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STAGE 2 & 3

UARL FOCUS LINKS

This book provides teachers with a wordless picture book that prompts students to recognise & describe imagery and symbols in literature.

DISCUSSION POINTS:

Compare pgs 8-9 to pgs 38-39. List the the colour, gestures, images, and objects in both pictures and the effet that has on the reader - eg dull greys & blues (boredom, loniless) to warm yellow & greens (happiness, excitment).

Focus on one image: What is so powerful about this image? Why? What feelings does it convey? How? What feelings or qualities do trees symbolise or evoke? Why? What feelings or qualities do elephants symbolise or evoke? Why? Do you think that adding words to this would have added anything to the strong sense of connection and belonging that is communicated in this spread? Why/why not?

BLURB:

This wordless text provides opportunities for students to describe the meaning of the imagery within the text.

The boy lives in a city, where everything is fast and loud. But amidst the bustle and the noise, the boy has a secret ...

In the overgrown lot next to his apartment building, deep within the green, he has a friend.

But one day progress arrives, bringing with it plans for something new, and the boy must find a way to save his friend before it's too late ...

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STAGE 2 & 3

UARL FOCUS LINKS

This text provides teachers with examples of how figurative language can enhance meaning, while presenting symbol and imagery & connotation.

DISCUSSION POINTS:

Search the illustrations for all the different sea and sailing related symbols such as anchor motif on the lighthouse keeper's wife's dress, etc. Discuss their potential symbolism in light of the themes of the story, for example, The love of family is an anchor in life. Include in the discussion the way these symbols can be used metaphorically, for example, having a whale of a time, the tip of the iceberg, a beacon of hope etc.

What impact does the first sentence have on you, 'At the edge of the world stands a lighthouse.'

There are many times we use inference via the author's use of literary devices - eg the carpet of ice, the wind takes a deep breath, the edge of the world, journey north/south...'

What imagery technique does the author use with the shape of the text throughout the book?

Brainstorm the different meanings and connotations of circles. Include words like cycle, rotation, wheel, loops. Revisit the list and add words or phrases after reading the book and looking closely at the images.

BLURB:

On the highest rock of a tiny island at the edge of the world stands a lighthouse. From dusk to dawn, the lighthouse beams, sending its light out to sea, guiding the ships on their way. As the seasons pass and the waves rise and fall, outside, the wind blows; inside, the lighthouse keeper writes, and the rhythms of his life unfold.

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STAGE: 2 & 3

UARL FOCUS LINKS

The text presents strong examples of symbol, metaphors, figurative language, text structure and sentence variation.

DISCUSSION POINTS:

Look for examples of personification, eg 'weather the storms of life', 'cold breeze bites her cheeks', and discuss why the author chooses to use this literary device.

What does the storm symbolise in this story? (fear & emotions)?

What are the birds and feathers symbols for? (protection, trust, strenght, freedom).

What is the wire symbolic of? (challenges we face).

Present metaphor : ‘weathering the storms of life’ and ask the children how this message was conveyed by the author and the illustrator.

BLURB:

Girl on Wire is a simple yet brilliantly uplifting allegory of a young girl struggling to build her self-esteem and overcome the anxiety that many children feel as they grow - she walks the tightrope, afraid she will fall, but with the support of those she loves, her toes grip the wire and she walks forward, on her own, with a new confidence.

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EN2-UARL-01

Recognise imagery & symbols in literature.

Identify figurative language in literature and how it can influence meaning, and experiment with figurative language when creating texts.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

EN3-UARL-01

Analyse how figurative language in literature can enhance meaning and affect the audience.

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts.

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PDHPE - Resilience, anxiety

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EN2- UARL-01

Recognise imagery and symbols in literature

Describe how words, sounds, images, logos and colour contribute to meaning in literature

EN3- UARL-01

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts

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Sustainability

HSIE

CAPA

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STAGE 2 & 3

UARL FOCUS POINTS

This text provides an example of of how an author uses words, images and colour contribute to meaning in literature, with a focus on connotation.

DISCUSSION POINTS:

What connotations do certain words have? Identify vocabulary that has a positive or warm affect: nymphs grew plump, nested, balanced, cherished, understand. Identify vocabulary that is negative or pejorative: ringbarked, burnt, drained, scavenging, rage, desperation, starvation etc (PETAA)
• How does the choice of vocabulary reflect the author’s purpose?
• Why do authors choose to repeat certain words? Consider the repetition of the word ‘poison’. Describe the impact of this repetition and the connotations of the word (PETAA).

BLURB:

In the time before colonisation, locusts were considered an important part of the natural food-chain in Australia. The clearing of land and destruction of the habitat of the ibis, a natural predator of the locust, led to the situation we have today. Locusts, fearing for their survival as a species, often revert to swarming, whereby they multiply in extraordinary numbers so that at least some will survive. Humans, in response, use chemicals to control the locust numbers and reduce damage to precious food crops, further disrupting the natural food-chains.

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ENGLISH LINKS:

EN2- UARL-01

Recognise imagery and symbols in literature

Describe how words, sounds, images, logos and colour contribute to meaning in literature

EN3- UARL-01

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts

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Geography, Science

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STAGE 2 & 3 (more 3)

UARL FOCUS POINTS

The combination of poetic language and visually complex illustrations provides teachers with examples of how imagery and symbols can be used in literature. This text is a beautiful example of how language and image can be used in innovative ways to communicate ideas

DISCUSSION POINTS: When the Giant and the Paper-flower Girl are shown on the same double page spread, who is always positioned higher on the page? What does this symbolise?

