ENGLISH LITERATURE UNIT: Reading and Viewing Prose

Topic: Different Perspectives Year level: 4

AIM/s:
That students will;
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example
character development and plot tension (ACELT1605)

STUDENT OUTCOMES:
Students will;
Understand, interpret and apply concepts related to visual images created in picture books by Anthony Browne.
Develop and employ a metalanguage for analysing visual texts.
Express ideas through creative activity in response to the artistic work of Anthony Browne.
Be involved in developing a collaborative presentation.


TEACHER REFERENCES and RESOURCES:

IWB
Laminator
Anthony Browne Texts
Camera/IPods










ASSESSMENT of READING and VIEWING

STUDENT ASSESSMENT:

Formative Assessment:
Class discussions and observations
Anecdotal records of observations
Record Responses from each lesson



Summative Assessment:
Final copy of hopeful/hopeless contrast pictures
Overall involvement throughout the unit


ASSESSMENT of the UNIT:
Did the unit flow smoothly?
Where students able to comprehend the principles of an interesting question?
Did the students understand the theme of each lesson?
What changes should be made in the future?



SELF ASSESSMENT:
Did I explain the theme and model good questioning effectively?
Did my teaching result in good questions from the students? If not, why not?
Did my teaching result in the students being able to find meaning in the workings of Anthony Browne? If not, why not?
SEQUENCE OF LESSONS FOR READING and VIEWING PROSE

Week
Unit
Flow

Lesson Focus and Activity

Resources to be used
ACARA LINKS:
General Capabilities
Cross-curriculum Priorities
Curriculum Integration

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Lesson 1: Introduction
Dont judge a book by its cover.

Students are to discuss with their group what questions they might like to ask the
characters are what they would like to find out about the story.

Refer to lesson plan


2




Lesson 2
Characters can be described using text and illustrations.

In groups of 4, students read the story with each taking on one of the roles. Students will
focus on their characters voice and expression. These groups will then make an
enlarged picture of one of the characters shouting with speech bubbles and thought
bubbles around the character. Students will then discuss and record words/phrases for
the thought bubbles.


Multiple copies of Voices in
the Park
Enlarged picture of Mother
shouting
Felt tips


3




Lesson 3
I can discuss a range of feelings by identifying how one artist has reflected feelings in
their work.

Students look at how Anthony Browne uses the illustrations to help tell the story and give
clues about the characters. Students group the pictures that go with each voice and
identify anything strange/interesting in the picture. Students will then answer the
questions;
Why do you think it is there?
What is happening in that part of the story?
Whose voice does it belongs with?
How that character is feeling?


Laminated pictures from the
book one set per group


4




Lesson 4
Artists can reflect feelings in their work.

Students discuss how our view of the world can depend on how we are feeling e.g. when
we feel hopeless small problems can seem big, we might get cross or feel even worse
but when we are hopeful those same problems dont feel so bad-we feel like we can

IWB file-scanned book
Voices in the Park
Laminated walking past the
wall pictures-one set per
group

overcome them. Students will then explore how Anthony Brown has tried to show the
characters view of the world through the way he has illustrated the book. They will then
answer the question;
What do you think Smudges view of the world is?
How has Anthony Brown shown this in his illustrations?

In groups students will to place the two walking past the wall pictures side by side. They
will then answer the questions;
What is the same about the two illustrations?
What is different?
Why?

Students will then write words/phrases to describe how the father is feeling in each
picture. Lastly they will label the two pictures hopeless and hopeful.
Ask why does the father feel this way?


5




Lesson 5
A picture can reflect different feelings

Students will think about a time when they have felt hopeless and another time at which
they felt hopeful. Discuss how the way we feel can change our view of the world and
how Anthony Brown reflects the characters views of the world through his illustrations.

Students will then take a photograph of a place from then around school. With a partner
they will discuss what techniques they can use to create 2 pictures reflecting them
feeling hopeful and hopeless. Children share ideas with the class so others can use.
Provide an example of a picture reflecting a time you personally felt hopeful and
hopeless and the initial photograph used.


Camera (iPods)


6




Lesson 6: Concluding Activities

Following on from last lesson students will sketch the main features of the photograph
onto two sheets of paper. They will then begin to add details to reflect hopelessness or
hopefulness. They will use watercolours to complete their picture
Each student is to sit with another student who was not their original partner.
They will look at their partners work and will determine which picture is reflecting feelings
of hopeless and which reflects feeling hopeful?
Students must explain how they came to the conclusions that they did.

Paper
Water Pascals


LESSON PLAN

Literature Strand: Reading and Viewing Prose Year level: 4

Unit Topic: Different perspectives Lesson


Lesson Aims:

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example
character development and plot tension (ACELT1605)

Lesson Outcome:

Understand, interpret and apply concepts related to visual images created in picture books by Anthony Browne.

References and Resources:

Voices in the Park, Anthony Browne
4 containers labelled with character names
1 counter per child (29)
Large sheets paper
Felt tips

Student Assessment:

Did the students understand the theme Dont Judge a Book by its Cover?
Where students able to comprehend the principles of an interesting question?

Self Assessment:

Did the lesson flow smoothly?
Did I explain the theme and model good questioning effectively?
Did my teaching result in good questions from the students? If not, why not?
TEACHING OUTLINE:

Timeline

Teaching Procedure

Preparation or Resources to be used






10min











15min
















15min
1. INTRODUCTION
What makes an interesting picture book?
Students are encouraged to bring in their favourite picture book from childhood to present to the class.
They discuss their memories and share their favourite images and overall feelings about their text.

