Visual Clues Matter

Lesson 3 of 8 – Unit: “Text Connections Uncovered”

---

Curriculum Links

Learning Area: English
Year Level: Year 1–2
Relevant Australian Curriculum Content Descriptions:

• Year 1

  • ACELY1659 — Discuss different texts on a similar topic, identifying similarities and differences between the texts.
  • ACELA1786 — Explore the different contribution of words and images to meaning in stories and informative texts.

• Year 2

  • ACELY1670 — Build literal and inferred meaning about key events, ideas and information in texts.
  • ACELA1469 — Understand how different types of images in narrative and informative texts contribute to meaning.

---

Overview

In this creative and engaging lesson, students will dive into the visual aspects of the picture book The Forgotten Song. They will explore how illustrations and layout choices (like size, colour, and position) work hand-in-hand with the text to convey meaning. Through guided discussion, group tasks, and a hands-on activity, students will begin to develop their ability to interpret multimodal texts—a key foundational skill in early literacy.

---

Learning Intentions

• I can identify and describe visual features in a picture book.
• I can make connections between what I see (images) and what I read (text).
• I can explain how illustrations help tell the story.

---

Success Criteria

• I can point out specific parts of an illustration and describe what they show.
• I can link a picture with words from the story.
• I can talk about how an image makes me feel or what it helps me understand.

---

Materials Needed

• Class copy (big book or digital projection) of The Forgotten Song by James Foley (or equivalent illustrative text)
• Drawing paper or Story Panels handout (template with 3 panels)
• Crayons, pencils, coloured markers
• Sticky notes in 2 colours (e.g. yellow for image questions, blue for text thoughts)
• Chart paper and markers
• ‘Visual Features Hunt’ worksheet (differentiated for Year 1 and 2)
• Whiteboard and markers
• Audio/music cues (optional, for atmosphere)

---

Lesson Duration: 45 Minutes

---

Warm-Up Activity – 5 Minutes

“Guess the Mood” (Visual Inference Game)

• Display two to three illustrations from various picture books (without showing text).
• Ask students:
  • What do you see?
  • How does this picture make you feel?
  • What kind of story do you think this is?
• Encourage use of descriptive language (“The sky is dark, and the person looks sad”).
• Discuss how pictures can tell us a lot even before reading.

---

Explicit Teaching – 10 Minutes

Big Book Read-Aloud: The Forgotten Song

• Read up to a key double-page spread that features strong visual storytelling (e.g., emotional imagery or contrasting colours).
• During reading, point out:
  • Use of colour (e.g., warm vs cool tones)
  • Facial expressions and body language of characters
  • Page layout (framing, size of images, white space)
  • Repeated visual motifs or symbols
• Ask questions like:
  • “Why do you think the bird is getting bigger on each page?”
  • “What does it mean when the colours get darker?”
  • “What do you notice about where the words are placed?”

Teaching Technique Tip:
Model “thinking aloud” to help students understand the connection between what they see and what it might mean. E.g., “I notice all the trees are bending to the left, like they’re being pushed by something – maybe it’s showing us change or struggle?”

---

Guided Practice – 15 Minutes

"Visual Features Hunt" (Partner Activity)

1. Group students in pairs (mix abilities across year levels).
2. Hand out the Visual Features Hunt worksheet.
3. Revisit select pages from The Forgotten Song. Provide printouts for table groups or project them on the board.
4. Each pair fills out the worksheet:
   • One picture detail they noticed
   • What part of the text it connects to
   • What it made them feel or think
5. Use sticky notes to jot down one “Image Question” (yellow) and one “Text Thought” (blue).
6. Stick them on the class chart under two headings:
   • “What the Picture Shows”
   • “What I Think it Means”

---

Independent Task – 10 Minutes

“Story Panel Re-Illustration” - Multimodal Creation

• Students choose one scene from the story and draw it in their own way, focusing on visual features like size, colour, and position.
• Add one sentence that matches or extends the meaning of the illustration.
  • Year 1: Supported captions with sentence starters like “In this picture, I see…”
  • Year 2: Independent sentence linking image and meaning.

Encourage creativity! Remind students they're like ‘illustrators', not just drawing what’s there, but showing meaning.

---

Plenary – 5 Minutes

Gallery Walk and Share

• Students either share their drawing aloud or display it for a quick gallery walk.
• Prompt reflection using questions:
  • How did someone’s picture help you understand a part of the story better?
  • Which image made you feel something? Why?
• Reinforce the message: "Pictures are part of the story too!"

---

Differentiation

• Support: Use sentence starters, more guided question scaffold, visual prompts. Pair with supportive peers.
• Extension: Invite Year 2 or advanced students to explain how the illustration’s colours or positioning affect the mood.
• ESL/EAL/D Support: Use realia, pre-teach vocabulary with visuals, and allow for drawing responses in addition to oral.

---

Assessment Opportunities

• Observations during class discussion
• Student entries on Visual Features Hunt worksheet
• Connections charted with sticky notes (formative)
• Illustrated panel with sentence (summative)
• Oral sharing during plenary

---

Reflection for Next Lesson

• What surprised students most about the power of illustrations?
• Which connections came naturally, and which needed scaffolding?
• Who showed increased confidence in linking image to meaning?

This reflection will guide Lesson 4, where students will apply their understanding by comparing two multimodal texts to explore different perspectives and emotional tones.

---

Teacher Notes

Engagement Tip: Play soft instrumental music during the drawing task to mirror the story's emotional tone.
Extension Idea: Arrange a video call or message from a real illustrator talking about how they choose 'what to show in a picture'.

---

Student Voice Check-In

At the end of the lesson, ask:

“Would you rather read a book with pictures or just words? Why?”

Use responses to personalise future tasks.

---

👏 Well done! Your class is becoming expert visual detectives — ready to uncover new layers of storytelling next lesson!