Title: #picturebooks

Subject/Course: English

Topic: Text Analysis and Production

Grade(s): 10

Designer: Eilis Toth

Overview
Unit Duration: 4 weeks, 4 lessons per week (2 single lessons and 1 double
lesson), 45 minute lessons.
This unit focuses on both text analysis and text production. The students will
primarily analyse the text John Brown, Rose and the Midnight Cat by Jenny
Wagner and Ron Brooks. However, snippets of various picture books will be
incorporated into the lessons for the purpose of expanding the students
knowledge and understanding of the subject matter at hand.
Teaching with picture books is ideal in schools with little funding as not all
students will need their own copy. The plot is so short that they can read it in
class and remember the central thematic concerns (Watson, 2004.) In todays
world students more often than not come across literature that pairs images
with words. Picture books, such as John Brown, Rose and the Midnight Cat, are
sophisticated products that incorporate various illustrative and literary
elements (Derouet, 2010.) Teaching a unit with a picture book also allows those
who may struggle with their reading to engage with the text, yet also allows for
those advanced students to find deeper understandings within the literary
piece.
Using their knowledge gained from text analysis, students will be able to
confidently and effectively produce responses to the text and follow narrative
conventions when producing texts of this kind.

Stage 1 Desired Results

Established Goals:
TEXT ANALYSIS:

Engage deeply with the texts meaning

Interpret symbols and metaphors used within the text

Consider the development of characters personas and the influence it

has on the text

Consider the use of setting and the way it can influence a text

Consider the way the author and illustrator of the text have used images
and language techniques to influence a readers experience of the text

Develop an understanding of the way in which texts are composed for a

range of purposes and audiences
1

TEXT PRODUCTION
Students responses to the text can be in written, oral or multimodal form. In
developing these responses students will be able to:
Display their understanding of how multiple elements of a text work
together to construct meaning
Support their conclusions with direct evidence from the set text
Employ an appropriate prose, level of fluency, structure and style
relevant for their purpose and target audience
STUDENTS WILL MEET THE FOLLOWING YEAR 10 ACARA CAPABILITIES:
ACELA 1564: Understand how language can have inclusive and exclusive
effects, and can empower or disempower people.
ACELT 1642: Identify, explain and discuss how narrative viewpoint,
structure, characterization and devices including analogy and satire
shape different interpretations and responses to a text.
ACELY 1813: Use organization patterns, voice and language conventions
to present a point of view on a subject, speaking clearly, coherently and
with effect, using logic, imagery and rhetorical devices to engage
audiences.
ACELY 1751: Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements to influence a
course of action.
ACELY 1757: Review, edit and refine students own and others texts for
control of content, organisation, sentence structure, vocabulary, and/or
visual features to achieve particular purposes and effects.
Understandings:
Essential Questions:
Students will understand that
Why do authors choose symbols
TOPICAL UNDERSTANDINGS
and
metaphors
to
convey
Doing what is best for your loved
meaning within their narratives?
ones may not always be the
Do
they
always
do
this
easiest thing for you.
intentionally?
True love in unselfish.
Why is it important to consider
Relationships
are
the
numerous different elements
cornerstone of nearly everything
when creating a literary piece?
we do.
How do narrative conventions
Acceptance in the name of those
effect the development of a
your love is paramount for
story?
healthy relationships.
The Midnight Cat is a symbol of
What parallels can be drawn
death.
between the themes conveyed
ENDURING UNDERSTANDINGS
in picture books and what you
Authors employ a variety of
face on a day to day basis?
techniques to shape a readers
response.
Literature is developed for a
variety of purposes and presents
us with complex experiences by
conveying various messages.
2

All forms of literature promote a

particular point of view. They are
not
merely
made
for
entertainment purposes.
Employing correct and creative
narrative conventions greatly
influences the effectiveness of a
literary piece.

Knowledge and understanding:

Skills:
Students will know and understand
Students will be able to
The plot and characters of John
Apply
interpretative
reading
Brown, Rose and the Midnight
strategies. Including recognising
Cat.
the influence of symbolism,
The way in which various literary
colour choice in illustrations and
techniques can influence a
repetition.
readers experience of a text.
Demonstrate
their
Individuals go through various
understanding that everything in
struggles within their lives in
a text is there for a specific
regards to life, death and the
purpose.
relationships
they
hold
in
between.
Analyse a given text, identifying
The importance of acceptance
which methods of analysis they
personally prefer.
and friendship.

Recognise themes that are of

importance to their own lives.

Construct
a
text
that
recognises
and
applies
literary conventions of the
genre.

