LITERACY UNIT

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‘The Big Little Book of Happy Sadness’

By Colin Thompson.

Rationale

The Big Little Book of Happy Sadness uses descriptive narrative and detailed illustration to convey an emotion charged story about loneliness, identity, family and connectedness. Within the initial pages we see George, a scruffy little boy who lives alone with his grandmother, experience emotions of emptiness, isolation and feeling unloved. As the story develops, George meets an equally imperfect dog which he can identify with and convinces his grandmother to adopt it. It is through his connection to Jeremy, the dog, that George is also able to open a connection with his grandmother. By saving Jeremy’s life, George is able to, for the first time, experience the richness and warmth of life which comes when one is connected to others, forming a family unit.

Colin Thompson’s primary passion of illustration is clearly highlighted throughout the book as he uses his complex artistic techniques to depict the imperfection of a modern family, which is often isolated from the wider community. Visual techniques such as placement, sizing, spacing, colour depth and verdigris add complexity to the story which mirrors the emotional development of the characters. The combined visual and written aspects of the narrative provide an opportunity to explore an integrated, multi-disciplinary literature based study topic for middle school (grade four) students.

Following the example provided by Thompson, a study topic which culminates in the production of a written and visual piece will be developed. This culminating text will demonstrate the students understanding of the central themes of the story, specifically, sense of connectedness (both literally and theoretically), emotions and identity. The culminating text will also demonstrate the students understanding of the literary techniques (descriptive writing) and metafictive devices (use of colour, verdigris) employed by Thompson in The Big Little Book of Happy Sadness, to build storyline, characters and convey meaning.

In order to facilitate the students ability to produce these pieces, a series of lessons will be undertaken focusing on five outcomes in the areas of reading, oral communication, writing (two outcomes) and art. These lessons will be structured so that they relate to the literacies of text, enabling the students to access the text with a deeper level of comprehension. The teaching and learning sequences will also be implemented in a way which enhances the student’s knowledge, builds on prior and new knowledge and prepares them sufficiently to successfully produce the culminating text. To ensure each student is on target to achieve these outcomes and be able to produce the culminating text, each teaching and learning sequence will involve formative assessment. This will enable the teacher to identify any specific needs for additional support required by individual students. The culminating text will additionally serve as summative assessment demonstrating each students learning and ability within the individual outcomes.

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Planned Outcomes

Communication - Oral

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others. Students will develop the ability to speak clearly in public.

Predictions - Reading

Students will gain an understanding of how key features of a book, ie. title, illustrations and text, can be used as key pre-reading strategy for comprehension when combined with their prior knowledge. By making initial predictions, which will be reviewed, confirmed or revised through further exploration of the text and illustrations, students will remain actively engaged fostering a deeper level of comprehension. This level of understanding will be crucial in exploring the concept of emotions throughout the text.

Descriptive, Emotions and character formation - Writing

Students will gain an understanding of descriptive writing used in the narrative to convey meaning and illustrate emotions. In particular, students will focus on how the author uses descriptive language to build empathy for the main characters. By working in pairs and small groups, children will be able to share when they have experienced similar emotions.

Students will gain an understanding of descriptive writing used in story development. In particular, students will focus on how an author uses descriptive language to engage readers and develop a story. Students will be given a picture depicting a room from the story and will produce a piece of descriptive writing about it. Students will be encouraged to utilize their five senses to brainstorm words which captivate the reader.

Exploring colour - Art

Students will demonstrate an understanding of the importance of visual elements of the text. Specifically, children will comprehend how the author uses various metafictive devices ie. space, colours, dimensions and verdigris technique to convey the story line and highlight significant emotions and characters.

Culminating text

Students will produce an illustrated piece accompanied by a descriptive text. Both pieces are to reflect the connectedness that we feel when we recognise ourselves and our emotions in others. The purpose behind this task is to demonstrate how empty spaces (both literal and theoretical) can be filled when we connect with each other.

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A concept map displaying the relationship between each outcome and the culminating text.

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Students will produce an illustrated piece accompanied by a descriptive text. Both pieces are to reflect the

connectedness that we feel when we recognise ourselves and our

emotions in others.The purpose behind this task is to demonstrate how empty spaces

(both literal and theoretical) can be filled when we connect with each

other.

