Picture books- The Maker
Model
AN ACTION RESEARCH PROJECT
I would like to acknowledge the following teachers
Wendy Wong, Jade Colusso, Meg Neal, Lauren Rutter and Margaret Steed
Action research
Planning a change

Acting and observing the process and consequences
of the change

Reflecting on these processes & consequences and
then replanning

Acting and observing

Reflecting
The process

Data collection- students and teachers prior knowledge

Collaboration of partners

Creation of an overview - conceptual framework

Visual literacy- creativity concept

Use of The Maker model components

Product development
The Maker Model

Content modifications- Abstraction, complexity, variety, study of
people, methods of enquiry

Process modifications- higher order thinking skills, open-ended
processing, discovery and freedom of choice

Product modifications- Real world problems, real audiences and
transformations
Step 1- Content modifications

Abstraction Going beyond the facts, examining underlying ideas,
symbolism and meanings of the content.

Complexity
Posing challenging questions or situations that force
the learner to deal with content intricacies; greater breadth or
depth.

Variety Sampling different types of related content, often from
other disciplines or subject areas. Exposure to new ideas or
content.

Study of People
Relating content to people, the human
situation and human problems.

Methods of Inquiry Relating content to the methods and
procedures used by people in a field or subject area.
Concept- Creativity in Visual Literacy

A concept is a significant or ‘big’ idea that relates to other
significant ideas. It helps to create meaning and provides an
avenue for the study of English as a subject. Concepts
connect the content for learners in order to create meaning.

Teaching through concepts means that we are starting with
the ‘big picture’ bringing in complexity and abstraction.
Concept- Creativity
How
do authors create
meaning through words and
pictures?

Step 2-Process Modifications

Higher-order thinking skills Utilising higher-level thinking skills (analysis,
synthesis and evaluation) for regular content processing.

Open-ended processing
Utilising divergent thinking skills (such as
paradox, analogy, tolerance for ambiguity, intuitive expression) for
regular content processing.

Discovery Requiring students to progress through a series of steps of
inquiry to draw their own conclusions, answers and generalisations.

Freedom of choice Providing opportunities for self-directed,
independent study.
Process

Collaborative planning and creation of units of work

Pog by Lynne lee

Piggybook by Anthony Browne

The True Story of The Three Little Pigs by John Scieszka

Oh the Place You Will Go Dr Suess

6/8 weeks used to teach Visual literacy skills and analysis
of texts
Questioning model used in
programming

Three types of questions model

Taxonomy based

Who/ What/ When/ Where? Cognitive questions set the scene for
thinking

Why? How? Convergent question more than one answer

What if….Divergent question not one right answer

Pretend…. Divergent question not one right answer gives the
opportunity for many options of answers

Which is best/ better? Evaluative questions can be used as a tool
for evaluative criteria
Create, Analyse, Synthesis and
Evaluate

Big ideas advance curriculum and rigour

Employ tasks that demand higher order thinking skills and problem
solving

Providing feedback on performance

Using assessment tasks that are advanced

Working from high order activities and scaffolding down. Start with
an analysing or synthesising task and scaffold into lower order skills
for learners who need it.
Visual Literacy Program
Book: Pog by Lyn Lee concept ;perspective, creativity
Visual Literacy Skills relevant to this book
Bold skills must be taught
by the end of the unit
Relevant Pages:

Salience (Main
Feature)

Reading Path

Vectors (line to
lead eyes)
Gaze
Page 5 and 6

Subjective and
Objective
viewpoints

Lighting and
Colour
All the way through the
book the eyes of the
characters connect the
readers
Pg 7 and 8 light and dark