Be able to justify their work

to
a
larger
audience,
demonstrating confidence in
oral presentations.

Write for a specific task and

audience.

Draft, revise and edit their

own writing.

Work successfully in learning

groups with teacher and
peers.
3

Stage 2 Assessment Evidence

Performance Tasks:
Students will be given a choice of 3 assessment tasks. This allows students to
present their analysis of the text by using their academic strengths.
The options are:
1. Produce a picture book that grapples with a social theme that is
important to your generation, just as John Brown, Rose and the Midnight
Cat grapples with various themes.
2. Pretend that you are a movie maker and are trying to gain funding for a
film adaptation of John Brown, Rose and the Midnight Cat. Present an
argument for this to your peers who will act as the board of Paramount
Pictures.
3.

Taking on the role of the characters in John Brown, Rose and the
Midnight Cat, write a series of letters to and from the various characters
in the book.

Each assessment piece will require a small presentation to the class explaining
what the student did and why.
Key Criteria:
Knowledge and understanding of the ideas, values and beliefs explored in
the text. ACELT 1642
Knowledge of how symbols and metaphors are used to convey meaning.
ACELA 1642, ACELA 1564
The use of a range of language skills that are appropriate for the target
audiences, as well as creative. ACELA 1564
The use of evidence from the text to support conclusions. ACELY 1757
The ability to analyse texts and produce responses and opinions about
the text. ACELY 1757, ACELT 1642, ACELA 1564
The use of appropriate style and structure for target audience of
response task. ACELA 1564, ACELT 1642
Accuracy, clarity and fluency of expression. ACELY 1751, ACELY 1813
Other Evidence:
Students notes taken throughout the unit.
Analysis of unit evaluation questionnaires.
Participation in group and class discussions.
Participation in Facebook character development task.
Observation of students work throughout class time used to work on
assessment pieces. The focus of this observation will be on how well a
students knowledge and understanding is progressing, their ability to
critically assess their own work through drafting and editing, the
students ability to use agency and stay engaged with the task, the
students ability to demonstrate originality and creativity throughout the
planning process. This will be a continuous observation of progress that
will run throughout the unit and be used as a means of formative
4

assessment.

Stage 3 Learning Plan

Learning Activities:
John Brown, Rose and the Midnight Cat.
Week One - Lesson One & Two (Double Lesson):
*Book the library for this lesson. Ahead of time ask teacher-librarian to gather
some picture books that include some thematic concerns relevant to year 10
students.
Game:
Students sit in circle on the floor.
Play a game of Fruit Salad (Appendix 1.A)
= (3 Minutes)
Video:
Show students Disneys Paperman to spark interest in narrative, symbols
and the topic overall. http://www.youtube.com/watch?v=1QAI4B_2Mfc
Ask students to quickly list 3 things that captivated them the most about
Paperman.
In pairs students dissect Paperman with assistance of work sheet
(Appendix 1.B)
= (15 Minutes)
Group discussion:
Group two groups of pairs together, based on who is sitting close to each
other.
Students in group of four. Discuss what they know about narratives.
Each member of the group must report one thing from group discussion
back to the class.
Student scribe on whiteboard.
Then distributed to each student.
= (15 Minutes)
Class writing task:
Class moves back in to the circle from beginning of lesson.
Show video to spark creativity. Pixars For the Birds.
http://www.youtube.com/watch?v=e70NIYIfiTc
= (5 Minutes)
Instructed to write one sentence on their pad and then pass it to the
person on their left. Each time a student receives a new pad they will
write a sentence on it that will continue on the story that has been
developed before them. Students must be certain to employ interesting
literary techniques, be creative and stay true to the developing plot.
Students can share a part of their story with the class if they wish.
= (20 Minutes)
Introduction to symbols:
*In the library set up a gallery of various pictures of symbols for the students to
look at. (Appendix 1.C)
Students participate in gallery walk and consider the symbols that they
are viewing. Each pick up one symbol that they like and bring it back to
the circle and share. Encourage conversation by asking questions, such
6

