Embedded Files
Learning Intention: Students are learning to identify how visual cues (prompts) and creative language are used in narratives to add meaning and enjoyment.
Learning Intention: Students are learning to identify how visual cues (prompts) and creative language are used in narratives to add meaning and enjoyment.
Success Criteria:
Success Criteria:
Students can:
Students can:
identify symbols and visual cues in a text
identify symbols and visual cues in a text
write a subject–verb–object sentence using time connectives
write a subject–verb–object sentence using time connectives
identify descriptive and creative language
identify descriptive and creative language
experiment with alliteration in poetry
experiment with alliteration in poetry
understand that narratives can have real and imagined characters and events.
understand that narratives can have real and imagined characters and events.
Guide students to identify animals and objects in the image. For example, pig, cow, tractor.
Guide students to identify animals and objects in the image. For example, pig, cow, tractor.
Model singing the song ‘Old MacDonald had a farm’. Use one of the animals or objects identified in activity 1 to complete the verse. Students take turns singing a verse, adding an animal or object
Model singing the song ‘Old MacDonald had a farm’. Use one of the animals or objects identified in activity 1 to complete the verse. Students take turns singing a verse, adding an animal or object
Display Banjo and Ruby Red by Libby Gleeson and illustrated by Freya Blackwood. Explain that the text is an imagined story that includes real animals and objects that would be found on a farm.
Display Banjo and Ruby Red by Libby Gleeson and illustrated by Freya Blackwood. Explain that the text is an imagined story that includes real animals and objects that would be found on a farm.
Read Banjo and Ruby Red. After reading, ask guiding questions to support comprehension. For example:
Read Banjo and Ruby Red. After reading, ask guiding questions to support comprehension. For example:
What animals or objects from activity 1 were included in the narrative?
What animals or objects from activity 1 were included in the narrative?
Why do you think Banjo barks at the chooks?
Why do you think Banjo barks at the chooks?
Why do you think Ruby Red acts differently to the other chooks?
Why do you think Ruby Red acts differently to the other chooks?
How do you know Banjo cares about Ruby Red?
How do you know Banjo cares about Ruby Red?
Revise the textual concept of ‘symbol’.
Revise the textual concept of ‘symbol’.
A symbol is an object, action, sound or colour that represents a larger idea or feeling. Symbols connect one thing with another and are a way of making meaning in a text.
A symbol is an object, action, sound or colour that represents a larger idea or feeling. Symbols connect one thing with another and are a way of making meaning in a text.
For example, a heart is often a symbol of the larger idea of love.
For example, a heart is often a symbol of the larger idea of love.
Explain that the illustrator uses colour to symbolise how Banjo and Ruby Red feel throughout the text.
Explain that the illustrator uses colour to symbolise how Banjo and Ruby Red feel throughout the text.
Display the double-page spread that begins with ‘Old Banjo ...’ and the double-page spread that begins with ‘And there he finds her ...’ Prompt students to compare the colours used in the illustrations. Ask guiding questions, for example:
- What do you notice about the colours used in the illustrations on each page?
For example, brighter colours, such as green, are used in the first illustration and darker colours, such as brown, are used in the second illustration.
For example, brighter colours, such as green, are used in the first illustration and darker colours, such as brown, are used in the second illustration.
- What do these colours represent?
For example, green may represent life, happiness and growth. Brown may represent change or something sad has happened.
For example, green may represent life, happiness and growth. Brown may represent change or something sad has happened.
- Why do you think the illustrator uses these colours?
For example, to show that Ruby Red changes throughout the text.
For example, to show that Ruby Red changes throughout the text.
Explain that illustrators use other visual cues to add meaning to the text and enhance reader enjoyment.
Explain that illustrators use other visual cues to add meaning to the text and enhance reader enjoyment.
For example, colour, shape, size, facial expressions, labels and speech bubbles.
For example, colour, shape, size, facial expressions, labels and speech bubbles.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Display the double-page spread ‘Mum whistles and yells ...’ Model identifying the visual cues that add meaning and/or enhance enjoyment. For example:
Display the double-page spread ‘Mum whistles and yells ...’ Model identifying the visual cues that add meaning and/or enhance enjoyment. For example:
the shape and repetition of Banjo’s form shows that he is moving quickly
the shape and repetition of Banjo’s form shows that he is moving quickly
Banjo’s facial expression shows he is barking
Banjo’s facial expression shows he is barking
the words ‘BARK BARK BARK’ repeated in different fonts across the page, shows he is repeatedly barking.
the words ‘BARK BARK BARK’ repeated in different fonts across the page, shows he is repeatedly barking.
Allocate students the above page from the text. Provide time for students to view the illustration.
Allocate students the above page from the text. Provide time for students to view the illustration.
Students engage in a group conversation to identify the visual cues and discuss why the author and illustrator used them.
Students engage in a group conversation to identify the visual cues and discuss why the author and illustrator used them.
For example, how they are used to add meaning and/or enhance enjoyment.
For example, how they are used to add meaning and/or enhance enjoyment.
Mum whistles to Banjo and yells, "Go Banjo!". Banjo...
Mum whistles to Banjo and yells, "Go Banjo!". Banjo...
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