year 7 & 8 australian curriculum achievement...

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

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&docid=PxJIpYC9z9w51M&tbnid=Q7-26H-73UxWoM:&ved=0CAgQjRwwAA&url=http://megfish.com/2010/03/march-childrens-book-giveaway/&ei=HkwxUsy8DYiikQXJu4C4DQ&psig=AFQjCNHbsSe_whNOElOZfskXnBDuKRBPJg&ust=1379048862265728

Assignment Symbols

The Big Question

Introduction and Road Map

Learning Goals

Resources

Activities and Learning Tasks

Feedback

Self-reflection

Evaluation


What makes

a GREAT picture book?


Table of Contents

Page ActivityStudent Completed

Teacher Check

1 Cover Page 2 Assignment Symbols 3 The BIG Question 4 Table of Contents 5-6 Assignment outline and checklist7 Assignment Overview 8-9 Yr 7 & 8 Australian Curriculum Achievement Standards 10 Australian Curriculum General Capabilities 11-12 Becoming a Self-Directed Learner 13 Week 1 - Features of a picture book 14 Week 1 - What is your favourite picture book? 15-16 Week 1 - Picture book survey 17-18 Week 2 - Literacy devices 19 Narrative Structure 20 Narrative Structure 21 Week 2 - Narrative structure plot 22 Resource - Creating your own original picture book 23 Week 3 - Characterisation through action 24 Week 3 - Creating a character 25 Resource - Point of View 26 Week 4 - Point of view 27-28 Week 4 - Alternative point of view 29-30 Week 5 - Creating setting 31 Resource - Colour symbolism 32 Organisation Chart week 6-8 33 Week 6 - Storyboard 34 Week 6 - additional planning 35-36 Week 7 - Illustration types 37 Week 7 - Facial expressions 38 Week 8 - Oral presentation skills 39 Resources 40 Picture book criteria sheet 41 Glossary 42-43 Student Evaluation and Reflection 44 Staff Evaluation Sheet

Assignment Outline and Checklist – Year 7/8 EnglishCREATED BY K.DANKS (QLD), L.DOYLE (VIC) & L.CAVANAGH (WA) 4

So you want to create a picture book?

Week(s)

Topic / skills Tasks Check Resources

1 1. Reading and analysis of features of picture books.

2. Conducting a survey.

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.

q

q

qq

A selection of children’s picture books.Question sheet about picture books.Survey questions.Survey grid.

2 -3 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. 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.

q

q

q

q

Literary Devices chart.Narrative structure outlines.Point of View – Humpty Dumpty.Narrative – ‘The Three Little Pigs’.

4 1. Analysing how characters are presented – showing not telling.

2. Practise writing extended character descriptions.

1. Read the section ‘Characterisation through action’ and complete the writing (and optional drawing) tasks.

q Characterisation through action- notes and examples.


Week(s)

Topic / skills Tasks Check Resources

5 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.

q

q

qq

Creating the Setting – notes.Colour symbolism chart.Castle sketches.Examples of illustration types.Outlines of faces.

6 - 8 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.

qq

q

qq

q

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.


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


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


http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level7

http://www.australiancurriculum.edu.au/Glossary?a=&t=Demonstrate

http://www.australiancurriculum.edu.au/Glossary?a=&t=Coherent

http://www.australiancurriculum.edu.au/Glossary?a=&t=Structured

http://www.australiancurriculum.edu.au/Glossary?a=&t=Understand


http://www.australiancurriculum.edu.au/Glossary?a=&t=Explain

http://www.australiancurriculum.edu.au/Glossary?a=&t=Develop

http://www.australiancurriculum.edu.au/Glossary?a=&t=Select




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


http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level8



http://www.australiancurriculum.edu.au/Glossary?a=&t=Account



http://www.australiancurriculum.edu.au/Glossary?a=&t=Identify


http://www.australiancurriculum.edu.au/Glossary?a=&t=Represent



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


Becoming a Self-Directed Learner

Learning Stage

1 2 3 4

At this stage in my learning…

…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’sjob 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

…be available to provide feedback if needed, as I work out my next learning steps independently 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.

…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.


Becoming a Self-Directed Learner

Week Student evaluation Student comment Teacher Comment

1 1 2 3 4

2 1 2 3 4

3 1 2 3 4

4 1 2 3 4

5 1 2 3 4

6 1 2 3 4

7 1 2 3 4

8 1 2 3 4

9 1 2 3 4


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)


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?


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


Survey TableWhat 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?


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


Device Definition Your own example

Example from text

Alliteration

Rhythm

Gobbledy-gook


NARRATIVE STRUCTURE


Using the above visual representation of a narrative as a guide, plot a narrative you have read in class.


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!


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.


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?


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.


Write your own examples of FIRST, SECOND and THIRD person point of view.


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.


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. "


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


Image 1

Image 2


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


Organisation Chart for Weeks 6-8

Creating a Picture-bookTo 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.


Complete the following storyboard for your picture book


Additional planning / notes space


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


Photographs (using transferable character or setting)

Cartoon (Line)

Are there any other illustration types you have come across during your reading?


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


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.


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.


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 Very high High Medium Low Very low Not shownOriginality of ideas My story's idea is highly

original. The idea is very well developed and clearly demonstrated throughout the story.

My story's idea is original. The idea is well developed and clearly demonstrated throughout the story.

My story's idea is somewhat original. The idea is presented with some clarity throughout the story.

My story's idea is not entirely original. The idea is poorly developed and not very clearly demonstrated throughout the story.

My story's idea is not original at all. The idea is not presented clearly 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.

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.

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.

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.

Use of appropriate language and expression

The language used in my story is very specifically and appropriately targeted to my audience using excellent expression and vocabulary.

The language used in my story is appropriately targeted to my audience using very clear expression and vocabulary.

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.

Use of accurate spelling, punctuation and grammar

I have not made any mistakes in my spelling or punctuation and my grammar is accurate.

Most of my writing is structured correctly with good grammar, spelling and punctuation.

Some of my writing is structured well with fair efforts made with grammar, spelling and punctuation.

Some of my writing is structured well but there are many errors made with grammar, spelling and punctuation.

Little of my writing is structured well with many errors made with grammar, spelling and punctuation.

Presentation of written and illustrated story

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.

My written component is well structured demonstrating a very good narrative or educational form.Illustrations are original and complement the text well.

My written component is structured to demonstrate a good narrative or educational form. Illustrations are original and show some connection to the text.

My written component shows some understanding of narrative or educational form. Illustrations are original but show little connection to the text.

My written component shows little understanding of narrative or educational form. Illustrations are not all original and show very little connection to the text.

Oral presentation I spoke clearly and with a great deal of expression. My audience was thoroughly engaged.

I spoke clearly and used a lot of expression. My audience was engaged.

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.


Glossary

salience

modality

layout

illustration

dialogue

simile

metaphor

repetition

rhyme

allegory

connotation

alliteration

onomatopoeia

vectors


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 all2 = Sometimes3 = Mostly4 = 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:


ReflectionSo … 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?


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?


year 7 & 8 australian curriculum achievement...

Documents