NAME _________________________

PICTURE

BOOKS STUDENT

WORKBOOK1

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UNIT AIMSThe aim of this unit is for students to become creative thinkers, writers and storytellers. Students will explore different types of picture books and develop and employ language techniques/stylistic features (theme, setting, character, rhyme, repetition, alliteration etc.) to communicate with children. This picture book task will aim to develop and challenge students’ creativity and their ability to engage a young reader.

‘Picture books are for babies.’

‘Picture books are so short, they must be easy to write.’

‘That picture book is so easy – I could have written it myself.’

These quotes are not always true as the creation of a picture book is an art form. The pictures are not there merely as decoration, but to contribute meaning to the story.

Picture books are always short. Thirty-two pages is the standard size although for very young children, books of sixteen to twenty-four pages are published.

There is no prescribed word length for picture books. Some very successful picture books have been written with fewer than 100 words. There are illustrations on every page and these are almost always in colour.

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SOME FACTS Much information can be left out of the written text because it will be

apparent from the illustrations. Descriptions of people and places are an obvious example but some actions can be detailed in the visuals. You don’t need to write all of the information about someone’s age when you have a drawn picture that clearly shows that they are young.

Sometimes the visual text (pictures) contributes a parallel to the story, contradicting the written text and/or bringing drama, humour or irony.

Sometimes the pictures alone can carry the story so that some pages (or occasionally, some books) are completely wordless.

HomeworkFind a picture book that you like. What do you know from the pictures that are not written in the text? Write you answer below.

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PICTURE BOOKS – SOME MORE(INTERESTING) FACTS

A picture book tells a story with pictures and not many words. It is written for children and the language is simple and easy to understand. The

pictures therefore play a very important part in the telling of the story. The plot of a picture book must be simple and easy for a child to identify with. A picture book usually has only a few characters to avoid the story becoming too

complicated. The main character is usually around the same age as the audience for whom the

story is written. The settings in a picture book are usually places that a child is familiar with. Often a picture book will have a message or moral woven into the story. In this

way, issues can be raised and presented in a way that a child can understand. Picture books are not illustrated books. They have to have a visual narrative as

well as the verbal one. The text and pictures are of at least equal importance. Picture books are roughly 30-32 pages in length. The first picture book in print was in the eighteenth century – 1710 to be exact! Fairy tales were not originally written solely for the pleasure of children. They

were written for the enjoyment of the wider community. In the early twentieth century, some of the following assumptions had been made

about children: they are innocent, they are vulnerable and they enjoy animal fantasy (anthropomorphism).

Learning to read is easier when children are taught phonics (as opposed to word recognition). (Phonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system).

Children find it easier and/or more fun to read when stories are used rather than priers.

‘Where the Wild Things Are’ was the first true picture book.

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TYPES OF PICTURE BOOKS

CONCEPT BOOKS Written for very young children, these books detail concepts such as colours, shapes or spatial relationships. These books are often illustrated with solid blocks of primary colours and minimal detail. Sometimes text of only one word in length will accompany each picture.

NURSERY RHYMES AND TRADITIONAL TALES Rhymes and tales from ours and other cultures are presented in book form with varying kinds of illustrations. Some titles subvert the traditional tale by telling it from a different point of view. These stories are for the more sophisticated reader.

STORIES FOR YOUNG CHILDRENWritten about absolutely anything, these stories can be fantastic or realistic. Texts are short and suitable for reading aloud. Illustration styles vary from paintings to free-flowing sketches in any number of media to collages of tissue paper or found objects.

STORIES FOR OLDER READERS More mature ideas and more sophisticated writing and illustration styles combine to produce work that challenges readers from the middle of primary school to adults.

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PICTURE BOOK WRITING TECHNIQUESSome of the writing techniques used by authors of children’s literature include:

Rhythm: movement or beat suggested by the arrangement of stressed and unstressed syllables.

Rhyme: repetition of the same sound at the end of the lines.

Alliteration: repetition of the same sounds at the beginning of words which appear close together.

Assonance: same vowel sounds are repeated followed by different consonant sounds.

Onomatopoeia: the sound of the word imitates the subject or situation (e.g. the snake hissed).

Simile: comparisons which use the words ‘like’ or ‘as’ (e.g. the cat froze like a block of ice).

Metaphor: comparisons which say one thing is another (e.g. the cat froze, it was a block of ice).

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NAME:

Final Draft Due Date: ________________________________ Final Due Date: ________________________________

Word Count: Maximum 800 words (including rationale)

Task:

Your task is to create an original picture book. You should consider or include the following aspects:

1. The book should be aimed at an age group of around 6 to 7 year olds. Remember to keep in mind the interests and reading ability of the group.

2. Choose a topic that interests young readers. Consider the following ideas: A visit to a farm or zoo The arrival of a new baby Moving to a new town

The death of a family pet Visiting Grandma Going to the beach

3. Include at least one of the linguistic features commonly used in picture books. You might include rhyme, rhythm, alliteration, assonance, onomatopoeia, simile, metaphor, or repetition.

4. Consider how you will lay out the text (such as how much to include on each page, where you will position the text in relation to the illustrations).

5. Choose a font style and size. Remember to use large clear fonts (if you are planning on hand writing this, you will still need to use large clear lettering).

