What Is a Picture Story Book?

Picture Book Unit:

What is a Picture Story Book?

Definition:

A picture story book is a story told in words and pictures. Both text and picture make an important contribution to the way the story is told, and the meaning that is created.

A picture story is not the same as an illustrated story: there the words alone could tell the story and the illustrations simply break up the words or decorate the text. In the best picture books, the illustrations are absolutely necessary. They carry parts of the story or narrative and in some cases the language is dropped and the pictures alone are all that is needed.

[Libby Gleeson. Making Picture Books, 2003. p. 2 ]

Picture stories are no longer only the domain of the very young. A quick scan of the Children's Book Council Picture Book of the Year Awards attest to the growing number of picture books targeted at an older, sometimes even adult audience.

These contemporary picture books have become more sophisticated, encourage multiple readings and often deal with controversial or complex issues relevant to mature readers.

Picture books, therefore, are especially useful in the promotion of the core values that underpin the curriculum and to generate thoughtful debate on a range of issues. They also provide ideal material to develop students' visual literacy helping them to achieve outcomes in the Viewing mode of the English Learning Area.

From Early Adolescence onwards students are offered texts of increasing sophistication and encouraged to read and view actively. They learn how to read and view with greater discernment.

For example they:

Ø  explore and discuss texts at a number of levels;

Ø  identify target audiences; discuss alternative interpretations of a text;

Ø  come to understand that texts can comment on and reflect society;

Ø  make moral, psychological and philosophical generalisations about human behaviour based on texts;

Ø  identify the use and function of figurative language; and

Ø  identify ways in which text structure can influence a reader's reactions.

Ø  Picture books can be successfully exploited to help students develop these skills and understandings.

Studying picture story books in this way will give students the opportunity to:

Ø  discuss complex or controversial topics in a structured situation;

Ø  justify their own interpretation of ideas in visual texts using their knowledge of narrative structures and evidence from the text;

Ø  explain possible reasons for varying interpretations of a text;

Ø  explore layers of meaning;

Ø  identify a target audience;

Ø  reflect on what their own response to texts reveals about personal values and attitudes;

Ø  analyse a text in terms of its social and political comment;

Ø  write in a wide variety of forms exploring complex and challenging issues;

Ø  write imaginative texts in interesting and thought-provoking ways.

Lesson 1& 2+:

Overview:

This is the first in a series of lessons in which students will critically study picture story books. In these lessons, the class will be introduced to the unit, the assessment criteria and will observe and discuss the layout and writing style of a number of sample picture story books. These are ideally drawn from Award books from Australia, through the CBC awards list and the Caldecott Award winners from the last 7 or 8 years. The stories cover the spectrum of picture story levels, from beginner reader through to complex stories for the more mature reader. See list attached.

Suggested Assessment Criteria:

Ø  Plot outline and pre publication planning /10

Ø  Participation in editing process /20

Ø  Published book /50

Ø  Class presentation /20

/100

Topics covered in these lessons [2+]:

Ø  Story writing for an audience

Ø  Illustration style

Ø  Copyright

Year Level 7/MYP 1:

Learning outcomes:

At the end of this session, students will be able to:

Ø  Critically analyze writing techniques;

Ø  Critically analyze a variety of illustration techniques;

Ø  Explain the concept of copyright;

Duration:

Two double lessons or more …

Materials Required:

Ø  25+ picture story books [see suggested list attached]

Procedure:

Ø  Introduction to the Unit: Study of Picture Story as a genre … in the Library or classroom.

Ø  Evaluation of Picture Stories in terms of format and writing style;

Ø  Analysis of writing techniques;

Ø  Analysis of illustration technique;

Ø  Identify linguistic features - imagery, emotive language, personification, symbols, exaggeration, puns and sarcasm.

Ø  Identify setting, characters and genre.

Ø  Audience analysis … who has this story been written/illustrated for;

Ø  Plot development in pictures and words … how is the plot conveyed;

Ø  Examining a range of picture stories … what are some of the differences in style, intended audience;

Ø  Designing, drafting and illustrating a picture story book;

Ø  Examples [3 or 4+] of a range of picture story books; reading/viewing of stories … reading by teacher.

