Joshua Alvarado 16566066 English 7-10

UNIT OUTLINE
Subject​:​ English ​ Course: Stage 4 Number of
Weeks 4
Unit title: Discovering picture
books and culture - A look at
Comics and Manga
Key Concepts/ Big Ideas The importance of this learning
Through students engagement with comics and
Through the analysis and discussion of existing and original manga, they will learn the importance of visual
creations, students will discover how comics and manga as literacy in different societies and the conventions
visual literacy shape meaning. which shape meaning.

- Connotation, Imagery and Symbol

- Code and convention
- Genre

Rationale/Unit context within Scope and Sequence/Purpose Syllabus Outcomes

Outcome 4-2A​: Effectively uses a widening range of
This unit meets the textual and experiential requirements of processes, skills, strategies and knowledge for
the English Stage 4 syllabus by looking at visual texts which responding to and composing texts in different media
provide insight into the people and cultures of Asia, picture and technologies
books, everyday and workplace texts, and a wide range of Outcome 4-4B​: Makes effective language choices to
cultural, social and gender perspectives, popular and youth creatively shape meaning with accuracy, clarity and
cultures. coherence
Outcome 4-5C​: Thinks imaginatively, creatively,
Students will learn visual literacy techniques by looking at interpretively and critically about information, ideas
picture books such as comic books and manga. In examining and arguments to respond to and compose texts
comic books and manga, students will have the opportunity
to explore different types of picture books as well as
comparing some cultural aspects of Japan to their own. They
will also deconstruct the different aspects of a comic to see
how connotation, imagery and symbolism is used in titles,
cover design and content. After exploring the key design
aspects of a comic, students will create their own comic strip
and explanation of their design choice.

Literacy Focus Numeracy Focus ICT Focus

Wk 3 Wk 1
- Through the use of ICT
and find-a-word,
students engage with
visual literacy terms and
techniques.
- Students show their
understanding of the
Differenti
ation
Wk 2 Throughout the 4
- Students use a table - Students use a weeks students engage
to compare and premade Google with picture books in
contrast the slides several different ways
differences between presentation to to teach them about
narrative and genre access sources visual literacy,
in picture books. and inquiry historical and cultural
questions. effects of manga on a

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techniques through - students then different society

oral, written and digital “Modify-Add-Size, compared to comic
forms. ” the google slides books, conventions of
presentation, a comic and how to
Wk 1 adding their own effectively use visual
- students are given a data. literacy techniques by
sheet with visual Wk 4 making their own
literacy terms and - Students do a comics. The different
techniques powerpoint methods include:
- to show their presentation in - engaging with
understanding, pairs on their physical comics
students have to find original comics and manga
examples of it in their - discussion
picture book, then take - engaging with
a photo. ICT
- creating their
own comics
and
presentations
using ICT
and/or hand
drawn art.

Wk/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequ learning.
ence
Explore and analyse Introductory Group work Discussion and Questions Powerpoint with
1 the ways purpose, - in groups, students answer the following questions to questions and
audience and context later explore in a class discussion examples of picture
affect a composer’s
- What is a picture book? books and worksheet
choices of content,
language forms and
- What picture books do you know of? with questions.
features and structures - What genres can picture books explore?
of texts to creatively - Who do you think picture books are for? Different picture book
shape meaning - Do you enjoy any picture books? Why or why not? for each group (comic,
- Give students picture books to look at and some picture book, manga,
time to read. graphic novel)
- What sort of picture book is yours?
- What genre do you think it is?
- What else can you tell us about it?
Describe and explain Terms and techniques
qualities of language in Group work Visual literacy terms and techniques in groups sheets,
their own and others’ - students are given a list of terms and techniques picture books
texts that contribute to - students are tasked to find that term or technique
the enjoyment that can being used in their picture book.
be experienced in - take an image of it and title it with the technique for
responding to and
future reference.
composing texts

Worksheet/table

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Group work. Title, Narrative, setting, genre, and 3 characters

colours, angles and techniques worksheet/table
- Students look at the picture books, pick a page
- fill out the table based on the page they chose which
recognise and
asks them to write down title, narrative, character,
appreciate the ways a setting, colour, angles and techniques (at least 3 of
wide range of texts each where possible and its effect)
communicate by using - One person from each group then rotates with their
effective language book and shares their findings.
choices - The group fills out their table worksheet
- A different person from each group should rotate
each time.
- keep rotating until every group has seen each other’s
books and table worksheets have been filled out.
Explore the differences in picture books across cultures Comic books and
(Manga) Manga (one of each for
2 - place students in groups of 4-6 each group)
- give each group a different comic book and a
different manga Powerpoint with
- give each group a copy of the powerpoint/google question and
slides with the question and images to edit. images/titles of the
- groups are to “examine the differences between your different manga and
two texts and do a small powerpoint presentation to comics which were
share with the class.” handed out.
- students add their information to the google slides
link they are provided, one for each group.

