all. The idea is
not presented clearly
throughout the story.
The language used in my
story is generally targeted
towards my audience.
The language used in my
story does not generally
target my audience and
has very limited
vocabulary.
The language used in my
story does not target my
audience.
Some of my writing is
structured well with fair
efforts made with
grammar, spelling and
punctuation.
My written component is
structured to
demonstrate a good
narrative or educational
form. Illustrations are
original and show some
connection to the text.
Some of my writing is
structured well but there
are many errors made
with grammar, spelling
and punctuation.
My written component
shows some
understanding of
narrative or educational
form. Illustrations are
original but show little
connection to the text.
Little of my writing is
structured well with many
errors made with
grammar, spelling and
punctuation.
My written component
shows little understanding
of narrative or educational
form. Illustrations are not
all original and show very
little connection to the
text.
I did not use enough
expression and my
audience found it difficult
to maintain attention.
I read the story with little
expression and my
audience lost interest.
I did not add any
expression to my voice
and my audience did not
listen to me.
Not shown
My planning shows that I
have not given any
thought to the genre prior
to writing. My draft was
completed but has no
evidence of self editing as
this was completed by the
teacher.
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 42
Glossary
salience
modality
layout
illustration
dialogue
simile
metaphor
repetition
rhyme
allegory
connotation
alliteration
onomatopoeia
vectors
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 43
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 44
Student and Staff Evaluations
So you want to create a picture book?
Student Evaluation Sheet
Rank the following statements on a scale of 1 – 4
1 = Not at all
2 = Sometimes
3 = Mostly
4 = Absolutely!
This assignment was interesting and enjoyable.
This assignment was easy to follow.
This assignment encouraged me to develop new skills.
This assignment enabled me to develop new skills.
This assignment challenged me.
The resources that I needed were easily found.
Complete the following statements:
The best part about this assignment was …
A difficult part of this assignment was …
I would like to suggest the following changes to this assignment:
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 45
Reflection
So … now that you have looked at picture books, created a picture book and presented your book
to an audience:
What makes a great picture book?
Reflect and then write your responses to the following questions:
List three ingredients that you consider essential to enable a picture book to be described as
‘great’:
Is yours a great picture book? What did your audience think? What do your peers think?
If you were repeating this assignment, what might you do differently?
So – is there a single or simple answer to the Big Question?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 46
So you want to create a picture book?
Teacher Evaluation Sheet
Please respond to the following questions:
What worked well for your students?
What didn’t work – and why?
What would I change in the future?
What did I change and why?
Other comments?
CREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 47