The collages in the book have been exhibited in galleries around the world. Can you make a persuasive poster to encourage people to go and see them? The intendedparticipants for this learning experience will be primary schoolchildren who are in the year level of grade 3 and 4. Draw another view from the same window before the first image in the book and / or after the last image in the book. Draw what that view might have looked like ten years ago and how it might look ten more years in the future. A mother and baby look through a window at a view of wilderness and sky as far as they can see. As Sam, the baby, grows, the view changes. At first, in a cleared patch of forest, a single house appears, A few years pass and there is a village in the distance. The village develops into a city.

Are any of the characters or objects connected with each other through colour choice? Are different characters associated with different colours?Reading of Mirror: Teacher will read Mirror by Jeannie Baker to the class. Before beginning to read, teacherwill explain to the class Sam, now a young man, gets married, has a child of his own and moves to the country. Now father and baby look through a window in their new home. The view again is of a wilderness, but in a cleared patch of forest across a dirt road a prophetic sign reads, ‘House Now invite the children to read on in pairs and to think aloud themselves. Encourage them to speculate and ask questions as they read the spreads. Sentence starters such as those below will support this type of thinking: I think this book had a major impact upon the children, emphasising the importance of protecting our rainforests and the impact of urbanisation. London: Walker Books [London], 2004 Z1134871 2004 single work picture book children's ( taught in 1 units) Abstract

Children’s Book Council of Australia Picture Book of the Year Award 1992 Young Australian’s Best Book Award Picture Books 1992 Kate Greenaway medal UK Shortlisted 1992 Notable Book in the Field of Social Science USA 1992 Window is accessible for all ages and does not require any prior knowledge around the subject. However, discussion around the impact of humans on their environment and related issues would facilitate a deeper understanding of the book. Discussion of particular elements: Classwill come together as a whole, where the teacher writes three elements of artonto the board: colour, texture and shape. As the class have previously foundknowledge of the elements, teacher will ask students to explain what each element means in reference to art. This discussion should be colour includingthe primary and secondary colours, complementary colours as well as warm andcool colours (National Gallery of Art, 2013). Texture will be referred to as howa surface actually feels and looks (National Gallery of Art, 2013). The classwill discuss shape as a flat area that is enclosed by the use of edges orthrough a particular outline to achieve a two dimensional shape, with manydifferent shapes being used by artists (National Gallery of Art, 2013). Australian Children’s Book Council Picture Book of the Year Honour Book 1988 Young Australian’s Best Book Award Picture Books 1988 Earthworm Book Award Friends of the Earth UK 1988 Boston Globe Horn Book Magazine Honour Book Award 1990 International Board of Books for Young people Honour Book Award 1990 Austrian Children’s Book Council Honour Book award 1996 Australian Film Institute award for Best Australian Animated Film 1988 Greater Union Yoram Gross Award for Best Australian Animated Film 1988 Where the Forest Meets the Sea (10-minute, 35mm animated film, produced by Screen Australia, directed by Baker)Thank you for your kind words. I love it when teachers share ideas and yours is very original. I think I'll try it when the next opportunity arrives. All the best to you and your class. Hide replies Allow plenty of opportunities for browsing, looking carefully and talking before you introduce the idea of writing. Children need time to explore, absorb and inhabit a wordless picturebook before constraining meaning by writing the story. Mirror provides a good opportunity to use the images to write diary entries for each boy considering their different voices. If you liked this book, you might enjoy… Look at each illustration and describe how the use of colour changes throughout the story. Why is this? The Think Aloud strategy is used to encourage students to voice their internal thoughts as they read. Reading short units of text cumulatively readers consider what individual words mean and how meanings shift and are firmed up as more information is provided. Students connect reading with their prior knowledge and complex thought processes are made visible. Good teachers model thinking aloud, speculation and problem solving as part of their everyday teaching. The next step is to explicitly show students how they can use this strategy to monitor their own comprehension.A script is useful to prepare to ensure you focus on particular strategies. A think aloud using a wordless picture book will encourage readers to slow down and focus on details. Here is an example below for the second spread: What I will say I hope so. What I’m hoping is that readers will feel a responsibility, that the way each one of us lives our lives, counts. But I also hope they’ll have an understanding of the way everything is related, how once you destroy the native vegetation of a place, the native birds aren’t going to come there anymore, the native animals aren’t going to come there anymore, even the insects.’