Ø  Class discussion based on observations:

Ø  Layout – cover, text, pictures [importance of each within the context of the book]

Ø  Use of repetition or other ‘prediction’ techniques used by author/illustrator

Ø  Illustrations and pictures … how do these support the text?

Ø  What medium is used to create the illustrations; pen, ink, water color, oil paints, collage?

Ø  How do the illustrations contribute to the overall reading enjoyment and comprehension of the picture story?

Ø  Copyright … class is directed to the page where the copyright symbol appears;

Ø  Explanation of the concept of copyright;

Ø  Definition:

Copyright protects the original expression of ideas, not the ideas themselves. It is free and automatically safeguards your original works of art, literature, music, films, broadcasts and computer programs from copying and certain other uses.

In 1996, the full term of copyright was extended throughout the European Union to 70 years (previously 50 years in the UK) from the end of the year in which the author died.

Ø  Why do you think this symbol appears in all published books?

Ø  What does this mean for the author?

Ø  What does this mean for the reader/viewer?

Ø  What other information is provided with the copyright symbol? [ie date, etc]

Lesson 3:

Overview:

To gain an insight into picture stories written and illustrated for a variety of purposes and for a variety of audiences, the students will be exposed to a range of picture stories drawn from the attached list. They should be given time to read and critically evaluate these texts following the previous classes and to begin to formulate their own ideas for design and construction of their own picture story book.

Duration:

One double lesson.

Procedure:

Visit to Upper Primary Library to look at a range of picture story books [drawn from the attached list]

Lesson 4/5:

Overview:

Following the visit to the Upper Primary Library students should reflect on the exposure they have had to a variety of picture story books. Using this as inspiration, they should now work towards the creation of their own picture stories.

Procedure:

Questioning regarding last lesson’s visit to Upper Primary Library and student experience with a range of picture story books.

Ø  Suggestions/brainstorming for picture story book topics.

Ø  Class divided into pairs, each pair to look at a variety of picture story styles [drawn from list attached].

Ø  Each pair to draft a plot and plan/summary of the style they will use in their picture story; drafts to be handed to the teacher at the end of the session, for review of progress.

Follow up activities:

Ø  Students collect other picture story books from home or library and list the various styles they observe, and identify the intended audience.

Lesson 6 & 7:

Overview:

In this lesson students will construct a first draft of their own picture story book and self edit. Students will also engage in peer and teacher conferencing.

Topics:

Ø  Writing

Ø  Narrative text types

Ø  Editing

Learning Outcomes:

At the end of this lesson students will be able to:

Ø  Write a narrative text based on their plans, produced at the end of previous sessions;

Ø  Use a scaffold to write a draft in the narrative text type [see below];

Ø  Self edit, peer conference and teacher conference their draft writing;

Materials Required:

Ø  Narrative scaffold for each student; [see below]

Ø  Paper or student’s draft writing book;

Procedure:

Ø  Students are handed back their plans and ideas for their books and take a short time to consider suggestions for improvement or other changes;

Ø  Using the Narrative Scaffold [or similar] students are instructed as to what needs to be considered within their story structure … consider:

Ø  Characters;

Ø  Setting;

Ø  Orientation and audience of the story;

Ø  Complication in the plot;

Ø  How the characters resolve the complication.

Ø  Each student should be given a copy of the Narrative Scaffold to fill in.

Ø  Using their Scaffold, students write their first draft.

Ø  Students self-edit their draft:

Ø  Re-read their story to see if it makes sense;

Ø  Circle words/phrases that need to be checked;

Ø  Students ask another student to conference their work

Ø  Use whatever strategy they have developed for correcting spelling and punctuation;

Ø  Teacher then checks the draft as part of the final conference;

Ø  Students hand up their completed drafts to the teacher for review of progress, prior to the next session.

Follow up:

The Narrative Scaffold may take some explaining, or may need to be amended so the drafting process may take more than the required class time … It may be necessary for some students to complete their first draft for homework.