as: What does you symbol typically mean? Where do you see it? What
does the use of colour imply? Who would recognise this symbol?
= (10 Minutes)
Introduce John Brown, Rose and the Midnight Cat:
Hand out copies of the book to the students. One copy between 3
students.
Read the book out loud, ask students to follow along with the reading.
= (10 Minutes)
Symbols in John Brown, Rose and the Midnight Cat:
Split students in to groups of four. Randomly number students off to do
this.
Place each group on the floor with a sheet of butchers paper.
Students identify symbols in John Brown, Rose and the Midnight Cat. To
be done in silence.
These sheets are pinned up on the wall in the classroom so students can
view them throughout the unit and add to them whenever they like.
= (5 Minutes)
Book Covers/Homework Task:
Students go to pile of picture books the teacher/librarian has collected for
them. Students choose one book, based on which cover they find the
most appealing.
Students take notes on what they find appealing about the cover. What
symbols are used? What colours have been used? How well does the
cover reflect the story?
Students are to take home their pad with the story the class developed
and draw one A4 picture that best demonstrates the central themes of
the story. Students are to imagine that this picture will be placed on the
published version of their story as a book cover. Ask them to consider the
specific colours they may use, symbols, etc. They must think about why
they are choosing to draw specific things to represent their story.
Students must consider the book covers they looked at in class and how
that influences their own cover.
= (10 Minutes)
Week One Lesson Three (Single Lesson):
Sharing of homework activity:
Group students in a circle on the floor.
Students share their homework activity with the class.
= (5 Minutes)
CHARCTER DEVELOPMENT:
*Select some book covers that have characters from the stories on the front of
them ahead of time. Print these (Appendix 1.D) Show them to students and
ask them to consider what this says about the importance of the characters to
the overall plot. Assist students in identification of the protagonist and
antagonist within the plot. This will contextualise the character development
part of the unit.
Class in groups of four. Group in accordance to personal preference of
literary genre. Getting to know students also creates relationships for
learning.
7

 Group discuss the importance of character development.

Teacher to participate in group discussions.
= (10 Minutes)
Hand out work sheet (Appendix 2.A.)
= (15 Minutes)
Groups create character profiles (Appendix 3.A.)
= (15 Minutes)
Homework Task:
Continue unfinished work for homework.
Week One Lesson Four (Single Lesson):
Facebook:
Students split in to three groups. Number students off randomly.
Each group takes on the persona of one character; John Brown, Rose or
the Midnight Cat.
Students create a large paper version of a Facebook page. Use the wall at
the back of the classroom.
Hand out work sheet that models Facebook. (Appendix 3.B) Ask
students who are familiar with the social networking site to explain it to
the class.
Each group assesses what they know about their character and builds
their Facebook profile.
Facebook profile includes profile picture, status updates, etc.
Highlight importance of social media and the effect it can have on a
persons life.
Students will have an understanding of what people choose to hide and
display on their Facebook, why they make these decisions.
Who does or does not have a Facebook page? Why/why not?
Do you let your parents monitor your Facebook? Why/why not?
Involve students in casual discussion on cyber safety.
Handout information sheet on cyber safety (Appendix 4.A.)
Show video Facebook in Real Life. http://www.youtube.com/watch?
v=LrFdOz1Mj8Q
Ask students what implications this video has on their own Facebook and
on the Facebook they are developing for their characters.
Students will add to their characters Facebook page as the unit
progresses and they learn more about their characters through deep
analysis.
= (45 Minutes)
Week Two Lesson One & Two (Double Lesson)
Facebook:
Divide students in to boys and girls and place a piece of tape at the front
of the room. Boys and girls to stand a few steps back on either side of the
tape. When a statement applies to them they step up to the tape.
Teacher reads out statements:
I played sport on the weekend. I posted this on Facebook.
I did homework on the weekend. I posted this on Facebook.
8

I went out with friends on the weekend. I posted this on Facebook.

I called in sick to work. I was really out with friends and they posted it on
Facebook.
I have done something embarrassing and a friend posted it on Facebook.
I photoshop my profile pictures so I only look my best in them.
I carefully choose what I do and do not post on Facebook.
I understand that the internet is a public domain and anyone can access
what I post on Facebook.
Show video What Facebook Knows About You.
http://www.youtube.com/watch?v=kJvAUqs3Ofg
Ask students if their attitude and considerations towards what they post
has changed after watching this video.
= (20 Minutes)
Has their attitude changed towards what they will or will not add to John
Brown, Rose or the Midnight Cats Facebook? How so? Why/why not?
Students continue on with Facebook activity.
= (35 Minutes)
Its a Book:
Introduce students to Its a Book by Lane Smith. While completing the
Facebook activity it will be useful for students to consider the implications
technology has on our lives. Its a Book pokes fun at the idea of
technology taking over to the point where we no longer know what a
book is.
Show book trailer http://www.youtube.com/watch?v=x4BK_2VULCU
= (10 Minutes)
Students randomly split in to two groups. One group represents John
Brown, Rose and the Midnight Cat and one Its a Book. Groups must
discuss and then present to the class why their book has the highest
value in terms of educating their generation on the thematic concerns of
the book. This will be a casual debate. Each student must present at least
one point.
= (10 Minutes group discussion, 15 minutes debate.)
Week Two Lesson Three (Single Lesson):
Presentation of Facebook Task:
Each group will discuss their characters Facebook page with the class.
They will explain what they did and did not add to the page, based on
their own experiences with Facebook, what they knew about the
characters and what they learnt about cyber safety and the implications
Facebook has on privacy. Each member of the group must speak.
= (5 Minutes to discuss with group, 5 Minute presentation from
each group)
ASSESSMENT INTRODUCTION:
Hand each of the students an envelope. On the front of the envelope
place a friend request from John Brown, Rose, or the Midnight Cat.
Inside the envelope will be a Facebook message from that character
asking for the students help. The help that the characters want will form
the basis of the assessment options. (Appendix 5.A)
Hand out rubric (Appendix 6.A) Explain while students read through.
Answer any specific questions from students.
9