Critically consider the History of Manga and its cultural significance compared to
ways in which meaning history of comics and its influence on western culture.
is shaped by context, - students write down questions and answers in their Powerpoint with
purpose, form,
books as the discussion progresses questions and history
structure, style,
content, language
- Ask and discuss with students: of manga
choices and their own - What do you think manga is?
personal perspective - Have you ever read one? why or why not?
- Do you think comics have had an impact on our
society or your life?
- Discuss the influence of comics on movies
- Do you think manga has had the same impact in
Japanese culture that comics had had on our society?
- Give students a historical perspective of manga and
its impact through the powerpoint after each
question.
- Discuss the changing perspective of reading comics in
explore the ways the last 20 years due to movie adaptations. (“nerdy”
individual to mass appeal of the characters)
interpretations of texts Powerpoint with
are influenced by Discuss Differences and similarities between Manga and images of different
students' own
Comics (the effects of culture and different points of view on front covers of comics
knowledge, values and
cultural assumptions
connotation, imagery and symbol) and manga.
- Do you think colours and symbols are the same in
different cultures?

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 Joshua Alvarado
reflect on ideas and
opinions about
characters, settings
and events in literary
texts, identifying areas
of agreement and
difference with
others and justifying a
point of view
Experiment with Explore the conventions of a comic
particular language
features drawn from
3 different types of
texts, including
combinations of
language and visual
choices to create Worksheet breaking down most common features of a
new texts comic and its effects on point of view
analyse how point of
view is generated in
visual texts by means
of choices, for example
gaze, angle and social
distance
In groups Students edit and complete a Google Slides
(modify-add-size)
Plan, draft and
publish imaginative,
informative and
persuasive texts,
16566066 English 7-10
- Explore how imagery and colour can sometimes Hand out comic books
mean different things in different cultures. and manga
- Ask students to look at different front covers then ask
the class what they would think the comic book or
manga is about based on the title and front cover.
- Why do you think some of you had different
thoughts?
- Discuss life experiences, age, culture, school, friends
and the different things that can influence our
perspective.
Comic books
- Hand out comics
- In groups, students look at their comic and see if they
can find what features are necessary in making a
comic book
- followed by whole class discussion and clarification
Worksheet
Find-a-word
- worksheet is a find-a-word with the definitions of:
- speech bubble, caption, thought bubble,
onomatopoeia
- caption, long-shot, etc. students need digital
- discuss how these techniques are used to affect a devices for Powerpoint
reader’s point of view or get across the author’s point task
of view
Powerpoint task
(google slides)
https://docs.google.co
- Students are to be given a Google slides which helps m/presentation/d/1Xw
discuss ‘genre’ and already has some words and VNQJCZMlbTDWQKc0I
definitions with images. BkfoJMjMYXQvJ6ga_k6
- It already includes Speech bubble definition with an BfmFY/edit#slide=id.p
image and the same for thought bubble.
- The rest of the words just need definitions, students
add in the the definition and also place an image with
an example of the convention/technique.
- students can use images from their week one visual
literacy task where they explored terms and
techniques in the picture book they looked at then
took photos of them.
- Teacher to check the google slide links to assess
students task.
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selecting aspects of
subject matter and Work towards a Comic and presentation (each activity in
particular language, week 4 will help students scaffold to a final product)
visual, and audio - Students work in pairs to create their own original
features to convey comic strip to show understanding of the conventions
information and of a comic and present to the class.
ideas - 2 A4 pages with a minimum of 4 panels on each page.
- must have a hard copy and a digital copy for
presenting

Students are to create in pairs an original and simple

narrative.
- Narrative can be about anything such as sport, love,
defeat or a genre like action, comedy etc.
- must include two or more characters
- once done, break down the story into 8 parts or equal
to the amount of panels you want in your comic.
- come up with a title

Describe and explain Draw/design your panels

4 qualities of language in
their own and others’
texts that contribute to
the enjoyment that can
be experienced in
responding to and
composing texts
- include 2 A4 pages with at least 4 panels on each
page.
- Clip-art or other non copyrighted images can be used,
or can be completely original art.
- Must use colour
- Must use speech bubbles, thought bubbles, captions,
onomatopoeia and at least 3 visual literacy
techniques such as colour, space, movement,
demand, juxtaposition and at least 3 different
angles/shots.
- A title

Prepare a presentation (addressing the following)

discuss and explain - explain what your comic is about and the title
the processes of - the characters
responding and
- what techniques you used and why you chose them
composing, identifying
the personal
for your comic, what effect does it have.
satisfaction and
difficulties experienced Students present in pairs to finish off the Unit.

