Whanaungatanga Illustrations

Overview

In this lesson (lesson 8 of 10) you will turn your drafted story from the previous lesson into a visual story. You will design and create illustrations that support meaning, feelings, and connections (whanaungatanga).

Learning intentions

• WALT illustrate our stories to strengthen whanaungatanga through visual storytelling.
• WALT use picture choices (setting, characters, facial expressions, symbols) to show key events and emotions.
• WALT share our illustrations respectfully, explaining how they connect to ourselves and others.

Success criteria

• I can include clear, relevant illustration details that match the main parts of my story.
• I can show feelings and relationships using visual cues (facial expressions, body language, symbols).
• I can explain how my illustration helps someone understand my story.
• I can collaborate respectfully and give kind, helpful feedback to others.

Curriculum links

• Health learning in Aotearoa focuses on relationships, belonging, and respectful communication.
• Learning through story and identity: creating meaning about self and others.
• Visual communication that supports wellbeing and connection.
• Participating and contributing to group learning with respect and responsibility.

Lesson structure (60 minutes)

1. 5 min | Whakawhanaungatanga opening

• Gather in a circle. Students share one word for how they want their story to feel (e.g., safe, curious, excited). The teacher links these to whanaungatanga and caring relationships.

2. 10 min | Model and plan (story-to-picture)

• Display a sample page (teacher-made). Think aloud: choosing a setting, drawing the main character, and using an expression or symbol to show an emotion.
• Students create a simple plan for 2–3 key illustration moments from their drafted story (what/where/who/feeling).

3. 30 min | Create illustrations

• Students work on their illustration(s) using the plan. Encourage them to:
• Match images to the story’s important moments.
• Add small details that show relationship and belonging (shared space, shared activity, “us” symbols, or gentle colours).
• Teacher circulates, asking prompt questions: “How will a reader know how they’re feeling?” and “What shows connection in this picture?”

4. 8 min | Mid-lesson sharing (gallery walk)

• In small groups, students do a quiet gallery walk. They give one “glow” (what they like) and one “grow” (one suggestion) using sentence starters on the board (kept simple for younger students).

5. 5 min | Reflection and next steps

• Students complete a quick self-check: “My picture shows…” “I want to improve…” Teachers collect 1–2 reflections to inform the next lesson.

6. 2 min | Close with tikanga and responsibility

• Return materials, tidy up, and acknowledge effort. Students name one respectful learning behaviour they used today.

Resources

• Story drafts from lesson 7 (printed or in notebooks)
• Drawing paper or sketchbooks; rulers; colouring pencils/markers (teacher allocates)
• Story-plan template: “Moment / Character / Feeling / Detail I will add”
• Sentence starters for feedback (e.g., “I can tell you feel… because…”)
• Example illustrations (teacher model, age-appropriate and respectful)
• Sticky notes for gallery feedback
• Optional: simple symbol cards (heart, stars, hands, home, place-name icons) for consistent cues
• Dyslexia-friendly reading option: audio recording of the story draft (teacher or student read-aloud) and printed short text with large font

Assessment

• Teacher observation during planning and creation: check that illustrations align with story events and feelings.
• Formative feedback review: listen for whether students use visual evidence to explain connections.
• Student self-reflection at the end of the lesson to confirm next steps.

Differentiation

• Support: provide partially completed illustration frames (e.g., character outline or background shapes); use a smaller “2 key moments” target.
• Support (reading/access): allow students to use audio read-aloud of their draft or teacher prompts; provide large-font printing.
• Extension: ask advanced students to add a “symbol key” (what each recurring symbol means) or include a background detail that reflects a change in relationships across moments.
• EAL: allow oral explanation of the illustration first, then brief sentence support; accept drawings as primary communication.
• SEN/dyslexia: reduce writing demands in the plan; offer “show me” choices (point to where the feeling is; choose from 2–3 emotion face options).