Discuss assessment with students and answer any questions. Some

students will need clarification. Perhaps they want to make changes to
the tasks, these must be okayed by the teacher.
= (25 Minutes)
Homework Task:
Students think more extensively about assessment task.
Come to next class with a rough outline of ideas to show teacher.
Week Two - Lesson Four (Single Lesson):
Hand out work sheets to assist in scaffolding the task. (Appendix 7.A,
7.B, 7.C, 7.D, 7.E)
Students spend remainder of lesson considering task options and starting
scaffolding tasks.
Teacher is available for any questions.
Set up a desk at the front of the class and see students one by one to
discuss their chosen task for assessment.
Encourage students to continue adding to their groups Facebook.
= (45 Minutes)
Week Three Lesson One & Two (Double Lesson):
Students get in to groups according to the assessment task they have
chosen.
Share ideas with group. Be critical friends. Before this begins develop
ground rules with students. Student scribe on whiteboard.
Provide each group with a soft ball. Only the student holding the ball may
talk at that specific time.
Teacher participates in group discussions and is available for any specific
questions.
= (30 Minutes)
Students work individually on assessment task.
= (15 Minutes)
Work with students on developing rubric for peer assessment of tasks.
= (15 Minutes)
Students continue to work on assessment.
= (30 Minutes)
Week Three Lesson Three (Single Lesson):
*Book the library ahead of time
Take students to the library where they can work on their assignments.
Students will have access to other picture books where they might draw
inspiration from.
Literature in the library will be able to provide them with ideas.
Teacher to move around the library and check progress of students.
Engage in discussion.
= (45 Minutes)
Week Three Lesson Four (Single Lesson):
Write the numbers 1 20 on pop sticks. Hold pop sticks in hand with
numbers so students cannot see them and offer one to each student. The
number on the pop stick dictates the order of presentations.
10

Students work on assessment.

Set up a desk at the front of the class. Call students up one by one to
discuss their ideas and check their progress. If students would like to be
first in the line they may write their name on the white board in a list. If
not students will be chosen at random.
= (45 Minutes)
Week Four Lesson One
Presentations and peer assessment x 7 students.
Peer assessments handed to the teacher who will then photocopy them
and return them to the presenter with teacher marks.
While one student is presenting the student who is next in line may go
set up for their presentation. Make two ends of the classroom available
for this to aid in ease of transition.
= (5 Minutes per student.)
Week Four Lesson Two
Presentations and peer assessment x 7 students.
While one student is presenting the student who is next in line may go
set up for their presentation. Make two ends of the classroom available
for this to aid in ease of transition.
= (5 Minutes per student.)
Week Four Lesson One
Presentations and peer assessment x 6 students.
While one student is presenting the student who is next in line may go
set up for their presentation. Make two ends of the classroom available
for this to aid in ease of transition.
= (5 Minutes per student.)
Students complete unit evaluation (Appendix 8.A)

Resources
ACARA, (2012). My School,
http://www.myschool.edu.au/SchoolProfile/Index/68163/MountBarkerHighSchool/49466
/2012 [Viewed 16/06/2013]
ACARA, (2013). The Australian Curriculum: Englsih,
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?
type=0&a=E&l=10&e=0&e=1&e=2&e=3&e=4&e=5&e=7&e=8&e=9 [Viewed
16/06/2013]
Australian Government, Department of Broadband, Communication and the Digital
Economy, (2013). Tips for Socialising Online,
http://www.dbcde.gov.au/easyguide/socialising_online [Viewed 16/06/2013]
Derouet, L. (2010). Using picture books in the middle years classrooms. Literacy in
Middle Years, 18(1), i-xi.

