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Teaching Resources: Mirror By Jeannie Baker

1087 Words5 Pages

PART B: Teaching Resource Children’s book, Mirror, author Jeannie Baker. ‘There are two boys and two families in this book. One family lives in a city in Australia and one lives in Morocco, North Africa. The lives of the two boys and their families look very different from each other and they are different. But some things connect them……. just as some things are the same for all families no matter where they live.’ (Baker, 2010). The over all aim of using this book as a teaching resource is to show students that no matter how different families seem from each other, they will always have things that are the same. Mirror focuses on visual literacy, visual literacy being defined as the act of making meaning from still or moving images (Frey …show more content…

Start by reading and discussing the book, as in learning activity, with parent/carers when required (unless activity two is being done as a follow on activity). For this activity the students take home a digital camera and take a photograph of the view out of their bedroom window and from the window in their home that has what they consider to be their favourite view (this activity is done over a longer time frame, time depending on the number of students and the number of cameras available). Once all the photographs have been received an educator combines them together to make a class picture book. This book is then discussed as the original book, Mirror has been. Differences and similarities, what their favourite view is and why, if they could have any view from their bedroom window what would it be and why (Eggen, Kauchak & Garry, 2001). As a small extension the students could use aspects from other students photographs and draw the ultimate bedroom window view. To extend this learning activity for grade four to six students, once they have their photographs they add text to explain what they see out of the windows. To explain why their chosen favourite window view was chose and what is different about the views in both of their photos. For multi lingual students there is the option to extent the drawing aspect of this activity to limit the oral or written language needed to complete the task (McMillan, 2011). This activity relates to ACARA, ‘create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle’ (ACELT1601) and ‘recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events’

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