Whanaungatanga Picture Books

Overview

In lesson 9 of 10, the class compiles their Whanaungatanga: Building Connections picture books by combining illustrations and written stories into a cohesive, carefully designed book. Students focus on layout, sequencing, and respectful sharing of learning.

Learning intentions

• WALT compile our picture books by combining drawings and writing into a clear story that connects to our shared kaupapa of whanaungatanga.
• WALT use simple layout and design choices (order of pages, headings/captions, spacing, and readability) to make our book easy for others to understand.
• WALT describe how our choices support connection, belonging, and understanding for readers.

Success criteria

• I can put my pages in a logical order so the story makes sense.
• I can use clear writing and neat illustrations that match each page’s meaning.
• I can explain at least one layout/design choice I made and why it helps readers.
• I can share my book respectfully with others and respond to feedback.

Curriculum links

• Health and wellbeing: personal identity, relationships, and contributing to caring communities.
• Communication: expressing ideas clearly through creating and sharing texts.
• Literacy: using text features and revising work for clarity.
• Shared class values: showing respect and building positive relationships during group learning.

Lesson structure (60 minutes)

1. 5 Karakia + kaupapa check-in: Begin with a brief karakia and wānanga prompt: “How do picture books help people feel connected?” Students share one idea in pairs, then one group response.
2. 10 Model the finished page: Teacher shows a sample page (or two pages) with illustrations, simple captions, and clear spacing. Students notice: start-to-finish order, where the title sits, and how drawings support the words.
3. 10 Plan the layout quickly: Students confirm their book sequence and page list (Title page → Story pages → Reflection/thanks page). Teacher circulates to check each student has enough content for each page and that sentences match the illustration.
4. 25 Create/compile time (teacher + peer support): Students produce final copies or neatly assemble pages (folding, trimming, taping/stapling or booklet binding). Students write captions/short sentences using their best handwriting, then do a quick self-check: “Can someone else read this and understand?”
5. 5 Mid-lesson peer feedback: In small groups, students do a “Kind Reader” check: one person reads the captions aloud, another points to a design choice that helps (e.g., spacing, clear title, matching picture to text). Feedback must be specific and respectful.
6. 3 Rehearse sharing: Students practise a 30-second introduction: name of book, what it is about, and one connection idea from their story.
7. 2 Wrap-up + next-step: Teacher collects books-in-progress and invites one “glow” from a student about their design choice. Remind students Lesson 10 will be publishing/presenting.

Resources

• Student draft story pages and illustration drafts from earlier lessons
• Plain paper or A4 templates for title page and captions
• Markers, coloured pencils, crayons, rulers, glue sticks, tape, staplers (teacher-handled if needed), scissors
• Bookbinding materials (cardstock cover, string or staples, depending on class plan)
• Display sample picture book page (teacher-made)
• Peer feedback slips with sentence starters: “I noticed…”, “I think it helps because…”, “A question I have is…”
• Dyslexia-friendly options: lined paper, thicker markers, text written on overlays/colour-highlighted lines, audio recording device for story captions (optional)
• Quiet corner materials for students who need a low-stimulation workspace

Assessment

• Teacher observes during compiling: page order, match between picture and text, and clarity of writing.
• Students demonstrate understanding by explaining one design choice during peer feedback or sharing rehearsal.
• Collection check: each student’s book has a title and at least one complete story page sequence ready for Lesson 10.

Differentiation

• Support (scaffolds): sentence frames for captions (e.g., “On this page, we remember…”, “I felt… because…”), word banks, and a printed page-order checklist.
• Support (presentation): provide pre-cut page frames and templates; allow some students to trace headings for consistent letter shape.
• Extension (advanced learners): add a “Reader’s Note” page explaining symbolism/connection (e.g., how a character’s actions show whanaungatanga) and refine layout choices (e.g., varying text placement to guide the reader).
• EAL/SEN: allow bilingual captions where appropriate; provide model sentences; offer smaller chunked tasks (title, one story page, then next) and partner support.
• Dyslexia-friendly reading options: permit oral read-through during peer feedback; use audio recordings of captions; highlight lines on templates and use larger spacing for text.

Assessment and sharing prompt

Teacher prompt for students: “How does your picture book help someone feel connected, understood, or like they belong?”