Predictions - Reading Outcome

Students will gain an understanding of how key features of a book, ie. title,

illustrations and text can be used as a key pre-reading strategy for comprehension

when combined with their prior knowledge. By making initial predictions,

which will be reviewed, confirmed or revised through further exploration of the text and illustrations, students will remain actively engaged fostering a deeper level

of comprehension. This level of understanding will be crucial in exploring the concept of emotions throughout the

text.

Emotions and character formation - Writing Outcome

Students will gain an understanding of descriptive writing used in the narrative to convey meaning and illustrate emotions. In particular, students will focus on how the

author uses descriptive language to build empathy for the main

characters. By working in pairs and small groups, children will be able to share when they have experienced

similar emotions.

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Descriptive, writing- Writing Outcome

Students will gain an understanding of descriptive writing used in story

development. In particular, students will focus on how an author uses

descriptive language to engage readers and develop a story. Students will be given a picture depicting a room from the story and will produce a piece of descriptive writing about it. Students will be encouraged to utilize their five

senses to brainstorm words which captivate the reader.

Exploring colour - Art Outcome

Students will demonstrate an understanding of the importance

of visual elements of the text. Specifically, children will

comprehend how the author uses various metafictive devices ie.

space, colours, dimensions, verdigris technique to convey the story line and highlight significant

emotions.

Communication- Oral Outcome

Students will develop the ability to contribute to group

discussions by listening to and acknowledging the

contributions of others.

Teaching and Learning Se quences

1. Prediction and Communication (Reading and Oral outcomes)

Aim of unit:

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others. Students will develop the ability to speak clearly in public.

Students will gain an understanding of how key features of a book, ie. title, illustrations and text can be used as a key pre-reading strategy for comprehension when combined with their prior knowledge. By making initial predictions, which will be reviewed, confirmed or revised through further exploration of the text and illustrations, students will remain actively engaged fostering a deeper level of comprehension. This level of understanding will be crucial in exploring the concept of emotions throughout the text.

Engage

The teacher will engage the students by showing the front cover of the book, and reading the title. The Big Little Book of Happy Sadness, by Colin Thompson.

The teacher will then ask-

What can students see on the front cover?

The students will make a prediction of what they think the book is about by the title and the illustration on the front.

Together the students and teacher will have a group discussion, while sitting on the floor around the book. The teacher will write the student’s input on the Interactive White Board (IWB) for all to share.

QUESTIONS TO BE ASKED.

What can we see on the front cover?What stands out?

ASPECTS OF THE FRONT COVER WE WOULD LIKE THE STUDENTS TO EXPLORE/HIGHLIGHT.

Main characters in the story centre of the pageDog looking at the boyBoy is smiling looking down at DogOld lady looking down while smiling at Dog.Dog is in the middle of both old lady and boy.Brown and natural colours at the background

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What do you notice about the title?

Who do we think these people are?What are their relationships?

Does this look like your family?Who is in your family and lives in your house?

How does spending time with them make you feel?

Green/blue sky like behind the tile.Highlighted word in title are; Big, Happy, sadness.

Size differencesColourCapital lettersThe use of opposites between the words. (Happy/sad, big/little.)Positioning of title.

Familyneighboursfriendsstrangersadopted

General discussion about students families and pets/ who they live with.

Open discussion regarding what students like to do with their pets, the activities they play. Highlighting the emotions that humans feel when connecting with pets.

Explore

Turning to the person next to them, students will have a discussion about predicting the themes and concepts of the book by viewing the front cover and title page.

These are the questions the teacher would like the students to focus on.

Ask students to look at the front cover and make guesses about what they think will happen, based on the title and the cover illustration.

Ask students if they feel the same when looking at the title page?

Have their ideas about the book changed?

Ask Students to report what they predicted in their pairs.

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Next the teacher will perform a picture flick until page twelve (which is the scene depicting George running home). At each page until page twelve the teacher asks the students to point out the main visual element depicted. The teacher records the student observations on the IWB using a story board style chart.

Ask students to make a prediction of what they think is happening on each double page spread based on the visual elements they have identified.

The teacher will record the student predictions on electronic post-it notes and place under each page.

From creating the story board the students can investigate the importance of both visual aspects and text. This will show the students, having more visual information will help them to make accurate predictions.

After making the first prediction from viewing just the front and title pages, have our predictions changed after viewing more visual information.

The teacher will read the book out loud to students, up to page twelve, making sure to pause after the page depicting George running home. The teacher and students will have a short discussion about the predictions made from the illustrations.

Do we think they were correct?

What do you think might happen next?