11

Dietageszeitung (2011). What Facebook Knows about You,

http://www.youtube.com/watch?v=kJvAUqs3Ofg [Viewed 25/06/2013]
Disney. (2013). Paperman, http://www.youtube.com/watch?v=1QAI4B_2Mfc [Viewed
26/06/2013]
Idiotsofants. (2008). Facebook in Real Life, http://www.youtube.com/watch?
v=LrFdOz1Mj8Q [Viewed 26/06/2013]
Macmillan Childrens. (2010). Its a Book by Lane Smith Book Trailer,
http://www.youtube.com/watch?v=x4BK_2VULCU, [Viewed 26/06/2013]
Mt. Barker High School, (2012). School Context Statement,
http://www.mtbhs.sa.edu.au/docs/reports/context_statement_2012.pdf [Viewed
16/06/2013]
ObizMedia. (2011). A World Without Facebook, http://www.youtube.com/watch?
v=ocXX619kaPM [Viewed 26/06/2013]
Pixer. (2012). For the Birds Animated Short Film, http://www.youtube.com/watch?
v=e70NIYIfiTc [Viewed 26/06/2013]
Pixar. (2010). Lifted, http://www.youtube.com/watch?v=pY1_HrhwaXU [Viewed
26/06/2013]
Rowling, J.k. (1998). Harry Potter and the Chamber of Secrets, London: Bloomsbury
Publishing.
Smith, L. (2010). Its a Book, USA: Roaring Book Press.
Tompkins, G.E. (2012). Teaching Writing: Balancing Process and Product, USA:
Pearsons Education.
Wagner, J., Brooks, B. (1978). John Brown, Rose and the Midnight Cat, USA: Bradbury
Press, Inc.
Watson, K. (2004). Picture books in the secondary classroom, in W. Sawyer & E. Gold
(Eds.), Reviewing English in the 21st Century (pp. 262 268). Melbourne, Vic: Phoenix
Education.
Images:
http://www.google.com.au/search?
q=people+outlines+for+kids&source=lnms&tbm=isch&sa=X&ei=TJy9Ub6DJOTiAe0voDoCg&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=667#tbm=isch&sa=1&q=
blank+people+outlines+for+kids&oq=blank+people+outlines+for+kids&gs_l=img.3..
.190114.191929.0.192180.6.6.0.0.0.0.411.1593.0j1j0j3j1.5.0...0.0.0..1c.1.17.img.0jbc
VbPerj0&bav=on.2,or.r_qf.&bvm=bv.47883778,d.aGc&fp=a9e1fe35d8e7d7f9&biw=13
66&bih=667&facrc=_&imgrc=Fn28jXm5KRX7XM%3A%3BW119Pl7RpMDdcM%3Bhttp
%253A%252F%252Fwww.nicolelhvaughn.com%252Fwp-content%252Fuploads
%252F2013%252F04%252Fman-outline.jpg%3Bhttp%253A%252F
%252Fwww.nicolelhvaughn.com%252Fpage%252F4%252F%3B489%3B700
http://www.google.com.au/search?
q=facebook+messages+model&source=lnms&tbm=isch&sa=X&ei=BXPJUbGTEsuiQfoqICYCQ&ved=0CAcQ_AUoAQ&biw=1366&bih=667#tbm=isch&sa=1&q=faceboo
k+new+message&oq=facebook+new+message&gs_l=img.3..0l3j0i24l7.7050.8346.0.

12

8484.11.11.0.0.0.0.128.796.9j1.10.0...0.0.0..1c.1.17.img.s9SsYfGmqw&bav=on.2,or.r_qf.&bvm=bv.48293060,d.dGI&fp=f5f451719740829e&biw=136
6&bih=667&facrc=_&imgdii=_&imgrc=Z8h9wh1g0UjXIM%3A%3BJU3uYaNTzwemeM
%3Bhttp%253A%252F%252Fitechbook.net%252Fwp-content%252Fuploads
%252FFacebook-messages-new-look-email-macworld-australia.jpg%3Bhttp%253A
%252F%252Fitechbook.net%252Feasiest-way-to-avoid-messages-and-notifications-onfacebook-how-to-guide.html%3B340%3B248

13

Appendix
1.A

FRUIT SALAD

Students sit in a circle, they can be on the floor or on chairs.