Modality

Social Distance
Cover and page 4
Message/Meaning in Picture Book
e.g. common themes in picture books
acceptance, courage, perseverance, co-operation, compassion, honesty, kindness, loyalty.
 Themes, childhood fears, monsters, dreams, bullies
Why has Lyn Lee chosen to write about a monster who is scared of children? Why didn’t
she write about a child who was scared of monsters? What is the effect of this reversal?
Presenting us with the unexpected always makes us think. It casts a different light, creates
a different perspective.
Pog is an ugly, warty green monster with one eye bigger than the other. He is also a very
lovable little character. How do the text and illustrations create this paradox?
Pog is all about things not being what they seem. What are some particular instances of
this?
Other books with similar messages:
 Where the wild things Are, Beauty and the Beast, Monster Dreams,
Rosie the Night Fright Monster, Amy’s Monster
Key features of illustrations: e.g. technique, material, purpose, alternatives.
The illustrations are full of creative details that require a ‘double take’. For instance, Pog’s bedside
lamp is a jack-o’-lantern. His lunchbox contains a lunch that may be alive. His grandmother’s pot
plants move around and perform domestic tasks.
Pog’s state of mind is revealed in the illustrations. Look at his eyes, his ears, his general body
language to see his emotional state. Talk about how our bodies can reveal how we feel.
Category
Knowledge: Recall data or information
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and
problems. State a problem in one's own words.
Application: Use a concept in a new situation or
unprompted use of an abstraction. Applies what was
Exercises
Read the story to the students. Focus on the attributes of the characters. Discuss the
pictures introduce similes and what they do.
Create character webs for the main characters.
Complete a story sequence.( Worksheet)
Answer comprehension questions, here, hidden and head questions.(Worksheet)
Write a diary entry about one thing you have been afraid of in your life. (Worksheet)
Create a conversation between Vandal and Pog after they find Tom and Pog realises
that children are just as scared of monsters as monsters are of children. (Worksheet)
Create a new monster to add to the story. Write a description of the character. Sketch
the character using Kim Gamble’s illustration style.
learned in the classroom into novel situations in the
work place.
Analysis: Separates material or concepts into
component parts so that its organizational structure
may be understood. Distinguishes between facts and
inferences.
Synthesis: Builds a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.
Look at the illustration where Tom goes back to his parents. See how Pog’s world and
the human world blend and overlap. This is the climax of the story, where reality and
the world of imagination become one. (Compare this with the climax of Sendak’s
Where the Wild Things Are, when Max returns home to his own bedroom.) What does
this illustration say? Has Tom dreamed Pog, or has Pog dreamed Tom? Which scene is
reality? Compare the two sides of the illustration, both the linking elements and the
contrasts.
Use a venn diagram to show the comparisons.
Use the character information to write your own introduction to a narrative. (Writing
task sheet)
Evaluation: Make judgments about the value of ideas
or materials.
After writing Pog, one of the first things Lyn learned was that the author of a picture
book must leave room for the illustrator; so among the first pieces of text to be
jettisoned were some interesting but superfluous descriptions. Just for interest, here
is the first paragraph of the original draft:
Pog’s home was a hole underground. It was very roomy, dark and gloomy, full of
cobwebs and fat spiders and bats hanging in untidy rows. There were moans and
groans as the wind whistled through the tunnels and sometimes yellow eyes peered
out of corners. It was perfect. Pog lived with his mother who was as busy as a dung
beetle, and his dad …
Evaluate how Kim Gamble illustrations provided the descriptions. Find three
examples in the book and explain what techniques he used to do this.(Worksheet)
Step 3- Product modifications

Real world problems Learners investigate the kinds of
questions and problems investigated by professionals;
‘real-life’ problems.

Real audiences Student products are developed for the
expected evaluation by professionals or experts in that
field or discipline.

Transformations Students are encouraged to suggest
practical uses for what has been learned. Uses may be in
non-traditional media.
Product

Assessment

Children will construct a picture book using the elements of a
narrative structure and applying elements of design to create
meaning through words and pictures

Self assessment task

Peer assessment task

Group work assessment

Children’s book product rubric

Individual assessment writing task pre-assessment task and postassessment task
Product guidelines

Students work in groups of 2 or 3 to plan, write, edit and illustrate
an original picture book. In order to provide some initial
guidance it was stated that books must include an Australian
animal.

Students were provided with clear structure and guidance
throughout the planning, writing and editing phases of the
process.

Students then moved into making meaningful illustrative decisions
based on key visual concepts taught during the unit of visual
literacy study.

Students were provided with the marking guidelines rubrics
Creation of the Product..

