Visual Storytelling Analyzed

Unit: Exploring Journeys Together

Lesson 2 of 3

Duration: 45 minutes
Class Size: 6 students
Year Group: Fifth Year (Typically 16-17 years old)
Setting: ASD-specific school in Ireland, mixed ability, LCA and Level 2 (L2) curriculum learners
Curriculum Alignment: IE Curriculum Framework (Curriculum framework for IE)

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Learning Objectives

By the end of this lesson, students will be able to:

• LO1: Identify key visual elements on book covers, including imagery, colour, and typography, and explain their significance.
• LO2: Analyse how these visual components relate to the themes and characters in the story The Weight of Water and other selected texts.
• LO3: Develop and express their personal interpretation of the narrative journey through visual literacy skills.
• LO4: Collaborate in group discussions to deepen understanding of visual storytelling.

IE Curriculum Links:

• English Strand: Oral Language and Reading (continuum of skills in decoding and interpreting texts, including visual texts)
• Visual Literacy Competency: Making meaning from images (including book covers) as part of multimodal text analysis.
• Personal and Social Development: Working collaboratively, self-expression and communication skills, respecting diverse viewpoints.
• Differentiated Learning: Tailoring engagement to mixed abilities through multi-sensory activities and scaffolded supports (aligned to universal design principles).

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Success Criteria

• I can describe specific visual elements on the book covers.
• I can explain how the images, colours, and fonts relate to the story’s themes or characters.
• I can share my ideas clearly with my classmates.
• I can listen and respond thoughtfully to others' opinions about the covers.

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Resources Needed

• Physical copies or printed high-quality images of The Weight of Water book cover and 2-3 other selected text covers exploring journeys.
• Dyslexia-friendly printed sheets describing visual features with clear fonts and colour-coding.
• Whiteboard and coloured markers.
• Drawing paper and colouring materials.
• Projector for showing digital images (optional).
• Visual stimulus cards with vocabulary related to imagery, colour, mood, and typography.
• Timer or visual timer app.

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Lesson Breakdown

1. Introduction (5 mins)

• Welcome students and briefly recap Lesson 1: What is a journey?
• Introduce today’s focus: exploring how book covers “tell a story” before reading.
• Show The Weight of Water cover on projector/printed sheet.
• Link to IE Visual Literacy standard: Understanding and responding to visual elements in texts.
• Use a dyslexia-friendly voice and visual materials — read aloud key phrases slowly.

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2. Visual Elements Exploration (10 mins)

• Present each visual element one at a time:

  • Imagery: What pictures or symbols do you see?
  • Colour: What feelings might these colours create?
  • Typography: How does the style of the words (font, size) affect how we feel?

• Use visual stimulus cards with simple definitions and examples.

• Students highlight these elements on printed covers with coloured pens.

• Scaffolded questioning for diverse learners, e.g.:

  • “What colours do you see? Red like fire or blue like water?”
  • “Does the picture look happy, sad, or mysterious?”

• Support learners with guided sentence starters: “I see…, which makes me feel…”

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3. Group Discussion and Analysis (15 mins)

• Divide students into pairs or groups of three (ensure heterogenous mixed-ability pairing).

• Prompt questions:

  • How do the colours and images connect to what you know about the title or story?
  • What might the characters be feeling based on the cover?
  • If you could add one more image or colour to the cover, what would it be and why?

• Encourage respectful listening and turn-taking (use visual cues for ASD students).

• Teacher circulates offering support and prompting deeper thinking with open questions.

• Use a visual talking token to support balanced participation.

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4. Creative Response Activity (10 mins)

• Students create a quick sketch or annotated drawing showing how they would design a book cover for The Weight of Water or their own journey story.
• Encourage use of colours and fonts they think express themes or emotions.
• For advanced learners: challenge them to write a short caption or tagline to accompany their cover design, practising multimodal literacy.
• Provide dyslexia-friendly word banks and a clear template for less confident writers.

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5. Plenary and Review (5 mins)

• Each student shares their design or one insight from the discussion.
• Quick oral quiz (teacher-led) reinforcing success criteria:
  • “Name one colour on the cover and what it might show.”
  • “What feeling does the image give you?”
• Summarise how visual elements contribute to the “journey” even before reading.
• Preview next lesson: exploring journeys through narrative and character diaries.

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Differentiation Strategies

Need/Ability	Strategy
ASD learners needing structure	Use visual schedules and predictable routines; give clear instructions and repeat as necessary; use visual cues and social stories for group work.
Dyslexic learners	Present instructions in dyslexia-friendly fonts; provide audio support for reading; use colour overlays and high-contrast materials.
Lower ability learners	Guided one-on-one support during group discussion; sentence starters and word banks; simplified vocabulary on visuals.
Higher ability learners	Extension activity: write a persuasive paragraph defending their cover design; explore more complex symbolism and author intent.

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Extension Activities for Advanced Learners

• Research different editions of The Weight of Water cover designs worldwide. Compare and contrast how each interprets themes visually.
• Create a short digital presentation explaining their cover design choices using tablet or software with text-to-speech support.
• Write an alternative book blurb inspired by their cover, integrating visual and textual storytelling.

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Assessment

• Ongoing formative assessment through observation of discussion participation and annotation activity.
• Collection of student-created cover sketches for verbal or written feedback addressing LO1-4.
• Use of checklist aligned with success criteria to ensure each student meets learning outcomes.

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Notes for Teachers

• Consider sensory sensitivities in the classroom environment (lighting, noise) when using colours and images.
• Pair verbal instructions with gestures and visuals, important for students with ASD.
• Maintain a calm, supportive environment encouraging risk-taking in interpretation and creativity.
• Reinforce the idea that multiple interpretations are valid, supporting diverse thinking styles.

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This lesson plan maximises engagement with visual literacy while respecting diverse cognitive, sensory, and social needs, fully aligned with the Irish Education Curriculum Framework for 5th Year students in ASD-specific settings.