6. Consider how you will relate the illustrations to the text. They might add detail to the story, or tell a completely different story.

7. Consider how you will create the illustrations. This is not an art assignment, so your illustrations do not have to be artistically excellent – they just need to show EFFORT. You could consider using collage, computer-generated pictures, or ‘commission’ an artistically talented friend to sketch an outline for you (the majority of the work should be your own). Colourful illustrations that relate effectively to the text are best.

8. Feel free to use any sort of designs (try experimenting with one of the following: pop-up book, moving pictures, different textures, and any others you can think of).

9. Include a rationale of at least 150 words, explaining the intended

Stage 1 English 2015 Text Production: Original Picture Book

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audience, linguistic features included and how you have created the illustrations.

Assessment Design CriteriaKnowledge and Understanding KU2 Knowledge and understanding of the ways in which the creators and readers of texts use

language techniques and conventions to make meaning.

ApplicationAp1 Use of a range of language skills to analyse and solve problems, and to demonstrate creativity.

Communication C2 Use of an appropriate style and structure for the audience and purpose when composing texts.

Performance Standards

YOUR TURNDon’t let the idea of producing a picture book overwhelm you. Consider the following:

1. Why am I doing this?2. What is my end point and how am I getting there?3. What am I writing and who am I writing it for?

You should be able to answer all of these questions and be able to refer back to them at any point during the production of your book so that you can stay focused on the end result.

Before you begin planning your book, answer these questions yourself in the space below.

1.

2.

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- Knowledge and Understanding Application Communication

A KU2: Knowledge and understanding of the ways in which the creators and readers of familiar and unfamiliar texts use a range of language techniques and conventions to make meaning.

Ap1: Use of a range of sophisticated language skills to analyse and solve simple and complex problems, and to demonstrate creativity.

C2: Use of appropriate style and structure for a range of mainly unfamiliar audiences and for varied purposes.

3.

WHAT YOU SHOULD INCLUDE IN YOUR BOOK:ORIENTATION

Where is the story taking place (the moon, a school, a farm, etc.)?

COMPLICATIONSome sort of a problem that the main character has to work out. This could be simple, like how to brush your teeth, or more complex, like a parent explaining to a child that someone has died.

CONCLUSIONAn ending that (most times) solves the complication and closes the story (a corny example is: ‘… and they lived happily ever after.’)

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PROCESS:1. Write down your ideas; brainstorm. At this point, don’t exclude anything.

Write down whatever pops into your head. Use the space below to begin this process. If you need more room, use a piece of scrap paper and attach it later.

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2. Produce a storyboard – simple pictures and an outline for your story. Here is an example of a storyboard in planning a picture book called ‘Aloysios Ant’. Create your own storyboard on the following page (page 12).

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2. Create your storyboard here

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3. Draft your first copy (text only – don’t worry about pictures just yet). Use your exercise book for this.

4. Edit. Remove words such as ‘and’, ‘got’, ‘then’, ‘but’, ‘lots’, ‘so’, ‘nice’. Each sentence should have a descriptive word (a descriptive word adds life and expression to the sentence therefore bringing it alive for the reader).

5. Edit again. It cannot hurt!6. Write your final draft. 7. Design and produce your illustrations. Be as creative as possible here. 8. Put everything together to produce the final completed product. 9. Prepare for the official book launch.

BE CREATIVE… NOT JUST ANOTHER BOOK!Here are some ideas you could use to create a really individual masterpiece:

Have an audio CD to accompany your ‘hard copy’ book. Include ‘pop-up’ concepts. Make an eBook using iMovie or a similar program. Make your book an interesting shape. It doesn’t have to be rectangular! Use ‘windows’ in your pages so readers can see through to illustrations on

the next page. Use collages either as the pages, or take photos and print them for use in

your book.

ELEMENTS TO BE INCLUDED IN YOUR PICTURE BOOK:

Hard/soft cover Spine End papers Copyright page Title page Blurb

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Stage 1 English 2015 Text Production: Original Picture Book Self-Assessment Rubric

Assessment Criteria Performance StandardsKnowledge and UnderstandingKU2 Knowledge and

understanding of the ways in which the creators and readers of texts use language techniques and conventions to make meaning.

You have discussed the way you have used language techniques to engage a young reader in your rationale.

Your rationale explains in detail the purpose behind each creative choice you made i.e. you have discussed the way you have used visual elements of a story to engage a young reader (i.e. format, layout, font, framing, illustrations, colour).

You have used specific examples of linguistic features and visual elements in your rationale.

Your picture book is suitable for your target reader.

ApplicationAp1 Use of a range of language

skills to analyse and solve problems, and to demonstrate creativity.

Your picture book is easy to understand and engaging.

You have used appropriate language in relation to your topic.

You have included at least one consistent language technique that will keep a young reader engaged (such as rhyme, rhythm, alliteration, assonance, onomatopoeia, simile, metaphor or repetition).

You have included a:o Hard/soft covero Spineo End paperso Copyright pageo Title pageo Blurb

You have answered all parts of the task

CommunicationC2 Use of an appropriate style

and structure for the audience and purpose when composing texts.

Your picture book is correctly formatted.

You have written your picture book and analysis in the correct tense.

Your illustrations show effort.

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