Will George get to keep Jeremy? If he does, how will George and Grandma feel? If he doesn’t get Jeremy, how will George and Grandma feel?

Teacher will continue to read the book without further interruption.

Elaborate

At the conclusion of reading, the teacher will separate the students into groups of four, where each student has a set role. Together, the students and teacher will review their predictions. The students will use the worksheet to record each member’s predictions and prior knowledge.

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HANDOUT:

The reporter from each group will present their findings to class. The teacher will then elaborate through class discussion how students used prior knowledge, visual elements and text to make predictions.

Evaluate

The teacher will summarise the ideas from each group on the IWB. Through class discussion the teacher will draw out the prior knowledge the students used to make their predictions.

Assessment

Formative assessment will be based on teacher observation. Specifically;

Students will demonstrate the ability to contribute to group discussions by actively participating, listening to and acknowledging the contributions of others by successfully working in a small team and by presenting their findings to the class.

Students will demonstrate an understanding of how key features of a book, ie. title, illustrations and text can be combined with prior knowledge to make predictions.

Student’s level of comprehension will be established by reviewing their concept of emotions throughout the text.

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ROLES IN YOUR GROUP

Facilitator – someone who ensures that each person gets an opportunity to speak and that others listen when they are talkingTime keeper – someone who makes sure that you are getting the job done Recorder – someone who records the groups ideas on the paper provided to youReporter – someone who presents your work to the class

ACTIVITY:Answer the following question

How did you know what was going to happen?Has something similar happened to you before, that helped you make your prediction?Have you ever felt like George, sad or lonely?

REMEMBERIt is important that each person has an opportunity to contribute

It is important that you listen when others are speaking.

2. Emotions, Character Formation and Communication (Writing and Oral outcomes)

Aim of unit:

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others. Students will develop the ability to speak clearly in public.

Students will gain an understanding of descriptive writing used in the narrative to convey meaning and illustrate emotions. In particular, students will focus on how the author uses descriptive language to build empathy for the main characters. By working in pairs and small groups, the students will be able to share when they have experienced similar emotions.

Engage

The teacher will engage the students by presenting a PowerPoint, displaying key descriptive phrases from the first two pages of book.

Page one- two

Page Three- four

Empty placeKind ladySpent most of their lives on different planets.

Lonely peopleLast cage in the last isleWhere the sun never bothered to goCoat of verdigris. (explain meaning- green vines covering the wall)Journey to heavenDark gloom

To engage students in participating in group discussion the teacher will ask students to hold up paper faces (happy, confused, sad) which indicate how the phrases make them feel. Teacher will record the tally of student’s responses.

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Explain

The teacher will explain that these are descriptive words which enhance meaning, in this case feelings or situations. These words make writing more interesting and keep the reader engaged.

The teacher will express to the students, ‘Emotions are an important element of a strong story. Good writers let the reader know what characters are thinking about when something happens. But it’s not enough to just tell what a character is feeling. Good writers show what a character is feeling.’

The teacher, together with the students, will look at the first page and change the descriptive words (displayed in handout).

Ask students to explore the emotions they felt when hearing the descriptive sentences from the book, compared to the alternative sentences.

HANDOUT:

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Look at the two different ways you could write the same sentences.

1. From the book - “George lived alone with his grandmother in an empty place where his mother and father should have been.”

Alternative -“George didn’t live with his parents, he lived with his grandmother.”

2. From Book - “George’s grandmother was a kind lady, but she was very old and the two of them spent most of their lives on different planets.”

Alternative - “George’s Grandmother was an old lady that didn’t spent much time with him.”

Which sentences have more descriptive words?

Does the sentence provoke the same feeling?

Explore

The students will explore the three main characters at different stages of the story. By getting to know the characters on a deeper level, the students will form an emotional connection with the story.

Working individually, the students will be given a one of 10 handouts, each depicting one of the 3 main characters (pictured below) from various stages within the book. Students will create a list of emotions and characteristics that the characters in the story might have.

Students will then be grouped into teams of three, according to their character handout (there will be approximately 10 groups of 3 students) and will combine their efforts to design and create a poster depicting their character and detailing all the emotions they have brainstormed.

Students will present their posters to the class in order of storyline appearance. The teacher will direct class discussion around how the characters emotions and the characters themselves have evolved through the story. This will allow the students to evaluate each other’s posters and reflect on their own work.