How has the author used imagery to describe the paper flower girls creations? Eg 'petals of ivory, petals of rust, petals of blood'... 'filaments of honey and gold'. Find more examples of this.

BLURB:

The Paper-flower Girl creates elaborate flowers out of paper, but she has few customers. When the Giant from the Hill brings her to work for him, they soon discover they want very different things. Before long, the Paper-flower Girl is forced to create things she no longer recognises as flowers. When the exasperated Giant throws her from the Hill, the Paper-flower Girl takes with her something belonging to the Giant, incorporates it into her elaborate flowers, and attains greater success than the Giant. This is a story about being prepared for the worst and hoping for the best.

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EN2-UARL-01

Recognise imagery & symbols in literature.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

EN3-UARL-01

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts.

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EN2-UARL-01

Recognise imagery & symbols in literature.

Identify figurative language in literature and how it can influence meaning, and experiment with figurative language when creating texts.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

EN3-UARL-01

Analyse how figurative language in literature can enhance meaning and affect the audience.

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts.

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Science, Geography, History

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STAGE 3

UARL FOCUS POINTS

This book gives teachers a tool to recognise symbol and imagery in literature.

DISCUSSION POINTS:

How has the author created a moody and mysterious atmosphere? (the use of shadows, moonlight, silhouettes, storms and lightning).

Most of the illustrations are coloured black and white with red used sparingly. Discuss the symbolism of this colour palette and what each colour may represent.

BLURB:

Anne Spudvilas is one of Australia's most talented visual artists. Her illustrations are full of emotion and beauty. Anne's Swan Lake is simply enchanting and sublime.
The iconic ballet Swan Lake, the tragic love story of a princess transformed into a swan by an evil sorcerer, has been revered for more than a century. In this atmospheric adaptation, Anne Spudvilas reimagines the classic tale of passion, betrayal and heartbreak in the dramatic riverscape of the Murray-Darling.

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EN2-UARL-01

Recognise imagery & symbols in literature.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

EN3-UARL-01

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts.

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Narrative structure - compare this to the traditional structure of a narrative and make note of how this structure, that mirrors the organisation of a ballet performance, fulfils the purpose of the text.

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STAGE 2

UARL FOCUS POINTS

This simple story provides teachers with several examples of figurative language (mainly similies) and symbol.

DISCUSSION POINTS:

How have the author & illustrator used shoelaces to help tell this story?

How many similes can you recall from this story? How do they help us understand what is happening?

What symbol slowly appears in the backgound of this story? Where did this symbol start from? What can we infer about the theme of this story from the shoelace to the bird (symbol).

BLURB:

When no amount of shrinking, folding or crumpling works, he simply settles for Zim – but deep down, it doesn’t feel right. It’s not until a new friend sees him for who he truly is that Zimdalamashkermishkada finds the confidence to step boldly into his long name.

A warm and uplifting story that encourages young readers to celebrate their individuality, and shows how no-one should ever have to shrink themselves down to fit in.

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EN2-UARL-01

Recognise imagery & symbols in literature.

Identify figurative language in literature and how it can influence meaning, and experiment with figurative language when creating texts.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

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PDH - reslience, Harmony Day

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STAGE 2 & 3

UARL FOCUS LINKS

This text provides teachers with This book provides teachers with a gentle book that prompts students to recognise & describe imagery and symbols in literature.

DISCUSSION POINTS:

Examine how Mr Huff's size changes through the text. Ask students to identify what makes him grow and shrink.

Discuss some of the different ways the author could have created Mr Huff (such as with cotton wool, printing and mixed media). Why is material and colour choice important when trying to represent a feeling? Challenge students to choose a different emotion (sadness, happiness, anger, frustration) and describe a visual character to represent it using appropriate media and colour.

Examine the first page: ‘Cloudy, with a chance of rain’ and the last page ‘Cloudy, with a chance of sunshine’. Ask students to explain how the weather is used to describe Bill’s mood. Can they think of other ways the weather is used to help describe mood or people? How could they imagine a ‘sunny’ or a ‘cold’ personality, a ‘hot’ temper or a ‘cool’ attitude or a ‘stormy’ fight? Can the weather make you feel happy or sad?

BLURB:

Mr Huff is a story about the clouds and the sunshine in each of our lives. Bill is having a bad day. Mr Huff is following him around and making everything seem difficult. Bill tries to get rid of him, but Mr Huff just gets bigger and bigger! Then they both stop, and a surprising thing happens…

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EN2-UARL-01

Recognise imagery & symbols in literature.

Identify figurative language in literature and how it can influence meaning, and experiment with figurative language when creating texts.

Describe how words, sound, images, logos and colour conitrbue to meaning in literature.

EN3-UARL-01

Analyse how figurative language in literature can enhance meaning and affect the audience.

Recognise recurring and universal symbols and imagery in literature, describe their meanings and experiment with symbol and imagery when creating texts.

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PDH - anxiety, emotions, resilience

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CAPA - origami, colour paletes

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STAGE 2 & 3

UARL FOCUS LINKS

This text provides teachers with This book provides teachers with a gentle book that prompts students to recognise & describe imagery and symbols in literature.

DISCUSSION POINTS:

Let's list some similes in this text...

Let's identify how symbol is used, eg colours beginning, middle and end of story.

What technique is the author using when she writes, 'It belonged to a woman, bent with time and weariness.'?

BLURB

One day, curious Sadie follows a cat into the tangled vines behind the lonely house at Number 9 Ardent Street.

Deep in the undergrowth, past all the twisted, rusted things, Sadie finds the cat sitting on the lap of a woman bent with time and weariness. Sadie has found the garden of broken things.