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Intentions Lesson Outline Resources

WALHT Identify Implied Students have been reading Lucas and Jack, a story about a young boy who is bored waiting for his Lucas and Jack Ellie
Meaning mum whenever they visit Grandpop in the nursing home. Till one day, Lucas meets Jack who shows Royce
WALH images add meaning him that underneath we are all the same. Students have completed tasks such as retelling the text,
identifying the text structure, exploring the language features used to describe the characters and Photo copied pages
events and identifying the main idea. from the book

Revisit the main ideas brainstorm with students (you need to look inside people, dont take people for Students term books
face value)
Teacher introduces the learning intention of implied meaning and how images add meaning. Explain
implied means a hidden message.
After exploring pages from the text and identifying the literal and implied meaning in small groups,
come back together to discuss colour.

Brainstorm with students colours, which colours represent happiness, sadness, anger etc. Teacher
displays an image from the text, and explores the use of colour by the illustrator.

Students are given a copy of the page where Jack is pointing to Leo and asking Lucas what he sees.
Students write around the picture why they think Leo is in black and white while the rest of the page
is in colour. Students answer:
- Why do you think the illustrator made Leo in all grey colours?
- What feelings do you think Leo is feeling?
Teacher re-gathers students and students share responses, using a sticky note, teacher identifies
colour as a technique used by illustrators and identifies the feelings of loneliness and sadness. Add
to the Visual Literacy Display in the room.

Image from Lucas and Jack

WALA Visual Literacy Teacher plays a game Teacher Says and explores how instructions are a way of directing people. - Busting! Aaron
- Line Explore how sometimes, following a line directs you to look a certain way. Blabey
- Colour - Post it notes
- Brush strokes Students listen to the story Busting! By Aaron Blabey. Busting! Is about Lou who desperately needs a - Mini whiteboards
loo. Students have completed spelling tasks from this story the previous week and are familiar with for each student
the story.

Teacher goes back to the page where Lou finally finds the loo. Identify the line and ask students
where does this line lead to? where do you look when you see this page?
Students brainstorm their ideas and the teacher places a sticky note identifying how the line
encourages you to read and follow the line.

Students think-pair-share the use of colour and brainstorm on white boards why do you think the
author used the colours orange and yellow for the line?
Students identify the colours representing speed, urgency, danger. Discuss why was it so urgent and
dangerous? How fast do you think he was going?

Teacher adds this page to the Visual Literacy Wall. Students explore books through the book shelf and
are asked to find a page that uses line to direct the reader and a page that uses colour. Students
share back to the class and the teacher adds some pages to the wall.

Provide students with a piece of paper and ask them to draw a picture of a car driving super fast! Ask
students to share how they showed that the car was moving quickly. Guide discussion to introduce
brush strokes as a technique used by illustrators to show movement. re-read through Busting! And
ask students to identify a page where the illustrator has used brush strokes for movement. teacher
adds these to the visual literacy wall. Students explore other books with brush strokes or
independently create an image themselves.

Image from Busting! Aaron Blabey
WALA Visual Literacy Students have been reading and are familiar with The Last Tree in the City and have identified the - The last tree in the
- How colour creates focus main idea of the story. Edward is sad after he finds the last tree in the city is no longer standing. city: Peter Carnavas
- Peritext After some reflection, he finds a way to make things better. - How to Heal a
After reading the story, the teacher explains peritext. Sometimes in the end papers of a book there is Broken Wing: Bob
a hidden message. Students brainstorm what the peritext may be of the story. As a class, identify the Graham
hidden message and explore other books from the book shelf together identifying the peritext and - ANZAC Ted: Belinda
why the illustrator may have done this. Landsberry

Students are given a copy of a page from the story, and in their term books respond to the question
why do you think the illustrator has made the main character the only image in colour? how does
the colour of the city make you feel?
Students share their thoughts and the teacher creates a sticky note for the image identifying colour
as a technique to draw attention and that the colour of the main character supports the feeling of
hope the character is feeling and symbolising.

Students are in groups and go through books that they are familiar with from shared reading in class:
How to Heal a Broken Wing Bob Graham, The Last Tree in the City Peter Carnavas and ANZAC Ted
Belinda Landsberry
Students use iPads to take photos of pages that demonstrate the use of colour to demonstrate focus.
Students create a mini iMovie explaining the photo and answering
why do you think the illustrator used colour to show focus?
why do you think the illustrator chose those colours?
how does the image make you feel?
WALA Visual Literacy Students are familiar with Parachute by
- Perspective Danny Parker and have completed activities
- Space such as identifying the main idea, exploring
- Angle the feelings in the book such as feeling
- Gaze nervous and being brave and have also
illustrated a time when theyve felt

Students act out in freeze-frames different
scenarios to show a time when they felt
nervous. Teacher guides them to consider
space and angle- if something or someone
is bigger than you, it usually makes you feel
small and can show power, especially if their gaze is
down towards you. Illustrators sometimes show this by
making characters or things in the images larger or
smaller than realistic to show a feeling. Students act out
freeze-frames of given scenarios or their own.
After reading the story, the teacher pauses on the
following pages to explore techniques shown below.
Class generates conversation around the feelings in the
images and how the illustrator has used these techniques
to create feelings inside the reader. Teacher explores
space and how it can show importance or power to the

WALHT Identify Visual Literacy Students are familiar with Sunday Chutney Aaron Blabey and are in groups. Students are given post - Post it notes
Techniques it notes with a list of the visual techniques that have been explored this unit. Students identify using - Sunday Chutney
post it notes techniques they can see on the page theyve been given. Students also identify how the
page makes them feel and how it contributes to the text. Students share their responses to the class.

Students have been read The Magic Finger Rohald Dahl and have previously been ask to design a new -The Magic Finger
front cover. Students are given a copy of the illustrator techniques that have been covered in this unit Roald Dahl
(see below). The teacher then reads out the excerpts that students can choose from and explain their - Paints
task is to paint an illustration that incorporates techniques learnt to add meaning to their chosen - spare paper
piece of writing. - list of quotes for
Students brainstorm ideas together for each excerpt and discuss the feelings and meaning that students
happened around that event in the story. Students choose their piece of writing and sketch using -list of techniques for
pencil a plan for their painting. Students then highlight their chosen techniques. students
Students paint their image.
Students then record their thoughts to the questions: what is the main idea you are trying to show?
And what techniques did you use and why? this can be in a presentation style sharing or using the
iPads with iMovie.

WALH images add extra
The magic finger is something I have been able to do my whole life. I cant tell you how I do it, because
WALH Illustrators create
I dont even know myself. But it always happens when I get cross, when I see red
Then I get very hot all over.
Then the tip of my forefinger of my right hand begins to tingle most terribly

Thats an easy one! k-a-t
you are a silly little girl! Mrs Winter said.

I cannot begin to tell you what happened after that, but if you are wondering if Mrs Winter is all right
again now, the answer is no. She will never be!

The farm next to ours is owned by Mr and Mrs Gregg. The Greggs have two children. Both of them

Techniques Handout

Colour can create the feeling

Colour Warm and cool colours
Colour can also make something stand out
Lines help direct the reader to follow a path
Line Lines help to make a part of the picture the focus
If you are looking up at something it can make you feel small, sad
If you are looking down at something it can make you feel powerful
If something is larger or smaller than it would be in real life, can give the reader a
hidden message
Brush strokes Brush strokes create movement

Space The more space an image takes up, the more focus it gets
WALH images What is the main idea you are trying to show?
add extra
WALH What techniques did you use and why?
Illustrators create

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