Elaborate

The teacher will provide a personal example of two events where he/she experienced happy and sad emotions and will list some descriptive words for both these events on the IWB. The teacher will then use the whiteboard to demonstrate how to use these brainstormed words to create a WordSplash online http://www.abcya.com/word_clouds.htm

EXAMPLE:

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The teacher will explain how students can alter the appearance of their WordSplash so that significant words are bolder, larger or more prominent, by typing in the words they feel are more significant multiple times.

Students will form pairs to complete their own WordSplash.

In pairs students will discuss events in their life when they felt particularly happy or sad emotions. Students will brainstorm descriptive words for both episodes in their notepad and create their WordSplash from these words.

Evaluate

The teacher will interact with each pair as they are constructing their WordSplash discussing the descriptive words the students have listed.

Discussion will also focus on similarities and differences with the emotions listed in the students earlier completed posters of the characters in the book.

Assessment

Formative assessment will occur through teacher observation of students progress and completed tasks; worksheets, posters, WordSplash and group contributions. Specifically;

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others. Students will develop the ability to speak clearly in public.

Students will gain an understanding of descriptive writing used in the narrative to convey meaning and illustrate emotions. In particular, students will focus on how the author uses descriptive language to build empathy for the main characters. By working in pairs and small groups, students will be able to share when they have experienced similar emotions.

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3. Descriptive Writing (Writing outcome)

Aim of unit:

Students will gain an understanding of descriptive writing used in story development. In particular, students will focus on how an author uses descriptive language to engage readers and develop a story through details. Students will be given a picture depicting a room from the story and will produce a piece of descriptive writing about it. Students will be encouraged to utilize their five senses to brainstorm words which captivate the reader

Engage

Students will come into a room set up with two tables. Each table will have blindfolds and a bowl of food (ie. cut apples on one table, jelly beans on the other) which will be covered up.

Students will be instructed that they are to work in pairs taking turns to wear blindfolds and use their remaining senses to guess what food is presented to them. Their partner must ask them the following

5 questions which will be listed on a sheet on the table:

1. What does this smell like?

2. What does this feel like?

3. What can you hear?

4. What does it taste like?

5. What do you think it is?

The students will then swap roles giving the other child a turn on the second table.

Explain

The teacher will explain that the idea behind the tasting exercise was to begin thinking about the five senses and how they make life more interesting and detailed.

The teacher will then ask how can we use our five senses to make our writing more interesting and detailed?

Together, teacher and students will use their five sense to elaborate on an example text, creating a more descriptive passage.

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HANDOUT:

As the students suggest things they like to know the teacher will lists them on the IWB, students will also record them on their handouts.

Size

Age

Colour

What kind of tree?

Looks

Is the tree dark and cold?

Does the tree house have any details, like curtains, flowers in plant boxes on window seal?

The teacher will then ask:

How else can we describe the tree house so that some of these questions are answered?

The teacher will ask the students to close their eyes, imagine they are in the tree house and describe what they can see, hear, touch, smell and taste in their mind.

The teacher and students will collaborate to create a descriptive piece of text on the IWB.

Example:

Together my friends and I created a tree house, in a tall old brown oak. The tree has strong branches that reach out as far as the eye can see, which made it easier to design a comfortable little cottage for my friends and I to have tea parties in. The cottage has blue polka dot curtains, which wave in the wind with yellow daisies sitting in the window boxes. When climbing up the ladder you are greeted with a bright raspberry red door which opens to a world of fresh baked chocolate cake.

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“We made a tree house. The tree house is in a tree. The tree house is nice, it has windows and a door.”

Questions to consider,

What more do you want to know more about the tree house?

How can we make this more detail and more interesting?

How can we make it sound like it is the most desirable tree house in the world?

Explore

Students will be given a picture depicting a room from the book and will produce a piece of descriptive writing about it, encouraged to use their five senses to describe their room.

The teacher will remind the students of the various resources they may utilise ie. thesaurus, classroom displays or spelling book to gain new vocabulary. Using a handout the students will explore the steps they need to use to construct their piece of writing- ie. brainstorm, planning writing, reviewing, rewriting, final check.

HANDOUT

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brainstorm: planning: writing: reviewing: rewriting: final check:

Elaborate

Students will be asked to swap their descriptive piece with another student in the class. Using their partner’s descriptive writing the student will create an illustration based on what they have read.

Evaluate

The students will talk about their descriptive text and their illustration and discuss any similarities, differences and whether the same elements were highlighted in both pieces of work.