Students reflect on the covers of selected texts, discussing their representations of the stories. Examine
title, design, layout, colour, graphics and symbolism.
*Introduce here, appropriate vocabulary for visual literacy.

Explain todays focus is Dont Judge a Book by its Cover.
Have they heard this saying before? What do they think it means?

Introduce todays book, Voices in the Park by Anthony Browne

2. GUIDED DISCOVERY

Look at the front cover and read the title. Invite the students to share their thoughts about the title and
suggest what they think the story will be about.

Look through the book and show the students that it is divided into 4 separate stories called; First
Voice, Second Voice, Third Voice and Fourth Voice. Explain that this is a story told from the point of
view of four different characters.

Read the story.

Have 4 containers labelled with the names of the four characters: Charles mother, Charles, Smudge,
Smudges father. Give each student a counter; they put it into the container of the character that
interests them the most.

Count the number of votes for each character record on the whiteboard under each picture. With each
character, pick some children to explain why they voted for that character. List some of the reasons on
the whiteboard under their picture.

3. EXPLORATION

Ask the students why they think this book was chosen? How does it relate to Dont Judge a Book by its

Students bring in their favourite picture
books from home.












Voices in the Park- Anthony Browne






4 containers labelled with character names
1 counter per child










Large sheets paper
Felt tips









5min

Cover? Who does that in the story? (The mother)


Students will then break up into small groups based on the characters they have chosen. They will
discuss with their group what questions they might like to ask the characters are what they would like to
find out about the story. Children to record on large sheets of paper.


4. CONCLUSION

Ask students what makes a question interesting?

In their groups children are to choose their two most interesting questions and feedback these to the
class-record on the IWB

























LESSON PLAN

Literature Strand: Creative Writing Year level: 4

Unit Topic: Point of View Lesson


Lesson Aim:

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Lesson Outcome:

Understand the difference between the literary term narrative point of view and the commonly used expression, meaning feelings, opinions and biases.
Identify the narrative voice (the person or entity through whom the audience experiences the story): first person or third-person omniscient.
Respond to texts written from different narrative points of view and discuss the effect of each.

References and Resources:

Anthony Browne Texts (Into the Forest, Bear Hunt)
IWB

Student Assessment:

Did the students understand the concepts of first person or third-person omniscient?
Where students able to produce responses to written texts from different narrative points of view?

Self Assessment:

Did the lesson flow smoothly?
Did I explain the concepts of the lesson and model good questioning effectively?
Did my teaching result in good understandings from the students? If not, why not?
TEACHING OUTLINE

Timeline

Teaching Procedure

Preparation or Resources to be used







10min

















15min










1. INTRODUCTION
Explain to the class that throughout this unit they will be learning about two different meanings of the
term point of view.
Have students brainstorm and share their current understandings of the term point of view.
Explain that the term point of view can be used in a different, though related, sense which is called
narrative point of view.
Revise the grammar and pronouns in relation to using the first person, second person and third
person in preparation for the next steps.
First Person: refers to a person speaking about him or herself. Pronouns such as I, we, me and
my are first-person pronouns.
Second Person: refers to a person being spoken to. Pronouns such as you and your are second-
person pronouns.
Third Person: refers a person or people being spoken about. Pronouns such as they, them and
their are third-person pronouns.

2. GUIDED DISCOVERY (working in the ZPD with examples/information/explicit teaching)
First-person narrative point of view
Read aloud Into the Forest, which is written using a first-person point of view. Identify where first-
person pronouns are used by the narrator to refer to himself.

Discuss what the narrator knows and doesnt know about certain events or characters in the story, and
what the narrators attitude is towards those events and characters. Use the following questions to
develop a meaningful discussion; Who is the narrator? How does the narrator relate to the events and
other characters in the story? How do we know that this story is written using a first-person point of
view?

As a class, look at an event in the story that shows something about the narrators personality and



IWB with definitions of first, second
and third person




















Into the Forest Anthony Browne































15min
















10min
attitudes. Ask students the following questions:
How would you describe the narrators attitude towards the other characters in the story?
What do we learn about the narrators personality and attitudes?
Third-person omniscient narrative point of view
Read aloud Bear Hunt which is written using a third-person omniscient point of view. Identify where
the impersonality of the narration indicates that this story is being told by an unknown voice who has
no identity.
Ask the students the following questions:
How do we know that this story is written using a third-person omniscient point of view?
Where in the story is it evident that this narrator knows everything?


3. EXPLORATION (group individual)

Different voices
Arrange the class into pairs and ask each pair to select one of the Anthony Browne books from the
class library.
Pairs are to read their books and answer the following questions:
Is your book written from a first-person narrative point of view or third-person omniscient
narrative point of view? Copy the phrases and sentences that tell you this.
Select one sentence that you particularly like and explain why you like it. (It could be because
of the words, ideas, humour etc.)
Write another paragraph about the books in which something happens that lets your readers
know more about the main character. Make sure that you keep to the narrative point of view
used in your extract. (This will be used to assess students understanding of the concept of
narrative point of view)

4. CONCLUSION (reflect/anticipate)
In closing have each pair of students double up to form groups of four. Each pair will then take it in turns
to then introduce their book to the group and give their answers to the questions
Lead a class discussion about the advantages and disadvantages to an author of using the first-person
narrative point of view and third-person omniscient narrative point of view.








Bear Hunt Anthony Browne












Student Workbooks

Anthony Browne Class library (Refer to
study texts)