Backwards mapping with teacher planning

The last three weeks of the term were used to create
the product

Children were given autonomy over who they worked
with

There was a move from teacher led, to students taking
responsibility for creative directions of their project
Plot pitch template-
use the information in the boxes as a guide for
organizing the text for your story
1
Introduce
characters.
Establish the
setting.
2
Introduce the
main conflict.
3
Actions taken to
deal with the
main conflict.
Resulting
complications.
4
Actions taken to
deal with the
main conflict.
Resulting
complications.
5
Actions taken to
deal with the
main conflict.
Resulting
complications.
6
Climax
Presentation of
the correct
action for solving
the conflict.
7.
Examination of
the main
character’s
feelings.
8.
Resolution
(“Tuck in” the
main character.)
Self-Assessment Questions

Use these questions to assess your group’s plot pitch. Then make any changes
you need to.

Does the main character have one or more identifiable traits that appeal to
children?

Is the conflict something that a child will understand?

Does the main character attempt at least three different actions to try to solve
the conflict?

Is the conflict resolved through the main character’s determination?

Overall, does the plot have “turnability” potential? Will the reader be drawn in
by the plot and want to turn each page to find out what happens next?

Will the reader care about what happens to the main character?

Where are the more exciting places?

Where are the places that need more “zip” added to them?
Introduce Characters.
1 page Establish the Setting.
Introduce the main conflict.
2 pages
Actions taken to deal with the
conflict.
Resulting complications.
2 pages
Actions taken to deal with the
conflict.
Resulting complications.
2 pages
Actions taken to deal with the
conflict.
Resulting complications.
2 pages
Climax.
Presentation of the correct
actions for solving the conflict.
2 pages
Examination of the main
character’s feelings.
2 pages
Resolution.
(“Tuck in” the main character.)
1 page
Message:______________________________________________________________________
Brainstorming the Conflict
1. What is the conflict? In one sentence, describe the conflict the main character
will face in your story.
2. How will it be dealt with?
In the left column, list the actions that the main character will take to deal with
the main conflict.
In the right column, list complications that would or could result from the
action listed in the left column.
ACTION
COMPLICATION
Peer Assessment
Read through the story text of another group and write
answers and comments below. Remember to be
CONSTRUCTIVE in your feedback!
What 2 key traits would YOU say the main character
displays in the story ?
What do YOU think the main conflict is in the story ?
What actions does the character attempt in trying to solve
the conflict ?
Overall, is the text written in a way that draws you in and
makes you want to keep reading ?
Why?
Where are the more exciting places?
Where are the places that need more “zip” added to
them?
Other comments or feedback you feel should be
included:
Grading Rubric for a Group Product
Sophisticated
Teamwork
Competent
The team worked well
together to achieve objectives.
Each member contributed in a valuable
way to the product. All group members
displayed high level of mutual respect and
collaboration.
The team worked well together most of
the time, with only a few occurrences of
communication breakdown or failure to
collaborate when appropriate. Members
were mostly respectful toward each other.
Limited Understanding
Team did not collaborate or
communicate well.
Some members would work
independently, without regard to
objectives or priorities. A lack of respect
and regard was frequently noted.
Contribution
All students contributed to the project by
productively using their skills and abilities
Creativity
Effort
Product
The team utilised the skills and
abilities of each group member most of
the time
The skills and abilities of team
members was largely disregarded and
some members of the group did not
value the contributions of others
Creative ideas were valued by the team and Some imaginative ideas were produced by Ideas failed to capture the target audience
the group that would engage the target
used to correctly target the intended
audience
audience.
consistent effort by all group members was All or most of the group members
observed by the teacher and students
worked at allotted tasks most of the time
Team successfully collaborated to create a
well written engaging book
Team mostly collaborated to produce
an engaging story
Tasks were not always allocated to
specific group members and were not
completed in the allocated time frame
Team failed to meet their responsibility
to create an engaging story using a set
criteria and asettime frame.
Self-reflection Rubric
Component
Sophisticated
Competent
Limited understanding
I made valuable
contributions to the product.
I worked to the best of my
ability at all the tasks I was
