Monday - Period 5

Picture Book Study - Zoo by Anthony Browne

In our initial reading and deconstruction of this picture book, we have identified the visual techniques used and interpreted Browne's message to us about the theme of man's relationship with animals.  In today's lesson you will complete a worksheet to demonstrate your understanding of the techniques used and the effect they achieve.

We will then spend the remainder of the term composing our own class picture book based on the United Nations Declaration of Human Rights.  You will each be given ONE of the rights that will be the subject of an opening.

Thinking homework:  use the document below and find the 'right' you will be representing visually.  Make sure you understand its meaning (eg. ask your parents, look up unfamiliar words, research on the internet, ...) then give some thought to the type of images you could use for your opening.Universal Declaration - Plain

Thursday - Period 2

As our first introduction to the study of picture books, we will visit the library to look at a range of picture book texts.  It is important to realise that picture books are not simply for young children, that they can explore serious and thought provoking subject matter, and use images to create meaning just as any other composer would.

You will choose one or two picture books to peruse and in your book, answer the following questions:

1. Title?
2. Author? Illustrator?
3. Synopsis (outline of story)
4. Theme/s
5. What do you learn from the images that is not found in the written text?

Wednesday - Period 3

Identification of Visual Techniques:
Glossary terms (SST) continued.  Using your glossary to support you, annotate the film poster below.  This annotation will be returned to you at the end of this unit and completed again to demonstrate the extent of your learning in this unit about visual texts, visual techniques and the effect they achieve.

Monday - Period 5

Visual Texts - as an introduction to our study of visual texts we will look at a number of images and respond to the following questions for each.  The aim is to recognise that meaning can be communicated without the need for written text and identify how this is achieved.

Key Questions:

What does this image mean?

How do we receive this message?

Subject Specific Terminology:  Introduction/revision of glossary terms for this unit.Stage 4 & 5 Visual Texts

Weeks 4-6

During these lessons we have studied:

• 'Grandfather' by Susan Hyrnkow - in this poem the voice is an adult woman who reflects back to her childhood memories of her grandfather.  By looking at both this poem and 'Grandpa' we can see the effective use of voice in a text.  We can also see the use of a motif, in this case flowers, to make associations from a recurring image.

Using a graphic organiser, we have compared these two poems in preparation for a comparative essay (see scaffold below).

Monday - Period 5

Today we will look at a poem, 'Grandpa' by W.M. Ransom.

This is written in free verse and contains the voice of a child who is reflecting on the life of his grandpa.

We will look at the poem together, deconstruct it using the 'How to look at a poem' scaffold (below), and complete comprehension questions.

Monday - Period 3 & Wednesday - Period 2

Monday - away due to HSIE/Geography excursions.

Wednesday - you will complete two activities:
1) A poetry composition modelled on Pat Mora's poem, Teenagers.  Instructions can be found in the 'Classwork Folder' on the school network.
2) Post a Wallwisher response to the Steven Herrick incursion.  Click on the wall below to complete.



If you are interested in listening to an podcast interview where Steven Herrick talks about his poetry and verse novels, take a listen below.