Assessment

Formative assessment will occur through teacher observation of work in progress and the students completed tasks, mind map, use of descriptive words and illustration, specifically;

Whether the students understand the requirements of descriptive writing and whether they are able to convey meaning through their descriptive writing.

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4. Exploring colours and Communication (Art/ oral outcome)

Aim of unit:

Students will demonstrate an understanding of the importance of visual elements of the text. Specifically, children will comprehend how the author uses various metafictive devices ie. space, colours, dimensions, verdigris technique to convey the story line and highlight significant emotions.

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others.

Engage

The teacher will initiate a group discussion on the different colours in the rainbow and how they make us feel, describing the meaning of colours which help us create a mood.

Write findings on IWB creating a chart of all students input.

RedYellowPinkBluePurpleOrangeGreenBlackWhite

Love, energy, heat, romance, heart, anger, dangerBright, happy, sunny, vibrantFemale, lolliesSky, cool, water, calm, contentPassion, intense, angryWarm, playful, exciting, joyfulMoney, natural, calmingDark, hidden, negativeInnocence, purity, hope, peace

Individually, students will select an emotion to focus on and create a colour collage. Students will have access to images from magazines, scrap paper and pastels to create their collage.

Explain

The teacher will point out that green is on nearly every page. Opening the discussion with, why do we think the author has used green, is it eye catching?

The teacher will reread the text, focusing on what the text is telling us and what extra information is given in the pictures. Specifically, when looking at different pages, the teacher points out different aspects such as colours, the spaces between characters, what is the visual focus on each page. How does the picture add meaning to the story? Where is the placement of the writing or text?

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Explore

Students will be divided into small groups where each student has a set role. The teacher will allocate each group a double page spread from the book to focus on. The students are to explore the visual elements of the page and answer questions regarding the meaning and purpose of the identified elements.

HANDOUT:

Reporter to presents the group’s findings.

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ROLES IN YOUR GROUP

Facilitator – someone who ensures that each person gets an opportunity to speak and that others listen when they are talkingTime keeper – someone who makes sure that you are getting the job done Recorder – someone who records the groups ideas on the paper provided to youReporter – someone who presents your work to the class

ACTIVITY:Answer the following question:

What are the colours you see?

What are the pictures telling you?

What are the characters doing?

Where is the text?

What size is the text in relation to the illustrations?

How are the images creating a mood or feeling?

How does the author use size to convey a message?

What is the focus point of the page, why?

REMEMBERIt is important that each person has an opportunity to contributeIt is important that you listen when others are speaking.

Elaborate

Teacher will again highlight the use of green on nearly every page. The teacher will ask the students “why do the students think the author has used the colour green on nearly every page?”

The teacher will point out that green was used to draw your attention to the significant images as a way to create mood and meaning. This has been a deliberate technique used by the author.

On the page where George visits the dog shelter, the word verdigris was used, this has two meanings;

In the book it is used to describe the green vines spreading over the wall and the green rust like effect that can appear on concrete or metal.

It is also a painting technique, which is used in art to highlight important features.

The teacher points out the first and the last page, showing the vast difference of colour and content. Now knowing the use of green has meaning and has been deliberately applied, do you view the story differently and do you think a lot has changed between the first and last page.

Evaluate

Reviewing their colour collage, the students will add to their collage using the technique of verdigris to highlight significant elements which detail the emotional focus of their artwork.

Assessment

Formative assessment will occur through teacher observation of work in progress and the students completed tasks, colour collage and application of verdigris. Specifically;

Students will demonstrate an understanding of the importance of visual elements of the text. Students will demonstrate a comprehension of how the author uses various metafictive devices ie. space, colours, dimensions, verdigris technique to convey the story line and highlight significant emotions.

Students will develop the ability to contribute to group discussions by listening to and acknowledging the contributions of others.

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5. Culminating text

Aim of unit:

Students will produce an illustrated piece accompanied by a descriptive text. Both pieces are to reflect the connectedness that we feel when we recognise ourselves and our emotions in others. The purpose behind this task is to demonstrate how empty spaces (both literal and theoretical) can be filled when we connect with each other.

The aim of the current task is to demonstrate evidence of learning and achievement of the previously outlined oral, reading, writing and art outcomes.

Engage

The teacher will engage the students by rediscussing the books meaning and the events that occurred, specifically the teacher will highlight the following:

What was the significant event which changed everything?

Answer: George met Jeremy

Why did that change things?

