Swan Fox Pro

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
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,
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
Page 1 of 13
http://www.curriculumsupport.education.nsw.gov.au
Syllabus Content
audiences and contexts
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
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,

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:

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

November 2004
Teacher
Resource 4 - Text features Page 2 of 13

Syllabus Content
6.5 identify the ways characters,
situations and concerns in texts connect
to students own experiences, thoughts
and feelings
1.12 links between the ideas, information,
perspectives and points of view
presented in texts and their own
background and experience

language


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

own list of features of a picture book.
Feedback
observes
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?
Student may
suggest
different ideas
and they should
feel comfortable
about exploring
these
differences in
interpretation
and the possible
reasons for
them.
Resources
suggested activities
the cover
publisher
barcode
sticker
the illustration of the
Fox
the blurb
the cameo
the cover in its entirety
Discuss the messages of the text.
November 2004
Page 3 of 13
Syllabus Content

Feedback
Resources
choice of vocabulary, rhythm, sound

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
4.2 create and ensure coherence of
medium, form and content through specific
language conventions and vocabulary
appropriate to particular subject matter or
contexts
forms and features and structures of
text are used to shape meaning
including:

language

in visual texts: medium,

organisation, colour, layout,
perspective, focus, camera angles
Reflective writing
The purpose of the learning journal is to
encourage reflection on what the student has
learnt and to heighten the students
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 composers
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.
Page 4 of 13
Syllabus Content
and editing
6.1 compose coherent, imaginative texts
that use and explore students own
experiences, thoughts and feelings and
their imaginings
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::
multimedia text
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

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:
Page 5 of 13
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
their imaginings
Students learn about::

2.15 processes of representation
including the use of symbols, images,
icons, clichs, stereotypes, connotations,
inference and particular visual and aural
techniques including those of camera,
design and sound


reading paths (opening 12)
offers and demands (Foxs 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.
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
Childrens colouring in
books are a great source of
pictures for the colouring
activity.
Display student
work. Teacher
comment
verbally.
Page 6 of 13
Syllabus Content
language


4.13 the metalanguage of subject English
used to describe, discuss and
differentiate texts and their language
forms, features and structures
multimedia texts
Students learn to:
1.5 interpret, question and challenge
information and ideas in texts through
close study
multimedia texts
6.9 the variety of genres available to
composers of imaginary texts
6.11 erbal, aural and visual techniques

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
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.
Page 7 of 13
Syllabus Content
Students learn to:

reading and viewing
1.5 interpret, question and challenge
information and ideas in texts through
close study
4.13 the metalanguage of subject English
used to describe, discuss and
differentiate texts and their language
forms, features and structures


demand
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.
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
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
their imaginings
5.11 the effects of emotive and persuasive
language
Students learn to:


(See resource section).
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.
Students swap their sentences with others.
Teacher guides students to find examples
from Fox of
descriptive writing
emotive language
repetition.
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:
November 2004
Feedback
Resources
Teacher checks
students
sentences and
provides advice
where
appropriate.
Teacher gives
specific
feedback about
the effective use
of adjectives,
adverbs and/of
other
techniques.
Learning journal
entry part of
ongoing
assessment
Teacher guides
discussion and
Page 9 of 13
Syllabus Content

conventions of writing dialogue
words to use instead of said
purpose of dialogue in a story.

reading and viewing
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
their imaginings
Students learn to:

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 dogs
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.
November 2004
Feedback
Resources
writes notes on
blackboard.
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.
Page 10 of 13
Syllabus Content

Feedback
Learning journal entry:

What have you learnt about why writers
include dialogue in their stories?
Learning journal
entry ongoing
assessment
Students learn to:

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.
Teacher guides
discussion and
observes
students notes
in their
workbooks.
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
1.4 manipulate, combine and challenge
different text types in order to compose
new texts that address specific purposes,
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
Revise reflection and reflective writing.

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.
Use discussion comments to write an
extended response as a piece of reflective
November 2004
Resources
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).
Teacher and
Resource 9 - Questions to
students
encourage reflection
discuss
questions and
possible ways of
approaching the
questions.
Page 11 of 13
Syllabus Content
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
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
11.20 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.

writing in your learning journal.
(This is assessment for learning.)
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.
Feedback
Resources
Learning journal
part of
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.
11Astudentuses,reflectsonand
assessesindividualandcollaborative
November 2004
Page 12 of 13
Syllabus Content

Feedback
Resources
skillsforlearning.
Students learn to:
11.4 use the language of the subject
when engaging in learning

1.3
Additional content
Peer
Teacher guided revision of report style writing. assessment of
the best report
1. Students write a report for the school
which is then
newsletter where they reflect on their work on published in the
Fox.
School
newsletter. (This
is a newsletter
designed to
2. Work with a partner from class (or alone) or inform parents
partner with a Primary (Kinder) student if the
of class and
proximity of schools allows this.
extra-curricula
activities at the
Draft ideas for a picture book for students in
school.)
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
<www.allen-unwin.com.au>

November 2004
Page 13 of 13

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Swansea High School

Integrated learning experiences,

Resource 1 Assessment task

Characteristics of picture books

Resource 3 - Spelling list

in written texts: medium,

in spoken texts: medium,

in visual texts: medium, organisation,

Integrated learning experiences,

Guest, Eshuys, Crawley and

What is a picture book?

BOS support document

Who reads picture books? Why?

Students explore the book and create their

Resource 4 - Text features Page 2 of 13

in written texts: medium,

in spoken texts: medium,

in visual texts: medium, organisation,

Integrated learning experiences,

For some students a version of the integrated

Discuss the messages of the text.

Integrated learning experiences,

choice of vocabulary, rhythm, sound

Students learn to:

in written texts: medium,

in spoken texts: medium,

in visual texts: medium,

Integrated learning experiences,

Students learn about::

in written texts: medium,

Integrated learning experiences,

Students work in pairs to find other examples

Additional material on visual

in spoken texts: medium,

in visual texts: medium, organisation,

Integrated learning experiences,

It would be useful to find examples of the

Old magazines and

Students learn to:

NSW Department of Education and Training

Integrated learning experiences,

Students learn to:

Students learn to:

Integrated learning experiences,

Teacher models improving a simple sentence

Integrated learning experiences,

critical texts, including the required range

Students learn to:

Students working in pairs, write a dialogue

NSW Department of Education and Training

Students write notes on the conventions of

Write the dialogue with correct punctuation

Integrated learning experiences,

Learning journal entry:

Students learn to:

After reading the book compare the inside

Students learn to:

Revise reflection and reflective writing.

NSW Department of Education and Training

Look at writing an extended response (i.e.

Learning journal entry

A good website for

Integrated learning experiences,

Integrated learning experiences,