Narrative Scaffold:

Narrative Scaffold

Title
Orientation and Audience
Initiating Event
Complication
Resolution
Moral / Concluding Statement

Picture Story Books:

Lesson 8, 9 & 10+:

In this final part of the Picture Story Book unit, the students will write or type up the text to accompany their pictures and illustrations. The class will also publish their books. Students will present their finished picture story book to the class and following the completion of the unit books will be on display in the Library. As a follow up the class may also present their picture stories to students in the Primary School.

Topics Covered:

Ø  Book layout

Ø  Publishing

Ø  Story sharing

Ø  Copyright

Learning Outcomes:

At the end of these sessions students will be able to:

Ø  Publish the final copy of the drafted story that will include pictures and text;

Ø  Recognise the layout of a picture book and the way that it is collated;

Ø  Recognise the importance of copyright in terms of their own work;

Ø  Verbalise and share the process from start to finish;

Ø  Share stories with the audience for whom they were written;

Materials Required:

Ø  Paper/cardboard for publishing the books;

Ø  Computers for word processing the text;

Procedure:

Ø  Teacher distributes draft stories handed in during previous session;

Ø  Class revision on the layout of a picture story book;

Ø  How is the text positioned in relation to the illustrations;

Ø  How is the book bound;

Ø  Teacher reminds students about including the copyright symbol in their picture story book; some discussion of why this is important;

Ø  What does the symbol mean;

Ø  Why is it part of the publishing process;

Ø  What can happen when someone ignores copyright;

Ø  Why is the date and other information important in the copyright process;

Ø  Students type up their text on the computer; or handwrite on the same paper as they’re using for the illustrations, considering the following;

Ø  How will the book collate;

Ø  Making sure the appropriate pictures are matched with the text and assist in the thorough comprehension of the story;

Ø  Students create cover page using a different type of cardboard/paper;

Ø  Authors and illustrators present their books to the class. Each presentation might include a short talk about the origin and inspiration of the books and how the authors came up with their ideas.

Follow up activities:

Ø  Students share their stories with other classes;

Ø  Puppets and props could be involved in the story telling, depending on intended audience;

Ø  Stories shared with students in the Primary School, depending on level of the intended audience;

Ø  Book launch complete with posters and singing of books could be included following the completion of the unit.

Peter Dunoon

Secondary Teacher Librarian,

Chinese International School, Hong Kong

Some Suggested Picture Stories [Not an exhaustive list]:

Ø  Flotsam by David Wiesner

Ø  Gone Wild: An Endangered Animal Alphabet by David McLimans

Ø  Moses: When Harriet Tubman Led Her People to Freedom illustrated by Kadir Nelson, written by Carole Boston Weatherford

Ø  The Hello, Goodbye Window illustrated by Chris Raschka and written by Norton Juster

Ø  Rosa illustrated by Bryan Collier and written by Nikki Giovanni

Ø  Zen Shorts illustrated and written by Jon J. Muth

Ø  Hot Air: The (Mostly) True Story of the First Hot-Air Balloon Ride illustrated and written by Marjorie Priceman

Ø  Song of the Water Boatman and Other Pond Poems illustrated by Beckie Prange, written by Joyce Sidman

Ø  Kitten's First Full Moon by Kevin Henkes

Ø  The Red Book by Barbara Lehman

Ø  Coming on Home Soon illustrated by E.B. Lewis, written by Jacqueline Woodson

Ø  Knuffle Bunny: A Cautionary Tale illustrated and written by Mo Willems.

Ø  The Man Who Walked Between the Towers by Mordicai Gerstein

Ø  Ella Sarah Gets Dressed by Margaret Chodos-Irvine

Ø  What Do You Do with a Tail Like This? illustrated and written by Steve Jenkins and Robin Page.

Ø  Don't Let the Pigeon Drive the Bus by Mo Willems.

Ø  My Friend Rabbit by Eric Rohmann

Ø  The Spider and the Fly illustrated by Tony DiTerlizzi, written by Mary Howitt

Ø  Hondo & Fabian by Peter McCarty

Ø  Noah's Ark by Jerry Pinkney

Ø  The Three Pigs by David Wiesner

Ø  The Dinosaurs of Waterhouse Hawkins illustrated by Brian Selznick, written by Barbara Kerley

Ø  Martin's Big Words: the Life of Dr. Martin Luther King, Jr. illustrated by Bryan Collier, written by Doreen Rappaport