Answer: George identified with Jeremy- he saw himself reflected in Jeremy and realised he was no longer alone.

How did that connectedness make George feel?

Answer: Once George was able to connect with Jeremy, he was able to open up and connect with his grandmother…. They became a family.

Have you ever felt like George? Have you ever met someone who knows how you feel?

Answer: Could be best friend, cousin, parents, grandparents, brothers or sisters, pets, and events like winning an award, doing something for somebody else.

Explain

The teacher will explain to the students, they will be producing an illustrated piece accompanied by a descriptive text. Both pieces are to be about the emotions they experienced when starting primary school. The students will be asked to recall how they felt when they first began school and didn’t know very many people, perhaps even no-one. The students will be asked to recall how they felt when they made their first friend and how that initial connection to someone they identified with changed their life at school.

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Explore

The teacher will use the following concept map to illustrate to the students all the work they have previously completed within the unit with discussion surrounding how these previous experiences of learning will support their ability to produce their cumulative text.

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Illustration and

descriptive writing about your friend.

Prediction:Predicted what was happening

in the story and how the characters would feel.

Think about how this can help you plan your storyline and your

characters emotions.

Emotions and character formation:

We discussed how decriptive words help build the connection

between reader and character and we come up with descriptive

words about emotions.Think about all the word you

created in your wordsplash and on your poster about the main

characters.

Exploring colours:We looked at how colours make us feel. We discussed the painting technique the

author used to capture the significant images. It was called verdigris which was

the green paint. Think about how you used colour in

your collage to create a mood and how applying the verdigris techniques helped

you highlight certain parts of your art. How can you apply this to your new illustration to highlight how you felt

when you made a friend.

Communication:Throughout the entire unit we

have been working on our listening, presenting and public

speaking. When your presenting your work

to the class, remember to acknowledge every ones

contribution.

Descriptive writing:We explored the 5 senses and how

to incorporate them in our descriptive writing to draw in the

reader. Think about how we used the 5 senses to make the tree house

and the room descriptions more exciting.

Elaborate

The students will complete their illustrated piece and descriptive writing piece. In order to demonstrate a sense of connectedness (both literally and theoretically), upon completion of their work, the students and the teacher will collaborate in choosing an empty (physical) space in which to create a visual display within the school. The students will collaborate to create a circular display signifying connectedness/ unity. Throughout this process, clear class discussion will be based on how to best fill the empty space, so all pieces of work belong.

Evaluate

Students will present their illustration and descriptive text to the class focusing on their public speaking and acknowledging the feedback others contribute.

Assessment

Summative assessment of culminating text will be conducted by applying the following rubric:

Criteria Not completed Not Demonstrated Demonstrated Excelled

Oral Communication:Students will display clear public speaking

skills and acknowledge the contribution of

others.

Student did not present their work to

the class

Student presentation was difficult to understand

due to poor public speaking skills, ie

mumbling minimal eye contact and unengaged

tone.

Student presentation was well executed with

mostly clear speaking skills, good eye contact and consistent attempts to engage the audience.

Student presentation was excellently

delivered with clear speaking skills and

great eye contact and audience’s

engagement.Illustration piece-

Portray the use of colour and verdigris displaying meaning of an emotion.

Student did not create an illustrated

piece.

Student created an illustrated piece but did

not represent any emotion through colour selection

or verdigris.

Student created an illustrated piece that

clearly depicted emotion through colour selection

or verdigris.

Student created an illustrated piece that provoked emotion

through colour selection and

verdigris.Descriptive writing-Provides descriptive

language that engages audience, helps develop

characters and story formation.

Student did not create a descriptive

piece.

Student created a descriptive writing piece

but did not engage audience or develop

characters or storyline through the use of

descriptive language.

Student created a descriptive writing piece that engaged audience,

developed characters and storyline through the use of descriptive language.

Student created a descriptive writing piece that engaged

audience, developed characters and

storyline through the use of descriptive

language using the 5 senses.

Cumulative text: Students produced an

illustrated piece accompanied by a

descriptive text. Both pieces reflected the

connectedness that the student feels

Student did not produce both

illustration and descriptive text did not connect and had

no meaning

Student produced an illustration and

descriptive text but difficult to see the

connectedness between the two pieces.

Student produced an illustration and

descriptive text but the connectedness between the two pieces was not strongly demonstrated.

Student produced an illustration and

descriptive text that were strongly

connected

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