assigned
I did not contribute as much as
others, but did meet all my
responsibilities. Some reflection
of my own behaviour and work
habits would help me to improve
my work
I did not engage with other
group members. I was not
committed to the process or
the learning outcomes. I need
to be more reflective of my
own behaviour and work
habits.
Contribution
Lessons learned:
 The best worker in our group:_________________________________________________________
 The most disruptive person in our group:________________________________________________
 Things our group did well:___________________________________________________________
 Things our group could improve:_______________________________________________________
 Things I did well:___________________________________________________________________
 Areas I could improve:_______________________________________________________________
I enjoyed
________________________________________________________________________________________
________________________________________________________________________________________
I did not enjoy
________________________________________________________________________________________
________________________________________________________________________________________
Other comments I would like to add
________________________________________________________________________________________
________________________________________________________________________________________
Rubric for Children’s Picture Book
Features
Audience the
writer’s capacity to
orient, engage and
affect the reader
1
Contains some
simple written
content
2
Shows awareness
of basic audience
through use of
simple narrative
markers( Long,
long ago… simple
title and
descriptions)
3
Internally
consistent story
that attempts to
support the reader
by developing a
shared
understanding of
context( reader
follows story
easily)
4
Supports reader
understanding
attempts to
engage the
reader(devices
may include genre,
control of writer
reader
relationship)
Ideas the creation,
selection and
crafting of ideas
Ideas are very few
and simple ideas
may be unrelated
Ideas are
predictable not
elaborated
Ideas show some
development of
elaboration
- ideas relate to a
central storyline
-Ideas are
substantial and
elaborated
-Ideas effectively
contribute to a
central storyline
-Story contains an
underlying theme
5
Caters to the
anticipated values
and expectations
of the
reader(precise and
sustained choice
of language and
use of narrative
devices- evoke
emotional
responses, reveal
values and
attitudes etc)
-Ideas are
generated,
selected and
crafted to explore
a theme
- Ideas are skilfully
used in the service
of the storyline(
mature
viewpoints, good
vs evil, heroic
quests overcoming
the odds..)
Text structure the
organisation of
narrative features
including orientation,
complication and
resolution
Minimal evidence of
narrative structure
A recount of
events without
any tightening
tension
Contains a sizzling
start and a
complication
-story has a problem
but does not have
any tension or
excitement
Contains a sizzling
start and
complication and an
exciting ending
Contains sizzling
start, builds tension
in the text it may
have more than one
complication or it
may be layered.
Character and setting
The portrayal and
development of
character
Setting the
development of a
sense of place, time
and atmosphere
through illustrations
and plot
Only names the
setting and
characters
Characterization
emerges through
descriptions, actions
thoughts and
feelings
And or setting
emerges through
description
Effective
characterisation.
Details are selected
to create distinct
characters.
AND/OR maintains a
sense of setting
throughout. Details
are selected to
create a sense of
place and
atmosphere.
Illustrations and
storyline mesh
together to support
each other.
Coherent controlled
complete narrative,
effective plot
devices(may have a
twist/coda,
flashbacks,
reflection cliffhanger etc)
Illustrations
simple
Use of salience,
colour to create
mood
Vocabulary the range
and precision of
language choice
Few content words
Mostly simple verbs, Precise words or
adverbs adjectives or word groups( hissed,
nouns
clutched…
Use of the senses to
build meaning and
mood
Small selection of
simple connectives
eg; then, soon, but
Meaning is clear text
flows other
connectives used eg.
Meanwhile, instead,
usually,
Range of cohesive
devices is used
correctly shows
continuity of ideas
and tightly linked
story.
No punctuation or
grammatical errors
some disruption of
text layout to
communication of
ideas
No punctuation or
grammatical errors
font and legibility do
not disrupt the
communication of
ideas to the reader.
Cohesion control of
multiple threads and
relationships in the
text
Spelling and grammar
Punctuation or
grammar errors font
and text interferes
with the layout
Use of complex
visual devices,
vectors, gaze, form
Language choice
suits the genre (use
of metaphors,
similes etc)
Resources

https://www.dropbox.com/sh/o1ze853so3gf4g9/AADR
ODCMhmZ9NcKcTPEADcAga?dl=0