Randomly select 3 students to name a fruit. Eg. Orange, apple, banana.
Go around the circle labeling students as orange, apple or banana.
One person stands in the middle and calls out a fruit.
All the people of that fruit then have to stand up and move to a different
chair/spot on the floor.
There will always be one less spot than there is people.
The person who didnt find a seat is left in the middle to name another
fruit.
This game can continue for as long as the teacher wishes. It is a great ice
breaker and a fun way to get students settled from lunch, recess or their other
classes, and in the mind set of your class. This unit includes a lot of group work
so it is important for students to feel comfortable with one another. Activities
like this aid in that process.

14

Appendix
1.B

PAPERMAN

Characters:

Setting:

Plot Outline:

Symbols:
Why do you think the film is primarily in black and white?

Why is red the only colour that is used?

Is this film engaging and effective? Why/Why not?

15

Appendix
1.C

SYMBOLS

Some example of symbols that could be used. These should be altered

according to the students interests. Eg, sporting teams, gaming trends.

16

Appendix
1.D

BOOK COVER
EXAMPLES

17

Appendix
2.A

CHARACTER
DEVELOPMENT

Characters are the people, personified animals, aliens or objects in the story. A
character can be anything you want, as long as it can captivate the reader.
Lifted is a funny example of how aliens can be used as characters. Have a look!

http://www.youtube.com/watch?v=pY1_HrhwaXU
Often the character is the most important part of a story because the plot is centred
on a character, or groups of characters, actions.
In the case of John Brown, Rose and the Midnight Cat the story is centred around 3
main characters.
The development of a character and the readers ability to relate to them will affect
the readers experience of the narrative.
Characters develop in the following ways:
Appearance: Authors, or illustrators, provide some physical description of
characters when they are introduced, including: facial features, body shapes,
dress habits, mannerisms.
Action: Seeing what a character does is an effective way for a reader to get to
know him or her. A characters actions are the driving force of the plot.
Dialogue: What characters say and how they say it is important.
Monologues: Often, authors will provide a reader with an insight to their
characters thoughts by writing about what they are feeling. The monologue
may be first person, or a third person observation.
Consider how the development of all of these factors has influenced your experience
of John Brown, Rose and the Midnight Cat.

18

Appendix
3.A
Picture:

CHARACTER PROFILE

Appendix
3.A

Name:
Age:
Physical Description:

Feelings towards
Rose:

John Brown:

The Midnight Cat:

What actions reflect these feelings?

How does their dialogue reflect these feelings?

o Do you like this character? Why/why not?

19

Appendix
3.B

20

Appendix
4.A

TIPS FOR SOCIALISING ONLINE

Take this fact sheet home and read through it. Dont be afraid to ask a teacher
or your parents if you have any questions about cyber safety. You can also visit
http://www.dbcde.gov.au/easyguide for more tips on how to be safe on the
internet. Remember to always be mindful of what you post on the internet.
Once it is up there, you can never get rid of it. Think back to the videos we
watched in class.

Look after each other online talk with your family and friends about how
to be cybersafe.
Download the Government'sCybersafety Help Button. The Help Button
provides internet users, particularly children, with easy online access to
cybersafety information and assistance available in Australia.
Think before you post! Posting personal information including photos
may seem harmless but could put people at risk. Once it's online, it's
really hard to take down.
Keep your passwords secret. To make your password really hard to hack
make sure it includes numbers and symbols, and change it often.Visit
Stay Smart Online for more information.
Smartphones can pinpoint your exact location and publish this online.
Think carefully before you check in and tell the world where you are.
Learn more at Cybersmart's Geolocaters page.
Check if the site has an age limit or rating. Some have age limits to
protect you from inappropriate content. Parents can check
outCybersmarts infographic for handy tips on pre-teens that want to join
social networking sites.
Use the Cybersafety Help Button to report cyberbullying and
inappropriate content directly to social media sites, the ACMA or the
Australian Federal Police.
Use the privacy settings to control who can see your personal
information. You can also use a site's settings to block users who make
you feel uncomfortable.
There is no such thing as safe sexting. You could be breaking the law if
you send, receive or forward these types of pictures. Learn more
atCybersmart's Sexting page.
Tribute pages dedicated to the memory of a friend or loved one need to
be carefully monitored it can be very upsetting if people make
21

disrespectful or offensive comments on these pages. Carefully manage

your page permissions to control who can access and post to the page.