Assessment Details Outcomes

In pairs, students create a Outcome 2​: Effectively uses a widening range of processes, skills, strategies and
comic and powerpoint knowledge for responding to and composing texts in different media and technologies

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outlining the techniques they Outcome 4​: Makes effective language choices to creatively shape meaning with
used and the effect the accuracy, clarity and coherence
technique has, and its Outcome 5​: Thinks imaginatively, creatively, interpretively and critically about
importance. information, ideas and arguments to respond to and compose texts
- include 2 A4 pages
with at least 4 panels
on each page.
- Clip-art or other non
copyrighted images
can be used, or can
be completely
original art.
- Must use colour
- Must use speech
bubbles, thought
bubbles, captions,
onomatopoeia and
at least 2 visual
literacy techniques
such as colour,
space, movement,
demand,
juxtaposition and at
least 2 different
angles/shots.
- A title
- explain what your
comic is about and
the title
- the characters
- what techniques you
used and why you
chose them for your
comic, what effect
does it have.

Students are also assessed

through class discussions and
google slides
“modify-add-size”

Evaluation of the Learning

and Teaching

Formative assessment
through class discussions,
google slide task which

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teacher can access, group

work presentations and the
final task which tasks
students with creating a 2
page comic in pairs and
powerpoint presentation to
present to the class. All tasks
assess students grasp of
metalanguage related to
visual literacy, and the codes
and conventions of a comic.

Original resource

Wk 3 Digital Resource
https://docs.google.com/presentation/d/1XwVNQJCZMlbTDWQKc0IBkfoJMjMYXQvJ6ga_k6BfmFY/e
dit#slide=id.p

- In groups, students are to be given a Google slides which already has some words
and definitions with images.
- It already includes Speech bubble definition with an image and the same for thought
bubble.
- The rest of the slides need words or definitions, students add in the the
definition/word and also place an image which shows an example of the
convention/technique.
- students can use images from their week one visual literacy task where they
explored terms and techniques in the picture book they looked at then took photos
of them.
- Teacher to check the google slide links to assess students task.

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Wk 1

Worksheet questions for picture book introduction:

in groups, students answer the following questions to later explore in a class discussion

1) What is a picture book?

2) What picture books do you know of?
3) What genres can picture books explore?
4) Who do you think picture books are for?
5) Do you enjoy any picture books? Why or why not?
6) Give students picture books to look at
7) What sort of picture book is yours?
8) What genre do you think it is?
9) What else can you tell us about it?

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Unit of Work Justification

I chose to call my four week unit of work, “Discovering picture books and culture - A look at

comics and manga,” which focuses on a year 8 mixed abilities class exploring a number of

concepts and meeting a number of syllabus requirements through the lens of picture books.

The NSW English K-10 syllabus (2012) says all studying of english from K-10 should be

conducted through “an active pursuit where students use language to learn about language.”

Through the “responding and composing” approach, a number of “English textual concepts”

(ETC, 2016) and various other pedagogies, I was able to meet cross-curriculum priorities,

general capabilities, and some content and text requirements necessary in English stage 4. In

order to discuss the pedagogical approaches I took, I will break down this paper by looking at

each week of the unit, one by one.

In creating each week of this unit, four main pedagogies were considered, “responding and

composing” (NESA, 2012 p) which in its simplest form requires students to engage and

analyse texts either by reading, viewing or listening, to help them create or compose their

own visual, written or spoken texts. The use of english textual concepts (ETC, 2016) which

have been extracted from the Australian Curriculum and made into a concise list of concepts

to help teachers more effectively engage students with “interesting activities”. Scaffolding

(Arnett, 2013), which helps students by giving them a lot of assistance at the beginning of a

topic, but as students learn more, that assistance is slowly reduced. The fourth main pedagogy

was Bloom’s taxonomy (Karaali, 2011) (Churches, 2009, p6) which is a framework for

engaging students in a breadth of activities and higher-order thinking.