22

Appendix
5.A

To:
Message:
Hey! How are you? Look, I was wondering if you could help me with something? I know
we just met and it is a big ask, but I have given you a few options. Just let me know
how you want to help. Id really appreciate it.
Option 1: Puffin Books have been hassling us to bring out a sequel of John Brown,
Rose and the Midnight Cat. It seems as though people cant get enough of us! We,
however, are a little bit tired of telling our story. Weve spoken to the CEO at the
publishing house and they said that they wouldnt mind a different story all together,
they just want something to sell!!
Could you please help me out by creating a picture book of your own? Make is
something that grapples with the social and topical themes faced by you and your
peers. That kind of stuff really gets royalties rolling in!! You can use any kind of artistic
medium you like to illustrate the book. The readers out there want something fresh! So
be creative!
You might like to consider making your picture book into an eBook with animation and
voice overs. I know that the public really enjoy that these days!
Option 2: We have been trying to get John Brown, Rose and the Midnight Cat made in
to a movie for years!! It has been a long hard road, but we finally have a meeting with
Pixar next week. Can you put together a pitch and present it to the board? We really
need to win them over. They will need to see story boards that detail the artistic
direction you want to take. They will want to know what actors you have in mind to play
us. Consider where you would have the film set too. Dont worry, we wont be offended
if you want to change the plot, but be sure to explain why. Oh and dont forget to let
them know how much funding you want for this film! It is very important. Pixar want to
know everything. If you have any questions about the pitch ask your teacher, they will
know what to include. This is a very creative company, they value originality. Please
remember to be professional! There is a lot on the line! I really want to walk the red
carpet at my own movie premier! (Keep an eye on your Facebook event invitations.)
Option 3: Due to the success of John Brown, Rose and the Midnight Cat an author is
currently writing my biography (how exciting!!) During the time of my life detailed in
the plot of John Brown, Rose and the Midnight Cat the three of us wrote letters to each
other about what was going on. The author of my biography caught wind of this and
wants to see the letters. The only thing is that in all the moving I have done over the
years I have lost them. Now I am afraid that the author will pull out if I tell them. Can
you write some fake letters for me so I can send them off to the author? Consider
everything you know about us and write the letters. There should be one to every one
of us, and from every one of us. Ill let you decide who you think should write to who, I
dont want to be too pushy. The original letters were 200 words each. Present one of
Appendix
the letters to your class, I want to make sure they sound authentic.
6.A

ASSESSMENT RUBRIC

If you have any questions about this ask your teacher. We have been in contact on a
regular basis and they know everything there is to know about what I am asking you
23 to
do.
The choice is yours. You can do any of these things for me, I dont mind which. You are

Marking Criteria

Excellent
17 20

Very Good
14 16

Advanced
application of
criteria. Evidence
of extensive
drafting. Little to
no errors.

Good
application of
criteria.
Evidence of
drafting. Few
errors.

Satisfacto
ry
11 13
Sound
application of
criteria. Some
evidence of
drafting. Minor
errors present.

Needs
More
Work
10 below
High
application of
criteria
needed. More
drafting
required to
minimise
errors.

Understanding:
Demonstrates
knowledge and
understanding of
the ideas, values
and beliefs
explored in the
text
Shows a sound
knowledge of how
symbols and
metaphors are
used to convey
meaning
ACELA 1564
Application:
Uses a range of
language skills
that are
appropriate for the
target audiences,
as well as creative
Uses evidence
from the text to
support
conclusions
ACELT 1642, ACELY
1813
Evaluation:
Demonstrates the
ability to analyse
texts and produce
responses and
opinions about the
text
The final piece is
creative and shows
an application to
developing original
work
ACELY 1751
24

Communication:
An appropriate
style and structure
for target audience
is used
Accuracy, clarity
and fluency of
expression
ACELY 1757
Feedback:
Appendix

DETAILED
EXAMINATION:
ELEMENTS OF A
NARRATIVE

Total Grade:

/20

Atmosphere: Provide a clear atmosphere for your narrative through your description
and language techniques. Make sure that the reader of your narrative can experience
the emotion of your narrative.
Conflict: This is referred to as the struggle between two opposing forces in your story.
The main purpose of conflict is to provide interest and suspense. There are various
kinds of conflict. They are usually described as the following:

A
A
A
A

characters struggling against nature

struggle between two or more characters
struggle between the main character and some aspect of society
struggle of opposing forces within one character

Characters:
The protagonist is the main character throughout the novel. There can be more than
one main character in your story if you wish. Be sure to include physical descriptions
and information regarding your main characters personality and values. Your readers
should be able to identify strongly with your protagonist.
The antagonist is the corresponding person, animal or object to the main character
and is usually the main source of conflict. This person could be bad or evil but they
dont have to be. They just need to challenge your protagonist in a significant way.
Symbolism: A symbol is an image, idea or word that represents something greater
than itself.
Theme: The theme is the central idea of the story. This focuses around the message
that the author is trying to convey. Themes usually centre around life, society or
human nature.