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In week 1 of the this unit students are introduced to picture books and the concept of genre

through group work and a series of discussion questions. Although simple, group work

promotes scaffolding as it places students who have previous knowledge with those who do

not and gives them a chance to help each other (Arnett, 2013). This is also the first instance

where students begin engaging with the texts by reading, comparing, identifying and

articulating through the questions and discussion, which uses aspects of both Blooms and

‘Responding’. Visual literacy (Roswell, Mclean & Hamilton, 2012, p 444) is an important

part in differentiating learning for students who learn in a multitude of ways, which primes

picture books as a tool to meet that need. Groups in the next activity are given a list of visual

literacy terms and techniques, but students then need to look at their picture book, find

evidence of that technique being used, and implement ICT by taking a photo of the technique

for future use. In the third activity, more group work with an individual aspect is used so

students ‘respond’, begin to engage with the textual concept of ‘codes and conventions’, and

use more of Bloom’s digital taxonomy. Groups have to fill out a table by looking at the title,

narrative, genre, setting and three characters, colours, techniques and angles. This is

scaffolding for the next part which require one person from each group to circle and tell the

next group what their findings were until every person has had a chance to rotate and

everyone’s whole worksheet is filled out. Overall, I made sure that each week scaffolds and

builds upon prior learning to help students create, analyse and present their own original

works, fulfilling the ‘composing’ aspect.

In the second week students engage with cross-curriculum priority “Asia and Australia’s

engagement with Asia,” general capabilities “intercultural understanding” and “difference

and diversity.” It incorporates culturally responsive teaching to help students understand and

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appreciate other cultures (Gay, 2000). Building upon knowledge gained in week 1, Students

specifically look at and compare comic books and manga with more questions, discussions

and activities which explore the concept of “connotation, imagery and symbol” (ETC 2016).

This allows the students to discover the influence of Manga in Japan and around the world

contrasted with the influence of comic books in our society and how both have changed over

time. Using the techniques learnt in the previous week, students have the opportunity to

appreciate both comics and manga through different cultural lenses and examine how

‘connotation, imagery and symbol’ can change or stay the same through different cultures,

ages, races and time. These tasks also help students to look at the similarities in ‘codes and

conventions’ and how they change between the two forms. Every week a combination of

ICT, worksheets and physical texts are used to help students learn.

In week 3 students continue receiving scaffolding for the task in week 4, again using a

combination of group work and individual work, students continue to explore the conventions

of a comic and the techniques which express ideas and emotions. First they find words and

definitions of comic conventions and techniques in a find-a-word, Students then have to

identify those techniques by doing a ‘modify-add-size’ task with a google slides presentation

they are given, which in itself scaffolds student’s use of ICT and helps them learn how to

create their own presentations. The google slides presentation shows examples of comics

from different genres then gives students some words and definitions of techniques and

conventions with an image example. Each slide begins to remove a word, definition or image,

requiring students to fill in the blanks and find textual examples of those techniques until

students have blank slides to continue the task on their own. It elicits more ‘responding’ by

showing that students can identify, comprehend and articulate the textual elements. At the

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end of week 3 students begin to use all the knowledge they have learnt throughout the unit,

use more ‘responding’ and begin ‘composing’, which according to the syllabus “the study of

English is an active pursuit where students use language to learn about language” (NESA

2012). This also begins to achieve the ‘creating’ aspect of Bloom’s digital taxonomy

(Karaali, 2011). In pairs students begin working towards creating their own 2 page, 8 panel

comic to show their understanding and ability to apply “knowledge of language forms and

features” (NESA 2012), and structures of a comic. The lessons continue to scaffold by first

asking students to create a simple narrative, with at least two characters and break it down

into at least at 8 parts or equal to the amount of panels they will have in their comic. This task

takes them into week 4 where they begin to draw/make their panels then create a powerpoint

presentation showing the comic they made and an outline as to why they used the techniques

they did then present to the class.

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References

Arnett, J. (2013). ​Adolescence and emerging adulthood​. Boston [u.a.]: Pearson.

Churches, A. (2009). Bloom’s digital taxonomy. ​Educational Origami​, ​4.​

English Textual Concepts. (2018). Retrieved from

http://www.englishtextualconcepts.nsw.edu.au/

Gay, G. (2000). ​Culturally responsive teaching: Theory, research, & practice​. New

York, NY: Teachers College Press.

Karaali, G. (2011). An Evaluative Calculus Project: Applying Bloom's Taxonomy to

the Calculus Classroom. ​PRIMUS,​ ​21(​ 8), 719-731.

http://dx.doi.org/10.1080/10511971003663971

Roswell, J., McLean, C., & Hamilton, M. (2012). Visual Literacy as a Classroom

Approach. ​Journal Of Adolescent & Adult Literacy,​ ​55(​ 5), 444-447.

http://dx.doi.org/10.1002/jaal.00053

NSW English K-10.(n.d). K-10 English. Retrieved from:

http://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.

pdf

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