25

Context: The context of your story includes the conditions, social and historical
background, time and place surrounding a specific situation.

Appendix
7.B

TEXT PRODUCTION:
NARRATIVE

Did you know? The purpose of a narrative is to entertain or inform your audience,
whether they be readers or active listeners of your story.

Language Features:
Use powerful descriptive words that captivate the attention of your target
audience.
Incorporate the five senses into your narrative.
Verbs are used to relate the action that occurs in the narrative. For example, He
sobbed in his mothers arms.
Incorporate characters names. For example, Gollum or Edward Cullen.
Descriptive words about your characters and events. For example, Dudley, who
was so large his bottom drooped over either side of the kitchen chair, grinned at
Harry (J.K Rowling)
Structure:
Orientation: As the writer you will need to give your audience information
about the characters in your story, when and where the action takes place.
Complication: A complication is an event that occurs and has a negative effect
on your characters lives. Complications build tension and intrigue in the story.
There can be more than one complication in a story.
Evaluation: This is your characters reaction to the complication. Characters
express their thoughts and feelings directly through speech or indirectly through
action.
Resolution: This is the solution to the problem faced by your characters.
Coda: A coda is the lesson that can be learnt from the story. Codas are
generally used in Dreamtime stories or fairy tales.

26

Appendix
7.C

DETAILED EXAMINATION:
ELEMENTS OF A
NARRATIVE
Setting: The setting refers to the time and place in which the story takes place. There
are several components that are necessary to creating an engaging setting.
Place: This usually refers to the physical, environmental or geographical location of
the story. Your story may move from one place to another. It could move from room to
room in a haunted house, or from one country to another. For example your story may
begin in a specific city in America such as New York, but throughout the course of the
story the characters may find themselves in other cities such as Las Vegas or Miami.
Maybe your story even takes place on the moon. The possibilities are endless.
Time: This refers to the period that your story is set in. Your story could be set in the
past, present or future. It is also important to consider such things as the season,
month and even time of day. You could choose a specific era to base your narrative
around. You could write a story about a 1950s house wife, or a pirate in the 1800s.
Dont be afraid to be creative and explore various eras.
Climate/Weather: This aspect of the narrative can be important to the plot. Maybe
your story begins in the middle of a natural disaster. This will be significant to the
climax and resolution of your story. The weather may also be used as a tool to reflect
emotional states of your characters.
When deciding on a setting it is important to consider the impact that this
will have on your characters, themes and plot development.

27

Place:

PLANNING YOUR
SETTING

Time:

Place:

Other important notes:

28

Appendix
7.D

THE NARRATOR
The narrator is the story teller. They describe the events that take place in your
narrative. A narrator can be first person, second person or third person.
A first person narrator:
I, me, we, us (speaking)
He or she only knows what is happening in the story if it directly affects them.
Examples of this include diaries, autobiographies and epistolary narratives
A second person narrator:
Narrator directly speaks to the reader
This form of narration is often used in instructional writing such as recipes and
manuals
A third person narrator:
He, she, him, her, they, them
An omniscient third person narrator knows all the details, not just what is
happening to the protagonist but also what is happening to the minor
characters in the novel. A third person narrator allows a wider perspective of the
plot to be told.
The majority of novels will employ a third person narrator

Point of View: Writers will always choose to tell a story from the perspective of a
particular character. This is usually the main character. Be careful to ensure that you
consider whose point of view you choose to portray and the impact this will have on
your audience and their perception of your story. In any situation people will have a
different point of view on what has happened, this is the same for your characters.

29

Appendix
7.E

DEVELOPING YOUR CHARACTER

Name:
Gender:

Age:

Hobbies:
Favourite food/colour/movie:

Essential role in the plot:

Relationships to other characters:

30

Will your readers like this character? Why/why not?

Appendix

#PICTUREBOOKS #FUN #LEARNING

#LETSDOTHISAGAIN
What was your favourite part of this unit?

Did you like working with picture books? Why/why not?

Did this approach benefit your learning? How?

Do you feel better about making presentations to your peers?

Why/Why not?

Did you post about this unit on Facebook? Why/Why not?

Name three new things you learnt:

1.
2.
3.
Create your own hashtag that describes your feelings about this unit:

31